一、聽力選擇題
1．What will Marie d next?
A．Water the flwers.B．Find the passprt.C．Catch a flight.
2．Why was the pizza delayed?
A．The delivery man was t busy.
B．The delivery man missed the right turn.
C．The delivery man gt stuck in the rad.
3．Hw des the wman sund?
A．Depressed.B．Indifferent.C．Peaceful.
4．When des Tm’s meeting start?
A．At 7:30.B．At 8:00.C．At 10:00.
5．What are the speakers mainly discussing?
A．A drama cntest.B．A pht shw.C．A schl website.
聽下面一段較長對話，回答以下小題。
6．What are the cameras used fr?
A．Mnitring wild birds.
B．Recrding slar activities.
C．Prviding updates t the center.
7．Hw will the wman prbably help?
A．By cllecting tips.B．By analyzing the data.C．By painting nest bxes.
聽下面一段較長對話，回答以下小題。
8．Wh is Ryan Fster?
A．A reader.B．An editr.C．A hst.
9．What makes the magazine s special?
A．Its rich cntents.B．Its educatinal value.C．Its attractive illustratins.
10．What inspired Rsie t chse the career?
A．Demands frm the wrk.
B．Dream frm the childhd.
C．Expectatin frm her mther.
聽下面一段較長對話，回答以下小題。
11．Where did the wman find the phne?
A．In a cafe.B．At the library.C．On the subway.
12．What will the man d befre six ’ clck?
A．Meet the wman.B．Buy a new phne.C．Make a call t the library.
13．What might be the relatinship between the speakers?
A．Friends.B．Strangers.C．Clleagues.
聽下面一段較長對話，回答以下小題。
14．What will the schl prvide?
A．Basic gardening tls.
B．Cmmunity service certificates.
C．Recmmendatin fr cllege applicatins.
15．What is a requirement fr this jb?
A．Ability t wrk alne.
B．Experience in gardening.
C．Willingness t wrk utdrs.
16．By which day shuld the man submit the applicatin?
A．Wednesday.B．Thursday.C．Saturday.
聽下面一段獨(dú)白，回答以下小題。
17．What can strengthen brain cnnectins accrding t the speaker?
A．Taking regular sleep.
B．Reading ne tpic deeply.
C．Learning a new instrument.
18．What benefit d strng scial bnds have?
A．They increase bld flw.
B．They help t clean the brain.
C．They slw dwn memry lss.
19．Hw lng shuld ne d exercise weekly?
A．150 minutes.B．180 minutes.C．200 minutes.
20．Wh is the speaker prbably talking t?
A．Senir patients.B．Schl students.C．Vluntary wrkers.
二、閱讀理解
Fr bk lvers, nthing beats hurs spent wandering the shelves f a special bkshp. If yu’re seeking fr a little inner peace and desire t break away frm the hustle and bustle (喧囂), explre sme f the wrld’s mst beautiful bkstres belw.Livraria Lell
Livraria Lell, in the castal city f Prt, Prtugal, is an architectural brilliance. Funded in1906 by brthers Jsé and Antóni Lell, this delicate bkstre has earned glbal fame fr its amazing architecture and rich literary histry. Its shelves are decrated with a vast cllectin f bks, ranging frm classics t cntemprary literature.Shakespeare and Cmpany
Shakespeare and Cmpany is an English language bkstre in Paris. Established in 1919 by Sylvia Beach, the bkstre nt nly ffers a wide variety f bks, including classics, cntemprary fictin, petry, and rare editins, but als serves as a cultural base, hsting authr readings, literary events, and writing wrkshps.Hay Castle Bkshp
The Hay Castle Bkshp, in the wrld’s first “Bk Twn”, Hay-n-Wye, Wales, stands as a literary shelter within the histric walls f Hay Castle. Set up in the 1960s, the pen-air bkstre has shelves lining the stne walls. Uniquely, it is a 24-hur hnesty bkshp, meaning there is n staff, n frnt desk, and n cash register. Simply lk thrugh the stre, and drp yur cash r cins in the letterbx befre leaving.Atlantis Bks
Funded in 1922 by Michael Hughtn, this bkstre is famus fr its breathtaking design and energetic atmsphere. The bkstre’s shelves are equipped with an eclectic (兼收并蓄的) selectin f titles, including internatinal bestsellers, Greek literature, and rare finds. Literary events, authr readings, and film screenings are frequently held here.
21．Which bkstre has the lngest histry?
A．Livraria Lell.B．Hay Castle Bkshp.
C．Atlantis Bks.D．Shakespeare and Cmpany.
22．What makes Hay Castle Bkshp special?
A．Its wrldwide reputatin.B．Its varius cllectins f bks.
C．Its amazing indr design.D．Its self-service peratin pattern.
23．What d Shakespeare and Cmpany and Atlantis Bks have in cmmn?
A．Bth feature active atmsphere.B．Bth specialize in film shting.
C．Bth invlve cultural activities.D．Bth ffer internatinal bestsellers.
Frm bat decks (甲板) t the Stanfrd campus, Katie Jewett, a 2011 graduate f the Human Bilgy prgram, has charted a path thrugh the wrlds f cean science and cmmunicatin.
Jewett develped a lve fr the cean at an early age. Upn graduatin frm Stanfrd, she invlved herself in the envirnment that had inspired her strytelling pursuits. After leaving the bat wrld, Jewett wrked as a science writer at the Califrnia Academy f Sciences where she wrte abut the museum’s bidiversity research and reprted stries fr biGraphic magazine. Tday, she is the Assciate Directr fr Ocean Cmmunicatins at the Stanfrd Derr Schl f Sustainability.
Fr Jewett, science is mre than just the prcess f cllecting data — it’s abut the stries f the peple ding the research and the peple thse findings serve. Her lve fr the cean and passin fr strytelling have driven her t cnnect the wrk f scientists with glbal audiences, translating cmplex data int appealing stries. Transfrming cmplicated scientific infrmatin int a mre related frmat has becme ne f her biggest pririties.
Jewett’s passin fr strytelling is typical in a recent vide she prduced with her clleagues at Stanfrd, Oceans in a New Light. The feature tells the stry f hw cean scientists are cperating with resurce managers in Palau t develp a tiny chip that can detect flating DNA chips f specific species in the cean. “What really made the stry successful was that the peple invlved in the prject cnnected viewers t this sense f place and invited them int the prcess f innvatin,” she explained.
Jewett’s jurney frm HumBi student t her current rle shws the value f using science cmmunicatin t sail in tday’s cmplex wrld. “Life is a cnstant cnversatin, s having the skill set t read peple and meet them where they’re at is invaluable,” she reflected.
24．What des Jewett think is the mst imprtant in cean science?
A．Prtecting the cean resurces.B．Develping innvative mindset.
C．Gathering scientific infrmatin.D．Interpreting the data int stries.
25．Why des the authr mentin Oceans in a New Light in paragraph 4?
A．T shw a way f science ppularizatin.
B．T advertise the feature in a creative way.
C．T reveal the tugh prcess f strytelling.
D．T indicate the advanced technlgy in Palau.
26．Which f the fllwing wrds can best describe Jewett?
A．Visinary and humble.B．Inspiring and enthusiastic.
C．Talented and curageus.D．Cnsiderate and ptimistic.
27．Which might be the best title fr the text?
A．DNA Chips: Key t Translating Ocean Species
B．Ocean Cmmunicatins: Mre than Cllecting Data
C．Strytelling Pursuits: A Jurney frm Bat t Stanfrd
D．Cperative Research: Stanfrd's Rle f Science Leadership
AI Mrality (Oxfrd University Press, 2024), edited by British philspher David Edmnds, is a cllectin f essays explring hw AI will cmpletely change ur lives and the mral dilemmas it will set ff, painting a picture f the reasns t be cheerful and t wrry. In this excerpt (節(jié)選), Muriel Leuenberger, a pstdctral researcher in the ethics (道德) f technlgy and AI at the University f Zurich, fcuses n this very mdern identity crisis.
An AI that tells yu wh yu are and what yu shuld d is based n the idea that yur identity is smething yu can discver — infrmatin yu r an AI may access. But this view misses an imprtant pint: we als chse wh we are.
