一、閱讀理解
Tp Cffee-prducing CuntriesBrazil
Back in the 18th century, Brazil started grwing cffee. Nw, arund 300,000 cffee farmers in Brazil prduce abut 40% f the wrld’s cffee. Arabica (阿拉比卡咖啡) takes up 70% f the cffee beans grwn in the cuntry. In Brazil, 3% f exprt incme is frm cffee beans. Brazilians are wild abut drinking their cffee and cnsume it all day lng. Vietnam
Cffee fund its way t Vietnam in the 1800s. Nw cffee industry emplys almst 3 millin peple. Mst f Vietnam’s cffee prductin is the less appreciated Rbusta (羅布斯塔咖啡) variety. Because f that, mst cffee beans grwn in Vietnam are fr instant cffee. Despite cffee’s ppularity as an exprt crp, the Vietnamese still prefer tea. They als make a famus Cappuccin (卡布奇諾咖啡) nt fund elsewhere—famus because it gets a dse f raw egg if that’s t yur liking. Clmbia
Cffee was intrduced int Clmbia in the early 1700s. In Clmbia, abut 2.3 millin acres f land are planted with cffee. Cffee is the mst imprtant agricultural exprt. There are arund 555,000 cffee grwers in Clmbia. The majrity f Clmbian cffee plantatins are wned by families. Clmbians typically start their mrning with a tint. It’s a small cup f black cffee that’s sweetened with sugar. They may add cinnamn r ther spices t jazz it up. Indnesia
Indnesia has a lng cffee histry that ges back t the 1600s, which has its share f ups and dwns. In the late 19th century, the terrible cffee rust disease caused death t many f the high-quality cffee plants. T prevent this frm happening again, Indnesia replanted with the disease-resistant Rbusta cffee. Arabica beans still play a part in the Indnesian cffee market, representing abut 25% f cffee beans grwn there.
1．Which f the fur cuntries started grwing cffee earliest?
A．Brazil.B．Vietnam.C．Clmbia.D．Indnesia.
2．What is special abut Vietnam?
A．A unique kind f cffee drink is made there.
B．High-quality cffee beans are prduced there.
C．Cffee was prduced fr the hme market there.
D．Cffee planting met with prblems in the 1990s there.
3．What d Brazil and Clmbia have in cmmn?
A．Cffee exprts are grwing in bth cuntries.
B．They bth have a cffee-lving ppulatin.
C．They share the same number f cffee grwers.
D．Cffee farms are wned by families in bth cuntries.
There was n way t escape when they sptted a plar bear. Verena Mhaupt and a handful f clleagues were trapped n a flating sea ice while the bear gazed at them, smelling the air, a dangerus sign.
“That’s when everything kicks in,” Mhaupt says, “and yu fcus n what’s imprtant.” As a clleague fired int the sky as a warning sht, Mhaupt radied their research ship a few kilmetres away, whse helicpter luckily arrived quickly and Mhaupt didn’t have t use the gun that was hanging ver her shulder.
Keeping a lkut fr bears was a regular duty fr Mhaupt, the lgistics crdinatr(后勤協(xié)調(diào)員) fr a year-lng missin knwn as the MOSAiC——the largest Arctic research explratin in histry. The prject, cnsisting f rughly 300 scientists, led by scientist MarkusRex, has cllected massive measurements that will help better frecast hw warming will transfrm the glbe in the cming decades. Fr mnths, the explratin perated in cnstant darkness while plar bears wandered nearby, strms rcked the ship and the ice shifted and cracked. Then, when the Sun returned, the ice began t melt, creating a life-threatening risk and a nightmare fr researchers wh needed t keep their instruments frm sinking.
Tasked with the security f the missin, Mhaupt designed an extensive training curse fr the participants in which they learnt hw t avid the danger, like strm-rcking and ice-cracking. They jumped int a Nrwegian channel in their survival suits and climbed ut f the freezing waters using nly their ice picks. They learnt hw t escape frm a crashed helicpter. And they discussed the psychlgical effects f being far frm hme. Mhaupt brught knitting equipment, yga mats and a vilin fr their men tal health——althugh having been prepared fr the islatin.
Mhaupt didn’t expect a career in plar regins, but says she has always been drawn t the nrth. “She was there t make sure that we were prtected,” says Markus Rex, “Mhaupt is certainly the champin in the field.”
4．Why des the authr mentin a plar bear in the beginning?
A．T shw the threat f bears.B．T tell an interesting stry.
C．T intrduce Mhaupt’s jb.D．T describe the plar scenery.
5．What can we knw frm paragraph 3?
A．The wrking cnditins were tugh.B．Mhaupt helped t cllect massive data.
C．The explratin went n in ttal darkness.D．Mhaupt’s duty was t prtect plar bears.
6．Which f the fllwing best describes Mhaupt?
A．Ambitius and brave.B．Passinate and dependent.
C．Cnsiderate and mdest.D．Prfessinal and respnsible.
7．What is a suitable title fr the text?
A．A Ptential Danger in the Explratin.B．A Guardian Angel f Plar Researchers.
C．A Great Scientific Explratin in Histry.D．A Great Female Scientist in Plar Research.
Tw and a half millennia ag, Scrates cmplained that writing wuld harm students. With a way t stre ideas permanently and externally, they wuld n lnger need t memrize. Hwever, studies tday have fund that writing n paper can imprve everything frm recalling a randm series f wrds t better understanding cmplex cncepts.
Fr learning material by repetitin, the benefits f using a pen r pencil lie in hw the mtr and sensry memry f putting wrds n paper reinfrces that material. The scribbling (涂鴉) n a page feeds int visual memry: peple might remember a wrd they wrte dwn in French class as being at the bttm-left n a page.
One f the best-demnstrated advantages f writing by hand seems t be in nte-taking. Students typing n cmputers wrte dwn almst twice as many wrds directly frm lectures, suggesting they were nt understanding s much as rapidly cpying the material. Hwever, handwriting frces nte-takers t prcess and rganize ideas int their wn wrds. This aids cnceptual understanding at the mment f writing, resulting in better perfrmance n tests.
