英 語(yǔ)
2025 年 1 月
考生須知：
本試卷共 8 頁(yè)，共五道大題，38 道小題，滿分 60 分，考試時(shí)間 90 分鐘。
請(qǐng)?jiān)谠嚲砗痛痤}卡上準(zhǔn)確填寫(xiě)學(xué)校名稱、班級(jí)、姓名。
試題答案一律填涂或書(shū)寫(xiě)在答題卡上，在試卷上作答無(wú)效。
在答題卡上，選擇題用 2B 鉛筆作答，其他試題用黑色字跡簽字筆作答。
考試結(jié)束，請(qǐng)將答題卡交回。
第一部分
本部分共 33 題，共 40 分。在每題列出的四個(gè)選項(xiàng)中，選出最符合題目要求的一項(xiàng)。
一、單項(xiàng)填空（每題 0.5 分，共 6 分）
從下面各題所給的 A、B、C、D 四個(gè)選項(xiàng)中，選擇可以填入空白處的最佳選項(xiàng)。
—Is this eraser, Susan?
—N, it’s nt mine. I think it is Jim’s.
yurits
his
her
This bkstre clses nine ’clck in the evening.
at B. n C. with D. in
— is it frm yur hme t schl, Mike?
—It’s abut tw kilmeters.
Hw ften
Hw far
Hw much
s
fr
but
Grace likes dancing, she desn’t have much free time t practice.
I think climbing muntains is than walking in the park.
—Tina, yu didn’t answer my call this mrning. What were yu ding?
—Srry, I didn’t hear the ring. I an nline lessn.
My family like travelling and we n a family vacatin every year.
Alex as a vlunteer in the lcal cmmunity since last summer.
Hw many
r
the mst interesting
shuldn’t
have had
have gne
has wrkedg
went
were ging
will wrk
is wrking
was wrking
第1頁(yè)/共10頁(yè)
—Where is yur mm?
—She dinner in the kitchen nw.
二、完形填空（每題 1 分，共 8 分）
閱讀下面的短文，掌握其大意，然后從短文后各題所給的 A、B、C、D 四個(gè)選項(xiàng)中，選擇最 佳選項(xiàng)。
Gerge needed t play an instrument, r at least that was what his mm said. It was suppsed t make him well- runded (全面發(fā)展的) and 13 r smething, but he thught he culd be well-runded by eating ckies.
Anyway, he went t the music stre. His mm said that he culd try t chse an instrument f his wn t play s lng as they bth agreed.
The stre was bright and large. Back alng the sides f the stre, he culd see sme custmers 14 ut
pians and guitars. Okay, s maybe this wasn’t s bad. He mved twards the drums. They were lud and wuld irritate (激怒) his mm fr having suggested he shuld learn music. He wuld make her 15 her decisin. He sat dwn, gt a pair f drumsticks, and made sme nise. 16
vides. He had n rhythm (韻律), and it was very hard t get all the 17 ging. He put the drumsticks dwn and felt a little sad., it was harder than it lked in music
Next, he went t the pians, because his mm thught it was a gd idea. He tried fr a while and 18
it was bring. Still, it wasn’t fr him. Then he tried several ther instruments but he liked nne f them. His mm led him t the final sectin (部分). An ld man was playing the vilin. Gerge felt smething he hadn’t 19
wish t play and learn.: the
The ld man shwed him hw t place his hands n the instrument and play. Within mments, pleasant sunds came ut frm the vilin. It was a rewarding (令人滿足的) 20
that.” His mm said.. “Mm, this is it.” He said. “I can live with
Gerge hardly heard a wrd his mm said fr the next hur. While she paid and lined up lessns, he listened t
the ld man play. It was lve at first listen.
第2頁(yè)/共10頁(yè)
is cking
cked
cks
will ck
This bk int several languages last year.
translates
translated
is translated
was translated
—Jhn, d yu knw the clean-up activity?
