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2023届河南省信阳市信阳高级中学高三下学期二轮复习滚动测试8英语试题含答案
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这是一份2023届河南省信阳市信阳高级中学高三下学期二轮复习滚动测试8英语试题含答案，文件包含2023届河南省信阳市信阳高级中学高三下学期二轮复习滚动测试8英语试题原卷版docx、2023届河南省信阳市信阳高级中学高三下学期二轮复习滚动测试8英语试题解析版docx等2份试卷配套教学资源，其中试卷共40页， 欢迎下载使用。
第二部分 阅读理解(共两节，满分40分)
第一节(共15小题;每小题2分，满分30分)
阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项。
A
The Lin Dance is ne f the mst widespread flk dances in China. The lin is the king f animals. In Chinese traditin, the lin is regarded as a masct, which can bring gd luck. The dance has a recrded histry f mre than 2,000 years.
Xushui Lin Dance
Hebei is the birthplace f the Nrthern Lin Dance. The Xushui Lin Dance is mainly perfrmed during the Spring Festival and religius ceremnies f lcal temples. In the dance tw peple usually play the lin: ne waving the lin head and the ther waving the lin bdy and tail. The latter is ne imprtant feature f the Nrthern Lin Dance. The lin, with its exaggerated appearance, is mighty and valrus, and als naive and lvely. It can vividly perfrm watching, standing, walking,·running, rlling, sleeping and shaking its mane and als many ther difficult acrbatics.
Tianta Lin Dance
The Tianta Lin Dance frmed during the Sui and Tang perid in Shanxi, is surprising, adventurus, vagarius, peerless and splendid, since it is perfrmed n twering hath paces, which is really a breathtaking acrbatic scene. The prtectin and salvatin f the Tianta Lin Dance is very imprtant fr research n lcal aesthetics, flklre, music and dance histry.
Huangsha Lin Dance
The Huangsha Lin Dance riginated in the Nrthern Sng Dynasty and was ppular in the Huashayang area f Linhai City, Zhejiang Prvince. Its biggest highlight is the ingenius adptin f martial arts int the perfrmance. The Huangsha Lin Dance, valuable fr research n lcal flklre, scilgy, and aesthetics, nw needs urgent prtectin and salvatin. There are less than ten peple alive wh can perfrm the dance tday.
Guangdng Lin Dance
The Guangdng Lin Dance is a typical Suthern Lin Dance. It riginated frm the ryal lin dance during the Tang Dynasty and was later intrduced t the suth by immigrants frm the nrth. The Guangdng Lin Dance finally came int being in its present frm that adpted lcal characteristics during the Ming Dynasty. It mainly fcuses n the perfrmance f the civilian lin dance, attaching much attentin t mvements like scratching an itch, shaking the mane and licking the hair.
1. Where did the Nrthern Lin Dance riginate?
A In Guangdng.B. In Hebei.C. In Shanxi.D. In Zhejiang.
2. Which f the fllwing needs prtecting mst nw?
A. Xushui Lin Dance.B. Tianta Lin Dance.
C. Huangsha Lin Dance.D. Guangdng Lin Dance.
3. What is the purpse f the text?
A. T call n us t prtect the Lin Dance.
B. T teach us hw t enjy the Lin Dance.
C. T encurage the yung t learn the Lin Dance.
D. T intrduce us several representative types f the Lin Dance.
B
Childhd is a time f limitless pssibilities. And ld age is the time f wisdm. But fr children wh face the mnster(恶魔)f cancer, their lives are fast- frwarded int prfund wisdm. Nt nly d they have hand-t-hand struggle with the limits f life, they face it with raw truth1 and curage. Fr them, life is hard- wn yet full f unbelievable hpe, and is t be lived t the fullest.
We have much t learn frm these children.
That’s what art therapist(治疗专家), Lisa Murray, believed as she wrked t help children with cancer t release their feelings thrugh their drawings, which have turned int a bk, Angels & Mnsters.
Murray fund that in their struggle, kids wuld tell her cnstantly, “I’m just a regular kid; I just want t play, t g t schl, t g utside. . . I just happen t have cancer. ”
She was mved and inspired by their simple will t survive. The children were facing the disease head n. She saw sme pwerful images in their artwrk. “What curage it takes t d that, ” said Murray.
Murray selected 25 children aged 13 mnths t 18 years. She asked the fur- year-lds and up, “If yu culd tell the wrld what it is like t have cancer, what wuld yu say, what wuld yu draw?” Fr tw- t three-year-lds, she asked, “What d yu want t tell peple abut yurself?” And fr the yungest, she just tk their handprints. “It’s such a human expressin, ‘Here’s my mark, ‘” said Murray.
