2025年高考押题预测卷：英语（上海卷03）含听力

这是一份2025年高考押题预测卷：英语（上海卷03）含听力，文件包含2025年高考押题预测卷英语上海卷03解析版docx、2025年高考押题预测卷英语上海卷03考试版docx、2025年高考押题预测卷英语上海卷03听力音频mp3等3份试卷配套教学资源，其中试卷共45页， 欢迎下载使用。
（考试时间：120分钟 试卷满分：140分）
Listening Cmprehensin （第1-10题, 每题1分；第11-20题，每题1.5分；共25分）
Sectin A
Sectin A
Directins: In Sectin A, yu will hear ten shrt cnversatins between tw speakers. At the end f each cnversatin, a questin will be asked abut what was said. The cnversatins and the questins will be spken nly nce. After yu hear a cnversatin and the questin abut it, read the fur pssible answers n yur paper, and decide which ne is the best answer t the questin yu have heard.
1.A. $30. B. $13. C.$35. D. $60.
2. A.In the flrist's. B. In the pst ffice. C. In a bakery D. At a fruit stand.
3.A. Srry. B. Annyed. C. Disappinted. D. Surprised.
4. A. Secretary and bssB. Student and teacher. C. Patient and nurse. D. Custmer and waitress.
5. A. A bus driver, B. An airline ticket agent.
C. A pst ffice clerk. D. A department stre salespersn.
6. A. T g t a physical club. B. T wrk in the ffice.
C. T sleep in bed. D. T g shpping.
7. A. Jim lks nice in his new shirt. B. Jim lks nicer in his ld shirt.
C. Jim des nt lk nice in his ld shin. D. Jim isn't well-dressed.
8. A. He can teach the wman that prgram. B. He is ging t ask Dick fr help.
C. He's busier than Dick. D. He taught himself that prgram
9. A. The man can speak German. B The man knws nthing abut German.
C The man can read in German. D. The man knws bth English and German.
10. A. She desn't like the gel-tgether. B. The man has tld her abut the get-tgether.
C. She is ignrant f the get-tgether.D. A get-tgether will be held next weekend.
Sectin B
Directins: In Sectin B. yu will hear tw shrt passages several and ne lnger cnversatin, and yu will be asked several questins n each f them. The passages and the cnversatin will be read twice, but the questins will be spken nly nce. When yu hear a questin, read the fur pssible answers n yur paper and decide which ne is the best answer t the questin yu have heard.
Questins 11 thrugh 13 are based n the fllwing passage.
11.A. Because the bird culdn't repeat his master's name.
B. Because the bird screamed all day lng
C. Because the bird said the wrng wrd.
D. Because the bind failed t say the name f the twn.
12. A. The cruel master.
B. The wman in the kitchen.
C. The pet bind.
D. The furth chicken
13.A The bird had finally understd her threat.
B. The bind managed t escape frm the chicken huse.
C. The bind had leaned l scream back at her.
D. The bind was living peacefully with the chickens.
Questins 14 thrugh 16 are based n the fllwing passage.
A. SnwyB CludyC. SmggyD. Rainy
15.A. RedB. Orange.C. YellwD. Blue
16. A. Snw and rain have already brught an end t the heavy smg
B. Beijing has gne thrugh tw red alerts fr smg
C. Beijing's PM2.5levels became wrse in 2015
D. Winter mnths are the mst plluted because f the increased use f cars.
Questins I7 thrugh 20 are bused n the fllwing passage
17. A. Prduct prices B. Prduct quality.C. Prducing datesD. Prduct manufacturers.
18,A. The riginB. The prducerC. The priceD. The legitimacy.
19. A. Ask fr thers' advice befre buying things
B. Pstpne buying things whenever pssible
C Buy less things that are nn really needed
D. Search fr things that are less cstly
20. A. Things in mst secnd-hand shps are very gd
B. Peple shuld always buy the cheapest prducts
C. Expensive things last lnger than the cheap nes
D. The less yu spend the mre yu can save
Grammar and Vcabulary （每题1分；共20分）
Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passage cherent and grammatically crrect. Fr the blanks with a given wrd, fill in each blank with the prper frm f the given wrd; fr the ther blanks, use ne wrd that best fits each blank.
