山东省烟台市2026届高三下学期二模英语试卷（Word版附答案）含听力音频

这是一份山东省烟台市2026届高三下学期二模英语试卷（Word版附答案）含听力音频，共5页。试卷主要包含了考试结束后，只交答题卡等内容，欢迎下载使用。
英 语
注意事项：
1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3．考试结束后，只交答题卡。
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. What is the weather like?
A. Rainy.B. Sunny.C. Snwy.
2. What will the wman d?
A. Wash the dishes.B. Clean the tilet.C. Tidy up the bks.
3. What wn the wman the electin?
A. Her utging persnality.B. Her academic grades.C. Her reliable quality.
4. Hw des the man feel abut engineering?
A. It’s demanding.B. It’s interesting.C. It’s bring.
5. What des the man like best abut the bx f chclates?
A. The size.B. The amunt.C. The variety.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. Why des the wman lk tired?
A. She wrked vertime.B. She stayed up late.C. She just had surgery.
7. What is the prbable relatinship between the speakers?
A. Dctr and patient.B. Brther and sister.C. C-wrkers.
听第7段材料，回答第8至10题。
8. What is the wman?
A. A cleaner.B. A renter.C. A gardener.
9. Hw much is the huse wrth nw?
A. One millin dllars.B. Fur millin dllars.C. Eight millin dllars.
10. What can we infer abut the wman?
A. She is impressed by the huse.
B. She feels relaxed in big huses.
C. She is familiar with the huse wner.
听第8段材料，回答第11至13题。
11. What des the man think f the ffice?
A. Well-furnished.B. Bright and air y.C. Messy and nisy.
12. Which magazine des the wman have n her desk?
A. Times.B. Wealth.C. The New Yrk Times.
13. What des the wman ffer t d fr Bb?
A. Buy him a cffee maker.B. Make him a drink.C. Order him a cffee.
听第9段材料，回答第14至17题。
14. Where are the speakers?
A. In a htel.B. In a train statin.C. In the library.
15. Hw many days will the bike ride last?
A. Six.B. Seven.C. Eight.
16. Hw will the speakers reach the htel frm the village?
A. By rail.B. By car.C. By bike.
17. What’s the man’s attitude twards the wman’s idea?
A. Dubtful.B. Wrried.C. Supprtive.
听第10段材料，回答第18至20题。
18. What will be grwn this week?
A. Fruits.B. Flwers.C. Vegetables.
19. What benefits f gardening are mentined?
A. Fitness and cnnectin.B. Incme and fun.C. Cmfrt and safety.
20. What is the speaker ging t d next?
A. Hand ut gardening tls.
B. Teach peple t pick seeds.
C. Lead peple t the planting sites.
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 design and technlgy unit at the Schl f Sā Paul f America ffers fur structured prjects, which cmbine STEAM principles with real-wrld applicatin.
21. What d Light-Up Greeting Cards and Campus Emergency Respnse Kits have in cmmn?
A. Pair wrk.B. AI integratin.
C. Energy fcus.D. LED applicatin.
22. What is special abut the psters in Interactive Awareness Psters?
A. They are fully recyclable.B. They prvide campus lighting.
C. They react t surrundings.D. They’ re printed with striking images.
23. What des the prject Smart Huses inspire students t think?
A. Hw t live a lw-carbn life.B. Hw t autmate huse surrundings.
C. Hw t priritize digital design.D. Hw t use tech fr greener living space.
B
Suth Flrida’s castal seawalls, which Keith Van de Riet, a prfessr at the University f Kansas, fittingly names the “frgtten edge”, have lng psed a severe threat t marine ecsystems. These man-made cncrete structures, riginally built t prtect human prperties, have replaced the natural life-sustaining intertidal (潮间) znes with smth single-dimensinal surfaces, significantly destrying habitats that nce supprted a wealth f marine creatures.
As an architect and a keen fisherman, Van de Riet bserved that large-scale seawall cnstructin had eliminated winding mangrve frests and streams in the life-rich intertidal zne, where ysters, crabs and fish nce thrived (繁荣). Marine rganisms, which rely n gaps and hles fr shelter and reprductin, find such smth structures ttally uninhabitable. He was deeply cncerned abut this issue.
