（考試時間：120分鐘 總分：150分 ）
選擇題部分
第一部分：聽力（共兩節(jié)，滿分 30 分）
第一節(jié)（共5小題；每小題1.5分，滿分7.5分）
聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應(yīng)位置。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1．What will the speakers prbably d next?
A．Make a plan.B．Start a new prject.C． Cntinue the wrk.
2．What is the prbable relatinship between the speakers?
A．Mther and sn.B． Cach and trainee.C．Friends.
3．What are the speakers ding?
A． Making an annuncement B．Prviding meal service.C．Getting n the plane.
4．What are the speakers mainly talking abut?
A．Sprts.B．Sleeping habits.C．Physical discmfrt.
5．Hw is the man prbably feeling?
A．Cnfused.B．Annyed.C．Happy.
第二節(jié)（共15小題；每小題1.5分，滿分22.5分）)
聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應(yīng)位置。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘;聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。
聽下面一段對話，回答第6、7題。
6．Why des the wman feel srry?
A．Her grup didn’t finish the prject n time.
B．Her grup didn’t perfrm very well.
C．Her grup members didn’t get n well with each ther.
7．Wh might the man be?
A．The wman’s bss.
B．The wman’s prfessr.
C．The wman’s business partner.
聽下面一段對話，回答第8、9題。
8．Hw many eggs des the man rder?
A．One. B．Tw.C．Three.
9．Hw much will the man pay fr his breakfast?
A．￡6. B．￡7.C．￡8.
聽下面一段對話，回答第10至12題。
10．Where des the cnversatin prbably take place?
A．At an ffice. B．At schl. C．At the wman’s huse.
11．When will the speakers prbably d the wrk tgether?
A．On Mnday. B．On Saturday. C．On Sunday.
12．What will the man bring t the wman’s huse?
A．Pizza. B．Juice. C．Ice cream.
聽下面一段對話，回答第13至16題。
13．What is the wman’s destinatin?
A．Mnglia. B．Russia. C．China.
14．What happened t the wman?
A．She lst her ticket.
B．She missed her train.
C．She gt t the wrng platfrm.
15．What is the man ging t fix?
A．A bike. B．A car. C．A train.
16．What is the man giving the wman?
A．A map. B．Sme fd. C．Sme warm clthes.
聽下面一段獨白，回答第17至20題。
17．What des the speaker think f the graduating class?
A．They are gifted.B．They are experienced.C．They are hard-wrking.
18．What is the speaker mst likely t be gd at?
A．Mdern painting.B．Fashin design.C．Pht taking.
19．Wh will prbably speak next?
A． Jane Gdman.B．James Smith.C．Michael Watts.
20．What is the speaker ding?
A．Giving a class.B．Awarding prizes.C．Hsting an exhibitin.
第二部分 閱讀理解 (共兩節(jié)，滿分50分)
第一節(jié) (共15小題；每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的四個選項(A、B、C和D)中選出最佳選項。
A
Prgrams fr Senir High Teens
Architecture Explratins
This prgram encurages students t lk clsely at their envirnment, be pen t creative expressin, ask questins, think critically and understand individual respnsibility. It is a cllectin f after-class architecture-based prgrams fr students. Our rganizatin partners with several lcal cmmunities, schls and museums t prvide a set f architecture educatin prgrams.
Cntact: Jennifer Gilbert
Email: jgilbert@andrew. cmu. edu
Arts Greenhuse
Arts Greenhuse is a hip-hp music educatin prgram fr teens, which is affiliated(附屬)with the Carnegie Melln’s Studi fr Creative Inquiry. With the help f teachers and students, as well as lcal hip-hp perfrmers, teens write, cmpse and then recrd sngs in a state-f-the-art recrding studi. Thrugh the prcess, teens develp musical and verbal skills, and frm cnnectins that pen new rutes t cmmunity participatin and higher educatin.
Cntact: Richard Purcell
Email: rpurcell@andrew. cmu. edu
HARP Lab Turs
Human and Rbt Partners Lab welcmes students t learn mre abut hw rbts can be designed t wrk well with peple. The lab may als demnstrate an assistive rbt, depending n availability. Turs are scheduled by request. The lab persnnel can speak t interested grups via vide cnferencing.
