上海市洋泾中学2025-2026学年高一下学期4月质量监测英语试卷含答案

这是一份上海市洋泾中学2025-2026学年高一下学期4月质量监测英语试卷含答案，文件包含十年2015-2024高考语文真题分类汇编全国通用专题16语言文字运用病句类教师版docx、十年2015-2024高考语文真题分类汇编全国通用专题16语言文字运用病句类学生版docx等2份试卷配套教学资源，其中试卷共69页， 欢迎下载使用。
第 I 卷（共 85 分）
I. Listening Cmprehensin (16’)
Sectin A ( 10 分)
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. In tw weeks. B. Within tw weeks. C. Tw weeks ag. D. Fr tw weeks.
2.A. At a garage. B. In a parking lt. C. At a car shp. D. In a car shwrm.
3.A. Sell the ice cream. B. Take a bite f the ice cream.
C. Make a wish. D. Pass up the fd.
4.A.$5.00 B. $8.00 C. $3.00 D. $2.5
5.A. She's unwilling t d it.
B. She is afraid f dnating bld.
C. Dnating bld is nne f her business.
D. She's ready t dnate bld.
6.A. Sick. B. Quite well. C. Excited. D. Cnfused.
7.A. She has nly ne cat s she can't chse.
B. She has a cat but she desn't want t wear it.
C. She hpes that the man can lend her ne.
D. She desn't wear a cat since she hasn't ne.
8.A. She's wndering hw many hands she has.
B. She desn't want t help the man.
C. She can't handle this suitcase by hand.
D. She wuld help the man in hand.
9.A. She can't prevent her family members frm missing her.
B. She can't help her family because she is nt strng enugh.
C. She misses her family because she desn't d well in the new schl.
D. She misses her family because she desn't get used t the schl's life.
10.A. She was busy eating smething delicius.
B. Jhnsn was t busy t talk t smene.
C. She didn't ntice wh Jhnsn was talking t.
D. Jhnsn was meeting the new guests then.
Sectin B (6 分)
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 passages and the cnversatins. The passages and the cnversatins 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 wuld be the best answer t the questin yu have heard.
Questins 11 thrugh 13 are based n the fllwing passage.
11.A. Waste frm animal B. Agricultural chemicals
C. Industrial waste D. Safe cntainers
12.A. Undamaged metal cans. B. All the bxes f juice r milk.
C. Leaking cans. D. Waterprf cntainers.
13.A. Yu shuld clean up the cans nly.
B. Yu shuld brush the cans and then put them in biled water.
C. Yu shuld place the cans in safe areas.
D. Yu shuld make the cans clean and bil them thrughly.
Questins 14 thrugh 16 are based n the fllwing passage.
14.A. A labratry assistant. B. A chemistry teacher.
C. A teacher f a labratry. D. A prfessr in the hspital.
15.A. He can make up the class. B. He will be drpped frm the class.
C. He will be reprted immediately. D. He will attend ther classes.
16.A. It must be fastened tightly tgether.
B. It shuld be cut right away.
C. The students will be asked t leave the class.
D. The students' parents will be called t schl.
II. Grammar and Vcabulary (30’) Sectin A (10 分)
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 Curius Case f the Tree That Owns Itself
In the city f Athens, Gergia, there exists a rather interesting lcal landmark — a large
white ak that is almst universally stated t wn itself. Because f this, it is cnsidered ne f the mst famus trees in the wrld. S hw did this tree cme t wn itself and the land arund it?
Smetime in the 19th century a Gergian called Clnel William Jacksn reprtedly tk a liking t the said tree and endeavred t prtect it frm any danger. As t 1 he lved it
s, the earliest dcumented accunt f this stry is an article in the Athens Weekly Banner
published n August 12, 1890, which states, “Cl. Jacksn had watched the tree grw frm his
childhd, and grew t lve it almst 2 he wuld a human. Its luxuriant leaves and
sturdy limbs had ften prtected him frm the heavy rains, and ut fits highest branches he had many a time gtten the eggs f the 3 (feather) singers. He watched its grwth, and when reaching a ripe ld age he saw the tree standing in its magnificent prprtins, he was pained t
think that after his death it wuld fall int the hands f thse wh 4 destry it.”
Twards this end, Jacksn 5 (transfer) by means f a deed the wnership f the
tree and a little land arund it t the tree itself. The deed 6 (read) , “W. H. Jacksn fr
and in cnsideratin f the great affectin which he bears the said tree, and his great desire
7 (see) it prtected has cnveyed unt the said ak tree entire pssessin f itself and f all land within eight feet f it n all sides.”
In time, the tree came t be 8 f a turist attractin, knwn as The Tree That
Owns Itself. Hwever, in the early 20th century, the tree started shwing signs f its slw death,
9 little that culd be dne abut it. Father Time (时光老人) cmes fr us all eventually, even ur ften lng lived, tall and leafy fellw custdians (看管者) f Earth. Finally, n Octber 9, 1942, the ver-30-meter-tall and 200-t-400-year-ld tree fell; rumr has it that this was due t a
severe windstrm r t the fact that it had previusly died and its rts had rtted.
Abut fur years later, members f the Junir Ladies Garden Club wh had tended t the
tree befre its unfrtunate death tracked dwn a small tree grwn frm a nut taken frm the
riginal tree. And s it was that n Octber 9, 1946, under the directin f Prfessr Ry Bwden f the Cllege f Agriculture at the University f Gergia, this little tree was transplanted t the
lcatin 10 its ancestr std. This new tree became knwn as The Sn f the Tree
That Owns Itself and it was assumed that, as the riginal tree’s heir, it naturally inherited the land it std n.
Sectin B (10 分) （语法单句 27-36）
Directins: Read the sentences belw, fill in the blanks with the apprpriate
frm f the verbs prvided in the parentheses t make the sentence cherent and grammatically crrect.