Cnstantly relying n AI recmmendatin systems might calcify yur identity. By recmmending prducts and ther cntents, yu becme mre likely t cnsume, think, and act in the way the AI system initially cnsidered suitable fr yu, gradually influencing yu s much that yu develp int wh it tk yu t riginally be.
This is, hwever, nt a necessary feature f recmmendatin systems. In thery, they culd be designed t braden the user’s hrizn, instead f maximizing invlvement by shwing custmers what they already like. In practice, that’s nt hw they functin.
Besides, by giving decisins t AI, yu may fail t meet the mral demand t take respnsibility fr wh yu are. This cncern weighs particularly heavy when making the mst substantial decisins. But even in rdinary cases like selecting mvies, music, bks, r news, it wuld be gd t put recmmendatin systems aside frm time t time, which in turn, calls fr research, risk, and self-reflectin.
An AI might state a lt f facts abut yu, but it is yur jb t find ut what they mean t yu and hw yu let them define yu. The same hlds fr actins. Yur actins are nt just a way f seeking well-being. Thrugh yur actins, yu chse what kind f persn yu are.
28．What des the cllectin f essays fcus n?
A．Ptential benefits and risks f AI.B．Varius dminant rles f AI.
C．Recent plicies n AI develpment.D．Individual estimates f AI’s future.
29．What des the underlined wrd “calcify” in paragraph 3 mean?
A．Admit.B．Weaken.C．Remember.D．Reject.
30．What is the recmmendatin system designed fr?
A．Develping users’ brader visin.B．Priritizing the mst ideal chice.
C．Highlighting existing preferences.D．Attracting cnsumers’ engagement.
31．What is the authr’s purpse in writing the text?
A．T prve the uniqueness f AI.B．T stress the huge influence f AI.
C．T present the cnfusin brught by AI.D．T advcate independent thinking in AI era.
Encuraging bilingualism, the ability t speak tw languages equally well, at hme can have many benefits n mental prcesses f understanding, which may be particularly helpful t kids with autism (自閉癥), a new research indicates.
The new research explred the rle f bilingualism in 112 children, including children with typical develpment and children with autism, between the ages f 7 t 12 years ld. Overall, they fund that children wh spke tw r mre languages ften had strnger executive (執(zhí)行) functining skills. This means they are able t cntrl the sudden desire and t switch between different tasks mre easily than children wh nly speak ne language.
Published in the jurnal Autism Research, the results are significant because executive functining skills are a key challenge fr children with autism, but are imprtant fr all kids t develp in schl and later in the wrkplace. While executive functin skills develp and imprve acrss the whle life, individuals with autism ften struggle with executive functining, affecting their ability t manage daily tasks and adapt t new situatins.
An idea called jint activatin frm the field f neurscience (神經(jīng)科學(xué)) can help explain the results. Prir research suggests that the bilingual brain has tw languages cnstantly active and cmpeting. As a result, the daily experience f shifting between these languages is assciated with enhanced executive cntrl. “If yu have t deal with tw languages, yu have t cntrl ne intentinally in rder t use the ther. That's the idea, that restrictin r the ability t stp yu frm ding smething, might be strengthened by knwing tw languages,” says Lucina Uddin, nw a prfessr at the University f Califrnia, Ls Angeles.
“This will surely bring a sense f relief t many f ur families living with lved nes with autism. But maybe it takes time t translate that t families,” says Lynn Perry, an assciate prfessr at the University f Miami. Perry intends t cnduct further research with preschl children t see if bilingualism als has an impact n kids’ interpersnal skills, which are crucial fr children's scial and mental develpment.
32．What can be learned abut executive functining skills?
A．They help develp children's bilingualism.B．They cntribute t children's sudden desire.
C．They are hard t btain fr kids with autism.D．They are frmed between the ages f 7 t 12.
33．Hw des the idea “jint activatin” wrk?
A．By activating the prir memry.B．By switching t ther learning tasks.
C．By preventing language cmpetitins.D．By enhancing restrictin n ne language.
34．What might the fllw-up study fcus n?
A．Bilingualism's applicatin in ther fields.B．Parents' rising awareness f bilingualism.
C．Ways t cure preschl children with autism.D．Bilingualism's effect n kids' scial interactin.
35．What is the text mainly abut?
A．The benefits f being bilingual.B．The causes and effects f autism.
C．The strategies t master tw languages.D．The rle bilingualism plays in fighting autism.
Flying kites is a wnderful way t enjy a windy spring r summer afternn. If yu’re eager t take yur kite t skies, here are sme essential tips.
Psitin yurself crrectly. A pleasant kite jurney starts with feeling the directin f the wind. This will help yu stand with yur back t the wind. Hld up yur kite by the bridle (風(fēng)箏提線) at abut eye-level. 36 .
Once the wind has caught the kite, it is a must t make sure the line is pulled tight enugh t stay straight and firm, and then release the line prperly. 37 . If yu let the line ut t fast, it will g lse and make the kite fall.
Why nt invite a friend t hld the kite fr launch if the wind is light? Yu can let him r her hld the kite and walk dwnwind abut 15 t 30 meters away frm yu. 38 . As the kite gains height, it is time t pull n the line hand ver hand until it’s stable.
Adjust the bridle accrding t wind cnditins. If yur kite sinks, it indicates there’s nt enugh wind. 39 . On the cntrary, if yur kite experiences a sharp drp tward the grund, mve the bridle higher up the line.
40 . Keeping sme tensin n the line gives yu mre cntrl and keeps the kite frm crashing dwn t the grund. But if yur kite starts t spin (旋轉(zhuǎn)) during the falling prcess, it means the line is t tight. Yu shuld let ut the line a little t make it lser.
A．Land yur kite safely
B．Pull the lines t help the kite take ff
C．S lwer the bridle a little dwn the line
D．Yu’ll get a gd feel fr hw t cntrl yur kite
E．The success depends n the speed at which yu d this
F．Then yu'd better keep it in this psitin until the wind catches it.
G．A signal shuld be given t yur partner t release it nce the wind picks up
三、完形填空
I’ve always been adventurus. While wrking in Cape Twn, I signed up fr a free first-aid curse by acting as a 41 fr shwing bandaging (繃帶) techniques. Little did I knw this simple decisin wuld 42 my life.
Back hme in Lndn, I 43 a vlunteer grup simulating (模擬) emergencies. We’d spend hurs in simulated 44 , pretending t have injuries while rescuers 45 safe rescue skills. Once firefighters cut me frm “a car accident” with flames shting frm under the 46 . Thugh safe, I culdn’t stp 47 — it was such a real fire! But thinking these exercises culd help rescuers 48 real situatins calmly made all the difference.
The mst 49 exercise I’ve dne was at a basic first-aid curse where a yung man perfrmed CPR n me. Three weeks later, he 50 me dwn t thank me. Incredibly, his grandfather suffered a heart attack and he saved him.
Nw at 81, I’ve been “rescued” fr mre than 1,000 times, 51 me a name “real-life crash-test man”. I lve being able t 52 my experience t new vlunteers wh ften struggled t hide their initial 53 .
I’ll keep being ut f cars as lng as I'm physically able t climb int them. I dn't think my age is any reasn fr me t 54 . Anyway, my 55 keeps me yung!
41．A．dctrB．patientC．schlarD．fireman
42．A．shapeB．pauseC．destryD．simplify
43．A．discveredB．jinedC．spnsredD．funded
44．A．peratinsB．imagesC．a(chǎn)ccidentsD．mdels
45．A．practicedB．instructedC．cmparedD．updated
46．A．rfB．grundC．vehicleD．windw
47．A．cmplainingB．jumpingC．laughingD．shaking
48．A．bserveB．handleC．predictD．explain
49．A．rewardingB．entertainingC．challengingD．exhausting
50．A．knckedB．turnedC．calmedD．tracked
51．A．earningB．pickingC．displayingD．wing
52．A．turn verB．give awayC．pass nD．bring up
53．A．disappintmentB．regretC．dubtD．panic
54．A．imprveB．failC．quitD．explre
55．A．lessnB．a(chǎn)dventureC．chanceD．traditin
四、語法填空
閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
Chinese audience are familiar with the pp sng Little Bliss, but hearing it perfrmed in angelic vices by a grup f freign children made the mment even 56 (tuching).
