第一部分 知識運用（共兩節(jié)，30分）
第一節(jié)（共10小題；每小題1.5分，共15分）
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
New-brn babies aren’t afraid f the dark. They dn’t have a ___1___ f the dark yet; that cmes later. One day, my 2-year-ld daughter suddenly said, “T dark!” after we turned ut the light. She believed smething was under the bed. T ___2___ her tears, I plugged in the desk lamp t prve there were n mnsters.
When I first started writing, I didn’t wrry abut the dark as I culd create all kinds f stries. After graduatin, I became a busy parent. My writing ___3___. Nights that I wuld spend reading r thinking were gne. I wrte at 5 am befre the ___4___ f the everyday husewrk—laundry, playdates and feedings—but sn ndded ff. I was s ___5___. Writing anxiety grew slwly.
Wrn ut, I frgt t buy a nightlight. The desk lamp was t bright. A nightlight was enugh t help my daughter see the utline f the bed. It wuld burn thrugh the night, calming her fears. She didn’t need it t see; she needed it t feel ___6___. In the basement I fund an ld plastic Christmas tree and tk it up t her rm. My daughter saw it and clapped ___7___, “Light! My light!” It sits there year-rund. A Christmas tree in July is dd, but perfect desn’t ___8___, and besides, it casts the ideal amunt f light.
In being a parent and a writer, there is n fixed ___9___, n ne way f ding things that is right; sme things that we must d are dd. Many things bring the light. Sme bring just enugh light that yu are n lnger afraid. The shadwy light that says, Dn’t be scared, write it! It is a light t ____10____ yu, t keep yu ging. And it burns thrugh the night, keeping the mnsters at bay.
1. A. secretB. hpeC. fearD. habit
2. A. wipeB. hideC. stpD. draw
3. A. slwedB. ceasedC. imprvedD. increased
4. A. trainingB. divisinC. mvementD. repetitin
5. A. lnelyB. tiredC. fcusedD. energetic
6. A. safeB. quietC. prudD. cnfident
7. A. shylyB. sftlyC. plitelyD. excitedly
8. A. lastB. existC. wrkD. arrive
9. A. needB. termC. bndD. rutine
10. A. guideB. blindC. attractD. fllw
第二節(jié) （共10小題；每小題1.5分，共15分）
A
閱讀下列短文，根據(jù)短文內(nèi)容填空。在未給提示詞的空白處僅填寫1個恰當(dāng)?shù)膯卧~，在給出提示詞的空白處用括號內(nèi)所給詞的正確形式填空。
Zhu Mengdan, a 15-year-ld frm the Li ethnic (少數(shù)民族的) grup, grew up climbing ccnut trees. Hwever, she had never imagined her childhd game ____11____ (becme) an fficial event at a natinal cmpetitin ne day. In 2024, as the yungest cmpetitr n Hainan’s team, Zhu ____12____ (participate) in the ccnut tree climbing cmpetitin at the Natinal Traditinal Games f Ethnic Minrities. “____13____ makes the event s special is that it shwcases Hainan’s unique cultural identity. I hpe this event cntinues t grw,” she remarked.
B
閱讀下列短文，根據(jù)短文內(nèi)容填空。在未給提示詞的空白處僅填寫1個恰當(dāng)?shù)膯卧~，在給出提示詞的空白處用括號內(nèi)所給詞的正確形式填空。
DeepSeek-R1, ____14____ cre technlgies are built upn a next-generatin large language mdel architecture, highlights China’s grwing strength in AI innvatin. This smart assistant can answer cmplex questins, create digital art and even write cmputer cde. DeepSeek-R1 learns by repeatedly ____15____ (try), unlike ther AIs that rely n large amunts f prepared examples. It practises many times and gets ____16____ (gd), much like hw students master maths. ____17____ the develpment f DeepSeek-R1, China shws the wrld that great things cme frm new ideas and hard wrk, nt just mney.
