四川省內江市第六中學2024-2025學年高二下學期入學考試英語試題 （原卷版+解析版）

這是一份四川省內江市第六中學2024-2025學年高二下學期入學考試英語試題 （原卷版+解析版），共35頁。試卷主要包含了5分，滿分7， B等內容，歡迎下載使用。
考試時間：120分鐘 滿分：150分
第Ⅰ卷 選擇題(滿分95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。聽每段對話前，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。每段對話僅讀一遍。
1. What are the speakers talking abut?
A. A shpping list. B. A cking bk. C. A refrigeratr.
2. What des the man want t d?
A. Learn hw t dance.
B. Dance with the wman.
C. Invite the wman t a party.
3. When will the film start?
A. At 9:15. B. At 9:30. C. At 9:45.
4. What d we learn abut the man?
A. He cares abut health B. He is sensitive t taste. C. He likes eating nins.
5. What are the speakers ding nw?
A. Attending a ceremny. B. Shpping fr clthes. C. Getting dressed.
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。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。
聽第6段材料，回答第6、7題。
6. Where are the speakers?
A. In a bank. B. On a lake. C. At a htel.
7. Why des David’s father want t spend Christmas in the cuntryside?
A. T have sme peace.
B. T enjy the lake view.
C. T be freed frm husewrk
聽第7段材料，回答第8、9題。
8. Hw des the man feel abut talking t pets?
A. Bred. B. Cmfrtable. C. Excited.
9. What is the disadvantage f keeping pets?
A. Restricting freedm. B. Making the huse dirty. C. Wasting mney.
聽第8段材料，回答第10至12題。
10. Why did the wman decide t g t Bangkk?
A. She liked the fd there.
B. She liked the temples there.
C. Her cusin made her g there.
11. What was the weather like in Bangkk during the wman’s visit?
A. It was cl. B. It was ht. C. It was rainy.
12. What d we knw abut the wman?
A. She enjyed her stay in Pattaya.
B. She was eager t g t Bangkk again.
C. She preferred t g t Bangkk in April.
聽第9段材料，回答第13至16題。
13. What is the man prbably?
A. A htel waiter. B. A restaurant wner. C. A cllege student.
14. What is the wman ding?
A Making a friend
B. Dining in a restaurant.
C. Taking part in an interview.
15. When is the restaurant busy?
A. On Tuesday. B. On Saturday C. On Sunday.
16. Why des the wman quit her previus jb?
A. T make mre mney.
B. T fcus mre n study.
C. T get different experiences.
聽第10段材料，回答第17至20題。
17. What is the talk mainly abut?
A. The histry f Disneyland.
B. The cartns f Walt Disney.
C. The image f Mickey Muse.
18. What inspired Disney t create Mickey Muse?
A. Field mice. B. A drawing. C. A pet.
19. What can we knw abut Mickey Muse?
A. It reflected Walt Disney’s nature.
B. It has changed a lt ver the years.
C. Its first appearance was well-received.
20. What des Mickey Muse represent?
A. Characters f Disney.
B. Famus cartn creatin.
C. Ppular culture in America.
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，并在答題卡上將該項涂黑。
A
Here are fur student pdcasts (播客) that ffer a glimpse int the minds f students and what they say abut news cncerning climate in their cmmunities — and what they hpe t d abut it.
Behind the Scenes f the Msquit Fire
In a 10-episde series, a sixth-grade class at the Gergetwn Schl f Innvatin in Gergetwn, Calif., shares stries frm the damaging Msquit Fire in 2022. This grup f eight students asks tw firefighters frm the Gergetwn Fire Department what it’s like t fight fires and prtect lved nes in their hmetwn.
Fires: Set Ablaze
At Chautauqua Elementary, the Vashn fifth-graders talk abut the far-reaching and lasting impact f wildfires and wildfire smke — and the direct effects n their lives, like waiting fr the schl bus n a smky day. The students als interview experts and share their research n wildfire precautins (預防措施).
Flwing Thrugh Time
In this pdcast frm Peak Academy, a grup f eight middle schlers reprts n dealing with water shrtages in Bzeman, Mntana. They trace the histry f their grwing hmetwn’s water supply, which has been dependent n muntain snwmelt. As that surce becmes less reliable in a warming wrld, the students turn t the grwn-ups t ask what they can d t cnserve water.
Washed Away
The deadly flding in eastern Kentucky last year frever changed the lives f high schlers Ryley Bwman, Carlina Jhnsn and Hunter Nble. The three classmates at Mrgan Cunty High Schl in West Liberty, Ky., share firsthand accunts f their wn and their family’s experiences during the flds.
1. Wh shws interest in firefighters’ stries?
A Peak Academy students.B. Chautauqua Elementary students.
C. Mrgan Cunty High Schl students.D. Gergetwn Schl f Innvatin students.
2. Which pdcast shws cncern fr water cnservatin?
A. Washed Away.B. Fires: Set Ablaze.
C. Flwing Thrugh Time.D. Behind the Scenes f the Msquit Fire.
3. What d Fires: Set Ablaze and Washed Away have in cmmn?
A. They cnsult experts’ research results.
B. They explre the causes f climate change.
C. They share students’ persnal experiences.
D. They discuss precautins fr natural disasters.
B
As a child, I was prud f my suthern rigin. My wn vice reflected my family’s past and present-part nrthern Mississippi, part Tennessee, all suthern. There was n sund I lved mre than my grandmther’s accent: thick, sweet, warm.
While grwing up, I began t realize utside f ur regin, sutherners were ften dismissed as uncultured and ignrant. I was ready t leave behind my tiny twn in West Tennessee, starting a new life and jumping at big chances in sme far-ff cities. In that embarrassing space between “teen” and “adult”, my accent was a symbl f everything I thught I hated abut my life in the rural Suth. I feared it wuld disqualify me frm being a nted magazine writer. I wuld have t talk less “cuntry”. S I killed a piece f myself. I’m ashamed f it, but I’m mre ashamed that I tried t kill that part f smene else-change Emily’s accent.
I met Emily in cllege. She was determined t wrk fr the student newspaper, which was where I spent mst f my waking hurs, and we became friends. She, unlike me, accepted her rts. Early in ur friendship, her mther asked where I was frm, assuming it was smewhere up nrth. Then I felt my effrts paid ff and even wanted t ignre the mistake.
Emily is tw years yunger and she cared abut my pinin. I advised her t be mre like me and hide her signature Manchester accent. I stressed that thrughut ur cllege years, ften by making fun f her vwel (元音) sunds. I tld myself I was helping her achieve her dream f wrking as a reprter. Nw, I see that it was actually abut justifying my hiding part f myself.
Grandma Carlyn used t tell me, “Girl, dn’t frget where yu cme frm.” Nw I truly understand that. Many things have faded frm memry, but this sticks in my mind with uncmfrtable clarity. Nw that I am grwn and have left the Suth, it’s imprtant t me.
4. What made the authr want t leave her hmetwn?
A. Appeal f cnvenience in cities.
B. Her dream f becming a writer.
C. Outside prejudice against sutherners.
D. Her desire fr the nrthern accent.
5. Hw did the authr feel abut the mistake f Emily’s mther?
A. Upset.B. Pleased.C. Ashamed.D. Surprised.
6. Why n earth did the authr try t change Emily’s accent?
A. T prve herself right.B. T help Emily be a reprter.
C. T make herself influential.D. T prtect Emily’s self-dignity.
7. What message des the text want t cnvey?
A. Stay true t yur rts.B. Never d things by halves.
C. Hld n t yur dreams.D. Never judge a persn by his accent.
C
Steretypes (刻板印象) are widely held but very general, simplified pinins abut ther peple. Many f us start t use steretypes at schl — the cl kids r the ht kids — we knw all the different nes by heart.
Lks, clthes, persnal traits (特征) and interests are all aspects which, n the surface f it, make us different frm ur cntempraries. Students punce n these in rder t categrise thers. “When yu’re a scial animal, yu need t understand wh is a member f yur pack, and wh is a member f a different pack,” says psychlgy prfessr, Jhn Dvidi.
A girl dressed all in black may seem a bit depressed. But perhaps, deep dwn inside, she just likes black and is actually cheerful. She has the same interests as yu — (the “cl kid”) — but she just dresses differently. The prblem f typecasting is that it invlves using labels which are merely shells (外表) cntaining assumptins. It makes ne wnder why peple see nly a narrw view f a cmplicated human being.
Accrding t Dvidi, even if we think we dn’t steretype thers, we d. “We categrise immediately and withut thinking,” says Dvidi. “And we steretype thers nt just n their appearance, hw they dress r act, but — wrngly — n their race and sex t.”