—Sure! Next Saturday afternn.
when did we have
when we had
when will we have
when we will have
A. simple
interesting
hnest
angry
A. clearing
finding
testing
pinting
A. explain
accept
trust
regret
A. Suddenly
Luckily
Surprisingly
Finally
A. vides
activities
machines
sunds
A. fund
shwed
agreed
wrried
A. achieved
changed
expected
frgtten
A. trip
feeling
rle
cnversatin
三、閱讀理解（每題 2 分，共 26 分） （一）
A
閱讀下列故事介紹，請(qǐng)根據(jù)人物需求匹配他們最適合的故事，并將故事介紹所對(duì)應(yīng)的選項(xiàng) (A—D) 填在相 應(yīng)位置上。其中一個(gè)選項(xiàng)為多余選項(xiàng)。
21
22
23
（二）閱讀下列短文，根據(jù)短文內(nèi)容，從短文后各題所給的 A、B、C、D 四個(gè)選項(xiàng)中，選擇 最佳選項(xiàng)。
B
Mrs. White’s class were listening t a talk given by a famus writer. Mst f the students liked it, but David did nt. He always gt lw marks n his writing tasks.
第3頁(yè)/共10頁(yè)
A
Hurglass Mystery
In this stry, Jake discvers a diary in his grandpa’s attic (閣樓). He starts a search fr a magic hurglass and meets famus histrical peple in his adventure.
B
Field Day
It is a stry between tw students, Carly and her friend Mary. Mary helps Carly t chse her favurite game and makes her like the field day.
C
Bucky’s 500-Mile Jurney
It tells the stry f a dg named Bucky. His wner has t mve and he is left with his wner’s father. He travels 500 miles and finally finds his wner.
D
The Astrnmy (天文學(xué)) Prject
This stry is abut Mrs. Lindsey wh teaches astrnmy in an interesting way. In her class, she lets her students bserve cnstellatins (星座) and make psters (海報(bào)) f them.
enjy reading stries that are really mving. I especially want t read a warm stry abut the friendship f students.
like adventures and I want t read stries that are full f imaginatin. They can take me t different wrlds.
My favrite animal is the dg. Dgs have always held a special place in my heart. I like t read sme stries abut dgs.
“Des anyne have any questins?” Mrs. White asked her class.
“Hw d yu knw what t write abut?” David asked.
“Well, smetimes I dn’t,” the writer replied. He pulled a bk frm a bag n the flr. “I find making a scrapbk (剪貼簙) helps.”
David thught abut the writer’s scrapbk as he walked hme and decided t have his wn ne. After supper, he cut sme pictures ut f sme newspapers. He cut and pasted (粘貼) stries frm his magazines (雜志). Then he lked up the wrds he did nt knw and wrte dwn their meanings. In the days that fllwed, David cllected mre ideas.
One mrning, Mrs. White tld the class abut a writing cmpetitin. David wanted t win. He wndered if he had fund enugh ideas t make a gd stry.
That night, David lked thrugh his scrapbk. He picked a setting fr his stry frm a picture. He used the name frm an article fr his character. David’s stry started t grw. He wrked n it until it came time t hand in the stry.
David waited fr his teachers t pick the winner, but his stry did nt win. “I knw yu are disappinted (失望 的), David,” Ms. White said. “I want yu t knw I really liked yur stry, and yu made it difficult t pick a winner. Yur stry might nt be the best in the class this time, but it is yur best wrk s far.” David smiled at Mrs. White and felt prud f himself. He went t cngratulate his classmate Betty n her winning stry. Maybe she wuld tell him where she gt her stry ideas.
Wh gave Mrs. White’s class a talk?
A news reprter.A writer.
A teacher.
A researcher.
He talked with his teacher.
He made a scrapbk.
What did David d t cllect ideas?
He read sme famus bks.
He brrwed mre magazines.
Why did David feel prud f himself?
Because his classmates liked his stry.
Because he made much prgress in his writing.
Because he wn the writing cmpetitin.
Because his stry was a little better than Betty’s.
C
Using drama (戲劇) and rle-playing in the classrm can be a pwerful tl t deepen students’ learning experiences. By invlving students in these activities, teachers can build an envirnment that encurages active invlvement and deep thinking.