A Billin at Risk fr Hearing Lss frm Expsure t Lud Music
Mre than ne billin teens and yung adults are at risk f lsing their hearing, accrding t WHO (that’s the Wrld Health Organizatin, nt a rck band). It’s nt just ld flks wh suffer hearing lss. Just by listening t music at what yu prbably think 1 (be) a nrmal level, r hanging ut in music and sprting events, yu can permanently damage yur hearing.
By analyzing listening habits f 12-t 35-year-lds in wealthier cuntries arund the wrld, WHO has fund abut 40% f thse 2 (study) are expsed t damaging levels f music and nise at entertainment venues. It has als fund that nearly 50% listen t unsafe sund levels n persnal listening devices, a behavir they shuld avid 3 (engage) in.
When it cmes t persnal listening devices, what extent r damage can yu cause t yur ears? It is directly related t 4 ________ yu listen and hw lud the sund. “The highest vlume 5 (g) fr safety cncerns can be, fr example, 85 decibels (分贝) fr eight hurs r 100 decibels fr 15 minutes,” says WHO. Eighty-five decibels isn’t all that lud. Accrding t the Pal Alt Medical Fundatin, it’s abut the level f city traffic that yu’d hear frm inside yur car.
Unfrtunately, sme 360 millin f us 6 (suffer) mderate t severe hearing lss, accrding t the UN Health Agency Wrldwide, 7 special missin is t imprve glbal health. 8 that number des accunt fr aging and birth-related factrs, abut half f all cases are avidable. When it cmes t yur persnal listening devices, such as yur smartphne:
—Turn the vlume dwn. rather than g abve 60%.
—Wear nise 9 (cancel) earphnes, r better yet, headphnes.
—Take “listening breaks” r nly listen fr just an hur a day
—Learn abut apprpriate apps fr that. Chse 10 t dwnlad n yur phne t help mnitr safe listening levels.
Sectin B
Directins: Fill in each blank with a prper wrd chsen frm the bx. Each wrd can be used nly nce. Nte that there is ne wrd mre than yu need.
Helping Teens Thrugh Tugh Times
The idea that experiencing psychlgical distress helps teens t mature may sund great in thery. Hwever, when yur wn child is experiencing-emtinal pain, it becmes a matter that culd deeply 11 yu. Caring parents hate t see their kids suffer and wrry when their teens face challenges that impact their well-being. S what’s a lving adult t d?
We can try t ntice when we g the extra mile t keep a teen frm becming 12 . It’s easy t fall int this 13 . With a great deal f life experience, we can ften anticipate difficulties that ur teenagers dn’t see cming. We see the apprach f a prblem and feel the urge t 14 ur teenagers away frm its path, hping t use ur wisdm fr their benefit.
Cnsider the case f a friend f mine. As her sn’s high schl sccer tryuts (选拔赛) apprached, 15 arse during her family meals. Her 16 husband was ften using dinnertime t ask their fifteen-year-ld sn abut his training prgress. The by 17 , as ne wuld expect frm any nrmally develping teenager, and the meals ften ended in angry arguments. Curius, my friend asked her husband why he kept bringing up a tpic that always 18 their meals. He explained, “I’m wrried that ur sn’s cnfidence will take a big hit if he gets cut frm the team,” a cncern she 19 understd since it was likely t happen.
My friend wndered abut their ptins. Culd there be a pssibility that if her husband cnsistently questined their sn’s training plans, he might becme mre 20 t his guidance. “This already isn’t wrking,” I said t her. “Ding mre f it is prbably a bad idea.” Instead, I suggested that they say, “We lve yu and knw hw much yu want t make the sccer team, and we all knw that yu can increase yur chances by getting in shape nw.” And then leave it at that.
Reading Cmprehensin
Sectin A
Directins: Fr each blank in the fllwing passage there are fur wrds r phrases marked A. B.C and D. Fill in each blank with the wrd r phrase that best fits the cntext
By setting time aside t jurnal, teachers and learners have an in-depth mment with the subject they are writing abut. They get t reflect and write n a subject with n limitatins and, by ding s, end up with a gd 21 recrd f the cnstant prgress made. One f the mst valuable parts f jurnaling is hnest persnal feedback.
Jurnaling helps cllect, recrd, and prperly 22 infrmatin. In ur wrld, and mre s due t the internet and numerus bks, there is much infrmatin. Students ften think they can 23 the infrmatin they get frm varius surces, nly t realize they need t remember a lt f fine details. Jurnaling can give students time t reflect n the 24 cntent and find ways t relate it t their lives. In a wrd, jurnaling helps 25 students, making them active readers.
