高考英语一模突破卷04（上海专用）（考试版A3）

这是一份高考英语一模突破卷04（上海专用）（考试版A3），共9页。
（考试时间：120分钟 试卷满分：140分）
注意事项：
1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回。
I.Listening Cmprehensin （第1-10题, 每题1分；第11-20题，每题1.5分；共25分）
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．Clleagues.B．Mther and sn.
C．Emplyer and emplyee.D．Husband and wife.
2．
A．The effects f the fld.B．The fight against the fld.
C．The cause f the fld.D．The ten flds f the year.
3．
A．They were bth busy ding their wn wrk.
B．They waited fr each ther at different places.
C．They went t the street crner at different times.
D．The man went t the cncert but the wman didn’t.
4．
A．At Mary Jhnsn’s.B．At a painter’s studi.
C．In an exhibitin hall.D．Outside an art gallery.
5．
A．He saw the big twer n TV.B．He has visited the TV twer nce.
C．He has visited the TV twer twice.D．He will visit the TV twer in June.
6．
A．She is nt interested in the article.B．She has given the man t much truble.
C．She likes t have a cpy f the article.D．She has difficulty reading the article.
7．
A．The man’s huse is very dirty.B．The man has t get rid f the ld furniture.
C．The furniture is cvered with lts f dust.D．The furniture the man bught is inexpensive.
8．
A．New students are usually unfair.B．The teacher lacks teaching experience.
C．She desn’t agree with the man.D．The man had better talk with the students.
9．
A．He has fund a very gd jb.B．He desn’t feel at ease in the firm.
C．He has been cnsidered as a fl.D．He desn’t get n with the thers.
10．
A．A plane ticket.B．A shpping experience.
C．An imaginary situatin.D．A vacatin by the sea.
Sectin B
Directins: In Sectin B, yu will hear tw shrt passages and ne lnger cnversatin, and yu will be asked several questins n each f the shrt passages and the lnger cnversatin. The shrt passages and the lnger 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．The film is made up f wrld classics.
B．Mamma Mia has mved frm the stage t the screen.
C．Mamma Mia tells Sufi’s search fr her mther.
D．The stry f Mamma Mia has a lt t d with the band.
12．A．In Sweden.B．In Shanghai.
C．In Lndn.D．In America.
13．A．The mature cast.
B．The stry with ABBA music.
C．The Eurpean Sng Cntest 1984 champin.
D．The Chinese versin f Mamma f 2011.
Questins 14 thrugh 16 are based n the fllwing passage.
14．A．Leisure activities.B．Ppular TV stars.
C．Outdr sprts.D．Family time.
15．A．Driving.B．Gardening.
C．Eating ut.D．Surfing.
16．A．Ging t the bars.B．Playing nline games.
C．Watching TV.D．Reading nvels.
Questins 17 thrugh 20 are bused n the fllwing cnversatin.
17．A．At a travel agency.B．At a lcal restaurant.
C．At a htel receptin.D．At an Australian airprt.
18．A．Free wine is ffered.B．The price is reasnable.
C．She carries a lt f luggage.D．She travels with her family.
19．A．One week.B．Tw weeks.
C．Fur nights.D．Five nights.
20．A．She can cme back fr Christmas.
B．She can drink the best wine f Australia.
C．She can chse the activities she likes.
D．She can bk a hliday anywhere.
II.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.
The pwer f the pen
Numerus studies highlight the psychlgical benefits f writing. Fr example, researchers fund that participants wh engaged in a six-week prgram f expressive writing imprved their mental tughness.
In anther study, researchers analyzed brain scans t see hw writing abut negative events affected the way such events 21 (prcess) and handled. They cncluded that expressive writing might be an effective tl t address negative emtins and 22 writing abut a past failure culd imprve learning.
Last year, brain researchers demnstrated that writing by hand 23 typing with a keybard prmted mre cmplex brain cnnectivity, which was crucial fr memry frmatin.
