2026届四川凉山彝族自治州会理市会理第一中学高三下学期4月半月考英语试题含答案

这是一份2026届四川凉山彝族自治州会理市会理第一中学高三下学期4月半月考英语试题含答案，共37页。
考试结束后，将本试题和答题卡一并交回。
注意事项：
1. 答题前，考生先将自己的姓名、准考证号码填写清楚，将条形码准确粘贴在条形码区域内。
2. 选择题必须使用 2B 铅笔填涂；非选择题必须使用0.5 毫米黑色字迹的签字笔书写，字体工整，笔记清楚。
3. 请按照题号顺序在答题卡各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试卷上答题无效。
4. 保持卡面清洁，不要折叠、不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
第一部分 听力（共两节，满分 30 分）
做题时，先将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共 5 小题；每小题 1.5 分，满分 7.5 分）
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
1 ．When will the next train t Central Park arrive?
A ．At 9:45. B ．At 9:50. C ．At 9:55.
2 ．What will the speakers d this weekend?
A ．G shpping fr baby clthes.
B ．Visit the cusin and the newbrn.
C ．Share the news with ther relatives.
3 ．What did the man think f the English prgram?
A ．It was prly prduced.
B ．It was difficult t understand.
C ．It was interesting and educatinal.
4 ．What did Jamila d this mrning?
A ．She did sme gardening
B ．She painted sme flwers.
C ．She picked sme vegetables.
5 ．Why des the wman talk t the man?
A ．T ask a favr frm him.
B ．T remind him f a prject.
C ．T update him n her prject.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A 、B、 C 三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，各小题将给出5 秒钟的作答 时间。每段对话或独白读两遍。
听下面一段对话，回答以下小题。
6 ．What are the speakers discussing?
A ．A field trip. B ．An exhibitin. C ．A science museum.
7 ．What d we knw abut the man?
A ．He will explre the museum alne.
B ．He frgets the deadline fr the applicatin.
C ．He will hand in the permissin dcument tmrrw.
听下面一段对话，回答以下小题。
8 ．What happened t the man?
A ．He lst his air ticket.
B ．He failed t catch his flight.
C ．He didn’t knw hw t rebk.
9 ．What will the man prbably d next?
A ．Find a place t have a drink.
B ．Purchase a ticket fr the next flight.
C ．Turn t the custmer service fr help.
10 ．Wh might be the wman?
A ．A cafe attendant. B ．An airprt staff member. C ．A custmer service agent.
听下面一段对话，回答以下小题。
11 ．What is the relatinship between the speakers?
A ．Clse friends. B ．Brther and sister. C ．Teacher and student.
12 ．What will Maria prbably d?
A ．G t Billy’s huse t help him.
B ．Wait until Billy finishes his chres.
C ．Play her new vide game by herself.
13 ．What is Maria’s advice n ding chres fr Billy?
A ．Finish them as sn as pssible.
B ．Leave them all t the last minute.
C ．Always d them n Friday afternns.
听下面一段对话，回答以下小题。
14 ．What is Bill ging t d tnight?
A ．Stage a new play. B ．Invite Jan t a play. C ．Watch his daughter’s play.
15 ．What des Bill say abut his daughter?
A ．She will take a test.
B ．She is a cllege student.
C ．She is prud f her acting.
16 ．Why is Bill’s daughter nervus?
A ．Her prfessr will be present.
B ．She has n experience in acting.
C ．The audience will grade her wrk.
17 ．What can we learn abut the play?
A ．It is part f a schl prject.
B ．The prfessr chse the cast.
C ．Bill’s daughter is the lead rle.
听下面一段独白，回答以下小题。
18 ．What is the deadline fr the essay?
A ．Octber 19th. B ．Octber 18th. C ．Octber 20th.
19 ．What will happen if the essay is late?
A ．The teacher wn’t grade it at all.
B ．The student can resubmit next week.
C ．The teacher will send it back within a day.
20 ．What frmatting rule is mentined fr the essay?
A ．Use Cmic Sans fnt.
B ．List references in the rder used.
C ．Use size 12 fnt fr the main text.
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 和 D 四个选项中选出最佳选项。
A
Are yu interested in vlunteer prgrams fr teens? Well, lk n further and take part in a sea turtle cnservatin prject at a summer camp in Bali, where yu’ll be invlved in a vlunteer prgram at a turtle prtectin center. Yu’ll have the pprtunity t enjy a truly impressing
internatinal experience! Yur Vlunteer Rle
This prject is well suited t thse wh want t learn mre abut these amazing animals and help in the effrts f preserving their numbers.
As a vlunteer, yur key respnsibilities may include:
· Daily Turtle Care: Feeding, health mnitring, and releasing hatched baby turtles int the
sea.
· Habitat Maintenance: Cleaning beach areas.
· Visitr Engagement: Interacting with the public and helping design educatinal bards.
Please nte, a high level f physical fitness is essential fr this prject. Meanwhile, the field wrk is physically demanding, as vlunteers have t walk ne hur t and frm the prject site each
day. Yur Schedule at a Glance (Minimum 2-week cmmitment) :
The prgram runs frm Mnday t Friday, usually frm 9 a. m. t 10 p. m. On beach cleaning days, sessins may be shrter due t heat as yu have t wrk withut shade.
Weekends and days ff, yu can chse hw t spend the time, either n site and relax r take the fllwing ptinal travel packages.
· 2-day Ubud Art & Rice Terraces —$125 (private car and guide included)
· 3-day Vlcan Trek & Jungle Adventure —$190 (private jeep, guide and equipment included)
· 4- day Island Hpping (Nusa Lembngan) —$380 (bat transfers, guide and equipment included)
· Weekend Surfer’s Cast (Canggu & Uluwatu) —$150 (private taxi and surf lessn included)
21 ．What is the main purpse f the text?
A ．T advertise the travel packages. B ．T describe cnservatin cnditin in Bali.
C．T explain hw t prtect sea turtles. D．T attract vlunteers t a cnservatin prject.
22 ．What is a key requirement fr vlunteers in the prject?
A ．Great expertise in design. B ．A gd physical cnditin.
C ．Fluent English speaking skills. D ．Previus vlunteering experience.
23 ．Which travel package is best fr a cultural trip n a $200 weekend budget?
A ．Ubud Art & Rice Terraces B ．Vlcan Trek & Jungle Adventure
C ．Island Hpping (Nusa Lembngan) D ．Surfer’s Cast (Canggu & Uluwatu)
B
Mr. Jhnsn, a high schl histry teacher, had lng nticed a wrrying trend in his
classrm. While his students culd carefully remember dates, names and events fr exams, they always failed t understand the human side f histry. T them, the past seemed a fixed set f
facts, withut emtin, struggle r persnal meaning. Wanting t fix this gap, Mr. Jhnsn
decided t cmpletely change his teaching way in the middle f the semester, trading a traditinal
research reprt fr a stry-writing task.