She then asked them abut their pictures and wrte dwn exactly what they said. This gave the artwrk a pwerful vice. Cupled with Murray’s phtgraphs f the children in the bk, the three frms f expressin leave bth a permanent recrd and lasting impressin with the viewer.
As a therapist, Murray desn’t give the kids the impressin that the drawing prcess is right r wrng. Whatever they draw is uncnditinally acceptable. “Children play, they draw, and that’s the natural language f children. That’s why art therapy is s wnderful, ”she said.
4. Why des Murray ask children with cancer t draw pictures?
A. T help them t gain wisdm.
B. T help them deal with cancer.
C. T turn the pictures int a bk.
D. T let peple knw mre abut them.
5. What are “the three frms f expressin” abut the children?
A. Their drawings, their vices and the bk.
B. Their drawings, their handprints and the bk.
C. Their drawings, their wrds and the phts f them.
D. Their drawings, Murray’s questins and the children’s answers.
6. What des Murray d in the prcess f the children drawing pictures?
A. She lets them draw whatever they like.
B. She teaches them hw t draw naturally.
C. She gives them advice abut what t draw.
D. She makes sure what they draw are acceptable.
7. What are children with cancer like in the eyes f Murray?
A. They are energetic and active.
B. They are wise and hardwrking.
C. They are curageus and ptimistic.
D. They are thughtful and kind-hearted.
C
Making peple laugh is nt rcket science. It is (a kind f) science, thugh.
Prfessr Peter McGraw, wh has studied the depths f human behavir t determine what is funny and what is nt, has explred cmedy all ver the wrld alng with c-writer Jel Warner. This explratin has resulted in a bk called The Humr Cde, and a reasnable scientific explanatin fr why peple laugh at certain things and nt thers.
“Humr arises when smething seems wrng, unsettling, r threatening (a kind f vilatin), but meanwhile seems kay, acceptable, r safe,” McGraw says. This idea makes up his Benign Vilatin thery, and it serves as the engine driving the bk.” A dirty jke trades n mral r scial vilatins, but it’s nly ging t get a laugh if the persn listening is liberated enugh t cńsider risqué subjects kay.” He adds, “Even tickling (挠痒), which has lng been a sticking pint fr ther humr theries fits perfectly. Tickling invlves vilating smene’s physical space in a benign way. Yu can’t tickle yurself because it isn’t a vilatin. Nr will yu laugh if a stranger tries t tickle yu, since nthing abut that is benign.”
McGraw develped his benign vilatin cncept by mdifying and expanding an earlier linguist’s thery,whse definitins didn’t seem t cver the right bases. The prfessr has been cnducting rigrus scientific testing at HuRL and in his travels with Warner ever since, and thus the cncept has held water. Unlike ther humr theries,benign vilatin ffers mre explanatins fr why sme things aren’t funny.
“A jke can fail in ne f tw ways,” he says. “It can be t benign, and therefre bring, r it can be t much f a vilatin, and therefre ffensive.”
The nly way fr peple wh want t be funny, perhaps prfessinally, t knw the difference is t apprach their humr the way McGraw and Warner have: like scientists.
“The nly way t learn is thrugh hard, repetitive, experimental wrk. Yu get up there n that stage night after night, assessing which lines wrk and which dn’t, and adjust accrdingly.” says Warner.
8. What des The Humr Cde fcus n?
A. Including all funny things in life.
B. Presenting cmedies all ver the wrld.
C. Explring the depths f human nature.
D. Explaining the scientific reasn fr humr.
9. Which f the fllwing is benign vilatin accrding t the text?
A. A dirty jke.
B. Tickling thers.
C. Tickling neself.
D. A stranger trying t tickle yu.
10. What are ther humr theries mainly abut?
A. Why glbal travels matters.
B. Hw they create cncepts.
C. Why sme things are funny.
D. Hw peple make scientific tests.
11. What shuld peple wanting t be the best cmedian d frm the research?
A. Stand n the stage every night fr trials.
B. Cllect many scientific testing materials.
C. Knw the difference between funny and nt funny.
D. Learn thrugh hard, repetitive and experimental wrk.
D
When yu’re ging thrugh a perid f anxiety r depressin, it can be difficult t make decisins, whether thse are significant life changes r everyday chices. Thse with generalized anxiety disrder r md disrders ften reprt feeling uncmfrtable with r being trubled by feelings f uncertainty, which desn’t help when yu need t make a decisin, big r small.
Nw in a new study, researchers find that peple with higher levels f anxiety and depressin are less able t adapt t fast-changing situatins. But with the right interventin (干预) there may be ways t help thse with anxiety r depressin make better decisins in the mment.