Student steretypes may have special meanings, as teens are in the prcess f frming their wn identity and figuring ut wh they feel mst cmfrtable with. T sme extent, steretyping ffers a sense f rder, directin and cnnectin t the clse friends they make ver time. But it’s t simple t make assumptins that “they” — teenagers in ther grups — are alike r different frm “us”. It’s easy t thrw a grup f peple int a bucket (水桶) and judge them as a whle; it’s much mre difficult t lk at each persn as an individual. On the ther hand, Jim, anther high schl student, says “by labelling peple we’re actually highlighting similarities nt differences. If we didn’t steretype, it wuld make many things tday impssible. Think f marketing studies fcused n specific audiences, r clubs fr peple with similar interests r hbbies.”
8. Which can best replace the underlined part “punce n” in paragraph tw?
A. Put up with.B. Make fun f.
C. Take pride in.D. Catch hld f.
9. What des the authr want t suggest by mentining the girl in black?
A. Dn’t distinguish yurself frm thers.
B. Dn’t make simple things cmplicated.
C. Dn’t identify thers by their appearance.
D Dn’t label thers accrding t their persnal traits.
10. What d Dvidi’s wrds in paragraph fur tell us?
A. We cannt avid being steretyped.
B. We may crrectly recgnise thers’ sex.
C. We cannt help the way we react t thers.
D. We may make wrng judgements abut urselves.
11. Which wrd best describes Jim’s attitude t steretypes?
A. Psitive.B. Uninterested.C. Uncertain.D. Critical.
D
It was a methd favured by the inventr Thmas Edisn and the artist Salvadr Dali. Waking frm a nap exactly at the pint befre deep sleep in an effrt t inspire creativity.
Edisn held a metal ball in his hand s that if he ndded ff he wuld drp it and the sund wuld wake him. Fr Dali, it was a key landing n a plate. Nw scientists have fund that they might have been nt smething.
Researchers at the Paris Brain Institute studied peple’s ability t find a hidden rule in a maths puzzle. Identifying the trick wuld make slving the prblem far simpler but t d s required thinking creatively. The scientists fund that participants wh had been wken just befre falling int a deep sleep, using a technique like that used by Edisn and Dali, were mre likely t find the shrtcut.
This “twilight zne” is knwn as nn-rapid eye mvement sleep stage 1, r N1. Scientists described it like an exaggerated frm f mind-wandering, where dream-like thughts fill the mind. It is thught that as peple start t disengage (脫離) frm their envirnment they can “freely watch their minds wander, while maintaining their ability t identify creative sparks (火花)”.
Fr the study 103 peple were given a maths prblem t slve. T reach the final answer they had t apply the rules step by step but, unknwn t them, a “hidden rule” wuld allw them t bypass mst f the steps and get t the slutin much mre quickly. The results shwed that 83 percent f thse in the N1 grup had fund the shrtcut, cmpared with 31 percent in the grup wh were awake and 14 percent f thse in a deep sleep.
Researchers cnclude that the brain activity cmmn t the twilight zne between sleep and wakefulness set ff creative sparks. “Althugh the neural mechanisms (神經機制) invlved are nt yet knwn, ur findings suggest that there is a creative sweet spt within the twilight zne,” said Dr Thmas Andrilln, c-authr f the study.
12. Why did the authr mentin “a metal ball” and “a key” in Paragraph 2?
A. T clarify a methd.B. T explain a thery.
C. T present a cncept.D. T make a cmparisn.
13. What can we learn abut “the twilight zne” frm the text?
A. It prevents yur mind frm wandering.
B It determines what yur dreams will be like.
C. It is knwn as rapid eye mvement sleep stage.
D. It is a state f being half asleep and half awake.
14. What des “the shrtcut” in Paragraph 5 refer t?
A. The maths prblem.B. The final answer.
C. The hidden rule.D. The added step.
15. What attitude may Dr Thmas Andrilln hld t the technique used by Edisn and Dali?
A. Dubtful.B. Critical.
C. Indifferent.D. Favrable.
第二節(jié)(共5小題;每小題2.5分，滿分12.5分)
根據短文內容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩個為多余選項。
Few peple get excited abut meetings. Meetings ften becme lng-winded affairs where many peple are nt really cntributing, and, smetimes, that happens because the peple have n real reasn t be there. Meetings can feel like a way t waste time. ____16____. Let’s find ut what makes fr a gd meeting agenda (議程) that will leave emplyees satisfied and ready t get t wrk.
____17____
Meetings can be unavidable, but they can becme useful tls rather than terrible experiences. One f the best ways t ensure this is t respect peple’s time. Try t make meetings quick and fcused.
Nte the key pints and fllw them
____18____. Make sure that everyne has access t the plan and als keep watch t ensure that the cnversatins keep t the plan. If ther peple are trying t take the dialgue in anther directin, dn’t be afraid t stp them and t ffer t discuss the ther pints anther time.
Keep a separate sectin fr questins
Questins and cmments can be valuable if fcused n the tpic. Hwever, a gd tip is t ffer a special sectin that fcuses n members’ additinal cntributins. ____19____.
Take time befre and after the meeting
It’s necessary t cmmunicate befre the meeting. ____20____. Sme grups need t be reminded t participate, while thers shuld be reminded t keep their cmments shrt and t the pint.
After the meeting, examine what went right and ffer psitive bservatins. But als nte what can be imprved and where the prblem lies. Wrk better t imprve the situatin the next time.
A. Respect peple’s time.
B. Fcus n the essentials.
C. It’s imprtant t keep the main pints in writing.
D. Set grund rules depending n yur particular grup.
E. Instead, perfrm the tasks f a meeting thrugh an email.
F. Hwever, when dne crrectly, they can als be pwerful tls.
G. Fr new questins, matters, and mre, set time aside at the end.
第三部分：英語知識運用(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，從短文后各題的A、B、C、D四個選項中，選出適合填入對應空白處的最佳選項，并在答題卡上將該項涂黑。
I was waiting in a checkut line. A wman and tw bys were ahead f me. At the cash desk, a white-haired man had begun t ____21____ his gds. Then came the barrier. Smetimes it’s a custmer with multiple cupns (優(yōu)惠券), r smene wh frgt t ____22____ a piece f fruit. Fair enugh. One ____23____.
But tday, it was smething else. The man didn’t have ____24____ mney. S he began the prcess f chsing which ____25____ t keep and which t hand back. He ____26____ ver each ne befre keeping r abandning it. We waited. Lnger lines surged ahead.
Eventually, his ____27____ came t an end. The man turned back t us as he left, ____28____ and aplgetic. We ____29____ ff his chagrin (懊惱). It culd happen t anyne.
But I had n idea just hw _____30_____ the family f three ahead f me were until their turn came. The wman asked the cashier t add all the _____31_____ gds t her bill as quickly as pssible. Then the tw bys _____32_____ thrugh the exit with the small bag f grceries. When they returned, it was clear that their missin had been _____33_____.
Then I realized all it tk t witness this flash f _____34_____ was waiting a little lnger in a checkut line. I culd have caught the bus. But I felt s _____35_____ n my feet that I walked hme instead.
21. A. bagB. listC. checkD. receive
22. A. fetchB. sliceC. weighD. taste
23. A. leftB. waitedC. shutedD. jked
24. A. adequateB. pcketC. extraD. bnus
25. A. tlsB. itemsC. drinksD. snacks
26. A. dubtedB. grabbedC. shiftedD. paused
27. A. delayB. evaluatinC. checkupD. selectin
28. A. thrilledB. anxiusC. embarrassedD. satisfied
29. A. blewB. wavedC. cutD. kicked
30. A. helplessB. sympatheticC. patientD. annyed
31. A. expensiveB. thrwn-awayC. left-behindD. majr
32. A. dashedB. slippedC. walkedD. mved
33. A. accmplishedB. failedC. pstpnedD. started
34. A. tendernessB. curageC. kindnessD. tlerance
35. A. fastB. heavyC. clumsyD. light
第Ⅱ卷(非選擇題 滿分 55分)
第二節(jié) 語法填空(共10小題，每小題1.5分，滿分15分)
閱讀下列短文，根據短文內容或括號內所給詞的恰當形式填空。
A Relay Event Brings Diverse Cultures Tgether
When Herman Kambugu received the gd news he was expecting, he did smething unusual. He ran fr 32km in ____36____ (celebrate). Kambugu, wh wrks fr the Standard Chartered Bank (StanChart) in Uganda, was amng the ver 86,000 emplyees arund the wrld wh had attempted ____37____ (take) part in a relay acrss Belt and Rad cuntries as a way t see hw the Belt and Rad Initiative (“一帶一路”倡議) is develping. Kambugu and seven mre f his c-wrkers in StanChart's ffices arund the wrld visited 44 destinatins alng the Belt and Rad rutes, ____38____ helped them understand the initiative better.