Drama and rle-playing can be used in different subjects, frm English and histry t science and maths. Teachers can design activities that allw students t learn in an experiential way. By using drama and rle-playing, teachers can make students get invlved actively in their wn learning.
Drama and rle-playing activities prvide a safe space fr learners t experiment with a new language withut the fear f real-wrld results. This experimentatin develps cnfidence in speaking and using the language. Learners are encuraged t try new things and make mistakes that are imprtant parts f learning.
Students have the chance t explre different rles by taking part in drama and rle-playing activities. It helps them build cnfidence in expressing themselves, imprve their vcabulary and language structure, and develp public speaking skills. Taking part in dramatic activities allws students t shw their talents. Whether they are creating a
第4頁(yè)/共10頁(yè)
play r adapting (改編) literary wrks, students have the freedm t explre new ideas and experiment with different methds.
Thrugh rle-playing, students can have a deeper understanding f histrical events, literary characters, r scial matters by stepping int the shes f different persns. This experience helps them develp empathy (同感), see the wrld frm different pints f view and manage their wn emtins (感情).
Drama and rle-playing activities als add fun and excitement t learning. They create memrable experiences that help students understand and keep infrmatin, and leave a lasting influence n students.
Drama and rle-playing activities require students t wrk tgether and have gd cmmunicatin. By taking n different rles, students learn t listen t thers, discuss with each ther, understand different pinins, slve prblems, and wrk as a team. Students can carry the skills with them beynd the classrm.
What d learners d in a safe space?
They teach themselves quickly.They seldm make mistakes.
They take risks in learning.
They wrry abut the results.
What is Paragraph 5 mainly abut?
Students need knwledge f several subjects in rle-playing.
Rle-playing helps students understand and deal with emtins.
Students find it hard t develp their empathy thrugh rle-playing.
Rle-playing is a great way t get t knw different events.
What can we learn abut drama and rle-playing activities?
They require students t have talents t take part in them.
They help students t think abut their memrable experiences.
It is difficult fr students t carry them ut in a freign language class.
They develp students’ skills that can be used in real-life situatins.
D
In tday’s rapidly-changing wrld, technlgy is cntinuusly advancing and reshaping many industries. One f the mst imprtant advancements in recent years is the use f artificial intelligence (人工智能) in the creative field.
Artificial intelligence (AI) refers t the simulatin (模擬) f human intelligence by machines, especially cmputer systems. In the creative industry, AI is used t prduce utputs, and imprve creative wrk and user experience. Fr example, AI has changed the wrld f art by allwing artists t create different and new pieces using AI-pwered tls. The music industry has als been changed a lt by AI. Nw there is AI-created music and persnalized music suggestins fr users. AI systems can guess which sngs will be ppular and create music that simulates the ways f famus artists. AI has als greatly influenced the field f design by making the creative practice simpler and imprving design abilities. Designers can use AI tls t autmate (使自動(dòng)化) tasks and make designs better fr certain needs f users.
While AI prvides lts f benefits fr the creative industry, it als brings abut prblems. One big wrry is the pssible lss f human creativity and riginality with the rise f AI-prduced wrks. Sme argue that AI is shrt f the emtinal (感情的) depth that human creativity has.
Hwever, AI als presents exciting chances fr cllabratin between humans and machines in the creative
第5頁(yè)/共10頁(yè)
practice. By making use f AI tls, artists, musicians, and designers can explre new ideas and break thrugh the limits f creativity, and reach mre peple. AI can als make art, music, and design easier t get by peple arund the wrld. In the future, we can expect t see AI-prduced wrks as well as human-created artwrks, music, and designs. It will lead t a new age f creativity and riginality in the creative industry.
AI is reshaping the creative industry by making creatrs able t think utside the bx, experiment with new ideas, and cnnect with peple in mre meaningful ways. While AI gives rise t prblems, there is n dubt that it will change the ways we create, experience and value art, music and design.
Why des the writer use the examples in Paragraph 2?
T tell why AI can create things as humans d.
