本試卷共12頁(yè)。滿分150分?？荚囉脮r(shí)120分鐘。
注意事項(xiàng)：
1.答卷前，考生務(wù)必將自己的姓名、考生號(hào)等填寫在答題卡和試卷指定位置上。
2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。回答非選擇題時(shí)，將答案寫在答題卡上。寫在本試卷上無(wú)效。
3.考試結(jié)束后，將答題卡交回。
第一部分 聽(tīng)力（共兩節(jié)，滿分30分）
該部分分為第一、第二兩節(jié)。注意：回答聽(tīng)力部分時(shí)，請(qǐng)先將答案標(biāo)在試卷上。聽(tīng)力部分結(jié)束前，你將有兩分鐘的時(shí)間將你的答案轉(zhuǎn)涂到答題卡上。
第一節(jié)（共5小題；每小題1.5分，滿分7.5分）
聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。
1. When will the mvie begin?
A. At 6:35. B. At 7:05. C. At 7:20.
2. Where des the cnversatin prbably take place?
A. In an ffice. B. In the wman's. C. In a clthing stre.
3. What are the speakers talking abut?
A. A cultural activity. B. A special dinner. C. A dance shw.
4. What des the man want?
A. A jb. B. A caregiver. C. A babysitter.
5. What is the wman?
A. A reprter. B. A guide. C. A teacher.
第二節(jié)（共15小題；每小題1.5分，滿分22.5分）
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽(tīng)第6段材料，回答第6和第7題。
6. What can we knw abut the Rileys?
A. They are n hliday. B. They are cking nw. C. They are calling fr help.
7. What will the wman d next?
A. G t the Riley's. B. Find a phne. C. Make a call.
聽(tīng)第7段材料，回答第8至10題。
8. Why des the wman ask the man t speak in a lw vice?
A. The prfessr is mad. B. They are in the library. C. The librarian is sleeping.
9. What was the wman's prject abut last year?
A. Phnes. B. Vlcans. C. Mice.
10. What will the first prize winner get?
A. Many tys. B. $500. C. $100 and a calculatr.
聽(tīng)第8段材料，回答第11至13題。
11. When can the speakers usually meet?
A. On Mndays. B. On Tuesdays. C. On Wednesdays.
12. What des the man think f the ecnmics curse?
A. Inspiring. B. Interesting. C. Challenging.
13. What is the man's majr?
A. Mathematics. B. Ecnmics. C. English literature.
聽(tīng)第9段材料，回答第14至17題。
14. Where are the speakers?
A. At a train statin. B. At a bus stp. C. On a bus.
15. When will the man's sister arrive?
A. In 10 minutes. B. In 20 minutes. C. In 30 minutes.
16. What help des the man want frm the wman?
A. Getting a ride. B. Using her phne. C. Brrwing her bike.
17. What des the wman suggest the man d?
A. Change t anther bus line.
B. Turn t his uncle fr help.
C. Ask Mike fr a favur.
聽(tīng)第10段材料，回答第18至20題。
18. What made the speaker give up the idea f being a chclate tester?
A. The ppsitin f his adviser.
B. The dislike fr sweet snacks.
C. The heavy lad f the wrk.
19. What may be a disadvantage f being a dg stylist?
A. It is prly paid. B. It is kind f risky. C. It needs experience.
20. What can we learn frm the man in chsing a jb?
A. Knwing ur talent matters.
B. Sticking t dreams cunts.
C. Seeking fr advice wrks.
第二部分 閱讀（共兩節(jié)，滿分50分）
第一節(jié)（共15小題；每小題2.5分，滿分37.5分）
閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
Stanfrd University has annunced a special distance-learning pprtunity fr utstanding high schl and university students frm China with the curse titled “Design Thinking int Actin: Adlescent Psychlgical and Physical Health”.
Fall curse dates
September 21 t Nvember 23, 2024. (Final deadline t apply: August 31, 2024.Early-bird deadline: June 1, 2024.) Applicatins are cnsidered n a rlling basis.
Tuitin (學(xué)費(fèi))
$4000(Early-bird: $3500). 10% ff fr tw r mre sign-ups.
What t gain
Students wh successfully cmplete the curse will receive a Certificate f Cmpletin frm Stanfrd Prgram n Internatinal and Crss-cultural Educatin, Stanfrd University. Students will als gain practical and academic skills.
● 10“virtual classes” nline in real time n Saturday mrnings at 9:00 Beijing time;
● Pre-recrded, university-level lectures by leading schlars frm Stanfrd University;
● Real-time discussins led by guest lecturers t familiarize students with the dynamics f classrm participatin in Stanfrd University;
● Shrt writing assignments t imprve critical thinking skills
Requirements included:
● Registratin in grades 10, 11, r 12 in a high schl in China with utstanding academic experience, r in year 1 r 2 in a university in China;
● Ability t read, write, and discuss cmplex ideas in English;
● A cmplete applicatin including a written persnal statement, schl reprt and availability fr a virtual interview;
● Use f a persnal cmputer, camera, micrphne, and reliable access t a bradband Internet cnnectin.
Admissin t this prgram is cmpetitive; up t 30 utstanding students will be accepted.
1. What is the payment fr tw early-bird applicants?
A. $3500.B. $4000.C. $6300.D. $7000.
2. What des the curse ffer t students?
A. Discussins with Stanfrd students.B. Prfessinal instructins in writing.
C. 10 classes in the Standfrd campus.D. Sme recrded lectures by experts.
3. What is a must fr applicants?
A. A gd grasp f English.B. A recmmendatin letter.
C. Experience in interviews.D. Cmpletin f high schl.
【答案】1. C 2. D 3. A
【解析】
【導(dǎo)語(yǔ)】這是一篇應(yīng)用文。斯坦福大學(xué)為中國(guó)優(yōu)秀中學(xué)和大學(xué)生提供遠(yuǎn)程課程，文章介紹課程時(shí)間、學(xué)費(fèi)、收獲及申請(qǐng)要求。
【1題詳解】
細(xì)節(jié)理解題。根據(jù)Tuitin (學(xué)費(fèi))部分“$4000(Early-bird: $3500). 10% ff fr tw r mre sign-ups.(4000美元（早鳥：3500美元）。兩次或兩次以上注冊(cè)可享受10%的折扣。)”可知，早鳥價(jià)每位3500美元，兩人及以上報(bào)名有10% 的折扣。那么兩位早鳥價(jià)申請(qǐng)者需支付的費(fèi)用為：3500*2*(1-10%)=6300美元。故選C項(xiàng)。
【2題詳解】
細(xì)節(jié)理解題。根據(jù)What t gain部分“Pre-recrded, university-level lectures by leading schlars frm Stanfrd University;(斯坦福大學(xué)頂尖學(xué)者預(yù)先錄制的大學(xué)級(jí)講座；)”可知，該課程為學(xué)生提供一些專家錄制的講座。故選D項(xiàng)。
【3題詳解】
細(xì)節(jié)理解題。根據(jù)Requirements included部分“Ability t read, write, and discuss cmplex ideas in English;(能夠用英語(yǔ)閱讀、寫作和討論復(fù)雜的想法；)”可知，申請(qǐng)者必須具備用英語(yǔ)閱讀、寫作和討論復(fù)雜觀點(diǎn)的能力，即要很好地掌握英語(yǔ)。故選A項(xiàng)。
B
Despite being brn withut hands, 12-year-ld Aubrey Sauvie has never let limitatins hld her back. Frm mastering martial arts (武術(shù)) t expressing herself thrugh art, she advances bravely in a wrld that ften priritizes physical ability. Hwever, her passin fr drumming presented a special barrier: hw culd she hld the drumsticks withut slipping ut?
