第一部分 閱讀(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A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
Wmen are such amazing beings and if yu need a bit f inspiratin t keep ging, here are stries f inspiring wmen wh made a mark n histry!
Jane Austen (1775-1817)
She wrte abut what life was like during the late 1700s and early 1800s thrugh the bks Sense and Sensibility, Pride and Prejudice, Mansfield Park and Emma. These bks were released within just fur years f each ther. Tw ther bks, Nrthanger Abbey and Persuasin, were published after she died. Her face is nw n the new ￡10 nte, reminding us every day hw much her bks have affected us all.
Flrence Nightingale (1820-1910)
She was brn int a wealthy family, which disapprved f her entering the nursing prfessin. After receiving a letter frm the Secretary f War wh asked her t put tgether a team and lk after British sldiers during the Crimean War, she mved t Lndn. This was the first time that wmen had been allwed t serve in the army.
She went hme as a her and even received a thank-yu letter frm Queen Victria. She left a legacy(遺產(chǎn)) in healthcare in the war.
Marie Curie (1867-1934)
One f the mst famus scientists f all time cmes in the frm f Marie Curie. Tgether with her fellw scientist and husband Pierre, she made amazing wrk n their discveries. In 1903, they received a Nbel Prize. She wn anther Nbel Prize in 1911, the first wman t d s. The Curies were the pair wh made discveries n radiactivity, which paved the way fr the creatin f X-rays.
Mther Teresa (1910-1997)
In September 2016, Mther Teresa was annunced t be named as a Saint, which she deserves after her devtin t helping peple in pverty. In 1929, she traveled t India and dedicated her whle life t helping pr peple, especially in the Indian city f Klkata. She received the Nbel Prize in 1979 and canceled the big dinner celebratin. She then suggested giving all f the mney t the pr peple in Klkata.
1. Why is the ￡10 nte mentined in the text?
A. T increase readers' interest in Jane Austen.
B. T shw the value f Jane Austen's face.
C. T make mre peple knw abut Jane Austen.
D. T highlight the recgnitin and impact f Jane Austen's wrks.
2. Wh made a mark n nursing?
A. Jane Austen.B. Flrence Nightingale.C. Marie Curie.D. Mther Teresa.
3. What did Marie Curie and Mther Teresa have in cmmn?
A. They wn Nbel Prize.B. They served in the army.
C. They gave all their belngings away.D. They wrked fr the pr.
B
Juleus Ghunta is a published children's authr and award-winning pet. But grwing up, he culd barely read. Ghunta’ s family lived in a rural part f Western Jamaica. His mther ften had t make tugh chices abut hw t use their limited resurces, including a decisin t send his ldest sister t schl.
When Ghunta finally went t schl, he culdn't catch up n his reading skills. Nt nly had he been kept hme frm schl as a child, but he had n access t bks. By the time he entered the sixth grade, he culd spell his name, but he still culdn't make ut wrds r read with understanding.
When Ghunta was abut 12, a yung teacher decided t start a special reading prgram fr struggling students. Ghunta was the first student t sign up. The teacher was incredibly kind t him. She did nt ask anything f Ghunta, except that he wrked hard and believed in himself.
Under her guidance, Ghunta’ s reading skills finally started t imprve. He started t feel mre cnfident. “She had left me with the gift f literacy,” he said, “and with the value as a human being.” His life tk a new directin.
He graduated frm elementary schl with a number f academic awards, including ne fr “mst imprved in reading”. He went n t cllege. Tday, he is the authr f tw children's bks, abut vercming difficult experiences in childhd. He's nw wrking n his first full-length cllectin f petry.
Ghunta said, “I wuld lve her t see the significant impact that she has made n my life, and the ways in which I have carried this memry f her— the hpe and the light— with me and hw it cntinues t be a surce f jy,”
4. What caused Ghunta's pr reading ability?
A. Limited family resurces,B. Early disinterest in reading.
C. Lacking enugh attentin.D. Terrible memry.
5. Wh inspired Ghunta greatly in his study?
A. His mther.B. His sister.C. A yung teacher.D. Other struggling students.
6. What des paragraph 5 mainly say abut Ghunta?
A. His future life.B. His achievements.
C. His family backgrund.D. His self-taught experience.
7. Which f the fllwing can best describe Ghunta's stry?
A. Reading helps peple find happiness.B. Directin is the key t success.
C. Pverty cntributes t a persn's success.D. A teacher's belief lights a student's path.
C
Sensry-based fd educatin given t 3—5-year-ld children in the kindergarten increases their willingness t chse vegetables and fruit, accrding t a new study frm the University f Eastern Finland.