11 ．The manager, (make) it clear that he didn’t agree with us, left the meeting rm. （所给词的适当形式填空）
12． (see) frm the tallest building, the whle city lks very beautiful. (所给词的适当形式填空)
13 ．At least 200, 000 peple were reprted (kill) in the ever recrded wrst earthquake that struck Haiti last winter. (所给词的适当形式填空)
14 ．The vcabulary and grammatical differences between British and American English are s trivial and few as hardly ________ (ntice). (所给词的适当形式填空)
15 ．Over 1.2 billin peple speak Chinese as their first language, (cmpare) with less than 400 millin wh speak English. （所给词的适当形式填空）
16 ．The ld man culd hear the nise f skin and flesh (rip) n the big fish when he threw the fishing spear int the shark’s head. (所给词的适当形式填空)
17．The shark turned ver and the ld man saw his eye was nt alive and then he turned ver nce again, (wrap) himself in the rpe. （所给词的适当形式填空）
18 ．The prblem (discuss) at the meeting at present has smething t d with the current situatin. (所给词的适当形式填空)
19．Lking dwn at a smartphne while walking can als increase the amunt f frce (place) n the neck and upper back muscles, which culd reduce balance and increase the risk f
falls. (所给词的适当形式填空)
20 ．In the beginning, the park (mean) t be a quiet retreat fr lcal residents. Nw it’s packed with turists every weekend. （所给词的适当形式填空）
Sectin C (10 分) （词汇语篇 37-46）
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. Nte that there is ne wrd mre than yu need.
With ppulatin increases and glbal urbanizatin ever accelerating, much attentin is fcused n the sustainability f ur cities and scarce attentin is paid t the cuntryside.
Rural life is assciated with clsely-knit cmmunities, sense f 21 , and a simple, tranquil life. Yet whilst sme r all f these elements exist in the cuntryside, s d cnservatism and a lack f emplyment pprtunities. And it is mstly due t the latter that rural cmmunities are suffering. Attracted by the imprved ecnmics f urban areas, cuntry-dwellers acrss the
wrld are mving ut, cntributing t the excessive crwdedness f 22 ppulated cities, and leaving the cuntryside in deslatin.
S hw can the cuntryside ensure its survival amng these changes; r shuld it at all?
Due t bth the distance between residences and facilities and ften 23 public transprt, thse living in the cuntryside are heavier autmbile users. Rural dwellers als use mre energy t 24 their mstly detached buildings.
We may be piled up like bxes in the city, but this brings energy efficiency that the
cuntryside cannt match. Rural energy requirements result in higher carbn emissins per persn than in the city, s it is actually 25 t endrse such a lifestyle chice.
Prtecting the cuntryside is a ht tpic. Thse wh have made their frtunes in the city
ften buy secnd hmes in the cuntryside, visiting ccasinally fr a sample f a
suppsedly 26 life. The side-effect f this is that huse prices are pushed up due t
increased demand, leaving them 27 r lcal peple. A slutin has yet t be fund fr this challenge, fr market frces are further frcing residents ut f the cuntryside.
Whilst an idealized view f the cuntryside is cmmn, the reality is that rural life has
cntinuusly evlved. Industrializatin brught an increase in divisins f labur, changing scial links between rural peple. The internet has intrduced nce freign cultures int the cuntryside. Imprved travel cnnectins and affrdability have made the wrld mre 28 , creating a “glbal village.” Cnsidering these changes, surely an evlving cuntryside is inevitable.
Perhaps the cuntryside shuld als prepare itself fr 29 increasing ppulatin in the future. With cities acrss the wrld grwing rapidly, hw will the current urban generatin
respnd t the inevitable scial changes f mass urbanizatin? Will the lnging fr a simpler life becme strnger, fueling a rural renaissance? As the wrld cntinues t urbanize, the vices
calling fr rural preservatin may well grw luder. But change is inevitable. We knw that the wrld is ging t see new cities emerging frm the 30 and current cities grwing int megacities, but the future f the cuntryside is less clear.
III. Reading Cmprehensin 【47-61】
Sectin A （15’）
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.
These are the habits t avid if yu want t make a behavir change
Accrding t recent research, behaviral change invlves physical changes in the brain. In the past decade, researchers have shwn that when it cmes t the duratin f making a new
behavir a deep-rted habit there is nt a simple answer. Even fr the mst prductive and
amng us, unding smething that has becme an autmatic part fwh we are takes mre than . Once we’ve successfully made that change, we then have t make ther
adjustments t ur lives t ensure that we cntinue t maintain it, which is ften a whle ther in itself.
At its cre, success in changing and maintaining a behavir rarely ccurs withut the intrductin f sme srt f system. When there isn’t the right framewrk in place, we face a greater f derailing ur hard-earned prgress. T ensure success in changing and maintaining a behavir, we shuld stay away frm sme harmful habits.
The first ne t avid is relying n willpwer. Experts have indicated that yu can’t change and sustain a habit if yu rely n yur willpwer alne. The ld military saying “Yu never rise t the ccasin, yu nly sink t the level f training” als behavir change. The idea is
simple — yu repeat smething s many times that it becmes .
The secnd ne t avid is fcusing n gals. Smetimes, it’s nt yur prcess
that lets yu dwn, but the habit that yu want t change in the first place. Fr starters, nt eating chclate t beat yur afternn slump is a harder gal than swapping chclate fr herbal tea
when yu reach the designated time. Yur brain wants t find that have succeeded in
the past and allw yu t repeat thse actins again in the future withut having t think abut
them explicitly. Hwever, this habit-learning system isn’t s effective when it cmes t . That’s why rather than giving up smething, think abut intrducing smething in its place. Fcus n actins yu are ging t take that will ultimately cnflict with the behavirs yu want t stp. When yur attentin is n ding smething new, yu give yur habit system a chance t
.
________
The third ne t avid is using the same in different circumstances. Because we are creatures f habit, it’s natural t assume that when we d manage t adpt and sustain a
desirable behavir, that same strategy will wrk when we want t make anther behavir change. But that’s nt always . Smetimes, the system that gt yu t change ne behavir might nt wrk fr anther. Smetimes we becme accustmed t relying n ur guts when it cmes t decisin-making. This serves us well in certain situatins, but can us in thers
especially when we need t cnsider metrics and data, rather than letting ur instinct verride everything.
One last wrd, peple ften believe the strategies they used t initiate the change will be equally effective in helping them cntinue the change. But they wn’t. Remember, n ne was brn with habits. They were all learned, and can all, therefre, be .
The questin is: hw badly d yu really want t change?
