湖北十堰市茅箭区十堰市郧阳中学2025-2026学年高二下学期3月英语练习含答案

这是一份湖北十堰市茅箭区十堰市郧阳中学2025-2026学年高二下学期3月英语练习含答案，共3页。试卷主要包含了5 分，满分 7等内容，欢迎下载使用。
英语练习
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 段录音。每段录音后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段录音后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1. What is the wman skilled at?
A. Design. B. Cmputers. C. Business management.
2. Hw des the man usually g t wrk?
A. By bus. B. By car. C. By bike.
3. What were the lessns abut?
A. Sme survival skills. B. Weather reprting. C. Ways t build cnfidence.
4. What are the speakers ding?
A. Chsing a huse. B. Mving int a huse. C. Decrating a huse.
5. When did the wman take the thery test?
A. in April. B. In May. C. In June.
第二节(共 15 小题;每小题 1.5 分，满分 22.5 分)
听下面 5 段录音。每段录音后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟;听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。
听第 6 段录音，回答第 6 、7 题。
6. Where des the cnversatin prbably take place?
A. In a gym. B. On the playgrund. C. At a swimming pl.
1. What recrd des the man expect t set?
A.2’ 2“. B.2’ 5” C.2’ 8".
听第 7 段录音，回答第 8 至 10 题。
8. Hw ld is the man’s daughter nw?
A.12. B.13. C.14.
9. Hw did the man knw abut the cake shp?
A. Frm a text. B. Frm its website. C. Frm peple arund him.
10. What character cake des the man decide t rder?
A. Nick. B. Judy. C. Flash.
听第 8 段录音，回答第 11 至 14 题。
11. What is prbably“The Lunar Blm”?
A. A band. B. A cncert. C. A stadium.
12. Hw did the man feel abut the live perfrmance tw years ag? A. It was bring. B. It was pleasing. C. It was strange.
13. What des the wman think f the ticket?
A. Cheap. B. Expensive. C. Reasnable.
14. What time will they meet?
A. At 5:00 p. m. B. At 6:00 p. m. C. At 7:00 p. m.
听第 9 段录音，回答第 15 至 17 题。
15. Hw des the man balance his wrk and life?
A. By making weekly plans.
B. By recrding all activities.
C. By setting a clear timetable.
16. What can we learn abut the wman?
A. She seeks perfectin at everything.
B. She always fails t fllw her plans.
C. She balances wrk and studies easily.
17. What may the wman d t keep a clear head when she studies?
A. Take shrt walks. B. Read sme bks. C. Listen t music.
听第 10 段录音，回答第 18 至 20 题。
18. What is the speaker mainly talking abut?
A. The persnal space rules.
B. The pace f life in Suth Krea.
C. His experience with culture shck.
19. Why did the speaker leave Italy?
A. Fr wrk. B. Fr study. C. Fr travel.
20. Which f the fllwing might the speaker feel cmfrtable with?
A. The schl life. B. The safety cameras. C. The quiet in public.
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
The Internatinal Linguistics Olympiad (IOL) is a cmpetitin fr
pre-university students, held in a different cuntry each year since 2003. It challenges participants, bth individually and in teams, t slve linguistic (语言学的) puzzles. T cmpete at the IOL, n special knwledge is required, nly basic language
cncepts, lgic, patience, and creative thinking. Try this beginner sample t see if the IOL is right fr yu.
Cntest Rules
Each individual cntestant r team must chse a wrking language fr their prblems and slutins, a chice that cannt be changed less than tw weeks befre the Olympiad begins.
The individual cntest invlves slving five prblems in six hurs, whereas the team cntest features ne prblem with tw hurs less.
Unless instructed, giving multiple answers will receive zer marks. Besides, a detailed explanatin is required fr each answer; failure t prvide ne will result in a lwer
scre.Awards
The team cntest will award up t ne gld, tw silver, and three brnze
medals. In the individual cntest, the number f gld, silver, and brnze medals
awarded shall be in the rati 1:2:3, with the ttal number f medals being between ne quarter and ne third f the cntestants. Click here t find ut ther awards.
1 ．Which is essential t slve the sample puzzle?
A ．Linguistic fluency. B ．Reasning ability.
C ．Gegraphic knwledge. D ．Mathematical calculatin.
2 ．What is different abut the rules fr the individual and team cntest?
A ．The duratin f the cmpetitin. B ．The result f giving multiple answers.
C．The deadline fr language chice. D．The requirement fr answer explanatins.
3．If there are 240 individual cntestants, hw many medals culd be awarded in ttal?
A ．40. B ．54. C ．72. D ．84.
B
This summer I came face-t-face with three deep-rted fears: heights, bears, and ageing.
Tw friends jined me n a fur-day wilderness getaway, and since we were all in ur seventies, we decided we’d better g while we still culd. Our adventure began with a scary drive up a winding muntain rad.
On ne hike, I fund myself hanging nt a wire n a bridge made f tw partly rtten (腐烂的) lgs, suspended high abve rushing rapids. I wuld never have
attempted it withut ur guide ahead, muthing encuraging wrds. Fixing my eyes n her bts, I inched alng the shaky lgs. Smehw, I made it acrss, flded with a rush f intense excitement and huge relief.
Later, after sptting bear tracks, we were tld t make lud nises, which sn became a game nce the tensin faded.
Until suddenly, time std still.
We had just crssed a stream when the guide whispered, “There’s a bear.” I lked up in disbelief and saw nt ne, but tw, abut ten meters abve us— the brwn mther in frnt, her cub behind.
Thugh scared speechless, I culdn’t help nticing hw beautiful they lked in
their natural setting. I wndered if it wuld be my last memry. As they started
twards us, we recvered enugh t shut and wave ur hiking ples. Taken aback, they stpped, and then slwly turned away. Anther fear was vercme!