The researchers used the sensry-based fd educatin methd Sapere, which makes use f children's natural way f relying n all f the five senses when learning new things. In the Sapere methd, children are given an active rle arund fd, and they are encuraged t share their sensry experiences. Fr example, kindergartens can intrduce different vegetables and fruit t children. They can invlve children in baking and cking, and they can ffer children pprtunities t grw their wn vegetables in the kindergarten backyard. Fd-related themes can als be included in bks and games.
The researchers cmpared children in different kindergarten grups. Sme were ffered sensry-based fd educatin, while thers weren't. Children were ffered a snack buffet cntaining different vegetables and fruit t chse frm, and the researchers tk phts f their plates t analyse their willingness t chse and eat these fd items.
The findings shw that sensry-based fd educatin increased children's willingness t chse vegetables and fruit, especially amng children whse parents had a lwer educatinal backgrund. On average, children f lwer-educated parents tend t eat fewer vegetables and fruit. This is hw fd educatin given in the kindergarten can help even ut the dietary gap between families.
“Anther interesting finding is that the Sapere fd educatin methd als seems t imprve the eating atmsphere in kindergarten grups. This encurages children t chse a mre diverse selectin n their plates,” explains K?hk?nen, wh is an expert n health.
Psitive and persnal fd-related experiences gained in the kindergarten can help adjust dietary preferences in a directin that is beneficial t health. Dietary preferences learned in early childhd ften stick with a persn all the way t adlescence and adulthd.
8. What is the main fcus f the new study?
A. The relatin between diet and health.B. The impact f family n fd chices.
C. The rle f kindergartens in fd educatin.D. The effectiveness f Sapere in fd educatin.
9. Hw did the researchers cnduct their research?
A. By making a cmparisn.B. By analyzing the previus cases.
C. By interviewing sme children.D. By cllecting the relevant data.
10. What d the underlined wrds “even ut” in paragraph 4 prbably mean?
A. Measure.B. Narrw.C. Analyze.D. Update.
11. What's K?hk?nen's attitude twards the Sapere methd?
A. Dubtful.B. Oppsed.C. Favrable.D. Unclear.
D
Red pandas live in high-altitude, mild frests where they prefer t be near water and have access t bamb. They are mstly active at dusk and dawn, and they sleep during mst f the day. They rely n the trees fr shelter, t escape frm predatrs (捕食者), and t sunbathe in the winter.
Abut 98% f a red panda’ s diet is bamb. They need a lt f it t survive— arund 2 kilgrams each day. Hwever, finding enugh bamb is difficult as the red panda’ s habitat becmes smaller. When peple mve int the red panda's area, they clear frests fr husing and cmmercial develpment, farming and mining.
Natural disasters such as landslides, flds, heavy snw and rainfall have als destryed their habitat. Frest fires, invasive (侵入的) plant species, and issues with bamb flwering(including the death f the plant) have similarly had effects n the red panda's habitat. Species f bamb are affected by frest fires and ther envirnmental changes. As peple mve int the area, they ften cllect bamb, leaving less fr red pandas t eat.
Althugh the red panda is endangered, steps are being made t save the species and its habitat. Accrding t the IUCN, China has 46 prtected areas, cvering abut 65% f the species’ habitat in the cuntry. There are at least 19 prtected areas in India, five in Bhutan and three in Myanmar.
The Red Panda Netwrk is a nnprfit rganizatin that prtects red pandas and their habitat. They wrk with lcal cmmunity grups t establish wildlife feeding centers and train frest prtectrs t raise awareness abut red pandas and wrk with villagers t establish prtected areas. The WWF is als wrking t prtect red pandas and their habitat. Because mre than a third f the ptential habitat is in Nepal, the grup wrks with yak herders (牦牛牧民) and ther grups there t lwer their effect n the red panda's habitat.