Participants were aged between 18 and 55; sme had symptms f generalized anxiety disrder r majr depressive disrder while thers had n histry f mental illness at all
In the study, after filling in measures related t anxiety, depressin, and wrry, participants tk part in a vide game. In each rund, they were asked t chse between tw shapes: picking ne shape resulted in a reward, while the ther delivered an electric shck.
The task tk place in tw blcks — ne stable, in which ne shape was assciated with a reward 75% f the time and the ther 25% f the time, and the ther unstable, in which the shape with a higher prbability f resulting in reward switched every twenty trials. In the unstable blck, therefre, the participants had t keep adjusting their respnses as the prbabilities change.
Thse participants with symptms f anxiety r depressin were slwer t adjust their respnses t the changes in prbabilities This suggests that md disrders are assciated with difficulty making decisins in changing circumstances.
Senir authr Snia Bishp argues that thse participants wh adapted quickly did s because f their emtinal resilience (适应力).” Emtinally resilient peple tend t fcus n what gave them a gd utcme, and in many real-wrld situatins that might be key t learning t make gd decisins,” she says.
Snia Bishp suggests that encuraging peple t fcus n past successes rather than failures culd be a useful behaviral interventin, making thse difficult decisins a bit less tricky.
12. Accrding t the text, which f the fllwing affects decisin-making?
A. Feeling uncmfrtable with smene.
B. Feeling unsure f what will happen.
C. Wndering wh will make a decisin.
D. Wndering hw t help make a decisin
13. What was the purpse f the unstable blck?
A. T create a fast-changing situatin.
B. T train participants t respnd t changes.
C. T make the vide game mre challenging.
D. T help thse with anxiety make decisins.
14. Why des Snia Bishp suggest fcusing n past successes?
A. T imprve decisin-making.
B. T remember the achievements.
C. T adapt quickly t a new situatin.
D. T avid making difficult decisins.
15. What advice can be given accrding t the study?
A. Try t think quickly when making decisins.
B. Dn’t expect t much when making decisins.
C. Dn’t fcus n ne single thing when making decisins.
D. Reduce yur anxiety r depressin when making decisins.
第二节(共5小题;每小题2分，满分10分)
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Hw t make yur class fun?
As a teacher, it is ften a challenge t make learning appear fun t yur students. ___16___
Incrprate yur students’ specific interests.
When yu appeal t yur students’ interests, it is easier t engage them in the lessn and get them excited abut the cncepts. ____17____ If pssible, find a way t incrprate these interests int yur lessn plans. Als, allw yur students t suggest tpics and/r bring in materials, such as bks, games, r apps that they enjy and want t share with the class.
Structure yur students’ learning time t meet their needs.
___18___As teachers, evaluate the specific needs f each child. Determine if they have truble sitting still. Examine hw they learn best-are they auditry learners, visual learners, r physical learners? Use this knwledge t structure yur lessn plans.
Prvide yur students with pprtunities t teach each ther
When children are placed in charge f their wn learning r the learning f thers, they are encuraged t learn the material as thrughly as pssible. As a teacher, prvide yur students with pprtunities t teach each ther. Have students wrk in pairs r small grups. ____19____ Assign them grup prjects, which allw them t engage ne anther and make learning mre fun.
___20___
When yur students are studying, jin in. If yu becme an active participant in their educatin, yu will mdel study habits, prblem-slving skills, and the feelings f jy ne feels when learning smething new.
A. Get invlved in yur student’s learning.
B. Creative methds f learning must engage them.
C. Here are several measures that may help yu.
D. Capture their attentin with traditinal methds f learning.
E. Encurage them t rely n each ther t slve any prblems they encunter.
F. As a teacher, take time t ask yur students abut their hbbies and interests.
G. It is irrespnsible t assume that all kids learn in the same way and at the same rate.
第三部分 语言运用(共两节，满分30分)
第一节(共20小题;每小题1.5分，满分30分)
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
Standing in the stre, I lked at the supplies seriusly. With gift cards in my hand, I saw easels (画架), brushes f all kinds and paper f all sizes.
My friends and family had asked what I wanted fr my birthday. Instead f replying ___21___ with “I’m happy with whatever yu chse”, I said ___22___, “Gift cards fr the painting stre.”
“Are yu sure?” my husband asked tentatively. “___23___,” I replied. I was beaming (笑容满面) with ___24___. “I’ve never painted befre, and I think it’s time I imprved myself. ”
If ___25___ be tld, it has been a decade since I tk any time t ___26___ my wn interests. I used t lve t read; nw my bks ___27___ dust. I used t lve t hike; nw my bts sat ___28___ in my cupbard. I missed ding all thse things. I wanted excitement and creative expressin, but mstly I wanted ___29___.