This 57 (deliver) by Italy’s Little Chir f Antnian at their annual New Year cncert in Shanghai this January. Later, the chir’s perfrmance spread rapidly n scial media, earning mre than 3 millin 58 (like).
Their ther perfrmances like China in the Lights, The Same Sng and Lne Warrir have all drawn attentin nline. Chinese listeners all crwd in whether t adre their excellent perfrmances 59 perfect prnunciatin.
Fr the last decade, the Little Chir f Antnian 60 (serve) as a cultural bridge between China and Italy, bringing Italian passin t China and 61 (carry) Chinese affectin back t Italy.
“Peple in Italy generally take pride 62 the chir’s trip t China and see it as an imprtant cultural exchange,” Giampal Cavalli, directr f Antnian, said. “I hpe that we can carry n this cnnectin and let it grw, spreading 63 (happy) thrugh ur music.”
As a gift, this year, the chir als shwed a new sng 64 (title) Marc Pl’s Magical Jurney in memry f the adventurer, 65 laid the grundwrk fr China-Italy friendship mre than 700 years ag.
五、書信寫作
66．你校上周五開展了一項主題為“Grwing Tgether: Tree Tagging Campaign”的活動，為校園樹木掛牌做介紹。請你向校英文報投稿報道此活動，內(nèi)容包括：
（1）活動介紹；
（2）你的感受。
注意：
（1）寫作詞數(shù)應(yīng)為80個左右；
（2）請按如下格式在答題卡的相應(yīng)位置作答。
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
六、書面表達(dá)
67．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。
As a frest ranger (護(hù)林員), I was making an inspectin tur as usual n a misty dawn. Bts sank int the damp path, each step breaking the deep quiet f the ancient wdland. As I adjusted the camera trap n a trunk, its lens (鏡頭) was still cvered with raindrps frm last night. Suddenly, a weak crying sund cut thrugh the fg.
Pushing thrugh wet bushes, I stpped instantly. There, in the shallw muddy river, lay an elephant calf (幼崽). Its reddish-brwn fur was dirty with mud. The calf’s back leg was trapped unnaturally beneath a messy pile f ld wire netting — the kind illegal wdcutters used t mark territries. Old metal pieces were cruel marks f humans in this wild nature reserve. His dark brwn eyes lcked nt mine, and unexpectedly my nrmal frest check became a fight against time.
The calf struggled with little strength, and its leg gt stuck tighter in the sharp metal wires every time he mved. I thught f Prfessr Liang, an expert in wildlife prtectin, wh nce said, “Fr endangered species, humans are bth threat and hpe.” Therefre, I carefully pened my field wrk-bx. The scissrs felt tiny as I tried t cut the wires. One wrng mve culd hurt the calf. Just as I started cutting, a rar came frm the fg.
Behind me, the bushes shk vilently. Out f the mist came an adult elephant, with ears flapping (拍打) like a strm clud. She stpped ten steps away, strng muscles tense under gray skin. The mrning sunlight cast the mther’s shadw ver the trapped calf. We frmed a tense triangle — human, mther and calf — bund by fear. A sharp cry f a bird cut thrugh the tensin. Its black wings brke the quiet, as if nature itself was watching this delicate mment.
注意：
（1）續(xù)寫詞數(shù)應(yīng)為150個左右；
（2）請按如下格式在答題卡的相應(yīng)位置作答。
The mther elephant tk a step frward, her eyes never leaving me.
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Hurs later, I watched the mther elephant and her calf frm a distance thrugh cameras.
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《云南省昆明市2025屆高三“三診一模”高三復(fù)習(xí)教學(xué)質(zhì)量檢測英語試題》參考答案
1．C
【原文】M: Yu have t g nw, Marie, r yu’ll miss yur flight. It's an hur’s drive t the airprt.
W: I'm leaving, Dad. Pass me the passprt. And dn't frget t water my flwers.
2．B
【原文】W: I’ve been waiting an hur fr my pizza delivery. Is there a delay?
M: Terribly srry! Our delivery rider tk a wrng turn. We’ll ffer yu a 50% discunt.
3．A
【原文】M: Lucy, what happened? Why are yu s mad?
W: I drpped smething n my shirt! I'm ging t deliver a speech n behalf f ur schl this afternn. I am tired f facing such truble.
4．B
【原文】W: Get up, Tm. It’s 7:30, and I remember yu have an imprtant meeting tday, right?
M: Oh! I just have half an hur left. I can’t believe I’ve slept fr 10 hurs.
5．A
【原文】M: The drama club is planning the first schl cntest this term. We need everyne's active participatin!
W: Can't wait! But will enugh students shw up and sign up fr it?
M: Let's pst previus drama shw phts and sign-up links n the schl website.
6．A 7．C
【原文】W: Hey Sam! I heard yu jined the Campus Bird Prtectin Sciety. What's yur latest prject?
M: Oh hey! We're placing slar-pwered cameras near the lake t track wild birds.
W: That's cl! Hw d they wrk?
M: The cameras send real-time infrmatin t ur bilgy teacher. We’ll analyze the flight patterns f the birds and share data with the city wildlife center.
W: Any ther plans?
M: Yes! We're making QR-cde nest bxes — scan them t hear bird calls and learn cnservatin tips. Wanna help paint them this weekend?
W: Wnderful! Cunt me in!
8．C 9．B 10．B
【原文】M: This is Face t Face n Radi One. I am Ryan Fster. Our guest tday is Rsie Carline, the editr f the ppular children's magazine Stry Time. Welcme, Rsie!
W: Thank yu s much fr having me! It's a pleasure t be here.
M: Rsie, Stry Time has been a favrite amng kids fr years. Can yu share what makes the magazine s unique?
W: Sure! Yu knw Stry Time has gt tns f fun stries, cl activities and beautiful illustratins. But what really sets it apart is the educatinal value behind it.
M: Brilliant! And Rsie, I wnder what attracted yu t this path.
W: My first encunter with it was when my mther bught me a cpy in my childhd. That was the beginning f my dream. As I gt lder, I wanted t create smething that culd inspire kids.
M: That's such a beautiful stry. It's clear that yur passin really shines thrugh in yur wrk.
11．A 12．A 13．B
【原文】M: Excuse me. I'm Smith Brwn. I am wndering if yu've gt my mbile phne.
W: Oh, hell, Mr. Smith. I'm just waiting fr yur call.
M: Thank gdness! It's s kind f yu. I thught I had lst it smewhere n the undergrund this mrning. I've been lking everywhere fr it.
W: Actually, I fund it under a table in a cafe. I thught I shuld keep the phne n and wait fr the wner's call.
M: Thank yu s much. I really appreciate yu taking the time t keep it fr me. I was just thinking it was hpeless fr me t have it back and I'd have t buy a new ne. Yu've saved me a lt f truble.
W: Never mind. It was just the right thing t d. I wrk at the City Library, and I usually leave the library at abut 6:00 p. m.. Please cme t pick it up befre that time if yu can.
M: That's perfect. I'll make sure t stp by befre six. Thank yu again fr yur kindness. I'll see yu sn.
W: Yu're welcme. See yu then.
14．A 15．C 16．B
【原文】W: Gd mrning! This is Pinewd High Schl's Cmmunity Service Office. What can I d fr yu?
M: Hi! I'm interested in the rle f the schl garden vlunteer. Is that psitin still pen?
W: Abslutely! We're still wanting mre. Yu are expected t help t plant flwers, water plants, and maintain garden pathways every Wednesday afternn.
M: I hpe t d my bit. D I need any gardening experience?
W: Nt at all. We’ll teach yu everything later and prvide the gardening tls needed. Just bring yur enthusiasm!
M: Perfect. Are there any ther requirements?
W: Yu must be cmfrtable wrking utdrs in any weather and able t cperate with a team.
M: N prblem! Hw lng is each shift?
W: Abut tw hurs. Yu'll earn cmmunity service credits fr cllege applicatins.
M: Awesme! When can I start?
W: Submit a frm by Thursday, and jin in ur training this Saturday at 10 a. m..
M: OK. I gt it. Thanks s much!