Many studies have cnfirmed handwriting’s benefits, and plicymakers have taken nte. Thugh America’s curriculum frm 2010 des nt require handwriting instructin past first grade (rughly age six), abut half the states since then have required mre teaching f it. In Sweden there is a push fr mre handwriting and printed bks and fewer devices. England’s natinal curriculum already includes the teaching f basic cursive writing (連寫體) skills by age seven.
Hwever, several schl systems in America have gne s far as t ban mst laptps. This is t extreme. Sme students have disabilities that make handwriting especially hard. Nearly all will eventually need typing skills. Virginia Berninger, prfessr f psychlgy at the University f Washingtn, is a lngtime advcate f handwriting. But she is nt a purist; she says there are research tested benefits fr “manuscript” print-style writing but als fr typing.
Scrates may r may nt have had a pint abut the dwnsides f writing. But n ne wuld remember, much less care, if his student Plat had nt nted it dwn fr the benefit f future generatins.
8．Accrding t the text, why des writing n paper have benefits fr learning?
A．It prvides visual enjyment in class.
B．It imprves the effect f memrizatin.
C．It prmtes the mtr and sensry ability.
D．It helps t remember the infrmatin frever.
9．Hw des the authr shw the emphasis n handwriting instructin at schl?
A．By giving examples.B．By prviding statistics.
C．By making cmparisns.D．By making classificatin.
10．What is paragraph 5 mainly abut?
A．Difficulties faced by the disabled.
B．Unreasnableness f frbidding typing.
C．The research-tested benefits f typing.
D．The lngtime advcacy fr handwriting.
11．Why des the writer mentin Scrates and Plat in the last paragraph?
A．T thank Plat fr his effrts.
B．T defend Scrates’ pint f view.
C．T shw peple’s indifference t typing.
D．T cnfirm the imprtance f handwriting.
Pwer ften bsts an emplyee’s creativity because being pwerful liberates the individual frm restrictins. Hwever, new research shws that emplyees wh are nt in psitins f pwer can becme mre creative when given time t “warm up” t a task by engaging in the creative task mre than nce.
“This is imprtant because when peple with mre pwer are able t express their creative ideas mre than thse with less pwer, which leads t a rich-get-richer dynamic that strengthens these pwer imbalances,” said Brian Lucas, assistant prfessr in the Crnell University. “Understanding ways t bst the creativity f lwer pwer wrkers can help them find the right way t deal with this lw-pwer disadvantage,” Lucas said.
Lucas and his clleagues cnducted tw studies t reach their cnclusin．In the first study, they divided the creative idea generatin sessin int tw runds cnsisting f a ne-minute “warm up” fllwed by a secnd rund in which the participants culd take as lng as they wanted．Participants were randmly assigned t a high-pwer cnditin r a lw-pwer cnditin, and feelings f pwer were generated with a rle manipulatin (操縱) where participants were given a leadership rle and cntrl ver resurces (high pwer) r an emplyee rle with n cntrl ver resurces (lw pwer). The study fund that high-pwer individuals were mre creative than lw-pwer individuals in the warm-up rund．There was n difference, thugh, in creativity in the secnd rund.
In the secnd study, the researchers gave them a different creative task and increased the number f runds frm tw sessins t five, taking as lng as they like t cmplete the task. Similar t the first study, the study fund that high-pwer individuals were mre creative than lw-pwer individuals in the first rund．But the creativity f lw-pwer individuals caught up t the creativity f the high-pwer individuals after the first rund.
“The lw-pwer warm-up effect suggests a simple interventin that empwers all emplyees t tap their creative ptential and vercmes pwer imbalances in the wrkplace: when pursuing creative wrk, let emplyees warm up first,” Lucas said.
12．Why des Lcus think it imprtant t bst the creativity f lwer pwer wrkers?
A．It maintains pwer imbalances.
B．It mtivates their ambitin t catch up.
C．It creates a cmpetitive wrk envirnment.
D．It encurages a wrkplace with mre equality.
13．Hw did Lucas and his c-authrs stimulate feelings f pwer in the participants?
A．Thrugh a creative task with time limits.
B．Thrugh prviding them with different psitins.
C．Thrugh a cmpetitin between leaders and emplyees.
D．Thrugh assigning them t different cnditins intentinally.
14．Hw did the secnd study differ frm the first study?
A．It had fewer runds.B．It invlved mre participants.
C．Participants had a changed task.D．Participants’ creativity gap became wider.
15．Which f the fllwing is the best title fr the text?
A．Pwer tends t encurage creative ideas.
B．Changing tasks bsts all the emplyees’ creativity.
C．Warm-up time crrects creativity pwer imbalances.
D．Lw-pwer individuals utperfrm the high-pwer nes.
Mark Cvingtn, funder f the Gergia Street Cmmunity Cllective in Detrit, stands in a crner f his urban farm, breathing the fresh air in the early mrning. 16 Early in the day, the green crps giving life t tmates, cabbages, eggplants, and mre are bathed in gld, as if being watered by the sun. The sunds f dgs, pigs, rsters, and a grup f stirring bees drwn ut the sunds f the city.
In 2007, Cvingtn lst his jb and returned t his childhd street. 17 “It was dirty,” he said. “There were always vacant lts, but they had always been maintained fr children t play n.” He knew that if he just cleaned them up, peple wuld pile n them again. 18
Cvingtn started with a small cmmunity garden. 19 One mther sent three children t help him build a larger garden where the kids culd grw fd, stay busy during the summer and add structure t their lives. Little by little the seeds tk rt, as the hands n the garden that wuld evlve int a farm multiplied.