I ___30___ the mst interesting supplies: a full-sized easel, brushes, and the mst marvelus clrs. “I’m s excited,” I tld my husband. “I have a (n) ___31___ that yu’ll put these in the same ___32___ and never tuch them again,” he replied.
Fr a ___33___ secnd, I dubted my cmmitment. Then, I ___34___ myself t the checkut. Fr the first mnth, he was right. I ___35___ the supplies every day, but I culdn’t seem t find the ___36___ t start.
“Mmmy, when are yu ging t paint?” my sn asked curiusly ne day. I’d been ___37___ my easel far lnger than I realized. “N better day than tday,” I ___38___.
Within a year, I sld my first fur wrks. Within eight years, I had the curage t ___39___ my art t a gallery. My life was full f clr. Mst imprtantly, I had a new ___40___.
21. A. carefullyB. strictlyC. mdestlyD. sftly
22. A. thughtfullyB. pintedlyC. hesitantlyD. ludly
23. A. casuallyB. impatientlyC. nervuslyD. Definitely
24. A. expectatinB. astnishmentC. desperatinD. satisfactin
25. A. realityB. truthC. adviceD. case
26. A. accumulateB. pursueC. restartD. express
27. A. becameB. cllectedC. cveredD. blew
28. A. ignredB. damagedC. restredD. displayed
29. A. freedmB. happinessC. wealthD. clr
30. A. cmmentedB. assignedC. selectedD. ccupied
31. A. feelingB. ideaC. guessD. prmise
32. A. cupbardB. rmC. bxD. bag
33. A. painfulB. puzzlingC. splitD. prper
34. A. adaptedB. emplyedC. marchedD. devted
35. A. bservedB. admiredC. purchasedD. nticed
36. A. chanceB. spaceC. timeD. pprtunity
37. A. lking frB. taking verC. tracking dwnD. staring at
38. A. escapedB. gesturedC. explainedD. annunced
39. A. submitB. dnateC. applyD. transprt
40. A. dreamB. startC. purpseD. jb
第二节(共10小题;每小题1.5分，满分15分)
阅读下面短文, 在空白处填入1个适当的单词或括号内单词的正确形式。
Higher density (密度) neighbrhds can lead t benefits fr the envirnment and public health, argues Dr. Tm Lgan, ___41___University f Canterbury lecturer.
Dr. Lgan says the gvernment shuld be aiming ___42___ (achieve) the “15-minute city” gal. This invlves creating neighbrhds where residents can get t shps, restaurants, recreatin areas and services within a 15-minute walk, bike ride, ___43___ by travelling n public transprt. When mre peple can bike, walk r take public transprt t their destinatins, ___44___(pllute) frm cars is reduced and there are benefits fr peple’s physical and mental health.
Accessible cities are als safer and mre ___45___(attract) because there are mre peple arund, Dr. Lgan says. Residents are mre likely t g ut with friends when restaurants and bars are clser t where they live, ___46___(bring) ecnmic benefits fr businesses.
Hwever, Dr. Lgan says many peple are ppsed t higher density husing.
“Density, when it’s dne right, ___47___we see in parts f Eurpe, the United States and Asia, is where it can lead t safer and ___48___(healthy) residents and neighbrhds that ___49___(be) full f life. ”
“Creating that is ne f ur big ____50____(challenge). Nt everyne has t live in this way but it’s abut giving peple the ptin, s they can live smewhere where they dn’t have t drive all the time.”
第四部分 写作(共两节，满分35分)
第一节 短文改错(共10小题;每小题1分，满分10分)
51. 假定英语课上老师要求同学们交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加:在缺词处加一个漏字符号(∧)，并在其下面写上该加的词。
删除:把多余的词用斜线(＼)划掉。
修改:在错的词下划一横线，并在该词下面写上修改后的词。
注意:1.每处错误及其修改均仅限一词；
2.只允许修改10处，多者(从第11处起)不计分。
As it we all knw, d exercise is gd fr ur health. I jin in a schl sprts meeting at the beginning f this term. There were many activity that we culd d, such as running, relay race r s n. All the students and teachers tk part all kinds f sprts cmpetitins. I jined in the by’s 100-meter relay race f Senir 3 with an ther three bys frm ur class. We wn the first prize with yur effrts. I felt very happily nt nly because we wn but als because we enjy ding sprts, where helped us t be strnger and healthier.