He asked his students t pick a histrical figure and write a detailed stry frm that persn’s wn pint f view. The task was cnfusing at first, but sn the classrm was full f active
questins and discussin. One student learned deeply abut the life f a yung sldier in Wrld War I, writing a sad and mving stry f the mud, fear and fragile friendship in the trench lines. Anther tld the stry f a female schlar frm the Renaissance, making up a tale f her lve fr learning being held back by scial rules. The thrugh research and creative care fr hw the
figure felt that the students shwed was amazing.
Mr. Jhnsn was surprised by the big change in his students. The essays he gt were nt
just crrect; they were full f real feelings and a clear understanding f peple’s thughts. The
students had stpped just repeating facts and truly cnnected with histry, seeing histrical figures as peple with many different sides instead f just names frm a lng time ag. In later class talks, their questins changed frm “What happened?” t “Why did they feel that way?” and “What
wuld I have dne?”. This stry-writing methd didn’t just help them remember facts better; it built up their ability t think deeply and their real care fr hw thers felt.
Inspired by this success, Mr. Jhnsn has nw made stry-telling a regular part f his
lessns. He believes that when students learn t experience histry thrugh stry-telling, they d mre than just remember it — they start t understand its lng-lasting effects n their wn lives and what it means t be human in general. In his classrm, histry is n lnger just a subject
abut the past; it has becme a talk with the past.
24 ．What was Mr. Jhnsn’s initial prblem with his students?
A ．They preferred science ver histry. B ．They were nt interested in histry at all.
C ．They culd nt memrize histrical facts. D ．They lacked emtinal cnnectin t histry. 25 ．Hw did Mr. Jhnsn change his teaching methd?
A ．He gave mre tests n dates and names in histry class.
B ．He asked students t write frm a histrical persn’s view.
C ．He shwed mre histrical dcumentaries with facts.
D ．He invited histrians t give lectures in his classrm.
26 ．What did the students’ essays demnstrate after the new assignment?
A ．They cntained mre dates and facts than befre.
B ．They shwed better memrizatin f histrical events.
C ．They reflected emtinal understanding and persnal insight.
D ．They were shrter but mre accurate than previus wrk.
27 ．What is the main message f the text?
A．Histry is mre than facts — it’s human stries. B．Teachers shuld use mre technlgy in class.
C ．Students prefer creative writing t exams. D ．Strytelling is nly useful in English class.
C
Survey data shws that mst freshmen regularly use generative AI, ften treating it as “an intellectual partner”, Prfessr Jhn Hampsn reprted at a faculty (全体教师) meeting in Elite Technlgy University (ETU). Students mst cmmnly use it t understand difficult cncepts, search, generate study materials, and edit writing. Interestingly, the lwest reprted use is fr
generating text.
Meanwhile, students are using faculty ffice hurs and the speaking and writing centers less. In last year’s cmputer science curses, scres n prblem sets increased, yet exam scres declined. “This is cncerning,” nted Hampsn. “If they were using AI as a study pal, they
weren’t absrbing as much as they might think.”
Students want clearer AI plicies, and Hampsn advised faculty t carefully cnsider and share what level f use they permit, the reasning behind it, hw t cite use f AI, and examples f what’s permissible. He als encuraged department-wide discussins t best prepare students fr a wrkplace where they will need t knw hw t write r cde with its assistance. “I als
believe that students need t learn t write and cde unaided, t develp critical thinking skills, their agency as citizens, and als meaning — making the ideas that help them understand their wn lives,” he added.
Sme prfessrs expressed cncerns abut hw AI use is impacting students’ mental health and learning. Prfessr Gerge Wilsn nted that students are ften highly cmpetitive, and “it’s imprtant t create rules s that cmpetitin leads t healthy behavirs that make them better
educated peple.” While sme suggested mre ne-n-ne time with students, thers nted that budget restrictins wuld make that difficult.
Prfessr Ply Burnett bserved that lecture attendance is als dwn. She urged faculty t make lectures smething students genuinely want t attend. She als nted that many teachers are making small changes, in hpes f cntinuing teaching as they’ve previusly taught. “We actually have t see this less as a prblem and mre as an pprtunity,” Burnett suggested. “Hw can ETU lead in rethinking hw we teach, hw we learn... and have ur students be benefiting and being at the leading edge f that?”
28．What des the authr imply abut the survey findings by using “interestingly” in paragraph 1?
A ．They indicate a prmising trend. B ．They cntradict a cmmn assumptin.
C ．They capture the faculty’s interest. D ．They require further investigatin.
29 ．Which f the fllwing changes is mentined in paragraph 2?
A ．Students are interacting mre with thers.
B ．AI use has led t better learning utcmes.
C ．Exam scres rse while hmewrk scres fell.
D ．Students are using ff-line academic services less.
30 ．Why des Hampsn emphasize students writing and cding withut AI?
A ．T clarify acceptable uses f AI in cursewrk.
B ．T prepare students fr future wrkplace demands.
C ．T ensure students develp essential human capacities.
D ．T imprve students’ lng-term academic perfrmance.
31 ．What is Burnett’s suggestin t the faculty?
A ．Make lectures mre entertaining.
B ．Let students take the leading rle.
C ．Take the chance t refrm educatin.
D ．Adjust teaching slightly t AI challenges.
D
What if the cmputers f tmrrw didn’t depend n metal and plastic, but instead grew frm the sil beneath ur feet? This idea is turning int reality in a labratry, where researchers at The Ohi State University have fund that cmmn fungi — such as shiitake and buttn
mushrms — can be used t create memry cmpnents fr cmputing.
These mushrm-based devices act as rganic memristrs (忆阻器), shrt fr memry
resistrs. Unlike traditinal resistrs, memristrs have the unique ability t retain infrmatin
abut past electrical states. When current flws in ne directin, their resistance increases; when it flws the ppsite way, their resistance decreases. Even after the pwer is switched ff, the
resistance level remains, thus allwing memristrs t functin like tiny memry units inside a cmputer.
Mushrms cntain a dense, thread-like netwrk knwn as mycelium (菌丝体), which can send tiny electrical signals — much like memristrs d. T test this, scientists attached wires t
dried mushrms and sent small electrical pulses thrugh them. The results were remarkable: the mushrms switched between electrical states up t 5,850 times per secnd with abut 90%
accuracy. Althugh their perfrmance drpped under higher electrical frequencies, stability returned when several mushrms were linked tgether — suggesting a kind f cllective intelligence, similar t hw brain cells functin tgether.