20 On ne crner: a mvie screen and a public garden with vegetable and flwer beds. On anther: a farm and a cmmunity center in a building. Nearby are garlic beds and a greenhuse. “It’s smewhat spiritual fr me,” Cvingtn says. “It’s like a sanctuary (圣殿). Peple cme here and dn’t want t leave.”
A．But if he planted stuff, they might nt.
B．It’s a typical mrning scene at the cllective.
C．He saw garbage piled high in vacant, abandned lts.
D．Cvingtn made the garden a little bigger t plant mre.
E．And almst immediately neighbrs began asking t participate.
F．He planted a garden t help feed residents and enrich their lives.
G．What began as an effrt t remve trash has turned int a site f cmmunity.
二、完形填空
Whatever the patient’s age r disease, a hspital stay can be stressful, especially fr kids. Effrts like Ella’s are a(an) 21 spt during a tugh time.
It began in 2018, when Ella celebrated her birthday in a(n) 22 way — a gift drive. Since then, it has 23 each year in early Octber, a few weeks befre her birthday. Alng with a(an) 24 t her party, Ella’s friends get a list f gift ideas fr kids at the hspital. Fr the yungest 25 , gifts might include building blcks r stuffed tys. Then it’s time t share the gifts. “Seeing ther peple’s 26 — that’s all that matters t me,” Ella says.
After the first rund, the number f dnatins 27 every year. But she desn’t keep an exact cunt. 28 , she judges by sight. “We measure hw much f the carpet it cvers in ur living rm,” Ella says. “Last year, it 29 the entire carpet.”
Allisn, wrking at Brigham Children’s Hspital, has seen firsthand the 30 f Ella’s gift-giving. “She puts smile n the faces f these little patients in ur hspital,” Allisn says. “They are all amazed at her 31 at such a yung age.”
Ella’s 32 t help kids in the hspital have inspired thers t 33 in her ftsteps. Friends have cllected and 34 gifts fr their birthdays t.
“ 35 t thers is a gd feeling t have at the end f the day,” Ella says. “I want t keep ding this as lng as I can.”
21．A．independentB．extraC．freeD．bright
22．A．newB．privateC．fancyD．natural
23．A．wrked utB．kicked ffC．given utD．thught up
24．A．letterB．recreatinC．invitatinD．cake
25．A．wrkersB．patientsC．parentsD．nurses
26．A．happinessB．recgnitinC．behavirD．a(chǎn)dmiratin
27．A．changesB．grwsC．declinesD．maintains
28．A．ThusB．SmehwC．SmetimesD．Instead
29．A．reachedB．includedC．decratedD．cvered
30．A．excitementB．effectC．inspiratinD．feature
31．A．genersityB．explratinC．a(chǎn)mbitinD．prgress
32．A．prmisesB．a(chǎn)imsC．effrtsD．prpsals
33．A．fllwB．engageC．trackD．mix
34．A．receivedB．cuntedC．gatheredD．dnated
35．A．RespndingB．RelatingC．GivingD．Cmparing
三、語法填空
閱讀下面材料，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。
The Great Barrier Reef (GBR) is the wrld’s largest cral reef system. 36 (lcate) ff the cast f Queensland in nrth- east Australia, it is ne f the few bilgical structures 37 (visibility) frm space. The GBR is ne f the seven wnders f the wrld and 38 (select) as a Wrld Heritage Site in 1981. It is blessed with breathtaking beauty with 2,900 individual reefs and 900 picturesque trpical islands 39 (stretch) fr ver 2,000 kilmeters. The reef structure is cmpsed f billins f tiny rganisms, 40 supprt a wide diversity f marine life.
The sheer size f the GBR, as well as its beauty, 41 (draw) peple frm all ver the wrld each year. A visitr can enjy thrilling experiences including helicpter turs, glass- bttmed bat viewing, whale watching, swimming with dlphins and s n. Fr Australians, the reef is 42 surce f pride and enjyment, with the majrity f turists cming 43 (special) t Australia t see it.
Hwever, the GBR is under threat. The explitatin f il and gas is driving industrial 44 (expand) alng much f the nrther Queensland cast. Recently, a research grup has arrived in Australia t investigate cncerns f damage 45 the GBR. Envirnmentalists are demanding that all industrial develpment be stpped until an fficial review f the health f the GBR is carried ut.
四、書信寫作
46．你所在的校藝術(shù)社團將舉辦全校“Trash-t-Art”藝術(shù)品原創(chuàng)大賽。請在校英文報上發(fā)布一則活動通知，內(nèi)容包括：
1. 大賽的目的、時間和地點;
2. 參賽作品要求。
注意：
1. 寫作詞數(shù)應為80詞左右;
2. 請按如下格式在答題卡的相應位置作答。
Ntice
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The Art Club
五、書面表達
47．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Tucker std by the back dr, his eyes fixed n the winter sky: crystal blue and nt a single clud. His breath made steamy circles n the chilled glass windw. “I dn’t think tday’s the day, Tucker.” His father walked up beside him and lked utside. “It has t snw smething, desn’t it, Dad?” asked Tucker, a hint f regret in his vice as he surveyed the barren landscape. “Sure, by,” his father strked his fingers thrugh Tucker’s hair and strde ff tward the basement dr.
Tucker’s gaze wandered beynd the backyard f his family’s new hme. Just beynd a cluster f prickly pine trees, the flat grund pushed upward int a steep and empty hillside. Dad’s prmise f a perfect sledding (乘雪橇) spt eched in his ears, painting vivid pictures f exhilarating rides dwn the hill, faster and mre thrilling than anything he’d experienced in the city.
Sledding. Tucker’s brand- new sled rested in the crner f his rm, sandwiched between his dresser (梳妝臺) and train table. It was perfect: bright blue with red and range flames racing up its sides. Tucker lved the feel f the cl, smth plastic yellw rpe. He was sure it wuld be superfast. If nly it wuld snw.