These findings suggest that the prcess f writing allws yu 24 (clarify) thughts and “internalize” them, thus increasing the benefits.
T cultivate the habit f writing, try the tw tips. Write t peple yu lve.
When yu write with yur audience in mind, yu relate t them. Mst imprtantly, yu share smething precius with lved nes. Think f hw yu felt the last time smene yu cared abut 25 (take) time t write yu a heartfelt message. Yu can even use this as an pprtunity t save relatinships that need 26 (heal) r just t get an extra smile ut f smene. Write appreciatin ntes at wrk.
When Dug Cnant tk ver as CEO at Campbell’s, he transfrmed the cmpany culture frm unpleasant t award-winning. “Mst cultures dn’t d a gd jb f celebrating cntributins, s I made 27 a practice t write thank-yu ntes t ur emplyees.” Cnant said, “Over 10 years, it amunted t mre than 30,000 ntes, 28 we had nly 20,000 emplyees. Wherever I’d g in the wrld, yu’d find my handwritten ntes 29 (display) n emplyees’ bulletin bards(公告栏).”
In tday’s digital wrld 30 mst cmmunicatin is electrnic, writing heartfelt thank-yu ntes enhances emtinal intelligence and strengthens relatinships. It makes yur wrkplace r hme better.
Sectin B
Directins: Cmplete the fllwing passage by using the wrds in the bx. Each wrd can nly be used nce. Nte that there is ne wrd mre than yu need.
（新题材）Find Yur Life’s Wrk
Everyne has their wn life values. Yu wnder what yur vcatin is and where yu culd successfully 31 yur ptential? Here are sme tips.
● Turn Passin int Prfit
D nt 32 this statement: find smething yu like and yu wn’t have t wrk a day. There is n better 33 than getting gd mney fr yur hbby. S, think abut what yu really like t d even fr free. Even if yu nly lve t play nline games and taste delicius fd, yu can g fr cking r tasting, game develpment r g int e-sprts, start a thematic blg—as yu can see, there are a lt f ptins.
● Imagine an Ideal Wrld
Anther way t understand what is mst imprtant t yu is t reflect n what an ideal wrld shuld lk like. Perhaps yur purpse is 34 t bring the real wrld clser t this ideal image. Dn’t limit yurself t 35 . Let g f fantasy and let yurself just dream. Write dwn any thughts that cme t mind. Pay attentin t all the details and 36 , and then think abut hw t translate them int reality.
● Recall Yur Best Mments
T determine yur tp 37 , think abut the mments in which yu experienced the greatest jy. What has given yu the mst satisfactin in the past? Take a little time and remember all the times when yu were sincerely glad. S, yu will understand what yur main 38 are at this stage f life.
● Create a Radmap
Yu’ve identified yur gals. Nw, develp a detailed plan, like drawing a map frm yur current life t yur desired future. Find the best rute frm pint A t pint B．Think abut what skills yu need t 39 and what daily habits are wrth adding t yur life. The mre specific pints yu put n the map, the easier it will be t 40 them and start mving twards yur gal.
III.Reading Cmprehensin (共45分。 41-45每题1分；56-70每题2分)
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
（新情境）Ever wndered why yu reach fr a snack after hitting the gym? Research shws that physical exercise ften leads t 41 fd cnsumptin. With cuntless sprts events 42 , a new questin arises: Can watching sprts n a screen als influence hw much we eat?
The answer is yes. Our research reveals that watching sprts vides can increase candy cnsumptin. But there is mre t the stry: the 43 f the sprts yu are watching plays a crucial rle in these effects.
We first invited 112 students t the lab t watch a vide and test sme candies. The students wh saw the sprts vide ate mre candies than thse wh saw the ne withut physical activity. T learn mre, we invited just the female students t watch vides 44 either easy r difficult-t-perfrm sprts. Students wh watched the easy sprts vide ate much mre. We can thus cnclude that the ease f the exercise shwn 45 impacts candy cnsumptin.