Beynd these exciting results, mushrms cme with majr envirnmental advantages.
Traditinal memristrs rely n scarce minerals and require high energy cnsumptin. Mushrms, hwever, are renewable, bidegradable, and easy t grw. Their mycelium can als be shaped int custm structures, making them suitable fr wearable electrnics, smart sensrs, and ther
emerging technlgies.
“Everything needed t explre rganic cmputing culd be as small as a pile f natural
waste and sme hmemade electrnics — r as large as a culturing factry,” said Jhn LaRcc, the study’s lead authr. “All fit is achievable with the resurces we already have.” In the
nt-t-distant future, the cmputers n ur desks may very well have taken rt — quite literally — in the frest.
32 ．What des the underlined wrd “retain” in paragraph 2 mean?
A ．Track. B ．Stre. C ．Gather. D ．Analyze.
33 ．What des the authr want t illustrate by mentining brain cells in paragraph 3?
A ．The cmplex structure f mushrms.
B ．The rapid electrical respnse f mycelium.
C ．The cperative nature f mycelium netwrks.
D ．The unstable perfrmance f mushrm devices.
34 ．What advantages d mushrm-based memristrs have accrding t paragraph 4?
A ．They are rare and special. B ．They are smart and pwerful.
C ．They are creative and prductive. D ．They are sustainable and adaptable.
35 ．What can be inferred abut rganic cmputing frm Jhn LaRcc’s wrds?
A ．It has a lw barrier t entry. B ．It will advance frest research.
C ．It helps reduce agricultural waste. D ．It will create mre jbs in factries.
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。
Malta: Travel Guided by Lcals
With huge amunts f infrmatin at ur fingertips in the scial media-fueled Internet age, we are in thery better equipped t travel mre and better. But fr this Malta trip, we decided t d smething different. 36 We’d build the trip by talking t randm lcals. N
guidebk allwed. N smartphne either — unless we were cmpletely lst.
Appraching lcals fr travel tips can be awkward. S I came up with a trick: a deck f
cards with cmmn hliday questins. 37 Lcals wuld draw a card and give a tip based n it. We’d fllw the tip, then ask them t recmmend anther lcal t help us.
Hw did it g? 38 Philip, wnderful and friendly, intrduced us t almst the whle island. When asked abut his “favurite lunch spt”, he drew the card and recmmended Claire, wh runs Mj restaurant in Victria. Fr the “favurite cafe” card, Claire suggested
Gleneagles in Mgarr Harbur. It’s run by apprachable Tny-a gldmine fr tips and stries.
39 Tny, a silver-haired man with a rugh vice, was ne such lcal. He tld stries f his cffee shp’s 40 years, full f emtins and ld regulars. His wrds made thse times almst tangible, making him a living cnnectin t Gz’s past.
My message is simple. If yu visit Malta, leave yur guidebk and phne in yur rm.
G t a cafe, rder a lcal drink, chat randmly with a lcal. 40 It grws meaningful and exciting when we cnnect with lcals. We learn their stries, and maybe gain a new perspective.
A ．Our experiment started in Gz with a lcal restaurant wner.
B ．Malta has been knwn fr its castal scenery and ancient ruins.
C ．At its cre, travel revlves arund genuine human cnnectins.
D ．There’s n time machine, but sme lcals cnnect yu t the past.
E ．As a natural icebreaker, these cards served t reduce the awkwardness.
F ．We visited many famus attractins recmmended by travelers in Gz.
G ．Instead f verplanning with blgs, Instagram r guidebks, we chse chance.
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 四个选项中选出最佳选项。
When I was 13, I develped a strng fear f heights after jumping frm a tree and breaking my arm. Fr years, even standing n a ladder made my legs .
Everything during a schl trip t a rck-climbing center. My teacher, Mrs.
Wilsn, nticed my ________. “Yu dn’t have t climb,” she said sftly, “but smetimes facing yur fears can be .” Her wrds eched in my mind as I watched my classmates cnquer the wall, ne by ne, cheering as they reached the tp.
Suddenly, an urge made me “What if I just take ne step!” I . With
shaking hands, I fastened the safety belt. The first rck felt ________ under my fingers. My heart as I struggled t pull myself up. Halfway up, I . My tense legs failed t mve as the height verwhelmed me. The grund seemed . Fear rushed thrugh my bdy.
“Lk up, nt dwn!” Mrs. Wilsn shuted. Fllwing her , I fcused n the next cld rck. Slwly, my fear transfrmed int .
When I finally reached the tp, tears f relief my cheeks. That day, I learned a lessn I will never frget: curage isn’t the absence f fear — it’s the t act despite it. Smetimes, all it takes is that first step, the will t lk up instead f dwn, and the t keep ging, n matter what.
41 ．A ．shake B ．ache C ．weaken D ．relax
42 ．A ．ended B ．changed C ．happened D ．imprved
43 ．A ．curisity B ．srrw C ．ptential D ．hesitatin
44 ．A ．regretful B ．exciting C ．rewarding D ．painful
45 ．A ．step frward B ．stay back C ．turn arund D ．run away
46 ．A ．sighed B ．whispered C ．shuted D ．replied
47 ．A ．hard B ．smth C ．icy D ．damp
48 ．A ．beat B ．paused C ．sank D ．raced
49 ．A ．frze B ．slipped C ．quit D ．rested
50 ．A ．clse B ．distant C ．dangerus D ．safe
51 ．A ．advice B ．example C ．warning D ．plan
52 ．A ．satisfactin B ．embarrassment C ．determinatin D ．disappintment
53 ．A ．burned B ．flded C ．tuched D ．warmed
54 ．A ．ability B ．creatin C．judgement D ．chice
55 ．A ．inspiratin B ．wisdm C ．discipline D ．strength
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。
There is a saying abut the suthwestern Chinese prvince f Guizhu: “Nt three feet f flat land, nt three days withut rain, nt a family with three silver cins.” But, Ta Huabi, als
knwn as China’s “ 56 (ht) wman”, has well and truly brken the rule 57 the help f an appetizing sauce.
Ta Huabi, brn in 1947, is 58 wman behind La Gan Ma, literally “Old Mther”, a ht and crunchy (脆的) sauce crafted frm fried red chili peppers. Open a bttle, 59 yu will spt a few peanuts, sme crunchy salty beans and shiny il mixed in.
In China, the sauce is s ppular, 60 (give) birth t La Gan Ma phne cases,
clthing, pencil cases and the jke, accrding t a state-wned 61 (finance) news
rganizatin in China, that when a man gets 62 (marry), it is t tw wmen: his wife and Ta Huabi. Besides, it is als increasingly well-received verseas, especially in the US, where
several different versins 63 (appear) in recent years, including Fly By Jing and Mmfuku chilli crunch, bth f which avid artificial flavr enhancers in favr f natural flavrs.