Jurnaling helps t nurture dreams and ideas and cultivate them int reality. Once smething is penned dwn, it starts its jurney tward being realized. Every time it is reflected n, it imprves and develps. In yur class, if students spend daily/weekly time jurnaling, the 26 makes them develp slid plans that they are passinate abut.
Since jurnaling helps keep track f things, it helps create a culture f prblem-slving in students. Students becme mre 27 slving prblems, and while ding s, they get an in-depth understanding f the subjects they take in schl. Students als make many discveries fr themselves since they are mre 28 . It is a wnder hw much can be accmplished when learners are intentinal abut learning.
Jurnaling and self-reflectin develp self-esteem in students. The habits create a sense f freedm in expressing ne's thughts and further a frum t crrect and imprve the thught prcess. 29 , high self-esteem is frmed in learners as they feel free t create, recreate, and imprve.
Teachers shuld give students guiding questins t help them decide n the tpics given fr writing. Guiding questins 30 the thinking prcess and encurage certain lines f thught. Teachers shuld ensure the questins are 31 . The questins shuld trigger creative thinking, curisity, and prblem-slving skills. Anther way t build up the jurnaling habit is by thrwing ut the rule bk. Mst f the writing dne in schls is gverned by rules and feels like an examinatin. Jurnaling is meant t 32 writing and the creative habit. Getting rid f the rules in the initial stages allws fr the 33 flw f ideas and the ability t express neself.
The prcess shuld be 34 . Teachers shuld ensure that students cntinuusly write in their jurnals. Jurnaling and self-reflectin ensure that students keep track f their daily happenings and feelings. The new daily task helps create a web f events, sme f which are questins and ther 35 t existing prblems.
21．A．classB．serviceC．travelD．track
22．A．accumulateB．centralizeC．analyzeD．cnfirm
23．A．disclseB．retainC．cnveyD．share
24．A．remvedB．dumpedC．learnedD．digested
25．A．transfrmB．cnnectC．gradeD．amaze
26．A．reflectinB．perfrmanceC．guidanceD．inspiratin
27．A．satisfied withB．devted tC．tired fD．cnfused abut
28．A．bredB．relaxedC．thrilledD．fcused
29．A．MreverB．InsteadC．TherefreD．Hwever
30．A．accmpanyB．disruptC．explreD．prmpt
31．A．ld-fashinedB．nble-mindedC．far-sightedD．eye-pening
32．A．nurtureB．publishC．recmmendD．cllect
33．A．rapidB．freeC．rhythmicD．steady
34．A．cnsistentB．cmpleteC．cmplexD．cmprehensive
35．A．messagesB．ntesC．slutinsD．paths
Sectin B
Directins: Read the fllwing three passages. Each passage is fllwed by several questins r unfinished statements. Fr each f them there are fur chices marked A, B, C and D. Chse the ne that fits best accrding t the infrmatin given in the passage yu have just read.
(A)
Research reveals that nt nly brain cells, but als cells frm ther bdy parts, can stre memries. This discvery ffers new insights int memry functin and ptential treatments fr memry-related issues, accrding t New Yrk University. The research aimed t explre whether nn-brain cells cntribute t memry by applying the massed-spaced effect — a principle suggesting that infrmatin is remembered better when learned ver multiple perids rather than thrugh intensive study in a single sessin.
In their study, published in Nature Cmmunicatins, scientists investigated tw types f nn-brain human cells in a labratry setting. These cells were expsed t varius chemical signals, similar t hw brain cells respnd t neurtransmitters (神经递质) during learning. In respnse, the nn-brain cells activated a “memry gene”— the same gene that brain cells use fr detecting patterns and restructure their cnnectins t frm memries. T mnitr this prcess, the researchers engineered the cells t prduce a flurescent prtein, allwing them t track when the memry gene was turned n r ff.
The results shwed that these cells culd detect repeated chemical signals, similar t neurtransmitter bursts in the brain, rather than extended nes. This mirrrs hw brain cells register learning with spaced breaks instead f learning everything all at nce. When signals were spaced ut, the “memry gene” was activated mre strngly and fr a lnger time than when delivered all at nce. “This reflects the massed-spaced effect,” says Kukushkin, a clinical assciate prfessr at NYU. “It shws that repeated learning is a fundamental prperty f all cells.”