On ur final mrning, after a quiet, thughtful walk thrugh the frest, we were asked t bring back a “meaningful” stick, rck, and leaf t share what wuld “stick” with us, what “rcked,” and what we wuld “leaf” behind. The bnd f friendship
wuld stick with me. Wmen supprting ne anther truly rcked. And I hped t leave sme fears behind.
Our guide ended by expressing her admiratin, praising nt nly ur fitness but als ur psitive attitude, and saying she hped t be like us in anther thirty r frty years. Thse unexpected wrds warmed my heart and eased my fear f being “ver the hill.” Being valued fr what we had accmplished felt like winning an Olympic medal — even if just fr participatin.
4 ．Hw did the authr crss the bridge?
A ．By taking mindful steps. B ．By rushing acrss it bravely.
C ．By using her sense f directin. D ．By having the guide drag her ver.
5 ．Why did the bears leave?
A．They were attracted by the natural setting. B．They were afraid f the nise f the rapids.
C ．They were surprised at the grup’s actins. D ．They were threatened by the guide’s rcks.
6 ．Why did the guide ask them fr a stick, rck, and leaf?
A ．T pick up sme suvenirs. B ．T reflect n the jurney.
C ．T symblize their teamwrk. D ．T check their bservatin skills.
7 ．What des the underlined phrase “ver the hill” in the last paragraph mean?
A ．Past the peak f yuth. B ．T high t g dwn.
C ．Out f place in sciety. D ．Beynd physical limits.
C
Researchers frm the University f Buens Aires have successfully used a
rbtic tutr t teach the male chingl, a kind f small bird in Suth America, a sng that was nce part f the species’ culture but had been lst fr mre than half a
century.
Male chingls learn their unique, tw-secnd meldy frm adult males. “It is a distinctive sng — like a fingerprint, but learned,” says ne f the researchers. “It
serves t attract females and prtect territry. It is the bird’s way f saying, “This is me, and here I am.” Hwever, urbanizatin and habitat lss have brken this learning chain, causing lcal sng “dialects” t disappear.
Driven by this prblem, researchers tk n a pineering task: bringing back a sng that had disappeared frm the wild — knwn nly frm a musical recrd made in the 1960s — t a ppulatin fchingls.
Using physics-based mdeling f the bird’s vcal tract (声道) , the team first
created an accurate artificial versin f the lst sng. They then engineered this mdel int a physical device designed t bradcast the frgtten meldy — a “rbtic tutr.” This artificial sng was intrduced t the chingls in the park during their critical
learning perid frm Octber t February. The sessins tk place during peak
singing hurs and were limited t a maximum f eight hurs. There were randm
pauses (停顿) in between s that the birds interpreted the playback frm the three devices placed in the area as a real exchange, as if these devices were respnding t each ther. This stimulated the birds’ vcal respnses.
The results were impressive. Yung chingls learned and adpted the sng, thugh they added their wn ppulatin’s “accent” t the final trill (颤音) , which shwed that their singing is shaped by learned behavirs and inbrn characteristics.
“This is abut preserving nt just genetic, but cultural bidiversity,” says
anther researcher. The team is nw develping AI systems t autmatically identify individual bird sngs and planning t study cultural spread in bird ppulatins t
ensure that bird culture is nt lst again.
8 ．Why did the researchers teach the birds the sng?
A ．T save an endangered species. B ．T study the birds’ brain structure.
C．T develp new rbtic devices. D．T preserve the birds’ cultural heritage.
9 ．What is a rle fchingls ’ sng?
A ．It keeps hunters away frm them. B ．It helps them adapt t urban grwth.
C ．It functins as their scial identity. D ．It makes them remember their habitat.
10 ．What is the purpse f the randm pauses?
A ．T prtect the birds’ vcal tract. B ．T test the birds’ reactin speed.
C ．T push the birds t catch the beat. D ．T trick the birds int interactin.
11 ．What can we learn frm chingls ’ learning results?
A ．The sng has spread t ther bird species. B ．Their singing shws special vcal features.
C ．Their respnse t the sng needs imprving. D ．The effectiveness depends n their ppulatin.
D
When yu rub (摩擦) a balln n yur skin, it prduces electricity — a
familiar example f charge separatin (电荷分离), a prcess in which ppsite
charges are separated, creating electric ptential. Similarly, raindrps striking a
narrw tube create a tiny yet significant burst f energy. Nw, researchers frm the Natinal University f Singapre (NUS) have tapped int this effect t generate
electricity using rain-like drplets.
Cnventinal hydrpwer (水力发电) relies n large water flws, which nly wrk in places like rivers. Fr smaller, slwer flws, researchers have explred
charge separatin. They use a tube t let water flw thrugh it cntinuusly. Charges gather n the surface that the water tuches. In this way, researchers can cllect
charges, but it is far frm effective.
T slve this prblem, the NUS team built a special device. At bth ends f the device — the tp f the newly-designed tube (abut 2 millimeters in width), and the water-cllecting cup at the bttm — electrical wires were placed t harvest charges. First, water is released frm a metal needle, frming rain-like drplets. When these
drplets enter the tube, their impacts create “plug flw,” in which the water frms
mini clumns separated by air gaps. This flw is crucial because it allws mre
surface cntact and mre time fr charges t build up, generating up t 100, 000times mre charge separatin than cntinuus flw. As charged drplets exit the tube and
fall int the cup, charges build up in the water, creating an electric current. In tests, fur tubes prduced enugh electricity t pwer 12 LED lights cntinuusly fr 20 secnds.
Accrding t the study’s lead authr, this mdel shws hw rain can be used t generate clean electricity effectively and sustainably, especially in rainy places such as Singapre. Its ptential is enrmus, as it ffers an alternative energy surce even in cities. Imagine a rain cllectin device n yur rf, prducing small amunts f electricity whenever it rains — a small step fr a raindrp, but a giant leap fr
sustainable energy technlgy.
12 ．What prblem d the NUS researchers aim t slve?
A ．The difficulty f separating charges. B ．The lack f clean electricity surces.
