一、閱讀理解
As an affiliate (附屬隊(duì)) f the New Yrk Mets, a famus Majr League Baseball (MLB) team, the Syracuse Mets serves as a crucial stepping stne fr players aiming t reach the Majr Leagues. If yu’re a fan f baseball r player develpment, their games are a great way t see rising stars in actin!What t Expect at Syracuse Mets Games
●Exciting games featuring prmising players n their way t MLB．
●Fun prmtins such as theme nights, firewrks, and special giveaways.
●Family-friendly atmsphere, with great fd, drinks, and seating ffered.Syracuse Mets Hme Games
Tuesday, 1 April-Sunday, 21 September 2025
NBT Bank Stadium, Syracuse, New YrkTickets
Ntes
Senirs (62+) and kids (12& under) get a $4 discunt n Upper Reserved seats.
Table seats ffer table service fr fd and drinks.Knw befre yu buy
If a game is pstpned r rescheduled due t weather r ther reasns, yur ticket will be valid fr the new date. If a game is canceled and nt rescheduled, we will autmatically prcess refunds (退款).
If a game ccurs as scheduled and the ticket hlder cannt attend, refunds are nt ffered. Yu can change yur ticket and use it fr any Syracuse Mets Hme Game within 1 year f the riginally scheduled event the ticket was purchased fr.
1．What can be anticipated at Syracuse Mets Games?
A．Meeting MLB star players.B．Enjying free fd and drinks.
C．Witnessing emerging athletes’ grwth.D．Receiving family-friendly giveaways.
2．Which ticket type charges the mst?
A．Dugut Bx.B．Outfield Bx.
C．Upper Reserved.D．4-Tp Table.
3．What will happen t ticket hlders if a game is delayed?
A．They need t pay fr new tickets.
B．They wuld get refunds autmatically.
C．They can use the tickets fr the new date.
D．They culd resell the tickets within ne year.
Eight-year-ld S. Hariraj is a Fldscpe devtee. He’s used it t examine the milk frm his family’s cws. Thugh the milk lks creamy, the Fldscpe reveals a wrld f micrrganisms. “It has t be biled and cled befre we can drink it,” he realized.
This incredible device is n rdinary micrscpe. Made frm waterprf, tear-resistant paper, it cmes in a small bag with parts that can be attached in minutes. Magnets (磁鐵) hld it tgether, and a tiny lens (透鏡) allws it t enlarge bjects up t 140 times. Once built, it’s n larger than a bkmark, small enugh t slip int a pcket. And the best part? It csts just $2 t prduce, and millins f children in lw-incme cuntries get them fr free.
The idea fr the Fldscpe began with Manu Prakash, a prfessr at Stanfrd University, wh grew up in India. As a sixth grader, he and his classmates failed t draw a micrscpe in a test-nne f them had ever seen ne. Micrscpes were expensive, and nt all schls culd affrd a well-equipped lab. “The spirit f explratin was critical t the study f science,” says Prakash. “But in rder t develp that spirit, yu need the right tls.” Determined t change the situatin, Prakash spent years experimenting, even brrwing lenses frm his brther’s glasses. In 2014, he and his Ph.D．student finally develped the Fldscpe, using paper-flding techniques t create an alternative t traditinal micrscpes.
Yung Hariraj encuntered the Fldscpe at Eden Schl in suthern India, where it has transfrmed science lessns. Children eagerly rush utdrs, searching fr ants, flwers, and leaves t examine. “I just lve the lk f amazement when kids lk int the Fldscpe,” says Indira Pandiarajan, the schl principal. “When their eyes light up, I knw that’s the mment they will accept science enthusiastically and learning fr the rest f their lives.”
4．Why des the authr mentin Hariraj in paragraph 1?
A．T intrduce his hbby.B．T describe his family life.
C．T explain milk’s cmpnents.D．T shw Fldscpe’s practical use.
5．What is a feature f the Fldscpe accrding t the text?
A．It is user-friendly.B．It is magnetic-resistant.
C．It is intended fr bk lvers.D．It prvides step-by-step instructins.
6．What des paragraph 3 mainly talk abut?
A．The imprtance f scientific tls.
B．The challenge f studying science.
C．The impact f technical cperatin.
D．The creatin f an affrdable micrscpe.
7．Which statement wuld Indira Pandiarajan prbably agree with?
A．Scientific spirit unites researchers in India.
B．The Fldscpe facilitates science learning.
C．The Fldscpe eases teaching wrklad.
D．Scientific spirit fuels headmasters’ enthusiasm.