31 ．A ．evlutinary B ．dedicated C ．disciplined D ．emergent
32 ．A ．an vernight effrt B ．a frtnight trip C ．a deliberate answer
D ．a jint effrt
33 ．A ．charge B ．challenge C ．champin D ．cherish
34 ．A ．likelihd B ．likening C ．linking D ．lveliness
35 ．A ．replies t B ．bjects t C ．links t D ．applies t
36 ．A ．autmatic B ．authritative C ．faithful D ．exhaustive
37 ．A ．initiative B ．negative C ．successive D ．vague
38 ．A ．partners B ．rutines C ．ppnents D ．struggles
39．A．making well-thught-ver decisins B．learning nt t d smething C．participating in meaningful discussins D ．reslving abut ne’s strengths
40 ．A ．stp B ．negtiate C ．perate D ．evke
41 ．A ．spells B ．strkes C ．stamps D ．strategies
42 ．A ．the like B ．a pint C ．the true D ．the case
43 ．A ．hide B ．hinder C ．encurage D ．delight
44 ．A ．mistakenly B ．cmmittedly C ．cautiusly D ．purpsefully
45 ．A ．persistent B ．unlearned C ．dissatisfied D ．hatred
Sectin B (2’*8)
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
Andreas Schleicher sat dwn quietly tward the back f the rm, trying nt t attract attentin. He did this smetimes, wandering int classes he had n intentin f taking.
It was the mid-1980s, and he was studying physics at the University f Hamburg, ne f Germany’s leading universities. In his free time, hwever, he slipped int lectures the way ther peple watched televisin. This class was taught by Thmas Neville Pstlethwaite, wh called himself an “educatinal scientist.” Schleicher fund the title curius.
Schleicher’s father was an educatin prfessr at the university and had always talked
abut educatin as a kind f mysterius art. “Yu cannt measure what matters in educatin —
the human qualities,” his father liked t say. Frm what Schleicher culd tell, there was nthing
scientific abut educatin, which was why he preferred physics. But this British fellw whse last name he culd nt prnunce seemed t think the ther way arund. Pstlethwaite was part f a new grup f researchers wh were trying t analyze a sft subject in a hard way, much like a
physicist might study educatin if he culd.
Schleicher listened carefully t the debate abut statistics and sampling. In his mind, he
started imagining what might happen if ne really culd cmpare what kids knew arund the
wrld, while cntrlling fr factrs like race r pverty in the analysis. He fund himself raising his hand and jining the discussin.
In Schleicher’s experience, German schls had nt been as exceptinal as German
educatrs seemed t think. As a by, he’d felt bred much f the time and earned rdinary grades. But, as a teenager, several teachers had encuraged his fascinatin with science and numbers, and his grades had imprved. In high schl, he’d wn a natinal science prize, which meant he was mre r less guaranteed a well-paying jb in a private cmpany after cllege. That was exactly
what he’d planned t d, until he stepped int Pstlethwaite’s lecture.
At the end f class, the prfessr asked Schleicher t stay behind. He culd tell that there was smething different abut this yung man.
“Wuld yu like t help me with this research?”
Schleicher stared back at him, shcked. “I knw nthing abut educatin.”
“Oh, that desn’t matter,” Pstlethwaite said, smiling.
After that, the tw men began t team up, eventually creating the first internatinal reading test, a test that measured reading ability glbally.
46 ．Which f the fllwing is true f Schleicher in his university years?
A ．He benefited frm watching TV.
B ．He ften debated with his classmates.
C ．He drpped in at different lectures.
D ．He felt dissatisfied with his grades.
47 ．What can be learned abut Schleicher’s father frm the passage?
A ．He measured human qualities in a hard way.
B ．He had cnflicting ideas with Pstlethwaite.
C ．He cnsidered educatin bth art and science.
D ．He had a preference fr physics ver educatin.
48 ．What des the wrd “That” (para.5) prbably refer t?
A ．Obtaining a decent jb.
B ．Winning a natinal prize.
C ．Jining heated discussins.
D ．Designing a reading test.
49 ．Why was Schleicher different in Pstlethwaite’s eyes?
A ．He was recmmended by his high schl teachers.
B ．He had the ptential fr quantitative educatinal research.
C ．He had gd academic recrds during his schl years.
D ．He was influenced by his father’s research apprach.
B
Phnics, which invlves sunding ut wrds syllable (音节) by syllable, is the best way t teach children t read. But in many classrms, this can be a dirty wrd. S much s that sme
teachers have had t sneak phnics teaching materials int the classrm. Mst American children are taught t read in a way that study after study has fund t be wrng.
The cnsequences f this are striking. Less than half f all American adults were prficient readers in 2017. American furth graders rank 15th n the Prgress in Internatinal Literacy
Study, an internatinal exam.
America is stuck in a debate abut teaching children t read that has been ging n fr
decades. Sme advcate teaching symbl-sund relatinships (the sund k can be spelled as c, k, ck, r ch), knwn as phnics. Others supprt an immersive apprach (using pictures f a cat t
learn the wrd cat), knwn as “whle language”. Mst teachers tday, almst three ut f fur
accrding t a survey by the EdWeek Research Centre in 2019, use a mix called “balanced
literacy”. This cmbinatin f methds is ineffective. “Yu can’tjust add a little phnics,” says Tenette Smith, executive directr f elementary educatin and reading at Mississippi’s educatin
department. “It has t be systematic and explicitly taught.”
Mississippi, ften behind in scial plicy, has set an example here. In a state nce ntrius (臭名昭著的) fr its lw reading scres, the Mississippi state gvernment passed new literacy
standards in 2013. Since then, Mississippi has seen remarkable gains. Its furth graders have
mved frm 49th (ut f 50 states) t 29th n the Natinal Assessment f Educatinal Prgress, a natinwide exam. In 2019 it was the nly state t imprve its scres. Fr the first time since
measurement began, Mississippi’s pupils are nw average readers, a remarkable achievement in such a pr state.
Mississippi’s success is attributed t implementing reading methds supprted by a bdy f research knwn as the science f reading. In 1997 Cngress requested the Natinal Institute f
Child Health and Human Develpment and the Department f Educatin t assemble a Natinal Reading Panel t end the “reading wars” and synthesize the evidence. The panel fund that
phnics, alng with explicit instructin in phnemic (音位的) awareness, fluency and cmprehensin, wrked best.
Yet ver tw decades n, “balanced literacy” is still being taught in classrms. But
advances in statistics and brain imaging have disprved the whle-language methd. T the
teacher wh is a prficient reader, literacy seems like a natural prcess that requires educated guessing, rather than the deliberate prcess emphasized by phnics. Teachers can imagine that they learned t read thrugh smsis (潜移默化) when they were children. Withut prper
training, they bring this t classrms.
50 ．What d we learn abut phnics in many American classrms?
A ．It is ill reputed.
B ．It is mstly misapplied.
C ．It is randmly excluded.
D ．It is misrepresented.
51 ．What has America been witnessing fr decades?
A ．An bsessin with innvating teaching methdlgies f reading.
B ．An enduring debate ver the apprach t teaching children t read.
C ．An increasing cncern with many children’s inadequacy in literacy.