Kambugu____39____ (witness) hw the Belt and Rad Initiative is changing life fr____40____better in East Africa in the past few years. “The Mmbasa－Nairbi Railway has nt nly shrtened transprtatin time, but als created ver 20,000 jbs fr lcal peple in Kenya,” he said. Serena Leung frm the Hng Kng ffice said ____41____ she had seen during her jurney impressed ____42____ (she). In sme places, peple greeted them in Mandarin. They spke it ____43____ (fluency) than sme peple frm Hng Kng, she said jkingly.
“By running tgether, we run further,” added Therese Ne, a custmer manager frm the Singapre ffice. As she saw it, the cuntries____44____ (participate) in the Belt and Rad Initiative were like the _____45_____ (runner). When they jin frces, they have a better shared future.
第四部分 寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
46. 假如學校外教Rbert想聘請一名同學做他的助教，請你在學校英文報上替他寫一則校園招聘信息。內容包括：
1. 招聘目的；
2. 選拔方式；
3. 報名要求。
注意：1. 詞數80個左右；題目已給出，不計入總詞數；
2. 請按如下格式在答題卡的相應位置作答。
I WANT YOU
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二節(jié)(滿分25分)
47. 閱讀下面材料，根據其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
High schl graduatin marks a huge turning pint in a yung persn’s life. It’s a transitin frm childhd t adulthd, and yu’ll remember that mment frever.
Peters, a senir at Hahnville High Schl in Butte, Luisiana, had been lking frward t this special day fr a while. Hwever, when he arrived at the graduatin ceremny n May 19, a schl representative turned him away. The wman tld him his shes went against the dress cde (著裝要求). She said unless he changed his shes, he culdn’t attend the graduatin ceremny.
The schl’s graduatin dress cde stated that males had t wear dark dress shes. It als emphasized nt t wear athletic shes, as they wuldn’t be allwed. That day, Peters wre black leather sneakers and thught he culd wear them since they were black.
S when the schl representative denied him entry, he went int shck. Peters als felt embarrassed, imagining what his parents wuld think if he culdn’t attend his wn graduatin. He just wanted t walk acrss the stage and get the diplma (文憑) he’d wrked s hard fr.
With nly minutes until the ceremny was set t begin, he felt hpeless. He had n time t stp at a stre t buy new shes. As he paced anxiusly utside the cnference center, he nticed a familiar face, that f paraeducatr (特殊教育者) Jhn Butler. Butler helps mentr (指導) students at the high schl, and many students lk up t him. Butler always did what he culd t help the students. He had a daughter graduating with Peters, s he was attending the cmmencement ceremny as a parent that day. S, Peters ran ver t him and explained his she predicament (困境)。
Butler decided t talk with the wman wh’d denied the yung man entry. Hwever, she stuck t her decisin, nt allwing Peters in due t his shes.
注意：1.續(xù)寫詞數應為150左右；
2.請按如下格式在答題卡的相應位置作答。
Paragraph 1: With nly minutes t spare, he didn’t have time t argue with her.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2: Butler then tk his seat with nly scks n his feet, ignring the cnfused stares frm thers.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1-5ABCAB 6-10CAB AC 11-15 BABCB 16-20BCAAC
內江六中2024-2025學年(下)高2026屆入學考試
英語試題
考試時間：120分鐘 滿分：150分
第Ⅰ卷 選擇題(滿分95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。聽每段對話前，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。每段對話僅讀一遍。
1. What are the speakers talking abut?
A. A shpping list. B. A cking bk. C. A refrigeratr.
2. What des the man want t d?
A. Learn hw t dance.
B. Dance with the wman.
C. Invite the wman t a party.
3. When will the film start?
A. At 9:15. B. At 9:30. C. At 9:45.
4. What d we learn abut the man?
A. He cares abut health B. He is sensitive t taste. C. He likes eating nins.
5. What are the speakers ding nw?
A. Attending a ceremny. B. Shpping fr clthes. C. Getting dressed.
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。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。
聽第6段材料，回答第6、7題。
6. Where are the speakers?
A. In a bank. B. On a lake. C. At a htel.
7. Why des David’s father want t spend Christmas in the cuntryside?
A. T have sme peace.
B. T enjy the lake view.
C. T be freed frm husewrk
聽第7段材料，回答第8、9題。
8 Hw des the man feel abut talking t pets?
A. Bred. B. Cmfrtable. C. Excited.
9. What is the disadvantage f keeping pets?
A. Restricting freedm. B. Making the huse dirty. C. Wasting mney.
聽第8段材料，回答第10至12題。
10. Why did the wman decide t g t Bangkk?
A. She liked the fd there.
B. She liked the temples there.
C. Her cusin made her g there.
11. What was the weather like in Bangkk during the wman’s visit?
A. It was cl. B. It was ht. C. It was rainy.
12. What d we knw abut the wman?
A. She enjyed her stay in Pattaya.
B. She was eager t g t Bangkk again.
C. She preferred t g t Bangkk in April.
聽第9段材料，回答第13至16題。
13. What is the man prbably?
A. A htel waiter. B. A restaurant wner. C. A cllege student.
14. What is the wman ding?
A. Making a friend
B. Dining in a restaurant.
C. Taking part in an interview.
15. When is the restaurant busy?
A. On Tuesday. B. On Saturday C. On Sunday.
16. Why des the wman quit her previus jb?
A. T make mre mney.
B. T fcus mre n study.
C. T get different experiences.
聽第10段材料，回答第17至20題。
17. What is the talk mainly abut?
A. The histry f Disneyland.
B. The cartns f Walt Disney.
C. The image f Mickey Muse.
18 What inspired Disney t create Mickey Muse?
A. Field mice. B. A drawing. C. A pet.
19. What can we knw abut Mickey Muse?
A. It reflected Walt Disney’s nature.
B. It has changed a lt ver the years.
C. Its first appearance was well-received.
20. What des Mickey Muse represent?
A. Characters f Disney.
B. Famus cartn creatin.
C. Ppular culture in America.
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，并在答題卡上將該項涂黑。
A
Here are fur student pdcasts (播客) that ffer a glimpse int the minds f students and what they say abut news cncerning climate in their cmmunities — and what they hpe t d abut it.
Behind the Scenes f the Msquit Fire
In a 10-episde series, a sixth-grade class at the Gergetwn Schl f Innvatin in Gergetwn, Calif., shares stries frm the damaging Msquit Fire in 2022. This grup f eight students asks tw firefighters frm the Gergetwn Fire Department what it’s like t fight fires and prtect lved nes in their hmetwn.
Fires: Set Ablaze
At Chautauqua Elementary, the Vashn fifth-graders talk abut the far-reaching and lasting impact f wildfires and wildfire smke — and the direct effects n their lives, like waiting fr the schl bus n a smky day. The students als interview experts and share their research n wildfire precautins (預防措施).
Flwing Thrugh Time
In this pdcast frm Peak Academy, a grup f eight middle schlers reprts n dealing with water shrtages in Bzeman, Mntana. They trace the histry f their grwing hmetwn’s water supply, which has been dependent n muntain snwmelt. As that surce becmes less reliable in a warming wrld, the students turn t the grwn-ups t ask what they can d t cnserve water.
Washed Away
The deadly flding in eastern Kentucky last year frever changed the lives f high schlers Ryley Bwman, Carlina Jhnsn and Hunter Nble. The three classmates at Mrgan Cunty High Schl in West Liberty, Ky., share firsthand accunts f their wn and their family’s experiences during the flds.