第二节 写作(满分25分)
52. 假设你叫王平，李华是你的同窗好友，请根据下列要点，用英文给李华写一篇毕业留言。请包含以下要点：
1.心中的李华；2.简要的事例；3.美好祝福。
注意：
1.内容积极向上，语意连贯，结构完整。词数80左右。
2.不能写成诗歌形式：不能使用真实姓名和学校名称。
Dear Li Hua,
It's time t say gdbye.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Wang Ping
第二部分 阅读理解(共两节，满分40分)
第一节(共15小题;每小题2分，满分30分)
阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项。
A
The Lin Dance is ne f the mst widespread flk dances in China. The lin is the king f animals. In Chinese traditin, the lin is regarded as a masct, which can bring gd luck. The dance has a recrded histry f mre than 2,000 years.
Xushui Lin Dance
Hebei is the birthplace f the Nrthern Lin Dance. The Xushui Lin Dance is mainly perfrmed during the Spring Festival and religius ceremnies f lcal temples. In the dance tw peple usually play the lin: ne waving the lin head and the ther waving the lin bdy and tail. The latter is ne imprtant feature f the Nrthern Lin Dance. The lin, with its exaggerated appearance, is mighty and valrus, and als naive and lvely. It can vividly perfrm watching, standing, walking,·running, rlling, sleeping and shaking its mane and als many ther difficult acrbatics.
Tianta Lin Dance
The Tianta Lin Dance frmed during the Sui and Tang perid in Shanxi, is surprising, adventurus, vagarius, peerless and splendid, since it is perfrmed n twering hath paces, which is really a breathtaking acrbatic scene. The prtectin and salvatin f the Tianta Lin Dance is very imprtant fr research n lcal aesthetics, flklre, music and dance histry.
Huangsha Lin Dance
The Huangsha Lin Dance riginated in the Nrthern Sng Dynasty and was ppular in the Huashayang area f Linhai City, Zhejiang Prvince. Its biggest highlight is the ingenius adptin f martial arts int the perfrmance. The Huangsha Lin Dance, valuable fr research n lcal flklre, scilgy, and aesthetics, nw needs urgent prtectin and salvatin. There are less than ten peple alive wh can perfrm the dance tday.
Guangdng Lin Dance
The Guangdng Lin Dance is a typical Suthern Lin Dance. It riginated frm the ryal lin dance during the Tang Dynasty and was later intrduced t the suth by immigrants frm the nrth. The Guangdng Lin Dance finally came int being in its present frm that adpted lcal characteristics during the Ming Dynasty. It mainly fcuses n the perfrmance f the civilian lin dance, attaching much attentin t mvements like scratching an itch, shaking the mane and licking the hair.
1. Where did the Nrthern Lin Dance riginate?
A In Guangdng.B. In Hebei.C. In Shanxi.D. In Zhejiang.
2. Which f the fllwing needs prtecting mst nw?
A. Xushui Lin Dance.B. Tianta Lin Dance.
C. Huangsha Lin Dance.D. Guangdng Lin Dance.
3. What is the purpse f the text?
A. T call n us t prtect the Lin Dance.
B. T teach us hw t enjy the Lin Dance.
C. T encurage the yung t learn the Lin Dance.
D. T intrduce us several representative types f the Lin Dance.
B
Childhd is a time f limitless pssibilities. And ld age is the time f wisdm. But fr children wh face the mnster(恶魔)f cancer, their lives are fast- frwarded int prfund wisdm. Nt nly d they have hand-t-hand struggle with the limits f life, they face it with raw truth1 and curage. Fr them, life is hard- wn yet full f unbelievable hpe, and is t be lived t the fullest.
We have much t learn frm these children.
That’s what art therapist(治疗专家), Lisa Murray, believed as she wrked t help children with cancer t release their feelings thrugh their drawings, which have turned int a bk, Angels & Mnsters.
Murray fund that in their struggle, kids wuld tell her cnstantly, “I’m just a regular kid; I just want t play, t g t schl, t g utside. . . I just happen t have cancer. ”
She was mved and inspired by their simple will t survive. The children were facing the disease head n. She saw sme pwerful images in their artwrk. “What curage it takes t d that, ” said Murray.
Murray selected 25 children aged 13 mnths t 18 years. She asked the fur- year-lds and up, “If yu culd tell the wrld what it is like t have cancer, what wuld yu say, what wuld yu draw?” Fr tw- t three-year-lds, she asked, “What d yu want t tell peple abut yurself?” And fr the yungest, she just tk their handprints. “It’s such a human expressin, ‘Here’s my mark, ‘” said Murray.
She then asked them abut their pictures and wrte dwn exactly what they said. This gave the artwrk a pwerful vice. Cupled with Murray’s phtgraphs f the children in the bk, the three frms f expressin leave bth a permanent recrd and lasting impressin with the viewer.