T explain ur findings, we lked at research n gal 46 . When peple feel they are nt meeting a gal, they push harder; but nce they see 47 , they tend t relax. Fr example, after a wrkut, thse aiming t stay fit might feel they have achieved advancement and then ease up n their effrts. This can lead t a 48 in the drive t pursue related gals, like healthy eating. Research shws that achieving smaller gals (like exercising) can make peple feel they have earned a(n) 49 , which results in vereating. S cmpleting a wrkut might make yu mre likely t 50 yurself with extra fd than if yu had nt finished yur sessin.
S what is the 51 fr us? Be mindful f hw watching sprts can affect ur eating habits. If yu are aiming t stay n track with yur diet, watch mre 52 sprts. Mrever, when setting dieting gals, remind yurself that real prgress cmes frm 53 effrt, nt just imagining yurself ding a wrkut. Engage in activities that genuinely challenge yu, and pair them with healthy eating habits. This way, yu can avid the trap f feeling the fitness gal t be 54 accmplished and then vereating.
In cnclusin, shuld yu watch the Olympic Games if yu want t 55 yur diet? Of curse, but it might be better t chse the physical activities yu find the mst difficult t perfrm — and watch them withut mderatin.
41．A．wastefulB．increasedC．prcessedD．healthy
42．A．airingB．happeningC．celebratingD．unflding
43．A．categryB．lengthC．difficultyD．audience
44．A．testingB．prmtingC．capturingD．explaining
45．A．misleadinglyB．frequentlyC．rarelyD．significantly
46．A．feasibilityB．mtivatinC．visualizatinD．clarity
47．A．hpeB．videsC．treatsD．prgress
48．A．delayB．drpC．dubtD．cnfidence
49．A．breakB．hnrC．dietD．title
50．A．sustainB．prepareC．cheatD．reward
51．A．transitinB．stimulatinC．implicatinD．interventin
52．A．instructiveB．relaxingC．influentialD．challenging
53．A．cnsistentB．prspectiveC．ultimateD．individual
54．A．verlyB．barelyC．prematurelyD．remarkably
55．A．put up withB．keep up withC．make up frD．set up fr
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
Dave McNee met Claudia Mandekic 14 years ag. When she tld McNee hw hard it culd be t get students excited abut math, her favurite discipline, he made a surprising suggestin: “Why nt thrw in smething they enjy, like sprts?” The idea f mixing basketball and mathematics gt its first sht in 2011, when the nw clleagues — wh had launched a tutring nn-prfit — were invited t run a summer-schl prgram fr kids wh’d failed Grade 9 math at Gerges Secndary Schl.
When the students shwed up fr their first day, they weren’t exactly excited. Over the next few hurs, Mandekic and McNee gave the kids techniques t imprve their shting while als helping them calculate their field-gal percentage — which, in turn, taught them abut fractins and decimal (分数和小数) pints. At the end f the game, the winning team was determined based n which grup had the highest ttal percentage and had dne the mst efficient math. “When the bell rang, they were s fixated n cllecting their data and figuring ut which team wn that they didn’t leave,” says Mandekic. “I realized we might be nt smething.”
The classes, later named BallMatics, sn spread t ther schls. “I was terrible at math,” says Duglas, wh enrlled in a fast-track summer prgram. “But nce I started BallMatics and realized the sprt I lved was directly tied t math, it made me a lt better at it. Every time I played basketball, I was thinking abut math.”
Almst any math prblem, McNee and Mandekic realized, can be taught n the curt. Kids can learn hw t navigate an X-Y grid t find their next shting spt r absrb the basic principles f trignmetry based n the angle at which they release the ball. In 2019, McNec and Mandekic established a private high schl called Uchenna Academy. At the schl, kids with tp basketball skills can study all subjects, train at their sprt and wrk part-time helping ut with the BallMatics afterschl prgrams.
Duglas, nw 20 and earning a degree in educatin believes the schl’s cmmitment t academics is the key reasn it’s been a winner. “If we didn’t d ur wrk, we weren’t playing at the game,” he says, adding that caches wuld bench kids wh didn’t keep up in class. “At Uchenna, we were student athletes, nt athlete students.”
