2026届安徽省耀正优高三上学期12月月考英语试题（文字版，含答案）

这是一份2026届安徽省耀正优高三上学期12月月考英语试题（文字版，含答案），共13页。试卷主要包含了 答题前，考生务必用直径 0，15等内容，欢迎下载使用。
考生注意：
1. 本试卷分选择题和非选择题两部分。满分 150 分，考试时间 120 分钟。
2. 答题前，考生务必用直径 0.5 毫米黑色墨水签字笔将密封线内项目填写清楚。
3. 考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用 2B 铅笔把答题卡上对
应题目的答案标号涂黑；非选择题请用直径 0.5 毫米黑色墨水签字笔在答题卡上各题的答
题区域内作答，超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。
第一部分 听力(共两节，满分 30 分)
第一节 (共 5 小题；每小题 1.5 分，满分 7.5 分)
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。
听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
例:Hw much is the shirt?
A. £19.15.B. £9.18.C. £9.15.
答案是 C。
1. Hw will the man g t the airprt?
A. By car.B. By taxi.C. By subway.
2. Hw much shuld the man pay fr the cffee?
A.
C. $2.
3. What will the man d first?
A. Drink sme water.
B. Clean the living rm.
C. Wait in the kitchen.
4. What is prbably the man?
A. A teacher.B. A dctr.C. A singer.
5. What des the man suggest?
A. Talking with the guides.
B. Putting ff the rent discussin.
C. Ging n a hliday with Richard.
第二节 (共 15 小题；每小题 1.5 分，满分 22.5 分)
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项
中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，各
小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
6. What did the wman d in the mrning?
A. She swam in a pl.
B. She bught a player.
C. She made sme new friends.
7. What des the wman invite the man t d?
A. Have a try at the sfa.
B. Listen t her favrite sng.
C. Swim tgether smetime.
听第7段材料,回答第8至10题。
8. What did the man think f the ride?
A. Exciting.B. Annying.C. Tiring.
9. Hw did the wman spend her weekend?
A. She rde a bike.
B. She read at hme.
C. She made sme ice - cream.
10. What are the speakers talking abut?
A. Turing a park.B. Spending the weekend.C. Making a plan.
听第8段材料,回答第11至13题。
11. Where des the cnversatin take place?
A. On the phne.B. In a university.C. In a restaurant.
12. What des the man say abut Emily?
A. She was brn in a big city.
B. She mved t the city fr wrk.
C. She studied in a famus high schl.
13. What did Emily's mther want her t learn?
A. Law.B. Literature.C. Music.
听第9段材料,回答第14至17题。
14. What is the relatinship between the speakers?
A. Interviewer and interviewee.B. Teacher and student.C. Uncle and nephew.
15. Hw ld was Alex when he wrked as a trainee?
A. 10.B. 15.C. 18.
16. What mtivated Alex t launch his cmpany?
A. His uncle's encuragement.
B. A sftware engineer's help.
C. The intrductin f Tesla's slar rf.
17. What has challenged Alex?
A. Lack f funds.B. Peple's dubt.C. Family bjectin.
听第10段材料,回答第18至20题。
18. What did the wman fcus n in her 20s and early 30s?
A. Her wn career.B. Vluntary wrk.C. Animal prtectin.
19. Why did the wman wrk with a lcal animal shelter?
A. T train herself.
B. T realize her dream.
C. T chse a pet.
20. What was the wman's jb after vlunteering fr ne year?
A. Telling stries t animals.
B. Helping find hme fr cats.
C. Evaluating cmmunity activities.
第二部分 阅读(共两节,满分50分)
第一节 (共15小题;每小题2.5分,满分37.5分)
阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Online applicatins are invited fr the United Natins Envirnment Prgramme(UNEP) Certificate Curse n Nature - based Slutins fr Disaster and Climate Resilience.
Abut UNEP
Established by Maurice Strng, its first directr, after the United Natins Cnference n the Human Envirnment in Stckhlm in June 1972, it is respnsible fr crdinating respnses t envirnmental issues within the United Natins system.
Abut the Curse
The curse allws yu t be educated t prtect the planet. There is n curse fee assciated
with this curse, and it is pen t all. The UNEP certificate f cmpletin is free fr learners wh cmplete the curse. The curse cnsists f 7 units f cntent.
Unit 1: Why is this tpic relevant t me?
Unit 2: What are Nature - based Slutins fr Disaster and Climate Resilience?