1. Wh shws interest in firefighters’ stries?
A. Peak Academy students.B. Chautauqua Elementary students.
C. Mrgan Cunty High Schl students.D. Gergetwn Schl f Innvatin students.
2. Which pdcast shws cncern fr water cnservatin?
A. Washed Away.B. Fires: Set Ablaze.
C. Flwing Thrugh Time.D. Behind the Scenes f the Msquit Fire.
3. What d Fires: Set Ablaze and Washed Away have in cmmn?
A. They cnsult experts’ research results.
B. They explre the causes f climate change.
C. They share students’ persnal experiences.
D. They discuss precautins fr natural disasters.
【答案】1. D 2. C 3. C
【解析】
【導語】本文是一篇應用文，主要介紹了四個學生播客，他們關注自己社區(qū)的氣候新聞，并分享他們的觀點和希望采取的行動。
【1題詳解】
細節(jié)理解題。根據文章第二段“In a 10-episde series, a sixth-grade class at the Gergetwn Schl f Innvatin in Gergetwn, Calif. , shares stries frm the damaging Msquit Fire in 2022. This grup f eight students asks tw firefighters frm the Gergetwn Fire Department what it’s like t fight fires and prtect lved nes in their hmetwn.”（在一個10集的系列節(jié)目中，加州喬治城喬治敦創(chuàng)新學院的一個六年級班級分享了2022年破壞性的蚊子大火的故事。這組8名學生向來自喬治城消防局的兩名消防員詢問在家鄉(xiāng)救火和保護親人是什么感覺）可知，Gergetwn Schl f Innvatin的學生對消防員的故事感興趣。故選D。
【2題詳解】
細節(jié)理解題。根據文章Flwing Thrugh Time下“In this pdcast frm Peak Academy, a grup f eight middle schlers reprts n dealing with water shrtages in Bzeman, Mntana. They trace the histry f their grwing hmetwn’s water supply, which has been dependent n muntain snwmelt. As that surce becmes less reliable in a warming wrld, the students turn t the grwn-ups t ask what they can d t cnserve water.”（在這個來自Peak Academy的播客中，八個中學生報道了他們如何應對蒙大拿州博茲曼的水資源短缺。他們追溯了他們不斷發(fā)展的家鄉(xiāng)的供水歷史，這個供水源依賴于山上的雪水融化。隨著這個水源在全球變暖的世界中變得不可靠，學生們轉向成年人，詢問他們可以做些什么來節(jié)約水資源。）可知，Flwing Thrugh Time的播客關注水資源保護。故選C。
【3題詳解】
細節(jié)理解題。根據文章第三段“At Chautauqua Elementary, the Vashn fifth-graders talk abut the far-reaching and lasting impact f wildfires and wildfire smke — and the direct effects n their lives, like waiting fr the schl bus n a smky day. The students als interview experts and share their research n wildfire precautins (預防措施).”（在肖托夸小學，瓦松小學的五年級學生談論野火和野火煙霧的深遠而持久的影響，以及對他們生活的直接影響，如在煙霧彌漫的日子里等校車。學生們還采訪了專家，分享了他們對野火預防措施的研究）和第五段“The deadly flding in eastern Kentucky last year frever changed the lives f high schlers Ryley Bwman, Carlina Jhnsn and Hunter Nble. The three classmates at Mrgan Cunty High Schl in West Liberty, Ky., share firsthand accunts f their wn and their family’s experiences during the flds.”（去年發(fā)生在肯塔基州東部的致命洪水永遠地改變了高中生賴利·鮑曼、卡羅萊納·約翰遜和亨特·諾布爾的生活?？纤菸髯杂墒心Ωh高中的三名同學分享了他們自己和家人在洪水中的親身經歷）可知，Fires: Set Ablaze和Washed Away共同之處是他們分享學生的個人經歷。故選C。
B
As a child I was prud f my suthern rigin. My wn vice reflected my family’s past and present-part nrthern Mississippi, part Tennessee, all suthern. There was n sund I lved mre than my grandmther’s accent: thick, sweet, warm.
While grwing up, I began t realize utside f ur regin, sutherners were ften dismissed as uncultured and ignrant. I was ready t leave behind my tiny twn in West Tennessee, starting a new life and jumping at big chances in sme far-ff cities. In that embarrassing space between “teen” and “adult”, my accent was a symbl f everything I thught I hated abut my life in the rural Suth. I feared it wuld disqualify me frm being a nted magazine writer. I wuld have t talk less “cuntry”. S I killed a piece f myself. I’m ashamed f it, but I’m mre ashamed that I tried t kill that part f smene else-change Emily’s accent.
I met Emily in cllege. She was determined t wrk fr the student newspaper, which was where I spent mst f my waking hurs, and we became friends. She, unlike me, accepted her rts. Early in ur friendship, her mther asked where I was frm, assuming it was smewhere up nrth. Then I felt my effrts paid ff and even wanted t ignre the mistake.
Emily is tw years yunger and she cared abut my pinin. I advised her t be mre like me and hide her signature Manchester accent. I stressed that thrughut ur cllege years, ften by making fun f her vwel (元音) sunds. I tld myself I was helping her achieve her dream f wrking as a reprter. Nw, I see that it was actually abut justifying my hiding part f myself.
Grandma Carlyn used t tell me, “Girl, dn’t frget where yu cme frm.” Nw I truly understand that. Many things have faded frm memry, but this sticks in my mind with uncmfrtable clarity. Nw that I am grwn and have left the Suth, it’s imprtant t me.
4. What made the authr want t leave her hmetwn?
A. Appeal f cnvenience in cities.
B. Her dream f becming a writer.
C. Outside prejudice against sutherners.
D. Her desire fr the nrthern accent.
5. Hw did the authr feel abut the mistake f Emily’s mther?
A. Upset.B. Pleased.C. Ashamed.D. Surprised.
6. Why n earth did the authr try t change Emily’s accent?
A. T prve herself right.B. T help Emily be a reprter.
C. T make herself influential.D. T prtect Emily’s self-dignity.
7. What message des the text want t cnvey?
A. Stay true t yur rts.B. Never d things by halves.
C. Hld n t yur dreams.D. Never judge a persn by his accent.
【答案】4. C 5. B 6. A 7. A
【解析】
【導語】這是一篇記敘文。文章講述作者因為別人的偏見以及追求更好的生活改變自己的口音，但后來才意識到這樣做抹殺了自己身份的一部分，也明白了要堅守本根。
【4題詳解】
細節(jié)理解題。根據第二段的“While grwing up, I began t realize utside f ur regin, sutherners were ften dismissed as uncultured and ignrant. I was ready t leave behind my tiny twn in West Tennessee, starting a new life and jumping at big chances in sme far-ff cities.(在成長過程中，我開始意識到，在我們的地區(qū)之外，南方人經常被認為是沒有文化和無知的。我準備離開我在西田納西州的小鎮(zhèn)，開始新的生活，并在一些遙遠的城市抓住大好機會)”可知，作者決定離開南部的家鄉(xiāng)是因為其他人認為南方人沒文化、無知，即外部對南方人的偏見。故選C。
【5題詳解】
推理判斷題。根據第三段的“Early in ur friendship, her mther asked where I was frm, assuming it was smewhere up nrth. Then I felt my effrts paid ff and even wanted t ignre the mistake.(在我們的友誼之初，她媽媽問我來自哪里，以為是北方的某個地方。然后我覺得我的努力得到了回報，甚至想忽略這個錯誤)”推知，當被Emily的媽媽誤會來自北方時，作者是非常開心的。故選B。
【6題詳解】
推理判斷題。根據第二段的“I feared it wuld disqualify me frm being a nted magazine writer. I wuld have t talk less “cuntry”. S I killed a piece f myself. (我擔心這會使我失去成為著名雜志作家的資格。我就得少說些“鄉(xiāng)村”了。所以我抹殺了自己身份的一部分)”，第三段的“She was determined t wrk fr the student newspaper, which was where I spent mst f my waking hurs(她決心為校報工作，而我醒著的大部分時間都在那里度過的)”以及倒數第二段的“I advised her t be mre like me and hide her signature Manchester accent. I stressed that thrughut ur cllege years, ften by making fun f her vwel (元音) sunds. I tld myself I was helping her achieve her dream f wrking as a reprter. (我建議她更像我，隱藏她標志性的曼徹斯特口音。在我們的大學生活中，我經常通過取笑她的元音來強調這一點。我告訴自己，我是在幫她實現當記者的夢想)”可知，作者通過改變自己的口音獲得了在校報工作的機會。由此推知，作者努力改變Emily的口音是為了證明自己是對的，即改變南方口音就有可能獲得好工作。故選A。
【7題詳解】
推理判斷題。通讀全文，并結合第二段的“I’m ashamed f it, but I’m mre ashamed that I tried t kill that part f smene else-change Emily’s accent.(我很慚愧，但我更慚愧的是我試圖抹殺別人的那部分——改變艾米麗的口音)”和最后一段“Grandma Carlyn used t tell me, “Girl, dn’t frget where yu cme frm.” Nw I truly understand that. Many things have faded frm memry, but this sticks in my mind with uncmfrtable clarity. (卡羅琳奶奶過去常對我說：“女孩，別忘了你來自哪里。”現在我真的明白了。許多事情已經從記憶中消失了，但這件事卻以令人不安的清晰印象留在了我的腦海中)”可知，文章想要傳達的信息是：堅守本根。故選A。
C
Steretypes (刻板印象) are widely held but very general, simplified pinins abut ther peple. Many f us start t use steretypes at schl — the cl kids r the ht kids — we knw all the different nes by heart.