Cntact: Henny Admni
Email: henny@cmu.edu
LEAP
In this year-rund prgram, students learn with and frm lcal artists wh are wrking t create psitivechanges in the wrld. They participate in hands-n learning experiences fcused n persnal reflectin and artistic expressin. Students wrk individually and cllectively t develp a lve f learning and creating and the cnfidence t build a better future. LEAP wrks with City Charter High Schl t help students cnstruct a plan fr their lives after high schl.
Cntact: Sarah Ceurvrst
Email:sceurvrst@
21. Wh shuld the students interested in varius buildings cntact?
A. Sarah Ceurvrst.B. Henny Admni.C. Richard Purcell.D.Jennifer Gilbert.
22. What can the students d during the Arts Greenhuse prgram?
A. Take cllege curses. B. Set up private studis.
C. Create their wn music. D. Perfrm tgether n stage.
23. What is special abut LEAP?
A. It cperates with lcal schls. B. It invlves lab experiments.
C. It helps students make future plans.D. It encurages students t be generus.
B
When the handset finally stpped ringing and the huse lay still with grief, I filled my hme with the sweet smell f peach pie t mask the scent f wrry that still lingered.
The weekend after Dad’s diagnsis (診斷), Mm had sent the same text t each cncerned relative and friend: Jay was diagnsed with Pick’s disease. We are ging back t the dctr fr mre infrmatin. Then Mm put dwn the phne, rubbed her frehead, and suggested that we g fr a drive. On the interstate, we passed a bard with clear red letters: “Fredericksburg peaches, the best fruit yu can find in Central Texas.” Mm went t negtiate with the stand wner.
Nw in ur kitchen, the sweet smell f peach juice drifted int the living rm and pulled Dad away frm the ftball game n TV.
“Oh! Yu gt peaches?” He eyed the fruit with childish glee (歡快).
“Here,” I handed him a knife. “We’re making peach pie.”
I shwed him hw t peel the skin ff. As I made pie dugh, he asked questins: Hw lng des it take t bake? Are yu adding sugar? Hw many peaches? What shuld I d with the seeds? Shwing him hw t slice and measure and mix in a calm, firm vice, I suddenly felt grwn up.
The summer had reversed ur rles; nw, I was the adult. I stayed hme all summer and cked his dinner, washed his T-shirts and helped him make phne calls. I stayed up late thinking abut him and mnitred him like an anxius caretaker.
The same day, befre the afternn drive and peach pie, I had held my tears as I read the diagnsis fr Pick’s disease: fur t ten years, depending n hw fast the damaged prteins verpwer Dad’s brain. I decided then that I wuld be grateful fr just fur mre years with Dad, enugh fr him t see me becme an adult fr real.
24．Why did Mm prpse a ride?
A．T purchase fruits.B．T release srrw.
C．T enjy a trip.D．T cnsult the dctr.
25．What can we learn abut the family frm the passage?
A．It takes years fr Dad t recver.
B．Dad shws little interest in ftball games.
C．The authr enjys the time with Dad.
D．The authr gets annyed by Dad’s questins.
26．Which f the fllwing best describes this summer fr the authr?
A．Tugh and cnfusing.B．Bring but rewarding.
C．Annying and struggling.D．Painstaking but meaningful.
27．Which f the fllwing can be a suitable title fr the passage?
A．Diagnsis fr DadB．Peach Pie
C．Father And DaughterD．A Plain Summer Day
C
What srt f peple can becme scientists? When a grup f researchers psed that questin t 9th- and 10th-graders, almst every student gave such respnses as “Peple wh wrk hard” r “Anyne wh seems interested in the field f science.”
Many f these same students struggled t imagine themselves as scientists, citing cncerns such as “I’m nt gd at science” and “Even if I wrk hard, I will nt d well.” It’s easy fr them t see a scientist’s wrk as arising frm an inbrn talent.
But fr high schl students, learning mre abut sme struggles f scientists can help students feel mre mtivated t learn science. Researchers at Teachers Cllege, Clumbia University and the University f Washingtn designed an interventin (干預(yù)) t change students’ beliefs that scientific achievement depends n ability rather than effrt by expsing students t stries f hw accmplished scientists struggled and vercame challenges in their scientific effrts.