17．C 18．C 19．A 20．B
【原文】
Gd mrning, everyne! It is my pleasure t cme t yur schl again. Tday I want t share simple but pwerful ways t keep yur brain sharp. First f all, studies have shwn that learning a new skill, such as painting, playing an instrument, r even prgramming, can strengthen brain cnnectins and delay mental decline. Even devting just 20 minutes a day t learning smething new can make a significant difference ver time. Besides, scial interactin is als imprtant. A recent study fund that peple with strng scial bnds have 70% slwer memry lss. S chat with friends, jin clubs, r be a vlunteer! What's mre, physical health matters t. Exercise increases bld flw t the brain. Aim fr 150 minutes f exercise weekly — walking, dancing, anything yu enjy! Additinally, dn't ignre the imprtance f sleep. Getting 7 r 8 hurs f quality sleep each night allws yur brain t “clean” itself. Lastly, challenge yur mind. Try slving puzzles, reading abut diverse tpics, r even changing yur daily rutines — like brushing yur teeth with the hand that is nt ften used. These tiny shifts wake up lazy brain cells! Remember, brain health isn't just fr senirs — start taking care f yur brain tday, and yur future self will thank yu!
21．A 22．D 23．C
【導(dǎo)語】本文是一篇應(yīng)用文，主要介紹了世界上幾家最美麗的書店，包括葡萄牙的萊羅書店、巴黎的莎士比亞書店、威爾士的海伊城堡書店和希臘的亞特蘭蒂斯書店，分別介紹了它們的歷史、特色以及提供的服務(wù)等信息。
21．細(xì)節(jié)理解題。根據(jù)文章中對各個書店的介紹，“Livraria Lell, in the castal city f Prt, Prtugal, is an architectural brilliance. Funded in 1906 by brthers Jsé and Antóni Lell(葡萄牙沿海城市波爾圖的萊羅書店，是建筑上的杰作。由若澤和安東尼奧?萊羅兄弟于1906年創(chuàng)立)”；“Shakespeare and Cmpany is an English language bkstre in Paris. Established in 1919 by Sylvia Beach(莎士比亞書店是巴黎的一家英語書店。由西爾維婭?比奇于1919年創(chuàng)立)”；“The Hay Castle Bkshp, in the wrld's first ‘Bk Twn’, Hay-n-Wye, Wales, stands as a literary shelter within the histric walls f Hay Castle. Set up in the 1960s(海伊城堡書店，位于世界上第一個“書鎮(zhèn)”——威爾士的海伊鎮(zhèn)，坐落在海伊城堡的歷史城墻內(nèi)，是一個文學(xué)庇護(hù)所。成立于20世紀(jì)60年代)”；“Funded in 1922 by Michael Hughtn, this bkstre is famus fr its breathtaking design and energetic atmsphere.(這家書店由邁克爾?霍頓于1922年創(chuàng)立，以其令人驚嘆的設(shè)計和充滿活力的氛圍而聞名)”對比可知，萊羅書店創(chuàng)立于1906年，歷史最悠久。故選A項。
22．細(xì)節(jié)理解題。根據(jù)“Hay Castle Bkshp”部分的“Uniquely, it is a 24-hur hnesty bkshp, meaning there is n staff, n frnt desk, and n cash register. Simply lk thrugh the stre, and drp yur cash r cins in the letterbx befre leaving(獨(dú)特的是，這是一家24小時誠信書店，這意味著沒有員工，沒有前臺，也沒有收銀機(jī)。只需在店里瀏覽書籍，離開前把現(xiàn)金或硬幣投進(jìn)信箱即可)”可知，海伊城堡書店的特別之處在于它的自助服務(wù)運(yùn)營模式，沒有員工和收銀機(jī)，顧客自助購書。所以選D項。
23．細(xì)節(jié)理解題。根據(jù)“Shakespeare and Cmpany”部分的“the bkstre nt nly ffers a wide variety f bks, including classics, cntemprary fictin, petry, and rare editins, but als serves as a cultural base, hsting authr readings, literary events, and writing wrkshps(這家書店不僅提供各種各樣的書籍，包括經(jīng)典著作、當(dāng)代小說、詩歌和珍本，還作為一個文化基地，舉辦作者朗讀會、文學(xué)活動和寫作工作坊)”以及“Atlantis Bks”部分的“Literary events, authr readings, and film screenings are frequently held here(這里經(jīng)常舉辦文學(xué)活動、作者朗讀會和電影放映活動)”可知，莎士比亞書店和亞特蘭蒂斯書店的共同之處在于它們都舉辦文化活動，如作者朗讀會、文學(xué)活動等。故選C項。
24．D 25．A 26．B 27．C
【導(dǎo)語】本文是一篇記敘文，講述了斯坦福大學(xué)人類生物學(xué)專業(yè)2011屆畢業(yè)生凱蒂?朱伊特（Katie Jewett）從對海洋的熱愛出發(fā)，在海洋科學(xué)與科學(xué)傳播領(lǐng)域不斷探索的歷程，她將科學(xué)數(shù)據(jù)轉(zhuǎn)化為動人故事，致力于連接科學(xué)家的工作與全球觀眾。
24．細(xì)節(jié)理解題。根據(jù)文章第三段“Fr Jewett, science is mre than just the prcess f cllecting data - it's abut the stries f the peple ding the research and the peple thse findings serve. Her lve fr the cean and passin fr strytelling have driven her t cnnect the wrk f scientists with glbal audiences, translating cmplex data int appealing stries. Transfrming cmplicated scientific infrmatin int a mre related frmat has becme ne f her biggest pririties.(對朱伊特來說，科學(xué)不僅僅是收集數(shù)據(jù)的過程，它還關(guān)乎進(jìn)行研究的人的故事，以及這些研究成果所服務(wù)的人的故事。她對海洋的熱愛和對講故事的熱情驅(qū)使她將科學(xué)家的工作與全球觀眾聯(lián)系起來，將復(fù)雜的數(shù)據(jù)轉(zhuǎn)化為引人入勝的故事。將復(fù)雜的科學(xué)信息轉(zhuǎn)化為更相關(guān)的形式已成為她的首要任務(wù)之一)”可知，朱伊特認(rèn)為在海洋科學(xué)中最重要的是將數(shù)據(jù)解讀成故事，讓科學(xué)更易于被大眾理解。故選D項。
25．推理判斷題。根據(jù)文章第四段“Jewett’s passin fr strytelling is typical in a recent vide she prduced with her clleagues at Stanfrd, Oceans in a New Light. The feature tells the stry f hw cean scientists are cperating with resurce managers in Palau t develp a tiny chip that can detect flating DNA chips f specific species in the cean. “What really made the stry successful was that the peple invlved in the prject cnnected viewers t this sense f place and invited them int the prcess f innvatin,” she explained.(朱伊特對講故事的熱情在她最近與斯坦福大學(xué)的同事制作的視頻《新視角下的海洋》中體現(xiàn)得淋漓盡致。該專題講述了海洋科學(xué)家如何與帕勞的資源管理者合作，開發(fā)出一種微小的芯片，這種芯片可以檢測海洋中特定物種的漂浮DNA芯片。她解釋說：“真正讓這個故事成功的是，參與這個項目的人將觀眾與這種地方感聯(lián)系起來，并邀請他們參與創(chuàng)新過程)”可知，作者提到這個視頻是為了展示朱伊特通過講故事的方式進(jìn)行科學(xué)普及，將復(fù)雜的科學(xué)研究以一種大眾易于接受的方式呈現(xiàn)出來。故選A項。