In 2016, La Gan Ma 64 (credit) with helping the histrically pr Guizhu
achieve 10.5% ecnmic 65 (grw). As fr the mther herself, an article described her as the queen f a “red kingdm” f chilli fields.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
66 ．假定你是李华。你的朋友 Alex 计划参观中国国家博物馆，他来信请你推荐一件你喜欢的展品。请你给他回复邮件， 结合外观、功能等， 推荐这盏汉代的雁鱼青铜灯 (Brnze Wild Gse-and-Fish Lamp) 。
注意：
1. 词数 80 左右；
2. 请在答题卡的相应位置作答。
Dear Alex,
Glad t hear yu’re visiting the Natinal Museum f China!
Yurs,
Li Hua
第二节（满分 25 分）
67 ．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。
Sumi’s daughter Anna had always been called “Number 23.” Every time the schl
released exam results, Anna wuld always end up in 23rd psitin amng 50 pupils. Always 23, regardless f tpic r term. Every time Sumi heard that nickname, it caused her cncern.
When Sumi stayed with her friends, their discussin nearly always turned t their children. Yu knw hw it ges-ne parent discusses their child’s pian hnrs, anther basts abut math
lympiads r leadership respnsibilities. While thers were hnring these “great yungsters,” all Sumi culd think abut was Anna and her unpleasant nickname, Number 23.
Sumi had dne everything t help Anna with schl-hired prfessinal tutrs, bught fancy statinery, even packed brain fd. And Anna tried. She gave up sketching, paper cututs, and
many thers. She mved frm ne class t anther, endlessly trying. But then the indicatrs
started shwing-she lst her appetite, culdn’t sleep, and sweated all the time. Eventually, she gt terribly sick. That was when Sumi gave in. She stpped pressing and Anna bunced back t being the cheery little child they knew.
One day, Sumi and her friends went n a weekend trip with their families. During lunch, tw kids gt int a heated quarrel ver a single slice f dessert. N ne culd calm them dwn. Then Anna stepped in. “Let’s flip (抛) a cin,” she said. Simple as that. Bm-prblem slved. Everyne was astnished.
Later, n the jurney back, they gt delayed in traffic. The kids were getting restless. Anna?
She started delivering jkes like a big sister. Even the adults laughed. Then she tk the leftver candy bxes and started changing them int animals-paper elephants, lins, and birds. Befre
everyne said gdbye, she presented ne t each yungster as a gift. The ther parents were shining with appreciatin. Fr the first time in years, Sumi felt smething well up in her
chest-pride.
注意：
1.续写词数应为 150 左右；
2.请按如下格式在答题卡的相应位置作答。
Nt lng after, Sumi gt a phne call frm Anna’s class teacher.
_______________________________________________________________________________
_______________________________________________________________________________
That afternn, Anna returned hme, the Class Star certificate in hand.
1 ．C
【原文】W: Excuse me, which platfrm d I need fr the subway t Central Park?
M: Platfrm 3, Gate B. The next train will arrive in 5 minutes. It’s 9:50 nw.
W: Thank yu very much!
M: Yu’re welcme. Have a gd day!
2 ．B
【原文】W: Did yu hear the news ur cusin went int labr and had her baby last week?
M: Oh, my gdness that’s great. Tell me everything.
W: The little angel weigh eight punds six punds. Isn’t that perfect?
M: We have t visit them. I’m dying t cuddle that sweet newbrn.
W: Yes, let’s plan a visit this weekend. I’ll bring the cutest baby utfit I can find.
3 ．B
【原文】W: I lve Science Frntiers! It was such an interesting prgram. Rbin, I hpe yu enjyed it and learned smething.
M: Actually, I dzed ff halfway because many technical wrds were way ver my head.
W: Oh dear! Maybe we shuld find a dcumentary with simpler explanatins next time.
4 ．A
【原文】M: Yu lk tired, Jamila. Did yu have a busy mrning?
W: Well, I watered the plants in the vegetable garden and weeded the flwer beds.
M: N wnder! Gardening can be exhausting. Did yu finish all the wrk in yur backyard?
W: Almst. I still need t plant sme sunflwers, but I’ll d that tmrrw.
5 ．A
【原文】W: I’m s relieved the summer term is finally ver, but Prfessr Thmas gave me extra time fr the final prject.
M: Yu mean the ne yu’ve been struggling with?
W: Exactly! And since yu’ve already cmpleted yurs s well.
M: I see where this is ging. What’s giving yu truble?
6 ．A 7 ．C
【原文】W: Hey Jack, have yu heard abut the upcming field trip t the science museum?
M: Hi Jenny! Yeah, I heard abut it. It sunds like it’ll be fun.
W: Definitely! Have yu submitted yur permissin slip yet?
M: Nt yet, but I plan t d it tmrrw.
W: Dn’t frget. The deadline is Friday.
M: Thanks fr the reminder, Jenny. I’ll get it dne.
W: N prblem, Jack. It’ll be great t explre the museum tgether.
M: Yeah, I’m lking frward t it. I’ve never been t that museum befre.
W: Me neither. I heard they have sme really cl exhibits.
8 ．B 9 ．C 10 ．B
【原文】M: Hi, I missed my cnnecting flight. What shuld I d?
W: I’m srry t hear that. Yu’ll need t g t the airline’s custmer service desk. Which airline were yu flying with?
M: It was United Airlines.
W: The United Airlines desk is just arund the crner t yur left. They can help yu rebk yur flight.
M: Thank yu. D yu knw if I’ll have t pay fr a new ticket?
W: It depends n the airline’s plicy. The custmer service agents will be able t give yu mre infrmatin abut that.
M: Alright, I hpe they can help. Is there a place t sit while I wait?
W: Yes, there are seating areas near the custmer service desks. Yu can als find a cafe nearby if yu need t grab a drink r a snack.
M: Thanks fr all yur help.
W: Yu’re welcme. Gd luck, and I hpe yu get yur flight srted ut quickly.
11 ．A 12 ．C 13 ．A
【原文】W: Hey Billy. D yu want t cme ver after schl?
M: Hey Maria. N. I have t finish my chres. I didn’t d them all week, s nw I have t d them all tday.
W: What d yu have t d?
M: Rake the yard and clean my rm.
W: Is that ging t take a lng time?
M: Have yu seen my rm? It lks like a trnad went thrugh it.
W: Why didn’t yu clean it befre?
M: I hate cleaning. D yu have chres?
W: Yeah, but I try t finish them as sn as pssible.
M: Yu’re smart! Nw, I have t spend Friday afternn ding chres.