T list which fields require AI t develp rapidly.
T shw hw AI influences the creative industry.
T explain what new AI-pwered tls are needed.
What des the underlined wrd “cllabratin” in Paragraph 4 mst prbably mean?
Cmpetitin.Cmparisn.
Similarity.
Teamwrk.
Which f the fllwing wuld the writer mst prbably agree with?
It is impssible fr AI systems t create music like that f famus artists.
AI-prduced wrks have mre emtinal depth than human-created wrks.
The use f AI has led t the lss f human creativity and riginality.
It is valuable fr AI t ffer mre persnalized user experience.
What is the writer’s main purpse in writing this passage?
T cmpare the wrks created by AI and humans.
T prve the imprtance f AI fr develping creativity.
T intrduce technlgies that speed up the advancements f AI.
T explain the ways creatrs use t slve the prblems f AI.
第二部分
本部分共 5 題，共 20 分。根據(jù)題目要求，完成相應(yīng)任務(wù)。
四、閱讀表達(dá)（第 1-3 題每題 2 分，第 4 題 4 分，共 10 分）
閱讀短文，根據(jù)短文內(nèi)容回答問(wèn)題。
Research has shwn that adults undervalue the influence f randm (隨意的) acts f kindness. They think that their actins wn’t make t much f a difference. But small acts f kindness have mre influence than they think.
In 2023, researchers Margaret Echelbarger and Nick Epley published a study. It described an experiment they did t find ut if kids als undervalued the influence f randm acts f kindness.
The experiment tk place at the Griffin Museum f Science and Industry, in Chicag. Researchers spke with 101 kids wh were visiting the museum. Each kid was ffered tw pencils. The kids culd take bth pencils hme. Or they culd perfrm an act f kindness: allwing the researchers t give ne f the pencils t a stranger. The kid culd pint ut the persn wh shuld get the pencil.
Befre giving away the pencil, the researchers asked the kids t guess hw “big” their acts f kindness wuld feel t the persn wh gt the pencil. Wuld the persn be happy? Or wuld the gift feel like n big deal? Many kids had truble guessing. Sme f the kids said, “I’d like t give my pencil… but I’m nt sure hw they’re ging t feel.”
第6頁(yè)/共10頁(yè)
Peple were happy t receive the pencils. In fact, they were much happier than the givers guessed. Besides, the givers said they felt a sense f satisfactin (滿足) after ding a gd deed (行為). “It shws the pwer f these small, randm acts f kindness,” Echelbarger said. “Like, ‘Yu culd have chsen anyne, but yu chse me.’”
Echelbarger and Epley’s study prves that ding gd feels gd. This is true fr the kid n the receiving end f a gd deed as well as fr the kid wh perfrms it.
Echelbarger hpes the study will encurage kids t spread kindness, especially in ways that might feel small r unimprtant. She said peple were usually thankful when smene said hell, held a dr fr them, r ffered an unexpected cmpliment (贊美).
Why did Margaret Echelbarger and Nick Epley d an experiment in 2023?

What was each kid in the experiment ffered?

Hw did the kids in the experiment perfrm an act f kindness?

Wuld yu like t d small acts f kindness? Why r why nt? (Please give tw reasns.)

五、文段表達(dá)（10 分）
從下面兩個(gè)題目中任選一題，根據(jù)所給的中文和英文提示，完成一篇不少于 50 詞的英語(yǔ)文段 寫(xiě)作。文中已給出內(nèi)容不計(jì)入總詞數(shù)。所給提示詞語(yǔ)僅供選用。請(qǐng)不要寫(xiě)出真實(shí)的校名和姓 名。
假設(shè)你是李華，你們班準(zhǔn)備開(kāi)展“榜樣的力量”分享會(huì)，你打算邀請(qǐng)交換生 Peter 參加。請(qǐng)你用英文
給他寫(xiě)一封電子郵件，告訴他分享會(huì)的內(nèi)容、目的及時(shí)間和地點(diǎn)。 提示詞語(yǔ)：talk, stry, influence, classrm
提示問(wèn)題：● What d yu plan t d in this sharing meeting?