Determined t find sme way t make the mst f this snwless day, Tucker went dwn t the basement where he fund his father waist- deep in a sea f flattened cardbard bxes. “Can yu play chess with me, Dad?” Tucker pleaded. His father lked ver the wall f bxes. “I prmised yur mm I’d get all these bxes brken dwn and ready fr recycling. It wn’t take lng, Tucker. In a little while, we’ll find smething fun t d, I prmise.” But Tucker’s eyes had already lit up with a new fund idea. As he caught sight f the duct tape (強力防水膠帶) next t his father and the ramp (斜坡) frmed by the cardbard bxes by accident, inspiratin struck.
注意：1. 續(xù)寫詞數(shù)應為150左右;
2. 請按如下格式在答題卡的相應位置作答。
“Dad, can I have sme cardbard bxes?” Tucker asked.
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Tucker held the sled in place.
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參考答案：
1．D 2．A 3．B
【導語】這是一篇說明文。文章主要介紹了四個咖啡產(chǎn)國的情況。
1．細節(jié)理解題。根據(jù)第一段“Back in the 18th century, Brazil started grwing cffee. (早在18世紀，巴西就開始種植咖啡。)”；第二段“Cffee fund its way t Vietnam in the 1800s. (咖啡在19世紀進入越南。)”；第三段“Cffee was intrduced int Clmbia in the early 1700s. (咖啡在18世紀早期被引入哥倫比亞)”以及最后一段“Indnesia has a lng cffee histry that ges back t the 1600s, which has its share f ups and dwns. (印尼有著悠久的咖啡歷史，可以追溯到17世紀，其間有起有落。)”可知，Indnesia是種植咖啡最早的。故選D。
2．細節(jié)理解題。根據(jù)第二段“They als make a famus Cappuccin (卡布奇諾咖啡) nt fund elsewhere—famus because it gets a dse f raw egg if that’s t yur liking. (他們還制作了一款在其他地方找不到的著名的卡布奇諾——出名是因為如果你喜歡的話，它會加一些生雞蛋。)”可知，越南的特別之處在于那里生產(chǎn)一種獨特的咖啡飲料。故選A。
3．細節(jié)理解題。根據(jù)第一段“Brazilians are wild abut drinking their cffee and cnsume it all day lng. (巴西人喜歡喝咖啡，整天都在喝。)”和第三段中“Clmbians typically start their mrning with a tint. It’s a small cup f black cffee that’s sweetened with sugar. (哥倫比亞人通常以一杯tint開始他們的早晨。它是一小杯加糖的黑咖啡。)”可知，巴西和哥倫比亞的共同之處是都有喜歡喝咖啡的人。故選B。
4．C 5．A 6．D 7．B
【導語】本文是篇新聞報道。文章主要介紹了一名負責歷史上最大的北極研究探險隊安全任務的后勤協(xié)調(diào)員Verena Mhaupt。
4．推理判斷題。根據(jù)第三段“Keeping a lkut fr bears was a regular duty fr Mhaupt, the lgistics crdinatr(后勤協(xié)調(diào)員) fr a year-lng missin knwn as the MOSAiC——the largest Arctic research explratin in histry.”（Mhaupt是一名后勤協(xié)調(diào)員，負責為期一年的MOSAiC任務，這是歷史上最大的北極研究探險。），并結(jié)合前兩段對遇到北極熊時，Mhaupt應對方式的描述可知，作者在開頭提到北極熊，是為了介紹Mhaupt的工作內(nèi)容。故選C。
5．細節(jié)理解題。根據(jù)第三段“Fr mnths, the explratin perated in cnstant darkness while plar bears wandered nearby, strms rcked the ship and the ice shifted and cracked. Then, when the Sun returned, the ice began t melt, creating a life-threatening risk and a nightmare fr researchers wh needed t keep their instruments frm sinking.”（幾個月來，探險一直在黑暗中進行，北極熊在附近游蕩，風暴搖晃著船，冰在移動和破裂。然后，當太陽返回時，冰開始融化，對需要防止儀器下沉的研究人員來說，這是一場危及生命的危險和噩夢。）可知，探險工作的條件非常惡劣。故選A。
6．推理判斷題。根據(jù)第四段“Tasked with the security f the missin, Mhaupt designed an extensive training curse fr the participants in which they learnt hw t avid the danger, like strm-rcking and ice-cracking.”（為了確保任務的安全，Mhaupt為參與者設計了一個廣泛的培訓課程，讓他們學習如何避免危險，比如風暴搖晃和冰裂。）和“They learnt hw t escape frm a crashed helicpter. And they discussed the psychlgical effects f being far frm hme. Mhaupt brught knitting equipment, yga mats and a vilin fr their men tal health——althugh having been prepared fr the islatin.”（他們學會了如何從墜毀的直升機中逃生。他們還討論了遠離家鄉(xiāng)的心理影響。Mhaupt帶來了編織設備、瑜伽墊和一把小提琴，以幫助他們的人保持心理健康——盡管他們已經(jīng)為隔離做好了準備。）可知，Mhaupt有著過硬的專業(yè)知識和技能，對工作認真負責。故選D。
7．主旨大意題。根據(jù)最后一段““She was there t make sure that we were prtected,” says Markus Rex, “Mhaupt is certainly the champin in the field.””（“她在那里確保我們受到保護，”Markus Rex說，“Mhaupt無疑是這個領(lǐng)域的冠軍?！保┖腿膬?nèi)容可知，文章主要介紹了Mhaupt這名負責歷史上最大的北極研究探險隊安全任務的優(yōu)秀的后勤協(xié)調(diào)員，她是保護北極探險隊成員的天使。故選B。