W: That’s t bad. I’ve gt a new vide game I want t shw yu.
M: D yu want t help me with my chres?
W: N way! I’m ging t enjy my Friday afternn.
M: Well, I better get t wrk r I’ll be ding it after dinner t.
W: Finish yur chres earlier next time.
M: I knw. I say that every week.
14 ．C 15 ．B 16 ．A 17 ．C
【原文】W: Hi Bill. Why are yu dressed up?
M: Oh hi Jan. Carl and I are ging t a play tnight. My daughter is the lead actress.
W: Oh really? Hw exciting!
M: This will be her first perfrmance. She is a drama student in cllege.
W: I’d lve t see her perfrm sme day. Let me knw when she will be n stage again.
M: Ok. I will. I’m s excited and prud f her
W: Is she nervus?
M: Yes, she is very nervus. But she lves acting, s this will be a true test fr her.
W: Is this part f her schl assignment?
M: N. This is smething she auditined fr n her wn.
W: She wn the lead part?
M: Yeah. She was shcked. Her drama prfessr is cming t.
W: Hw des she feel abut that?
M: She’s mre nervus abut her drama prfessr than the rest fthe audience.
W: But she is nt ging t be graded n it.
M: Yeah, but she wants t d well in frnt f him.
W: I understand. Well, have a lvely time tnight!
18 ．B 19 ．A 20 ．C
【原文】 I want t explain a few things abut yur essay. First f all, the deadline fr this essay
is Octber the 18th. Nt the 19th, nt tw days later because yur dg was ill r yur cmputer
brke — the 18th. If it’s late, I wn’t mark it. I wn’t even read it — yu’ll fail the assignment!
S, please hand it in n time. Yu can email me the essays. I’ll reply t say I’ve gt it. If I dn’t
reply within a day, it might mean I didn’t get it, s please email me again t make sure. Yu can
als bring a paper cpy f the essay t my ffice, but let’s be kind t the trees, OK? Email is better fr the trees and fr me. Dn’t frget that yu must reference every idea r qute yu use that isn’t yur wn idea. And the last page f yur essay shuld be a list f all the bks yu used, in
alphabetical rder, nt in the rder yu used them! And lastly, make it easy fr me t read! That
means using a clear fnt. Arial is best, but Times New Rman is fine t. Nt Cmic Sans, please! Size 12 fnt fr the essay, and size 14 fr the titles and subheadings. And use page numbers.
21 ．D 22 ．B 23 ．A
这是一篇应用文，文章介绍了巴厘岛夏令营开展的海龟保护项目，目的是吸引志愿者加入该项目。
21 ．推理判断题。根据全文内容，结合第一段中“Are yu interested in vlunteer prgrams fr teens? Well, lk n further and take part in a sea turtle cnservatin prject at a summer camp in Bali, where yu’ll be invlved in a vlunteer prgram at a turtle prtectin center.(你是否对青少年志愿者项目感兴趣？那么，无需再寻找了，快来参加在巴厘岛夏令营开展的海龟保护项目吧，在那里你将参与一家海龟保护中心的志愿者活动)”可知，文章开篇直接邀请青少年参加巴厘岛的海龟保护志愿项目，接着介绍志愿工作内容、时间安排，核心目的是吸引志愿者参与该保护项目，故选 D。
22．细节理解题。根据 Yur Vlunteer Rle 部分中“Please nte, a high level f physical fitness is essential fr this prject. Meanwhile, the field wrk is physically demanding, as vlunteers have t walk ne hur t and frm the prject site each day.(请注意，该项目对身体素质有较高要求。同时，实地工作较为体力消耗，因为志愿者每天需要步行一小时往返项目地点)”可知，良好的身体素质是该项目的必要要求，故选 B。
23 ．细节理解题。根据文中“2-day Ubud Art & Rice Terraces —$125 (private car and guide
included)( 2 日乌布艺术与稻田之旅——125 美元（包含私人车辆和导游）)”可知，该旅游套餐符合文化之旅、200 美元预算内和周末出行的要求，故选 A。
24 ．D 25 ．B 26 ．C 27 ．A
本文是一篇说明文。文章主要介绍约翰逊老师发现学生对历史缺乏情感联结，通过
让学生写历史人物故事改变教学方式，帮助学生理解历史的人文意义。
24．细节理解题。根据第一段中的“While his students culd carefully remember dates, names and events fr exams, they always failed t understand the human side f histry. T them, the past
seemed a fixed set ffacts, withut emtin, struggle r persnal meaning.(虽然他的学生能为了考试认真记住日期、姓名和事件，但他们总是无法理解历史的人文层面。对他们来说，过去似乎是一系列固定的事实，没有情感、挣扎或个人意义)”可知，约翰逊老师最初的问题是学生对历史缺乏情感联结。故选 D 项。
25 ．细节理解题。根据第一段中的“Wanting t fix this gap, Mr. Jhnsn decided t cmpletely change his teaching way in the middle f the semester, trading a traditinal research reprt fr a
stry-writing task.(为了弥补这一差距，约翰逊老师决定在学期中彻底改变他的教学方式，用传统的研究报告换成故事写作任务)”和第二段中的“He asked his students t pick a histrical