Lks, clthes, persnal traits (特征) and interests are all aspects which, n the surface f it, make us different frm ur cntempraries. Students punce n these in rder t categrise thers. “When yu’re a scial animal, yu need t understand wh is a member f yur pack, and wh is a member f a different pack,” says psychlgy prfessr, Jhn Dvidi.
A girl dressed all in black may seem a bit depressed. But perhaps, deep dwn inside, she just likes black and is actually cheerful. She has the same interests as yu — (the “cl kid”) — but she just dresses differently. The prblem f typecasting is that it invlves using labels which are merely shells (外表) cntaining assumptins. It makes ne wnder why peple see nly a narrw view f a cmplicated human being.
Accrding t Dvidi, even if we think we dn’t steretype thers, we d. “We categrise immediately and withut thinking,” says Dvidi. “And we steretype thers nt just n their appearance, hw they dress r act, but — wrngly — n their race and sex t.”
Student steretypes may have special meanings, as teens are in the prcess f frming their wn identity and figuring ut wh they feel mst cmfrtable with. T sme extent, steretyping ffers a sense f rder, directin and cnnectin t the clse friends they make ver time. But it’s t simple t make assumptins that “they” — teenagers in ther grups — are alike r different frm “us”. It’s easy t thrw a grup f peple int a bucket (水桶) and judge them as a whle; it’s much mre difficult t lk at each persn as an individual. On the ther hand, Jim, anther high schl student, says “by labelling peple we’re actually highlighting similarities nt differences. If we didn’t steretype, it wuld make many things tday impssible. Think f marketing studies fcused n specific audiences, r clubs fr peple with similar interests r hbbies.”
8. Which can best replace the underlined part “punce n” in paragraph tw?
A. Put up with.B. Make fun f.
C. Take pride in.D. Catch hld f.
9. What des the authr want t suggest by mentining the girl in black?
A. Dn’t distinguish yurself frm thers.
B Dn’t make simple things cmplicated.
C. Dn’t identify thers by their appearance.
D. Dn’t label thers accrding t their persnal traits.
10. What d Dvidi’s wrds in paragraph fur tell us?
A. We cannt avid being steretyped.
B. We may crrectly recgnise thers’ sex.
C. We cannt help the way we react t thers.
D. We may make wrng judgements abut urselves.
11. Which wrd best describes Jim’s attitude t steretypes?
A. Psitive.B. Uninterested.C. Uncertain.D. Critical.
【答案】8. D 9. C 10. C 11. A
【解析】
【導語】本文是一篇說明文。文章闡述了刻板印象以及針對刻板印象的不同觀點。
【8題詳解】
短語猜測題。根據第二段第一、二句“Lks, clthes, persnal traits (特征) and interests are all aspects which, n the surface f it, make us different frm ur cntempraries. Students punce n these in rder t categrise thers.(外表、衣服、個人特征和興趣都是表面上使我們與同時代人不同的方面。學生們punce n這些來對其他人進行分類。)”可知劃線詞punce n后的these指代上文使我們與同時代人在表面上不同的特征“Lks, clthes, persnal traits (特征) and interests”，學生們抓住這些表面上的特征對其他人進行分類，由此可知，句中“punce n”意思為“抓住”，可以替換為catch hld f。故選D。
【9題詳解】
推理判斷題。根據第三段中“A girl dressed all in black may seem a bit depressed. But perhaps, deep dwn inside, she just likes black and is actually cheerful. She has the same interests as yu — (the ‘cl kid’) — but she just dresses differently. (一個穿一身黑的女孩可能看起來有點沮喪。但也許，在內心深處，她只是喜歡黑色，實際上是開朗的。她和你——（那個‘酷孩子’）——有相同的興趣愛好，只是穿著不同而已。)”可知，作者在文中提到穿一身黑的女孩，想要傳達的含義是不能光憑外表來確定一個人的特征個性。故選C。
【10題詳解】
推理判斷題。根據第四段中“‘We categrise immediately and withut thinking,’ says Dvidi. ‘And we steretype thers nt just n their appearance, hw they dress r act, but — wrngly — n their race and sex t.’(‘我們會不假思索地立即進行分類?！疍vidi說：‘我們不僅在外表、穿著和行為上對他人抱有刻板印象，而且——錯誤地——在種族和性別上也抱有刻板印象。’)”可知人們會不假思索地立即對他人按照刻板印象進行分類，由此可知，人們對他人進行刻板印象歸類是一種下意識的舉動，人們無法控制自己對他人的反應。故選C。
【11題詳解】
推理判斷題。根據最后一段中“On the ther hand, Jim, anther high schl student, says ‘by labelling peple we’re actually highlighting similarities nt differences. If we didn’t steretype, it wuld make many things tday impssible. Think f marketing studies fcused n specific audiences, r clubs fr peple with similar interests r hbbies.’(另一方面，另一名高中生Jim說：‘通過給人貼標簽，我們實際上是在強調相似之處，而不是不同之處。如果我們沒有刻板印象，這將使今天的許多事情變得不可能。想想針對特定受眾的營銷研究，或者針對具有相似興趣或愛好的人的俱樂部?！?”可知，Jim認為通過給人群貼標簽可以找到群體的相似性，如果沒有刻板印象的話，針對特定受眾的市場調查、俱樂部等就無法實現。由此可知，Jim對刻板印象的態(tài)度是積極的。故選A。
D
It was a methd favured by the inventr Thmas Edisn and the artist Salvadr Dali. Waking frm a nap exactly at the pint befre deep sleep in an effrt t inspire creativity.
Edisn held a metal ball in his hand s that if he ndded ff he wuld drp it and the sund wuld wake him. Fr Dali, it was a key landing n a plate. Nw scientists have fund that they might have been nt smething.
Researchers at the Paris Brain Institute studied peple’s ability t find a hidden rule in a maths puzzle. Identifying the trick wuld make slving the prblem far simpler but t d s required thinking creatively. The scientists fund that participants wh had been wken just befre falling int a deep sleep, using a technique like that used by Edisn and Dali, were mre likely t find the shrtcut.
This “twilight zne” is knwn as nn-rapid eye mvement sleep stage 1, r N1. Scientists described it like an exaggerated frm f mind-wandering, where dream-like thughts fill the mind. It is thught that as peple start t disengage (脫離) frm their envirnment they can “freely watch their minds wander, while maintaining their ability t identify creative sparks (火花)”.
Fr the study 103 peple were given a maths prblem t slve. T reach the final answer they had t apply the rules step by step but, unknwn t them, a “hidden rule” wuld allw them t bypass mst f the steps and get t the slutin much mre quickly. The results shwed that 83 percent f thse in the N1 grup had fund the shrtcut, cmpared with 31 percent in the grup wh were awake and 14 percent f thse in a deep sleep.
Researchers cnclude that the brain activity cmmn t the twilight zne between sleep and wakefulness set ff creative sparks. “Althugh the neural mechanisms (神經機制) invlved are nt yet knwn, ur findings suggest that there is a creative sweet spt within the twilight zne,” said Dr Thmas Andrilln, c-authr f the study.