D ．An ever-frceful advcacy f a cmbined methd fr teaching reading.
52 ．Why des Tenette Smith think a cmbinatin f teaching methds is ineffective?
A ．Elementary schl children will be frustrated when taught with several methds cmbined.
B ．Phnics has t be systematically applied and clearly taught t achieve the desired effect.
C ．Adding a little phnics hinders the prgress f even adequately mtivated children.
D ．Balanced literacy fails t sustain children’s interest in develping a gd reading habit.
53 ．What des the authr say Mississippi’s success is attributed t?
A ．Assembling a Natinal Reading Panel t synthesize research evidence.
B ．Placing sufficient emphasis upn bth fluency and cmprehensin.
C ．Adpting scientifically grunded appraches t teaching reading.
D ．Obtaining supprt frm Cngress t upgrade teaching methds.
Sectin C (2’*4 分)
Directins: Cmplete the fllwing passage by using the sentences given belw. Each sentence can be used nly nce. Nte that there are tw mre sentences
than yu need.
Making a Backup Plan Weakens Perfrmance
There are certainly imprtant benefits t making backup plans. One is the psychlgical
cmfrt it brings: Peple think, “I’m ging t be Okay, even if I fail because I can then d X r Y.” Anther benefit is that if yu fail, yu wn’t keep thinking abut it; yu can quickly
implement yur backup plan. 54 . Jihae Shin f Wiscnsin Schl f Business believes that acknwledging the csts and benefits can lead t better and mre infrmed decisin making.
She gave 160 university students a sentence-unscrambling (理清句子) task and prmised an energy bar t thse wh perfrmed it well. Befre receiving the text, half the participants were asked t think abut the different ways they culd btain free fd, shuld they fail t earn the
snack. 55 .
In the fllw-up experiment, Shin tk the same apprach but ffered peple different
rewards — an extra dllar. “We think that when achieving a gal requires wrk, nt luck, making a backup plan can hurt perfrmance by reducing the desire fr the gal.” said prfessr Shin. “In the third studying which participants were asked abut hw much they wanted the prmised
reward f ne dllar, thse wh had been asked t think thrugh backup plans reprted that they
wanted the cash less than thers. 56 . S they put in less effrt which hurt their results.
The participants in the lab studies spent less than 10 minutes, thinking abut their backup
plans — a tiny investment f their attentin — yet it significantly affected their mtivatin and
perfrmance n gal pursuit. In real life when the stakes are higher, peple wuld be expected t devte mre time and energy t mapping ut the detailed backup plans. As that reduces effrt ver a sustained perid, it culd result in even mre significant negative effects.
The practical advice frm the researchers is: 57 .
A ．But participants asked t brainstrm ther things befre unscrambling sentences did just fine.
B ．Hwever, the csts f making backup plans haven’t previusly been examined.
C ．If ne readily prepares fr failure, he r she may be mre likely t secure a better future.
D ．One shuld hld ff n making back up plans until yu’ve put as much effrt as pssible int yur primary gal.
E ．Peple encuraged t think abut thse backup plans unscrambled significantly fewer sentences n average than peple wh hadn’t been asked t frmulate a plan B.
F．They might nt have been aware f this shift in their mindset while wrking, but they were less mtivated.
第 II 卷（共 15 分）
IV. Translatin （15 分: 3’+3’+4’+5’） 【74-77】
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
58 ．直到他经历了失败，他才明白坚持的重要性。(Nt) （汉译英）
59 ．他做了一个十分明智的决定，立刻让紧张的局势得到了控制。(Such) （汉译英）