The ability t cnnect an event with its cnsequences — experts use the term assciative learning — is a crucial skill fr adapting t the envirnment. Recent findings shw that adults fail t demnstrate the highest learning perfrmance in this area. This paves the way fr a fresh perspective n assciative learning disrders, which are linked t the develpment f mental illness later in life.
Researchers frm Ruhr University Bchum cnducted grundbreaking experiments acrss fur age grups: babies (0-3), primary schl children (6-12), teenagers (13-19), and adults. Participants were required t identify patterns between visual pictures and crrespnding rewards thrugh cmputer-based tasks. Several learning sessins were then integrated t assess perfrmance stability.
The research team was amazed by the results: “We’d initially assumed that assciative learning imprves cntinuusly with increasing age,” says Dr. Carlin Knrad. Hwever, there was a clear peak in perfrmance at primary schl: “Children at this age achieved the best results, learned mst cnsistently and shwed the least variability in their learning behavir.” Althugh adults and teenagers learned faster than babies, they didn’t reach the perfrmance level f primary schl children.
It als emerged that repeated expsure t the learned material plays a crucial rle fr babies and teenagers since an additinal learning sessin led t an imprvement in learning perfrmance in these age grups. Teenagers imprved 40% after additinal practice sessins, whereas adults shwed minimal prgress. This finding highlights the “sensitive perid” phenmenn — the brain’s higher plasticity during childhd that allws mre efficient knwledge strength.
The study shws that assciative learning is present acrss the lifespan but that the rates and quantities f learning vary. “This mental capacity nt nly helps us avid dangers but als influences emtinal regulatin patterns,” cncludes Knrad. “Early identificatin f assciatin f assciative learning difficulties culd serve as an indicatr fr future mental health risks.”
8．Which is an example f assciative learning?
A．A baby grasps an bject placed in its hand.
B．A student wrks harder after getting gd grades.
C．A driver keeps speeding up when receiving a ticket.
D．A ck fllws his recipe despite custmer cmplaints.
9．What were the participants required t d in the experiments?
A．Identify the relatinship between different grups.
B．Watch and recrd their wn perfrmance ver time.
C．Assess their learning prgress during the sessins.
D．Pair pictures with rewards thrugh cmputer-based tasks.
10．What surprised the researchers abut assciative learning?
A．Adults pssessed greater adaptability.
B．Primary schlers utperfrmed thers.
C．Teenagers peaked in learning perfrmance.
D．Babies required frequent expsure t knwledge.
11．Why is the “sensitive perid” phenmenn mentined in paragraph 4?
A．T shw learning ability differences acrss all ages.
B．T advise adults t learn efficiently in a gradual way.
C．T stress the significance f learning during childhd.
D．T demnstrate the brain’s ability t adapt in adulthd.
Researchers at Rutgers University-New Brunswick have develped an AI tl that will help predict the habitats f endangered whales, guiding ships alng the Atlantic cast t avid them. The tl is designed t prevent deadly accidents and infrm cnservatin strategies and respnsible cean develpment.
The AI prgram analyzes patterns frm tw large databases, imprving the ability t mnitr the distributin f endangered marine (海洋的) species like the Nrth Atlantic right whale. The marine sciences prfessrs, Ahmed Ezzat and Jsh Khut, likened the utput t what might be learned by tracking peple’s mvements in a huse and determining whether there is fd in the kitchen. Such factrs might evaluate why peple are where they are at certain times f the day. Detecting certain patterns cnveys predictive pwer. “With this prgram, we’re crrelating the psitin f a whale in the cean with envirnmental cnditins,” Khut said. “This allws us t predict whale lcatins with higher prbability, enabling us t carry ut effective prtectin strategies.”
Unlike typical cmputer prgrams, where instructins are written ut, this new machine learning prgram analyzed large data sets t discver patterns and relatinships. As the AI prgram encuntered mre data, it adjusted its internal mdel t make better predictins r classificatins. “The utcme f the machine-learning mdel is a predictin f where yu may encunter a marine mammal (哺乳動(dòng)物),” Ezzat said, describing what he characterized as a “prbability map”.
Initially, the researchers sught t develp high-reslutin mdels f the Nrth Atlantic right whale presence t supprt respnsible ffshre wind farm develpment and peratin. Hwever, Ezzat nted that these tls culd benefit varius industries in the blue ecnmy, such as fishing and shipping. “This apprach can supprt a wise and envirnmentally respnsible use f these waters,”Ezzat said.