Aware f Aubrey’s prblem, her band directr prpsed her fr Tech Engineering fr Kids, a prgram which is run thrugh a junir-level engineering curse f the Tennessee Tech University. It invlves students wrking in teams t design a frm f custm assistive technlgy fr children with special needs. Up t nw, they have created tys and devices fr children with sensry disrder.
Learning abut Aubrey’s stry, a team f ten engineering students f the prgram decided t create 3D-printed prstheses (義肢) specifically designed fr drumming. They wuld send a certain design t Aubrey, wh wuld then prvide feedback, like “I think this is gd, but it's a little bit lng. Culd it be shrtened?’ r “It’s a little bit ht n my arm. Culd yu ptentially, like, make it a little bit mre breathable?” The team created abut six iteratins f the prstheses until they were satisfied with the final prduct, which was nt nly hard-wearing but als flexible, allwing fr drumstick attachments n bth arms. This innvatin nt nly imprved sund quality but als prvided the flexibility needed fr advanced drumming techniques.
Aubrey was very grateful fr this technical slutin. “I was really excited that I was ging t be able t use the new prstheses and try them ut,” she remarked. “They are becming a very useful and resurceful tl t help me with my drumming.” With her newfund drumming freedm, Aubrey sets her sights n mastering a full drum set. Meanwhile. Tech Engineering fr Kids readies itself t extend its reach, bridging the gap between limitatins and ambitins thrugh technlgy.
4. What trubles Aubrey a lt?
A. Lacking passin fr sprts.B. Owning n talent fr music.
C. Inaccessibility t expert training.D. Inability t perate an instrument.
5. What is Tech Engineering fr Kids intended t d?
A. Offer engineering curses.B. Design sustainable devices.
C. Create persnalized adaptive tls.D. Imprve verall users’ experience.
6. Which can replace the underlined wrd “iteratins” in Paragraph 3?
A. Uses.B. Versins.C. Materials.D. Kinds.
7. What des the text mainly tell us?
A. Limitatin brings dwn peple’ creativity.
B. Ambitin fuels the desires f the disabled.
C. Science breaks dwn the barriers amng peple.
D. Technlgy empwers peple t pursue dreams.
【答案】4. D 5. C 6. B 7. D
【解析】
【導(dǎo)語(yǔ)】這是一篇記敘文。文章講述天生無(wú)手的奧布里熱愛(ài)打鼓卻握不住鼓槌，工程團(tuán)隊(duì)為其設(shè)計(jì)3D假肢，助她逐夢(mèng)，體現(xiàn)技術(shù)賦能夢(mèng)想。
【4題詳解】
細(xì)節(jié)理解題。根據(jù)第一段最后一句“Hwever, her passin fr drumming presented a special barrier: hw culd she hld the drumsticks withut slipping ut?(然而，她對(duì)打鼓的熱情卻遇到了一個(gè)特殊的障礙：她怎樣才能握住鼓槌而不滑落呢？)”可知，奧布里困擾的是無(wú)法操作打鼓這一樂(lè)器。故選D項(xiàng)。
【5題詳解】
細(xì)節(jié)理解題。根據(jù)第二段第二句“It invlves students wrking in teams t design a frm f custm assistive technlgy fr children with special needs.(它讓學(xué)生們以團(tuán)隊(duì)形式為有特殊需求的兒童設(shè)計(jì)一種定制的輔助技術(shù)。)”可知，“Tech Engineering fr Kids”旨在為有特殊需求的孩子設(shè)計(jì)個(gè)性化的適應(yīng)性工具。故選C項(xiàng)。
【6題詳解】
詞句猜測(cè)題。根據(jù)第三段第三句“The team created abut six iteratins f the prstheses until they were satisfied with the final prduct, which was nt nly hard-wearing but als flexible, allwing fr drumstick attachments n bth arms.(這個(gè)團(tuán)隊(duì)制作了大約六個(gè)____的假肢，直到他們對(duì)最終產(chǎn)品感到滿意，這個(gè)最終產(chǎn)品不僅耐用而且靈活，能夠在兩只手臂上安裝鼓槌。)”以及前文提到奧布里會(huì)對(duì)設(shè)計(jì)給出反饋，如長(zhǎng)度、透氣性等，可推知團(tuán)隊(duì)是在不斷改進(jìn)設(shè)計(jì)，這里指制作了六個(gè)不同“版本”的假肢，最后一個(gè)版本才靈活耐用，令人滿意。故選B項(xiàng)。
【7題詳解】
主旨大意題。通讀全文可知，12 歲的奧布里天生沒(méi)有雙手，對(duì)打鼓的熱愛(ài)卻因無(wú)法握住鼓槌受阻，“Tech Engineering fr Kids”項(xiàng)目的學(xué)生團(tuán)隊(duì)通過(guò)技術(shù)為她設(shè)計(jì)出合適的假肢，助力她追逐打鼓夢(mèng)想，并根據(jù)最后一段最后一句“Meanwhile. Tech Engineering fr Kids readies itself t extend its reach, bridging the gap between limitatins and ambitins thrugh technlgy.(與此同時(shí)，‘Tech Engineering fr Kids’準(zhǔn)備擴(kuò)大其影響力，通過(guò)技術(shù)彌合限制與抱負(fù)之間的差距。)”可知，文章主要講述了技術(shù)賦予人們追求夢(mèng)想的力量。故選D項(xiàng)。
C
Rbts are separated int tw parts: the brain and the bdy. An AI brain can help run the traffic system f a city, but many rbts still struggle t pen a dr — why is that?
“Sftware has advanced rapidly in recent years, but hardware has nt kept up. Currently, all rbts rely n electricity and sftware t functin. The rbtic brain cmpsed f sftware translates infrmatin t the bdy r hardware thrugh an encder (編碼器), which then perfrms an actin,” said Dr Antni Frte, a senir lecturer in engineering at King’s Cllege Lndn.