Drawing n nature’s wisdm, Van de Riet created mangrve planters after careful research and design. These planters are intentinally cut rughly t cpy natural yster beds and mangrve rts which prvide essential habitat fr marine life. When hung n therwise featureless seawalls, each planter can huse tw living mangrve trees, creating small but vital ecsystems that sustain marine species.
In 2023, Van de Riet had his first set f ne-f-a-kind planters installed n a newly built seawall in a residential canal in Suth Flrida. The results exceeded expectatins. Within mnths, fish, ysters and ther marine life ccupied the area, turning the dead-end canal int a thriving castal ecsystem.
Rachel Gittman, a castal eclgist, warns that cpying the cmplexity f natural habitats is tugh yet acknwledges that Van de Riet’s planters utperfrm cnventinal seawalls by balancing human needs and marine bidiversity. She ntes that scaling up such innvatins requires significant plicy adjustments frm natinal and lcal gvernments.
24. Why des Van de Riet call the seawalls “frgtten edge”?
A. T reveal a marine pssibility.B. T criticize faulty architecture.
C. T expse ignred eclgical harm.D. T emphasize gegraphical lcatin.
25. What is the cre cncept behind Van de Riet’s design?
A. Nature-based habitat restratin.B. Harmny with castal beauty.
C. Human-fcused landscape engineering.D. Survival f the fittest in nature.
26. Hw d Van de Riet’s planters mainly functin?
A. Purifying sea water.B. Establishing artificial nesting sites.
C. Securing residential areas.D. Weakening wave frce n seawalls.
27. What des Gittman think is a must t prmte innvatins like the planters?
A. Rich experience.B. Public participatin.
C. Official initiatives.D. Financial investment.
C
While it mves awkwardly and rigidly, Nrthwestern University’s rbt represents a remarkable breakthrugh in rbtics. The AI-assisted rbt, cmpsed f independent mdular units like Leg blcks, can handle unexpected damage and adjust its structure and mvement strategies accrding t external changes, demnstrating a frm f “mtr intelligence” rarely seen in existing rbts.
Mst cntemprary rbts are equipped with tw r fur legs, r rely n wheels fr mvement. Thugh expert in walking and jumping, they will break dwn instantly nce a leg is lst. In cntrast, the nvel rbt cnsists f basic mdules, each integrating a circuit bard, a battery and a mtr, which functin as the rbt’s “nervus system”, “metablism” and “muscles” respectively. Each mdule features nly ne mving jint, yet its simple mechanical design des nt restrict its mbility. When cnnected tgether, these mdules can frm rbts with three, fur r five legs, enabling free shape transfrmatin.
The cre pwer driving the rbt riginates frm AI algrithms (算法) that simulate natural evlutin. In a virtual envirnment, the AI rapidly tests billins f structural cmbinatins, discarding unwrkable designs and keeping excellent nes. Within secnds, it cmpletes the evlutinary prcess that wuld take nature billins f years, generating highly efficient rbt structures beynd human imaginatin.
These mdular rbts achieved fantastic perfrmance. They can mve steadily acrss uneven and varied landscapes autnmusly. Even when verturned r lsing legs, they quickly adjust their strategies and cntinue mving. In tests, these rbts have already exhibited mvement patterns similar t leaping kangars and rlling seals.
“This rbt excels in cmplex envirnments and mre ntably, its ability t self-adjust t unexpected cnditins can deepen human understanding f the laws f bilgical evlutin. teaching us abut why spiders have 8 legs, centipedes a hundred and snakes n legs at all, as well as hw each has adapted t navigate their envirnments,” nted Sam Kriegman, lead authr f the study.
This nvel technlgy advances the develpment f rbtics. In the future, such mdular parts can be mass-prduced, allwing peple t put tgether custm rbts easily.