C
閱讀下列短文，根據(jù)短文內(nèi)容填空。在未給提示詞的空白處僅填寫1個恰當(dāng)?shù)膯卧~，在給出提示詞的空白處用括號內(nèi)所給詞的正確形式填空。
It’s difficult ____18____ (understand) jargn-filled (充滿行話的) writing that academics have lng been accused f. T track academic writing ver time, The Ecnmist analyzed 347,000 PhD abstracts ____19____ (publish) between 1812 and 2023. They fund that the abstracts have becme harder t read. Thugh specializatin and advances in technlgy require mre precise terms, the trend f unreadable academic writing ____20____ (grw) strnger. Clear and simple writing wuld be a breath f fresh air.
第二部分 閱讀理解（共兩節(jié)，38分）
第一節(jié) （共14小題；每小題2分，共28分）
閱讀下列短文，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
A
UNESCO is inviting teams and individuals frm Asia and the Pacific t submit case studies n the rles and risks f intangible cultural heritage (ICH) (非物質(zhì)文化遺產(chǎn)) in the cntext f climate change. The gal is t safeguard ICH while advancing sustainable develpment. These case studies will deepen the understanding f the links between ICH and envirnmental sustainability, and infrm future plicies and practices in heritage prtectin and climate actin.
Fcus f the Case Studies:
Submitted case studies shuld address ne r mre f the fllwing questins in detail:
● What rles des ICH play in identifying, assessing and mnitring climate change?
● What rles des ICH play in prmting cmmunities’ adaptatin and safeguarding against climate change?
● What rles des ICH play in reducing carbn emissins (排放) and disaster risk?
● What are the cultural, scial and ecnmic impacts and risks t ICH practice, transmissin (傳承) and safeguarding due t climate change?
● What changes t ICH are required fr adaptatin t climate change?
● What are lcal and reginal strategies fr safeguarding ICH in the cntext f climate change?
The case studies shuld be grunded in evidence-based research and invlve the widest pssible participatin f the cmmunity, grups r individuals. They shuld highlight the links between cultural diversity and envirnmental sustainability and ffer lcally-suited slutins fr sustainable develpment.
Submissin Details:
The case studies shuld be written in English and between 3,000 and 5,000 wrds in length. All submissins are t be sent t beijing. befre April 15th, 2025. Authrs f selected case studies may have the pprtunity t participate in publicatins r internatinal cnferences.
21. Why is UNESCO calling fr case studies?
A. T shw the risk f climate change.B. T prtect ICH in a sustainable way.
C. T stress UNESCO’s imprtance.D. T raise funds fr ICH prtectin.
22. Which f the fllwing is a fcus f the case studies?
A. ICH’s rle in evaluating climate change.
B. ICH’s ecnmic value fr cmmunities.
C. Glbal strategies t safeguard ICH.
D. Carbn emissins’ effects n ICH.
23. The case studies t be submitted shuld ________.
A. cver all the listed questins
B. maximize public participatin
C. be based n persnal pinins
D. be written in Chinese r English
B
Luther Gerlach’s images enrich the permanent cllectins f the J. Paul Getty Museum in Ls Angeles and the Natinal Prtrait Gallery in Lndn, amng ther institutins.
While studying his wrk, ne cannt help but revisit the jurney he undertk in pursuit f art. Gerlach has dyslexia, a cnditin that makes it difficult fr him t read and spell, and in middle schl, it began t affect his studies. At the University f Minnesta, where Gerlach studied bilgy, his struggle with writing reached a tipping pint. Gerlach left the university and entered art schl. “Art has never been smething that slwed me dwn, in cntrast t the written wrd,” Gerlach says.
After graduating frm art schl, Gerlach tk what he learned and traveled acrss the United States selling his prints at art fairs. It was the late 1980s, and Gerlach traveled rughly 90,000 miles a year, taking phts alng the way. He was making $100,000 a year ding what he lved.
But the emergence f digital phtgraphy changed everything. Phtgraphers began t use Phtshp t create the hand-brushed quality f Gerlach’s phtgraphs and tld custmers they were using the same prcess Gerlach was using. “I wuld hear them talking—cmplete lies,” he says.