26．推理判斷題。根據(jù)文章第二段“Jewett develped a lve fr the cean at an early age. Upn graduatin frm Stanfrd, she invlved herself in the envirnment that had inspired her strytelling pursuits. After leaving the bat wrld, Jewett wrked as a science writer at the Califrnia Academy f Sciences where she wrte abut the museum’s bidiversity research and reprted stries fr biGraphic magazine. Tday, she is the Assciate Directr fr Ocean Cmmunicatins at the Stanfrd Derr Schl f Sustainability.(朱伊特從小就對海洋產(chǎn)生了熱愛。從斯坦福大學(xué)畢業(yè)后，她投身于激發(fā)她講故事追求的環(huán)境中。離開航海領(lǐng)域后，朱伊特在加利福尼亞科學(xué)院擔(dān)任科學(xué)作家，在那里她撰寫了關(guān)于該博物館生物多樣性研究的文章，并為《生物地理》雜志報道故事。如今，她是斯坦福大學(xué)多爾可持續(xù)發(fā)展學(xué)院海洋傳播副主任)”以及第三段“Her lve fr the cean and passin fr strytelling have driven her t cnnect the wrk f scientists with glbal audiences, translating cmplex data int appealing stries.(她對海洋的熱愛和對講故事的熱情驅(qū)使她將科學(xué)家的工作與全球觀眾聯(lián)系起來，將復(fù)雜的數(shù)據(jù)轉(zhuǎn)化為引人入勝的故事)”可知，朱伊特對海洋充滿熱愛，對自己的工作充滿熱情，并且通過自己的努力將科學(xué)傳播給大眾，具有激勵人心的力量?？赏评沓鲋煲撂厥且粋€“激勵人心的”且“熱情的” 人，故選B項。
27．主旨大意題。根據(jù)第一段“Frm bat decks (甲板) t the Stanfrd campus, Katie Jewett, a 2011 graduate f the Human Bilgy prgram, has charted a path thrugh the wrlds f cean science and cmmunicatin.(從游艇甲板到斯坦福校園，凱蒂·杰威特，一位2011屆人類生物學(xué)專業(yè)的畢業(yè)生，已經(jīng)在海洋科學(xué)和傳播領(lǐng)域開拓出了一條屬于自己的道路)”、第三段“Fr Jewett, science is mre than just the prcess f cllecting data - it's abut the stries f the peple ding the research and the peple thse findings serve. Her lve fr the cean and passin fr strytelling have driven her t cnnect the wrk f scientists with glbal audiences, translating cmplex data int appealing stries. Transfrming cmplicated scientific infrmatin int a mre related frmat has becme ne f her biggest pririties.(對朱伊特來說，科學(xué)不僅僅是收集數(shù)據(jù)的過程，它還關(guān)乎進(jìn)行研究的人的故事，以及這些研究成果所服務(wù)的人的故事。她對海洋的熱愛和對講故事的熱情驅(qū)使她將科學(xué)家的工作與全球觀眾聯(lián)系起來，將復(fù)雜的數(shù)據(jù)轉(zhuǎn)化為引人入勝的故事。將復(fù)雜的科學(xué)信息轉(zhuǎn)化為更相關(guān)的形式已成為她的首要任務(wù)之一)”以及最后一段“Jewett’s jurney frm HumBi student t her current rle shws the value f using science cmmunicatin t sail in tday's cmplex wrld. “Life is a cnstant cnversatin, s having the skill set t read peple and meet them where they're at is invaluable,” she reflected.(杰威特從人類生物學(xué)專業(yè)學(xué)生到她現(xiàn)在的角色的轉(zhuǎn)變，展示了在當(dāng)今復(fù)雜世界中運(yùn)用科學(xué)傳播的力量航行的價值?！吧罹褪且粓龀掷m(xù)的對話，所以擁有讀懂他人并與他們站在相同立場的技能是極其寶貴的，”她反思道)”可知，文章開篇提到凱蒂?朱伊特從航海領(lǐng)域到斯坦福大學(xué)的經(jīng)歷，接著講述了她對海洋的熱愛以及在科學(xué)傳播方面的追求，從離開航海領(lǐng)域成為科學(xué)作家，到在斯坦福大學(xué)從事海洋傳播工作，她的經(jīng)歷是一個從航海到斯坦福大學(xué)的故事講述之旅。C 選項“Strytelling Pursuits: A Jurney frm Bat t Stanfrd(講故事的追求：從航海到斯坦福的旅程)”表達(dá)的含義符合文章主旨，能很好地概括朱伊特的經(jīng)歷和她在科學(xué)傳播方面的追求。故選C項。
28．A 29．B 30．A 31．D
【導(dǎo)語】本文是一篇說明文，主要介紹了《人工智能道德》這本書中的節(jié)選內(nèi)容，探討了人工智能對我們生活的改變以及引發(fā)的道德困境，重點(diǎn)闡述了人工智能推薦系統(tǒng)對用戶身份的影響，呼吁人們在人工智能時代保持獨(dú)立思考。
28．細(xì)節(jié)理解題。根據(jù)文章第一段“AI Mrality (Oxfrd University Press, 2024), edited by British philspher David Edmnds, is a cllectin f essays explring hw AI will cmpletely change ur lives and the mral dilemmas it will set ff, painting a picture f the reasns t be cheerful and t wrry(英國哲學(xué)家大衛(wèi)?埃德蒙茲編輯的《人工智能道德》（牛津大學(xué)出版社，2024年）是一本論文集，探討了人工智能將如何徹底改變我們的生活以及它將引發(fā)的道德困境，描繪了我們應(yīng)該感到高興和擔(dān)憂的原因)”可知，這本論文集關(guān)注的是人工智能帶來的潛在好處和風(fēng)險。故選A項。
29．詞義猜測題。根據(jù)文章第三段“By recmmending prducts and ther cntents, yu becme mre likely t cnsume, think, and act in the way the AI system initially cnsidered suitable fr yu, gradually influencing yu s much that yu develp int wh it tk yu t riginally be(通過推薦產(chǎn)品和其他內(nèi)容，你更有可能按照人工智能系統(tǒng)最初認(rèn)為適合你的方式去消費(fèi)、思考和行動，逐漸對你產(chǎn)生很大影響，以至于你變成了它最初認(rèn)為你應(yīng)該成為的樣子)”可知，不斷依賴人工智能推薦系統(tǒng)會讓你逐漸變成它所認(rèn)為的樣子，而不是自己主動去選擇和發(fā)展，這意味著你的身份會受到限制，逐漸“弱化”。所以“calcify”在這里的意思是“弱化”，與weaken含義接近，故選B項。
30．細(xì)節(jié)理解題。根據(jù)文章第四段“This is, hwever, nt a necessary feature f recmmendatin systems. In thery, they culd be designed t braden the user's hrizn, instead f maximizing invlvement by shwing custmers what they already like(然而，這并不是推薦系統(tǒng)的必要特征。從理論上講，它們可以被設(shè)計成拓寬用戶的視野，而不是通過向客戶展示他們已經(jīng)喜歡的東西來最大化參與度)”可知，推薦系統(tǒng)理論上的設(shè)計目的是拓寬用戶的視野，故選A項。
31．推理判斷題。根據(jù)文章最后一段“An AI might state a lt f facts abut yu, but it is yur jb t find ut what they mean t yu and hw yu let them define yu. The same hlds fr actins. Yur actins are nt just a way f seeking well-being. Thrugh yur actins, yu chse what kind f persn yu are(人工智能可能會陳述很多關(guān)于你的事實，但弄清楚這些事實對你意味著什么以及你如何讓它們定義你是你的工作。行動也是如此。你的行動不僅僅是一種追求幸福的方式。通過你的行動，你選擇了你想成為什么樣的人)”可知，作者強(qiáng)調(diào)在人工智能時代，人們要自己去思考人工智能所提供的信息的意義，以及自己要成為什么樣的人，而不是完全依賴人工智能。可推理出作者寫這篇文章的目的是倡導(dǎo)在人工智能時代進(jìn)行獨(dú)立思考，故選D項。
32．C 33．D 34．D 35．D
【導(dǎo)語】這是一篇說明文，主要介紹了一項新的研究表明，在家中鼓勵掌握雙語（即同樣流利地說兩種語言的能力）對理解的心理過程有許多好處，這可能對患有自閉癥的孩子特別有幫助。