28. What is the mst remarkable advantage f the nvel rbt?
A. AI-generated system.B. Odd appearance.
C. Rhythmic mvement.D. Unique adaptability.
29. What is the AI’s key rle in the rbt design?
A. Evaluating sample data.B. Creating virtual envirnments.
C. Evlving ideal structures.D. Simplifying rbt cmpnents.
30. Why are kangars and seals mentined?
A. T shw mtin likeness.B. T praise their skills.
C. T prve evlutinary laws.D. T cmpare flexibility.
31. What des Sam mainly say cncerning the rbt?
A. Its affrdability.B. Its crss-field implicatins.
C. Its test perfrmance.D. Its large-scale market demand.
D
A grwth mindset. pineered by psychlgist Carl Dweck, hlds that intelligence and abilities can be imprved thrugh effrt, practice and learning frm failure. On the cntrary, a fixed mindset sees these as inbrn qualities that are fixed at birth and unchangeable.
Previus research has shwn that a grwth mindset encurages students t persevere thrugh challenges, while a fixed mindset tends t prmte early withdrawal. Yet applying this thery t real classrm settings has prduced mixed and incnsistent utcmes, leading Dweck and his clleagues t cnduct further investigatins int the effectiveness f grwth-mindset interventins and the cnditins fr their success. A recent analysis detailing these findings was published in Psychlgical Science.
This paper analyzed data frm a large-scale study f a natinal sample f ninth-grade students in the United States called the Natinal Study f Learning Mindsets. It fcused n math grades, given that math is a tpic that many students struggle with and where peple hld cnflicting views abut the inbrn capability t learn math cncepts.
Students were randmly divided int tw grups: ne received tw 25-minute lessns n the brain’s adaptability, while the cntrl grup learned abut the brain withut mentining grwth. Ntably, the researchers assessed the teachers’ mindset as well. Statistical analysis shwed the interventin significantly bsted students’ math grades, 0.11 pints higher n a 4-pint scale nly when the teachers als had a grwth mindset. When students had a teacher with a fixed mindset abut learning, thugh, the grwth mindset interventin had n reliable influence.
Thugh the exact reasn remains uncnfirmed, fixed-mindset teachers may reinfrce fixed beliefs thrugh feedback. They might explain a student’s pr perfrmance by saying, “Math is hard and yu might nt be gd at it.” Crrespndingly, they might explain a student’s gd
perfrmance by saying, “Oh, yu have a real aptitude fr math.” While such feedback is psitive, it reinfrces the students’ mindset that they are either mathematically gifted r nt. Mre research wuld be required t determine exactly why the teacher’s mindset has such a big influence n the impact f the grwth-mindset interventin. Studies like this are an imprtant part f the path t finding ways t use psychlgy t help students.
32. Hw des the authr intrduce the tpic?
A. By clarifying terms.B. By making assumptins.
C. By listing examples.D. By analyzing backgrunds.
33. Hw did the prir thery wrk in real-class situatins?
A. Unnticeably.B. Unstably.C. Negatively.D. Effectively.
34. Why did the study fcus n math grades?
A. They indicate students’ thinking gaps.
B. They reflect students’ learning efficiency.
C. Whether math is hard depends n attitude.
D. Whether math ability is natural is debatable.
35. What des the underlined wrd “aptitude” in the last paragraph mean?
A. Passin.B. Genius.C. Reputatin.D. Taste.
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
In Jingdezhen, knwn as China’s capital f prcelain, a quiet change is taking place. The city nw ffers visitrs mre than just finished prcelain prducts. 36
The experience fllws a clear prcess guided by skilled artisans. Visitrs first rll the clay t remve the air inside and make it sft. Then, at a turntable, they shape the material with their hands and cups, bwls r small vases slwly take frm. 37 After shaping, they add clrs r wrds t the wrk, which is then fired in a kiln (瓷窑). Days later, it is mailed t their hme, bringing a pleasant surprise.
This kind f experience differs greatly frm buying a finished prduct. A stre prduct may be perfect. It ffers little emtinal cnnectin, thugh. 38 Every small imperfectin — an uneven edge r a fingerprint — tells a stry. The waiting time adds meaning. When the package finally arrives, pening it feels like meeting an ld friend. Pride and jy cme frm the whle-hearted dedicatin.