Unit 3: Nature - based Slutins applied t pressing challenges: urbanizatin, castal develpment, and drylands increase;
Unit 4: Inclusive Actin: The significance f yuth, cmmunities, and indigenus(本土的) peple in Nature - based Slutins;
Unit 5: Frm plicy t practice;
Unit 6: The Business Case fr Nature - based Slutins;
Unit 7: Time fr actin!
Eligibility(资格) Criteria
It is pen t anyne and can be beneficial fr the fllwing target grups:
Practitiners: Disaster risk reductin & climate change experts, envirnmental managers, and lcal gvernment;
Plicymakers: Decisin - makers at internatinal, natinal, and lcal levels;
Engineers & Urban Planners: Including architects, gegraphers, and urban designers;
Businesses: Including banking, insurance, and Crprate Scial Respnsibility managers;
Yuth and Educatrs: Parents, teachers and students.
Benefits
UNEP certificate;
The prgram is ffered in 8 languages: English, French, Spanish, Hindi, Arabic, Chinese, Indnesian and Prtuguese;
Exclusive(专有的) interviews with wrld leaders;
Interact with experts;
Free learning materials;
Jin a grwing cmmunity f practice.
21. What is the main purpse f the curse?
A. T teach sustainable Earth prtectin skills.B. T educate peple abut advanced techniques.
C. T prmte traditinal farming methds.D. T attract engineers and urban planners.
22. Which unit invlves the imprtance f public participatin?
A. Unit 2.B. Unit 3.C. Unit 4.D. Unit 5.
23. Hw can the participants benefit frm the curse?
A. They will be ffered a jb.B. They will gain a free certificate.
C. They will advance in language.D. They will becme a financial leader.
B
Evan Budz, a 15 - year - ld frm Ontari, Canada, is receiving glbal recgnitin fr his inventin: an autnmus binic sea turtle rbt. The rbt, which can mnitr eclgical systems underwater, wn Budz a first - place prize in the Eurpean Unin Cntest fr Yung Scientists(EUCYS).
“The idea fr this prject struck me when I bserved the fluent mvement f a turtle while camping,” Budz said.
He saw ptential in the way the turtle mved, cmpared with traditinal systems f ther autnmus rbts. He created an apprach that cpied the way green sea turtles mved underwater. Nt nly is it a unique way t mve thrugh the water, but it als has less impact n the very envirnments scientists are trying t prtect.
“Aquatic(水生的) habitats are vital t humanity, and the rutine surveying f these envirnments
has becme critical," Budz explained. "Using an innvative bimatic rbt fr such an analysis ensures lw eclgical disruptin(扰乱)." Budz said the rbt used a cmputer visin imaging system t quantify cral health, which can detect cral bleaching(珊瑚白化) with 96% accuracy. "The infrmatin gathered by the rbt will ideally allw the right rganizatins t identify where these threats may be ccurring, increasing awareness and supprting effrts t increase the verall health f impacted areas," Budz said.
"Fr eclgical mnitring, I want t be as lw as pssible in terms f disruptin t the envirnment," Budz tld CBC News. "S, by imitating the turtle, I can ensure that I dn't disrupt any ther rganisms while I'm cnducting the mnitr." He tested the device in his grandparents' backyard pl and determined that the rbt was precise and reliable.
"Evan's success at EUCYS 2025 shws that his prject is truly wrld - class," said Reni Barlw, the executive directr at Yuth Science Canada. "An extrardinary innvatin that shwcases the ability f Canadian yuth t tackle cmplex technical and envirnmental challenges." Fr Budz, it's just a cause he has cared abut fr much f his adlescence.
24. What inspired Evan Budz t create his rbt?
A. The decline f cral.B. The cral's pr cnditin.
C. The mtin f a turtle.D. The envirnmental issue.
25. What is an advantage f Evan Budz's rbt cmpared with traditinal rbts?
A. It can mve freely underwater.B. It hardly disturbs ther rganisms.
C. It can check cral's health.D. It ensures the regular surveying.
26. Why did Evan Budz test the rbt in a backyard pl?
A. T meet his grandparents' demands.
B. T cmpare it with ther rbts.
C. T measure its speed in the deep sea.
D. T test its accuracy and reliability.
27. What did Reni Barlw think f Evan Budz's prject?
A. Excellent.B. Traditinal.C. Cst - effective.D. Time - saving.
C
Year after year, Richmnd - area schls have been getting greener by the square ft. Garden beds filled with blming vegetables have taken the place f side yards and ther unused utdr spaces, thanks t dzens f plts planted by the Richmnd - based nnprfit Fit4Kids.
