广东省广州第二中学2023-2024学年高二下学期期末考试英语试题

这是一份广东省广州第二中学2023-2024学年高二下学期期末考试英语试题，共12页。试卷主要包含了阅读理解，阅读七选五，完形填空，语法填空，书面表达等内容，欢迎下载使用。
姓名：___________班级：___________考号：___________
第I卷（选择题）
一、阅读理解：本大题共15小题，共37.5分。
A
Apply fr the 2024—2025 Schl Year
We are delighted that yu are cntemplating Marist Schl as the next significant phase in yur child's educatinal jurney. Marist ffers tw principal junctures fr student enrllment, specifically fr thse entering the 7th and 9th grades, with ur usual intake being 150 and 50 students, respectively.
Fr the management f the entire admissins prcedure, Marist Schl emplys Ravenna, an applicatin stewardship sftware. Utilizing Ravenna, parents are able t access the Marist applicatin frm, dispatch accmpanying dcuments, mnitr the prgressin f the applicatin, and peruse the admissins verdicts. The applicatin fr the academic year spanning 2024 t 2025 will be accessible by late September, with a final submissin deadline set fr January 18, 2024.
It is imperative t nte that Marist maintains the necessity f the Secndary Schl Admissin Test (SSAT) as a cmpnent f the applicatin prcess. On the Sabbath f January 6, 2024, Marist will act as a cmmunal examinatin venue fr the SSAT. This date represents the terminal natinal testing ccasin preceding ur applicatin deadline, by which a preliminary set f SSAT scres must be tendered.
Imprtant Dates
1.What's the text?
A. A brchure f admissin.B. A schl calender.
C. A schedule f lectures.D. A timetable f student.
2.When is it unable t apply fr Marist Schl?
A. Late Octber, 2023.B. December, 2023.
C. At Christmas f 2023.D. Late January, 2024.
3.Which is the right way t submit the applicatin?
A. In persn.B. By pst.
C. Online.D. On recmmendatin.
B
Similar t yu and yur canine cmpanin, plants are sentient beings: they cnsume nutrients, absrb water, and expand in size. Cntrary t yu and yur pet, they lack the ability t flee, engage in physical cmbat, r seek refuge when cnfrnted with danger. Nevertheless, plants are nt withut their wn methds f self-defense.
What need wuld a plant have t defend itself? T evade cnsumptin? Abslutely! Plants have devised an array f mechanisms fr self-preservatin. A plant might pt t grw in a secluded r inaccessible lcale. Cnsider the vegetatin that clings t precipitus, rcky escarpments. Alternatively, a plant culd evlve t make nly certain parts f its structure enticing t famished pests and fauna. Fr example, if a plant generates delectable fliage, herbivrus creatures might be inclined t cnsume the leaves rather than the seeds, which are essential fr the plant's prpagatin.
Sme plants incrprate sharp r slick features that deter insects and ther creatures frm appraching t clsely, such as the prickles n a rse bush.
Hwever, the mst captivating methd f defense emplyed by plants is thrugh the use f chemical cmpunds. Plants extract minerals frm the sil and synthesize them int functinal chemicals. Fr instance, plants generate chlrphyll, a substance that aids in the transfrmatin f sunlight and water int the sugars that plants cnsume fr sustenance.
In additin t this, plants als bisynthesize chemicals fr their defense. A certain species f tbacc plant emits a chemical int the atmsphere whenever it is being nibbled n by diminutive insects. This chemical serves as a signal t larger bugs, effectively annuncing, "A feast awaits!" The larger insects then arrive t cnsume the smaller nes, thereby safeguarding the plant. Mst plants, hwever, utilize chemicals in a mre frthright manner against their adversaries. In essence, plants manufacture txins.
4.What wuld be the best title fr the passage?
A. Plant infrmatin.B. Plant enemies.
C. Plant pisns.D. Plant prtectin.
5.Hw many ways d plants use t prtect themselves accrding t the passage?