56．The first tw paragraphs are intended t tell the readers ______.
A．the rigin f BallMaticsB．the challenges facing BallMatics
C．the start f a lifelng friendshipD．the dedicatin f the yung teachers
57．What made Mandekic and McNee realize that they “might be nt smething”?
A．The students’ prgress in their mathematic skills.
B．The students’ changed attitude twards math.
C．The data cllected abut the students’ gal percentage.
D．The efficiency in determining the winning team.
58．What will happen t the kids wh dn’t d well in class accrding t Duglas?
A．They will be frbidden t leave any training sessin.
B．They will be bliged t earn a training degree first.
C．They will have t attend classes at a private schl.
D．They will be banned frm playing in the game.
59．The best title fr the article is ______.
A．The Basics f MathB．The Rad t Success
C．A Sprts PrincipleD．A Numbers Game
B
Chapter 1 What is critical thinking?
Learning utcmes
This chapter gives yu pprtunities t:
√ understand what critical thinking is
√ find ut abut the early rts and later develpments f critical thinking
√ recgnize sme f the benefits assciated with critical thinking skills
√ recgnize the persnal qualities cnnected t critical thinking
√ recgnize barriers t the develpment f gd critical thinking skills
√ assess yur current understanding f critical thinking and identify yur pririties fr imprvement
Intrductin
This chapter prvides a general intrductin t critical thinking. It examines what is meant by “critical thinking”, the skills assciated with it, and the barriers that can slw dwn effective develpment f critical appraches. Many peple can find it difficult t rder their thughts in a lgical, cnsistent and reasned way. This bk starts frm the idea that skills in reasning can be develped thrugh a better understanding f what critical thinking invlves, and by practice.
Critical thinking is a cgnitive activity cnnected t using the mind. Learning t think in critically analytical and evaluative ways means using mental prcesses such as attentin (cncentrating n specific details and infrmatin), categrizatin (the prcess f rganizing infrmatin int categries based n shared characteristics), selectin (selecting relevant infrmatin), and judgement (the ability t assess and frm well- reasned cnclusins r pinins based n available evidence). Hwever, many peple wh have the ptential t develp mre effective critical thinking can be prevented frm ding s fr a variety f reasns apart frm a lack f ability. In particular, persnal and emtinal, r “affective”, reasns can create barriers.
Yu are invited t cnsider, in this chapter, hw far such barriers culd be affecting yur wn thinking abilities and hw yu will manage them.
60．Accrding t the learning utcmes, which f the fllwing tpics is mst likely t be included in Chapter 1?
A．Significant wrks in critical thinkingB．Teaching strategies fr critical thinking
C．Critical thinking: individual r cllective?D．Critical thinking: Where des it cme frm?
61．What can a reader learn in this chapter?
A．Hw a mental prcess wrks and what rle it plays in making lgical reasning.
B．What defines cgnitive activity and hw emtins can shape critical thinking skills.
C．Why individuals pssess varying abilities t think critically and hw t assess them.
D．What is critical thinking and hw it can be develped thrugh understanding and practice.
62．Which f the fllwing examples best illustrates the mental prcess f categrizatin?
A．A student chses articles that are related t his tpic frm a large database.
B．A student fcuses n the main pints the teacher emphasizes in a physics class.
C．A student srts ntes by gruping them accrding t different histrical perids.
D．A student decides which arguments t include in his essay after weighing the evidence.
C
（热点话题）In tday’s data-driven wrld, the value f data has been likened t that f il, but unlike il, data is nt a finite resurce — it grws cntinuusly as new infrmatin is created. Businesses, particularly thse emplying AI algrithms, rely n data mre than ever t drive success. Hwever, a challenge that has arisen is ensuring the data used is reliable, bjective, and ethically surced. Cncerns are munting ver the use f shady data surces and “black-bx” cllectin methds, where businesses are unsure f hw the data was surced, raising ethical and legal issues.