It began 15 years ag with the missin t imprve the well - being f lcal yuth thrugh physical activity and healthy eating. The grup's prgrams include mvement - based lessn plans fr teachers t intrduce physical activity int the classrm and an after - schl prgram fr yung girls t try ut active hbbies. Its mst visible effrt, thugh, is a series f Learning Gardens, which brings gardening and cking activities t schl - aged children in the Richmnd metr area.
"They cnnect the students t fresh, nutritius fds thrugh planting, grwing and harvesting fresh vegetables and herbs," says Mary Dunne Stewart, Fit4Kids' CEO. Built n the grunds f participating schls, Learning Gardens typically includes fur raised garden beds that act as utdr classrms where students plant, nurture and harvest their wn fd with Fit4Kids gardening specialists thrughut the schl year. T ensure students can witness the life cycle frm seed t harvest, Stewart ntes, they mstly plant fast - grwing prduce such as carrts; they als add herbs t diversify the garden. "These chices als help students learn abut different parts f the plant we eat," she says. "Sme are rt vegetables, while thers prvide edible leaves."
Besides imparting plant - grwing skills, Learning Gardens als engages students thrugh tastings f fresh fruits and vegetables, discussins abut healthy diets, and activities such as
cking cntests, where students are given surprise ingredients and encuraged t experiment. The prgram als has the benefit f encuraging discussins beynd the classrm.
“It increases the students’ interest in fresh fruits and vegetables,” says Renesha Parks, chief student wellness fficer at Richmnd Public Schls. “I’ve even seen the kids try fresh brccli with seasning, and they abslutely lved it.”
Lking frward, Stewart says, “We really believe that active, well - nurished(营养良好的)children learn mre in schl, have greater self - esteem and g n t lead healthier, happier lives.”
28. What can be learned abut Fit4kids?
A. It turns ut largely valueless.
B. It replaces traditinal classrms.
C. It is a health - fcused rganizatin.
D. It aims t imprve teachers’ ability.
29. What is paragraph 3 mainly talking abut?
A. The significance f physical activity.B. The severity f fd shrtage.
C. The difficulty in chsing prduce.D. The design f Learning Gardens.
30. What des the underlined wrd “imparting” in paragraph 4 mean?
A. Teaching.B. Imprving.C. Assessing.D. Mastering.
31. What des Renesha Parks imply in paragraph 5?
A. Schls shuld expand Learning Gardens.
B. Learning Gardens has a psitive effect.
C. Students develp an interest in nutritius fd.
D. Educatin utside classrms is mre imprtant.
D
Kilian M. Phl, prfessr f psychiatry and behaviral sciences at Stanfrd, says, “Future breakthrugh discveries in neurscience will rely n AI technlgy. The prblem currently is that this technlgy tends t prduce unreliable results, as mst brain MRI(磁共振成像)studies are simply nt large enugh.” That is why Phl is taking advantage f large studies t create deep - learning mdels fr generating realistic - lking brain MRIs that then can be used by smaller studies.
Enabled by funding frm the Stanfrd Institute fr Human - Centered AI Ggle Clud Credits grant prgram, Phl wrked jintly with ther researchers frm the Cmputatinal Neurscience Labratry n creating a mdel called BrainSynth that synthesizes(合成)realistic, high - reslutin MRIs t help reprduce disease effects. The generated MRIs can increase data sets with cuntless mre samples t better cnduct research.
Such enriched datasets culd be used t understand cmmn cnditins, like depressin r substance abuse disrders in the general ppulatin as well as specific subgrups, such as peple with HIV.
Phl is mst excited abut applying BrainSynth tward learning abut diseases that subtly(微妙地)affect the brain. “Many diseases r cnditins that I study are nes that are nt well understd, and the impact n the brain has subtle effects that yu can’t ften see with the eyes,” Phl said. “I want t use this generative AI technlgy t get thse subtle effects.” Since current generative AI technlgy is far frm perfect, Phl says that the synthetic MRIs are nly used fr training fr nw, nt testing r inference. Synthetic MRIs must be reviewed t ensure they are crrect and pssible in a human. Phl says his research team cmpares real MRIs with the synthetic images t see hw well they verlap(重叠)t ensure these systems are wrking and t imprve training.
Dwn the rad, Phl is ptimistic that the technlgy culd als be used fr educatin and preventin: What will my brain lk like if I keep ding X? It culd als be used fr surgery planning t prject the lng - term cnsequences f a treatment and hw the brain might lk differently in the future.