12. Why is it challenging fr red pandas t find enugh fd?
A. Bamb is nt gd enugh.B. They are nt active hunters.
C. Their habitat is becming smaller.D. There is a lack f water in their habitat.
13. What d the data in paragraph 4 mainly shw?
A. Glbal effrts t prtect red pandas.B. Serius situatins faced by red pandas.
C. India's deep prtectin f rare wildlife.D. China's advantage in keeping red pandas.
14. What des the Red Panda Netwrk d t prtect red pandas?
A. Frce yak herders t mve away.
B. Advcate peple t adpt them.
C. Cperate with lcal experts t d research.
D. Wrk with cmmunities t build wildlife feeding centers.
15. What's a suitable title fr this text?
A. The Key Pints f Red Pandas’ SurvivalB. The Influence f Natural Disasters n Bamb
C. The Threat and Prtectin f Red PandasD. The Reasn fr the Disappearance f Bamb
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，從短文后的選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Anyne with a stry t tell can write a bk, either fr their wn enjyment r t publish fr all t see. The fllwing are sme tips t help yu.
Understand why yu' re writing a bk. Befre yu start writing r even thinking abut yur bk, be hnest with yurself abut yur reasns fr writing it. 16 ? Or d yu simply have a great stry that yu want t share with the wrld?
17 . There's n ne ideal wrkspace fr every writer. Sme prefer a quiet rm, while thers wrk best in a cffee shp. Als, make sure that the place yu chse wrks with yur preferred writing medium. If yu want t write n a desktp, make sure t have a suitable desk nearby. 18 . That's because it's easy t lse fcus if yur back aches.
Establish daily and weekly writing gals. Instead f hping t prduce ten pages at a time, try setting a gal t write ne page each day. Set yur writing gal based n yur writing speed and any specific deadlines. 19 .
Get feedback ften. Yu might have a grup f fellw writers, friends r family members with whm yu can share yur wrks in prgress. It is likely that yu'll g thrugh many runds f feedback and revisins befre yur bk is published. 20 — it's all part f the prcess f writing the best bk yu can!
A. Dn't get discuraged
B. Chse a wrkspace that wrks fr yu
C. Is it necessary t further yur educatin
D. And try nt t change it after yu've set it
E. Break yur big idea int manageable pieces
F. D yu dream f seeing yur name n a bk cver
G. At the same time, remember t pick a supprtive chair
第二部分 語(yǔ)言運(yùn)用(共兩節(jié)，滿分30分)
第一節(jié) (共15小題；每小題1分，滿分15分)
閱讀下面短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
Raku Inue is a talented artist. He specializes in 21 arranging flwers, leaves and ther plant parts t 22 pp culture characters, animals, and pretty much anything else yu can think f.
Inue's jurney int painstaking flral (以花裝飾的) art 23 ne windy day in 2017. He was in his Mntreal hme watching the strng wind 24 dzens f pink flwers frm a rse bush (花叢) in his backyard. Seeing these beautiful flwers n the 25 , he thught t himself “What a 26 !” and went t pick them up.
Lking at these 27 , the artist came up with the idea t 28 them t create art. He arranged them in the 29 f a beetle (甲蟲) with small tree branches fr legs, and his little prject turned ut s gd that he 30 it.
After that very first flral artwrk, the 31 artist started adding seeds, leaves, and ther plant parts t his 32 . And he gt better at arranging them with each 33 day. Sn, he was 34 t recreate all srts f insects. Then he mved n t realistic-lking 35 like tigers and mnkeys, and icnic characters like Nintend's Super Mari and Peach.
21. A. helplesslyB. carefullyC. secretlyD. kindly
22. A. replaceB. rescueC. recnsiderD. recreate
23. A. beganB. changedC. endedD. disappeared
24. A. imprveB. testC. shakeD. frm
25. A. marketB. beachC. waterD. grund
26. A. wasteB. surpriseC. chanceD. difference
27. A. treesB. flwersC. prjectsD. characters
28. A. paintB. sellC. useD. help
29. A. caseB. histryC. middleD. shape
30. A. kept atB. waited frC. cmplained abutD. referred t
31. A. qualifiedB. giftedC. pen-mindedD. strng-willed
32. A. gardensB. striesC. designsD. fds
33. A. puzzlingB. drinkingC. frighteningD. passing
34. A. nervusB. ableC. expectedD. guided
35. A. insectsB. plantsC. animalsD. huses
第二節(jié) (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(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
As China enters autumn with the 36 (arrive) f the slar term liqiu, which means temperatures acrss mst f 37 cuntry have started t cl gradually, peple are addicted t varius fds t celebrate the seasnal change, hping fr health and a better life.