A. Tw.B. Three.C. Fur.D. Six.
6.What d we knw frm the passage?
A. Sme plants hide under the cvers when faced with threat.
B. A plant grws in a hard-t-get-t place t draw peple's attentin.
C. Sme plants prduce tasty leaves t prtect their seeds.
D. Plants prduce chemicals t meet the needs f big bugs.
7.What may be talked abut fllwing the last paragraph?
A. Different effects that different plant pisns cause n plant eaters.
B. Different kinds f plants in the wrld.
C. Why plants make pisn.
D. Hw t prtect plants.
C
The cncept f intellect is a multifaceted and cmplex ne; t grasp its essence, ne must cnsider the intricate nature f cgnitin rather than merely the physical dimensins f the cerebral rgan. Shuld we assume that the magnitude f the brain is the sle determinant f intelligence, then the sperm whale, with its cerebral mass weighing apprximately 20 punds, wuld arguably be deemed the mst intellectually endwed species n ur planet. Hwever, it is mre plausible t assert that the structural cnnectivity and the neural pathways within the brain are the true indicatrs f intellectual prwess. When assessed frm this perspective, intelligence can be perceived as the attribute that equips a living entity with the mst advantageus set f capabilities t thrive and persist within its eclgical setting. Furthermre, the faculty f language, which encmpasses the ability t cmmunicate cmplex ideas and emtins, may very well serve as an exemplary manifestatin f such intellectual acuity. "Language allwing humans t be a mre advanced species is a hypthesis that smebdy came up with ne day withut really trying t prve it," says Erich Jarvis, a prfessr wh studies the neur-bilgy f vcal learning. "The idea stuck arund, but s have ther cmmn beliefs that are nt really supprted with evidence," he pints ut.
In an endeavr t deepen their understanding f the intricacies f vcal acquisitin and cgnitive prcesses, the researchers delved int the realm f avian vcalizatin, specifically fcusing n the meldius sngbirds. A cmprehensive set f seven cgnitive experiments were cnducted n a sample f 214 sngbirds, representing a diverse array f 23 distinct species. Amng these, the majrity, encmpassing 21 species, were captured frm their natural habitats, while the remaining tw species were f dmesticated rigin.
The behaviral assessments aimed t scrutinize the birds' capacity fr prblem-slving, exemplified by their ability t devise strategies t vercme bstacles in rder t attain a fd reward. Additinally, the study prbed int tw ther cgnitive faculties frequently crrelated with intelligence: assciative learning, which invlves the acquisitin f knwledge thrugh the cnnectin f stimuli, and reversal learning, a prcess where an animal mdifies its behavir in respnse t changes in reward cntingencies.
Subsequently, the researchers investigated the ptential influence f vcal learning n the develpment f these three cgnitive skills, juxtapsing the capabilities f the 21 bird species that are adept at vcal learning against the tw species that lack this ability.
Jarvis's recent study has yielded sme f the initial insights suggesting a crrelatin between vcal learning—a fundamental element fr the develpment f spken language—and prblem-slving capabilities. It was bserved that species f birds that are capable f vcal learning exhibited a prpensity fr creativity, as evidenced by their innvative appraches t acquiring seeds r extracting a wrm trapped beneath a cup by emplying tactics such as remving the bstructin r manipulating the envirnment.
Accrding t Jarvis, all three f these cmpetencies—prblem-slving, assciative learning, and reversal learning—are generally regarded as integral cmpnents f intelligence.
Hwever, an unreslved query persists regarding the underlying reasns fr the rbust cnnectin between prblem-slving prficiencies and vcal learning. Michael Gldstein, a psychlgy prfessr at Crnell University wh is engaged in the study f vcal learning in bth sngbirds and humans, albeit nt a participant in the afrementined research, psits that the neural regins respnsible fr vcal learning d nt cincide with thse that are activated during the prcess f trubleshting.