Why d yu want t have this sharing meeting?
When and where will yu have this sharing meeting?
第7頁(yè)/共10頁(yè)
Dear Peter,
Hw is everything ging?
I’m writing t invite yu t The Pwer f Rle Mdels sharing meeting.





Hpe t hear frm yu sn.
Yurs, Li Hua
某英文網(wǎng)站正在開(kāi)展以“我最喜歡的科學(xué)家”為主題的征文活動(dòng)。假設(shè)你是李華，請(qǐng)用英語(yǔ)寫(xiě)一篇短
文投稿，介紹你最喜歡的一位科學(xué)家，并說(shuō)明原因。
提示詞語(yǔ)：invent, develp, useful, helpful 提示問(wèn)題：● Wh is yur favurite scientist?
Why d yu like him/her?
第8頁(yè)/共10頁(yè)
I’m glad t intrduce my favurite scientist.






參考答案
第一部分
本部分共 33 題，共 40 分。在每題列出的四個(gè)選項(xiàng)中，選出最符合題目要求的一項(xiàng)。
一、單項(xiàng)填空（每題 0.5 分，共 6 分）
從下面各題所給的 A、B、C、D 四個(gè)選項(xiàng)中，選擇可以填入空白處的最佳選項(xiàng)。
二、完形填空（每題 1 分，共 8 分）
閱讀下面的短文，掌握其大意，然后從短文后各題所給的 A、B、C、D 四個(gè)選項(xiàng)中，選擇最 佳選項(xiàng)。
13
14
15
16
17
18
19
20
B
C
D
C
D
A
C
B
三、閱讀理解（每題 2 分，共 26 分） （一）
第二部分
本部分共 5 題，共 20 分。根 據(jù)題目要求，完成相應(yīng)任務(wù)。
四、閱讀表達(dá)（第 1-3 題每題 2 分，第 4 題 4 分，共 10 分）
T find ut if kids als undervalued the influence f randm acts f kindness.
Each kid was ffered tw pencils.
By allwing the researchers t give ne f the pencils t a stranger.
Yes. Because small acts f kindness can make a big difference and I feel a sense f satisfactin after ding a gd deed.
五、文段表達(dá)（10 分）
從下面兩個(gè)題目中任選一題，根據(jù)所給的中文和英文提示，完成一篇不少于 50 詞的英語(yǔ)文段 寫(xiě)作。文中已給出內(nèi)容不計(jì)入總詞數(shù)。所給提示詞語(yǔ)僅供選用。請(qǐng)不要寫(xiě)出真實(shí)的校名和姓 名。
38.One pssible versin: Dear Peter,
Hw is everything ging?
I’m writing t invite yu t The Pwer f Rle Mdels sharing meeting. During the meeting, we will intrduce wh are ur rle mdels, tell their stries and talk abut hw these peple have influenced ur lives. We will als discuss their similarities with each ther. We have this meeting t help us knw mre abut rle mdels, learn frm
第9頁(yè)/共10頁(yè)
1
2
3
4
5
6
7
8
9
10
11
12
B
A
B
C
B
C
A
A
D
A
D
D
21
22
23
24
25
26
27
28
29
30
31
32
33
B
A
C
A
D
C
D
B
D
C
D
D
B
them and imprve urselves. We will have the meeting at 2:00 pm this Friday in ur classrm. It will last fr abut tw hurs.
Hpe t hear frm yu sn.
Yurs, Li Hua
39.One pssible versin:
I’m glad t intrduce my favurite scientist. My favurite scientist is Wang Xuan. He invented the technlgy fr printing Chinese characters. I like him because he tried his best t slve prblems and was nt afraid t try new technlgy. When he met difficulties, he never gave up. His inventin is used all ver the wrld and is extremely helpful t the Chinese newspaper publishing industry. He changed the wrld with his ideas and hard wrk, and I lk up t him as my favurite scientist.
第10頁(yè)/共10頁(yè)

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