8．B 9．A 10．B 11．D
【導語】本文為一篇說明文。文章介紹了使用鋼筆或鉛筆的好處，以及美國、瑞典等國家對手寫的重視。
8．細節(jié)理解題。根據(jù)文章第一段“ Hwever, studies tday have fund that writing n paper can imprve everything frm recalling a randm series f wrds t better understanding cmplex cncepts. (然而，今天的研究發(fā)現(xiàn)，寫在紙上可以提高一切，從回憶一系列隨機的單詞到更好地理解復雜的概念。)”可知，在紙上寫可以提高記憶的效果。故選B。
9．推理判斷題。根據(jù)文章第四段“Many studies have cnfirmed handwriting’s benefits, and plicymakers have taken nte. Thugh America’s curriculum frm 2010 des nt require handwriting instructin past first grade (rughly age six), abut half the states since then have required mre teaching f it. In Sweden there is a push fr mre handwriting and printed bks and fewer devices. England’s natinal curriculum already includes the teaching f basic cursive writing (連寫體) skills by age seven. （許多研究證實了手寫的好處，政策制定者也注意到了這一點。盡管從2010年開始，美國的課程不再要求一年級以上(大約六歲)的學生進行書寫教學，但自那以后，大約有一半的州要求增加書寫教學。在瑞典，人們正在推動更多的手寫和印刷書籍以及更少的電子設備。英國的國家課程已經(jīng)包括在7歲之前教授基本的草書寫作技能。)”可知，作者通舉例子說明學校對書寫教學的重視。故選A。
10．主旨大意題。根據(jù)文章第五段“Hwever, several schl systems in America have gne s far as t ban mst laptps. This is t extreme. Sme students have disabilities that make handwriting especially hard. Nearly all will eventually need typing skills. (然而，美國的一些學校甚至禁止使用筆記本電腦。這太極端了。一些學生有殘疾，使得書寫特別困難。幾乎所有人最終都需要打字技能。)”可知，本段講述的是“禁止打字是不合理的”。故選B。
11．推理判斷題。根據(jù)文章最后一段“Scrates may r may nt have had a pint abut the dwnsides f writing. But n ne wuld remember, much less care, if his student Plat had nt nted it dwn fr the benefit f future generatins. (蘇格拉底可能說到了寫作的缺點，也可能沒說到。但是，如果他的學生柏拉圖沒有為了后代的利益而把它記錄下來，沒有人會記得，更不用說關(guān)心了。)”可知，作者提及蘇格拉底式為了進一步說明書寫的重要性。故選D。
12．D 13．B 14．C 15．C
【導語】本文是一篇說明文。研究發(fā)現(xiàn)，給予熱身時間后，職位低的員工的創(chuàng)造力可以得到提升。
12．細節(jié)理解題。根據(jù)第二段中““Understanding ways t bst the creativity f lwer pwer wrkers can help them find the right way t deal with this lw-pwer disadvantage,” Lucas said. (盧卡斯說：“了解如何提高低權(quán)力員工的創(chuàng)造力，可以幫助他們找到正確的方法來應對這種低權(quán)力的劣勢?！?”可知，了解如何促進職位較低員工的創(chuàng)造力，能夠幫助他們找到正確的方法來應對職位低的劣勢，讓他們產(chǎn)生更多創(chuàng)造性想法，從而促進工作場所更加公平公正。故選 D。
13．推理判斷題。根據(jù)第三段中“Participants were randmly assigned t a high-pwer cnditin r a lw-pwer cnditin, and feelings f pwer were generated with a rle manipulatin (操縱) where participants were given a leadership rle and cntrl ver resurces (high pwer) r an emplyee rle with n cntrl ver resurces (lw pwer)(參與者被隨機分配到高權(quán)力情境或低權(quán)力情境，并通過角色操縱產(chǎn)生權(quán)力感，參與者被賦予領(lǐng)導角色和控制資源的角色(高權(quán)力)或沒有控制資源的員工角色(低權(quán)力)。)”可知，參與者的權(quán)力感是通過給予參與者不同的角色（leadership 或 emplyee rle）來產(chǎn)生的。故選 B。
14．細節(jié)理解題。根據(jù)第四段中“In the secnd study, the researchers gave them a different creative task and increased the number f runds frm tw sessins t five, taking as lng as they like t cmplete the task(在第二項研究中，研究人員給了他們一項不同的創(chuàng)造性任務，并將回合數(shù)從兩回合增加到五回合，只要他們愿意，就可以完成任務。)”可知，第二項研究中，任務發(fā)生了改變。故選 C。
15．主旨大意題。根據(jù)第一段“Hwever, new research shws that emplyees wh are nt in psitins f pwer can becme mre creative when given time t “warm up” t a task by engaging in the creative task mre than nce.(然而，新的研究表明，沒有權(quán)力的員工如果有時間通過多次參與創(chuàng)造性任務來“熱身”，他們會變得更有創(chuàng)造力。)”及全文可知，文章主要介紹研究發(fā)現(xiàn)，一般情況下，職位高的員工比職位低的員工更具有創(chuàng)造力，但是熱身環(huán)節(jié)可以激發(fā)職位低的員工的創(chuàng)造力，從而創(chuàng)造一個更加公平的工作環(huán)境, 所以選擇項C“Warm-up time crrects creativity pwer imbalances. (熱身能夠糾正創(chuàng)造能力的不均衡。)”作為文章標題最為合適。故選C。
16．B 17．C 18．A 19．E 20．G