8.Which can prbably define intelligence accrding t Paragraph 1?
A. Language.B. Brain size.C. Brain structure.D. Envirnment.
9.What des the underlined wrd in Paragraph 2 mean?
A. Guarantee.B. Assumptin.C. Categry.D. Distributin.
10.What are Paragraphs 3&4 mainly abut?
A. Habits f sngbirds.
B. Methds f dmesticating sngbirds.
C. Outline f the study.
D. Three phases f displaying intelligence.
11.What may the text talk abut next?
A. The mechanism that bridges all the brain regins.
B. The functins f the brain areas that can trublesht issues.
C. The reasns why sngbirds' intelligence can nt develp further.
D. The reasns why vcal learning influence prblem-slving abilities.
D
A maternal caprine creature pssesses the remarkable ability t discern her ffspring's vcalizatins by the tender age f merely five days pst-birth. Investigatrs frm the University f Lndn cnducted an experiment where they expsed adult female gats t the vcalizatins f their prgeny, subsequently analyzing their reactins. The findings were astnishing; the gats were capable f identifying the unique vices f their wn yung.
Dr. Eldie Briefer, the principal investigatr, elucidated t BBC News, "In the natural envirnment, mthers and their ffspring predminantly rely n lfactry cues fr mutual recgnitin. During the initial week f life, these creatures typically cnceal themselves within the verdant grasses, emitting minimal vcalizatins. This tactic is emplyed t evade ptential predatrs." She further elabrated, "The maternal figure emits calls t summn her ffspring when she desires them t partake in nurishment, hence we anticipated that the yung wuld be adept at recgnizing the maternal vice." Interestingly, this phenmenn was als bserved in deer, which similarly emply this cncealment strategy, despite nt being taxnmically related t gats.
Dr. Briefer and her research team dcumented the vcal calls f the juvenile gats and subsequently played these recrdings t the female gats, meticulusly nting their respnses. She nted, "Even when the vcalizatins riginated frm ffspring as yung as five t six days, we bserved the mthers exhibiting a heightened respnsiveness t the vices f their prgeny." Upn detecting the vcalizatins f their wn ffspring, the female gats wuld direct their gaze twards the surce f the sund, engaging in mvement and vcalizing in reply.
The scientific cmmunity emphasizes the significance f cmprehending the behaviral patterns and cmmunicative methds f gats. Dr. Briefer remarked, "Gaining insight int these aspects aids in appreciating the intellectual capabilities f these creatures." She suggested, "Agriculturalists might cnsider revising their gat-rearing practices in light f this innate behavir."
12.What des the underlined wrd "bleats" means?
A. Habits.B. Vices.C. Respnses.D. Vides.
13.During the first few days f the baby deer, the mther and the kid mainly depend n _______ t recgnize each ther when they are hiding in grass.
A. viceB. tuchC. videsD. smell
14.In the experiment, what des a mther gat d when hearing her kids' vice?
A. Making vice in respnse.B. Jumping ver and ver.
C. Hiding herself smewhere.D. Behaving just as usual.
15.The passage is mainly written fr _______ t read.
A. teachersB. writersC. farmersD. lawyers
二、阅读七选五：本大题共5小题，共12.5分。
In 2017, the BBC dcumentary Spy in the Wild(《荒野间谍》) gave us a chance t lk much mre clsely int the wrld f animals thrugh the eyes f "animal spies". (16) They "live" tgether with animals in rder t recrd their lives.
Returning fr its secnd seasn, Spy in the Wild fllws the traditin f the first seasn while intrducing new cameras and rbts. (17) Fr example, a spy turtle can lay rbt eggs, a spy squirrel can gather rbt nuts, and mnkeys can play with a spy snwball.