Rather than dive int digital, Gerlach mved int a phtgraphic prcess that was quite unusual: the wet clldin (火棉膠) prcess, invented in 1851. The prcess invlves cating a plate f glass r metal with clldin, fllwed by using a silver nitrate (硝酸銀) bath t make the plate sensitive t light. The plate is then placed in a light-tight film hlder, with the pht made almst immediately while the plate is still wet.
It wasn’t easy when he first started, but Gerlach has always cnsidered “cnstant prblem slving” t be part f the creative prcess. It made Gerlach feel “present as an artist”. “I saw the final prduct right there in frnt f me. The same leaves n the tree that I’m standing in frnt f are n the image,” Gerlach explains. “The prcess allwed me t feel mre like a phtgrapher instead f a machine that printed prints t sell s I culd make mney. And when the final prduct wrks, nthing else cmpares t it.”
24 Luther Gerlach’s dyslexia ________.
A. frced him t change his majr
B drve him t g int business
C. made him drp ut f middle schl
D. affected his artistic perfrmance
25. As digital phtgraphy emerged, Luther Gerlach ________.
A. adpted a unique phtgraphic technique
B. set ff fr new places t take phtgraphs
C. praised phtgraphers fr using Phtshp
D. imprved the hand-brushed quality f his phts
26. Why did Luther Gerlach prefer the wet clldin prcess?
A. It was cheap and reliable.
B. It was easy and efficient.
C. It gave him artistic satisfactin.
D. It helped him sell prints fr prfit.
27. What can we learn frm this passage?
A. Necessity inspires inventin.
B. Everything cmes t thse wh wait.
C. Hpe fr the best; prepare fr the wrst.
D. Dare t be different in a wrld f cpycats.
C
When peple view phtgraphs f frightening spiders, scientists usually bserve increased electrical activity deep in their brain, in a regin called the periaqueductal gray (PAG). The bvius cnclusin is that the PAG cntrls fight-r-flight respnses in threatening situatins. But what if brains dn’t have dedicated circuits fr fighting and flighting? Is threat detectin really a primary mde f the brain with its wn neural circuitry (神經(jīng)回路)?
This idea f fight-r-flight circuits riginates frm the “triune brain” mdel dividing brains int the s-called lizard brain, including the PAG, fr survival functins, the “l(fā)imbic system” fr emtins, and the “necrtex” fr higher-rder reasning. If yu knw anything abut evlutin, yu might knw that smething is spurius. The nly animal n this planet with a lizard brain is a lizard. Als, there’s n unified limbic “system” r the “necrtex” fr emtins r ratinality (理性) respectively. S where des this leave the fight-r-flight stry?
Recently, changes in PAG activity have been bserved in nnthreatening tasks, such as reading a fascinating article abut the brain. The PAG has als been prved t regulate bdily systems cntinuusly. Incidentally, this explains why antianxiety medicatins manage anxiety disrders withut healing them. They target brain circuits that aren’t dedicated t anxiety r fight-r-flight but that simply regulate the bdy.
Researches n the brain’s pwers als cast new light n ur understandings. In daily life, individuals might feel like they perceive and react t varius stimuli as either threatening r safe. Actually, the brain, using past experiences, skillfully predicts and frmulates actin plans in anticipatin f events befre stimuli ccur. The brain’s preparatry mechanism, metablically (新陳代謝地) expensive, invlves cmplicated neurnal activities fr sustaining multiple predictins and crrespnding actin plans ver extended perids. But the experiences in fight-r-flight respnses crafted by yur brain dn’t reveal hw it wrks.
Mrever, yur brain, which des much mre than avid threats, handles a cmplex scial wrld full f uncertainty. That’s a recipe fr stress. And what is stress? It reflects energy preparatin fr anticipated challenges. Yur brain ften makes sense f metablic cst f uncertainty, if it drags n fr lng enugh, as anxiety, but that’s nt a must. Peple seek uncertainty ut—and its psitive cusin, nvelty—when they try new fds r learn new skills.