60 ．在技术飞速发展的今天，人工智能在多大程度上真正改变传统教育模式还需拭目以待。 (extent) （汉译英）
61 ．该项目旨在为年轻人提供实用的技能，使他们在竞争激烈的市场中能够从容应对。 （arm）（汉译英）
1 ．why 2 ．as 3 ．feathered 4 ．might 5 ．transferred 6 ．read 7 ．t see
8 ．smething 9 ．with 10 ．where
这是一篇记叙文。本文讲述了佐治亚州雅典市一棵闻名世界、被认为拥有自身及周围土地所有权的大白橡树的故事，介绍了其主人威廉·杰克逊上校喜爱并保护它的原因，以及这棵树的传承。
1 ．考查宾语从句。句意：至于他为什么如此喜爱这棵树，关于这个故事最早的文献记载是1890 年 8 月 12 日发表在《雅典周刊》上的一篇文章，文章写道：“杰克逊上校从小看着这棵树长大，他对它的喜爱几乎就像对一个人的喜爱一样。” 此空引导的句子作 As t 的宾语，是宾语从句。从句中缺少状语， 结合上下文是在探讨他喜爱这棵树的原因，所以用连接副词why。故填 why。
2 ．考查方式状语从句。句意：至于他为什么如此喜爱这棵树，关于这个故事最早的文献记载是 1890 年 8 月 12 日发表在《雅典周刊》上的一篇文章，文章写道：“杰克逊上校从小看着这棵树长大，他对它的喜爱几乎就像对一个人的喜爱一样。” 根据语境，此处表示他对树喜爱的方式如同对人的喜爱，所以用 as 引导方式状语从句，意为“像 一样”。故填 as。
3 ．考查形容词。句意：它茂密的叶子和粗壮的树枝经常保护他免受大雨的侵袭，他还多次从它最高的树枝上拿到有羽毛的鸟儿的蛋。此空修饰名词 singers，要用形容词形式。feather的形容词形式是 feathered，意为“有羽毛的”。故填 feathered。
4 ．考查情态动词。句意：他看着它长大，当它到了成熟的老年，他看到这棵树以它雄伟的姿态矗立着，一想到在他死后它会落入可能会毁掉它的人手中，他就感到痛苦。根据语境，这里是说那些人存在毁掉树的可能性，所以用 might 表示“可能”。故填 might。
5 ．考查动词时态。句意：为此，杰克逊通过契约将这棵树及其周围一小块土地的所有权转让给了这棵树本身。结合上下文，讲述的是过去发生的事情，所以用一般过去时。transfer的过去式为 transferred。故填 transferred。
6．考查动词时态。句意： 契约上写着：“W. H. 杰克逊出于对这棵树的深厚感情，以及他希望看到它受到保护的强烈愿望，将这棵橡树及其周围八英尺范围内的所有土地的全部所有权转让给了这棵橡树。” 此处描述过去发生的事情，用一般过去时。故填 read。
7．考查非谓语动词。句意： 契约上写着：“W. H. 杰克逊出于对这棵树的深厚感情，以及他希望看到它受到保护的强烈愿望，将这棵橡树及其周围八英尺范围内的所有土地的全部所有权转让给了这棵橡树。” 这里是固定搭配 desire t d sth.，表示“做某事的愿望”，所以用动
词不定式 t see 作后置定语，修饰 desire 。故填 t see。
8．考查固定短语。句意：随着时间的推移，这棵树在某种程度上成了旅游景点，被称为“拥有自己的树”。smething f 表示“有点像，在某种程度上”，此处指这棵树在某种程度上成了旅游景点。故填 smething。
9．考查介词。句意：然而，在 20 世纪初，这棵树开始显示出慢慢死亡的迹象，对此几乎无能为力。分析句子结构，with 在这里表示一种伴随的状况，引出一个与主句中 “树开始呈现缓慢死亡迹象” 同时存在的情况。故填 with。
10 ．考查定语从句。句意：于是，1946 年 10 月 9 日，在佐治亚大学农业学院的罗伊·鲍登教授的指导下，这棵小树被移植到了它祖先矗立的地方。此空引导定语从句，先行词是
lcatin ，在从句中作地点状语，所以用关系副词 where 引导。故填 where。
11 ．having made
考查现在分词。句意：经理明确表示他不同意我们的观点，离开了会议室。分析句子可知，句子的谓语动词是 left，make 用非谓语动词形式，与逻辑主语 manager 是主动关系，其动作先于谓语动词 leave ，用现在分词的完成时，故填 having made。
12 ．Seen
考查非谓语动词。句意：从最高的建筑物上看，整座城市看起来非常美丽。“ (see) frm the tallest building”在句中作状语，see(看见，看到)用非谓语动词形式，与其逻辑主语“the whle city”之间为被动关系，过去分词形式表被动；句首单词首字母大写。故填Seen。
13 ．t have been killed
考查不定式。句意：据报道，在去年冬天袭击海地的有记录以来最严重的地震中，至少有 20 万人丧生。be reprted t d sth.意为“据报道做某事” ，此处 kill 这一动作发生在
were reprted 之前，且 peple 与 kill 是被动关系，表示“人被杀害” ，所以要用不定式的完成被动式 t have been killed 。故填 t have been killed。
14 ．t be nticed
考查非谓语动词。句意：英式英语和美式英语在词汇和语法上的差异是如此微小和稀少，以至于很难被注意到。“ "" t d...”为固定结构，表示“如此 以至于 ”，其 中动词不定式作结果状语，又因 ntice(注意)与其逻辑主语“The vcabulary and grammatical differences”之间为被动关系，即“差异被注意到” ，因此应使用不定式的被动形式 t be dne。
故填 t be nticed。
15 ．cmpared
考查过去分词作状语。句意：超过 12 亿人将汉语作为第一语言，而说英语的人不到 4 亿。cmpare 与句子主语 Over 1.2 billin peple 之间是被动关系，所以用过去分词
cmpared 作状语。故填 cmpared。
16 ． ripping
考查现在分词作宾语补足语。句意： 当老人把鱼叉刺进鲨鱼的头部时，他能听到大鱼身上的皮肉撕裂的声音。“hear + 宾语 + 宾语补足语”结构中，skin and flesh（皮肉）与 rip（撕裂）之间是主动关系，用现在分词作宾语补足语。故填 ripping。
17 ．wrapping
考查现在分词作伴随状语。句意： 鲨鱼翻了个身，老人看到它的眼睛已经没有生气，然后它又翻了一次身，把自己缠在绳子里。句子主语 the shark 与 wrap 之间是主动关系，所以用现在分词作伴随状语。故填 wrapping。
18 ．being discussed
考查非谓语动词。句意： 目前正在会议上讨论的这个问题与当前形势有关。此处为非谓语动词作后置定语，discuss 与逻辑主语 the prblem 之间为被动关系，结合“at present”可知，此处表被动和正在进行，所以使用现在分词的被动进行形式 being discussed 意为“正在被讨论的”。故填 being discussed。
19 ．placed
考查过去分词作后置定语。句意： 走路时低头看智能手机也会增加施加在颈部和上背部肌肉上的力量，这可能会降低平衡能力，增加摔倒的风险。frce 与 place 之间是被动关系，即“力量被施加”，所以用过去分词 placed 作后置定语修饰 the amunt f frce。故填
placed。
20 ．was meant
考查一般过去时。句意： 一开始，这个公园本是打算为当地居民提供一个安静的休憩之地。现在每个周末都挤满了游客。 be meant t d sth. 为固定搭配，意为“ 旨在；本应” 。根据时间状语 In the beginning 可知，事情发生在过去。用一般过去时。故填 was meant。
21 ．B 22 ．C 23 ．E 24 ．G 25 ．F 26 ．I 27 ．K 28 ．A
29 ．H 30 ．D
本文是一篇说明文。主要围绕乡村发展现状展开， 分析人口流失、能源消耗等问题，探讨乡村未来的发展与变化趋势。
21．考查名词。句意：乡村生活与关系紧密的社区、归属感以及平静简朴的生活联系在一起。根据前文“clsely-knit cmmunities”可知，乡村生活让人有归属感，belnging 意为“ 归属感”，符合语境。故选 B。