C．The inefficiency f charge harvesting. D．The damage f traditinal hydrpwer.
13 ．Which f the fllwing best illustrates “plug flw”?
A ． B ． C ． D ．
14 ．What is the last paragraph mainly abut cncerning the mdel?
A ．Its ptential cst in urban areas. B ．Its prmising use in green energy.
C ．Its cmplex design fr rain pwer. D ．Its practical need fr mre devices.
15 ．What is a suitable title fr the text?
A．Revlutinary Energy frm Raindrps B．Urgent Demand fr Sustainable Energy C ．Capturing Raindrps thrugh Innvatin D ．Turning Charge Separatin int
Electricity
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。
I put n a headset, and within secnds I am smewhere else. Ice sheets flat n dark water. Wind brushes past my ears, sharp and restless. In the distance, muntains glw (发光) under the mnlight. Mments later, I find myself inside a museum,
leaning clse t a painting I have never seen in real life. 16 This is the prmise f virtual reality (VR): a wrld delivered t us withut leaving hme.
There is much t appreciate in this frm f travel. 17 There is n need t cnsider weather cnditins, health issues r financial pressure. Yu may enter distant places at any mment and leave just as freely. Fr thse restricted by schedule, health, r incme, VR quietly remves barriers that traditinal travel ften sets in place.
18 Travelers wander thrugh unfamiliar streets, sample lcal dishes, and engage face-t-face with peple shaped by different traditins. Such encunters
awaken the senses and create lasting memries. Mre imprtantly, they change hw places feel t us, nt just hw we understand them.
This distinctin is clear, because learning abut a destinatin is nt the same as being there. Virtual travel ffers designed scenes and prgrammed sensatins, but it remains carefully cntrlled. Real travel, by cntrast, is shaped by unpredictability. 19 In thse unplanned mments, understanding becmes lived rather than
recrded.
Virtual reality will undubtedly cntinue t evlve, enriching hw we preview jurneys and imagine distant wrlds. Still, it cannt replace actual presence. Travel is nt simply abut seeing farther; it is als abut feeling where yu stand. 20
A ．I am nt mving, yet I am traveling.
B ．Yet real travel leaves a deeper mark.
C ．My feet ache as my jurney stretches acrss the day.
D ．Virtual jurneys are cnvenient, time-saving, and widely accessible.
E ．Sme knwledge, it seems, nly arrives when yur feet are n the grund.
F ．It demands chices, adaptatin, and cnstant awareness f the unexpected.
G ．But the cnvenience may gradually weaken ur desire t explre the real wrld.
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。
I still remember the day I bught my “nice” ntebk. It was a leather-bund jurnal with cream-clred pages. I was sure it wuld make me the type f persn wh jurnals regularly, and wh beautiful thughts. But it didn’t wrk.
That grgeus ntebk sat fr mnths. When I finally pened it, I
hesitated. The pages felt t delicate and t t waste n my messy
handwriting and ideas. S I it. Instead, I grabbed an ld, ugly cmpsitin ntebk with a cver and dg-eared crners. I started t it with everything: mrning pages, randm thughts and reminders. This is surprisingly
. I actually wrte. Every day. Withut exceptin.
The psychlgy is real. When we smething t much, we place limits arund it, feeling it is “t gd”. But the ugly ntebk carries n such . It has been used. It tells me, “This is a fr thinking and living, nt a museum
piece.”
Here’s the thing: ntebks are idea incubatrs (孵化器) . With the
pressure ff, yu experiment mre. Yu try things that might . And in that
freedm, bad ideas I was embarrassed abut gradually evlved int wrk I’m prud f. And that’s where the real wrk f creatin happens.
The best ntebk is never the mst beautiful ne. It’s the ne yu’ll actually . Because the magic happens in the , nt in perfect pages.
Yur ugly ntebk is waiting.
21 ．A ．changes B ．captures C ．fllws D ．lacks
22 ．A ．unfinished B ．unclaimed C ．undiscvered D ．untuched
23 ．A ．secret B ．smart C ．precius D ．persnal
24 ．A ．clsed B ．decrated C ．delivered D ．fixed
25 ．A ．trn B ．hard C ．hidden D ．fancy
26 ．A ．guard B ．surrund C ．fill D ．serve
27 ．A ．annying B ．freeing C ．demanding D ．cnvincing
28 ．A ．plan B ．dubt C ．cntrl D ．admire
29 ．A ．luck B ．warning C ．prmise D ．pressure
30 ．A ．tl B ．test C ．guide D ．reasn
31 ．A ．incmplete B ．impractical C ．imperfect D ．irregular
32 ．A ．cheat B ．fail C ．hurt D ．disappear
33 ．A ．slightly B ．initially C ．hardly D ．cnsequently
34 ．A ．run int B ．refer t C ．lk at D ．reach fr
35 ．A ．preparing B ．thinking C ．writing D ．reading
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。
When fd enthusiasts travel, they typically seek mre authentic fd
experiences than dining at the mst ppular restaurants. True fdies (美食家)
discver 36 the lcals gather with family and friends fr meals, a search that smetimes leads them t an unknwn street shp that 37 (pride) itself n
authentic recipes, capturing the essence f lcal cuisine.
One such place is Chunfu (Spring and Blessings) Teahuse, 38 (hide) in an ld neighbrhd away frm the bustling main rad in Haiku, Hainan Prvince.
Haiku is hme t many teahuses like Chunfu, which are essential t the
island’s culinary traditin. These establishments ffer tea, snacks, and a variety f ther drinks and dishes, 39 (serve) as gathering spts where residents spend much f their day. Chunfu is a mdest venue, with tables, and chairs that appear t have been used fr ages.
Visitrs can view the menu fferings at the semi-pen kitchen and place their rders n paper, bringing a sense f nstalgia fr these 40 (diner). Everyne takes their time, 41 (leisure) enjying their fd and drinks, as if n ne is in
a rush. This casual attitude explains the meaning behind labacha(ld dad’s tea), which has been well-preserved in teahuses like Chunfu.