As a therapist, Murray desn’t give the kids the impressin that the drawing prcess is right r wrng. Whatever they draw is uncnditinally acceptable. “Children play, they draw, and that’s the natural language f children. That’s why art therapy is s wnderful, ”she said.
4. Why des Murray ask children with cancer t draw pictures?
A. T help them t gain wisdm.
B. T help them deal with cancer.
C. T turn the pictures int a bk.
D. T let peple knw mre abut them.
5. What are “the three frms f expressin” abut the children?
A. Their drawings, their vices and the bk.
B. Their drawings, their handprints and the bk.
C. Their drawings, their wrds and the phts f them.
D. Their drawings, Murray’s questins and the children’s answers.
6. What des Murray d in the prcess f the children drawing pictures?
A. She lets them draw whatever they like.
B. She teaches them hw t draw naturally.
C. She gives them advice abut what t draw.
D. She makes sure what they draw are acceptable.
7. What are children with cancer like in the eyes f Murray?
A. They are energetic and active.
B. They are wise and hardwrking.
C. They are curageus and ptimistic.
D. They are thughtful and kind-hearted.
C
Making peple laugh is nt rcket science. It is (a kind f) science, thugh.
Prfessr Peter McGraw, wh has studied the depths f human behavir t determine what is funny and what is nt, has explred cmedy all ver the wrld alng with c-writer Jel Warner. This explratin has resulted in a bk called The Humr Cde, and a reasnable scientific explanatin fr why peple laugh at certain things and nt thers.
“Humr arises when smething seems wrng, unsettling, r threatening (a kind f vilatin), but meanwhile seems kay, acceptable, r safe,” McGraw says. This idea makes up his Benign Vilatin thery, and it serves as the engine driving the bk.” A dirty jke trades n mral r scial vilatins, but it’s nly ging t get a laugh if the persn listening is liberated enugh t cńsider risqué subjects kay.” He adds, “Even tickling (挠痒), which has lng been a sticking pint fr ther humr theries fits perfectly. Tickling invlves vilating smene’s physical space in a benign way. Yu can’t tickle yurself because it isn’t a vilatin. Nr will yu laugh if a stranger tries t tickle yu, since nthing abut that is benign.”
McGraw develped his benign vilatin cncept by mdifying and expanding an earlier linguist’s thery,whse definitins didn’t seem t cver the right bases. The prfessr has been cnducting rigrus scientific testing at HuRL and in his travels with Warner ever since, and thus the cncept has held water. Unlike ther humr theries,benign vilatin ffers mre explanatins fr why sme things aren’t funny.
“A jke can fail in ne f tw ways,” he says. “It can be t benign, and therefre bring, r it can be t much f a vilatin, and therefre ffensive.”
The nly way fr peple wh want t be funny, perhaps prfessinally, t knw the difference is t apprach their humr the way McGraw and Warner have: like scientists.
“The nly way t learn is thrugh hard, repetitive, experimental wrk. Yu get up there n that stage night after night, assessing which lines wrk and which dn’t, and adjust accrdingly.” says Warner.
8. What des The Humr Cde fcus n?
A. Including all funny things in life.
B. Presenting cmedies all ver the wrld.
C. Explring the depths f human nature.
D. Explaining the scientific reasn fr humr.
9. Which f the fllwing is benign vilatin accrding t the text?
A. A dirty jke.
B. Tickling thers.
C. Tickling neself.
D. A stranger trying t tickle yu.
10. What are ther humr theries mainly abut?
A. Why glbal travels matters.
B. Hw they create cncepts.
C. Why sme things are funny.
D. Hw peple make scientific tests.
11. What shuld peple wanting t be the best cmedian d frm the research?
A. Stand n the stage every night fr trials.
B. Cllect many scientific testing materials.
C. Knw the difference between funny and nt funny.
D. Learn thrugh hard, repetitive and experimental wrk.
D
When yu’re ging thrugh a perid f anxiety r depressin, it can be difficult t make decisins, whether thse are significant life changes r everyday chices. Thse with generalized anxiety disrder r md disrders ften reprt feeling uncmfrtable with r being trubled by feelings f uncertainty, which desn’t help when yu need t make a decisin, big r small.
Nw in a new study, researchers find that peple with higher levels f anxiety and depressin are less able t adapt t fast-changing situatins. But with the right interventin (干预) there may be ways t help thse with anxiety r depressin make better decisins in the mment.
Participants were aged between 18 and 55; sme had symptms f generalized anxiety disrder r majr depressive disrder while thers had n histry f mental illness at all
In the study, after filling in measures related t anxiety, depressin, and wrry, participants tk part in a vide game. In each rund, they were asked t chse between tw shapes: picking ne shape resulted in a reward, while the ther delivered an electric shck.