22．考查副词。句意：受城市经济发展的吸引，世界各地的乡村居民不断迁出，导致人口密集的城市过度拥挤，乡村则一片荒芜。根据“excessive crwdedness”可知，城市人口分布密集，densely 意为“密集地” ，修饰 ppulated ，符合语境。作状语。故选 C。
23．考查形容词。句意：由于住所与设施之间距离较远，且公共交通常常断断续续，乡村居民更多地依赖汽车出行。根据后文“heavier autmbile users”可知，乡村公共交通不连贯、时有时无，intermittent 意为“ 断断续续的” ，符合语境。作定语。故选 E。
24．考查动词。句意：乡村居民还要消耗更多能源来维持他们大多独立的房屋。根据“use mre energy”和“detached buildings”可知，此处指维持房屋所需的能耗，maintain 意为“维持，保养” ，符合语境。t 后接动词原形。故选 G。
25．考查形容词。句意：乡村人均能源消耗带来更高碳排放，因此推崇这种生活方式其实是不负责任的。根据前文“higher carbn emissins”可知，这样的生活方式对环境不利，
irrespnsible 意为“不负责任的” ，符合语境。作表语。故选 F。
26．考查形容词。句意：那些在城市发家的人常在乡村购置第二居所，偶尔前往体验所谓的简朴生活。根据前文对乡村“simple, tranquil life” 的描述可知，此处指简朴的生活，simple 意为“简朴的” ，符合语境。作定语。故选 I。
27．考查形容词。句意：这一现象的副作用是需求增加推高房价，让当地人买不起房。根据“huse prices are pushed up”可知，房价上涨导致当地人无力承担，unaffrdable 意为“ 负担不起的” ，符合语境。作宾语补足语。故选 K。
28．考查形容词。句意：交通条件改善、出行成本降低，让世界变得更容易到达，形成了“地球村” 。根据“Imprved travel cnnectins”可知，世界各地更易抵达，accessible 意为“可到达的” ，符合语境。作宾语补足语。故选 A。
29．考查副词。句意：或许乡村也应准备好应对未来人口的大幅增长。根据后文“cities grwing rapidly”“mass urbanizatin”可知，人口可能大规模增长，massively 意为“大量地，大规模地”，符合语境。作状语。故选 H。
30．考查名词。句意：我们知道世界将见证新城市从尘土中崛起，现有城市发展为特大城市，但乡村的未来却不甚明朗。根据“new cities emerging”可知，城市从土地尘土中兴起，dust 意为“尘土” ，符合语境。作宾语。故选 D。
31 ．C 32 ．A 33 ．B 34 ．A 35 ．D 36 ．A 37 ．B 38 ．B
39 ．B 40 ．C 41 ．D 42 ．D 43 ．B 44 ．A 45 ．B
本文是一篇说明文，主要介绍了想要改变行为应避免的三种习惯，强调改变行为需要正确的方法和持续的努力。
31．考查形容词词义辨析。句意：即使对于我们中最有成效和最自律的人来说，取消已经成为我们自动一部分的事情也需要不止一夜的努力。A. evlutinary 进化的；B. dedicated 专注的；C. disciplined 自律的；D. emergent 紧急的。根据上文“Even fr the mst prductive” 以及下文“unding smething that has becme an autmatic part fwh we are takes mre than ”可知，此处表示对于我们中最有成效和最自律的人来说，取消一些事情也需要努力，故选 C。
32．考查名词短语辨析。句意：即使对于我们中最有成效和最自律的人来说，取消已经成为我们自动一部分的事情也需要不止一夜的努力。A. an vernight effrt 一夜的努力；B. a
frtnight trip 两周的旅行；C. a deliberate answer 故意的回答；D. a jint effrt 共同努力。根据上文“In the past decade, researchers have shwn that when it cmes t the duratin f making a
new behavir a deep-rted habit there is nt a simple answer.”可知，新行为成为习惯时，取消一些事情需要不止一夜的努力，故选 A。
33．考查名词词义辨析。句意：一旦我们成功地做出了改变，我们就必须对我们的生活做出其他调整，以确保我们继续保持这种改变，这本身往往就是另一个挑战。A. charge 费用；
B. challenge 挑战；C. champin 冠军；D. cherish 珍惜。根据上文“Once we’ve successfully made that change, we then have t make ther adjustments t ur lives t ensure that we cntinue t
maintain it,”可知，做出改变后还要继续保持，这是一个挑战，故选 B。
34．考查名词词义辨析。句意：如果没有正确的框架，我们面临更大的偏离我们来之不易的进展的可能性。A. likelihd 可能性；B. likening 比喻；C. linking 连接；D. lveliness 可爱。根据下文“derailing ur hard-earned prgress”可知，此处表示偏离我们来之不易的进展的可能性，故选 A。
35 ．考查动词短语辨析。句意：那句古老的军事格言“你永远不会在关键时刻挺身而出，你只会沉沦到训练的水平”也适用于行为改变。A. replies t 回答；B. bjects t 反对；C. links t连接；D. applies t 适用于。根据下文“The idea is simple — yu repeat smething s many times that it becmes ”可知，此处表示这句格言适用于行为改变，故选 D。
自 的。
36 ．考查形容词词义辨析。句意：这个想法很简单——你重复某件事很多次，它就会变成动的。A. autmatic 自动的；B. authritative 权威的；C. faithful 忠诚的；D. exhaustive 详尽根据上文“yu repeat smething s many times” 以及常识可知，重复多次就会变成自动的，故选 A。
37．考查形容词词义辨析。句意：第二个要避免的是专注于消极的目标。A. initiative 积极的； B. negative 消极的；C. successive 连续的；D. vague 模糊的。根据下文“nt eating chclate t beat yur afternn slump is a harder gal than swapping chclate fr herbal tea when yu reach the designated time.”可知，不吃巧克力表明要放弃某物，这是消极的目标，故选 B。
38．考查名词词义辨析。句意：你的大脑想要找到过去成功过的常规做法，并允许你在未来无需明确思考就能再次重复这些行为。 "A.partners" A. partners 伙伴；B. rutines 常规做法；C. ppnents对手；D. struggles 挣扎。根据下文“that have succeeded in the past and allw yu t repeat thse actins again in the future withut having t think abut them explicitly”可知，此处表示过去成功过的常规做法，故选 B。
39．考查动词短语辨析。句意：然而，当涉及到学习不做某事时，这个习惯学习系统就不那么有效了。A. making well-thught-ver decisins 做出深思熟虑的决定；B. learning nt t d smething 学习不做某事；C. participating in meaningful discussins 参与有意义的讨论；D.