12. Why did the authr mentin “a metal ball” and “a key” in Paragraph 2?
A. T clarify a methd.B. T explain a thery.
C. T present a cncept.D. T make a cmparisn.
13. What can we learn abut “the twilight zne” frm the text?
A. It prevents yur mind frm wandering.
B. It determines what yur dreams will be like.
C. It is knwn as rapid eye mvement sleep stage.
D. It is a state f being half asleep and half awake.
14. What des “the shrtcut” in Paragraph 5 refer t?
A. The maths prblem.B. The final answer.
C. The hidden rule.D. The added step.
15. What attitude may Dr Thmas Andrilln hld t the technique used by Edisn and Dali?
A. Dubtful.B. Critical.
C. Indifferent.D. Favrable.
【答案】12. A 13. D 14. C 15. D
【解析】
【導語】這是一篇說明文。文章主要介紹來自愛迪生和達利的啟示：臨睡狀態(tài)可激發(fā)創(chuàng)造力。
【12題詳解】
推理判斷題。根據第一段提到了愛迪生和達利偏愛的一個激發(fā)創(chuàng)造力的方法“Waking frm a nap exactly at the pint befre deep sleep in an effrt t inspire creativity.(在深度睡眠前從午睡中醒來，以激發(fā)創(chuàng)造力)”和第二段“Edisn held a metal ball in his hand s that if he ndded ff he wuld drp it and the sund wuld wake him. Fr Dali, it was a key landing n a plate.(愛迪生手里拿著金屬球為了當他低頭時，金屬球掉在地上的聲音喚醒他。對于達利來說，他拿的是掉在盤子的鑰匙)”可知，通過“金屬球”和“鑰匙”更直觀地介紹了這種方法的操作方式，故選A。
【13題詳解】
細節(jié)理解題。由最后一段第一句話“…the twilight zne between sleep and wakefulness…”可知“the twilight zne”為半睡半醒狀態(tài)。故選D。
【14題詳解】
詞義猜測題。由上文“a “hidden rule” wuld allw them t bypass mst f the steps and get t the slutin much mre quickly.”可知， “隱藏規(guī)則”可使他們繞過大多數步驟，更快地找到答案。再結合劃線單詞所在句“The results shwed that 83 percent f thse in the N1 grup had fund the shrtcut(結果顯示，在N1組中，83%的人找到了the shrtcut)”可知，此處劃線單詞the shrtcut指代前文的the hidden rule“隱藏規(guī)則”。 故選C。
【15題詳解】
推理判斷題。最后一段“Researchers cnclude that the brain activity cmmn t the twilight zne between sleep and wakefulness set ff creative sparks.（研究人員得出結論，睡眠和清醒之間的模糊地帶的大腦活動會激發(fā)創(chuàng)造力的火花）”可知，研究結果證實臨睡狀態(tài)可激發(fā)創(chuàng)造力火花，同時博士的話“ur findings suggest that there is a creative sweet spt within the twilight zne（我們的發(fā)現表明臨睡狀態(tài)確實存在創(chuàng)造力的最有效點）”推知，博士對愛迪生和達利使用的技術的態(tài)度是肯定的。故選D。
第二節(jié)(共5小題;每小題2.5分，滿分12.5分)
根據短文內容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩個為多余選項。
Few peple get excited abut meetings. Meetings ften becme lng-winded affairs where many peple are nt really cntributing, and, smetimes, that happens because the peple have n real reasn t be there. Meetings can feel like a way t waste time. ____16____. Let’s find ut what makes fr a gd meeting agenda (議程) that will leave emplyees satisfied and ready t get t wrk.
____17____
Meetings can be unavidable, but they can becme useful tls rather than terrible experiences. One f the best ways t ensure this is t respect peple’s time. Try t make meetings quick and fcused.
Nte the key pints and fllw them
____18____. Make sure that everyne has access t the plan and als keep watch t ensure that the cnversatins keep t the plan. If ther peple are trying t take the dialgue in anther directin, dn’t be afraid t stp them and t ffer t discuss the ther pints anther time.
Keep a separate sectin fr questins
Questins and cmments can be valuable if fcused n the tpic. Hwever, a gd tip is t ffer a special sectin that fcuses n members’ additinal cntributins. ____19____.
Take time befre and after the meeting
It’s necessary t cmmunicate befre the meeting. ____20____. Sme grups need t be reminded t participate, while thers shuld be reminded t keep their cmments shrt and t the pint.
After the meeting, examine what went right and ffer psitive bservatins. But als nte what can be imprved and where the prblem lies. Wrk better t imprve the situatin the next time.
A. Respect peple’s time.
B. Fcus n the essentials.
C. It’s imprtant t keep the main pints in writing.
D. Set grund rules depending n yur particular grup.
E. Instead, perfrm the tasks f a meeting thrugh an email.
F. Hwever, when dne crrectly, they can als be pwerful tls.
G. Fr new questins, matters, and mre, set time aside at the end.
【答案】16. F 17. A 18. C 19. G 20. D
【解析】
【導語】這是一篇說明文。文章主要介紹了讓會議變得有用且高效的小貼士。
【16題詳解】
上文“Meetings can feel like a way t waste time. (會議可能是一種浪費時間的方式。)”指出會議浪費時間，下文“Let’s find ut what makes fr a gd meeting agenda that will leave emplyees satisfied and ready t get t wrk. (讓我們找出什么樣的會議議程能讓員工滿意，并準備好開始工作。)”指出要找出好的會議議程，讓員工滿意，準備好工作?？芍?，空處承上啟下，指出會議也有好的一方面，F項“Hwever, when dne crrectly, they can als be pwerful tls. (然而，如果做得正確，它們也可以是強大的工具)”符合語境。故選F。
【17題詳解】
根據本段內容“Meetings can be unavidable, but they can becme useful tls rather than terrible experiences. One f the best ways t ensure this is t respect peple’s time. Try t make meetings quick and fcused. (會議是不可避免的，但它們可以成為有用的工具，而不是可怕的經歷。確保這一點的最好方法之一就是尊重人們的時間。盡量讓會議簡短而專注。)”可知，本段主要是關于尊重人們的時間，讓會議簡短而專注。A項“Respect peple’s time. (尊重人們的時間)”符合語境。故選A。
【18題詳解】
根據本段小標題“Nte the key pints and fllw them. (記下要點并遵循它們。)”以及下文“Make sure that everyne has access t the plan and als keep watch t ensure that the cnversatins keep t the plan. (確保每個人都能接觸到這個計劃，并且也要保持警惕，以確保對話符合計劃。)”可知，本段主要是關于記下會議要點，并且遵循它們，C項中“keep the main pints”與本段主題一致。C項“It’s imprtant t keep the main pints in writing. (把要點寫下來很重要)”符合語境。故選C。
【19題詳解】
根據上文“Hwever, a gd tip is t ffer a special sectin that fcuses n members’ additinal cntributins. (然而，一個好的建議是提供一個專門的部分，專注于成員的額外貢獻。)”可知，上文提到要設置專門的部分，關注成員的額外貢獻，G項中“set time aside at the end”與上文承接，指出為新的問題，事項等留出時間。G項“Fr new questins, matters, and mre, set time aside at the end. (對于新的問題、事項等，在最后留出時間)”符合語境。故選G。
【20題詳解】
根據上文“It’s necessary t cmmunicate befre the meeting. (會前溝通是必要的。)”以及下文“Sme grups need t be reminded t participate, while thers shuld be reminded t keep their cmments shrt and t the pint. (有些團隊需要被提醒參與，而有些團隊則需要被提醒保持評論簡短且切題。)”可知，上文指出會前溝通是必要的，下文則指出不同的團隊需要不同的提醒，由此可知，空處承上啟下，指出要根據團隊情況設定基本規(guī)則，D項中“Set grund rules”與此相符。D項“Set grund rules depending n yur particular grup. (根據你的特定團隊設定基本規(guī)則)”符合語境。故選D。
第三部分：英語知識運用(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，從短文后各題的A、B、C、D四個選項中，選出適合填入對應空白處的最佳選項，并在答題卡上將該項涂黑。
I was waiting in a checkut line. A wman and tw bys were ahead f me. At the cash desk, a white-haired man had begun t ____21____ his gds. Then came the barrier. Smetimes it’s a custmer with multiple cupns (優(yōu)惠券), r smene wh frgt t ____22____ a piece f fruit. Fair enugh. One ____23____.
But tday, it was smething else. The man didn’t have ____24____ mney. S he began the prcess f chsing which ____25____ t keep and which t hand back. He ____26____ ver each ne befre keeping r abandning it. We waited. Lnger lines surged ahead.
Eventually, his ____27____ came t an end. The man turned back t us as he left, ____28____ and aplgetic. We ____29____ ff his chagrin (懊惱). It culd happen t anyne.
But I had n idea just hw _____30_____ the family f three ahead f me were until their turn came. The wman asked the cashier t add all the _____31_____ gds t her bill as quickly as pssible. Then the tw bys _____32_____ thrugh the exit with the small bag f grceries. When they returned, it was clear that their missin had been _____33_____.
Then I realized all it tk t witness this flash f _____34_____ was waiting a little lnger in a checkut line. I culd have caught the bus. But I felt s _____35_____ n my feet that I walked hme instead.