T vercme this, Frte’s team develped a circuit by integrating liquid-based circuits with an adjustable valve (閥) placed within a rbt’s hardware. This valve acts like a switch in a nrmal circuit and engineers can send signals directly t hardware using variatins in pressure frm liquid inside, allwing the rbt t perfrm cmplex tasks withut the need fr electricity r instructin frm the central brain. This leads rbts t functin independently in challenging envirnments, such as lw-incme cuntries that d nt have reliable access t electricity.
Independent frm the sftware running it, the advanced hardware system carries the majrity f cmputatinal lad by itself. This pens up the pssibility f a new generatin f rbts, whse bdies culd perate independently f their built-in cntrl center, with this space ptentially being used instead fr mre cmplex AI-pwered sftware, and cnsequently they can be mre aware f their scial cntext, which prvides fr a new kind f rbtics in places like scial care and mass prductin.
“Ultimately, withut investment in such field rbts will stay at a certain level after a perid f grwth. Sn, if we d nt fflad the cmputatinal tasks that mdern-day rbts take n, cmputing imprvements will have little impact n their perfrmance. The wrk is just a first step n this path, but the future hlds smarter rbts with smarter bdies,” Mstafa Musa, a pst-graduate researcher at King’s Cllege Lndn, cmmented.
8. What is hlding back the develpment f rbts nwadays?
A. Backward hardware.B. High electricity cst.
C. Lw-speed encders.D. Cmplex calculatins.
9. Hw des the valve functin in a rbt?
A. It translates infrmatin.B. It adjusts liquid pressure.
C. It sends electrical signals.D. It pwers rbts’ brains.
10. What sets the new generatin f rbts apart frm thers?
A. Autnmy with adaptability.B. Resistance t physical damage.
C. Understanding f users’ likes.D. Capability t cntrl sftwares.
11. What des Musa think f the wrk f Frte’s team?
A. Eventful.B. Dubtful.C. Prmising.D. Dismissive.
【答案】8. A 9. B 10. A 11. C
【解析】
【導(dǎo)語(yǔ)】這是一篇說(shuō)明文。文章主要介紹了機(jī)器人的構(gòu)成，導(dǎo)致發(fā)展受到阻礙的原因以及解決方案。
【8題詳解】
細(xì)節(jié)理解題。根據(jù)第二段“Sftware has advanced rapidly in recent years, but hardware has nt kept up. Currently, all rbts rely n electricity and sftware t functin.(近年來(lái)，軟件發(fā)展迅速，但硬件卻沒(méi)有跟上。目前，所有的機(jī)器人都依靠電力和軟件來(lái)運(yùn)作)”可知，硬件落后阻礙了機(jī)器人的發(fā)展。故選A。
【9題詳解】
細(xì)節(jié)理解題。根據(jù)第三段“This valve acts like a switch in a nrmal circuit and engineers can send signals directly t hardware using variatins in pressure frm liquid inside, allwing the rbt t perfrm cmplex tasks withut the need fr electricity r instructin frm the central brain.(這個(gè)閥門的作用就像普通電路中的開關(guān)，工程師可以利用內(nèi)部液體的壓力變化直接向硬件發(fā)送信號(hào)，使機(jī)器人無(wú)需電力或中央大腦的指令就能完成復(fù)雜的任務(wù))”可知，閥門通過(guò)調(diào)節(jié)液體壓力在機(jī)器人中工作。故選B。
【10題詳解】
細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段“This pens up the pssibility f a new generatin f rbts, whse bdies culd perate independently f their built-in cntrl center, with this space ptentially being used instead fr mre cmplex AI-pwered sftware, and cnsequently they can be mre aware f their scial cntext, which prvides fr a new kind f rbtics in places like scial care and mass prductin.(這開啟了新一代機(jī)器人的可能性，它們的身體可以獨(dú)立于內(nèi)置的控制中心運(yùn)行，而這個(gè)空間可能會(huì)被用于更復(fù)雜的人工智能軟件，因此它們可以更了解自己的社會(huì)環(huán)境，這為社會(huì)護(hù)理和大規(guī)模生產(chǎn)等領(lǐng)域提供了一種新型機(jī)器人)”可知，新一代機(jī)器人與其他機(jī)器人的區(qū)別是具有適應(yīng)性的自主性。故選A。
【11題詳解】
推理判斷題。根據(jù)最后一段“The wrk is just a first step n this path, but the future hlds smarter rbts with smarter bdies(這項(xiàng)工作只是這條道路上的第一步，但未來(lái)會(huì)有更智能的機(jī)器人，擁有更智能的身體)”可知，穆薩認(rèn)為福特團(tuán)隊(duì)的工作是有前途的。故選C。
D
Assume yu have been ffered a nce-in-a-lifetime jb pprtunity abrad, but it means leaving behind yur partner wh can’t fllw yu. Yu start wndering hw t make the wisest decisin between yur career gals and yur cmmitment t the relatinship. In tday’s wrld, where we face unexpected challenges, the pursuit fr wisdm remains as relevant as ever.
But what are the criteria fr judging wisdm? This age-ld questin has puzzled great minds fr centuries. And d they vary arund the wrld? T answer these questins, we cnducted a study asking 2,707 participants frm 16 cultures t cmpare 10 hypthetical (假想的) persns. Fr example, the participants cmpared “a scientist wh gathers infrmatin abut animals” with “a teacher wh educates kids abut histry”. They decided wh was mre likely t use effective ways t deal with cmplex situatins when trying t make a difficult chice. Then, they rated the wisdm f each persn. We analyzed all these cmparisns t wrk ut the hidden dimensins the participants relied upn and calculated the weight they gave t these dimensins when inferring the wisdm f these characters.
Our findings revealed that when peple make judgments abut wisdm, they essentially link wisdm t tw key dimensins — reflective rientatin (反思性建構(gòu)) and scial emtinal awareness. Reflective rientatin invlves lgic, reasn, cntrl ver emtins, and the applicatin f past experiences. On the ther hand, scial emtinal awareness invlves caring fr thers, active listening, and the ability t adapt t cmplex scial situatins. The tw dimensins are clsely related, and peple think abut bth f them when determining whether t label a character as wise.
We als fund a surprising cmmnality in hw peple arund the wrld perceive wisdm in thers, with bth the key dimensins receiving a similar weighting acrss all cultures. This cmmnality is likely rted in fundamental human needs: get ahead and get alng. The frmer invlves recgnizing wh is cmpetent t make things happen, which is cnsistent with reflective rientatin. The latter requires abilities related t scial emtinal awareness.