Uncertainty is cmmn, but these days, with scial media and rund-the-clck news cverage, it smetimes bmbards us and leaves us anxius and exhausted. But these feelings dn’t emerge frm fight-r-flight circuits. They may just mean, in an ever changing and nly partly predictable wrld, that yu’re ding smething hard.
28. The authr asks the questins in Paragraph 1 t ________.
A. evaluate a statementB. justify an assumptin
C. challenge an argumentD. intrduce a new cncept
29. Which des the underlined wrd “spurius” in Paragraph 2 prbably mean?
A. Rare.B. Wrng.C. Limited.D. Unexpected.
30. What can we infer frm this passage?
A. Hunting fr nvelty reduces stress and anxiety.
B. Medicine targeting PAG cures anxiety disrders.
C. Uncertainty is a prduct f mdern media and news cycles.
D. The “Fight r Flight” idea verlks the brain’s predictive pwer.
D
In the field where philsphy and neurscience verlap, few questins have fascinated and cnfused humanity as deeply as the cncept f free will. At first glance, the idea that we have the pwer t make chices that are nt predetermined seems intuitive (直覺的). Hwever, a clser examinatin reveals a cmplex web f philsphical arguments and scientific findings that challenge this seemingly straightfrward cncept.
Frm a philsphical standpint, the debate arund free will has cntinued intensely fr centuries. Cmpatibilists argue free will can cexist with determinism, as lng as ur actins are a result f ur wn desires and mtivatins. Fr example, chsing a music career ut f passin is cnsidered as a free chice within this framewrk. In cntrast, incmpatibilists maintain free will and determinism are mutually exclusive. Hard determinists view the universe as a clsed system gverned by strict laws f nature, where every event, including human actins, is predetermined. In this view, the idea f free will is an illusin (幻覺).
Neurscience has advanced markedly in decding the brain, revealing that many actins are preceded (先于) by neural activity. Studies n the brain’s reward system and neurtransmitters, particularly dpamine (多巴胺), further challenge the nature f free will. Addictive behavirs, fr instance, can be strngly influenced by the brain’s respnse t dpamine. A persn struggling with addictin may feel they lack the free will t resist it, as their brain chemistry has been altered in a way that frces them int acting.
The scientific evidence is nt cnclusive, thugh. Sme argue that the neural activity bserved befre cnscius decisins may nt be the cause f the actin but rather part f the preparatry prcess fr a decisin that is still freely made. Additinally, the cmplexity f the human brain and the fact that much f its functining is still nt fully understd leave rm fr the pssibility f free will.
If free will is an illusin it challenges ur fundamental ntins f mral respnsibility. We praise and blame peple fr their actins because we believe they culd have acted differently. Hw can we hld individuals accuntable fr their actins if they were never truly free t chse therwise? Withut free will, the essential mral framewrk f ur scieties wuld cllapse int chatic indifference. Free will is nly an illusin if yu are, t.
31. Which f the fllwing situatins reflects the cmpatibilists’ view?
A. Driven by dpamine, Tim keeps checking his scial media.
B. Lucy speaks first after being randmly selected by sftware.
C. Expsed t a sudden blinding light, Lily quickly shuts her eyes.
D. Jerry shifts between cmpanies f shared bikes based n discunts.
32. What can we learn frm the passage?
A. The altered brain chemistry enhances free will.
B. Cnscius decisins are independent f neural activities.
C. Hard determinists see free will vital t mral accuntability.
D. Neurscientists’ views n the causes f human actins differ.
33. As fr the existence f free will, the authr is ________.
A. neutralB. disapprvingC. psitiveD. dubtful
34. Which wuld be the best title fr the passage?
A. Des Neurscience Threaten Free Will?
B. Why the Arguments Against Free Will Fail
C. Explratin int the Cmplexity f Free Will
D. Free Will: Bridging Neurscience and Philsphy
第二節(jié)（共5小題；每小題2分，共10分）
根據(jù)短文內(nèi)容，從短文后的七個選項中選出能填入空白處的最佳選項，并在答題卡上將該項涂黑。選項中有兩項為多余選項。
When I think f my friends, I am mstly filled with lve and warmth: I simply can’t wait t see them again fr their affectin and supprt. ____35____ In the right md, these individuals can deliver a fun-filled evening, but at the wrng mment, they can drain (耗盡) all my gdwill.