During the study, the students read ne f three types f stries abut Albert Einstein, Marie Curie and Michael Faraday. Intellectual (智力的) struggle stries: stries abut hw scientists “struggled intellectually,” such as making mistakes while addressing a scientific prblem and learning frm them. Life struggle stries: stries abut hw scientists struggled in their persnal lives, such as nt giving up in the face f pverty r lack f family supprt. Achievement stries: stries abut hw scientists made great discveries, withut any discussin f cexisting challenges.
Researchers fund that students wh heard either type f “struggle stries” imprved their science perfrmance after-interventin, cmpared t students in the cntrl grup. The effect was especially prnunced fr lwer perfrming students, fr whm being expsed t struggling stries led t significantly better science-class perfrmance than lw-perfrming students wh read achievement stries. In additin, students wh read struggle stries reprted feeling mre persnally cnnected t the scientists. By recgnizing a scientist’s struggles and intrducing the grwth mindset he r she applied t accmplish great wrks, the students were able t empathize (共情) with the scientists during their wn struggles.
28．Why d students fail t imagine themselves as scientists accrding t the text?
A．They lack interest in science.B．They are shrt f cnfidence.
C．They dn’t have inbrn talent.D．They dn’t wrk hard.
29．Which stries will prbably mtivate students mst?
A．Michael Faraday was interested in chemistry and physics frm a yung age.
B．Marie Curie gt invlved in aiding sldiers f Wrld War Ⅰ.
C．Marie Curie cnducted the research mstly in a small, prly built huse.
D．Einstein received the 1921 Nbel Prize fr his wrk with Theretical Physics.
30．What des the underlined wrd “prnunced” mean in the last paragraph?
A．NticeableB．slightC．dubtfulD．lng-lasting
31．What can we learn frm the research?
A．Science ability has nthing t d with talents.
B．Inspiratinal stries ensure students t becme scientists in the future.
C．The interventin has helped clear up misunderstandings f scientific wrk.
D．Lw-perfrming students tend t feel mre cnnected t scientists.
D
The wrks days, nights, and weekends in the tulip (郁金香) fields in the Netherlands and never cmplains abut tired muscles. Hw is this pssible? The, named after a retired farmer, is a high-tech rbt in the battle t rt ut disease frm the fields.
The rbt rlls alng rws f yellw and red tulips, checking each plant and, when necessary, killing diseased bulbs (鱗莖) t prevent the spread f the tulip-breaking virus (病毒). The virus weakens the bulb, leaving them unable t flwer. The dead bulbs are remved frm healthy nes in a srting center after they have been harvested. There are 45 rbts like The wrking in the tulip fields f the Netherlands. Their jb becmes imprtant as the winter turns t spring and peak seasn nears, when peple cme frm arund the wrld t admire the clrful flwers.
In the past, this wrk was carried ut by knwledgeable farmers. Allan Visser is a third-generatin tulip farmer wh is using the rbt. “Yu culd buy a very nice sprts car fr the price f the rbt,” Visser said. The rbt csts 185,000 eurs. “It’s a lt slwer than a sprts car, rlling n caterpillar tracks thrugh fields,” he added. “But I chse the rbt because a sprts car desn’t see the sick tulips. Nw there are fewer and fewer peple wh can really d that.”
The rbts have been trained t detect sick plants. They have cameras and take thusands f phts f the tulips. Their AI mdel examines the phts, hunting ut signs n sick plants, and decides which nes need t be killed. The engineer explains the rbts use GPS t be sure they are destrying the crrect tulips. The heart f the machine is the knwledge put int the AI mdel, which cmes frm experienced tulip farmers like The van der Vrt, wh gave his name t the rbt.
Van der Vrt retired after 52 years f lking fr sick flwers in his fields. “It’s fantastic,” he said. “It sees just as much as I see.”
32．What des the rbt d?
A．Plant new tulips.B．Clear trubled bulbs.
C．Kill deadly virus.D．Harvest grwn flwers.
33．What can we infer frm Visser’s wrds?
A．He dreams f a sprts car.B．Tulip fields are lw in prductin.
C．The rbt is wrth the cst.D．Farmers lack technical knwledge.
34．What is the key t making the rbts wrk effectively?
A．GPS systems.B．High-tech cameras.
C．Daily training.D．Human knwledge.
35．Which f the fllwing is the best title fr the text?