12. What is the assumptin in Paragraph 1 abut?
A. Making a chice.B. Breaking a prmise.
C. Setting a career gal.D. Keeping a relatinship.
13. What did the participants d in the study?
A. They evaluated individual wisdm.B. They analyzed wisdm dimensins.
C. They cmpared real-life wise persns.D. They addressed challenging situatins.
14. In which case is scial emtinal awareness invlved?
A. A student interprets questins t a classmate.
B. A scientist reaches cnclusins frm evidences.
C. A bss chses a green hand t serve key custmers.
D. A teacher takes time t learn students’ practical needs.
15. What des the last paragraph fcus n?
A. Distinctins f human needs.B. Similarity in rating wisdm.
C. Methds f gaining wisdm.D. Interflw amng cultures.
【答案】12. A 13. A 14. D 15. B
【解析】
【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章介紹了一項(xiàng)聚焦于智慧評(píng)判標(biāo)準(zhǔn)的研究，指出人們?cè)u(píng)判智慧主要基于反思取向和社會(huì)情感意識(shí)兩個(gè)維度，且不同文化在評(píng)判智慧上有相似性。
【12題詳解】
細(xì)節(jié)理解題。根據(jù)第一段“Assume yu have been ffered a nce-in-a-lifetime jb pprtunity abrad, but it means leaving behind yur partner wh can’t fllw yu. Yu start wndering hw t make the wisest decisin between yur career gals and yur cmmitment t the relatinship. (假設(shè)你在國(guó)外得到了一個(gè)千載難逢的工作機(jī)會(huì)，但這意味著你要離開你的伴侶，因?yàn)樗荒芨S你。你開始思考如何在你的職業(yè)目標(biāo)和你對(duì)這段關(guān)系的承諾之間做出最明智的決定)”可知，這里假設(shè)了在職業(yè)目標(biāo)和對(duì)感情的承諾之間做出選擇的情境。故選A項(xiàng)。
【13題詳解】
細(xì)節(jié)理解題。根據(jù)第二段中“Then, they rated the wisdm f each persn. (然后，他們給每個(gè)人的智慧打分)”可知，這項(xiàng)研究的參與者評(píng)估個(gè)人的智慧。故選A項(xiàng)。
【14題詳解】
推理判斷題。根據(jù)第三段中“On the ther hand, scial emtinal awareness invlves caring fr thers, active listening, and the ability t adapt t cmplex scial situatins. (另一方面，社會(huì)情感意識(shí)包括關(guān)心他人、積極傾聽(tīng)和適應(yīng)復(fù)雜社會(huì)情境的能力)”可推知，“一位老師花時(shí)間了解學(xué)生的實(shí)際需求”體現(xiàn)了關(guān)心他人、積極傾聽(tīng)的能力，符合社會(huì)情感意識(shí)的范疇。故選D項(xiàng)。
【15題詳解】
主旨大意題。根據(jù)最后一段中“We als fund a surprising cmmnality in hw peple arund the wrld perceive wisdm in thers, with bth the key dimensins receiving a similar weighting acrss all cultures. This cmmnality is likely rted in fundamental human needs: get ahead and get alng. (我們還發(fā)現(xiàn)，在世界各地的人們?nèi)绾慰创说闹腔鄯矫妫幸粋€(gè)驚人的共性，這兩個(gè)關(guān)鍵維度在所有文化中都得到了相似的權(quán)重。這種共性很可能根植于人類的基本需求：出人頭地，和睦相處)”可知，本段聚焦于各種文化在評(píng)估智慧方面的相似性。故選B項(xiàng)。
第二節(jié)（共5小題；每小題2.5分，滿分12.5分）
根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Luck can really feel randm, and it can be tugh t knw hw t get gd luck. Sme individuals get in a temprary dilemma where things dn’t g as planned. Others may be cnvinced they can’t catch a break. ___16___ It can be cnsistently attracted thrugh effective strategies.
Maintaining a psitive mindset allws yu t draw in luck. When yu expect gd things t happen, yu are mre likely t take risks that culd lead t frtunate utcmes. By embracing this psitive attitude, yu becme strnger in the face f challenges. ___17___ This allws yu t try again after failure and find new pprtunities.
___18___ A wider netwrk leads t mre pprtunities in yur pursuit f frtune. Accrding t psychlgist Richard Wiseman, the N. 1 predictr f hw many lucky breaks persn has is hw intercnnected they are with thers. Additinally, the presence f a supprtive cmmunity and friendships further enhances yur chances f experiencing gd frtune.
Many lucky breaks ccur as a result f bld (大膽的) actins. Even if yu’re nt typically seen as bld, yu can still enhance yur cnfidence. Fr example, if yu’re feeling unhappy abut yur career prspects, plish yur resume (簡(jiǎn)歷) and apply t jb listings that interest yu. ___19___ By welcming risks, yu create pprtunities fr luck t find yu.
Luck favrs thse wh are willing t cnsider new ideas Being pen t new cncepts can help put yur gd-luck train n a new and faster track. But remember: Stay realistic. It’s nt just abut the mindset but the cnsequent actins that will be beneficial. ___20___