During liqiu, peple in nrthern China traditinally jin in a practice 38 (knw) as tieqiubia, a custm f eating mre fd, especially meat, t make up 39 the lss f weight during the ht summer.
Businesses, especially restaurants and stres selling meat 40 is traditinally eaten during liqiu, have prepared t meet the demand, with sales f meat 41 (dish) in many restaurants in Beijing increasing 42 (great), creating a bustling (熙熙攘攘的) market scene.
There is a stre f time-hnred fd brand Daxiangcun in Beijing's Changping district. On Wednesday mrning, custmers pured int the stre 43 (buy) ready-t-eat fds such as cked prk, fried fish and sausages.
Stre manager Liu Jianjun 44 (express) his satisfactin with recent sales and said, “In recent days, custmers have been waiting utside the stre even befre 45 (pen) hurs, with the staff wrking tirelessly frm mrning till afternn.”
第三部分 寫作(共兩節(jié)，滿分40分)
第一節(jié) (滿分15分)
假定你是李華，你的酷愛(ài)中文的美國(guó)朋友 Mike想閱讀一些中國(guó)作家的作品。請(qǐng)你給他寫封郵件，推薦一位作家及其作品，內(nèi)容包括：
1.推薦的作家及作品；
2.你的理由。
注意：1.寫作詞數(shù)應(yīng)為80個(gè)左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Mike,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
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(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
One Mnday mrning, Lilah Clevey started her usual jurney frm her huse in Ann Arbr, Mich., t her cllege abut an hur away. She walked ut f the dr t a classic Midwestern winter scene— the cludy sky prjecting a gray clr n the already gray-white snw cvering her car.
After cleaning her windshield (擋風(fēng)玻璃), Clevey gt int her car and drve t a nearby gas statin, where she fueled up, bught herself a cup f cffee, and set back ff in the directin f the highway. But as she pulled ut f the gas statin, she crashed int anther car.
“The car was silver gray, s it blended (融入) int the skyline. But I als knew it was my fault. I was nt being careful abut it,” Clevey later recalled. “I was really scared because the driver's side was damaged. This was frightening because I knew the driver was sitting there and that meant she was prbably hurt.”
Clevey, wh had already been crying, gt ut f the car and started making her way t the car she hit, which was abut 30 feet away. T her surprise, the driver, a wman a bit lder than Clevey, lked cmpletely unharmed.
“I was 19 years ld. This was such a scary thing that had happened, and I was the ne wh did it. I was very aplgetic, but I was als just like a baby in that mment,” Clevey remembered. “And this wman, instead f shuting at me, cmfrted me in that mment, which I really needed.”
After her tears stpped, Clevey asked the driver if she was OK. When the wman respnded that she was fine, Clevey culd hardly believe it. “I ran int yur driver's side. Hw culd yu be OK?” Clevey asked. The wman said that she had a prsthetic(假體的) arm made f metal.