“This discvery pens new drs fr understanding hw memry wrks and culd lead t better ways t enhance learning and treat memry-related issues,” bserves Kukushkin. “It als suggests that in the future, we may need t treat ur bdy like the brain, cnsidering hw systems such as digestin r cancer cells ‘remember’ patterns t regulate bld sugar r respnd t the pattern f cancer treatment. ”
36．What des the massed-spaced effect illustrate?
A．The brain stres memry during deep sleep.
B．Spacing learning ver time imprves memry.
C．Memry is stred nly when repeated cntinuusly.
D．Learning everything in ne sessin reduces memry.
37．What des the underlined phrase “flurescent prtein” refer t?
A．A neurtransmitter prduced by brain cells.
B．A type f chemical signal released by cells.
C．A prtein fund nly in brain-related research.
D．A substance that indicates active memry genes.
38．What can be learned frm the research in paragraph 3?
A．All cells pssess the basic characteristic f repeated learning.
B．Cells d nt respnd t chemical signals during learning.
C．Intensive learning is mre effective than spaced learning.
D．The brain nly uses extended bursts f neurtransmitters.
39．What culd be a suitable title fr this article?
A．Explring Memry Functin in the Brain.
B．The Rle f Nn-Brain Cells in Memry Strage.
C．Hw Brain Cells Detect Patterns during Learning.
D．The Impact f Chemical Signals n Memry Frmatin.
(B)
40．Wh are mst likely the target buyers f the Desert Cam Emergency Survival Kit?
A．Enthusiasts f extreme sprts lking fr related prducts
B．Individuals wh enjy cllecting military-style gear fr display.
C．Thse wh are cncerned abut safety and preparedness fr emergencies
D．Peple wh are int designing nature reserves.
41．Which f the fllwing strategies are used in the prmtin f the Desert Cam Emergency Survival Kit?
① Highlighting the urgency f buying due t limited stck.
② Featuring reviews frm celebrities t build trust.
③ Offering a mney-back guarantee t ensure custmer satisfactin.
④ Giving discunts t make the price mre appealing.
A．①②③B．①③④C．①②④D．②③④
42．What des the sentence “Yur mve, Mther Nature.” imply in the advertisement?
A．Mther Nature is pwerless against the refund plicy.
B．The kit is ready t handle any disasters r emergencies.
C．The kit is a gift fr Mther Nature t help prtect the envirnment.
D．The cmpany wn’t prduce the kit any mre unless nature demands it.
(C)
Every decisin we make is arrived at thrugh hugely cmplex neurlgical prcessing. Althugh it feels as thugh yu have a chice, the actin that yu ‘decide’ t take is entirely directed by autmatic neural activity. Brain imaging studies shw that a persn’s actin can be predicted by their brain activity up t 10 secnds befre they themselves becme aware they are ging t act. Multiple neurscientific studies shw that even thse imprtant decisins that feel wrked ut are just as autmatic as knee-jerk reactins (膝跳反应) (althugh mre cmplex).
Decisin-making starts with the amygdala: a set f tw almnd-shaped nuclei (杏仁状核) buried deep within the brain, which generate emtin. The amygdala registers the infrmatin streaming in thrugh ur senses and respnds t it in less than a secnd, sending signals thrughut the brain. These prduce an urge t run, fight, freeze r grab, accrding t hw the amygdala values varius stimuli.
Befre we act n the amygdala’s signals, hwever, the infrmatin is usually prcessed by ther brain areas, including sme that prduce cnscius thughts and emtins. Areas cncerned with recgnitin wrk ut what’s ging n, thse cncerned with memry cmpare it with previus experiences, and thse cncerned with reasning, judging and planning get t wrk n cnstructing varius actin plans. The best plan—if we are lucky—is then selected and carried ut. If any f this prcess ges wrng, we are likely t hesitate, r d smething silly.
The varius stages f decisin-making are marked by different types f brain activity. Fast (gamma)waves, with frequencies f 25 t 100 Hz, prduce a keen awareness f the multiple factrs that need t be taken int accunt t arrive at a decisin. If yu are trying t chse a sandwich, fr instance, gamma waves generated in varius cells within the ‘taste’ area f the brain bring t mind and cmpare the taste f ham, hummus, whlemeal, surdugh, and s n. Althugh it may seem useful t be aware f the full range f chice, t much infrmatin makes decisin-making mre difficult, s irrelevant factrs get dismissed quickly and uncnsciusly.