A．Al Rbts: A Replacement fr Aging Farmers
B．The’s Watch: An Advance in Tulip Farming
C．Tulip Seasns: An Attractin f the Netherlands
D．Visser’s Practice: A Traditin in Tulip Businesses
第二節(jié) (共5小題;每小題2.5分，滿分12.5分)
閱讀下面短文，并選出能填入空白處的最佳選項。選項中有兩項為多余選項。
Having a gd sense f humr makes yu mre enjyable t be arund. 36 . Here’s hw yu can develp yur sense f humr.
● Surrund Yurself with Humr
Yu learn mre effectively when yu fully expse yurself t a subject. Similarly, yu can imprve yur sense f humr by surrunding yurself with humr. Watch stand-up cmedians. Listen t prgrams that amuse yu.Read humrus bks. 37 .
● Learn What Amuses Yu
38 . We amuse ur friends by praising a change they made. Hwever, when it cmes t being funny, dn’t change yur sense f humr t amuse ther peple. Instead, start with what amuses yu.Then, if yu think the ther persn will als be amused with it, share it with them.
● Think Abut Timing and Audience
Yu dn’t have t be funny all the time, s dn’t expect that f yurself. When yu catch yurself trying t be funny, slw dwn. Simply speak slwer s yu’re nt as likely t stp and repeat yurself. Try speaking at 60-70 % f yur usual rate. 39 .
● 40
Yu dn’t need t seize every single pprtunity t be funny. If yu’re in the middle f a bad jke, just end it. “Yu knw what, nw that I’m telling it, it’s nt as funny as it sunded in my head,” can be a bit f an awkward end and hurt yur pride a little bit, but it saves everyne time and patience. In the lng run, they’ll respect yur taste.
第三部分 語言知識運用 (共兩節(jié)，滿分30分)
第一節(jié) 完形填空 (共15小題;每小題1分，滿分15分)
閱讀下面短文，從所給的四個選項(A、B、C和D)中，選出可以填入空白處的最佳選項。
“Only if yu have experienced it can yu believe it.” I didn’t believe such thing until it 41
happened t me. Fr years my wife and I had had an idea fr a(n) 42 but we weren’t sure hw t start. All we knew was that we had a(n) 43 that we thught culd succeed cmmercially.
We decided t write a film script (劇本) first. But we had never written a script befre and needed prfessinal 44 . S we wrte a 10-page utline f the stry and made a pitch (推銷宣傳) fr the cncept bth nline and ffline t see what kind f 45 it wuld get. We als 46 a quick market test t get the attentin f prducers wh might happen t see the 47 fr ur script.
It was a mnth r s befre it 48 peple’s interest. We then cntacted 49 prductin cmpanies and prducers until we 50 cperating with a prducer with an all- star cast, wh prmised t help us with the script.
Eight mnths later, ur film script was 51 at a very high level f the industry. Whether the film is sht and released r nt, my wife and I made it. Once 52 , we then tried ur best t write the best script we culd.
That’s what happens when yu have the curage t 53 . The ppsite f success isn’t failure but a 54 f the curage t try. The universe rewards curage. 55 , the cave yu fear t enter cntains the treasure yu seek!
41．A．a(chǎn)ctuallyB．rigidlyC．suddenlyD．widely
42．A．designB．filmC．ExhibitinD．business
43．A．pininB．messageC．OrderD．stry
44．A．inspectinB．fameC．guidanceD．effrt
45．A．benefitB．respnseC．praiseD．experience
46．A．digestedB．a(chǎn)ffrdedC．cnductedD．enhanced
47．A．searchB．LgicC．basisD．ptential
48．A．StimulatedB．shwedC．pssessedD．spread
49．A．multipleB．specialC．cmmnD．quick
50．A．turned dwnB．ended up C．gave upD．struggled against
51．A．defeatedB．guaranteedC．sldD．rated
52．A．entertainedB．frightenedC．determinedD．pressed
53．A．refuseB．a(chǎn)ttemptC．imagineD．deny
54．A．lackB．kindC．packD．way
55．A．In detailB．In cntrastC．After allD．In all
非選擇題部分
第二節(jié) 語法填空 (共10小題；每小題1.5分，滿分15分)
閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。
Twards the end f March 1974, a grup f farmers gathered in a field in the Chinese prvince f Shaanxi, abut 20 miles frm the city f Xi’an . 56 ( bther) by drughts and knwing that the area was rich in undergrund springs, the men began t clear the sil and build 57 much-needed well.