注意：1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
It turned ut that the prsthetic arm prtected her frm the impact f the crash. ______________________
_________________________________________________________________________________________
After a while, the ambulance arrived at the scene. _____________________________________________
__________________________________________________________________________________________
洛陽(yáng)強(qiáng)基聯(lián)盟高二12月聯(lián)考·英語(yǔ)
參考答案、提示及評(píng)分細(xì)則
【答案與解析】
本文是一篇是應(yīng)用文。文章主要介紹了四位歷史上杰出的女性，她們?cè)谖膶W(xué)、醫(yī)療、科學(xué)和慈善領(lǐng)域的貢獻(xiàn)激勵(lì)了無(wú)數(shù)人。
1. D 細(xì)節(jié)理解題。根據(jù) Jane Austen部分“Her face is nw n the new ￡10 nte, reminding us every day hw much her bks have affected us all.”可知,作者提到10英鎊的鈔票是為了強(qiáng)調(diào)對(duì) Jane Austen作品的認(rèn)可度和她作品的影響力。
2. B 細(xì)節(jié)理解題。根據(jù)四位女性的介紹可知，Nightingale對(duì)護(hù)理業(yè)有著重大的貢獻(xiàn)。
3. A 細(xì)節(jié)理解題。根據(jù) Marie Curie 和 Mther Teresa的介紹可知,她們都獲得過(guò)諾貝爾獎(jiǎng)。
【答案與解析】
本文是一篇記敘文。文章通過(guò)敘述 Ghunta的成長(zhǎng)經(jīng)歷，特別是他從幾乎無(wú)法閱讀到成為兒童書作家和獲獎(jiǎng)詩(shī)人的轉(zhuǎn)變過(guò)程，展現(xiàn)了個(gè)人奮斗和老師的幫助對(duì)他人生路徑的深刻影響。
4. A 細(xì)節(jié)理解題。根據(jù)第二段“Nt nly had he been kept hme frm schl as a child, but he had n access t bks.”可知，家庭環(huán)境的原因造成了 Ghunta較差的閱讀能力。
5. C 細(xì)節(jié)理解題。根據(jù)第三段及第四段“Under her guidance, Ghunta’ s reading skills finally started t imprve. He started t feel mre cnfident. ‘She had left me with the gift f literacy,’ he said, ‘a(chǎn)nd with the value as a human being.’ His life tk a new directin.”可知,一位年輕老師的激勵(lì)使 Ghunta 閱讀水平提高,生活也有了新方向。
6. B 段落大意題。根據(jù)第五段的敘述可知，Ghunta得了很多的獎(jiǎng)項(xiàng)、上了大學(xué)、成為兒童書作家并且開(kāi)始寫長(zhǎng)篇詩(shī)集，所以第五段主要概括了 Ghunta的成就。
7. D 推理判斷題。本文敘述了 Ghunta從幾乎無(wú)法閱讀到成為兒童書作家和獲獎(jiǎng)詩(shī)人的轉(zhuǎn)變過(guò)程。在此期間一個(gè)年輕老師的出現(xiàn)改變了 Ghunta的人生方向，由此可見(jiàn)，教師的信念照亮學(xué)生成長(zhǎng)之路。
【答案與解析】
本文是一篇說(shuō)明文。一項(xiàng)新研究顯示，在幼兒園對(duì)3到5歲的孩子進(jìn)行以感官為基礎(chǔ)的食物教育會(huì)增強(qiáng)他們選擇蔬菜和水果的意愿。
8. D 細(xì)節(jié)理解題。根據(jù)第一段及第二段“The researchers used the sensry-based fd educatin methd Sapere, which makes use f children's natural way f relying n all f the five senses when learning new things.”可知,該研究主要考查了對(duì)于幼兒園兒童來(lái)說(shuō) Sapere方法在食品教育中的有效性。研究表明，通過(guò)以感官為基礎(chǔ)的食品教育方法 Sapere，可以提高3到5歲幼兒園兒童選擇蔬菜和水果的意愿。