reslving abut ne’s strengths 决定利用自己的优势。根据下文“That’s why rather than giving up smething, think abut intrducing smething in its place.”可知，此处表示放弃一些东西，涉及学习不做某事，故选 B。
40．考查动词词义辨析。句意：当你的注意力在做新的事情上时，你就给你的习惯系统一个运作的机会。A. stp 停止；B. negtiate 谈判；C. perate 运作；D. evke 唤起。根据上文“When yur attentin is n ding smething new” 以及语境可知，注意力在新的事情上，习惯系统就有机会运作，故选 C。
,
41．考查名词词义辨析。句意：第三个要避免的是在不同的情况下使用相同的策略。A. spells咒语；B. strkes 笔画；C. stamps 邮票；D. strategies 策略。根据下文“Because we are creatures f habit, it’s natural t assume that when we d manage t adpt and sustain a desirable behavir, that same strategy will wrk when we want t make anther behavir change.”可知，我们认为同样的策略会奏效，但实际并非如此，所以此处表示要避免在不同的情况下使用相同的策略故选 D。
42．考查名词短语辨析。句意：但情况并非总是如此。A. the like 等等；B. a pint 一点；C. the
true 真相；D. the case 情况。根据下文“Smetimes, the system that gt yu t change ne behavir might nt wrk fr anther.”可知，同样的策略可能并不能适应另一种情况，所以此处表示情况并非总是如此，故选 D。
43．考查动词词义辨析。句意：这在某些情况下对我们很有帮助，但在其他情况下可能会阻碍我们，尤其是当我们需要考虑指标和数据，而不是让我们的本能凌驾于一切之上时。A. hide隐藏；B. hinder 阻碍；C. encurage 鼓励；D. delight 使高兴。根据下文“us in thers especially when we need t cnsider metrics and data, rather than letting ur instinct verride everything.”可知，某些情况下有帮助，其他情况下可能会阻碍我们，故选 B。
44．考查副词词义辨析。句意：最后，人们常常错误地认为，他们用来启动改变的策略在帮助他们继续改变方面同样有效。A. mistakenly 错误地；B. cmmittedly 坚定地；C. cautiusly谨慎地；D. purpsefully 有目的地。根据下文“But they wn’t.”可知，人们常常错误地认为策略同样有效，故选 A。
45 ．考查形容词词义辨析。句意：它们都是习得的，因此都可以被忘记。A. persistent 持久的；B. unlearned 摒弃的；C. dissatisfied 不满意的；D. hatred 仇恨。根据上文“Remember, n ne was brn with habits. They were all learned,”可知，习惯都是学来的，所以也都可以被摒弃，故选 B。
46 ．C 47 ．B 48 ．A 49 ．B
本文是一篇记叙文。 文章主要讲述了 Andreas Schleicher 在大学期间偶然进入教育科学领域，并最终与教授合作创建了第一个国际阅读测试的故事。
46 ．细节理解题。根据第二段“In his free time, hwever, he slipped int lectures the way ther peple watched televisin. (然而，在他的空闲时间，他像其他人看电视一样溜进课堂听讲座。)”可知，Schleicher 在大学期间经常溜进不同的课堂听讲座。故选 C 项。
47．推理判断题。根据第三段“Schleicher’s father was an educatin prfessr at the university and had always talked abut educatin as a kind f mysterius art. ‘Yu cannt measure what matters in educatin — the human qualities,’ his father liked t say. Frm what Schleicher culd tell, there was nthing scientific abut educatin, which was why he preferred physics. But this British
fellw whse last name he culd nt prnunce seemed t think the ther way arund. (Schleicher的父亲是这所大学的教育学教授，他一直把教育视为一种神秘的艺术。‘你无法衡量教育中重要的事情——人的品质，’他的父亲喜欢这样说。据 Schleicher 所知，教育没有什么科学可言，这就是他更喜欢物理的原因。但是这位他连姓都念不出来的英国人似乎却有相反的想
法。)”可知，Schleicher 的父亲认为教育是艺术，无法衡量，而 Pstlethwaite 则试图用科学的方法分析教育，由此可推知，Schleicher 的父亲与 Pstlethwaite 的想法有冲突。故选 B 项。
48．词句猜测题。根据第五段“In high schl, he’d wn a natinal science prize, which meant he was mre r less guaranteed a well-paying jb in a private cmpany after cllege. That was
exactly what he’d planned t d, until he stepped int Pstlethwaite’s lecture. (高中时，他获得了全国科学奖，这意味着他大学毕业后或多或少能在一家私营公司找到一份高薪工作。这正是他原本的计划，直到他走进了 Pstlethwaite 的课堂。)”可知，That 指代上文提到的“在一家私营公司找到一份高薪工作” ，即获得一份体面的工作。故选 A 项。
49．推理判断题。根据第三段“Schleicher’s father was an educatin prfessr at the university and had always talked abut educatin as a kind f mysterius art. (Schleicher 的父亲是这所大学的 教育学教授，他一直把教育视为一种神秘的艺术。)” 以及后文 Schleicher 与 Pstlethwaite 教授合作，共同创建了第一个国际阅读测试，用科学的方法分析教育，可推知，Schleicher 受父亲研究方法的影响，对教育有独特的思考，这种思考方式在 Pstlethwaite 教授眼中是与众不同的，所以认为他有潜力。D 项“He was influenced by his father’s research apprach.（他受到父亲研究方法的影响。） ”符合题意。A 项“他被高中老师推荐了” ，C 项“他在学校期间学 习成绩很好” ，文章均未提及；根据第三段“Frm what Schleicher culd tell, there was nthing scientific abut educatin, which was why he preferred physics. (据 Schleicher 所知，教育没有什么科学可言，这就是他更喜欢物理的原因。)”可知，Schleicher 原本对教育科学并不感兴趣，所以 B 项“他有进行量化教育研究的潜力”不是教授认为他与众不同的原因。故选 B 项。
50 ．A 51 ．B 52 ．B 53 ．C
一
本文是 篇说明文。主要介绍美国阅读教学长期存在争议， 自然拼读法效果最佳，密西西比州依科学阅读法取得显著进步。
50．细节理解题。根据第一段中的“But in many classrms, this can be a dirty wrd. S much s that sme teachers have had t sneak phnics teaching materials int the classrm.(但在许多教室里，这可能是一个不受欢迎的词。以至于一些老师不得不偷偷把自然拼读教材带进课
堂。)”可知， 自然拼读法在美国许多课堂上名声不好。故选 A 项。
51 ．细节理解题。根据第三段中的“America is stuck in a debate abut teaching children t read that has been ging n fr decades.(美国陷入了一场关于教孩子阅读的争论，这场争论已经持续了几十年。)”可知，美国几十年来一直存在关于儿童阅读教学方法的持久争论。故选 B 项。
52 ．细节理解题。根据第三段中的““Yu can’tjust add a little phnics,” says Tenette Smith,
executive directr f elementary educatin and reading at Mississippi’s educatin department. “It
has t be systematic and explicitly taught.”(密西西比州教育部基础教育与阅读处处长 Tenette
e
Smith 表示：“不能只是稍微教一点自然拼读法，它必须被系统、明确地教授。”)”可知，Tenett Smith 认为混合教学法无效，是因为自然拼读必须系统教学、清晰讲授才能见效。故选 B 项。
53 ．细节理解题。根据第五段中的“Mississippi’s success is attributed t implementing reading methds supprted by a bdy f research knwn as the science f reading.(密西西比州的成功归功于采用了被称为阅读科学的大量研究所支持的阅读教学方法。)”可知，作者认为密西西比州的成功源于采用了有科学依据的阅读教学方法。故选 C 项。