In the new seasn, mre than 50 spy rbts are sent t study animals in all kinds f envirnments, frm under the Pacific Ocean t the Arctic. (18) They study the emtinal cnnectins that are shared between animals firsthand. Fr example, a spy penguin was accepted as part f a grup in Suth Gergia Island. (19) "Quite accidentally, ur spy creature is at the center f smething special, capturing(捕捉到) emtins that have seldm been watched," series narratr(旁白) David Tennant tld CNET.
(20) "The whle pint is trying t get clser than we ever have befre t capture thse elusive(难以得到的) mments when they start t shw the kind f emtins we have," directr Jhn Dwner tld PBS.
A. It wn lts f praise frm the audience.
B. But these spies dn't just recrd everyday gings-n.
C. It uncvers hw different we are cmpared t ur animal cusins.
D. With the help f these rbts, these "animal spies" can d many things.
E. These spies are actually rbts with cameras that lk like real animals.
F. The dcumentary aims t recrd animal behavir that we wuld rarely see.
G. It watched n as penguin parents tried hard t make it hme t feed their chicks.
三、完形填空：本大题共15小题，共15分。
My family lived abut a mile frm the Bertram Wds Library. Thrughut my childhd, my mther drve me there several times a week.
Our visits were never (21) enugh fr me. I lved wandering arund the shelves, (22) the spines (书脊) f the bks until smething happened t (23) my eye.
I might have spent the rest f my life (24) libraries the way I viewed, say, the amusement park I went t as a kid. But then the (25) feeling came back int my life unexpectedly.
One day after we mved t Ls Angeles in 2011, my sn wanted t interview a (26) fr his schl assignment. S we went t the clsest library.
As we drve ver t meet the librarian, I experienced a(n) (27) f this similar jurney in my past—anther parent and child n their way t the library. The (28) didn't lk anything like the Bertram Wds, but when we (29) inside, a shck f recgnitin (30) me. Decades had passed, but I really felt as if I had (31) t that time and place, walking int the library with my mther. (32) had changed. There was the same sft sund f pencil n paper, and the (33) f peple at the tables in the center f the rm. The wden checkut cunters, the librarians' desks, the bulletin bard, were all the same.
It wasn't that time (34) in the library. It was as if it had been captured here, r cllected. A library, fr me, is a gathering pl f (35) and f the peple wh cme t find them.
21A. lngB. easyC. bringD. interesting
22A. staringB. readingC. watchingD. scanning
23A. fillB. catchC. penD. blck
24A. wandering arundB. thinking abutC. talking abutD. lking fr
25A. familiarB. excitingC. funnyD. warm
26A. prfessrB. teacherC. bksellerD. librarian
27A. memryB. adventureC. hardshipD. excitement
28A. schlB. buildingC. desksD. bks
29A. lkedB. drveC. steppedD. read
30A. stuckB. disappintedC. defeatedD. struck
31A. fallenB. returnedC. gneD. devted
32A. EverybdyB. EverythingC. NbdyD. Nthing
33A. talkingB. laughingC. whisperingD. chatting
34A. travelledB. flewC. stppedD. changed
35A. bksB. cntentsC. striesD. achievements
第II卷（非选择题）
四、语法填空：本大题共1小题，共15分。
Davidsn Black was a (36) (Canada) dctr wh rganized the excavatin that led t the discvery f the bnes in the Zhukudian (37) (cave) near Beijing. He was a specialist in the study f bnes (38) it was his ambitin t find and identify bnes f early humans. His university was ware (39) the significance f his wrk. At first they gave him ample time t d his research, but (40) (late) they realized he was prepared t pursue it regardless f his students'needs and his (41) (teach) career, s they frbade him (42) (travel) there any mre. It was his assistant, Pei Wenzhng, (43) made the discvery f these primitive bnes and (44) (sharpen) tls. Davidsn Black that his success was almst (45) (entire) due t his assistant's systematic hard wrk.