The task tk place in tw blcks — ne stable, in which ne shape was assciated with a reward 75% f the time and the ther 25% f the time, and the ther unstable, in which the shape with a higher prbability f resulting in reward switched every twenty trials. In the unstable blck, therefre, the participants had t keep adjusting their respnses as the prbabilities change.
Thse participants with symptms f anxiety r depressin were slwer t adjust their respnses t the changes in prbabilities This suggests that md disrders are assciated with difficulty making decisins in changing circumstances.
Senir authr Snia Bishp argues that thse participants wh adapted quickly did s because f their emtinal resilience (适应力).” Emtinally resilient peple tend t fcus n what gave them a gd utcme, and in many real-wrld situatins that might be key t learning t make gd decisins,” she says.
Snia Bishp suggests that encuraging peple t fcus n past successes rather than failures culd be a useful behaviral interventin, making thse difficult decisins a bit less tricky.
12. Accrding t the text, which f the fllwing affects decisin-making?
A. Feeling uncmfrtable with smene.
B. Feeling unsure f what will happen.
C. Wndering wh will make a decisin.
D. Wndering hw t help make a decisin
13. What was the purpse f the unstable blck?
A. T create a fast-changing situatin.
B. T train participants t respnd t changes.
C. T make the vide game mre challenging.
D. T help thse with anxiety make decisins.
14. Why des Snia Bishp suggest fcusing n past successes?
A. T imprve decisin-making.
B. T remember the achievements.
C. T adapt quickly t a new situatin.
D. T avid making difficult decisins.
15. What advice can be given accrding t the study?
A. Try t think quickly when making decisins.
B. Dn’t expect t much when making decisins.
C. Dn’t fcus n ne single thing when making decisins.
D. Reduce yur anxiety r depressin when making decisins.
第二节(共5小题;每小题2分，满分10分)
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Hw t make yur class fun?
As a teacher, it is ften a challenge t make learning appear fun t yur students. ___16___
Incrprate yur students’ specific interests.
When yu appeal t yur students’ interests, it is easier t engage them in the lessn and get them excited abut the cncepts. ____17____ If pssible, find a way t incrprate these interests int yur lessn plans. Als, allw yur students t suggest tpics and/r bring in materials, such as bks, games, r apps that they enjy and want t share with the class.
Structure yur students’ learning time t meet their needs.
___18___As teachers, evaluate the specific needs f each child. Determine if they have truble sitting still. Examine hw they learn best-are they auditry learners, visual learners, r physical learners? Use this knwledge t structure yur lessn plans.
Prvide yur students with pprtunities t teach each ther
When children are placed in charge f their wn learning r the learning f thers, they are encuraged t learn the material as thrughly as pssible. As a teacher, prvide yur students with pprtunities t teach each ther. Have students wrk in pairs r small grups. ____19____ Assign them grup prjects, which allw them t engage ne anther and make learning mre fun.
___20___
When yur students are studying, jin in. If yu becme an active participant in their educatin, yu will mdel study habits, prblem-slving skills, and the feelings f jy ne feels when learning smething new.
A. Get invlved in yur student’s learning.
B. Creative methds f learning must engage them.
C. Here are several measures that may help yu.
D. Capture their attentin with traditinal methds f learning.
E. Encurage them t rely n each ther t slve any prblems they encunter.
F. As a teacher, take time t ask yur students abut their hbbies and interests.
G. It is irrespnsible t assume that all kids learn in the same way and at the same rate.
第三部分 语言运用(共两节，满分30分)
第一节(共20小题;每小题1.5分，满分30分)
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
Standing in the stre, I lked at the supplies seriusly. With gift cards in my hand, I saw easels (画架), brushes f all kinds and paper f all sizes.
My friends and family had asked what I wanted fr my birthday. Instead f replying ___21___ with “I’m happy with whatever yu chse”, I said ___22___, “Gift cards fr the painting stre.”
“Are yu sure?” my husband asked tentatively. “___23___,” I replied. I was beaming (笑容满面) with ___24___. “I’ve never painted befre, and I think it’s time I imprved myself. ”
If ___25___ be tld, it has been a decade since I tk any time t ___26___ my wn interests. I used t lve t read; nw my bks ___27___ dust. I used t lve t hike; nw my bts sat ___28___ in my cupbard. I missed ding all thse things. I wanted excitement and creative expressin, but mstly I wanted ___29___.
I ___30___ the mst interesting supplies: a full-sized easel, brushes, and the mst marvelus clrs. “I’m s excited,” I tld my husband. “I have a (n) ___31___ that yu’ll put these in the same ___32___ and never tuch them again,” he replied.