32. What can be inferred abut Phl's team's generated MRIs?
A. They have been used fr inference.B. They can expand training datasets.
C. They can tell brain diseases accurately.D. They are much cheaper t prduce.
33. What des Phl aim t d with BrainSynth?
A. Imprve the training precisin.B. Finish mre surgical peratins.
C. Capture tiny changes in the brain.D. Prve the effects f real MRIs.
34. What des Phl tell us abut the generative AI technlgy in the last paragraph?
A. Its future applicatins.B. Its study purpse.C. Its nging challenges.D. Its treatment effects.
35. What can be a suitable title fr the text?
A. Hw AI Will Prevent Brain DiseasesB. Why Researchers Favr the Generated MRIs
C. Traditinal MRI Technlgy Cmes t an EndD. GenAI Helps Better Understand Brain Diseases
第二节 (共5小题;每小题2.5分,满分12.5分)
阅读下面短文,从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
In a wrld rich with diversity yet ften divided by differences, shared stries have the remarkable pwer t cnnect us. Frm ancient ral traditins t mdern narratives(叙述), shared stries g beynd language. They even invite peple t understand each ther's experiences, values and dreams. 36
They help in creating empathy. 37 This act f listening generates empathy, breaking dwn steretypes(成见). Shared stries reveal ur cmmn humanity, like ur jy and sadness. This creates a bridge between cultures that might seem wrlds apart.
They help in preserving heritage. 38 These stries serve as a recrd f a cmmunity's values and identity. By sharing these narratives, cultures keep their heritage alive, and at the same time invite utsiders t learn and appreciate the beauty f their unique ideas.
39 Lcal strytelling events and cultural festivals are ften held. When cmmunities cme tgether t share persnal and cllective stries, they create a set f experiences that create respect and understanding. These gatherings remind us that while ur cultural practices may differ, ur hpes and dreams are remarkably similar.
They help in healing(疗愈). In regins marked by cnflict, shared stries can be a pathway t restre their relatinships. 40 This prcess f recvery thrugh strytelling builds a fundatin f trust, enabling lng - lasting peace and unity.
A. They help in inspiring new narratives.
B. They help in cntributing t cmmunity dialgue.
C. Every culture carries its wn rich tales and persnal histries.
D. As yu jurney thrugh life, cnsider the stries yu share and listen t.
E. Cmmunities can mve frward tgether by celebrating cllective adaptatin.
F. We begin seeing the wrld thrugh their eyes when we hear smene else's stry.
G. In this cntext, we explre hw shared stries can play a rle in bridging cultures.
第三部分 语言运用(共两节,满分30分)
第一节 (共15小题;每小题1分,满分15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。
“My name is...” The wrds stuck in my thrat as I shk a stranger's hand. I 41 t say my name, “Pppeeeettterr”. Typical 42 ranged frm awkward silence t the jking “Are yu sure?” As a child, I wuld imagine I just made myself lk 43 .
I have been a stutterer(口吃者) since I was 7. I even didn't knw its 44 . When I was yung, I 45 speech therapy(治疗) techniques, but I was cmfrtable in my wn mind.
When I culdn't avid speaking, my 46 was t replace wrds with synnyms(同义词). Then I fell in lve with science, where precisin 47 mattered. S, while in graduate schl, I restarted speech therapy, and wrked n new strategies. I thught I had my stutter under cntrl.
Hwever, when I became an assistant prfessr, facing the inevitable 48 f starting a research grup, my speech was regressing(退化). I didn't ntice it until ne day when I was teaching my class and fund I culdn't say "equilibrium". A feeling f 49 remained, cntradictry t my self - image as a capable scientist.
Later, 50 abut a cnference intrductin, I eventually 51 a realizatin: I wuld prbably never be 52 f my stutter. Meanwhile, I wndered whether I culd gain sme gd frm this weakness—If radiatin culd be used t 53 cancer, why culdn't my stutter make me better, t?
Nw, I reject feelings f shame and instead accept my 54 . I am nt in 55 , but I can, with prper effrt, participate in my wrk.