9. A 細(xì)節(jié)理解題。根據(jù)第三段“The researchers cmpared children in different kindergarten grups.”可知,研究者使用對(duì)比的方式進(jìn)行研究。
10. B 詞義猜測(cè)題。根據(jù)第四段“The findings shw that sensry-based fd educatin increased children’ s willingness t chse vegetables and fruit...”可知，食物教育在提高兒童選擇蔬菜和水果的意愿上起著重要的作用。所以幼兒園的食物教育可以幫助縮小不同家庭間孩子在飲食習(xí)慣上的差異。故畫線詞與 Narrw意思最為接近。
11. C 觀點(diǎn)態(tài)度題。根據(jù)第五段 K?hk?nen的敘述，Sapere食品教育方法似乎也改善了幼兒園群體的飲食氛圍，這鼓勵(lì)孩子們?cè)谒麄兊谋P子里選擇更多樣化的食物。因此可推斷，K?hk?nen 對(duì) Sapere 方法持“支持”的態(tài)度。
【答案與解析】
本文是一篇說(shuō)明文。紅熊貓主要的食物是竹子，但是由于人類的行為和自然災(zāi)害的影響導(dǎo)致竹子和它們的棲息地減少。針對(duì)這樣的情況，各個(gè)國(guó)家正在全力進(jìn)行保護(hù)。
12. C 細(xì)節(jié)理解題。根據(jù)第二段“Abut 98% f a red panda’ s diet is bamb. They need a lt f it t survive— arund 2 kilgrams each day. Hwever, finding enugh bamb is difficult as the red panda’ s habitat becmes smaller.”可知,由于紅熊貓的棲息地越來(lái)越小，找到足夠的竹子變得很困難。
13. A 推理判斷題。根據(jù)第四段的首句也就是主旨句可知，此段在講拯救此物種和它的棲息地所采取的措施——建了很多保護(hù)區(qū)。故這些數(shù)據(jù)顯示了全世界為保護(hù)紅熊貓所做出的努力。
14. D 細(xì)節(jié)理解題。根據(jù)最后一段“They wrk with lcal cmmunity grups t establish wildlife feeding centers...”可知, Red Panda Netwrk通過(guò)與當(dāng)?shù)厣缛汉献鹘⒁吧鷦?dòng)物飼養(yǎng)中心來(lái)保護(hù)紅熊貓。
15. C 標(biāo)題判斷題。文章主要介紹了紅熊貓面對(duì)的嚴(yán)峻形勢(shì)和各國(guó)組織對(duì)它們的保護(hù)。
【答案與解析】
本文是一篇說(shuō)明文。文章主要提供了一些寫書的建議。
16. F 根據(jù)句式特點(diǎn)——疑問(wèn)句,只能從C和F兩項(xiàng)中選出答案;再根據(jù)主旨句“Understand why yu' re writing a bk”可知與寫書有關(guān)；故選 F項(xiàng)“你夢(mèng)想看到你的名字出現(xiàn)在書的封面上嗎”。
17. B 根據(jù)空后“There’ s n ne ideal wrkspace fr every writer.”可知,B項(xiàng)“選擇適合自己的工作場(chǎng)所”適合作本段的主題句。
18. G 根據(jù)空前“If yu want t write n a desktp, make sure t have a suitable desk nearby.”及空后“That's because it's easy t lse fcus if yur back aches.”可知,G項(xiàng)“同時(shí),記得選擇一把有支撐性的椅子”符合。
19. D 根據(jù)空前“Set yur writing gal based n yur writing speed and any specific deadlines.”可知,D項(xiàng)“設(shè)定好目標(biāo)后盡量不要更改”符合。
20. A 根據(jù)空前“... yu'll g thrugh many runds f feedback and revisins befre yur bk is published.”(你的書在出版之前你要經(jīng)歷很多輪反復(fù)修改)及空后“it's all part f the prcess f writing the best bk yu can!”(它是你能寫出最好的書的必經(jīng)之路)可知，A項(xiàng)“不要?dú)怵H”符合。
【答案與解析】
本文是一篇記敘文。藝術(shù)家 Raku Inue用花瓣、種子、樹(shù)葉等創(chuàng)作昆蟲、動(dòng)物、流行文化人物等花卉藝術(shù)作品。