A. These actins help generate ideas.
B. Yu als bunce back mre quickly.
C. Scial cnnectins can affect yur luck.
D. Hwever luck is nt just a matter f chance.
E. Actually, luck is smething yu’re brn with.
F. Making such a mve is tugh but well wrth it.
G. They are vital t turning pprtunities int gains.
【答案】16. D 17. B 18. C 19. F 20. G
【解析】
【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章介紹了如何通過(guò)有效策略吸引好運(yùn)。
【16題詳解】
上文“Luck can really feel randm, and it can be tugh t knw hw t get gd luck.(運(yùn)氣真的感覺(jué)很隨機(jī)，而且很難知道如何獲得好運(yùn))”提出運(yùn)氣具有隨機(jī)性，且獲得好運(yùn)很難。D選項(xiàng)“Hwever, luck is nt just a matter f chance.(然而，運(yùn)氣不僅僅是偶然的問(wèn)題)”與上文構(gòu)成轉(zhuǎn)折關(guān)系，指出運(yùn)氣并非僅僅是偶然，引出下文“It can be cnsistently attracted thrugh effective strategies.(它可以通過(guò)有效的策略持續(xù)地被吸引)”說(shuō)明可以通過(guò)策略吸引好運(yùn)。上下文語(yǔ)意銜接自然。故選D項(xiàng)。
【17題詳解】
上文“By embracing this psitive attitude, yu becme strnger in the face f challenges.(通過(guò)擁抱這種積極的態(tài)度，你在面對(duì)挑戰(zhàn)時(shí)會(huì)變得更強(qiáng))”說(shuō)明積極態(tài)度能使人面對(duì)挑戰(zhàn)時(shí)更強(qiáng)。B選項(xiàng)“Yu als bunce back mre quickly.(你也能更快地恢復(fù))”承接上文，說(shuō)明積極態(tài)度還能使人更快地從挫折中恢復(fù)過(guò)來(lái)，“als”表示并列的遞進(jìn)，引出積極態(tài)度的另一個(gè)好處。故選B項(xiàng)。
【18題詳解】
下文“A wider netwrk leads t mre pprtunities in yur pursuit f frtune.(更廣泛的社交網(wǎng)絡(luò)會(huì)在你追求好運(yùn)的過(guò)程中帶來(lái)更多的機(jī)會(huì))”說(shuō)明社交網(wǎng)絡(luò)對(duì)追求好運(yùn)的重要性。C選項(xiàng)“Scial cnnectins can affect yur luck.(社交關(guān)系會(huì)影響你的運(yùn)氣)”引出下文，說(shuō)明社交關(guān)系對(duì)運(yùn)氣的影響，即更廣泛的社交網(wǎng)絡(luò)能帶來(lái)更多機(jī)會(huì)。故選C項(xiàng)。
【19題詳解】
上文“Even if yu’re nt typically seen as bld, yu can still enhance yur cnfidence. Fr example, if yu’re feeling unhappy abut yur career prspects, plish yur resume and apply t jb listings that interest yu.(即使你通常并不被認(rèn)為是大膽的，你仍然可以增強(qiáng)你的自信心。例如，如果你對(duì)你的職業(yè)前景感到不滿意，那就打磨你的簡(jiǎn)歷，申請(qǐng)你感興趣的工作職位)”建議要大膽行動(dòng)，如打磨簡(jiǎn)歷、申請(qǐng)感興趣的工作。F選項(xiàng)“Making such a mve is tugh but well wrth it.(做出這樣的舉動(dòng)是艱難的，但非常值得)”承接上文，說(shuō)明大膽行動(dòng)雖然艱難但值得，因?yàn)檫@樣做能創(chuàng)造機(jī)會(huì)讓好運(yùn)找到你。故選F項(xiàng)。
【20題詳解】
上文“It’s nt just abut the mindset but the cnsequent actins that will be beneficial.(這不僅僅是心態(tài)問(wèn)題，隨之而來(lái)的行動(dòng)也將是有益的)”強(qiáng)調(diào)行動(dòng)的重要性。G選項(xiàng)“They are vital t turning pprtunities int gains.(它們對(duì)于將機(jī)會(huì)轉(zhuǎn)化為收獲至關(guān)重要)”承接上文，進(jìn)一步說(shuō)明行動(dòng)對(duì)于將機(jī)會(huì)轉(zhuǎn)化為實(shí)際收獲的重要性，“They”指代上文“the cnsequent actins”。故選G項(xiàng)。
第三部分 語(yǔ)言運(yùn)用（共兩節(jié)，滿分30分）
第一節(jié)（共15 小題；每小題1分，滿分15分）
閱讀下面短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)選出可以填入空白處的最佳選項(xiàng)。
T me, my father, Frank Driscll, was just a teacher, wh seldm spke f his wrk. I ___21___ paid much attentin t his prfessin.
He was always ___22___ when I needed him, s like mst children. I tk him fr granted. At 65, he retired, and while we frequently talked abut my jb we rarely tuched upn the ___23___ f his teaching. Even in his final days. I did nt ___24___ him in cnversatin abut his career.
At the funeral (葬禮) ,I listened as my father’s friends shared stries abut their time tgether and what my father ___25___ t them. I then nticed six yung individuals lined up t ___26___ the guest registry. Initially, I assumed they had ___27___ arrived at the wrng funeral. I ___28___ them and plitely explained that this was the ___29___ fr Frank DriscII. One yung wman tld me they were my father’s students a decade ag and wished t pay their ___30___ .
I had never expected my father’s students wuld cme. Thugh I was ___31___ , I invited them int the wake. They shared hw my father had significantly influenced their lives. One man recalled hw my father ___32___ him t get a better educatin as a safety net instead f casting n his athletic ability. He was grateful later when his athletic career didn’t ___33___ as expected.
Their stries abut my father deeply affected me and I nw ___34___ my father in a new light. I will n lnger cnsider him as “just a ___35___ ”. He tuched the lives f cuntless yung individuals and quietly transfrmed their futures.
21. A. luckilyB. penlyC. ftenD. never
22. A. busyB. cntentC. silentD. present
23. A. reflectinB. subjectC. natureD. capacity
24. A. engageB. mnitrC. interruptD. avid
25. A. prmisedB. meantC. lentD. assigned
26. A. markB. checkC. cpyD. sign
27. A. publiclyB. barelyC. accidentallyD. specially
28. A. warnedB. refusedC. discveredD. apprached
29. A. wakeB. celebratinC. presentD. cmfrt
30. A. claimsB. duesC. respectsD. debts