五、书面表达：本大题共2小题，共40分。
46. 假定你是李华，新华中学学生会主席。你校计划举办一场关于科技创新的专题讲座，请你写信邀请李教授来校给同学们作此次讲座。
具体内容如下：
活动目的：激发同学们对科技创新的兴趣，增强他们对科技改变未来的信心。
讲座主题：科技创新如何塑造我们的未来。
讲座时间：2024年9月15日上午9点至11点。
讲座地点：学校礼堂。
注意：
(1)词数 100 左右；
(2)可以适当增加细节，以使内容充实，行文连贯；
(3)开头和结尾已给出，不计入总词数。
Dear Mr. Zhang,
...
Yurs sincerely,
Li Hua
47.阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
In the tapestry f my educatinal jurney, I have been graced with the presence f numerus exemplary educatrs. Yet, ne figure emerges with unparalleled prminence—Karl Chip. My encunter with him cmmenced during the twilight f my high schl years as I pndered the halls f academia that awaited me. Chip was the unslicited envy fr Wellesley Cllege, a beacn fr aspiring schlars and athletes alike.
Under Chip's mentrship, there existed a diverse array f yung individuals, each categrized int distinct archetypes. The "academic star type," thse paragns f schlastic achievement seeking nly a mdest nudge in the right directin. The "internatinal transplant type," yung suls wh traversed vast distances t immerse themselves in the New England eths, yearning fr a cmpass t navigate their new surrundings. The "geniuses f ecnmics type," t whm Chip was a guarantr f cmmendatins and a cnduit t prestigius pprtunities. And then, there were the "scratch and dent kids," thse carrying with them the invisible scars f life's challenges, brimming with latent ptential yet grappling with the art f decisin-making. If yu bre the dual mantle f an athlete and a "scratch and dent kid," falling under Chip's influence was an inescapable destiny.
I cunt myself amng the ranks f Chip's prteges, classified as ne f the "scratch and dent kids." Yet, irrespective f the mld we fit, each f us was shwered with an equal measure f sagacity, affectin, slace, and cnsideratin. My narrative is but a single thread in the rich tapestry f Chip's impact n his multitude f students.
When I first set ft in Wellesley Cllege a quarter f a century ag, I was an unseasned athlete, my self-assurance as fragile as a fledgling's first flight. As my tenure at the institutin drew t a clse, I std tall, my cnfidence restred—undubtedly, a transfrmatin that made me a mre well-runded individual. Much f this metamrphsis I attribute t Chip and his unwavering dedicatin t my grwth and that f my fellw students.
The genesis f this transfrmatin? Athletics played a pivtal rle. The lre surrunding Chip's basketball team f the 1990s is ne f remarkable resurgence. A team that, during the 1989-1990 seasn, was marred by the sting f defeat, claiming victry nly twice amidst a sea f twenty lsses. Yet, in the span f tw years, and largely due t Chip's unyielding encuragement and belief in ur capabilities, we ascended t claim a champinship f nte, ur ledger fr that year a stark cntrast t ur previus struggles, basting twenty-fur triumphs and a mere tw setbacks.
注意：
（ 1）续写词数应为 150 左右；
（ 2）请按如下格式在答题卡的相应位置作答。
The ther part was academics.
Chip passed away after a lng illness last year.
第一部分：阅读理解
文章A：招生简章
文体：信息通知
主题：Marist Schl 2024-2025学年招生信息
主要内容：介绍了Marist Schl的招生流程、重要日期、申请要求等。
答案：A. A brchure f admissin.
解析：第一段提到了Marist Schl的招生信息，包括招生年级、招生人数、申请流程等，符合招生简章的定义。原文中"We are delighted that yu are cntemplating Marist Schl as the next significant phase in yur child's educatinal jurney."表明这是一份招生简章。
答案：D. Late January, 2024.