Rachel Aldighieri f the Data and Marketing Assciatin (DMA) stresses that ethical practices in data cllectin are essential, especially as businesses increasingly use AI t autmate decisin-making prcesses. Inapprpriate data usage can lead t inaccurate AI mdels and prejudiced utcmes. Stephen Lester, CTO at Paragn, eches this sentiment, nting that cmpanies shuld use pen methds t cllect data, ensuring participants knw hw their data is being used and that they receive prper payment.
T fllw data prtectin rules, businesses shuld balance their needs with individuals’ rights. This helps ensure they have the right permissins t use cllected data, building custmer trust and reducing legal risks. They shuld als cnsult resurces like the DMA Cde fr guidance n ethical data practices.
Hwever, btaining reliable data isn’t always straightfrward. Open-surce datasets are available, but they ften lack quality cntrls and safeguards against bias. Synthetic data, generated by AI, ffers an alternative, allwing cmpanies t train AI mdels withut risking real individuals’ privacy. Althugh synthetic data isn’t linked t real peple, businesses must be cautius abut ptential inaccuracies. A ntable tl in this space is MIT’s Synthetic Data Vault, which helps generate synthetic data fr a variety f enterprise use cases. Despite its usefulness, there remain cncerns abut the accuracy f such data when used fr critical AI training.
Chris Stephensn frm Sagacity highlights the imprtance f training AI mdels with errr-checking mechanisms. He ntes that while synthetic data can be useful, businesses must remain careful abut hw algrithms are trained, paying clse attentin t the ptential fr mistakes r biases t slip thrugh unnticed.
As ethical cncerns rise, businesses are expected t carefully review their data cllectin practices. They shuld knw where their data cmes frm, avid unreliable surces, and ensure data used in AI mdels is accurate and fair. Ultimately, rganizatins must be pen and accuntable in their data practices t remain trustwrthy.
63．What des the phrase “eches this sentiment” in paragraph 2 mst prbably mean?
A．Agrees with clear and ethical data practices.
B．Disapprves f the views n data cllectin.
C．Questins the use f pen data cllectin methds.
D．Ignres the ethical cncerns surrunding AI and data.
64．What can be learned frm paragraphs 3 and 4?
A．There are tls t ensure data accuracy.B．Reliable data is extremely hard t btain.
C．Ethical data practices lack clear definitins.D．Synthetic data shuld generally be restricted.
65．Which f the fllwing statements is Chris Stephensn mst likely t agree with?
A．Errr-checking tls are already mature fr practical use.
B．Data prtectin rules shuld be priritized ver data accuracy.
C．Mistakes may remain undetected during the training f AI mdels.
D．Synthetic data is the best way t cllect data fr AI mdel training.
66．What is the main idea f the passage?
A．Synthetic data slves mst ethical cncerns assciated with AI.
B．Data cllectin practices in Al have limited ethical implicatins.
C．Ethical data cllectin and accuracy are essential fr respnsible AI usage.
D．Businesses shuld priritize using as much data as pssible fr AI training.
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 pwer f placeb (安慰剂)
Have yu ever taken a pill fr a headache and felt instant relief even thugh there’s n way the medicine culd have taken effect s quickly? If s, yu’ve persnally experienced a medical phenmenn knwn as the placeb effect. 67 In the abve situatin regarding yur headache, the active ingredient (成分) culdn’t have been respnsible fr yur reduced pain. S why did the symptms imprve?
Scientists dn’t cmpletely understand the mechanisms behind the effect, but they have determined that an individual’s cnditining and expectatins likely play a majr rle. With yur headache, fr example, yu expected the painkiller t wrk because pills have relieved yur headaches in the past. 68 In fact, the latter means a placeb can still wrk even when smene knws it’s nt real medicine! Other factrs that can influence hw well a treatment wrks include being tld it’s effective by a dctr, yur dctr’s bdy language r tne f vice, and the knwledge that yu’ re taking actin t slve the prblem.