After this cmparisn stage, the brain switches t slw-wave activity (12 t 30 Hz). This extinguishes mst f the gamma activity, leaving just a single ‘htspt’ f gamma waves which marks the chsen ptin.
Althugh there is n ‘yu’ utside yur brain t direct what it’s ding, yu can help it t make gd decisins by placing yurself in a situatin which is likely t make the prcess run mre smthly. Ding smething that is physically r mentally stimulating befre making a decisin will help yur brain prduce the initial gamma waves that generate awareness f the cmpeting ptins. Getting ver-excited, n the ther hand, will prevent the switch t the slw brainwaves, making it much harder t single ut a chice.
43．Why des the writer mentin “knee-jerk reactins” in the first paragraph?
A．T intrduce the finding f the latest brain imaging studies.
B．T illustrate that decisins are nt cnsciusly thught ut.
C．T call attentin t a kind f neural reactin that is nt very cmplex.
D．T shw the difference between decisin-making and ther brain activity.
44．What des the amygdala d accrding t the passage?
A．It wrks ut cnscius thughts and emtins.
B．It selects the best actin plan fr a given situatin.
C．It dismisses factrs that are irrelevant t the decisin t be made.
D．It prcesses sensry infrmatin and generates emtinal respnses.
45．What can be cncluded frm paragraphs 4 and 5?
A．Slw-wave activity usually lasts lnger than fast-wave activity.
B．The brain priritizes infrmatin befre settling n a final chice.
C．Decisin-making is difficult when slw-wave activity ccurs first.
D．The brain needs as much infrmatin as pssible t make a decisin.
46．Hw des engaging in stimulating activities help the decisin-making prcess?
A．By preparing the brain t single ut the mst reasnable chice.
B．By helping the brain switch t slw-wave activity mre quickly.
C．By getting the brain t fcus n thse mst relevant alternatives.
D．By making the brain mre aware f the factrs and chices invlved.
Sectin C
Directins: Cmplete the fllwing passage by using the sentences in the bx Each sentence can nly be used nce. Nte that there are tw sentences mre than yu need.
The Call f Alchl
Peple’s reactins t alchl can vary widely—frm thse wh enjy it greatly t thse wh find it unappealing. The difference, as scientists are discvering, may nt just be a matter f persnal chice but als deeply rted in genetics and physilgical respnses.
A fascinating case is that f Lars Igum Rasmussen and his friends. 47 Researchers discvered that their levels f a hrmne called FGF21, which typically helps regulate metablism (新陈代谢), mre than dubled. Interestingly, this hrmne might als play a rle in cntrlling alchl intake.
FGF21 is primarily prduced in the liver (肝), but its effects extend t the brain, where it seems t play a rle in regulating desires fr alchl and sugar. 48 This finding pens up new pssibilities fr develping treatments targeting FGF21 pathways t reduce heavy drinking.
But why wuld a hrmne that evlved t cntrl metablism als affect alchl cnsumptin? One thery suggests it might be tied t ur evlutinary past. Early humans frequently cnsumed fermented (发酵的) fds and drinks, which culd damage the liver if cnsumed t much. 49
In human studies, variatins in the FGF21 gene have been linked t differences in alchl cnsumptin. Thse with ne variant are mre likely t drink heavily, while thers with a different variant are mre likely t drink mderately r even drink nthing. These genetic insights are part f a brader effrt t reveal the cmplex relatinship between ur bilgy and drinking behavir.
50 If FGF21 r similar pathways can be used fr treatment purpses, it might becme pssible t help individuals struggling with alchl dependence. This culd als prvide new avenues fr understanding hw ur rgans, like the liver, influence behavirs traditinally cnsidered purely psychlgical.
IV.Summary Writing
Directins: Read the fllwing passage. Summarize the main idea and the main pint( s)f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Teenagers shuld be pulled f the sfa
Fr many years, scientists thught that the human brain was fully mature befre the teen years. They thught that a persn's brain grwth was cmplete and the structure was mre r less fixed by the age f 3. Hwever, mre recent research shws that althugh the brain reaches its maximum size between the ages f 12 and 14, brain develpment is nt yet cmplete.