The teahuse heritage is believed 42 (emerge) in the late 19th century, when Chinese immigrants returned frm Sutheast Asia bringing back 43
cncept f cffee drinking, which blended with lcal tea culture. The lifestyle was
named 44 the ld men wh spent much f their time there, shwing a relaxed and unhurried way f life.
Fr travelers, these time-hnred teahuses ffer mre than a meal; they are a windw int the very rhythm 45 sul f Hainan’s lcal cmmunities.
第四部分 写作(共两节，满分 40 分)
第一节(满分 15 分)
46．假定你是李华，你的英国朋友 Chris 计划拍摄 Taste f China 短视频系列推介中国美食，他想从“Famus Dishes”和“Street Snacks”两个拍摄主题中选择其一，
现征求你的意见。请给 Chris 写一封邮件表达你的看法，内容包括：
（1）你的选择；
（2）说明理由。
注意：
（1）写作词数应为 80 个左右；
（2）请按如下格式在答题纸的相应位置作答。
Dear Chris,
I’m thrilled abut yur Taste f China series!
Yurs,
Li Hua
第二节(满分 25 分)
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。
Li Yue, a Chinese high schl exchange student in Lndn, felt a little nervus when Mr. White said t the class, “This Thursday, I want each f yu t bring
smething that matters t yu and share it with the class.” Li Yue sat quietly, thinking hard abut what t bring. Suddenly, she remembered that the Lantern Festival wuld be the fllwing Tuesday. A bright idea struck her, making her eyes light up instantly.
Thursday came quickly, and the classrm was filled with jy and laughter.
Mst students brught snacks and small tys t share. When it was Li Yue’s turn, she std up, hlding a beautifully decrated wden bx. She pened it gently and tk ut a flat, flded piece f red paper. With a few quick, skillful flds and pulls, the
paper magically turned int a delicate lantern frame. She placed a candle inside and lit it carefully. The gentle flame came alive, bathing the red lantern in warm light that
spread thrughut the classrm.
“It’s incredible! What is it?” Emma, Li Yue’s deskmate, asked eagerly. Li Yue smiled and held up the lantern, intrducing the Lantern Festival, its traditins f
hanging lanterns, guessing riddles and eating a kind f sweet glutinus rice (糯米) balls called yuanxia, and hw red lanterns symblize hpe and reunin in Chinese culture. “And this year, the Lantern Festival is exactly next Tuesday,” she said.
Seeing hw interested the whle class was, Mr. White walked ver with a smile. “This is a wnderful way t cnnect different cultures,” he said t Li Yue. “Wuld
yu like t hst a Lantern Festival party fr the whle grade next Tuesday night? I’m sure it will be fantastic.”
Li Yue ndded firmly, her face bright with excitement. “I’d lve t!” she
replied. The class brke int applause, but as she sat dwn, a little wrry set in — hw culd she make the party fun and unfrgettable?
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。
Li Yue realized that the key slutin was getting everyne invlved.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
The party tk place as scheduled in the schl cafeteria.
1 ．B 2 ．A 3 ．C
【导语】本文是一篇应用文。文章介绍了国际语言学奥林匹克竞赛的基本信息、参赛规则及奖项设置。
1 ．细节理解题。根据第一段中“T cmpete at the IOL, n special knwledge is required, nly basic language cncepts, lgic, patience, and creative thinking. Try this beginner sample t see if the IOL is right fr yu.(参加国际语言学奥林匹克竞赛无需特殊知识储备，只需掌握基础语言概念、逻辑思维、耐心与创造性思维。不妨通过这道入门样题，测试自己是否适合这项挑战)”和下面的两道样题可知，解答下面的样题需要逻辑推理能力。故选 B 项。
2 ．细节理解题。根据“Cntest Rules”部分中“The individual cntest invlves slving five
prblems in six hurs, whereas the team cntest features ne prblem with tw hurs less. (个人赛需在六小时内解答五道题，而团队赛则是一道题，时间少两小时)”可知，个人赛和团队赛在比赛时长上存在差异。故选 A 项。
3 ．细节理解题。根据“Awards”部分中“In the individual cntest, the number f gld, silver, and brnze medals awarded shall be in the rati 1:2:3, with the ttal number f medals being between ne quarter and ne third f the cntestants. (在个人赛中，金、银、铜牌的数量比例为 1:2:3 ，奖牌总数在参赛人数的四分之一到三分之一之间)”可知，当个人赛参赛者为 240 人时，奖牌总数应在240×1/4=60 到240×1/3=80 之间，且金银铜牌比例为 1:2:3，即奖牌总数应为 1+2+3=6的倍数。选项中符合在 60 到 80 之间且为 6 的倍数的只有 72 。故选 C 项。
4 ．A 5 ．C 6 ．B 7 ．A
【导语】本文是一篇记叙文。文章讲述了作者与两位年过七旬的朋友的四天荒野探险经历。
4 ．细节理解题。根据第三段的句子“Fixing my eyes n her bts, I inched alng the shaky
lgs.(我盯着她的靴子，小心翼翼地沿着摇晃的圆木慢慢挪动。)”可知，作者盯着向导的靴子，小心翼翼地一步步走过摇晃的圆木桥。故选 A 项。