figure and write a detailed stry frm that persn’s wn pint f view.(他让学生挑选一个历史人物，并从该人物自己的视角写一个详细的故事)”可知，约翰逊老师通过让学生从历史人物的视角写作来改变教学方法。故选 B 项。
26．细节理解题。根据第三段中的“The essays he gt were nt just crrect; they were full f real feelings and a clear understanding f peple’s thughts.(他收到的作文不仅准确，而且充满了真实的情感和对人们思想的清晰理解)”可知，新任务后学生的作文体现了情感理解和个人见解。故选 C 项。
27．主旨大意题。根据最后一段中的“He believes that when students learn t experience histry thrugh stry-telling, they d mre than just remember it — they start t understand its
lng-lasting effects n their wn lives and what it means t be human in general. In his classrm, histry is n lnger just a subject abut the past; it has becme a talk with the past.(他认为，当学生学会通过讲故事来体验历史时，他们不仅仅是记住历史——他们开始理解历史对自己生活的长远影响，以及作为人本身意味着什么。在他的课堂上，历史不再仅仅是一门关于过去的学科；它变成了与过去的对话)”可知，文章的核心主旨是历史不仅仅是事实，更是人类的故事。故选 A 项。
28 ．B 29 ．D 30 ．C 31 ．C
本文是一篇议论文。主要介绍 ETU 大学关于新生使用生成式 AI 的调查结果、引发的教学问题及教师们的讨论与建议。
28 ．推理判断题。根据第一段中的“Students mst cmmnly use it t understand difficult
cncepts, search, generate study materials, and edit writing. Interestingly, the lwest reprted use is fr generating text. (学生们最常使用它来理解难懂的概念、搜索、生成学习资料和编辑写作。有趣的是，据报告，使用最少的是生成文本。)”可知，人们通常认为生成式 AI 主要用于生成文本，而调查结果与之相反，因此这与普遍的假设相矛盾。故选 B 项。
29 ．细节理解题。根据第二段中的“Meanwhile, students are using faculty ffice hurs and the speaking and writing centers less.(与此同时，学生去教师答疑时间和前往口语与写作中心求助的次数减少了。)”可知，学生们正在减少使用线下学术服务。故选 D 项。
30 ．推理判断题。根据第三段中的““I als believe that students need t learn t write and cde unaided, t develp critical thinking skills, their agency as citizens, and als meaning — making
the ideas that help them understand their wn lives,” he added. (他补充道：“我还认为，学生需要学会独立写作和编程，以此培养批判性思维能力、作为公民的自主能动性，同时也要建立意义——构建那些能帮助他们理解自身生活的理念。”)”可知，汉普森强调学生在没有 AI 的情况下写作和编程是为了确保学生发展基本的人类能力。故选 C 项。
31．细节理解题。根据最后一段中的““We actually have t see this less as a prblem and mre as an pprtunity,” Burnett suggested. “Hw can ETU lead in rethinking hw we teach, hw we
learn and have ur students be benefiting and being at the leading edge f that?”(伯内特表示： “事实上，我们不该把这更多看作一个问题，而应更多看作一个机遇。ETU 该如何在重新思考教学方式、学习方式 并让我们的学生从中受益、走在前沿这方面起到引领作用？”)”可知，伯内特建议教师们抓住机会改革教育。故选 C 项。
32 ．B 33 ．C 34 ．D 35 ．A
本文是一篇说明文。主要介绍了俄亥俄州立大学的研究发现，蘑菇可制成有机忆阻器，具备信息存储功能，且环保可再生，未来可用于新型计算设备。
32 ．词句猜测题。根据第二段“These mushrm-based devices act as rganic memristrs (忆阻器), shrt fr memry resistrs. Unlike traditinal resistrs, memristrs have the unique ability t retain infrmatin abut past electrical states. (这些基于蘑菇的器件充当有机忆阻器，即存储电阻器的缩写。与传统电阻器不同，忆阻器具有 retain 过去电状态信息的独特能力)”以及“Even after the pwer is switched ff, the resistance level remains, thus allwing memristrs t functin like tiny memry units inside a cmputer.(即使在电源关闭后，电阻水平仍然存在，因此允许忆阻器像计算机内的微型存储单元一样工作)”可知，忆阻器能存储过去电状态信息，断电后电阻水平仍保持，就像存储信息一样，retain 意为“存储、保留” ，与 stre 意义相近。故选 B。
33 ．细节理解题。根据第三段“Althugh their perfrmance drpped under higher electrical
frequencies, stability returned when several mushrms were linked tgether — suggesting a kind f cllective intelligence, similar t hw brain cells functin tgether. (尽管在较高电频率下它们的性能下降，但当多个蘑菇连接在一起时稳定性恢复——这表明一种集体智能，类似于脑细胞共同工作的方式)”可知，作者意在说明菌丝体网络的协作特性。故选 C。
34 ．细节理解题。根据第四段“Mushrms, hwever, are renewable, bidegradable, and easy t grw. Their mycelium can als be shaped int custm structures, making them suitable fr
wearable electrnics, smart sensrs, and ther emerging technlgies. (然而蘑菇是可再生、可生物降解且易于种植的。它们的菌丝体还可以被塑造成定制结构，使其适用于可穿戴电子设备、智能传感器和其他新兴技术)”可知，蘑菇基忆阻器具有可持续性和适应性。故选 D。
35 ．推理判断题。根据最后一段““Everything needed t explre rganic cmputing culd be as small as a pile f natural waste and sme hmemade electrnics — r as large as a culturing
factry,” said Jhn LaRcc, the study’s lead authr. “All fit is achievable with the resurces we already have.”(该研究的主要作者约翰·拉罗科说：“探索有机计算所需的一切都可以，小至一堆天然废物和一些自制电子产品，也可以大至一个养殖厂。”。“用我们现有的资源，所有这些都是可以实现的。”)”可推知，探索有机计算所需资源简单，用已有资源就能实现，说明其进入门槛低。故选 A。
36 ．G 37 ．E 38 ．A 39 ．D 40 ．C
本文是一篇记叙文。讲述了作者在马耳他旅行时，摒弃攻略、手机和指南书，通过随机与当地人交流、接力获取建议的方式完成旅程，体会到旅行的核心是人与人之间真诚的联结。