39 During the prcess, lcal artisans share knwledge f traditinal techniques. Ancient skills becme real and tuchable. Visitrs learn abut the seventy-tw steps f prcelain making, gaining a deep insight int this time-hnred Chinese craft.
Tday, pttery wrkshps have grwn int a ppular highlight f Jingdezhen’s cultural turism. 40 Mre imprtantly, they cnnect visitrs t traditin in a meaningful way.
A. The prcess takes patience and fcus.
B. It invites them t create their wn china.
C. It als integrates traditin int technlgy.
D. That’s because it never bears yur wn tuch.
E. They meet peple’s desire fr hands-n experiences.
F. But a self-made piece is heavy with unique memries.
G. The experience helps build a living link t cultural rts.
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。
Emily’s wrld cllapsed vernight. In 2011, she was suddenly paralyzed (瘫痪的) frm the neck dwn with n accident r clear cause. Her bdy simply 41 t functin prperly.
Dctrs culd ffer n 42 and the damage was severe, 43 Emily the use f her hands and restricting her t a wheelchair. Overcme with 44 , she was n the edge f a breakdwn, shutting herself ff. Hwever, Emily learned t live with her fate and fund a channel t 45 her inner wrld. By watching live sessins, she taught herself t paint using nly her 46 , biting the brush tightly t create art.
Thugh paper served as a fine 47 fr painting, her sister Oliver hped t encurage her creativity and turned t 48 . She tk great truble t 49 diverse pebbles (鹅卵石) and seashells. They ffered a far mre 50 and persnal surface than paper, which set Emily’s 51 free. She became absrbed in her creatin, transfrming cmmn 52 int delicate artwrks.
Oliver psted Emily’s wrks nline. The beautiful creatins, 53 with their tuching backstry, stimulated an utpuring psitive feedback. Oliver named their nline prfile “Wheely Gd Treasures,” which is a clever 54 n wrds — “wheely” because Emily uses a wheelchair, while it als sunds like “really”.
Despite her depressing situatin, Emily fund strength in her sister’s lve and her wn 55 . She turned art int hpe and light, inspiring thers with curage.
41. A. ceasedB. cntinuedC. struggledD. attempted
42. A. aplgyB. excuseC. symptmD. cure
43. A. leavingB. savingC. cstingD. wing
44. A. cnfusinB. hpelessnessC. disappintmentD. envy
45. A. perceiveB. rckC. unfldD. grasp
46. A. armB. ftC. handD. muth
47. A. reasnB. mediumC. symblD. reward
48. A. histryB. scienceC. natureD. sciety
49. A. gatherB. distributeC. displayD. decrate
50. A. regularB. unifrmC. livelyD. cstly
51. A. judgmentB. predictinC. bservatinD. imaginatin
52. A. suppliesB. itemsC. facilitiesD. instruments
53. A. cupledB. replacedC. facedD. surrunded
54. A. inquiryB. playC. cmmentD. reflectin
55. A. cautinB. sincerityC. genersityD. ptimism
第二节（共10小题；每小题1.5分，满分15分）
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
In Limpp, a key fd-prducing prvince f Suth Africa, traditinal farming has lng been trubled by lw mechanizatin, resurce waste and extreme weather. 56 (address) these issues, the Suth African Natinal Space Agency signed an agreement with China Satellite Navigatin Office fr cperatin in satellite navigatin. Limpp was selected 57 the first pilt area fr digitised agriculture.
Prfund changes 58 (take) place in Suth African farmland since 2024, thanks t the BeiDu Navigatin Satellite System (BDS). It enables real-time mnitring f crp grwth, fertilizatin and insect pests. When 59 (wrk) with intelligent agricultural machinery, it can achieve linear swing with centimeter-level accuracy accrding t the preset path, making better use f seeds.