21. A. bagB. listC. checkD. receive
22. A. fetchB. sliceC. weighD. taste
23. A. leftB. waitedC. shutedD. jked
24. A. adequateB. pcketC. extraD. bnus
25. A. tlsB. itemsC. drinksD. snacks
26. A. dubtedB. grabbedC. shiftedD. paused
27. A. delayB. evaluatinC. checkupD. selectin
28 A. thrilledB. anxiusC. embarrassedD. satisfied
29. A. blewB. wavedC. cutD. kicked
30. A. helplessB. sympatheticC. patientD. annyed
31. A. expensiveB. thrwn-awayC. left-behindD. majr
32. A. dashedB. slippedC. walkedD. mved
33. A. accmplishedB. failedC. pstpnedD. started
34. A. tendernessB. curageC. kindnessD. tlerance
35. A. fastB. heavyC. clumsyD. light
【答案】21. A 22. C 23. B 24. A 25. B 26. D 27. D 28. C 29. B 30. B 31. C 32. A 33. A 34. C 35. D
【解析】
【導語】本文是一篇記敘文。文章通過講述作者在超市結賬時遇到的一位老人因錢不夠而猶豫選擇商品，以及隨后一位女士和她的兩個孩子主動幫助老人購買剩余商品的故事，展現了人與人之間的善意和溫暖。
【21題詳解】
考查動詞詞義辨析。句意：在收銀處，一位白發(fā)男士已經開始把他買的東西裝袋。A. bag裝袋；B. list列舉；C. check檢查；D. receive接收。根據上文“I was waiting in a checkut line.”可知，此時作者在排隊等待結賬。根據常理可知，在收銀臺，白發(fā)男子開始把他的商品裝袋，符合在收銀臺結賬的場景。故選A。
【22題詳解】
考查動詞詞義辨析。句意：有時候會是有很多優(yōu)惠券的顧客，或者是有人忘了給水果稱重。A. fetch取來；B. slice切片；C. weigh稱重；D. taste品嘗。根據空后“a piece f fruit”以及常識可知，在超市買水果需要稱重，這里說的是有時結賬的阻礙是有人忘了給水果稱重。故選C。
【23題詳解】
考查動詞詞義辨析。句意：大家都等著。A. left離開；B. waited等待；C. shuted喊叫；D. jked開玩笑。根據上文描述結賬時會出現的各種狀況以及常理可知，遇到這樣的情況，人們會等待。故選B。
【24題詳解】
考查形容詞詞義辨析。句意：這位男士的錢不夠。A. adequate充足的；B. pcket小型的；C. extra額外的；D. bnus獎金。根據下文“S he began the prcess f chsing which ____5____ t keep and which t hand back.”可知，他開始選擇保留哪些商品，退還哪些商品，由此推斷出這個男人沒有足夠的錢。故選A。
【25題詳解】
考查名詞詞義辨析。句意：于是他開始挑選哪些商品要留下，哪些要退回去。A. tls工具；B. items物品；C. drinks飲料；D. snacks零食。根據上文“The man didn’t have ____4____ mney.”可知，這位男士的錢不夠，由此可知，他開始選擇保留哪些物品，退還哪些物品。故選B。
【26題詳解】
考查動詞詞義辨析。句意：在決定留下還是放棄每一件商品之前，他都會猶豫一下。A. dubted懷疑；B. grabbed抓住；C. shifted轉變；D. paused暫停。根據“We waited. Lnger lines surged ahead.”可知，隊伍越來越長。由此可推測，他在決定留下還是放棄每一件商品之前都會猶豫一下。故選D。
【27題詳解】
考查名詞詞義辨析。句意：最后，他挑選完了。A. delay延遲；B. evaluatin評估；C. checkup檢查；D. selectin選擇。根據下文“The man turned back t us as he left”可知，這位男士最終選完了要放棄的物品，結賬離開。故選D。
【28題詳解】
考查形容詞詞義辨析。句意：這位男士離開時轉過身來面向我們，顯得既尷尬又充滿歉意。A. thrilled激動的；B. anxius焦慮的；C. embarrassed尷尬的；D. satisfied滿意的。根據上文內容可知，由于錢帶的不夠，這位男士選了很久需要保留的東西。根據常理可知，因為自己錢不夠耽誤了大家時間，他應該是感到尷尬和歉意。故選C。
【29題詳解】
考查動詞詞義辨析。句意：我們揮手示意讓他別懊惱。A. blew吹；B. waved揮手；C. cut切割；D. kicked踢。根據下文“It culd happen t anyne.”可知，作者認為這件事會發(fā)生在任何人身上，所以大家都是揮手示意這位男士不要懊惱。故選B。
【30題詳解】
考查形容詞詞義辨析。句意：但直到輪到我前面的那一家三口時，我才知道他們是多么富有同情心。A. helpless無助的；B. sympathetic同情的；C. patient耐心的；D. annyed惱怒的。根據下文“The wman asked the cashier t add all the ____11____ gds t her bill as quickly as pssible.”可知，這位女士讓收銀員把男人退還的商品加到她的賬單上，說明這一家三口很有同情心。故選B。
【31題詳解】
考查形容詞詞義辨析。句意：那位女士讓收銀員盡快把那位男士留下的所有商品都加到她的賬單上。A. expensive昂貴的；B. thrwn-away被扔掉的；C. left-behind留下的；D. majr主要的。根據上文內容可知，男士因為錢不夠退還了一些商品，所以這里女士讓收銀員把那些被男士留下的商品加到她的賬單上。故選C。
【32題詳解】
考查動詞詞義辨析。句意：然后，兩個男孩拿著一小袋食品雜貨沖出門去。A. dashed猛沖；B. slipped滑倒、溜進；C. walked走；D. mved移動。根據上文“The wman asked the cashier t add all the ____11____ gds t her bill as quickly as pssible.”中的“as quickly as pssible”可推測，兩個孩子應該是趕緊沖出去追上那位男士把東西給他。故選A。
【33題詳解】
考查動詞詞義辨析。句意：等他們回來時，顯然他們的任務已經完成了。A. accmplished完成；B. failed失??；C. pstpned推遲；D. started開始。根據上文內容可知，兩個男孩拿著一小袋食品雜貨沖出門去送給那位男士。再根據“When they returned”可知，他們的任務，也就是將東西送給那位男士，已經完成了。故選A。
【34題詳解】
考查名詞詞義辨析。句意：這時我意識到，要見證這一善舉，只需要在收銀臺前多等一會兒就好。A. tenderness溫柔；B. curage勇氣；C. kindness善良；D. tlerance容忍。根據上文內容可知，這位女士幫助男人付了錢，這是一種善良的行為。故選C。
【35題詳解】
考查形容詞詞義辨析。句意：但我卻覺得腳步無比輕盈，于是便步行回家了。A. fast快的；B. heavy重的；C. clumsy笨拙的；D. light輕的。根據下文“I walked hme instead”可推測，看到了女士的善舉，作者心情很好，所以感覺腳步輕快，決定步行回家。故選D。
第Ⅱ卷(非選擇題 滿分 55分)
第二節(jié) 語法填空(共10小題，每小題1.5分，滿分15分)
閱讀下列短文，根據短文內容或括號內所給詞的恰當形式填空。
A Relay Event Brings Diverse Cultures Tgether
When Herman Kambugu received the gd news he was expecting, he did smething unusual. He ran fr 32km in ____36____ (celebrate). Kambugu, wh wrks fr the Standard Chartered Bank (StanChart) in Uganda, was amng the ver 86,000 emplyees arund the wrld wh had attempted ____37____ (take) part in a relay acrss Belt and Rad cuntries as a way t see hw the Belt and Rad Initiative (“一帶一路”倡議) is develping. Kambugu and seven mre f his c-wrkers in StanChart's ffices arund the wrld visited 44 destinatins alng the Belt and Rad rutes, ____38____ helped them understand the initiative better.
Kambugu____39____ (witness) hw the Belt and Rad Initiative is changing life fr____40____better in East Africa in the past few years. “The Mmbasa－Nairbi Railway has nt nly shrtened transprtatin time, but als created ver 20,000 jbs fr lcal peple in Kenya,” he said. Serena Leung frm the Hng Kng ffice said ____41____ she had seen during her jurney impressed ____42____ (she). In sme places, peple greeted them in Mandarin. They spke it ____43____ (fluency) than sme peple frm Hng Kng, she said jkingly.
“By running tgether, we run further,” added Therese Ne, a custmer manager frm the Singapre ffice. As she saw it, the cuntries____44____ (participate) in the Belt and Rad Initiative were like the _____45_____ (runner). When they jin frces, they have a better shared future.