5 ．细节理解题。根据第六段的句子“As they started twards us, we recvered enugh t shut and wave ur hiking ples. Taken aback, they stpped, and then slwly turned away.(当它们开始向我们走来时，我们缓过神来，大声呼喊并挥舞登山杖。它们吃了一惊，停了下来，然后慢慢转身离开。)”可知，熊被作者一行人的呼喊和挥杖动作吓到，因此转身离开。故选 C 项。
6 ．推理判断题。根据倒数第二段的句子“On ur final mrning, after a quiet, thughtful walk thrugh the frest, we were asked t bring back a “meaningful” stick, rck, and leaf t share what wuld “stick” with us, what “rcked,” and what we wuld “leaf” behind.(在我们旅行的最后一个
早晨，我们在森林里安静而沉思地走了一段之后，被要求带回一根“有意义的”木棍、岩石和
树叶来分享哪些会“ 留存”在我们心中，哪些“震撼” 了我们，以及我们愿意“放下”什么)”可知，向导通过这些自然物品引导大家反思旅程中的收获与感悟。故选 B 项。
7 ．词句猜测题。根据最后一段的语境，向导称赞她们的健康和积极态度，并表示希望自己三四十年后也能像她们一样。这些意外的话语温暖了作者的心，缓解了她对“ver the hill” 的恐惧。结合前文提到的“we were all in ur seventies(我们都七十多岁了)”以及“ageing(变老)”这一主题，“ver the hill”指的是已过青春巅峰、年老体衰的状态。故选 A 项。
8 ．D 9 ．C 10 ．D 11 ．B
【导语】本文是一篇说明文。文章主要讲述了布宜诺斯艾利斯大学的研究人员成功利用机器人导师，让一种南美小鸟——雄性红领带鹀重新学会了一首曾是该物种文化一部分，但已消失半个多世纪的歌曲，以及研究过程、结果和意义。
8．细节理解题。根据第一段“Researchers frm the University f Buens Aires have successfully used a rbtic tutr t teach the male chingl, a kind f small bird in Suth America, a sng that was nce part f the species’ culture but had been lst fr mre than half a century.(布宜诺斯艾利斯大学的研究人员已成功使用机器人导师，教南美一种小型鸟类 —— 雄性红领带鹀 学习一首曾属于该物种文化、但已消失半个多世纪的鸣唱)”以及最后一段“This is abut
preserving nt just genetic, but cultural bidiversity (这不仅是为了保护遗传多样性，也是为了保护文化多样性)”可知，研究人员教鸟儿这首歌是为了保护鸟类的文化遗产。故选 D 项。
9．细节理解题。根据第二段“It serves t attract females and prtect territry. It is the bird’s way f saying, “This is me, and here I am.” (它用来吸引雌鸟和保护领地。这是鸟儿表达“这就是我，我就在这里” 的方式。)”可知，红领带鹀的歌声是它们的社会身份标识。故选 C 项。
10 ．细节理解题。根据第四段“There were randm pauses (停顿) in between s that the birds
interpreted the playback frm the three devices placed in the area as a real exchange, as if these
devices were respnding t each ther. This stimulated the birds’ vcal respnses. (中间有随机停顿，这样鸟儿就会把放置在该区域的三个设备播放的声音当作真实的交流，就好像这些设备在互相回应一样。这刺激了鸟类的发声反应。)”可知，随机停顿的目的是诱使鸟儿进行互动。故选 D 项。
11 ．推理判断题。根据倒数第二段“Yung chingls learned and adpted the sng, thugh they added their wn ppulatin’s “accent” t the final trill (颤音) , which shwed that their singing is shaped by learned behavirs and inbrn characteristics. (年轻的红领带鹀学习并采用了这首歌，
尽管它们在最后的颤音中加入了自己种群的“ 口音”，这表明它们的歌声是由习得行为和先天特征共同塑造的。)”可知，从红领带鹀的学习结果中我们可以了解到它们的歌声表现出特殊的发声特征。故选 B 项。
12 ．C 13 ．D 14 ．B 15 ．A
【导语】本文是一篇说明文。文章主要介绍了新加坡国立大学的研究人员通过利用雨滴撞击窄管产生的电荷分离效应，开发出一种新型发电装置，有效解决了小流量水发电效率低的问题，展示了雨滴发电在绿色能源领域的巨大潜力。
12 ．细节理解题。根据第二段“Fr smaller, slwer flws, researchers have explred charge
separatin. They use a tube t let water flw thrugh it cntinuusly. Charges gather n the
surface that the water tuches. In this way, researchers can cllect charges, but it is far frm
effective. (对于更小、更慢的水流，研究人员已经探索了电荷分离。他们用一根管子让水不断流过。电荷聚集在水接触的表面。通过这种方式，研究人员可以收集电荷，但效果远不理想。)”可知，研究人员面临的问题是收集电荷的效率很低。因此，NUS 研究人员旨在解决的问题是电荷收集的低效性。故选 C 项。
13．推理判断题。根据第三段“When these drplets enter the tube, their impacts create “plug flw,” in which the water frms mini clumns separated by air gaps. (当这些水滴进入管道时，它们的撞击会产生“塞流” ，即水形成由气隙隔开的小柱。)”可知，“塞流”指的是水形成由气隙隔开的小柱，结合选项可知，D 项符合“塞流” 的特点。故选 D 项。
14．主旨大意题。根据最后一段“Accrding t the study’s lead authr, this mdel shws hw rain can be used t generate clean electricity effectively and sustainably, especially in rainy places
such as Singapre. Its ptential is enrmus, as it ffers an alternative energy surce even in
cities. Imagine a rain cllectin device n yur rf, prducing small amunts f electricity
whenever it rains — a small step fr a raindrp, but a giant leap fr sustainable energy technlgy. (根据该研究的主要作者的说法，这个模型展示了如何有效地和可持续地利用雨水来发电，特别是在像新加坡这样的多雨地区。它的潜力是巨大的，因为它即使在城市中也提供了一种替代能源。想象一下，在你的屋顶上有一个雨水收集装置，每当下雨时都能产生少量的电力——对雨滴来说是一小步，但对可持续能源技术来说是一大步。)”可知，最后一段主要讲的是该模型在绿色能源方面有前景的应用。故选 B 项。
15 ．主旨大意题。通读全文，尤其是第一段“Nw, researchers frm the Natinal University f Singapre (NUS) have tapped int this effect t generate electricity using rain-like drplets. (现在，
新加坡国立大学（NUS）的研究人员利用这种效应，利用类似雨滴的水滴发电。)”可知，文章主要介绍了新加坡国立大学的研究人员利用雨滴撞击窄管产生的电荷分离效应来发电，展示了雨滴发电在绿色能源领域的巨大潜力，因此，A 项“Revlutinary Energy frm Raindrps (来自雨滴的革命性能源)”是最合适的标题。故选 A 项。
. . . . .