Other functins invlve smart irrigatin and disaster warning. Relying n BDS psitining and remte sensing data, farmland can 60 (divide) int multiple grids (网格). When the humidity (湿度) data are transmitted t a clud platfrm, lcal farmers can 61 (remte) cntrl irrigatin equipment via a mbile phne app, 62 significantly reduces water cnsumptin. The system can als use meterlgical satellite data t prvide advance warning f drught r heavy rainfall, allwing farmers t adjust their farming plans in time.
Lcal farmers have benefited a lt. 63 (back) by the Green Technlgy Cnfucius Institute, the tw cuntries have launched extensive cperatin in educatin, talent training and technlgical transfer.
T sum up, the applicatin f BDS is mre than 64 technical upgrade. It drives agricultural 65 (mdernize), helping Suth Africa’ s agriculture cnnect with the glbal digital trend.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
假定你是李华，最近你校举办了趣味运动会。请你结合下图，给英国朋友Tm写一封邮件，分享你参加“两人三足”项目的情况，内容包括：
（1）项目简介：
（2）备赛及参赛过程：
（3）你的感想。
注意：
（1）写作词数应为80个左右：
（2）请按如下格式在答题卡的相应位置作答。
第二节（满分25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Vast grasslands n the Qinghai-Tibet Plateau, knwn as the “rf f the wrld”, have lng been hme t the black-necked crane (鹤). Very fnd f the graceful birds, Tibetan peple have regarded them as the plateau’s messengers — sft-natured, strng enugh t survive the plateau’s extremes and deeply tied t the balance f their land.
Drlma and Tashi were a cuple wh had tended yaks (牦牛) fr decades in Lhunzhub, a cunty near the Yarlung Zangb River. They ften paused, watching the cranes flying r dancing. As lyal prtectrs f the plateau’s wildlife, they had lng heard f TARWPA (Tibet Autnmus Regin Wildlife Prtectin Assciatin), but they never thught they wuld cntact it ne day.
One cl autumn mrning, while runding up yaks near a stream, Tashi suddenly frze. There, beneath the wds, lay a black-necked crane — its bdy muddled and left leg missing belw the knee, likely frm the attack f a predatr like a fx. It let ut a weak cry f pain. Tashi said, “We can’t leave it here.” Drlma bent dwn, gently wrapping the crane in her wlen scarf.
They carried it hme. Drlma gently cleaned its bdy with care, remved bld frm its left leg and dressed its wund carefully. Then they made it a sft bed near the stve and fed it with wheat. Fr three days, they tk turns lking after it. Its bleeding wund began t heal, but anxiety still weighed heavily n the cuple. The crane culd neither walk nr fly.
Hwever, a turning pint came. On Saturday, their 15-year-ld sn Dawa returned hme frm barding schl. At the sight f the injured crane, his eyes widened with surprise. Drlma and Tashi tld abut the whle stry. Dawa’s expressin turned serius and then his eyes lit up with hpe. “My teacher nce talked abut artificial legs fr animals!” Dawa said cheerfully. “But it requires prfessinal knwledge and skills frm specialized institutins.”
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。
2026年高考适应性测试
英语参考答案
第一部分 听力（共20小题；每小题1.5分，满分30分）
1——5 BACBC6——10 BCACA11——15 AABCB16——20 ACBAC
第二部分阅读（共20小题；每小题2.5分，满分50分）
21——25 DCDCA26——30 BCDCA31——35 BABDB36——40 BAFGE
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）
41——45 ADCBC46——50 DBCAC51——55 DBABD
第二节（共10小题；每小题1.5分，满分15分）
56. T address57. as58. have taken59. wrking60. be divided
61. remtely62. which63. Backed64. a65. mdernizatin/ mdernisatin
第四部分 写作（共两节，满分40分）
第一节（满分15分）(One pssible versin)
Dear Tm,
I can’t wait t share with yu the event I participated in during the schl fun sprts meet held recently. It’s called the three-legged race, where tw partners tie their neighbring ankles tgether as a shared leg and run side by side. It tests cperatin, balance and speed.
T prepare well, my partner and I practiced frequently after class t adjust ur pace. Despite numerus falls, we never quit and sn fund ur rhythm. During the race, we encuraged each ther and mved frward steadily and fast. With ur classmates cheering us n, we were the first t crss the finish line.