解析：根据文中"January 18, 2024"这一截止日期，可以推断出2024年1月下旬无法申请。原文中"The applicatin fr the academic year spanning 2024 t 2025 will be accessible by late September, with a final submissin deadline set fr January 18, 2024."说明了申请的最后期限。
答案：C. Online.
解析：文中提到使用Ravenna软件进行在线申请，"Utilizing Ravenna, parents are able t access the Marist applicatin frm, dispatch accmpanying dcuments, mnitr the prgressin f the applicatin, and peruse the admissins verdicts."表明申请是通过在线方式提交的。
文章B：植物的自我保护
文体：说明文
主题：植物如何进行自我保护
主要内容：介绍了植物的自我保护机制，包括生长环境、化学防御等。
答案：D. Plant prtectin.
解析：整篇文章都在讨论植物的自我保护机制，"plants are nt withut their wn methds f self-defense"表明了主题是植物的保护机制。
答案：B. Three.
解析：文中提到了三种保护方式：生长在难以到达的地方、产生吸引特定害虫的部分、使用化学物质。原文中"A plant might pt t grw in a secluded r inaccessible lcale"、"a plant culd evlve t make nly certain parts f its structure enticing"、"plants als bisynthesize chemicals fr their defense"说明了这三种方式。
答案：C. Sme plants prduce tasty leaves t prtect their seeds.
解析：文中提到植物可能进化出美味的叶子以吸引食草动物，从而保护种子，"if a plant generates delectable fliage, herbivrus creatures might be inclined t cnsume the leaves rather than the seeds"说明了这一点。
答案：A. Different effects that different plant pisns cause n plant eaters.
解析：最后一段主要讨论了植物如何使用化学物质进行防御，"plants manufacture txins"，暗示了下文可能会讨论这些毒素对食草动物的不同影响。
文章C：智力的概念
文体：议论文
主题：智力的定义及其与大脑结构和语言能力的关系
主要内容：探讨了智力的定义，并通过研究鸟类的叫声和认知能力来探讨智力的表现。
答案：C. Brain structure.
解析：第一段提到智力的真正指标是大脑的结构连接和神经通路，"the structural cnnectivity and the neural pathways within the brain are the true indicatrs f intellectual prwess"表明了智力与大脑结构的关系。
答案：B. Assumptin.
解析：第二段中的"The idea stuck arund, but s have ther cmmn beliefs that are nt really supprted with evidence"表明这是一个未经证实的假设。
答案：C. Outline f the study.
解析：第三和第四段主要介绍了研究的背景、方法和初步发现，"the researchers delved int the realm f avian vcalizatin"和"The behaviral assessments aimed t scrutinize the birds' capacity fr prblem-slving"等句说明了研究的大纲。
答案：D. The reasns why vcal learning influence prblem-slving abilities.
解析：最后一段提出了一个未解决的问题，即声乐学习与解决问题能力之间的联系，"an unreslved query persists regarding the underlying reasns fr the rbust cnnectin between prblem-slving prficiencies and vcal learning"表明了下文可能会讨论这一点。
文章D：山羊的母性识别能力
文体：科学报道
主题：山羊母亲如何识别自己孩子的叫声
主要内容：描述了一项关于山羊母亲识别幼崽叫声的实验和发现。
答案：B. Vices.
解析："bleats"在文中指的是山羊的叫声，"The maternal figure emits calls t summn her ffspring"表明这是母亲用来召唤幼崽的声音。
答案：D. smell.
解析：文中提到在最初的几天里，山羊母亲和幼崽主要依靠嗅觉线索来相互识别，"mthers and their ffspring predminantly rely n lfactry cues fr mutual recgnitin"说明了这一点。
答案：A. Making vice in respnse.
解析：文中描述了当山羊母亲听到幼崽的声音时，会发出声音回应，"the female gats wuld direct their gaze twards the surce f the sund, engaging in mvement and vcalizing in reply"说明了这一点。
答案：C. farmers.