32．細(xì)節(jié)理解題。根據(jù)文章第三段“Published in the jurnal Autism Research, the results are significant because executive functining skills are a key challenge fr children with autism, but are imprtant fr all kids t develp in schl and later in the wrkplace. (發(fā)表在《自閉癥研究》雜志上的這項研究結(jié)果意義重大，因為執(zhí)行功能技能對自閉癥兒童來說是一個關(guān)鍵挑戰(zhàn)，但對所有孩子在學(xué)校以及日后在工作場所的發(fā)展都很重要。)”可知，執(zhí)行功能技能對于自閉癥兒童來說是難以獲得的，因為這對他們來說是一個關(guān)鍵挑戰(zhàn)。故選C項。
33．細(xì)節(jié)理解題。根據(jù)原文第四段“As a result, the daily experience f shifting between these languages is assciated with enhanced executive cntrl. “If yu have t deal with tw languages, yu have t cntrl ne intentinally in rder t use the ther. That's the idea, that restrictin r the ability t stp yu frm ding smething, might be strengthened by knwing tw languages,” says Lucina Uddin, nw a prfessr at the University f Califrnia, Ls Angeles. (因此，在這兩種語言之間切換的日常體驗與增強(qiáng)的執(zhí)行控制能力相關(guān)?！叭绻惚仨毺幚韮煞N語言，你必須有意地控制一種語言以便使用另一種語言。這就是這個概念，即限制或阻止你做某事的能力，可能會因為懂兩種語言而得到加強(qiáng)，”加州大學(xué)洛杉磯分校的教授露西娜?烏丁說。)”可知，“聯(lián)合激活”的概念是通過增強(qiáng)對一種語言的限制來起作用的，當(dāng)你要使用一種語言時，得有意控制另一種語言。故選D項。
34．細(xì)節(jié)理解題。根據(jù)原文最后一段“Perry intends t cnduct further research with preschl children t see if bilingualism als has an impact n kids’ interpersnal skills, which are crucial fr children's scial and mental develpment. (佩里打算對學(xué)齡前兒童進(jìn)行進(jìn)一步研究，看看雙語能力是否也會對孩子的人際交往技能產(chǎn)生影響，這對孩子的社交和心理發(fā)展至關(guān)重要。)”可知，后續(xù)的研究可能會集中在雙語對孩子社交互動的影響上，因為研究人員想看看雙語對孩子的人際交往技能是否有影響。故選D項。
35．主旨大意題。根據(jù)第一段“Encuraging bilingualism, the ability t speak tw languages equally well, at hme can have many benefits n mental prcesses f understanding, which may be particularly helpful t kids with autism (自閉癥), a new research indicates. (一項新的研究表明，在家中鼓勵掌握雙語（即同樣流利地說兩種語言的能力）對理解的心理過程有許多好處，這可能對患有自閉癥的孩子特別有幫助。)”、第四段“As a result, the daily experience f shifting between these languages is assciated with enhanced executive cntrl. “If yu have t deal with tw languages, yu have t cntrl ne intentinally in rder t use the ther. That's the idea, that restrictin r the ability t stp yu frm ding smething, might be strengthened by knwing tw languages,” says Lucina Uddin, nw a prfessr at the University f Califrnia, Ls Angeles. (因此，在這兩種語言之間切換的日常體驗與增強(qiáng)的執(zhí)行控制能力相關(guān)?！叭绻惚仨毺幚韮煞N語言，你必須有意地控制一種語言以便使用另一種語言。這就是這個概念，即限制或阻止你做某事的能力，可能會因為懂兩種語言而得到加強(qiáng)，”加州大學(xué)洛杉磯分校的教授露西娜?烏丁說。)”以及最后一段““This will surely bring a sense f relief t many f ur families living with lved nes with autism. But maybe it takes time t translate that t families,” says Lynn Perry, an assciate prfessr at the University f Miami. Perry intends t cnduct further research with preschl children t see if bilingualism als has an impact n kids’ interpersnal skills, which are crucial fr children's scial and mental develpment. (“這肯定會讓我們許多有自閉癥患者的家庭感到如釋重負(fù)。但也許需要時間讓家庭理解這一點(diǎn)，”邁阿密大學(xué)的副教授林恩·佩里說。佩里打算對學(xué)齡前兒童進(jìn)行進(jìn)一步研究，以觀察雙語能力是否也對孩子的人際交往技能產(chǎn)生影響，這對孩子的社交和心理發(fā)展至關(guān)重要。)”可知，文章認(rèn)為雙語在對抗自閉癥方面有作用，后文圍繞雙語對自閉癥兒童執(zhí)行功能技能的影響以及相關(guān)原理等展開論述。由此可知這篇文章的主要講的是雙語在對抗自閉癥中所起的作用，故選D項。
36．F 37．E 38．G 39．C 40．A
【導(dǎo)語】本文是一篇說明文，主要介紹了放風(fēng)箏的一些基本技巧，包括正確的站位、放飛風(fēng)箏的方法、根據(jù)風(fēng)力調(diào)整風(fēng)箏提線以及安全降落風(fēng)箏等內(nèi)容。
36．根據(jù)上文“Psitin yurself crrectly. A pleasant kite jurney starts with feeling the directin f the wind. This will help yu stand with yur back t the wind. Hld up yur kite by the bridle (風(fēng)箏提線) at abut eye-level(正確站位。一次愉快的放風(fēng)箏之旅始于感受風(fēng)的方向。這將幫助你背對著風(fēng)站立。將風(fēng)箏提線舉到與眼睛大致齊平的高度)”可知，這里在講述放風(fēng)箏的站位和舉風(fēng)箏的動作，可推理出接下來應(yīng)該是保持這個姿勢等待風(fēng)把風(fēng)箏吹起，F(xiàn)項“Then yu'd better keep it in this psitin until the wind catches it(然后你最好保持這個姿勢，直到風(fēng)把它吹起)”符合語境，承接上文，故選F項。
37．根據(jù)上文“Once the wind has caught the kite, it is a must t make sure the line is pulled tight enugh t stay straight and firm, and then release the line prperly(一旦風(fēng)抓住了風(fēng)箏，必須確保線拉得足夠緊，保持筆直和牢固，然后正確地放線)”以及下文“If yu let the line ut t fast, it will g lse and make the kite fall(如果你放線太快，線會變松，導(dǎo)致風(fēng)箏掉落)”可知，這里強(qiáng)調(diào)了放線速度對風(fēng)箏放飛的重要性，E項“The success depends n the speed at which yu d this(成功取決于你做這件事的速度)”中的speed與下文的t fast相呼應(yīng)，說明成功放飛風(fēng)箏取決于放線的速度，故選E項。
38．根據(jù)上文“Why nt invite a friend t hld the kite fr launch if the wind is light? Yu can let him r her hld the kite and walk dwnwind abut 15 t 30 meters away frm yu(如果風(fēng)力較小，為什么不邀請朋友幫忙拿著風(fēng)箏準(zhǔn)備放飛呢？你可以讓他或她拿著風(fēng)箏，順風(fēng)走到離你大約15到30米遠(yuǎn)的地方)”可知，這里提到了邀請朋友幫忙拿風(fēng)箏的情況，可推理出接下來應(yīng)該是在風(fēng)起來時給朋友信號讓其放飛風(fēng)箏，G項“A signal shuld be given t yur partner t release it nce the wind picks up(一旦風(fēng)變大，應(yīng)該給你的伙伴一個信號讓他放飛風(fēng)箏)”符合語境，承接上文，故選G項。
39．根據(jù)上文“Adjust the bridle accrding t wind cnditins. If yur kite sinks, it indicates there’s nt enugh wind(根據(jù)風(fēng)力條件調(diào)整風(fēng)箏提線。如果你的風(fēng)箏下沉，這表明風(fēng)力不夠)”可知，如果風(fēng)箏下沉，表明風(fēng)力不夠，可推理出下文說的是如何調(diào)整風(fēng)箏提線的位置以獲得足夠的風(fēng)力，C項“S lwer the bridle a little dwn the line(所以把風(fēng)箏提線沿著風(fēng)箏線往下調(diào)一點(diǎn))”符合語境，承接上文，故選C項。