54 ．B 55 ．E 56 ．F 57 ．D
本文是一篇说明文。主要介绍制定备用计划会降低行动动力与表现，并解释其原因，同时给出相关实践建议。
54 ．根据前文“There are certainly imprtant benefits t making backup plans. One is the
psychlgical cmfrt it brings: Peple think, “I’m ging t be Okay, even if I fail because I can
then d X r Y.” Anther benefit is that if yu fail, yu wn’t keep thinking abut it; yu can
quickly implement yur backup plan. (制定备用计划当然有重要的好处。一是它带来的心理安慰：人们会想，“ 即使我失败了也没关系，因为我还可以做 X 或 Y 。”另一个好处是，如果你失败了，你不会一直纠结于此，而是可以迅速执行你的备用计划。)”以及后文“Jihae Shin f Wiscnsin Schl f Business believes that acknwledging the csts and benefits can lead t
better and mre infrmed decisin making. (威斯康星商学院的申智惠认为，认清成本和收益有助于做出更明智、更有依据的决策。)”可知，前文只讲述了制定备用计划的好处，后文提出要认清其成本与收益，B 选项“Hwever, the csts f making backup plans haven’t previusly
been examined. (然而，制定备用计划的代价此前并未被研究过。)”与前文形成转折，同时引出后文对成本的探讨，符合语境。故选 B 项。
55 ．根据前文“She gave 160 university students a sentence-unscrambling (理清句子) task and
prmised an energy bar t thse wh perfrmed it well. Befre receiving the text, half the
participants were asked t think abut the different ways they culd btain free fd, shuld they fail t earn the snack. (她让 160 名大学生完成一项句子整理任务，并承诺表现出色的人可以获得一根能量棒。在拿到文本之前，一半参与者被要求思考，如果没能赢得零食，他们可以通过哪些不同方式获得免费食物。)”可知，前文介绍了实验的设计，E 选项“Peple encuraged t think abut thse backup plans unscrambled significantly fewer sentences n average than
,
peple wh hadn’t been asked t frmulate a plan B. (被鼓励思考备用计划的人，平均整理出的句子数量明显少于没有被要求制定备选方案的人。)”呈现了该实验的结果，与前文内容衔接符合语境。故选 E 项。
56 ．根据前文“In the third studying which participants were asked abut hw much they wanted the prmised reward f ne dllar, thse wh had been asked t think thrugh backup plans
reprted that they wanted the cash less than thers. (在第三项研究中，参与者被问及他们有多想要承诺的一美元奖励，那些被要求思考备用计划的人表示，他们对这笔钱的渴望程度低于其他人。)” 以及后文“S they put in less effrt which hurt their results. (所以他们付出的努力更少，进而影响了最终结果。)”可知，前文说明有备用计划的人对奖励渴望更低，后文说明其带来的结果，F 选项“They might nt have been aware f this shift in their mindset while wrking, but they were less mtivated. (他们在执行任务时可能没有意识到自己心态的这种变化，但他们的积极性确实降低了。)”解释了实验现象背后的原因，衔接前后文，符合语境。故选 F 项。
57 ．根据前文“The practical advice frm the researchers is: (研究人员给出的实用建议是：)”可知，此空需要填入具体的建议内容，D 选项“One shuld hld ff n making back up plans until yu’ve put as much effrt as pssible int yur primary gal. (在为主要目标付出尽可能多的努力之前，不要急于制定备用计划。)”给出了明确的行动建议，符合语境。故选 D 项。
58 ．Nt until he experienced failure did he understand the imprtance f perseverance.
考查 nt until 的倒装结构。句子陈述过去发生的事情，用过去的相关时态；“nt until + 从句”置于句首时，主句要部分倒装，即把助动词 did 提到主语 he之前 。“经历失败”表达为 experience failure ，用一般过去时 experienced；“ 明白”是 understand；“坚持的重要性”为 the imprtance f perseverance”。故译为 Nt until he experienced failure did he understand the imprtance f perseverance.
59 ．Such a wise decisin did he make that the tense situatin was immediately brught under cntrl.
考查 结构的倒装。句子陈述过去发生的事情，应用与过去相关的时态； “such + a/an + 形容词 + 可数名词单数”置于句首时，句子要部分倒装，将助动词 did 提前。 “ 明智的决定”是 a wise decisin ；“让 得到控制”用 cntrl ，“紧张的局势” 为 the tense situatin ，是“被控制” ，用被动语态，且描述过去发生的事情，用一般过去时的 被动语态 was brught under cntrl 。故译为 Such a wise decisin did he make that the tense
situatin was immediately brught under cntrl.
60 ．Tday, with the rapid develpment f technlgy, it remains t be seen t what extent artificial intelligence can truly change the traditinal educatin mdel.
考查介词短语和固定句型“在技术飞速发展的今天” ，用“with + 名词短语”表伴随，即 Tday, with the rapid develpment f technlgy；“拭目以待”常见表达为 it remains t be
seen；“在多大程度上”用 t what extent；“人工智能”是 artificial intelligence ；“ 改变传统教育模式”为 change the traditinal educatin mdel 。故译为 Tday, with the rapid develpment f technlgy, it remains t be seen t what extent artificial intelligence can truly change the
traditinal educatin mdel.
61 ．The prject aims t arm yung peple with practical skills, enabling them t navigate the cmpetitive market with cnfidence.
考查非谓语动词、固定搭配。根据句意，该句描述的是客观事实，全句使用一般现在时，表示“该项目”为 the prject 作主语，位于句首单词首字母需大写；表示“ 旨在”为 aim 作谓语，主语 The prject 为单数，所以谓语动词使用第三人称单数形式 aims ；表示“为某人提供某物”为固定搭配 arm sb. with sth.，表示“ 旨在做某事”为 aim t d sth.，此处使用动词原形 arm ；表示“年轻人”为 yung peple ，作宾语，“实用的技能”为 practical skills 作介词 with的宾语；后半句用非谓语动词短语作状语，表示“使他们能够”为 enable them，与逻辑主语之间为主动关系，所以使用现在分词形式 enabling；表示“在竞争激烈的市场中能够从容应对”可理解为“ 从容应对激烈的市场竞争” ，表示“ 从容应对某事” 为 navigate sth. with cnfidence，表示“使某能够做某事”为 enable "sb.t" sb. t s sth. ，表示“激烈的市场竞争”为 the cmpetitive
market 作 navigate 的宾语。故翻译为 The prject aims t arm yung peple with practical skills, enabling them t navigate the cmpetitive market with cnfidence.A. accessible B. belnging C. densely D. dust E. intermittent F.
irrespnsible G. maintain H. massively I. simple J. suspensin K. unaffrdable