“Fr decades, we’ve had whale lcatin data and envirnmental recrds, but AI finally cnnects them,” Khut emphasized. “This demnstrates the pwer f emplying AI methdlgies t advance ur ability t predict r estimate where these whales are. We can achieve ur ecnmic gals while minimizing harm t the envirnment.” This innvatin safeguards whales and advances respnsible cean develpment–a critical step as climate pressures intensify.
12．What d we knw abut the AI tl?
A．It can predict whale lcatins.
B．It can avid castal pllutin.
C．It can mnitr the research prgress.
D．It can prevent deadly marine diseases.
13．What des the underlined wrd “l(fā)ikened” in paragraph 2 prbably mean?
A．Owed.B．Cmpared.C．Applied.D．Submitted.
14．What can we learn frm Khut’s wrds in the last paragraph?
A．Whales bst blue ecnmy.
B．Climate change harms whales.
C．AI is key t sustainable ceanic explratin.
D．Technlgical innvatin takes cnstant effrts.
15．What is the authr’s attitude tward the AI tl?
A．Psitive.B．Dismissive.C．Cnservative.D．Objective.
In literature, flat and rund characters ffer distinct appraches t character develpment. Flat characters are defined by a singular symblic characteristic. 16 Fr example, the evil stepmthers in traditinal fairy tales are flat characters, serving t drive the stry with their simplicity.
By cntrast, Jia Bayu in Dream f the Red Chamber exemplifies (舉例說(shuō)明) rund characters, defined by inner cnflicts, cntradictins, and persnal grwth. 17 They reflect the unpredictability f humanity, making them mre relatable and dynamic t readers.
In earlier literary wrks, flat characters ften symblized heric ideals, such as the brave heres in The Odyssey. As sciety mves away frm idealized heres, literature fcuses mre n characters’ persnal struggles, reflecting hw writers began t see humanity in a mre cmplex way. With the rise f realism in the 19th century, rund characters gained ppularity, as seen in Jane Eyre, which allwed fr the explratin f persnal identity and internal cnflict. 18
Hwever, nt every character that appears in a stry needs t be deep. 19 Imagine the main character is taking a taxi t a htel. If we make the taxi driver a rund character, the fcus culd shift frm the main character t the taxi driver, ptentially taking attentin away frm the main plt.
20 They tgether create tensin and richness in a literary wrk. Flat characters prvide clarity and fcus, simplifying themes and making them accessible t readers. Meanwhile, rund characters reveal human cmplexity, shwing life beynd black and white.
A．Neither type f characters is better than the ther.
B．Such characters stand ut fr cmplexity and depth.
C．We dn’t get heartfelt backstry t enrich their rles.
D．If flat characters are rund, they may “steal the shw”.
E．This shws hw literature reflects evlving scial views.
F．Rund characters are mre engaging than flat characters.
G．They are mre like a sptlight, drawing attentin t ne aspect.
二、完形填空
Last year, I was determined t climb the crprate ladder (階梯). I wrked 21 , ften staying late at the ffice and giving up weekends t meet deadlines. The 22 f success cnsumed me, and I prided myself n my 23 .
Hwever, as mnths passed, I began t feel the 24 n my bdy and mind. Cnstant headaches, bad appetite and a grwing sense f emtinal detachment frm my wrk became my new nrmal. I was 25 , and it was affecting my health and prductivity.
One evening, after yet anther lng day, I cllapsed n my sfa. I was s tired that I culdn’t 26 ck dinner. Staring at the ceiling, I 27 I had becme a machine, endlessly wrking. The next mrning, I decided t make a change. I knew I needed t 28 self-care t regain balance in my life.
I started 29 . Every mrning, I devted 15 minutes t meditatin (冥想), allwing myself t breathe and set intentins fr the day. I als reintrduced 30 activities int my rutine, like shrt walks during lunch breaks.
Gradually, I nticed a 31 . My energy levels imprved, and I felt mre 32 bth at wrk and in my persnal life. I began setting 33 , saying n t unnecessary tasks, and carving ut time fr rest. Mst imprtantly, I learned self-care isn’t 34 — it’s essential.
Reflecting n my jurney, I realized true 35 lies in finding balance and nurturing (滋養(yǎng)) neself.