21. B 根據(jù)第二段中的 painstaking flral art“細(xì)心的以花裝飾的藝術(shù)”可知, arranging flwers 需要細(xì)心地做,故選 carefully。
22. D 根據(jù)下文第34空后的 t recreate all srts f insects 可知,選 recreate。
23. A Inue的花藝之旅始(began)于2017年一個(gè)刮風(fēng)的日子。
24. C 當(dāng)時(shí)，他正在蒙特利爾的家中，看著后院玫瑰花叢上的幾十朵粉紅色的花被強(qiáng)風(fēng)吹(shake)得搖搖欲墜。
25. D 看到地上(grund)這些美麗的花瓣,他心想:“太浪費(fèi)(waste)了!”
26. A 見(jiàn)上題解析。
27. B 看著這些花(flwers), Inue產(chǎn)生了用(use)它們創(chuàng)作藝術(shù)的想法。
28. C 見(jiàn)上題解析。
29. D 他把它們排成甲蟲的形狀(shape)，用小樹(shù)枝做腿，他的小項(xiàng)目效果很好，所以他一直在做。
30. A 此題考查動(dòng)詞短語(yǔ), keep at 堅(jiān)持; wait fr等待; cmplain abut 抱怨; refer t談到。根據(jù)句意可知選 keep at。
31. B 在完成了第一個(gè)花卉藝術(shù)作品之后，這位有天賦的(gifted)藝術(shù)家開(kāi)始在他的設(shè)計(jì)(designs)中加入種子、葉子和其他植物部分。
32. C 見(jiàn)上題解析。
33. D 隨著時(shí)間的推移(passing)，他在排列這些東西方面做得越來(lái)越好。
34. B 很快,他就能(able)再造各種昆蟲了。
35. C 然后他轉(zhuǎn)向逼真的動(dòng)物(animals)，如老虎和猴子，以及任天堂里的超級(jí)馬里奧和桃子公主等標(biāo)志性人物。
【答案與解析】
本文是一篇新聞報(bào)道。文章主要介紹了中國(guó)的二十四節(jié)氣之一——立秋，著重介紹了其“貼秋膘”的習(xí)俗。
36. arrival 考查詞形轉(zhuǎn)換。此處用所給動(dòng)詞的名詞形式作介詞 with的賓語(yǔ)。
37. the 考查冠詞?？蘸蟮?cuntry指的是上文提到的 China,故該空填定冠詞 the,表特指。
38. knwn 考查非謂語(yǔ)動(dòng)詞。分析句子成分可知，此處用所給動(dòng)詞的過(guò)去分詞作后置定語(yǔ)。
39. fr 考查介詞。make up fr意為“補(bǔ)償”,為固定搭配。
40. that/ which 考查定語(yǔ)從句。分析句子結(jié)構(gòu)可知，此處引導(dǎo)的是一個(gè)限制性定語(yǔ)從句；從句缺少主語(yǔ)，先行詞為 meat，指物,故填關(guān)系代詞 that或 which。
41. dishes 考查名詞復(fù)數(shù)。根據(jù)句意及 dish(菜肴)為可數(shù)名詞可知，此處用所給名詞的復(fù)數(shù)形式。
42. greatly 考查詞形轉(zhuǎn)換。此處用所給形容詞的副詞形式修飾空前的動(dòng)詞 increasing。
43. t buy 考查非謂語(yǔ)動(dòng)詞。分析句子成分可知，此處填非謂語(yǔ)動(dòng)詞；動(dòng)詞 buy與其邏輯主語(yǔ) custmers之間存在邏輯上的主謂關(guān)系，人們涌入商店去買，故此處用所給動(dòng)詞的不定式作目的狀語(yǔ)。
44. expressed 考查動(dòng)詞的時(shí)態(tài)。根據(jù)空后的并列謂語(yǔ) said可知，此處用所給動(dòng)詞的過(guò)去式。
45. pening 考查非謂語(yǔ)動(dòng)詞。分析句子成分可知，此處用所給動(dòng)詞的動(dòng)名詞形式修飾空后的名詞 hurs。
第一節(jié)
One pssible versin:
Dear Mike,
Learning that yu are interested in reading classic wrks by Chinese writers, I am delighted t recmmend Qian Zhngshu t yu.
As is well knwn, Qian Zhngshu is prficient in several freign languages and has achieved great success in bth Chinese and Western literature. He has written many excellent wrks, amng which “Frtress Besieged” is the mst ppular and has been translated int multiple languages and published abrad. Undubtedly, the humrus and impressive language in the Chinese versin f this bk will enhance yur interest in learning Chinese.
I sincerely hpe my recmmendatin can be f sme help t yu.
Yurs,
Li Hua
第二節(jié)
One pssible versin:
It turned ut that the prsthetic arm prtected her frm the impact f the crash. Just as Clevey didn't knw what t say, the wman ffered t share her prsthetic stry with Clevey. In fact, it was caused by a serius car accident several years ag resulting frm her carelessness. She was much regretful fr it and since then safety awareness while driving has been rted in her mind. After hearing her stry, Clevey felt shcked, mixed with a slight relief. Hwever, in case there wuld be smething wrng with the wman, Clevey insisted n calling the emergency services.
After a while, the ambulance arrived at the scene. Clevey accmpanied the wman t the hspital fr a thrugh examinatin and felt relieved when she was tld that the wman was fine. The tw exchanged cntact infrmatin and Clevey left the hspital with a heart f gratefulness. After such an unexpected accident, Clevey learned a lessn that ne can never be t careful while driving.

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