【答案】36. celebratin
37. t take
38. which 39. has witnessed
40. the 41. what
42. herself
43. mre fluently
44. participating
45. runners
【解析】
【導語】這是一篇記敘文，主要介紹了來自不同國家的員工通過參與“一帶一路”沿線國家的接力活動，增進了對“一帶一路”倡議的理解和文化交流。
【36題詳解】
考查名詞。句意：他跑了32公里來慶祝。celebrate是個動詞，意思是“慶?！?，橫線前有介詞in，說明橫線處應該填入名詞，celebrate的名詞是celebratin，故答案是celebratin。
【37題詳解】
考查動詞短語。句意：卡姆布古在烏干達的渣打銀行工作，他是全球超過86,000名嘗試參與“一帶一路”沿線國家接力活動的員工之一。這一活動旨在了解“一帶一路”倡議的發(fā)展情況。橫線前有動詞attempt，它的固定用法是attempt t d，意思是“嘗試做”，故答案是t take。
【38題詳解】
考查定語從句。句意：卡姆布古和他的七名同事訪問了“一帶一路”沿線的44個目的地，這幫助他們更好地理解了這一倡議?？仗幰龑Х窍薅ㄐ远ㄕZ從句，先行詞是前面整個句子，從句卻主語，應該使用which引導從句，故答案是which。
【39題詳解】
考查現在完成時。句意：卡姆布古見證了“一帶一路”倡議在過去幾年中如何改善東非人民的生活。witness是動詞，意思是“見證”，它在句子中充當謂語，根據時間狀語in the past few years，句子應該使用現在完成時，故答案是has witnessed。
【40題詳解】
考查冠詞。句意：卡姆布古見證了“一帶一路”倡議在過去幾年中如何改善東非人民的生活。fr the better是固定短語，意思是“更好”，符合題意，故答案是the。
【41題詳解】
考查主語從句。句意：來自香港辦公室的Serena Leung說，她在旅途中看到的一切給她留下了深刻的印象。_____ she had seen是個主語從句，空處在從句中充當see的賓語，指代事物，應該使用what引導從句，故答案是what。
【42題詳解】
考查反身代詞。句意：來自香港辦公室的Serena Leung說，她在旅途中看到的一切給她留下了深刻的印象。根據句意，她旅途中看到的東西讓自己印象深刻，這里將she變成反身代詞herself，符合題意，故答案是herself。
【43題詳解】
考查比較級。句意：她開玩笑地說，他們說普通話比一些香港人說得更流利。fluency是個名詞，意思是“流利”，這里需要將它變成副詞fluently，充當狀語去修飾謂語spke。再根據than，需要繼續(xù)將fluently變成比較級，故答案是mre fluently。
【44題詳解】
考查非謂語動詞。句意：在她看來，參與“一帶一路”倡議的國家就像接力賽的選手。分析這個句子，句子已經存在謂語were like，所以participate需要轉化為非謂語，它和邏輯主語cuntry之間呈主動關系，應該使用現在分詞，故答案是participating。
【45題詳解】
考查名詞復數。句意：在她看來，參與“一帶一路”倡議的國家就像接力賽的選手。runner是名詞，將其變成復數，指代參加一帶一路的所有國家，故答案是runners。
第四部分 寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
46. 假如學校外教Rbert想聘請一名同學做他的助教，請你在學校英文報上替他寫一則校園招聘信息。內容包括：
1. 招聘目的；
2. 選拔方式；
3. 報名要求。
注意：1. 詞數80個左右；題目已給出，不計入總詞數；
2. 請按如下格式在答題卡的相應位置作答。
I WANT YOU
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】I WANT YOU
Our schl freign teacher, Rbert, is lking fr a student assistant t wrk with him. The purpse is t prvide better supprt fr his teaching wrk and enhance the learning experience f students.
The selectin will be based n an interview. Candidates shuld have a gd cmmand f English and be able t cmmunicate fluently with bth the teacher and students. They shuld als be respnsible, patient and have a passin fr teaching.
Anyne wh is interested in this psitin can send their resumes and a brief self-intrductin t Rbert’s email address: rbert@email.cm befre April 30th. We believe that this pprtunity will be a valuable experience fr the selected candidate and we lk frward t seeing yur applicatin.
【解析】
【導語】本篇書面表達屬于應用文。要求考生在學校英文報上替學校外教Rbert寫一則校園招聘信息。
【詳解】1.詞匯積累
目的：purpse→intentin
提供：prvide→ffer
熱情：passin→enthusiasm
機會：pprtunity→chance
2.句式拓展
簡單句變復合句
原句：Candidates shuld have a gd cmmand f English and be able t cmmunicate fluently with bth the teacher and students.
拓展句：Candidates shuld have a gd cmmand f English wh are able t cmmunicate fluently with bth the teacher and students.
【點睛】【高分句型1】Anyne wh is interested in this psitin can send their resumes and a brief self-intrductin t Rbert’s email address: rbert@email.cm befre April 30th.（運用了wh引導的定語從句）
【高分句型2】We believe that this pprtunity will be a valuable experience fr the selected candidate and we lk frward t seeing yur applicatin.（運用了that引導賓語從句）
第二節(jié)(滿分25分)
47. 閱讀下面材料，根據其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
High schl graduatin marks a huge turning pint in a yung persn’s life. It’s a transitin frm childhd t adulthd, and yu’ll remember that mment frever.
Peters, a senir at Hahnville High Schl in Butte, Luisiana, had been lking frward t this special day fr a while. Hwever, when he arrived at the graduatin ceremny n May 19, a schl representative turned him away. The wman tld him his shes went against the dress cde (著裝要求). She said unless he changed his shes, he culdn’t attend the graduatin ceremny.
The schl’s graduatin dress cde stated that males had t wear dark dress shes. It als emphasized nt t wear athletic shes, as they wuldn’t be allwed. That day, Peters wre black leather sneakers and thught he culd wear them since they were black.
S, when the schl representative denied him entry, he went int shck. Peters als felt embarrassed, imagining what his parents wuld think if he culdn’t attend his wn graduatin. He just wanted t walk acrss the stage and get the diplma (文憑) he’d wrked s hard fr.
With nly minutes until the ceremny was set t begin, he felt hpeless. He had n time t stp at a stre t buy new shes. As he paced anxiusly utside the cnference center, he nticed a familiar face, that f paraeducatr (特殊教育者) Jhn Butler. Butler helps mentr (指導) students at the high schl, and many students lk up t him. Butler always did what he culd t help the students. He had a daughter graduating with Peters, s he was attending the cmmencement ceremny as a parent that day. S, Peters ran ver t him and explained his she predicament (困境)。
Butler decided t talk with the wman wh’d denied the yung man entry. Hwever, she stuck t her decisin, nt allwing Peters in due t his shes.
注意：1.續(xù)寫詞數應為150左右；
2.請按如下格式在答題卡的相應位置作答。
Paragraph 1: With nly minutes t spare, he didn’t have time t argue with her.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2: Butler then tk his seat with nly scks n his feet, ignring the cnfused stares frm thers.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】With nly minutes t spare, he didn’t have time t argue with her. S, withut a secnd thught, Butler tk ff his wn shes and gave them t Peters. He wasn’t ging t let the graduate miss this imprtant mment in his life. But Peters wre a size 9 while Butler wre a size 11. Peters didn’t let the size difference discurage him, thugh. He slid Butler’s shes nt his feet and excitedly ran thrugh the drs right befre they clsed.
Butler then tk his seat with nly scks n his feet, ignring the cnfused stares frm thers. He just felt happy that Peters wuld get t receive his diplma. Then, Peters heard his name, but he culdn’t walk in the versized shes. S, he slid acrss the stage t receive his diplma. Right after the ceremny, Peters returned the shes t the kind teacher and expressed his gratitude fr the selfless gesture. It was because f Butler that ever thing wrked ut in Peter’s favr in the end.
【解析】
【導語】本文以人物為線索展開，講述了一位名叫Peters的高中生在畢業(yè)典禮當天因穿著不符合學校著裝要求的鞋子而被拒絕入場，最終在特殊教育者Jhn Butler的無私幫助下，成功參加畢業(yè)典禮并領取畢業(yè)證的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“只剩下幾分鐘了，他沒有時間和她爭論?！币约暗诙问拙鋬热荨叭缓?，Butler只穿著襪子就坐到了座位上，不理會其他人疑惑的目光?！笨芍谝欢慰擅鑼態(tài)utler把自己的皮鞋給了Peters。
②由第二段首句內容“然后，Butler只穿著襪子就坐到了座位上，不理會其他人疑惑的目光。”可知，第二段可描寫由于Butler的幫助，Peters順利參加了畢業(yè)典禮，他非常感謝Butler。
2.續(xù)寫線索：Butler沒時間和她爭論，于是脫下了自己的鞋給了Peters——但是Butler的腳比Peters大，時間緊迫，Peters顧不上這些，趕緊套上了Butler的鞋，沖了進去——然后，Butler穿著襪子坐到了座位上——Peters穿著大大的鞋領取了自己的文憑，他非常感謝Butler的幫助
3.詞匯激活
行為類
①給：give/ffer
②返回：return/g back t
③表達：express/cnvey
情緒類
①興奮地：excitedly/with excitement
②高興的：happy/delighted
【點睛】【高分句型1】But Peters wre a size 9 while Butler wre a size 11.（運用了while引導的時間狀語從句）
【高分句型2】It was because f Butler that ever thing wrked ut in Peter’s favr in the end.（運用了強調句型）
1-5ABCAB 6-10CAB AC 11-15 BABCB 16-20BCAAC