36 ．根据上文“But fr this Malta trip, we decided t d smething different.(不过这次马耳他之行，我们决定做些不一样的事) 以及后文“N guidebk allwed. N smartphne either —
unless we were cmpletely lst.(禁止使用旅游指南，也不准用智能手机 —— 除非我们彻底迷路了。)”可知，空格处应说明不一样的方面有哪些。G 选项“Instead f verplanning with blgs, Instagram r guidebks, we chse chance.”(我们不靠博客、社交软件或旅行指南过度规划，
而是选择随缘)承接上文，符合语境。故选 G 项。
37 ．根据上文“Appraching lcals fr travel tips can be awkward. S I came up with a trick: a
deck f cards with cmmn hliday questins.(主动向当地人请教旅行小贴士可能会很尴尬。于是我想到了一个小妙招：一副印有常见度假问题的卡片)”可知，空格处解释卡片的作用。E
选项“As a natural icebreaker, these cards served t reduce the awkwardness.(这些卡片是天然的破冰方式，能缓解尴尬)”承接上文，符合语境。故选 E 项。
38 ．根据上文“Hw did it g?(进展如何？) 以及后文“Philip, wnderful and friendly, intrduced us t almst the whle island.(出色又友好的菲利普几乎带我们认识了整座岛)”可知，空格处引出旅程的开始。A 选项“Our experiment started in Gz with a lcal restaurant wner.(我们的尝试从戈佐岛的一位当地餐馆老板开始)”引出下文，符合语境。故选 A 项。
39．根据下文“Tny, a silver-haired man with a rugh vice, was ne such lcal. He tld stries f his cffee shp’s 40 years, full f emtins and ld regulars. His wrds made thse times almst
tangible, making him a living cnnectin t Gz’s past.(托尼，一位头发花白、嗓音沙哑的男子，就是这样一位当地人。他饱含深情地讲述着自己的咖啡馆历经 40 年的故事，满是昔日老主顾的回忆。他的话语让那些岁月仿佛触手可及，他本人也成了连接戈佐岛过往的鲜活纽带)”可知，当地人的故事能将人们带到过去。D 选项“There’s n time machine, but sme lcals
cnnect yu t the past.(没有时光机，但一些当地人能带你连接过去)”引出下文，符合语境。故选 D 项。
40 ．根据下文“It grws meaningful and exciting when we cnnect with lcals.(当我们和当地人交流时，旅行变得有意义又令人兴奋)”可知，空格处点明旅行的核心。C 选项“At its cre, travel revlves arund genuine human cnnectins.(旅行的核心，是围绕人与人之间真诚的联结展开)总结主题，符合语境。故选 C 项。
41 ．A 42 ．B 43 ．D 44 ．C 45 ．A 46 ．B 47 ．C 48 ．D
49 ．A 50 ．B 51 ．A 52 ．C 53 ．B 54 ．D 55 ．D
本文是一篇记叙文。文章主要讲述了作者克服恐高心理的一次攀岩经历。
41．考查动词词义辨析。句意：多年来，甚至站在梯子上都会让我的腿发抖。A. shake 颤抖； B. ache 疼痛；C. weaken 变弱；D. relax 放松。根据上文“I develped a strng fear f heights”可知，作者有恐高症，所以站在梯子上会腿发抖。故选 A。
42．考查动词词义辨析。句意：在学校组织的一次攀岩活动中，一切都发生了改变。A. ended结束；B. changed 改变；C. happened 发生；D. imprved 改善。根据上文“I develped a strng fear f heights” 、“Everything” 、下文“When I finally reached the tp”可知，作者克服恐高心理去攀岩并且到达顶端，这次攀岩活动改变了作者对高度的恐惧状态。故选 B。
43．考查名词词义辨析。句意：我的老师威尔逊夫人注意到了我的犹豫。A. curisity 好奇心；
B. srrw 悲伤；C. ptential 潜力；D. hesitatin 犹豫。根据上文“I develped a strng fear f heights”可知，作者恐高，因此面对攀岩会犹豫。故选 D。
44 ．考查形容词词义辨析。句意：“你不必爬，”她轻声说，“但有时面对你的恐惧是有回报的。”A. regretful 后悔的；B. exciting 令人兴奋的；C. rewarding 有回报的；D. painful 痛苦的。根据下文“When I finally reached the tp” 、“That day, I learned a lessn I will never frget:
curage isn’t the absence f fear — it’s the 14 t act despite it.”可知，作者克服恐高心理成功攀岩，并且懂得了一个人生道理，所以面对恐惧是有回报的。故选 C。
45 ．考查动词短语辨析。句意：突然，一股冲动让我向前迈了一步：“如果我只迈一步
呢！”A. step frward 向前迈步；B. stay back 留在后面；C. turn arund 转身；D. run away 逃跑。根据下文“What if I just take ne step”、“With shaking hands, I fastened the safety belt”可知，作者问自己“如果我只迈一步呢！”和作者系安全带的行为可知，冲动让作者决定上前尝试攀岩。故选 A。
46 ．考查动词词义辨析。句意：我小声说。A. sighed 叹气；B. whispered 小声说；C. shuted大喊；D. replied 回答。根据上文“What if I just take ne step”可知，这是作者小声对自己说的话，是内心犹豫之下的小声自语，并非大声呼喊或回应他人。故选 B。
47．考查形容词词义辨析。句意：我手下的第一块岩石摸起来很冷。A. hard 坚硬的；B. smth光滑的；C. icy 冰冷的；D. damp 潮湿的。根据下文“I fcused n the next cld rck”可知，岩石摸起来是冰凉的。故选 C。
48 ．考查动词词义辨析。句意：我挣扎着往上爬，心跳加速。A. beat 跳动；B. paused 暂停； C. sank 下沉；D. raced 加速。根据上文“I develped a strng fear f heights” 、“My heart” 以及下文“as I struggled t pull myself up”可知，作者恐高，挣扎着往上爬的时候心跳加速。故选
D。
49 ．考查动词词义辨析。句意：爬到一半时，我僵住了。A. frze 僵住；B. slipped 滑倒；C. quit 退出；D. rested 休息。根据下文“My tense legs failed t mve as the height verwhelmed me”可知，作者因为高度带来的恐惧而双腿无法动弹，整个人僵住了。故选 A。
50 ．考查形容词词义辨析。句意：地面看起来很遥远。A. clse 近的；B. distant 遥远的；C. dangerus 危险的； "D.safe" D. safe 安全的。根据上文“Halfway up”、“The grund seemed”可知，作者爬到攀岩墙一半的位置，以及恐高的状态可知，此时看地面会觉得很遥远。故选 B。
51 ．考查名词词义辨析。句意：听从她的建议，我专注于下一块冰冷的岩石。A. advice 建议；B. example 例子；C. warning 警告；D. plan 计划。根据上文“Lk up, nt dwn”和下文
“I fcused n the next cld rck”可知，“抬头看，不要往下看！”是老师给作者的建议，作者听从她的建议，专注于下一块冰冷的岩石。故选 A。
52 ．考查名词词义辨析。句意：慢慢地，我的恐惧变成了决心。A. satisfactin 满意；B.