41.A. refusedB. decidedC. plannedD. managed
42.A. respnsesB. meaningsC. warningsD. questins
43.A. smartB. helpfulC. stupidD. familiar
44.A. trickB. causeC. requestD. suggestin
45.A. learnedB. evaluatedC. mdifiedD. taught
46.A. purpseB. tpicC. typeD. strategy
47.A. rarelyB. slightlyC. reallyD. gradually
48.A. lessnsB. challengesC. designsD. cases
49.A. shameB. jyC. envyD. surprise
50.A. excitedB. curiusC. certainD. wrried
51.A. lked intB. called nC. came tD. tk n
52.A. prudB. freeC. shrtD. aware
53.A. cureB. extendC. preventD. match
54.A. strengthsB. jkesC. traditinsD. limitatins
55.A. prgressB. cntrlC. trubleD. danger
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。
In late September, the suthwestern city f Chengdu launched a pilt prgram acrss eight public and private schls 56 began this fall. Each participating schl has chsen tw classes f n mre than 45 students each, 57 (select) thrugh vlunteer sign - ups, as "integrated educatin" classes. These classes perate 58 (separate) and cmbine middle and high schl curricula.
The new mdel is part f Chengdu's brader effrt 59 (refrm) the high schl entrance system and is intended t bridge 60 (gap) between schl stages and ease exam - related pressure. The zhngka is ne f the mst imprtant academic stages in China, 61 (determine) whether students advance t academic high schls 62 vcatinal(职业的) tracks. Fr many parents, the refrm ffers lng - awaited relief. "The biggest appeal is being exempt(免除的) frm the zhngka," ne Chengdu parent tld dmestic media. She expressed bth regret that her child was nt chsen fr the pilt prgram and hpe fr an 63 (expand) f the prgram. S far, similar "exam - free" initiatives 64 (launch) in a few ther cities, thugh they are typically reserved fr tp - perfrming students.
Xing Bingqi, president f China's 21st Century Educatin Research Institute, warned that many parents may view integrated classes 65 a way t avid academic tracking. "Hwever, as lng as the key high schl system remains, anxiety ver the zhngka wn't be eased," he said.
第四部分 写作(共两节,满分 40 分)
第一节 (满分 15 分)
你参加了学校上周举办的主题为"传统文化周"系列活动。请你写一篇短文发表在校英语报上,内容包括:
1.你印象最深的活动;
2.你的感想。
注意:1.写作词数应为 80 个左右;
2.请按如下格式在答题卡的相应位置作答。
My Experience f the Traditinal Culture Week
第二节 (满分 25 分)
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。
The street was wet and cld wind blew thrugh the tall buildings. The bright lights f the city illuminated(照亮) the night, but fr struggling businessman Jhn Carter, the wrld seemed incredibly hpeless. Just ne year ag, Jhn had big dreams. He had quit his jb t start his wn cmpany, believing he culd create smething great. But things didn't g as planned. His business had cllapsed under financial pressure and he was drwning in debt. Nw, he was wandering the streets aimlessly, feeling cmpletely discuraged.
As he waited at a traffic light, he nticed an ld man walking slwly and lking arund n the rad. Jhn was n the edge f ignring the man and walking away when smething inside stpped him. Taking a deep breath, he walked t the ld man. “Excuse me, I fund yu seemed anxius. D yu need any help?” Jhn asked. The ld man lked at Jhn. “I culdn't find my way hme,” the ld man said and at the same time, he tk ut a card n which there was a phne number. Lking at the card, Jhn realized the ld man may have memry lss issues. Therefre, he decided t help the ld man.
He dialed the number and the ld man's sn answered the phne. While waiting, Jhn and the ld man chatted. He tld the ld man what he had experienced. Jhn felt relieved after their talk, maybe because he viced his mental stress, thugh the ld man culdn't give him any advice.
A few mments later, the ld man's sn, Michael, arrived in a hurry, lking wrried. When he saw his father safe and sund, he felt relieved. “Thank yu s much,” he said, hlding Jhn's hand tightly. “My dad has Alzheimer's(阿尔茨海默症). Smetimes he remembers my name, but he acts as if we just met frm time t time. I've been lking fr hurs.” “Gd man... Yu deserve luck,” the ld man said befre being driven away.