【導語】這是一篇說明文，文章主要講述了社區(qū)領(lǐng)袖Mark Cvingtn變廢為寶，建農(nóng)場助鄰，社區(qū)由此煥發(fā)新生。
16．根據(jù)上文“Mark Cvingtn, funder f the Gergia Street Cmmunity Cllective in Detrit, stands in a crner f his urban farm, breathing the fresh air in the early mrning.(Mark Cvingtn是底特律喬治亞街社區(qū)集體組織的創(chuàng)始人，他站在自家城市農(nóng)場的一角，呼吸著清晨的新鮮空氣)”及下文“Early in the day, the green crps giving life t tmates, cabbages, eggplants, and mre are bathed in gld, as if being watered by the sun.(清晨，綠色的莊稼，如西紅柿、卷心菜、茄子等，沐浴在金色之中，仿佛被太陽澆灌過)”可知，這些描述共同構(gòu)成了清晨在這個集體農(nóng)場中的典型景象，B項“這是集體農(nóng)場的一個典型清晨場景”符合語境，故選B。
17．根據(jù)上文“In 2007, Cvingtn lst his jb and returned t his childhd street.(2007年，Cvingtn失去了工作，回到了兒時的街道)”以及下文“‘It was dirty,’ he said.(‘很臟，’他說)”可知，此處是說Cvingtn回到兒時的街道后看到臟亂的景象，C項“他看到垃圾堆在空的、廢棄的空地上”符合語境，故選C。
18．上文“He knew that if he just cleaned them up, peple wuld pile n them again.(他知道如果他把它們清理干凈，人們又會把它們堆起來)”提到，Cvingtn意識到如果只是簡單地清理這些空地，人們又會再次把垃圾堆在上面，這暗示了需要一種更持久、更有意義的改變，結(jié)合下文“Cvingtn started with a small cmmunity garden.(Cvingtn從一個小的社區(qū)花園開始)”提到他種植社區(qū)花園可知，空處是說他想到如果在這些空地上種植東西，人們可能就不會再往上面亂丟垃圾了，A項“但如果他種一些東西，他們可能就不會（堆積）”符合語境，故選A。
19．上文“Cvingtn started with a small cmmunity garden.(Cvingtn從一個小的社區(qū)花園開始)”提到Cvingtn開始種植社區(qū)花園，結(jié)合下文“One mther sent three children t help him build a larger garden where the kids culd grw fd, stay busy during the summer and add structure t their lives.(一位母親讓三個孩子幫他建了一個更大的花園，孩子們可以在那里種食物，在夏天保持忙碌，并為他們的生活增添一些安排)”可知，鄰居們和Cvingtn一起種植社區(qū)花園，E項“鄰居們幾乎立刻就開始要求參與進來”符合語境，故選E。
20．結(jié)合下文“On ne crner: a mvie screen and a public garden with vegetable and flwer beds. On anther: a farm and a cmmunity center in a building. Nearby are garlic beds and a greenhuse.(在一個角落里：一個電影屏幕和一個有蔬菜和花壇的公共花園。在另一個角落：一個農(nóng)場和一個社區(qū)中心在一棟樓里。附近是大蒜床和溫室)”可知，文章最后描述了Cvingtn的項目如何從清理垃圾開始，逐漸發(fā)展成為一個集電影屏幕、公共花園、農(nóng)場和社區(qū)中心等多種功能于一體的社區(qū)活動場所。這顯示了該項目從單純的垃圾清理轉(zhuǎn)變?yōu)橐粋€促進社區(qū)凝聚力和活力的地方。因此，選項G“從清理垃圾開始的項目已經(jīng)變成了一個社區(qū)活動的地方”最能概括文章結(jié)尾部分的內(nèi)容。故選G。
21．D 22．A 23．B 24．C 25．B 26．A 27．B 28．D 29．D 30．B 31．A 32．C 33．A 34．D 35．C
【導語】本文是記敘文。文章講述了艾拉通過捐贈禮物給生病的孩子慶祝自己的生日的故事，艾拉的做法鼓舞其他人也效仿她，艾拉認為給予是快樂的。
21．考查形容詞詞義辨析。句意：像艾拉這樣的努力是艱難時期的一個亮點。A. independent獨立的；B. extra額外的；C. free自由的；D. bright歡快的，明亮的。根據(jù)前文“Whatever the patient’s age r disease, a hspital stay can be stressful, especially fr kids.”和后文“Ella’s friends get a list f gift ideas fr kids at the hspital”可知，病人在醫(yī)院的時光是艱難的，艾拉給生病的孩子送禮物是這段艱難時光中明亮的時刻。故選D。
22．考查形容詞詞義辨析。句意：這一切始于2018年，當時艾拉以一種新的方式慶祝她的生日——送禮物。A. new新的；B. private私人的；C. fancy奇特的；D. natural自然的。根據(jù)后文“a gift drive. Since then, it has 3 each year in early Octber, a few weeks befre her birthday.”可知，艾拉用一種新的不同于通常的方式慶祝自己的生日。故選A。
23．考查動詞短語辨析。句意：從那以后，每年的十月初，也就是她生日的前幾周，就開始了。A. wrked ut計算出；B. kicked ff開始；C. given ut分發(fā)；D. thught up想出。根據(jù)后文“Alng with a（an） 4 t her party, Ella’s friends get a list f gift ideas fr kids at the hspital.”可知，艾拉和朋友在她的生日前幾周就開始送禮物給住院的孩子們。故選B。
24．考查名詞詞義辨析。句意：艾拉的朋友們除了收到參加她聚會的邀請外，還收到一份給醫(yī)院里孩子們的禮物清單。A. letter信；B. recreatin娛樂；C. invitatin邀請；D. cake蛋糕。根據(jù)后文“t her party”可知，艾拉過生日，給朋友們發(fā)邀請函邀請他們參加她的生日派對。故選C。
25．考查名詞詞義辨析。句意：對于最小的病人，禮物可能包括積木或填充玩具。A. wrkers工人；B. patients病人；C. parents父母；D. nurses護士。根據(jù)前文“Ella’s friends get a list f gift ideas fr kids at the hspital.”可知，此處指最小的病人會得到積木和填充玩具。故選B。
26．考查名詞詞義辨析。句意：“看到別人的幸?！@對我來說是最重要的，”艾拉說。A. happiness快樂；B. recgnitin認可；C. behavir行為；D. admiratin欽佩。根據(jù)前文“Then it’s time t share the gifts.”可知，此處指病人收到禮物時的幸福時刻。故選A。