If this sunds familiar, then yu t have frenemies, wh psychlgists call “ambivalent relatinships”. These lve-hate relatinships culd include a friend, a parent, a clleague r even a husband r wife. Their ambivalence can cme in many frms. ____36____ It culd be a partner lve-bmbing yu ne day, but fiercely critical the next, leaving yu unsure abut their true feelings.
____37____ At the very least, yu wuld expect them t be better fr us than ur aversive (令人厭惡的) relatinships. Unfrtunately, research suggests things aren’t s simple. A team at the University f Utah asked peple t take a reactin-time test and they fund that rapidly flashing the name f an ambivalent cnnectin n a screen intensified stress respnse f participants. Anther study at Brigham Yung University fund that simply knwing an ambivalent cnnectin was nearby as participants prepared t give a speech was enugh t send their bld pressure rcketing. ____38____
Cutting ties with ur ambivalent cnnectins isn’t always pssible r desirable if they are deeply mixed int ur scial netwrk. S, what can be dne? Simply being aware f the ambivalent nature f a relatinship might ffer sme prtectin. We can manage ur expectatins and mentally prepare urselves fr the mixed feelings when interacting with frenemies. ____39____ As imprtantly, be a little mre mindful f any interactins with all ur ties. Shw thers the appreciatin and respect we feel fr them, fr accidental neglect culd be taken as a sign f indifference.
A. It might be a friend wh is ften unavailable when yu need his supprt.
B. We might hpe that in such relatinships, the gd wuld utweigh the bad.
C. In fact, even uncnscius reminders f a frenemy can break ur peace f mind.
D. This allws us t fcus n their gd qualities and shw empathy fr the unpleasant nes.
E. If yu feel smene t negative a presence in yur life, yu may decide t cut ff cntact.
F. A handful, hwever, stimulate quite different emtins—a mixture f eagerness and anxiety.
G. After all, the benefits f scial cnnectin cme frm feeling well understd and supprted.
第三部分 書面表達（共兩節(jié)，32分）
第一節(jié)（共4小題；第40、41題各2分，第42題3分，第43題5分，共12分）
閱讀下面短文，根據(jù)題目要求用英文回答問題。
Grwing up, my favurite children’s bk was Amelia Bedelia. Amelia’s silly behaviurs that were a result f her literal interpretatin f language ften had me laughing. When she was tld t dust the furniture, instead f grabbing a feather duster, she sprinkled (撒) dust all ver the chairs and tables. A classic mment in Amelia’s life.
Recently several f my friends have decided t limit their use f electrnic devices fr chatting t avid ptential misunderstandings. Yet, I enjy using these tls t stay cnnected with my children and grandchildren. But I admit it des lead t mre frequent Amelia Bedelia mments.
The ther day I was prviding childcare fr my granddaughter Cra and her ne-year-ld brther, Zay. Zay was sleeping while Cra was in her bedrm cluring, with her tablet right next t her. Hping t have a few minutes f peace, I tld Cra I wuld be in the backyard and that she shuld call me if Zay wke up. Shrtly after, the dr pened. There was Cra, red-faced, struggling t carry Zay. I quickly tk him frm her, gently sclding (訓(xùn)斥), “Cra, I tld yu t call me.”
She simply replied, “Grandma, I did call yu. Yu didn’t answer. Where’s yur phne?” Her call had cme via an app n her tablet t my phne which was n the kitchen table. Clearly, we had different ideas f what “call” meant.
As my grandchildren becme mre prficient (熟練) with technlgy and the language f a different generatin, there is n dubt ur Amelia Bedelia mments will nly increase. I can resist the misunderstandings by putting my phne away, but t enjy the smile f the lved nes, I’d rather keep it clser t me t experience the silly accidents that will ccur.