31 A. excitedB. astnishedC. cnfusedD. relieved
32. A. spnsredB. challengedC. cnvincedD. frced
33. A. get thrughB. wrk utC. cme upD. break ff
34. A. perceiveB. frgiveC. rememberD. intrduce
35. A. fatherB. friendC. cachD. teacher
【答案】21. D 22. D 23. B 24. A 25. B 26. D 27. C 28. D 29. A 30. C 31. B 32. C 33. B 34. A 35. D
【解析】
【導(dǎo)語(yǔ)】這是一篇記敘文。作者曾忽視父親教師職業(yè)，葬禮上父親學(xué)生到來(lái)并分享往事，讓作者重新認(rèn)識(shí)父親，不再只將其視為普通教師。
【21題詳解】
考查副詞詞義辨析。句意：對(duì)我來(lái)說(shuō)，我的父親弗蘭克?德里斯科爾只是一名教師，他很少談及自己的工作。我從未過(guò)多關(guān)注他的職業(yè)。A. luckily幸運(yùn)地；B. penly公開地；C. ften經(jīng)常；D. never從未。由上文“wh seldm spke f his wrk”可知，父親很少談工作，所以作者從未過(guò)多關(guān)注父親的職業(yè)。故選D項(xiàng)。
【22題詳解】
考查形容詞詞義辨析。句意：當(dāng)我需要他的時(shí)候，他總是在我身邊，所以像大多數(shù)孩子一樣，我把這當(dāng)作理所當(dāng)然的事。A. busy忙碌的；B. cntent滿足的；C. silent沉默的；D. present在場(chǎng)的，存在的。由下文“when I needed him, s like mst children. I tk him fr granted”可知，作者需要父親時(shí)，他總是在，所以作者才覺(jué)得理所當(dāng)然，be present“在場(chǎng)”符合語(yǔ)境。故選D項(xiàng)。
【23題詳解】
考查名詞詞義辨析。句意：65歲時(shí)，他退休了，雖然我們經(jīng)常談?wù)撐业墓ぷ?，但很少觸及他的教學(xué)科目。A. reflectin反射，沉思；B. subject主題，科目；C. nature本質(zhì)，自然；D. capacity能力，容量。由上文“we frequently talked abut my jb we rarely tuched upn”以及語(yǔ)境可知，作者和父親常談自己的工作，卻很少談及父親教學(xué)科目。故選B項(xiàng)。
【24題詳解】
考查動(dòng)詞詞義辨析。句意：甚至在他最后的日子里，我也沒(méi)有讓他參與關(guān)于他職業(yè)生涯的談話。A. engage使參與，從事；B. mnitr監(jiān)控；C. interrupt打斷；D. avid避免。由上文“we rarely tuched upn the 3 f his teaching”可知，作者和父親很少談及父親的教學(xué)工作，所以此處指作者沒(méi)有讓父親參與關(guān)于他職業(yè)生涯的談話，engage sb. in cnversatin“使某人參與談話”，符合語(yǔ)境。故選A項(xiàng)。
【25題詳解】
考查動(dòng)詞詞義辨析。句意：在葬禮上，我聽(tīng)著父親的朋友們分享他們?cè)谝黄鸬臅r(shí)光，以及父親對(duì)他們來(lái)說(shuō)意味著什么。A. prmised承諾；B. meant意味著；C. lent借給；D. assigned分配，指派。由上文“my father’s friends shared stries abut their time tgether”以及語(yǔ)境可知，此處指父親對(duì)朋友們來(lái)說(shuō)意味著什么。故選B項(xiàng)。
【26題詳解】
考查動(dòng)詞詞義辨析。句意：然后我注意到六個(gè)年輕人排隊(duì)在來(lái)賓登記簿上簽名。A. mark做記號(hào)；B. check檢查；C. cpy復(fù)制；D. sign簽名。由下文“the guest registry”和語(yǔ)境可知，是在來(lái)賓登記簿上簽名。故選D項(xiàng)。
【27題詳解】
考查副詞詞義辨析。句意：起初，我以為他們不小心走錯(cuò)了葬禮。A. publicly公開地；B. barely幾乎不；C. accidentally偶然地，不小心地；D. specially特別地。根由上文“Initially, I assumed”及下文“arrived at the wrng funeral”可知，作者起初以為他們是不小心走錯(cuò)了葬禮。故選C項(xiàng)。
【28題詳解】
考查動(dòng)詞詞義辨析。句意：我走近他們，禮貌地解釋說(shuō)這是弗蘭克?德里斯科爾的守靈儀式。A. warned警告；B. refused拒絕；C. discvered發(fā)現(xiàn)；D. apprached靠近，走近。由下文“plitely explained”可知，作者要先走近他們，才能解釋。故選D項(xiàng)。
【29題詳解】
考查名詞詞義辨析。句意：我走近他們，禮貌地解釋說(shuō)這是弗蘭克?德里斯科爾的守靈儀式。A. wake守靈，守夜；B. celebratin慶祝；C. present禮物；D. cmfrt安慰。由上文“At the funeral”及下文“I invited them int the wake”可知，這是父親的守靈儀式，wake是原詞復(fù)現(xiàn)。故選A項(xiàng)。
【30題詳解】
考查名詞詞義辨析。句意：一位年輕女子告訴我，他們是我父親十年前的學(xué)生，想表達(dá)他們的敬意。A. claims要求，主張；B. dues應(yīng)付款；C. respects尊敬；D. debts債務(wù)。由上文“One yung wman tld me they were my father’s students a decade ag and wished t pay their”可知，他們是父親的學(xué)生，來(lái)葬禮是為了表達(dá)敬意，pay ne’s respects ，意為“表達(dá)敬意”，符合語(yǔ)境。故選C項(xiàng)。
【31題詳解】
考查形容詞詞義辨析。句意：雖然我很驚訝，但我還是邀請(qǐng)他們參加守靈儀式。A. excited興奮的；B. astnished驚訝的；C. cnfused困惑的；D. relieved寬慰的。由上文“I had never expected my father’s students wuld cme”可知，作者沒(méi)想到父親的學(xué)生會(huì)來(lái)，所以感到驚訝。故選B項(xiàng)。
【32題詳解】
考查動(dòng)詞詞義辨析。句意：一名男子回憶起父親是如何說(shuō)服他接受更好的教育作為保障，而不是憑借自己的運(yùn)動(dòng)能力得過(guò)且過(guò)。A. spnsred贊助；B. challenged挑戰(zhàn)；C. cnvinced說(shuō)服；D. frced強(qiáng)迫。由下文“him t get a better educatin as a safety net instead f casting n his athletic ability”可知，這里指父親說(shuō)服他接受更好的教育，cnvince sb. t d sth.“說(shuō)服某人做某事”，符合語(yǔ)境。故選C項(xiàng)。
【33題詳解】
考查動(dòng)詞短語(yǔ)辨析。句意：后來(lái)，當(dāng)他的運(yùn)動(dòng)生涯沒(méi)有如預(yù)期發(fā)展時(shí)，他很感激老師的建議。A. get thrugh通過(guò)，完成；B. wrk ut鍛煉，解決，發(fā)展；C. cme up走近，被提出；D. break ff折斷，突然停止。由上文“get a better educatin as a safety net instead f casting n his athletic ability”及“He was grateful”可知，父親讓他接受更好教育作為保障，所以此處指他的運(yùn)動(dòng)生涯沒(méi)有如預(yù)期發(fā)展。故選B項(xiàng)。
【34題詳解】
考查動(dòng)詞詞義辨析。句意：他們關(guān)于我父親的故事深深地影響了我，現(xiàn)在我以一種新的視角看待我的父親。A. perceive看待，察覺(jué)；B. frgive原諒；C. remember記得；D. intrduce介紹。由下文“in a new light”可知，此處指以新的視角看待父親。故選A項(xiàng)。
【35題詳解】
考查名詞詞義辨析。句意：我不會(huì)再把他僅僅看作是“一名教師”。A. father父親；B. friend朋友；C. cach教練；D. teacher教師。根據(jù)文章開頭“T me, my father, Frank Driscll, was just a teacher”可知，這里指作者不會(huì)再僅僅把父親看作是一名教師，teacher是原詞復(fù)現(xiàn)。故選D項(xiàng)。
第二節(jié)（共10小題；每小題1.5分，滿分15分）
閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
An exhibitin f Chinese mural (壁畫) art made its first appearance verseas at the UNESCO headquarters in Paris. The exhibitin prvided a platfrm, ___36___ China, France and internatinal cmmunities had a dialgue n cultural heritage cnservatin.