27．考查動詞詞義辨析。句意：在第一輪之后，捐贈的數(shù)量每年都在增長。A. changes改變；B. grws增加；C. declines下降；D. maintains保持。根據(jù)后文“But she desn’t keep an exact cunt.”可知，捐贈數(shù)量在增加。故選B。
28．考查副詞詞義辨析。句意：相反，她目測判斷。A. Thus因而；B. Smehw莫名其妙地；C. Smetimes有時候；D. Instead代替。根據(jù)前文“But she desn’t keep an exact cunt.”和后文“she judges by sight.”可知，對于捐贈的禮物數(shù)量，她沒有確切的數(shù)字，而是目測。故選D。
29．考查動詞詞義辨析。句意：去年，它覆蓋了整個地毯。A. reached到達；B. included包括；C. decrated裝飾；D. cvered覆蓋。根據(jù)前文“We measure hw much f the carpet it cvers in ur living rm”可知，艾拉通過目測覆蓋多少地毯判斷禮物數(shù)量，去年覆蓋了整個地毯。故選D。
30．考查名詞詞義辨析。句意：在布里格姆兒童醫(yī)院工作的艾莉森親眼目睹了艾拉送禮物的影響。A. excitement興奮；B. effect影響；C. inspiratin鼓舞；D. feature特色。根據(jù)后文““She puts smile n the faces f these little patients in ur hspital,” Allisn says. “They are all amazed at her 11 at such a yung age.””可知，此處說的是艾莉森目睹了艾拉送禮物的影響——給病人帶來了快樂。故選B。
31．考查名詞詞義辨析。句意：“她給我們醫(yī)院里的小病人帶來了微笑，”艾莉森說?！八麄兌紝λ@么年輕就慷慨大方感到驚訝?！盇. genersity慷慨；B. explratin探索；C. ambitin抱負；D. prgress進步。根據(jù)前文“Ella’s friends get a list f gift ideas fr kids at the hspital.”可知，艾拉送禮物給病人，是慷慨大方的。故選A。
32．考查名詞詞義辨析。句意：艾拉努力幫助醫(yī)院里的孩子們，這激勵了其他人跟隨她的腳步。A. prmises諾言；B. aims目標；C. effrts努力；D. prpsals提議。根據(jù)后文“inspired thers t 13 in her ftsteps.”和前文內(nèi)容可知，艾拉做出的努力激勵人們追隨她的腳步。故選C。
33．考查動詞詞義辨析。句意：艾拉努力幫助醫(yī)院里的孩子們，這激勵了其他人跟隨她的腳步。A. fllw跟隨；B. engage參加；C. track追蹤；D. mix混合。根據(jù)后文“Friends have cllected and 14 gifts fr their birthdays t.”可知，其他人紛紛效仿艾拉。fllw in ne’s steps“效仿；跟隨某人的腳步”。故選A。
34．考查動詞詞義辨析。句意：朋友們也因為他們的生日收集和捐贈禮物。A. received收到；B. cunted計算；C. gathered聚集；D. dnated捐贈。根據(jù)前文“have inspired thers t 13 in her ftsteps”可知，朋友們效仿艾拉也捐贈禮物。故選D。
35．考查動詞詞義辨析。句意：給予他人在一天結(jié)束的時候是一種很好的感覺，”艾拉說。A. Respnding回應；B. Relating與……有關(guān)；C. Giving給予；D. Cmparing比較。根據(jù)前文內(nèi)容可知，艾拉捐贈禮物給病人，是一種給予。故選C。
36．Lcated 37．visible 38．was selected 39．stretching 40．which 41．draws 42．a(chǎn) 43．specially 44．expansin 45．t
【導語】這是一篇說明文。文章主要介紹了大堡礁的美麗、多樣性、旅游吸引力及其面臨的環(huán)境威脅。
36．考查非謂語動詞。句意：大堡礁位于澳大利亞東北部昆士蘭州沿岸，它是少數(shù)能從太空看見的生物結(jié)構(gòu)之一?？仗幮枰侵^語動詞作狀語。be lcated “坐落于…”，所以該短語去掉be動詞，剩下過去分詞作狀語。該單詞位于句首，首字母大寫。故填Lcated。
37．考查形容詞。句意：大堡礁位于澳大利亞東北部昆士蘭州沿岸，它是少數(shù)能從太空看見的生物結(jié)構(gòu)之一?？仗幮枰稳菰~作后置定語修飾名詞the few bilgical structures。visibility的形容詞形式為visible“看得見的”。故填visible。
38．考查時態(tài)和語態(tài)。句意：大堡礁是世界七大奇跡之一，1981年被選為世界遺產(chǎn)?？仗帪榫渥拥闹^語動詞。根據(jù)時間狀語in 1981可知，句子用一般過去時，且主語和select之間是被動關(guān)系，主語為第三人稱單數(shù)形式。故填was selected。
39．考查非謂語動詞。句意：它擁有令人嘆為觀止的美麗，擁有2900個獨立的珊瑚礁和900個風景如畫的熱帶島嶼，綿延超過2000公里。本題考查with的復合結(jié)構(gòu)，即“with+賓語+賓語補足語”?？仗帪榉侵^語動詞作賓語補足語。該動詞和賓語之間為主動關(guān)系，所以用現(xiàn)在分詞作賓補。故填stretching。
40．考查定語從句。句意：礁體結(jié)構(gòu)由數(shù)十億微小生物組成，維持著多樣的海洋生物?？仗幰龑Х窍薅ㄐ远ㄕZ從句，修飾先行詞tiny rganisms。先行詞指物，定語從句缺少主語，所以用關(guān)系代詞which引導該從句。故填which。
41．考查時態(tài)以及主謂一致。句意：大堡礁的巨大規(guī)模和美麗每年吸引著來自世界各地的人?？仗帪榫渥拥闹^語動詞，句子陳述一般事實，所以用一般現(xiàn)在時態(tài)。主語為“The sheer size f the GBR, as well as its beauty”，謂語動詞和The sheer size f the GBR保持一致，所以用第三人稱單數(shù)形式。故填draws。
42．考查冠詞。句意：對澳大利亞人來說，這座礁是驕傲和快樂的來源，大多數(shù)游客專門來澳大利亞觀賞大堡礁。a surce f“……的來源”。故填a。
43．考查副詞。句意：對澳大利亞人來說，這座礁是驕傲和快樂的來源，大多數(shù)游客專門來澳大利亞觀賞大堡礁。空處需要副詞修飾動詞cming。故填specially。
44．考查名詞。句意：石油和天然氣的開發(fā)正在推動昆士蘭北部沿岸的大規(guī)模工業(yè)擴展。根據(jù)空前的industrial可知，空處需要名詞作賓語。expand的名詞形式為expansin“擴張”。故填expansin。
45．考查介詞。句意：最近，一個研究小組來到澳大利亞調(diào)查關(guān)于大堡礁損害的擔憂。damage為名詞“損害”，damage t“對……的傷害” 。故填t。
46．Ntice
Attentin all students and art enthusiasts! The Art Club f ur schl is thrilled t annunce an artwrk cntest themed “Trash-t-Art”. Our aim is t fster artistic creativity while prmting envirnmental awareness by encuraging the use f recycled materials in art. The event will take place in the schl auditrium n Octber 25th.