16 A 17 D 18 B 19 F 20 E
【导语】这是一篇议论文。文章通过作者的虚拟现实体验引入，探讨了虚拟旅行与现实旅行的区别，指出虚拟现实无法替代真实旅行所带来的感官体验和情感联结。
16 ．前文“I put n a headset, and within secnds I am smewhere else. (我戴上头戴设备，几秒钟后就置身于别处。)”为接下来的虚拟现实旅游做好准备，继而描述作者在虚拟现实中的沉浸体验。后文“This is the prmise f virtual reality (VR): a wrld delivered t us withut leaving hme. (这就是虚拟现实（VR）的愿景：一个无需离家便能抵达的世界。)”是对前文的概括总结，A 选项“我没有移动，却正在旅行”概括了前文的虚拟旅行体验，又引出后文要讨论的核心内容，承接上文并点明主题。故选 A。
17．根据前文“There is much t appreciate in this frm f travel. (这种旅行方式有很多值得欣赏的地方。)”可知，接下来应说明虚拟旅行的优点。D 选项“虚拟旅行方便、省时且易于实
现。”具体阐述了虚拟旅行的优势，与上文形成顺承关系。故选 D。
18 ．空处为本段第一句，应起总起作用。后文“Travelers wander thrugh unfamiliar streets,
sample lcal dishes, and engage face-t-face with peple shaped by different traditins. Such
encunters awaken the senses and create lasting memries. Mre imprtantly, they change hw
places feel t us, nt just hw we understand them. (旅行者漫步在陌生的街道上，品尝当地美食，与来自不同传统背景的人面对面交流。这些体验唤醒感官，创造持久的记忆。更重要的是，它们改变了我们对一个地方的情感认知，而不仅仅是理性理解。)”描述了真实旅行的独特体验和深刻影响，B 选项“然而真实的旅行留下更深的印记。” 引出对真实旅行的进一步阐述。故选 B。
19 ．根据前文“Real travel, by cntrast, is shaped by unpredictability. (相比之下，真实旅行充满不可预测性。)”可知，本空应进一步说明这种不可预测性带来的影响。F 选项“它要求人们做出选择、不断适应，并时刻留意突发情况。”具体解释了真实旅行中不可预测性所带来的挑战与体验，与前文形成解释关系。故选 F。
20．前文“Travel is nt simply abut seeing farther; it is als abut feeling where yu stand. (旅行不仅仅是看得更远，更是感受你所在的地方。)”强调真实旅行中的情感体验与身体在场的重
要性，E 选项“有些知识似乎只有当你脚踏实地时才能获得。”是前文内容的升华，点明真实旅行不可替代的价值。故选 E。
21 ．B 22 ．D 23 ．C 24 ．A 25 ．A 26 ．C 27 ．B 28 ．D
29 ．D 30 ．A 31 ．C 32 ．B 33 ．B 34 ．D 35 ．C
【导语】本文是一篇夹叙夹议文，主要讲述了作者买了一个精美的笔记本，结果却因为太过珍惜而没有使用它，反而作者在破本子上写下了许多灵感。这件事让作者明白，真正的奇迹发生在实际的写作中，而非完美的纸页里。
21 ．考查动词词义辨析。句意：我确信这会让我成为那种经常写日记、捕捉美好想法的人。 A. changes 改变；B. captures 捕捉，记录；C. fllws 跟随；D. lacks 缺乏。根据上文“jurnals regularly”和空后“beautiful thughts”可知，这里指写日记记录美好想法。故选 B。
22．考查形容词词义辨析。句意：那本漂亮的笔记本几个月没动过。A. unfinished 未完成的；
B. unclaimed 无人认领的；C. undiscvered 未被发现的；D. untuched 原封未动的。根据上文“But it didn’t wrk.(但它没有起作用。)”和下文“When I finally pened it, I hesitated.(当我终于打开它时，我犹豫了一下。)”可知，作者买完笔记本就没用过，一直没动它。故选 D。
23．考查形容词词义辨析。句意：这些页面感觉太精致、太珍贵，不能浪费在我凌乱的笔迹和想法上。A. secret 秘密的； "B.smart" B. smart 聪明的；C. precius 珍贵的；D. persnal 个人的。根据空前“The pages felt t delicate”可知，笔记本的页面非常精美、珍贵。故选 C。
24 ．考查动词词义辨析。句意：于是我合上了它。A. clsed 关闭、合上；B. decrated 装饰； C. delivered 递送；D. fixed 使固定。根据上文“The pages felt t delicate and t t waste n my messy handwriting and ideas.”可知，笔记本太精美了，作者不想乱写乱划糟蹋它，所以合上笔记本，不再用它。故选 A。
25 ．考查形容词词义辨析。句意：相反，我抓起了一本破旧丑陋的作文笔记本，封面破了，角也折了。A. trn 撕裂的；B. hard 坚硬的；C. hidden 隐藏的；D. fancy 精致的。根据空前“an ld, ugly cmpsitin ntebk”和空后“dg-eared crners”可知，笔记本破旧丑陋，有折角，
说明笔记本的外观不好，这里应是说封面破了。故选 A。
26．考查动词词义辨析。句意：我开始在上面写满各种东西：晨间书写、随机的想法和提醒。
A. guard 守卫；B. surrund 围绕；C. fill 使充满；D. serve 服务。根据空后“it with everything: mrning pages, randm thughts and reminders”可知，作者在破旧笔记本上写了各种各样的东西，也就是用内容填满它。故选 C。
it
27．考查形容词词义辨析。句意：这是令人惊讶的自由。A. annying 令人恼怒的；B. freeing使人自由的；C. demanding 要求高的；D. cnvincing 有说服力的。根据上文“I started t with everything: mrning pages, randm thughts and reminders.” 和下文“in that freedm” 可知，作者在破旧笔记本上随意书写，感觉很自由。故选 B。