The brain's functinally different sectins cmmunicate with each ther thrugh synapses- cnnectins between nerve (神经) cells. Scientists have fund that synapses grw r die away, depending n hw much they are used t prcess infrmatin,
The gd news is that teenagers d have the ptential, thrugh chice and behavir, t shape their brain develpment. The brain autmatically gets rid f the synapses that it desn't need in rder t make the remaining nes mre efficient. During the time the brain is remving synapses, the cells and cnnectins that are used survive, while the nes that are nt used die away. Fr example, if a teenager is ding music, sprts r academic studies, thse are the cells and cnnectins that will becme part f the brain's perating system. But unfrtunately, if he r she is lying n the sfa, watching TV and playing cmputer games, thse are the brain cells and cnnectins that will remain int adulthd. Therefre, what yu d with yur teenage years culd have an effect n the rest f yur life,
What is imprtant is that learning hw synapses grw r die away can help teenagers be better equipped t make mre intelligent chices, thus mtivating them t take a mment befre acting t cnsider the cnsequences f their actins. If yu dn't want t becme an adult wh is buried in the sfa all day lng, pull yurself ut f it when yu are still a teenager.
51.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
V.Translatin (共15分。第1小题和第2小题,每题3分;第3题4分;第4题5分。)
Directins:Translate the fllwing sentences int English, using the wrds given in the brackets
52．你今天下午方便抽空来跟我见个面吗？（cnvenient）

53．这栋大楼里有一家装配了高级音响系统的剧院。 (equip)

54．这个家庭主妇选了一些冷冻食品， 其中三分之一贴着可回收包装的标签。(which)

55．这个博物馆的奇妙之处在于将乡村的变迁，时光的痕迹，童年的回忆，融合到一个固定的空间里。 (what)

VI.Guided Writing (共25分)
Directins: Write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese
假如你是明启中学的学生李明，你校准备以班级为单位，在校园周边老年社区开展“爱满社区”的社会实践活动，并在校园网公布了如下方案，征求师生意见。写一封邮件给活动组织者，内容须包括：
1）你认为方案中需要改进的地方；
2）你的修改建议及理由。
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A．cncern B．barely C．pen D．readily E．trap F．resisted
G．spiled H．tensin I．redirect J．upset K．well-meaning
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This culd be yur lifesaver. Secured in a handy Desert Cam Carrying Kit, these tls are essential fr tackling mst any nature disaster.
With safety at the tp f everyne’s wish list, this must - have kit is ne f the fastest-selling items in the cmpany’s histry with ver 30,000 sld in the first 2 mnths. BACK IN STOCK fr the first time after verwhelming demand, we had ONLY 733 KITS AVAILABLE, fr this ad and half have already sld! We recmmend buying three: ne fr hme, ne fr the ffice and ne t keep in yur car in case truble kicks up. If this kit desn’t meet yur expectatins, send it back fr a full refund.
“Yur mve, Mther Nature.”
Desert Cam Emergency Survival Kit
$199 $39+S&P Save $17.50
“Yu must use Insider Offer Cde DCC 154-01 t get this price.”
1-800-333-2045
Kit Specificatins f Stauer’s Survival Kits-Overwatch Tactical Flashlight
-Three light mdes
-100 lumens
-Pineer Cmpass Chrngraph
-Cmpass, Flint, Wrench
-Temperature display
-Endurance Emergency Blanket
-4.25×6.6
-Survival Multi-Functin Card
-Rulers fr measurement
-Can pener
-Bttle pener
-Heavy Duty Multi-Tl
-Small-knife
- Can pener
-Pliers & Screwdriver
A．But whatever happens, we are still left with the discvery that ur livers influence ur behaviur in unexpected ways.
B．But, s far, research had nly shwn that it just wrks fr a shrt perid f time.
C．FGF21 culd have evlved as a prtective respnse t lessen this damage by reducing the desire t drink mre.
D．The implicatins f this research are significant.
E．They tk part in a three-day drinking marathn—nt just fr fun, but as part f a study n the effects f heavy drinking.
F．When animals are genetically mdified t prduce higher levels f FGF21, they shw a decreased preference fr alchl and sweetened fd.
活动方案
时间
重阳节（农历九月初九）周五
时长
半天
地点
社区图书馆
活动内容
●组织老年人打太极
●组织老年人做剪纸
●学生才艺表演展示