40．根據(jù)下文“Keeping sme tensin n the line gives yu mre cntrl and keeps the kite frm crashing dwn t the grund. But if yur kite starts t spin (旋轉(zhuǎn)) during the falling prcess, it means the line is t tight. Yu shuld let ut the line a little t make it lser(保持線的一定張力可以讓你更好地控制風(fēng)箏，并防止風(fēng)箏墜落到地面。但是如果你的風(fēng)箏在下落過程中開始旋轉(zhuǎn)，這意味著線太緊了。你應(yīng)該放出一點(diǎn)線，使它更松一些)”可知，這里在講述如何安全地讓風(fēng)箏降落，A項“Land yur kite safely(安全地降落你的風(fēng)箏)”符合語境，作為段落小標(biāo)題，引出下文關(guān)于安全降落風(fēng)箏的內(nèi)容，故選A項。
41．B 42．A 43．B 44．C 45．A 46．C 47．D 48．B 49．A 50．D 51．A 52．C 53．D 54．C 55．B
【導(dǎo)語】本文是一篇記敘文。作者講述了自己一直喜歡冒險，參加急救課程并成為模擬緊急情況的志愿者，多次被“救援”，這不僅幫助了救援人員，還對他人產(chǎn)生了積極影響，作者表示只要身體允許會繼續(xù)這份冒險，因為它讓自己保持年輕。
41．考查名詞詞義辨析。句意：在開普敦工作時，我報名參加了一個免費(fèi)的急救課程，充當(dāng)展示繃帶技術(shù)的“病人”。A. dctr醫(yī)生；B. patient病人；C. schlar學(xué)者；D. fireman消防員。根據(jù)下文“fr shwing bandaging (繃帶) techniques.”可知，是展示繃帶技術(shù)，可推理出作者充當(dāng)?shù)氖遣∪说慕巧?，讓別人在自己身上展示繃帶技術(shù)，故選B項。
42．考查動詞詞義辨析。句意：我?guī)缀醪恢肋@個簡單的決定會塑造我的生活。A. shape塑造；B. pause暫停；C. destry破壞；D. simplify簡化。根據(jù)下文“Nw at 81, I’ve been “rescued” fr mre than 1,000 times”可知，作者81歲的時候已經(jīng)被“救援”了1000多次，可推理出這個決定對作者的生活產(chǎn)生了很大影響，塑造了作者的生活，故選A項。
43．考查動詞詞義辨析。句意：回到倫敦的家，我加入了一個模擬緊急情況的志愿者團(tuán)體。A. discvered發(fā)現(xiàn)；B. jined加入；C. spnsred贊助；D. funded建立。根據(jù)下文“a vlunteer grup simulating (模擬) emergencies”可知，下文說的是一個模擬緊急情況的志愿者團(tuán)體，可推理出此處說的是加入了一個模擬緊急情況的志愿者團(tuán)體，故選B項。
44．考查名詞詞義辨析。句意：我們會花幾個小時在模擬事故中，假裝受傷，而救援人員練習(xí)安全的救援技能。A. peratins手術(shù)；操作；B. images圖像；C. accidents事故；D. mdels模型。根據(jù)下文“pretending t have injuries”可知下文說的是假裝受傷，可推理出他們是在模擬事故場景，故選C項。
45．考查動詞詞義辨析。句意：同第4題。A. practiced練習(xí)；B. instructed指導(dǎo)；C. cmpared比較；D. updated更新。根據(jù)上文“a vlunteer grup simulating (模擬) emergencies”以及下文“safe rescue skills”可知，上文提到了作者加入了模擬緊急情況的志愿者團(tuán)體，下文說的是安全的救援技能，可推理出此處說的是救援人員練習(xí)安全的救援技能，故選A項。
46．考查名詞詞義辨析。句意：有一次，消防員把我從“一場汽車事故”中救出來，火焰從車輛下面噴出。A. rf屋頂；B. grund地面；C. vehicle車輛；D. windw窗戶。根據(jù)上文Once firefighters cut me frm “a car accident””可知，是汽車事故，所以火焰是從車輛下面噴出，故選C項。
47．考查動詞詞義辨析。句意：雖然安全了，但我還是止不住地顫抖——那是一場如此真實的火災(zāi)！A. cmplaining抱怨；B. jumping跳；C. laughing笑；D. shaking顫抖。根據(jù)下文“it was such a real fire!”可知，因為火災(zāi)很真實，作者雖然安全了但還是很害怕，所以止不住地顫抖，故選D項。
48．考查動詞詞義辨析。句意：但想到這些練習(xí)可以幫助救援人員冷靜地處理真實的情況，這就大不相同了。A. bserve觀察；B. handle處理；C. predict預(yù)測；D. explain解釋。根據(jù)“these exercises culd help rescuers... real situatins calmly”可知，這些模擬練習(xí)是為了幫助救援人員，還提到了真實情況，可推理出此處說的是這些練習(xí)可以幫助救援人員冷靜地處理真實的情況，故選B項。
49．考查形容詞詞義辨析。句意：我做過的最有意義的一次練習(xí)是在一個基礎(chǔ)急救課程上，一個年輕人對我進(jìn)行了心肺復(fù)蘇術(shù)。A. rewarding有意義的；值得的；B. entertaining娛樂的；C. challenging有挑戰(zhàn)性的；D. exhausting令人疲憊的。根據(jù)下文“a yung man perfrmed CPR n me”以及“Incredibly, his grandfather suffered a heart attack and he saved him”可知，年輕人在課程上對作者做的心肺復(fù)蘇術(shù)練習(xí)，后來幫助他救了自己的爺爺，所以這次練習(xí)是很有意義的，故選A項。
50．考查動詞詞義辨析。句意：三周后，他找到我向我表示感謝。A. kncked敲擊；B. turned轉(zhuǎn)動；C. calmed使平靜；D. tracked追蹤；找到。根據(jù)下文“Incredibly, his grandfather suffered a heart attack and he saved him”可知，年輕人因為在課程上對作者做的心肺復(fù)蘇術(shù)練習(xí)幫助他救了爺爺，所以他找到作者表示感謝，track sb. dwn為固定短語，表示“找到某人”，故選D項。
51．考查動詞詞義辨析。句意：現(xiàn)在我81歲了，已經(jīng)被“救援”了1000多次，為我贏得了“現(xiàn)實生活中的碰撞測試人”的稱號。A. earning贏得；B. picking撿起；C. displaying展示；D. wing欠。根據(jù)下文“a name “real-life crash-test man””可知，下文說的是“現(xiàn)實生活中的碰撞測試人”的稱號，可推理出此處說的是作者贏得了“現(xiàn)實生活中的碰撞測試人”的稱號，故選A項。
52．考查動詞短語辨析。句意：我喜歡能夠把我的經(jīng)驗傳授給新志愿者，他們常常努力掩飾自己最初的恐慌。A. turn ver翻轉(zhuǎn)；B. give away贈送；泄露；C. pass n傳遞；傳授；D. bring up撫養(yǎng)；提出。根據(jù)下文“my experience t new vlunteers”可知下文提到了作者自己的經(jīng)驗，還提到了新的志愿者，可推理出作者是把自己的經(jīng)驗傳授給新志愿者，故選C項。
53．考查名詞詞義辨析。句意：同第12題。A. disappintment失望；B. regret后悔；C. dubt懷疑；D. panic恐慌。根據(jù)上文“new vlunteers wh ften struggled t hide their initial”可知上文提到了新志愿者，還提高了他們努力掩飾，可推理出此處說的是新志愿者常常努力掩飾自己最初的恐慌，故選D項。
54．考查動詞詞義辨析。句意：我不認(rèn)為我的年齡是我退出的理由。A. imprve提高；B. fail失??；C. quit退出；D. explre探索。根據(jù)上文“Nw at 81, I’ve been “rescued” fr mre than 1,000 times”以及“I dn't think my age is any reasn”可知作者已經(jīng)81歲了，而且作者并不為自己的年齡找理由，可推理出作者只要身體允許就會繼續(xù)參與，所以不認(rèn)為年齡是退出的理由，故選C項。
55．考查名詞詞義辨析。句意：不管怎樣，我的冒險讓我保持年輕！A. lessn課程；教訓(xùn)；B. adventure冒險；C. chance機(jī)會；D. traditin傳統(tǒng)。根據(jù)上文“I’ve always been adventurus. While wrking in Cape Twn, I signed up fr a free first-aid curse”可知作者一直都很有冒險精神，作者報名參加免費(fèi)的急救課程，是冒險讓作者保持年輕，故選B項。
56．mre tuching 57．was delivered 58．likes 59．r 60．has served/has been serving 61．carrying 62．in 63．happiness 64．titled 65．wh
【導(dǎo)語】本文是一篇說明文。文章主要講述了意大利安東尼亞諾小合唱團(tuán)帶來的影響。
56．考查比較級。句意：中國觀眾對流行歌曲《小美滿》很熟悉，但聽到一群外國孩子用天使般的聲音演唱這首歌，這一刻更加感人。根據(jù)even可知，此處要用比較級，tuching的比較級是mre tuching，表示“更感人的”，故填mre tuching。
57．考查時態(tài)語態(tài)和主謂一致。句意：今年1月，意大利安東尼亞諾小合唱團(tuán)在上海舉行的新年音樂會上演唱了這首歌。This指代前面提到的《小美滿》，與deliver（呈現(xiàn)，表達(dá)）之間是被動關(guān)系，且根據(jù)時間狀語“this January”可知，時態(tài)用一般過去時，主語this是單數(shù)，故填was delivered。