This activity nt nly helped us truly realize the significance f teamwrk and mutual trust,but als left us with precius jy and unfrgettable memries.
Yurs,
Li Hua
第二节（满分25分）(One pssible versin)
“That sunds a gd idea!” Drlma and Tashi respnded. Dawa picked up the phne and successfully gt in tuch with TARWPA, explaining what had happened t the crane. The assciatin was mved by their acts f kindness, prmising t send staff wrkers t fetch the crane and have an artificial leg fitted nt it. The next day, their vehicle arrived. Drlma held the crane and put it int the vehicle gently. The crane, with its lng neck stretched backwards, let ut sft sad calls, as if unwilling t part with the family, wh were tearfully waving gdbye.
A mnth later, a call f surprise came frm TARWPA. It tld the family that the crane had fully recvered and invited them t visit it. They culd hardly believe their ears and headed fr TARWPA withut delay. The mment they came int sight, the crane, with its wings spreading,raced t greet them. It circled them jyfully. Drlma and Tashi strked the crane’s feathers,delighted t see its well-fitted artificial leg. The heartwarming reunin scene was frzen in time,tuching everyne present. Kindness and lve bridge humans and wildlife, safeguarding this magical land.
附：英语听力录音文稿
Text 1
W: Cme inside and sit by the fire. Yu must be cld.
M: I am, a little bit — but at least it isn’t raining any mre.
W: It’s nice t see the sun again, but the temperature is still very lw.
Text 2
W: I’m ging t make a sheet t shw wh des what jb each day. I’m fed up with ding everything.
M: Can yu d the dishes please? I hate that.
W: Fine. Yu can clean the tilet and tidy up yur bks instead.
Text 3
W: I can’t believe I have been elected t the student unin. I thught everyne wuld vte fr Jessica as she is really ppular.
M: Indeed, she is ppular and she is clever, but peple trust yu. They believe that yu will d what yu say.
Text 4
M: I’m just putting the last part n this mtr I’m making fr my engineering curse. I must say this wrk quite interests me.
W: It seems difficult t knw where everything ges.
M: It may lk cnfusing, but I’ve gt gd teachers wh shw me where things g.
Text 5
M: This bx f chclates is nt the biggest ne, but the best thing abut it is that there are different types and yu can chse what yu like best.
W: Like nut chclates, dark chclates, and strawberry cream chclates?
M: Yes, exactly.
Text 6
M: Hw is yur sister, Lucy? Has she had the peratin yet?
W: Yes, just last night. Luckily, everything went well with it.
M: Oh, that’s great. Hw is she ding?
W: She’s recvered well.
M: That’s wnderful. Yu lk pretty tired yurself.
W: I am. I was there at the hspital with her when she had the peratin. It wasn’t ver until 2:00 a. m.
M: N wnder. Yu shuld g hme and get sme sleep.
W: That’s what I’m ging t d right nw. Otherwise I wn’t be fit fr wrk tmrrw.
M: Give my regards t yur sister.
Text 7
M: Cme alng with me. I’ll shw yu arund the huse.
W: Thank yu. I’m a bit nervus, t be hnest. I’ve never wrked in such a big huse befre.There are s many rms and even a big garden!
M: Yes, it is rather large, but I’m sure yu’ll sn get used t it. Yu’ll need t knw every inch f the building, as yu’ll be cleaning different rms and generally helping wherever needed… Here is the living rm.
W: What an amazing rm! That televisin is like a cinema screen. And lk at all the fine furniture! I bet this huse is wrth mre than a millin dllars.
M: Actually, the wner bught it fr fur millin dllars back in 2015, but it is wrth twice that much nw… Let me nw shw yu t yur rm.
Text 8
W: Hi, Bb, cme in. This is my new ffice.
M: Ww, it’s great. There is s much furniture, such as the sfa, the armchair.
W: Hw abut my desk? Isn’t it beautiful?
M: Yes. Lk at that! Is that a new cmputer?
W: Yes, it is, the latest mdel.