解析：最后一段提到了这项研究对农业实践的潜在影响，"Agriculturalists might cnsider revising their gat-rearing practices in light f this innate behavir"表明这篇文章主要是为农民阅读的。
第二部分：阅读七选五
文体：说明文
主题：《荒野间谍》纪录片介绍
主要内容：介绍了BBC纪录片《荒野间谍》如何通过机器人间谍记录动物的生活。
答案：E. These spies are actually rbts with cameras that lk like real animals.
解析：根据后文的描述，这些"间谍"实际上是带有摄像头的机器人，它们看起来像真正的动物。原文中"they 'live' tgether with animals in rder t recrd their lives"说明了这一点。
答案：D. With the help f these rbts, these "animal spies" can d many things.
解析：前文提到了新一季中引入了新的摄像头和机器人，后文举例说明了这些机器人能够做的事情。原文中"a spy turtle can lay rbt eggs, a spy squirrel can gather rbt nuts, and mnkeys can play with a spy snwball"支持这一答案。
答案：F. The dcumentary aims t recrd animal behavir that we wuld rarely see.
解析：根据后文提到的"they study the emtinal cnnectins that are shared between animals firsthand"，可以推断纪录片的目的是记录我们很少能看到的动物行为。
答案：G. It watched n as penguin parents tried hard t make it hme t feed their chicks.
解析：这句话是对前文提到的"a spy penguin was accepted as part f a grup in Suth Gergia Island"的进一步说明，展示了纪录片捕捉到的特定情感场景。
答案：A. It wn lts f praise frm the audience.
解析：这句话是对整个纪录片的总结性评价，符合作为结尾的位置。原文中"Quite accidentally, ur spy creature is at the center f smething special, capturing emtins that have seldm been watched"表明了这一点。
第三部分：完形填空
文体：记叙文
主题：作者对图书馆的深厚情感
主要内容：作者回忆了自己童年时对图书馆的喜爱，以及成年后与儿子一起重访图书馆时的情感体验。
答案：D. interesting
解析：根据后文"I lved wandering arund the shelves"可知，作者对图书馆的访问是充满乐趣的。原文中"I lved wandering arund the shelves"表明作者对图书馆的访问是有趣的。
答案：D. scanning
解析："scanning the spines"意为扫视书架上的书脊，符合上下文描述的作者在图书馆中的行为。原文中"I lved wandering arund the shelves, scanning the spines (书脊) f the bks"说明了这一点。
答案：B. catch
解析："catch my eye"意为吸引我的注意，符合作者在寻找书籍时的情景。原文中"until smething happened t catch my eye"表明了这一点。
答案：A. wandering arund
解析：与前文"I lved wandering arund the shelves"相呼应，表明作者喜欢在图书馆中漫步。原文中"But then the familiar feeling came back int my life unexpectedly"和"I lved wandering arund the shelves"支持这一答案。
答案：A. familiar
解析："a shck f recgnitin struck me"表明作者感到了一种熟悉的感觉，与"familiar"相符。原文中"a shck f recgnitin struck me"说明了这一点。
答案：D. librarian
解析：根据后文"my sn wanted t interview a librarian fr his schl assignment"可知，儿子想要采访的是图书管理员。原文中"my sn wanted t interview a librarian fr his schl assignment"支持这一答案。
答案：A. memry
解析："a memry f this similar jurney in my past"表明作者在去图书馆的路上回忆起了过去。原文中"I experienced a memry f this similar jurney in my past"支持这一答案。
答案：B. building
解析："The building didn't lk anything like the Bertram Wds"说明作者比较的是图书馆的建筑。原文中"The building didn't lk anything like the Bertram Wds"支持这一答案。
答案：C. stepped