21．A．regularlyB．tirelesslyC．casuallyD．flexibly
22．A．guaranteeB．tasteC．pursuitD．secret
23．A．creativityB．leadershipC．devtinD．curisity
24．A．cmpetitinB．heatC．needD．impact
25．A．burning utB．cheering upC．calming dwnD．shwing ff
26．A．a(chǎn)lreadyB．evenC．stillD．a(chǎn)lmst
27．A．realizedB．explainedC．pretendedD．wished
28．A．priritizeB．dismissC．declineD．visualize
29．A．smartB．highC．smallD．early
30．A．scientificB．cmmercialC．a(chǎn)cademicD．physical
31．A．shiftB．prblemC．lssD．pattern
32．A．reliableB．presentC．respnsibleD．humble
33．A．deadlinesB．examplesC．a(chǎn)mbitinsD．bundaries
34．A．satisfactryB．straightfrwardC．subjectiveD．selfish
35．A．ptentialB．successC．cmmitmentD．friendship
三、語(yǔ)法填空
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。
A recent study has revealed that the famus brnze-winged lin in St. Mark’s Square, Venice, may have riginated in 8th-century China. Thrugh metallurgical (冶金學(xué)的) analysis, a multidisciplinary team f experts discvered that much f the brnze 36 (use) in the lin came frm sutheastern China.
Stylistic analysis 37 (far) supprts this discvery. Researchers fund that the lin shares several design features with “tmb guardian” figures, 38 zhenmushu (鎮(zhèn)墓獸), typical f the Tang Dynasty. These guardian sculptures, ften placed at tmb gates t ward ff evil spirits, had distinct 39 (characteristic) that mirrr thse f the St. Mark’s lin. Fr instance, the lin’s upturned mustache and wide-pen muth are all cmmn features f zhenmushu statues. Its ears als appear t have been adjusted t make them lk mre 40 thse f a typical lin. The lin likely traveled west alng the Silk Rad.
Over the centuries, the lin has undergne several restratins. In the 1790s, the statue 41 (transprt) t Paris, where it was damaged during its return t Venice in 1815. The Venetian sculptr Bartlme Ferrari restred the statue, 42 (make) additins while maintaining mst f 43 riginal structure.
The lin’s Chinese rigins highlight the deep 44 (culture) and ecnmic exchanges between East and West. Accrding t researchers, the lin’s jurney exemplifies the far-reaching influence f the Silk Rad, 45 cnnected Eastern Eurasia with Venice and the brader Mediterranean wrld.
四、書(shū)信寫作
46．假定你是李華，你所在的學(xué)習(xí)小組對(duì)外教Patrick布置的“Discvering Campus Plants”項(xiàng)目式作業(yè)有疑問(wèn)。請(qǐng)你代表小組寫一封郵件向他咨詢。內(nèi)容包括：
(1)提出疑問(wèn)；
(2)期盼回復(fù)。
注意：
(1)寫作詞數(shù)應(yīng)為80個(gè)左右；
(2)請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。
Dear Patrick,
I’m Li Hua frm Class 6.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
五、書(shū)面表達(dá)
47．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
The day befre yesterday, my class played a basketball game. As their chemistry teacher and class advisr, I watched as ur team, led by Tm, the captain, fught hard. Tm’s quick mves and precise passes inspired his teammates. They battled as ne, making every play cunt. The game was intense, with bth teams neck and neck. In the final secnds, Tm made a daring drive t the hp (籃筐), but the ppnent scred a last-minute sht. We lst by just ne pint.
The next mrning, the classrm was filled with a heavy atmsphere. Tm sat quietly, his head dwn, still weighed dwn by the lss. The rest f the class mirrred his md — silent and withdrawn. It was clear that the defeat had dampened their spirits. I knew I had t d smething t lift their spirits and remind them t paying mre attentin t the prcess.
The first class f the day was chemistry. As I lked at the lessn plan quickly, an idea began t take shape. I quickly prepared the necessary labratry equipment and walked int the classrm.
“Alright, everyne,” I said, trying t get their attentin. “I’m ging t cnduct an experiment, and I want yu t bserve it carefully. Yu’ll need t describe what yu see afterward.” The rm grew a little quieter as curisity began t catch n. They turned their attentin t me, and I culd see a sign f interest in their eyes.
I picked up a piece f magnesium ribbn (鎂條) and held it with a hlder. When I brught it clse t the burner fire, the ribbn started t flash. The whle class watched the experiment in amazement, their eyes wide pen, fcusing n my peratin in awe. The magnesium ribbn burned away, leaving behind a sft white pwder.
注意：
(1)續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
(2)請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。
“What impressed yu mst in the experiment?” I asked.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With my encuragement, Tm pened up and shared mre.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Ticket Type
Price
Descriptin
Dugut Bx
$25
Near the frnt f the field with a clser view
Outfield Bx
$20
Frnt sectin f the utfield with an pen view
Upper Reserved
$18
Upper sectins f the stadium
4-Tp Table
$150
Fur-persn table with mre space and cmfrt

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