28．考查动词词义辨析。句意：当我们过于欣赏某个东西时，我们会对它加以限制，觉得它“太好了”。A. plan 计划；B. dubt 怀疑；C. cntrl 控制；D. admire 欣赏。根据下文“feeling it is “t gd””可知，感觉这个东西“太好” ，那就是非常欣赏它。故选 D。
29 ．考查名词词义辨析。句意：但丑陋的笔记本没有这样的压力。A. luck 运气；B. warning警告；C. prmise 承诺；D. pressure 压力。根据上文“we place limits arund it”和下文“With the pressure ff”可知，笔记本太好，我们会有许多书写压力，而对破笔记本则没有这样的压力。故选 D。
30 ．考查名词词义辨析。句意：它告诉我，“这是一个思考和生活的工具，而不是博物馆的作品。”A. tl 工具；B. test 测试； "C.guide" C. guide 指南；D. reasn 原因。根据空后“fr thinking and living”可知，笔记本是用来思考和生活的书写工具。故选 A。
31．考查形容词词义辨析。句意：事情是这样的：不完美的笔记本是创意孵化器。A. incmplete不完整的；B. impractical 不切实际的；C. imperfect 不完美的；D. irregular 不规则的。根据上文“an ld, ugly cmpsitin ntebk with a cver and dg-eared crners”可知，笔记本破旧丑陋，还有缺陷，这里指不完美的笔记本。故选 C。
32．考查动词词义辨析。句意：你尝试可能会失败的事情。A. cheat 欺骗； "B.fail" B. fail 失败；C. hurt伤害；D. disappear 消失。根据上文“ ntebks are idea incubatrs (孵化器)”和空前“Yu try things that might” 以及下文“bad ideas”可知，既然破旧的笔记本是创意孵化器，那么在上面可以随意尝试书写想法，而这些想法不一定都会成功。故选 B。
33．考查副词词义辨析。句意：在这种自由中，我最初感到尴尬的坏想法逐渐演变成我引以为豪的作品。A. slightly 轻微地；B. initially 最初；C. hardly 几乎不；D. cnsequently 因此。根据下文“gradually evlved int wrk I’m prud f”可知，最初的坏想法可能最终变成好作品。故选 B。
34 ．考查动词短语辨析。句意：它是你真正伸手拿过来用的东西。A. run int 遇到；B. refer t 参考；C. lk at 看；D. reach fr 伸手去拿。根据上文“The best ntebk is never the mst beautiful ne.(最好的笔记本永远不会是最漂亮的。)”和前文作者用破旧笔记本自由写作而不是用精致笔记本的描述可知，最好的笔记本不在于精致外观，而在于拿起来使用。故选 D。
35 ．考查动词词义辨析。句意：因为奇迹发生在写作中，而不是在完美的页面中。A. preparing准备；B. thinking 思考；C. writing 写作；D. reading 阅读。根据上文“I started t it with
everything: mrning pages, randm thughts and reminders.”和“I actually wrte.(我确实在写
作。)”可知，文章核心是写日记，奇迹发生在实际书写中，而非完美的空白纸页。故选 C。
36 ．where 37 ．prides 38 ．hidden 39 ．serving 40 ．diners 41 ．leisurely
42 ．t have emerged 43 ．the 44 ．after 45 ．and
【导语】本文是一篇说明文。文章主要介绍了真正的美食家旅行时更倾向于寻找地道的美食体验，他们常去当地人聚集的地方，有时会发现一些不为人知但拥有正宗食谱的街边小店。
36．考查宾语从句。句意：真正的美食家会去当地人和家人朋友聚餐的地方，这种搜索有时会带他们去一家不知名的街边小店，这家店以正宗的食谱为傲，捕捉到了当地美食的精髓。分析句子结构可知，空处引导宾语从句，从句缺少地点状语，需用连接副词 where 引导。故填 where。
37．考查动词时态和主谓一致。句意同上。设空处缺少谓语动词，时态与上下文一致，使用一般现在时，主语 that 指代 an unknwn street shp ，谓语动词使用第三人称单数形式。故填prides。
38．考查非谓语动词。句意：其中一个地方就是春福茶馆，它隐藏在海南省海口市一条远离繁华主干道的老街区里。已有谓语动词 is，空处需填非谓语动词作后置定语，Chunfu (Spring and Blessings) Teahuse 和 hide 为动宾关系，需填过去分词形式。故填 hidden。
39．考查非谓语动词。句意：这些场所提供茶、小吃以及各种其他饮料和菜肴，是居民们度过一天大部分时间的聚集地。已有谓语动词 ffer ，空处需填非谓语动词作状语，These
establishments 和 serve 为主谓关系，需填现在分词形式。故填 serving。
40．考查名词复数。句意：顾客可以在半开放式的厨房里查看菜单上的菜品，并在纸上点餐，这为这些食客带来了一种怀旧的感觉。these 修饰可数名词复数，空处需填名词复数形式。故填 diners。
41．考查副词。句意：每个人都悠闲地享受着他们的食物和饮料，好像没有人着急似的。修饰动词 enjying 需用副词 leisurely ，作状语。故填 leisurely。
42 ．考查非谓语动词。句意：茶馆的传统被认为起源于 19 世纪末，当时中国移民从东南亚返回，带回了喝咖啡的概念，这与当地的茶文化相融合。be believed t d 为固定短语，意为“被认为 ”，emerge 这一动作发生在过去，并对现在产生影响，需用动词不定式的完
成式。故填 t have emerged。
43 ．考查冠词。句意同上。此处特指喝咖啡的概念，需用定冠词 the 修饰。故填 the。
44．考查介词。句意： 这种生活方式以在那里度过大部分时间的老人命名，展现了一种轻松悠闲的生活方式。name after 为固定短语，意为“ 以 命名”。故填 after。
45．考查连词。句意： 对于旅行者来说，这些历史悠久的茶馆提供的不仅仅是一顿饭；它们是了解海南当地社区节奏和灵魂的窗口。the rhythm 和sul 之间为并列关系，需用连词 and连接。故填 and。
46 ．范文一Dear Chris,
I’m thrilled abut yur Taste f China series. After cmparing the tw themes, I think Street Snacks wuld be a mre cmpelling chice.