embarrassment 尴尬；C. determinatin 决心；D. disappintment 失望。根据上文“Slwly, my fear transfrmed int”和下文“When I finally reached the tp”可知，作者继续攀爬并到达顶端，可以看出作者的恐惧逐渐转化为坚持下去的决心。故选 C。
53．考查动词词义辨析。句意：当我终于到达山顶时，欣慰的泪水涌上我的脸颊。A. burned燃烧；B. flded 涌出；C. tuched 触摸；D. warmed 温暖。根据上文“tears f relief”和“my cheeks”可知，欣慰的泪水涌上作者的脸颊。fld ne’s cheeks 是固定搭配，表示“ 泪水涌上脸颊”。故选 B。
54．考查名词词义辨析。句意：那天，我学到了一个永远不会忘记的教训：勇气不是没有恐惧，而是尽管恐惧仍选择行动。A. ability 能力；B. creatin 创造；C. judgement 判断；D. chice选择。根据下文“t act despite it”可知，勇气是在有恐惧的情况下，主动选择去行动，而非具备某种能力。故选 D。
55．考查名词词义辨析。句意：有时候，所需要的只是第一步，向上看的意愿，以及无论发生什么都要继续前进的力量。A. inspiratin 灵感；B. wisdm 智慧；C. discipline 纪律；D. strength 力量。根据下文“t keep ging, n matter what”可知，无论发生什么都要继续前进需要力量。故选 D。
56 ．httest 57 ．with 58 ．the 59 ．and 60 ．giving 61 ．financial
62 ．married 63 ．have appeared 64 ．was credited 65 ．grwth
本文是一篇说明文。文章主要讲述了“老干妈”创始人陶华碧凭借辣酱打破贫困规则，带领贵州经济发展。
56．考查形容词最高级。句意： 但是，有“ 中国最火辣女人”之称的陶华碧，在一种开胃酱的帮助下，彻底打破了这个规则。根据句意和常识可知，陶华碧被称为“ 中国最火辣的女人”，所以空处需用形容词最高级 httest。故填 httest。
57 ．考查介词。句意：但是，有“ 中国最火辣女人”之称的陶华碧，在一种开胃酱的帮助下，彻底打破了这个规则。with the help f“在 的帮助下”，固定短语。故填 with。
58 ．考查冠词。句意：陶华碧出生于 1947 年，是“老干妈”背后的女人，“老干妈”字面意思是“老妈妈”，是一种由油炸红辣椒制成的辛辣酥脆的酱料。根据空后“wman behind La Gan
Ma”可知，此处特指“老干妈”背后的女人，所以空处需用定冠词 the 。故填 the。
59．考查连词。句意：打开一瓶，你会发现里面混有几颗花生、一些酥脆的咸豆和闪亮的油。本句为“祈使句+and+陈述句” 固定句型，表示顺承关系，所以空处需用连词 and 连接前后句。故填 and。
60．考查非谓语动词。句意：在中国，这种酱非常受欢迎，催生了老干妈手机壳、衣服、铅笔盒，以及一个玩笑：据中国一家国有财经新闻机构报道，当一个男人结婚时，他是和两个女人结婚：他的妻子和陶华碧。本句已有谓语动词 is，且空处没有连词，所以空处需用非谓语动词作状语，空前主语 the sauce 与动词 give之间是主动关系，所以空处需用现在分词
giving 作状语。故填 giving。
61．考查形容词。句意：在中国，这种酱非常受欢迎，催生了老干妈手机壳、衣服、铅笔盒，以及一个玩笑：据中国一家国有财经新闻机构报道，当一个男人结婚时，他是和两个女人结婚：他的妻子和陶华碧。空处需用形容词作定语修饰名词 news rganizatin ，finance 的形容词为 financial“财经的” 。故填 financial。
62 ．考查形容词。句意同上。get married“结婚” ，固定短语。故填 married。
63．考查时态。句意：此外，它在海外也越来越受欢迎，尤其是在美国，近年来出现了几个不同的版本，包括 Fly By Jing 和 Mmfuku chilli crunch ，这两款都避免使用人工增味剂，
而选择天然香料。根据时间状语 in recent years 可知，空处谓语动词需用现在完成时态： have/has dne ，主语是复数 versins ，所以空处助动词需用 have 。故填 have appeared。
64 ．考查时态语态和主谓一致。句意：2016 年，“老干妈”被认为帮助历史上贫穷的贵州实现了 10.5%的经济增长。根据时间状语 In 2016 可知，空处谓语动词需用一般过去时态；La Gan Ma 与 credit 之间是被动关系，所以空处谓语动词需用一般过去时态的被动语态：
was/were dne ，主语是单数 La Gan Ma ，所以空处 be 动词需用 was 。故填 was credited。
65．考查名词。句意：2016 年，“老干妈”被认为帮助历史上贫穷的贵州实现了 10.5%的经济增长。空处需用名词作动词 achieve 的宾语，grw 的名词为 grwth“增长” ，不可数名词。故填 grwth。
66 ．One pssible versin:
参考范文一Dear Alex,
Glad t hear yu’re visiting the Natinal Museum f China! My tp recmmendatin is the Han Dynasty Brnze Wild Gse-and-Fish Lamp.
This lamp is designed as a wild gse with a fish in its muth. What’s special is hw it wrks. When the lamp is lit, smke rises thrugh its neck and int its bdy, which is filled with water. There, the smke is purified by the water, greatly reducing indr air pllutin.
I find its design clever and ec-friendly. It truly reflects the wisdm f the ancient Chinese peple. I’m sure yu’ll like it!
Best regards,
Li Hua
参考范文二Dear Alex,
Glad t hear yu’re visiting the Natinal Museum f China! I’d like t recmmend a remarkable exhibit t yu, which is the Brnze Wild Gse-and-Fish Lamp frm the Han Dynasty.
This lamp is shaped like a graceful wild gse lking back with a fish in its muth. What makes it incredible is its functin. When the il burns, smke travels thrugh the gse’s neck int its water-filled bdy. Then the water captures sme f the lamp’s pllutants, effectively purifying the air.
This lamp is nt just a light surce, but a windw int hw the ancient Chinese cmbined art, science, and envirnmental awareness t create practical masterpieces. Yu’ll find it truly
impressive. Enjy yur visit!
Best regards,
Li Hua参考范文三
Dear Alex,
Glad t hear that yu’re visiting the Natinal Museum f China! Fr an exhibit that I find truly fascinating, I’d recmmend the Brnze Wild Gse-and-Fish Lamp frm the Han Dynasty.
This lamp takes the frm f a wild gse, with its lng neck curved gracefully backward and a fish held in its muth. Beynd its stunning appearance, the lamp’s true brilliance lies in its clever design. When it is lit, the smke prduced is channeled thrugh the gse’s neck int its bdy. The water stred inside absrbs sme emissins, preventing them frm being released int the air. What a remarkable ec-friendly design frm 2, 000 years ag!
This lamp perfectly cmbines artistic beauty with practical functin, reflecting the incredible wisdm f the ancient Chinese. I believe yu’ll be deeply impressed by it!
Best regards,
Li Hua
67 ．Paragraph 1:
Nt lng after, Sumi gt a phne call frm Anna’s class teacher: The teacher’s vice was filled
with warmth as she said, “I’m just calling because I have sme wnderful news abut Anna.” She then explained that Anna had been selected fr the Class Star award fr her exceptinal scial
skills and creative talents. Almst every kid vted fr her. Sumi felt her eyes misten as she
listened, remembering all the times she had fcused slely n academic rankings. “Anna was a genuinely remarkable child and I’m really prud f her,” the teacher added.Paragraph 2:
That afternn, Anna returned hme, the Class Star certificate in hand. She smiled brightly and tld her mther, “I think my friends vted fr me because they like my paper animals and
jkes.” Sumi hugged her tightly and said, “Yu’re a beautiful angel, Anna. I didn’t realize my
little girl was a real-life her.” Lking at Anna’s happy face, Sumi nw realized that every child
has their wn unique strengths that cannt be measured by grades alne. Being Number 23 didn’t define her daughter’s wrth-it was simply ne small part f the wnderful persn she was
becming.