This exhibitin featured the extrardinary murals frm the Yngle Palace, which ___37___ (lcate) in Ruicheng. Shanxi prvince. The palace was built during the Yuan Dynasty (1271-1368), ___38___ (serve) as a center f wrship (祭祖) during the rule f Emperr Yngle, ___39___ listed as a natinal key cultural heritage cnservatin unit in 1961.
In this exhibitin, high technlgy was used fr reprductin and display t let every visitr experience ___40___ unique charm f these murals up clse, which nt nly exhibited ___41___ (exceptin) art skills but als held significant reference value fr the study f Chinese thught, art and religius culture. The ___42___ (integrate) f classical culture and mdern technlgy in the exhibitin breathe new life int traditinal art frms and made them accessible ___43___ a glbal audience.
With the cultural imprtance f these murals ___44___ (highlight), the exhibitin symblized the grwing interest in China’s rich cultural and religius heritage n the glbal stage and ____45____ (prmte) better understanding and cperatin between cuntries in a multicultural cntext.
【答案】36. where
37. is lcated
38. serving
39. and 40. the
41. exceptinal
42. integratin##integratins
43. t 44. highlighted
45. prmted
【解析】
【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章主要介紹了中國(guó)壁畫藝術(shù)展覽在巴黎聯(lián)合國(guó)教科文組織總部首次海外亮相的相關(guān)情況。
【36題詳解】
考查定語(yǔ)從句。句意：此次展覽提供了一個(gè)平臺(tái)，中國(guó)、法國(guó)以及國(guó)際社會(huì)在這個(gè)平臺(tái)上就文化遺產(chǎn)保護(hù)展開對(duì)話?！癈hina, France and internatinal cmmunities had a dialgue n cultural heritage cnservatin”是非限定性定語(yǔ)從句，修飾先行詞a platfrm，關(guān)系詞將其代入從句中作地點(diǎn)狀語(yǔ)，表示“在這個(gè)平臺(tái)上”，用關(guān)系副詞where引導(dǎo)該從句。故填where。
【37題詳解】
考查時(shí)態(tài)語(yǔ)態(tài)。句意：本次展覽以山西芮城永樂(lè)宮的非凡壁畫為特色。lcate(把……安置在)是謂語(yǔ)動(dòng)詞，與主語(yǔ)the Yngle Palace之間是被動(dòng)關(guān)系，描述客觀事實(shí)，用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)，主語(yǔ)是單數(shù)名詞，be動(dòng)詞用is。故填is lcated。
【38題詳解】
考查非謂語(yǔ)動(dòng)詞。句意：該宮殿建于元朝(1271 - 1368年)，在永樂(lè)皇帝統(tǒng)治期間作為祭祖中心，并且在1961年被列為國(guó)家重點(diǎn)文物保護(hù)單位。“(serve) as a center f wrship (祭祖) during the rule f Emperr Yngle”作伴隨狀語(yǔ)，serve(可用作)是非謂語(yǔ)動(dòng)詞，與其邏輯主語(yǔ)The palace之間是主動(dòng)關(guān)系，用現(xiàn)在分詞作狀語(yǔ)。故填serving。
【39題詳解】
考查連詞。句意：該宮殿建于元朝(1271 - 1368年)，在永樂(lè)皇帝統(tǒng)治期間作為祭祖中心，并且在1961年被列為國(guó)家重點(diǎn)文物保護(hù)單位。“l(fā)isted as a natinal key cultural heritage cnservatin unit in 1961”前省略了助動(dòng)詞was，與“built during the Yuan Dynasty (1271-1368)”是作并列謂語(yǔ)，用連詞and連接。故填and。
【40題詳解】
考查冠詞。句意：在這次展覽中，高科技被用于復(fù)制和展示，讓每一位參觀者都能近距離體驗(yàn)這些壁畫的獨(dú)特魅力。特指“這些壁畫的獨(dú)特魅力”，用定冠詞the限定。故填the。
【41題詳解】
考查形容詞。句意：這些壁畫不僅展示了非凡的藝術(shù)技巧，而且對(duì)研究中國(guó)思想、藝術(shù)和宗教文化具有重要的參考價(jià)值。提示詞修飾名詞art skills，用形容詞exceptinal作定語(yǔ)，意為“非凡的”。故填exceptinal。
【42題詳解】
考查名詞。句意：展覽中古典文化與現(xiàn)代技術(shù)的融合為傳統(tǒng)藝術(shù)形式注入了新的活力，讓全球觀眾都能接觸到它們。提示詞作主語(yǔ)，用名詞integratin，意為“融合”，此處既可用不可數(shù)名詞表示抽象概念，也可用可數(shù)名詞復(fù)數(shù)形式表示具體的融合情況。故填integratin/integratins。
【43題詳解】
考查介詞。句意：展覽中古典文化與現(xiàn)代技術(shù)的融合為傳統(tǒng)藝術(shù)形式注入了新的活力，讓全球觀眾都能接觸到它們?！癮ccessible t sb.”是固定搭配，意為“使某人能夠接觸到某物”。故填t。
【44題詳解】
考查非謂語(yǔ)動(dòng)詞。句意：隨著這些壁畫的文化重要性被凸顯，此次展覽象征著全球舞臺(tái)對(duì)中國(guó)豐富的文化和宗教遺產(chǎn)越來(lái)越感興趣，并且在多元文化背景下促進(jìn)了各國(guó)之間更好的理解與合作。highlight(凸顯)作with復(fù)合結(jié)構(gòu)中賓語(yǔ)補(bǔ)足語(yǔ)，是非謂語(yǔ)動(dòng)詞，與其邏輯主語(yǔ)“the cultural imprtance f these murals”之間是被動(dòng)關(guān)系，用過(guò)去分詞表被動(dòng)。故填highlighted。
【45題詳解】
考查時(shí)態(tài)。句意：隨著這些壁畫的文化重要性被凸顯，此次展覽象征著全球舞臺(tái)對(duì)中國(guó)豐富的文化和宗教遺產(chǎn)越來(lái)越感興趣，并且在多元文化背景下促進(jìn)了各國(guó)之間更好的理解與合作。動(dòng)詞prmte(促進(jìn))與謂語(yǔ)動(dòng)詞symblized并列作謂語(yǔ)，描述過(guò)去發(fā)生的事情，用一般過(guò)去時(shí)。故填prmted。
第四部分 寫作（共兩節(jié)，滿分40分）
第一節(jié)（滿分15分）
46. 假定你李華，你班將于本周日前往生態(tài)農(nóng)業(yè)基地參觀。請(qǐng)寫一封郵件邀請(qǐng)外教Frank參加，內(nèi)容包括：
（1）寫信目的；
（2）具體安排。
注意：
（1）寫作詞數(shù)應(yīng)為80個(gè)左右；
（2）請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Frank,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
【答案】Dear Frank,
I hpe this message finds yu well. I’m writing t invite yu t jin ur class trip t the Eclgical Agriculture Base this Sunday. It’s a great pprtunity t learn abut sustainable farming practices and explre the beauty f nature.