Street snacks, which are deeply rted in peple’s daily lives, are nt nly affrdable but als carry strng lcal characteristics, making it easier fr viewers t relate. Mrever, filming at street stalls allws yu t capture lively scenes f vendrs skillfully preparing fd and peple
chatting happily while enjying their snacks. This way, yu can shwcase the delicius fd as well as the vibrant atmsphere f Chinese cmmunities.
I believe such a series will be a great success, which is definitely a gd pprtunity t help spread Chinese culinary culture. Lking frward t yur amazing vides!
Yurs,
Li Hua
范文二
Dear Chris,
I’m thrilled abut yur Taste f China series. After cmparing the tw themes, I think Famus Dishes wuld be a mre cmpelling chice.
Rted deeply in Chinese histry and culture, Famus Dishes are nt merely culinary
wrks but precius carriers f prfund cultural heritage, each basting a unique stry and making it easier fr viewers t grasp the essence f Chinese fd culture. Mrever, filming these dishes enables yu t capture chefs’ exquisite craftsmanship, which requires strict cntrl ver
ingredients and fire, as well as elegant dining scenes like traditinal banquets.
I believe such a series will be a great success, which is definitely a gd pprtunity t help
spread Chinese culinary culture. Lking frward t yur amazing vides!
Yurs,
Li Hua
【导语】本篇书面表达属于应用文。要求考生给 Chris 写一封邮件表达你的看法，说明对于“Famus Dishes”和“Street Snacks”两个拍摄主题的选择以及理由。
【详解】（范文 1）
1.词汇积累
选择：chice→ptin
肯定：definitely→certainly
快乐地：happily→merrily
美味的：delicius→tasty
2.句式拓展
简单句变复合句
原句：This way, yu can shwcase the delicius fd as well as the vibrant atmsphere f Chinese cmmunities.
拓展句：This is a way that allws yu t shwcase the delicius fd as well as the vibrant atmsphere f Chinese cmmunities.
【点睛】【高分句型 1】After cmparing the tw themes, I think Street Snacks wuld be a mre cmpelling chice.（运用了动名词作宾语）
【高分句型 2】I believe such a series will be a great success, which is definitely a gd
pprtunity t help spread Chinese culinary culture.（运用了省略了 that 的宾语从句和 which 引导非限制性定语从句）
47 ．参考范文
Li Yue realized that the key slutin was getting everyne invlved. Withut hesitatin, she turned t Emma fr help, whse eyes lit up at nce. They annunced t the whle class that
vlunteers were needed. T their delight, all the students raised their hands eagerly, their faces
shining with enthusiasm. Greatly relieved, Li Yue wasted n time dividing them int tw grups:
ne led by her t craft lanterns with riddles attached, and the ther led by Emma t prepare the
ingredients and tls fr making yuanxia. With clear rles assigned, everyne immediately set t wrk. On Tuesday afternn, everything was ready.
The party tk place as scheduled in the schl cafeteria. Red lanterns decrated the space, creating a festive atmsphere. Guided by Li Yue, the whle grade made yuanxia tgether. Sn, bwls f steaming yuanxia were served, and everyne savred their handmade delicacies. The
highlight was the riddle-guessing activity, which filled the cafeteria with bursts f laughter and
cheers. T deepen everyne’s understanding, Li Yue intrduced each traditin in detail and even taught the students t say sme Chinese blessings. Bathed in the warm lantern light, the students shared nt just fd and fun, but a prfund sense f cnnectin, making it an unfrgettable night fr everyne.
【导语】本文以人物活动为线索展开。李悦作为在伦敦的交换生， 在分享课上展示并介绍了中国元宵节及红灯笼，老师提议她下周二为全年级举办元宵节派对，李悦欣然应允，坐下后却开始担忧如何让派对有趣难忘。
【详解】1.段落续写
①由第一段句首内容“李悦意识到关键在于让每个人都参与进来。”可知，第一段可以描写李悦想到解决办法后的果断，向 Emma 求助的过程，两人发起志愿号召的场景，以及同学们积极响应的状态，最后写李悦分工安排，大家投入准备的画面。
②由第二段句首内容“派对如期在学校食堂举行。”可知，第二段可以描写派对现场的布置的氛围，同学们一起制作元宵、品尝元宵的细节， 重点刻画猜灯谜活动的热闹场景，再写李悦介绍传统、教说祝福的环节，最后升华主题，描写同学们在温暖氛围中收获的情感联结。
2.续写线索：李悦想到解决办法——向Emma 求助并发起志愿号召——同学们积极响应，李悦分工安排——大家投入准备工作——派对如期举行，开展系列活动——同学们收获温暖与联结，留下难忘回忆
3.词汇激活行为类
①向 Emma 求助：turn t Emma fr help/ask Emma fr assistance/seek Emma’s help
②宣布：annunce/declare/make an annuncement
③举手：raise ne’s hands/put ne’s hands up/lift ne’s hands情绪类
①热情：enthusiasm/eagerness/passin
②难忘的：unfrgettable/memrable/remarkable
【点睛】【高分句型 1】They annunced t the whle class that vlunteers were needed. (运用了
that 引导的宾语从句)
【高分句型 2】The highlight was the riddle-guessing activity, which filled the cafeteria with bursts f laughter and cheers. (运用了 which 引导的非限制性定语从句)