58．考查名詞的數(shù)。句意：隨后，合唱團(tuán)的表演在社交媒體上迅速傳播，獲得了300多萬個贊。like作名詞表示“點(diǎn)贊；喜愛”時是可數(shù)名詞，根據(jù)前面的“mre than 3 millin”可知，此處要用復(fù)數(shù)形式。故填likes。
59．考查固定搭配。句意：無論是欣賞他們出色的表演還是完美的發(fā)音，中國聽眾都蜂擁而至。是固定搭配，意為“無論是……還是……”，符合句意。故填r。
60．考查時態(tài)和主謂一致。句意：在過去的十年里，安東尼亞諾小合唱團(tuán)在中國和意大利之間架起了一座文化橋梁，把意大利的激情帶到中國，把中國的情感帶回意大利。根據(jù)時間狀語 “Fr the last decade”（在過去的十年里）以及句意可知，此處指過從過去延續(xù)到現(xiàn)在的動作，用現(xiàn)在完成時；或用現(xiàn)在完成進(jìn)行時，強(qiáng)調(diào)動作還將繼續(xù)下去，主語the Little Chir f Antnian是單數(shù)，助動詞用has， 故填has served/ has been serving。
61．考查現(xiàn)在分詞。句意同上。and連接兩個并列的現(xiàn)在分詞短語作伴隨狀語，設(shè)空處與bringing并列，所以用carrying，故填carrying。
62．考查固定短語。句意：意大利人普遍為合唱團(tuán)的中國之行感到自豪，并將其視為一次重要的文化交流，”安東尼奧諾總監(jiān)詹保羅·卡沃利說?！拔蚁Ｍ覀兡芾^續(xù)這種聯(lián)系，讓它成長，通過我們的音樂傳播快樂。” take pride in是固定短語，意為“以……為傲”，故填in。
63．考查名詞。句意同上。此處要用名詞形式作動詞spread 的賓語，happy的名詞形式是happiness，意為“快樂”。故填happiness。
64．考查過去分詞。句意：作為禮物，今年合唱團(tuán)還表演了一首名為《馬可波羅的奇妙之旅》的新歌，以紀(jì)念這位700多年前為中意友誼奠定基礎(chǔ)的冒險家。設(shè)空處修飾a new sng作后置定語，title與sng之間是被動關(guān)系，表示“被命名為……”，所以用過去分詞titled。故填titled。
65．考查定語從句。句意同上。設(shè)空處引導(dǎo)非限制性定語從句，先行詞是the adventurer（冒險家），指人，關(guān)系詞在從句中作主語，所以用關(guān)系代詞wh引導(dǎo)，故填wh。
66． A Special Tree Tagging Campaign
Last Friday witnessed an amazing and meaningful activity themed “Grwing Tgether: Tree Tagging Campaign” in ur campus.
The event was held t raise students’ awareness f the imprtance f trees and encurage them t take respnsibility fr their campus greenery. In this activity, students placed infrmatinal signs n varius trees arund the campus, prviding details abut their species, age, and eclgical significance. They were all excited thrugh the whle prcess, expecting t grw tgether with these trees.
Nt nly is this campaign an eye-pening experience t learn mre abut the trees, but als guides us t make a cntributin t envirnment prtectin.
【導(dǎo)語】本篇書面表達(dá)屬于應(yīng)用文?？忌谛Ｉ现芪彘_展了一項主題為“Grwing Tgether: Tree Tagging Campaign”的活動，為校園樹木掛牌做介紹，要求考生向校英文報投稿報道此次活動。
【詳解】1.詞匯積累
有意義的：meaningful→significative
舉行：hld→thrw
鼓勵：encurage→inspire
提高：prvide→ffer
2.句式拓展
簡單句變復(fù)合句
原句：Last Friday witnessed an amazing and meaningful activity themed “Grwing Tgether: Tree Tagging Campaign” in ur campus..
拓展句：Last Friday witnessed an amazing and meaningful activity whse theme was “Grwing Tgether: Tree Tagging Campaign” in ur campus.
【點(diǎn)睛】[高分句型1] In this activity, students placed infrmatinal signs n varius trees arund the campus, prviding details abut their species, age, and eclgical significance. (運(yùn)用了現(xiàn)在分詞作狀語)
[高分句型2] Nt nly is this campaign an eye-pening experience t learn mre abut the trees, but als guides us t make a cntributin t envirnment prtectin. (運(yùn)用了部分倒裝句)
67． The mther elephant tk a step frward, her eyes never leaving me. I std still, my heart punding wildly. She apprached cautiusly and gently nudged the calf with her trunk. The trapped leg was nw even mre tightly caught in the wires. I knew I had t d smething fast. With trembling hands, I resumed cutting the wires, all the while keeping an eye n the mther elephant. T my relief, she seemed t sense my intentin and remained calm. After what felt like an eternity, the last piece f wire fell away, freeing the calf’s leg.
Hurs later, I watched the mther elephant and her calf frm a distance thrugh cameras. They were walking slwly but steadily twards the heart f the frest. The calf ccasinally stumbled, but the mther was always there t supprt him. Seeing them disappear int the greenery, a wave f emtin washed ver me. This encunter reminded me f the delicate balance between humans and wildlife. We have the pwer t destry, but als the ability t heal. As lng as we chse hpe ver threat, there will always be a chance fr cexistence.
【導(dǎo)語】本文以護(hù)林員救助幼象的經(jīng)歷為線索展開，講述了護(hù)林員在執(zhí)行巡邏任務(wù)時，發(fā)現(xiàn)一只幼象被困在非法伐木者留下的鐵絲網(wǎng)中，正當(dāng)他試圖解救幼象時，幼象的母親出現(xiàn)，現(xiàn)場氣氛緊張。
【詳解】段落續(xù)寫：
由第一段首句內(nèi)容“母象向前邁了一步，眼睛始終沒有離開我。”可知，第一段可描寫母象靠近幼象，護(hù)林員克服內(nèi)心恐懼，在母象的注視下繼續(xù)解救幼象的過程。
由第二段首句內(nèi)容“幾個小時后，我通過攝像機(jī)從遠(yuǎn)處觀察著母象和幼象?！笨芍?，第二段可描寫幼象和母象逐漸遠(yuǎn)去，護(hù)林員對此事件進(jìn)行反思，表達(dá)人類與野生動物和諧共處的期望。
續(xù)寫線索：母象靠近 —— 護(hù)林員緊張 —— 繼續(xù)解救 —— 幼象脫困 —— 母象和幼象離開 —— 護(hù)林員反思
詞匯激活
行為類
①靠近：apprach/cme clse
②解救：free/rescue
③離開：walk away/disappear
情緒類
①冷靜的：calm/inexcitable
②感動：a wave f emtin /a wave f affectin
【點(diǎn)睛】[高分句型1] I std still, my heart punding wildly. （運(yùn)用了獨(dú)立主格結(jié)構(gòu)）
[高分句型2] After what felt like an eternity, the last piece f wire fell away, freeing the calf’s leg.（使用了連接代詞what連接的賓語從句以及現(xiàn)在分詞短語做狀語）
題號
1
2
3
4
5
6
7
8
9
10
答案
C
B
A
B
A
A
C
C
B
B
題號
11
12
13
14
15
16
17
18
19
20
答案
A
A
B
A
C
B
C
C
A
B
題號
21
22
23
24
25
26
27
28
29
30
答案
A
D
C
D
A
B
C
A
B
A
題號
31
32
33
34
35
36
37
38
39
40
答案
D
C
D
D
D
F
E
G
C
A
題號
41
42
43
44
45
46
47
48
49
50
答案
B
A
B
C
A
C
D
B
A
D
題號
51
52
53
54
55





答案
A
C
D
C
B





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