解析："when we stepped inside"表明作者和儿子走进了图书馆。原文中"when we stepped inside"说明了这一点。
答案：D. struck
解析："a shck f recgnitin struck me"中的"struck"表示一种突然的感觉或认识。原文中"a shck f recgnitin struck me"支持这一答案。
答案：B. returned
解析："as if I had returned t that time and place"表明作者感觉仿佛回到了过去。原文中"I really felt as if I had returned t that time and place"支持这一答案。
答案：D. Nthing
解析："It wasn't that time had changed in the library"表明图书馆里的时间仿佛没有变化。原文中"It wasn't that time had changed in the library"支持这一答案。
答案：C. whispering
解析：图书馆内人们小声交谈的声音，"the whispering f peple at the tables"。原文中"there was the same sft sund f pencil n paper, and the whispering f peple at the tables"支持这一答案。
答案：D. changed
解析：与前文"It wasn't that time had changed in the library"相呼应，表明时间仿佛没有变化。原文中"It wasn't that time had changed in the library"支持这一答案。
答案：C. stries
解析："A library, fr me, is a gathering pl f stries and f the peple wh cme t find them"表明图书馆是故事的聚集地。原文中"A library, fr me, is a gathering pl f stries and f the peple wh cme t find them"支持这一答案。
第四部分：语法填空
知识点：冠词、名词、形容词、副词、动词时态和语态、非谓语动词
答案：Canadian
解析：根据后文"dctr"和"wh rganized the excavatin"可知，这里需要一个形容词来修饰"dctr"，表示他是加拿大的医生。"Canadian"是"Canada"的形容词形式，符合语法要求。
答案：caves
解析：根据前文"the discvery f the bnes in the Zhukudian"和后文"near Beijing"可知，这里指的是周口店的洞穴，是复数形式，因此填"caves"。
答案：and
解析：此处连接两个并列的短语，"a specialist in the study f bnes"和"it was his ambitin t find and identify bnes f early humans"，表示他是研究骨头的专家，并且他的抱负是发现和识别早期人类的骨头。
答案：aware
解析：根据后文"they realized"和"the significance f his wrk"可知，这里需要一个形容词来表示他的大学意识到了他的工作的重要性。
答案：later
解析：根据后文"they realized"和"he was prepared t pursue it regardless f his students'needs"可知，这里需要一个副词来表示时间上的后来，"later"符合语法要求。
答案：teaching
解析：根据前文"his"和后文"career"可知，这里需要一个名词来表示他的教师职业，"teaching"是动名词形式，符合语法要求。
答案：t travel
解析：根据前文"s they frbade him"和后文"there any mre"可知，这里需要一个不定式来表示禁止他做某事，"t travel"符合语法要求。
答案：wh
解析：根据后文"made the discvery"和"Davidsn Black"可知，这里需要一个关系代词来引导定语从句，修饰"his assistant, Pei Wenzhng"。
答案：sharpened
解析：根据前文"Pei Wenzhng"和后文"tls"可知，这里需要一个动词的过去分词形式来作宾语补足语，表示这些工具被磨尖了。
答案：entirely
解析：根据前文"his success was almst"和后文"due t his assistant's systematic hard wrk"可知，这里需要一个副词来修饰整个句子，表示他的成功几乎完全归功于他助手的系统努力。
第五部分：书面表达
作文指导：
邀请信：写信邀请李教授来校进行科技创新讲座。
写作思路：首先介绍写信的目的，即邀请李教授；接着说明讲座的主题、时间和地点；然后阐述讲座的意义，包括激发学生兴趣和增强信心；最后表达期待回复的心情。
续写：根据所给材料和段落开头语续写两段。
写作思路：第一段可以续写学术方面的影响，例如Chip如何通过学术指导帮助学生；第二段可以写Chip去世后的影响，以及他留给学生的遗产和记忆。
注意：续写时要确保与原文内容和风格一致，使用适当的连接词使文章连贯。
注意：写作时注意使用恰当的连接词，保持文章的连贯性；使用多样的句式结构，避免重复；注意语法和拼写的正确性。
September 2023—March 2024
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