Abut a few meters dwn, hwever, they made an unusual discvery: lying in the grund befre them
58 (be) several brken terractta（陶土）pieces . 59 (interest) , the men kept digging , and befre lng a series f sculpted terractta bdy parts began t emerge. Althugh the farmers
weren’t exactly sure 60 they had discvered , they infrmed the lcal authrities .
A few weeks later , the news reached an archaelgist （考古學(xué)家）named Zha Kangmin , wh cycled t the site in a state f great 61 (excite). By the time Zha Kangmin arrived, mre pieces
62 (dig) . He managed t put the pieces tgether int a pair f terractta warrirs, bth measuring 1.78 meters 63 height . When the news reached Beijing later that year, the gvernment launched further digging , 64 （eventual ) leading t the discvery f ver 7,000 individual figures , with each 65 ( bear ) unique facial features . Thus , the s-called terractta warrirs were fund .
第四部分 寫作 （共兩節(jié) ，滿分 40 分）
第一節(jié) （滿分 15 分）
假定你是李華，你們學(xué)校正通過校英文報向同學(xué)們征集寒假學(xué)生社會實踐活動的建議。請你寫一封電子郵件，內(nèi)容包括：
活動建議；
活動意義；
你的期待。
注意：（1）詞數(shù) 80 左右。
（2）可以適當增加細節(jié)，使行文連貫。

Dear Editr,
_________________________________________________________________________________
_________________________________________________________________________________
Yurs sincerely,
Li Hua
第二節(jié)（滿分 25 分）
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語句續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
I am an utdr lver and I’ve made it a rutine t explre different regins annually with a friend during ur vacatin .This year , in additin t beauty f nature, I’ve experienced smething mre.
It was late afternn. A few hurs befre sunset, Lucas and I decided t hike t Acmat Falls, hidden in the rainfrest.
Expecting t spend n mre than an hur at the falls,we wre T-shirts and swimsuits and hadn’t tld anyne where we were ging. After crssing the wide river at a shallw spt and walking upstream abut 100 yards,we reached the falls at arund 4 pm.We dived int the green pl and flated n ur backs,amazed at the canyn （峽谷） walls.
By 4:30,Lucas reminded me that we needed t head back t the car befre dark, but I was waist-deep in the river trying t phtgraph the falls,the hanging vines（葡萄藤）and the dreaminess f the place. Lucas had t wait n a stne . I finally tk a gd pht--- and then he screamed.
With a crack like thunder, a vilent wall f water rushed ver the falls,turning the dreamy swimming pl int a churning（ 劇烈翻滾的）mnster. A flash fld! I jumped ut f the river
secnds befre the fld crashed ver the spt where I’d just been standing .Lucas climbed bareft ff twards higher grund .Lucas and I climbed up the canyn n all furs, grabbing vines t pull urselves up . I lked ver my shulder and saw that the water had risen 20 feet in less than a minute.
Lucas led us thrugh the dense bush, prickly trees, and ankle-deep mud. After we’d climbed 200 feet,we stpped t catch ur breath.Nw we had a different prblem : The rad was n the ther side f the swllen river .We were stuck in the frested muntain.
We had n rain jackets and were exhausted frm the climb. Lucas asked if I had my phne. It was saking wet, but still blinked n.We decided t mve tward higher grund t get a better signal. It was almst dark. Fr a mment , I gt thrugh , and I heard the faint vice f Camila, ur landlady(女房東）. She said she’d called fr help. Then the phne went silent--- n signal again .
注意：
續(xù)寫詞數(shù)應(yīng)為 150 個左右。
請按如下格式在答題紙的相應(yīng)位置作答。
It seemed that we were in a desperate（絕望的）situatin. _____________________________
______________________________________________________________________________________________________________________________________________________________________
Trapped there ,we wndered whether and hw rescuers culd find us._____________________
______________________________________________________________________________________________________________________________________________________________________A．Be Creative, Nt Silly
B．Pause in between sentences
C．There’s a lt f fun ut there
D．Yu might als d better at wrk
E．Knw When t Pull the Plug n Yurself
F．Yu can als try yur hand in the real wrld
G．A lt f times, we say things purely t please thers

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