69 If yu believe a drug will be ineffective at relieving yur symptms, fr instance, it is less likely t wrk. Even wrse, if yu expect t suffer side effects frm yur medicatin, yu prbably will. This puts dctrs in a tricky psitin — they’ re required by law t infrm patients f risks, yet ding s culd negatively affect recvery. The best way t avid this undesirable effect, accrding t sme experts, is fr dctrs t phrase dangers in the mst encuraging way pssible r ask peple if they’ re willing t remain unaware f minr side effects.
The pwer f the placeb effect pens up an exciting pprtunity t explre new avenues. Thugh we may nt fully grasp hw the placeb effects wrk, ne thing is clear: ur minds have an amazing ability t shape nt nly ur thughts but als ur physical health. 70
A．Unfrtunately, ur expectatins can als wrk against us.
B．Believe it r nt, there are limits t even the strngest placeb effect.
C．This effect ccurs when a patient is given a treatment that is able t imprve their symptms even thugh it lacks an active ingredient.
D．Additinally, yu prbably assciate pills in general with recvering frm illness.
E．If we can learn t make use f the pwer f psitive thinking, perhaps ne day we can even mve beynd using traditinal drugs t treat minr symptms!
F．And in rutine medical practice, placebs are rarely used n purpse.
IV.Summary Writing (共10分）
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.
Bdy Dysmrphic Disrder (BDD)
Mst humans have sme physical characteristics that they wish they culd change, such as a facial feature r extra fat. Many peple can cmfrtably live with these characteristics, but fr sme, their negative bdy image significantly affects their daily lives. The latter grup are said t have bdy dysmrphic disrder (BDD). They find sme cmmn aspects, including the face r stmach, impssible t accept.
Peple with BDD ften try t alter these features by exercising, changing their hairstyle, using skin care prducts r even getting plastic surgery. Or they may try t hide the features under clthing r makeup. They may lk at mirrrs cnstantly r avid them altgether. They may ask thers fr reassurance (安慰) that they lk OK but nt believe that reassurance when it cmes. Peple with BDD smetimes pick at their skin r cnstantly cmb (梳) their hair; at its wrst, BDD can lead peple t cnsider r attempt suicide.
BDD is ften nt diagnsed until 10 t 15 years after it develps, largely because it takes time fr peple t realize their feelings are nt nrmal. But early detectin makes a significant difference in quality f life as it allws peple t take measures t prevent BDD frm getting wrse. The primary treatment fr BDD is therapy, which ften invlves teaching the patient t challenge negative thughts as they cme. Sme dctrs may als prescribe antidepressants (开抗抑郁药). Plastic surgery is nt effective at making peple with BDD feel better. In fact, the changes in appearance brught abut by surgery ften cmpund the prblem.
If smene yu knw has BDD, assuring them that they lk gd will prbably nt help. Instead, listen patiently and encurage them t seek treatment. And if yu think yu have BDD, cnsult a dctr r a trusted friend. The earlier the prblem is addressed, the better.
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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
72．此时此刻，每个人的决定都很关键，因为时间已经不多了。(critical) (汉译英)

73．你觉得我们中学生有必要那么关注网红吗？(it) (汉译英)

74．请记住：面对困难和挑战，恒心和耐心可以帮助我们攻坚克难，走向成功。(vercme) (汉译英)

75．他这几天在网上老是收到陌生人的红包。幸亏他没打开，才没有上当受骗。实际上都是陷阱啊！(avid) (汉译英)

VI.Guided Writing (共25分)
76．Directins: Write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese.
假如你是高三学生李华，你校这学期邀请外教Tim做系列的英语讲座，上周Tim做了关于英语词汇学习的讲座，同学们感觉很有收获。请你给Tim写一封邮件，内容包括：
1.表达感谢并说明原因；
2. 建议下周讲座的内容。
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A．accents B．acquire C． bundaries D．fulfill E. guidelines F. liberally
G. precisely H. pririty I. prspect J. schedule K. suspect