We’ll depart frm schl at 8 a.m. by bus and return by 4 p.m. The visit includes guided turs, hands-n activities, and a picnic lunch at the base. It’s sure t be an enlightening and enjyable experience.
Yur presence wuld be a wnderful additin t ur trip. Please let me knw if yu can make it.
Yurs,
Li Hua
【解析】
【導(dǎo)語(yǔ)】本篇書面表達(dá)屬于應(yīng)用文。要求考生寫一封郵件邀請(qǐng)外教Frank參加班級(jí)組織的生態(tài)農(nóng)業(yè)基地參觀活動(dòng)。
【詳解】1.詞匯積累
機(jī)會(huì)：pprtunity→chance
出發(fā)：depart→set ff
令人愉快的：enjyable→pleasant
返回：return→get back
2.句式拓展
合并簡(jiǎn)單句
原句：The visit includes guided turs, hands-n activities, and a picnic lunch at the base. It’s sure t be an enlightening and enjyable experience.
拓展句：The visit includes guided turs, hands-n activities, and a picnic lunch at the base, which is sure t be an enlightening and enjyable experience.
【點(diǎn)睛】[高分句型1] It’s a great pprtunity t learn abut sustainable farming practices and explre the beauty f nature. (運(yùn)用了不定式短語(yǔ)t learn abut作后置定語(yǔ))
[高分句型2] Please let me knw if yu can make it. (運(yùn)用了if引導(dǎo)條件狀語(yǔ)從句)
第二節(jié)（滿分25分）
47. 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Fr Jake, the jurney frm high schl t cllege had never seemed s challenging. The real wrld— the campus life he had heard s much abut, the decisins n what t study, what career t pursue, and hw t find his place— felt like a heavy weight n his chest. He had n clue what his future held.
One afternn, Jake’s mm suggested he spend sme time vlunteering at the cmmunity center. “It might be a gd way t take yur mind ff things,” she said. At first, he resisted. Vlunteering didn't sund like the right way t prepare fr cllege. He needed t fcus n his future, nt wasting time helping thers. But eventually, he agreed unwillingly.
When Jake first arrived at the center, the atmsphere felt unfamiliar but warm. It was a small, cmfrtable space with clrful walls, art supplies, and kids playing in the crner. He was assigned t help with the kids’ art class. The first few days were uneventful. Jake just sat back, passing ut crayns, rganizing the art supplies, and ccasinally ffering a wrd f encuragement t the kids.
But ne particular day, a girl caught his attentin. Her name was Layla, and she was sitting in the crner, quietly staring dwn at a blank canvas (畫布), with her hands wrapped tightly arund a paintbrush. Her brush paused abve the canvas as if she were waiting fr permissin t make the first mark.
Jake had n experience with art and didn’t knw hw t guide Layla. But smething abut her hesitatin tuched his heart. He walked ver t her and asked, “Hey, Layla, what's ging n? Why aren't yu painting?” She lked up at him with large brwn eyes, then dwn at her hands, which were hlding the paintbrush tightly but nt mving. “I’m nt gd at it,” she replied. “I dn’t knw hw t make it lk like what’s in my mind.”
注意：1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Jake sat beside her, smiling.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
As Layla’s cnfidence grew, Jake felt a shift within himself.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Jake sat beside her, smiling. “Yu knw, Layla,” he said gently, “art isn’t abut making smething lk perfect. It’s abut expressing what’s inside yu. There’s n right r wrng way t paint. Just clse yur eyes and think abut that beautiful thing in yur mind, then let the brush mve freely n the canvas.” Layla listened intently, her eyes fixed n Jake. Slwly, she tk a deep breath and made the first strke. Jake watched with encuragement, ndding and ffering wrds f praise fr each new clr she added. Bit by bit, a beautiful landscape emerged n the canvas.
As Layla’s cnfidence grew, Jake felt a shift within himself. He realized that helping thers culd bring such a sense f fulfillment. The jy n Layla’s face when she finally saw her cmpleted painting was like a light bulb ging ff in his head. He understd that his wn future didn’t have t be a burden. Just as he had guided Layla t express herself, he culd als find his wn path step by step. Vlunteering wasn’t a waste f time at all. It was a chance t learn, grw, and see the wrld frm a different perspective. Frm that day n, Jake was n lnger weighed dwn by the unknwns f his future. Instead, he was excited t explre new pssibilities and make a difference, just like he did fr Layla.
【解析】
【導(dǎo)語(yǔ)】本文以人物為線索展開，Jake在高中升大學(xué)的關(guān)鍵時(shí)期，因?qū)ξ磥?lái)的迷茫而倍感壓力。媽媽建議他去社區(qū)中心做志愿者，起初他抗拒但最終同意。在那他幫兒童上美術(shù)課，遇到不敢畫畫的Layla，他鼓勵(lì)她，自己也在這個(gè)過(guò)程中有所感悟。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“Jake微笑著在她身旁坐下。”可以預(yù)測(cè)續(xù)寫這段主要內(nèi)容： Jake坐在Layla身旁溫柔鼓勵(lì)她，在Jake的鼓勵(lì)下，一幅美麗風(fēng)景畫在畫布上逐漸呈現(xiàn)。
②由第二段首句內(nèi)容“隨著Layla信心漸增，Jake發(fā)覺(jué)自己內(nèi)心也有了轉(zhuǎn)變。”可以預(yù)測(cè)續(xù)寫這段主要內(nèi)容：Jake意識(shí)到幫助他人帶來(lái)的滿足感，明白志愿服務(wù)的意義，不再為未來(lái)未知焦慮，而是期待探索新可能。
2.續(xù)寫線索： Jake坐身旁——溫柔鼓勵(lì)Layla——美麗風(fēng)景畫呈現(xiàn)—— Jake的感悟
3.詞匯激活
行類
①.說(shuō)： say/utter
②.意識(shí)到……：realize that/be aware that
③.幫助：help/assist/aid
情緒類
①.快樂(lè)： jy/delight/happiness
②.興奮的：excited/excitative/exalted
【點(diǎn)睛】[高分句型1]. It’s abut expressing what’s inside yu. （運(yùn)用了what引導(dǎo)的賓語(yǔ)從句）
[高分句型2]. Layla listened intently, her eyes fixed n Jake. （運(yùn)用了“名詞+過(guò)去分詞”的獨(dú)立主格結(jié)構(gòu)）
[高分句型3]. Jake watched with encuragement, ndding and ffering wrds f praise fr each new clr she added. （運(yùn)用了現(xiàn)在分詞作狀語(yǔ)）

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