Fr a ___33___ secnd, I dubted my cmmitment. Then, I ___34___ myself t the checkut. Fr the first mnth, he was right. I ___35___ the supplies every day, but I culdn’t seem t find the ___36___ t start.
“Mmmy, when are yu ging t paint?” my sn asked curiusly ne day. I’d been ___37___ my easel far lnger than I realized. “N better day than tday,” I ___38___.
Within a year, I sld my first fur wrks. Within eight years, I had the curage t ___39___ my art t a gallery. My life was full f clr. Mst imprtantly, I had a new ___40___.
21. A. carefullyB. strictlyC. mdestlyD. sftly
22. A. thughtfullyB. pintedlyC. hesitantlyD. ludly
23. A. casuallyB. impatientlyC. nervuslyD. Definitely
24. A. expectatinB. astnishmentC. desperatinD. satisfactin
25. A. realityB. truthC. adviceD. case
26. A. accumulateB. pursueC. restartD. express
27. A. becameB. cllectedC. cveredD. blew
28. A. ignredB. damagedC. restredD. displayed
29. A. freedmB. happinessC. wealthD. clr
30. A. cmmentedB. assignedC. selectedD. ccupied
31. A. feelingB. ideaC. guessD. prmise
32. A. cupbardB. rmC. bxD. bag
33. A. painfulB. puzzlingC. splitD. prper
34. A. adaptedB. emplyedC. marchedD. devted
35. A. bservedB. admiredC. purchasedD. nticed
36. A. chanceB. spaceC. timeD. pprtunity
37. A. lking frB. taking verC. tracking dwnD. staring at
38. A. escapedB. gesturedC. explainedD. annunced
39. A. submitB. dnateC. applyD. transprt
40. A. dreamB. startC. purpseD. jb
第二节(共10小题;每小题1.5分，满分15分)
阅读下面短文, 在空白处填入1个适当的单词或括号内单词的正确形式。
Higher density (密度) neighbrhds can lead t benefits fr the envirnment and public health, argues Dr. Tm Lgan, ___41___University f Canterbury lecturer.
Dr. Lgan says the gvernment shuld be aiming ___42___ (achieve) the “15-minute city” gal. This invlves creating neighbrhds where residents can get t shps, restaurants, recreatin areas and services within a 15-minute walk, bike ride, ___43___ by travelling n public transprt. When mre peple can bike, walk r take public transprt t their destinatins, ___44___(pllute) frm cars is reduced and there are benefits fr peple’s physical and mental health.
Accessible cities are als safer and mre ___45___(attract) because there are mre peple arund, Dr. Lgan says. Residents are mre likely t g ut with friends when restaurants and bars are clser t where they live, ___46___(bring) ecnmic benefits fr businesses.
Hwever, Dr. Lgan says many peple are ppsed t higher density husing.
“Density, when it’s dne right, ___47___we see in parts f Eurpe, the United States and Asia, is where it can lead t safer and ___48___(healthy) residents and neighbrhds that ___49___(be) full f life. ”
“Creating that is ne f ur big ____50____(challenge). Nt everyne has t live in this way but it’s abut giving peple the ptin, s they can live smewhere where they dn’t have t drive all the time.”
第四部分 写作(共两节，满分35分)
第一节 短文改错(共10小题;每小题1分，满分10分)
51. 假定英语课上老师要求同学们交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加:在缺词处加一个漏字符号(∧)，并在其下面写上该加的词。
删除:把多余的词用斜线(＼)划掉。
修改:在错的词下划一横线，并在该词下面写上修改后的词。
注意:1.每处错误及其修改均仅限一词；
2.只允许修改10处，多者(从第11处起)不计分。
As it we all knw, d exercise is gd fr ur health. I jin in a schl sprts meeting at the beginning f this term. There were many activity that we culd d, such as running, relay race r s n. All the students and teachers tk part all kinds f sprts cmpetitins. I jined in the by’s 100-meter relay race f Senir 3 with an ther three bys frm ur class. We wn the first prize with yur effrts. I felt very happily nt nly because we wn but als because we enjy ding sprts, where helped us t be strnger and healthier.
第二节 写作(满分25分)
52. 假设你叫王平，李华是你的同窗好友，请根据下列要点，用英文给李华写一篇毕业留言。请包含以下要点：
1.心中的李华；2.简要的事例；3.美好祝福。
注意：
1.内容积极向上，语意连贯，结构完整。词数80左右。
2.不能写成诗歌形式：不能使用真实姓名和学校名称。
Dear Li Hua,
It's time t say gdbye.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Wang Ping
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