40. What caused Amelia’s silly behaviurs?
____________________________________________________
41. Why didn’t the authr’s granddaughter call her the way she had expected?
____________________________________________________
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
? The authr cherishes Amelia Bedelia mments because she wants t resist the misunderstandings.
____________________________________________________
43. If yu experience an Amelia Bedelia mment, what wuld yu d? (In abut 40 wrds)
____________________________________________________
第二節(jié)（20分）
44. 假設(shè)你是紅星中學(xué)高三學(xué)生李華。你校正在舉辦以“美麗校園”為主題的原創(chuàng)作品征集活動，交換生Jim打算參加，發(fā)來郵件詢問你的建議。請你用英文給他回復(fù)，內(nèi)容包括：
1. 建議創(chuàng)作內(nèi)容；
2. 就以上建議簡要說明理由。
注意：1. 詞數(shù)100左右；
2. 開頭和結(jié)尾已給出，不計入總詞數(shù)。
Dear Jim,
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
英語答案
本試卷共10頁?？忌鷦?wù)必在答題卡指定區(qū)域作答，在試卷上作答無效。
第一部分 知識運用（共兩節(jié)，30分）
第一節(jié)（共10小題；每小題1.5分，共15分）
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
【1～10題答案】
【正確答案】1. C 2. C 3. A 4. D 5. B 6. A 7. D 8. B 9. D 10. A
第二節(jié) （共10小題；每小題1.5分，共15分）
A
【11～13題答案】
【正確答案】11. wuld becme
12. participated
13. What
B
【14～17題答案】
【正確答案】14. whse
15. trying 16. better
17. With
C
【18～20題答案】
【正確答案】18. t understand
19 published
20. is grwing
第二部分 閱讀理解（共兩節(jié)，38分）
第一節(jié) （共14小題；每小題2分，共28分）
閱讀下列短文，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
A
【21～23題答案】
【正確答案】21. B 22. A 23. B
B
【24～27題答案】
【正確答案】24. A 25. A 26. C 27. D
C
【28～30題答案】
【正確答案】28. C 29. B 30. D
D
【31～34題答案】
【正確答案】31. D 32. D 33. C 34. C
第二節(jié)（共5小題；每小題2分，共10分）
根據(jù)短文內(nèi)容，從短文后的七個選項中選出能填入空白處的最佳選項，并在答題卡上將該項涂黑。選項中有兩項為多余選項。
【35～39題答案】
【正確答案】35. F 36. A 37. B 38. C 39. D
第三部分 書面表達（共兩節(jié)，32分）
第一節(jié)（共4小題；第40、41題各2分，第42題3分，第43題5分，共12分）
【40～43題答案】
【正確答案】40. Her literal interpretatin f language.
41. Because they had different ideas f what “call” meant.
42. The authr cherishes Amelia Bedelia mments because she wants t resist the misunderstandings.
The authr cherishes Amelia Bedelia mments because she wants t enjy the smile f the lved nes.
43. If I experience an Amelia Bedelia mment, I wuld laugh it ff and try t understand the ther persn’s perspective, because it’s a chance t see the wrld frm a different angle.(答案不唯一，合理即可)
第二節(jié)（20分）
【44題答案】
【正確答案】Dear Jim,
Excited abut yur plan t participate in “The Beauty f Campus” activity! I’m eager t share my suggestins abut what t create.
I believe it wuld be a wnderful idea t sht a vide highlighting the heartfelt bnds between students and teachers. Yu can capture ftage f bustling ffices where teachers diligently help students with their academic challenges. T add a mre heartwarming tuch, yu culd interview students and incrprate their appreciatin fr teachers’ guidance, supprt, and the psitive impact they’ve had n their lives int the vide. Their hnest remarks wuld nt nly beautifully shw the dynamic campus life, but als prtray the beauty f character.
What d yu think f my ideas? Feel free t ask me any questins during yur shting.
Yurs,
Li Hua

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