M: But there aren’t any windws here. It’s a little airless.
W: Yeah, it’s a pity.
M: Is that a new Times magazine n yur desk?
W: Exactly. There are sme mre cpies in the cupbard.
M: That’s a great magazine. I lve it.
W:I als have ther magazines like Wealth, The New Yrk Times in my huse, nt here. Yu can brrw them anytime yu want t. Wuld yu like a cup f cffee?
M: Sure. Is there a cffee maker here?
W: Yes, there is. There is everything in this ffice.
M: Yu’re lucky.
W: Yes, I am. Yu are welcme anytime. Nw, let’s make a cffee.
Text 9
W: As yu are als here in the library, I want t talk with yu abut ur trip.
M: Oh, OK.
W: This week-lng bike ride is ging t be awesme. I’m especially lking frward t the start f the hliday when we camp ut in the muntains.
M: Me t. We’ve been planning this hliday fr abut a year nw. I can’t wait t get ging.
W: The nly part that wrries me is the rute we are planning t take n the sixth day. Cycling thrugh the city wn’t be safe.
M: It will be perfectly OK, as lng as we watch where we’re ging.
W: Remember yur yunger brther is cming with us. He’s nly twelve and I’m nt sure he is ready fr that kind f bike ride. It’s ging t be busy at that time f the day as well. There will be cars and buses all ver the place.
M:I suppse yu’re right. But hw else will we get t the htel?
W: Lk at this map. My idea is t cycle t this train statin in a village. It is eight miles frm the city center, and then we can take a train t the htel. What d yu think?
M: Are we allwed t take bikes n trains?
W: Yes, I’ve checked.
M:I think that’s a great idea! Let’s rder the tickets nw!
Text 10
I’m glad s many f yu have cme fr the gardening class. Welcme, all f yu.
Each week, we will be grwing and lking after ur plants, and I will shw yu all hw t get the best ut f them. Yu will all have yur wn small sectin f land where yu can chse which plants t grw. This week, we want a bed f rses t brighten up the place. In the fllwing weeks, yu may wish t grw yur wn flwers, fruit and vegetables. I will be here t advise and encurage yu. I am here every day, s it is easy t cme and find me if yu have any questins.All I ask in return is that yu have a great time in the great utdrs. Gardening is such a wnderful thing t d. It’s gd exercise, and rewarding. Plus, when yu garden in grups like this,it turns int a wnderful scial event t.
Right then, let me shw yu t yur areas. Fllw me.Prject
Intrductin
Light-Up
Greeting
Cards
Persnalized electrnic cards, crafted with cpper tape, cin cells and LEDs, carry warm and sincere messages including hliday blessings r gratitude t lved nes. This prject nt nly equips students with basic circuit principles and structures, but als inspires thughtful design, enabling them t integrate creativity with technlgy thrugh engaging practice.
Interactive
Awareness
Psters
Students create interactive psters t prmte energy-saving habits in schl spaces. They gather in pairs t design sensr-equipped psters that can detect light change and human mtin and then remind viewers f energy-saving rules thrugh flashing eye-catching slgans (标 语).Prgrammed via free platfrms, the psters are exhibited in schl public areas as part f “Tech fr Gd” shwcase.
Smart
Huses
With the gal f cnnecting autmatin and energy-saving practices, students create digital mdels using cmputer-aided design tls, and then build physical prttypes (原型) using cardbard and wd. Autmatin is incrprated thrugh the integratin f sensrs and AI mdels t bring smart lighting. The prject als encurages students t reflect n hw technlgy can be used t prmte mre sustainable living envirnments.
Campus
Emergency
Respnse
Kits
Driven by the cre gal f cultivating practical care and cperative respnsibility, this prject guides students t design and put tgether campus emergency respnse kits fr schl clinics r gyms. Kits include essential first-aid supplies, as well as a practical warning device that sunds an alarm and flashes LEDs when the buttn is pressed.
Dear Tm,
Yurs,
Li Hua
“That sunds a gd idea!” Drlma and Tashi respnded.
A mnth later, a call f surprise came frm TARWPA.