Entries must be riginal artwrks primarily made frm t-be-discarded items. Yur masterpiece can be anything frm sculptures, handicrafts t paintings, and we anticipate that participants will display rich imaginatin as well as cncern fr the envirnment. Artwrks shuld be submitted by Octber 20th t the club’s ffice fr judging, and the tp 5 will receive certificates f hnr and high-quality art supplies.
Let’s turn trash int treasure tgether! Dn’t miss the pprtunity t shwcase yur talent and supprt ur planet. See yu at the cmpetitin!
The Art Club
【導語】本篇書面表達屬于應用文。你所在的校藝術(shù)社團將舉辦全?！癟rash-t-Art”藝術(shù)品原創(chuàng)大賽。要求考生寫一則活動通知發(fā)布在校英文報上。
【詳解】1.詞匯積累
激動的：thrilled→excited
目標：aim → gal
提交：submit→hand in
垃圾：trash→ rubbish
2.句式拓展
簡單句變復合句
原句： The Art Club f ur schl is thrilled t annunce an artwrk cntest themed “Trash-t-Art”.
拓展句： The Art Club f ur schl is thrilled t annunce an artwrk cntest whse theme is “Trash-t-Art”.
【點睛】【高分句型1】Yur masterpiece can be anything frm sculptures, handicrafts t paintings, and we anticipate that participants will display rich imaginatin as well as cncern fr the envirnment.（運用了that引導的賓語從句）
【高分句型2】Artwrks shuld be submitted by Octber 20th t the club’s ffice fr judging, and the tp 5 will receive certificates f hnr and high-quality art supplies.（運用了情態(tài)動詞的被動語態(tài)結(jié)構(gòu)以及一般將來時）
47．“Dad, can I have sme cardbard bxes?” Tucker asked. “Sure, if yu clean up when yu’re dne,” answered Dad. “And sme duct tape, t?” Tucker cntinued. His father smiled, grabbed the duct tape, and tssed it t Tucker. Despite the cld, he was sweating frm carrying a muntain f cardbard int the backyard. Happily, he lined the flat brwn bxes, ne after the ther, up the hillside, and taped the undersides tgether until they had frmed a ramp. It ran frm the tiptp f the sledding hill, past the pine trees, and dwn t the middle f the backyard.
Tucker held the sled in place. Gripping the steering rpe, and mving his feet int psitin, Tucker tk a deep, frsty breath. He let ut a scream as the sled raced dwn the slpe, faster and faster. It came t a sudden stp in the crunchy grass. Tucker flew thrugh the air and landed in a giggly heap. He jumped t his feet and raced back up the hill with his sled again and again. When the last f the daylight finally faded away, he lay back in his sled and gazed up at the darkening sky. Then he stuck ut his tngue t catch the first thick, white flake swirling dwn frm abve. And he smiled.
【導語】本文以人物為線索展開。塔克站在后門旁，望著無云的藍天，渴望下雪。他期待和父親去滑雪橇，但天氣無雪。他轉(zhuǎn)而請求父親陪他下棋，父親忙于整理紙箱。塔克看到膠帶和紙箱堆成的斜坡，心生一計。
【詳解】1.段落續(xù)寫
①由第一段句首內(nèi)容“‘爸爸，能給我一些紙板箱嗎？’塔克問道?！笨芍?，第一段可以描寫塔克用紙板箱制作滑道的過程。
②由第二段句首內(nèi)容“塔克把雪橇固定好?！笨芍?，第二段可以描寫塔克在自己制作的滑道上的滑動過程和心理活動。
2.續(xù)寫線索：要紙板箱—組裝—把雪橇固定好—滑動—快樂—下雪
3.詞匯激活
行為類
①回答： answer/ reply
②繼續(xù)：cntinue/ keep n
③抓?。篻rab/ seize
情緒類
①快樂地：happily/ jyfully
②咯咯地笑著著陸：land in a giggly heap/ giggle and land
【點睛】[高分句型1]Happily, he lined the flat brwn bxes, ne after the ther, up the hillside, and taped the undersides tgether until they had frmed a ramp.(運用了until引導的時間狀語從句)
[高分句型2]Gripping the steering rpe, and mving his feet int psitin, Tucker tk a deep, frsty breath.(運用了現(xiàn)在分詞Gripping和mving作狀語)
題號
1
2
3
4
5
6
7
8
9
10
答案
D
A
B
C
A
D
B
B
A
B
題號
11
12
13
14
15
16
17
18
19
20
答案
D
D
B
C
C
B
C
A
E
G
題號
21
22
23
24
25
26
27
28
29
30
答案
D
A
B
C
B
A
B
D
D
B
題號
31
32
33
34
35





答案
A
C
A
D
C





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