注意:1.续写词数应为 150 个左右;
2.请按如下格式在答题卡的相应位置作答。
Jhn received a call frm Michael unexpectedly the next day.____________________________________
Jhn felt lst in thught after hanging up the phne.____________________________________
试卷答案
===============================
第一部分 听力（略）
第二部分 阅读
第一节
A篇
21. 题目类型：主旨大意题，分值：2.5分。答案：A（T teach sustainable Earth prtectin skills.）
22. 题目类型：细节理解题，分值：2.5分。答案：C（Unit 4.）
23. 题目类型：细节理解题，分值：2.5分。答案：B（They will gain a free certificate.）
B篇
24. 题目类型：细节理解题，分值：2.5分。答案：B（The cral's pr cnditin.）
25. 题目类型：细节理解题，分值：2.5分。答案：A（It can mve freely underwater.）
26. 题目类型：细节理解题，分值：2.5分。答案：D（T test its accuracy and reliability.）
27. 题目类型：观点态度题，分值：2.5分。答案：A（Excellent.）
C篇
28. 题目类型：细节理解题，分值：2.5分。答案：A（It turns ut largely valueless.）
29. 题目类型：主旨大意题，分值：2.5分。答案：D（The design f Learning Gardens.）
30. 题目类型：词义猜测题，分值：2.5分。答案：A（Teaching.）
31. 题目类型：推理判断题，分值：2.5分。答案：C（Students develp an interest in nutritius fd.）
D篇
32. 题目类型：推理判断题，分值：2.5分。答案：B（They can expand training datasets.）
33. 题目类型：细节理解题，分值：2.5分。答案：A（Imprve the training precisin.）
34. 题目类型：推理判断题，分值：2.5分。答案：C（Its future challenges.）
35. 题目类型：主旨大意题，分值：2.5分。答案：D（GenAI Helps Better Understand Brain Diseases）
第二节
36. 题目类型：推理判断题，分值：2分。答案：C（Every culture carries its wn rich tales and persnal histries.）
37. 题目类型：推理判断题，分值：2分。答案：F（We begin seeing the wrld thrugh their eyes when we hear smene else's stry.）
38. 题目类型：推理判断题，分值：2分。答案：A（They help in inspiring new narratives.）
39. 题目类型：推理判断题，分值：2分。答案：E（Cmmunities can mve frward tgether by celebrating cllective adaptatin.）
40. 题目类型：推理判断题，分值：2分。答案：B（They help in cntributing t cmmunity dialgue.）
第三部分 语言运用
第一节
41. 题目类型：动词辨析题，分值：1分。答案：B（decided）
42. 题目类型：名词辨析题，分值：1分。答案：A（respnses）
43. 题目类型：形容词辨析题，分值：1分。答案：D（familiar）
44. 题目类型：名词辨析题，分值：1分。答案：B（cause）
45. 题目类型：动词辨析题，分值：1分。答案：A（learned）
46. 题目类型：名词辨析题，分值：1分。答案：D（strategy）
47. 题目类型：副词辨析题，分值：1分。答案：C（really）
48. 题目类型：名词辨析题，分值：1分。答案：B（challenges）
49. 题目类型：名词辨析题，分值：1分。答案：A（shame）
50. 题目类型：形容词辨析题，分值：1分。答案：C（curius）
51. 题目类型：动词短语辨析题，分值：1分。答案：B（called n）
52. 题目类型：形容词辨析题，分值：1分。答案：A（prud）
53. 题目类型：动词辨析题，分值：1分。答案：A（cure）
54. 题目类型：名词辨析题，分值：1分。答案：D（limitatins）
55. 题目类型：名词辨析题，分值：1分。答案：C（truble）
第二节
56. 题目类型：动词时态题，分值：1.5分。答案：began（一般过去时）
57.
题目类型：非谓语动词题，分值：1.5分。答案：selected（过去分词作后置定语）
58. 题目类型：非谓语动词题，分值：1.5分。答案：t separate（动词不定式作目的状语）
59. 题目类型：名词题，分值：1.5分。答案：refrm（名词，改革）
60. 题目类型：名词题，分值：1.5分。答案：gap（名词，差距）
61. 题目类型：动词时态题，分值：1.5分。答案：determines（一般现在时，主语是第三人称单数）
62. 题目类型：形容词题，分值：1.5分。答案：vcatinal（形容词，职业的）
63. 题目类型：名词题，分值：1.5分。答案：expansin（名词，扩展）
64. 题目类型：动词时态题，分值：1.5分。答案：have been launched（现在完成时的被动语态）
65. 题目类型：名词题，分值：1.5分。答案：tracking（名词，追踪）
第四部分 写作
第一节(My Experience f the Traditinal Culture Week)
内容要点：
描述印象最深的活动（比如书法展示、传统舞蹈表演等），分值：5分。
表达感受（如对传统文化的热爱、自豪等），分值：5分。
语言表达（词汇、语法等），分值：5分。
第二节（续写内容）
第一段：Jhn接到电话后的反应（如惊讶、紧张等），以及电话内容（如Michael告
知老人情况等），分值：10分。
第二段：Jhn的思考（如对自己生活的反思等），以及后续行动（如重新规划事业
等），分值：15分。