精品解析：北京市延庆区2023-2024学年高二上学期英语8月能力综合测试试题

延庆区2023—2024学年第一学期调研试卷 高二英语 满分100分。考试时间90分钟 第一部分 知识运用（共两节，30分） 第一节 完形填空 （共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 On a foggy Sunday morning, Amrisha Vaish was sleeping soundly at home in Arlington, Virginia. The sound that woke him at 7:15 was so loud that he assumed it came from inside his house. As he got up to ___1___ carefully, he heard another sound, this one coming most definitely from outside. Looking out of his bedroom window, he noticed a tree ___2___ in smoke about 500 yards away. A car was wrapped by smoke around the tree’s base, and its engine was on fire. Seeing that, he immediately grabbed buckets of water and ran to the crash site. Up close, the ___3___ looked worse. The car was split nearly in two, and the tree was where the driver’s seat ought to have been, as if ___4___ there. He thought that no one could have survived this crash, and yet there was 15-year-old Quintin Thompson, still ___5___ with his terrified face pressed against the driver’s side window, in visible pain. Vaish tried putting out the fire with his buckets of water yet with no success. When the ___6___ got into the front seats, he realized he had to get the boy out of there as soon as possible. Instantly, Vaish tried to open the back door, but he failed. He picked up a stone beside the tree and hit the back door. This time, it ___7___. The back door was opened and Vaish crawled in. Thompson was struggling to get free when Vaish noticed how ___8___ his legs were. Using a pocketknife, Vaish sawed through Thompson’s seat belt. Now that Thompson was free of restraints (束缚), Vaish pulled him out of a window, and then dragged him to safety before the car was ___9___ surrounded by flames. Vaish called an ambulance as Thompson suffered severely. Soon, the doctors arrived and Vaish felt ____10____. 1. A. analyse B. view C. examine D. question 2. A. enveloped B. choked C. marked D. rescued 3. A. wound B. damage C. engine D. smoke 4. A. drawn B. guarded C. sent D. planted 5. A. calm B. curious C. conscious D. confident 6. A. water B. driver C. passengers D. flames 7. A. responded B. changed C. worked D. failed 8. A. dirty B. bad C. unique D. normal 9. A. slowly B. entirely C. simply D. deadly 10. A. relieved B. touched C. recognized D. satisfied 【答案】1. C 2. A 3. B 4. D 5. C 6. D 7. C 8. B 9. B 10. A 【解析】 【分析】这是一篇记叙文。文章讲述了Amrisha Vaish在一起汽车事故中，勇于灭火救人的故事。 【1题详解】 考查动词词义辨析。句意：当他站起来仔细检查的时候，他听到了另一个声音，这个声音肯定是从外面传来的。A. analyse分析；B. view观看；C. examine检查；D. question询问。根据后文“he heard another sound, this one coming most definitely from outside”可知，这是Vaish仔细检查得到的结果。故选C项。 【2题详解】 考查动词词义辨析。句意：从卧室的窗户向外望去，他注意到500码外有一棵树被烟雾笼罩着。A. enveloped包裹，包住；B. choked（使）噎住；C. marked标记；D. rescued营救。根据后文“A car was wrapped by smoke around the tree’s base, and its engine was on fire.”可知，一辆汽车着火了，一棵树被烟雾包裹笼罩着，合乎逻辑。故选A项。 【3题详解】 考查名词词义辨析。句意：近距离看，损坏看起来更严重。A. wound创伤，伤口；B. damage损害，损毁；C. engine引擎；D. smoke烟。根据前文“A car was wrapped by smoke around the tree’s base, and its engine was on fire.”可知，是一辆汽车出了事故，所以应指汽车损坏很严重。故选B项。 【4题详解】 考查动词词义辨析。句意：汽车几乎被劈成了两半，那棵树就在驾驶员座位应该在的地方，仿佛是栽在那儿似的。A. drawn被画；B. guarded被保卫；C. sent被发送；D. planted被种植。根据前文“the tree was where the driver’s seat ought to have been”可知，树在驾驶员的位置好像长在汽车的里面，所以说就好像栽在那儿似的。故选D项。 【5题详解】 考查形容词词义辨析。句意：他认为没有人能在这场车祸中幸存下来，然而15岁的Quintin Thompson仍然清醒，惊恐的脸贴在司机侧的车窗上，痛苦可见。A. calm镇静的；B. curious好奇的；C. conscious意识到的，神志清醒的；D. confident有信心的。根据前文“He thought that no one could have survived this crash”以及后面yet转折的语义可知，Thompson还活着，神志清醒。故选C项。 【6题详解】 考查名词词义辨析。句意：当火焰蔓延到前排座位时，他意识到他必须尽快把孩子救出来。A. water水；B. driver司机；C. passengers乘客；D. flames火焰。根据前文“Vaish tried putting out the fire with his buckets of water yet with no success.”可知，火没有扑灭，所以这里指“火焰”蔓延。故选D项。 【7题详解】 考查动词词义辨析。句意：这一次，它起作用了。A. responded回应；B. changed变化；C. worked工作，有效，起作用；D. failed失败。根据后文“The back door was opened and Vaish crawled in.”可知，这次成功了，所以是这次起作用了。故选C项。 【8题详解】 考查形容词词义辨析。句意：Thompson正挣扎着想要挣脱，这时Vaish注意到他的腿有多糟糕。A. dirty肮脏的；B. bad坏的，糟糕的，严重的；C. unique独特的；D. normal正常的。根据后文“Vaish called an ambulance as Thompson suffered severely.”等信息可知，Thompson的腿伤得很严重。故选B项。 【9题详解】 考查副词词义辨析。句意：现在，Thompson已经摆脱了束缚，Vaish把他从车窗里拉了出来，然后在车完全被火焰包围之前把他拖到了安全的地方。A. slowly慢慢地；B. entirely完全地；C. simply简单的；D. deadly致命的。根据前文“Vaish pulled him out of a window, and then dragged him to safety ”可知，Vaish灭火未成功，汽车一直还在燃烧，所以，Vaish要在汽车完全被火焰包围之前，把Thompson拖到安全的地方。故选B项。 【10题详解】 考查形容词词义辨析。句意：很快，医生们赶到了，Vaish感到如释重负。A. relieved宽心的，宽慰的；B. touched感动的；C. recognized公认的；D. satisfied满意的。根据前文“ the doctors arrived”可知，Thompson伤势严重，医生赶到了，能尽快的处理Thompson的伤，所以Vaish感到宽慰，如释重负。故选A项。 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Marlee ____11____ (become) deaf when she was one and a half years old. Although she can’t hear anything, she is positive towards life: “The only thing I can’t do is hear.” Her parents sent her to a public school, ____12____ Marlee got used to the life soon. ____13____ (help) by the school, she became the first deaf actress to receive an Academy Award. “I work every day to help people understand. Deaf people not only deserve respect, they deserve to be heard,” Marlee said. 【答案】11. became 12. where 13. Helped 【解析】 【导语】本文是记叙文。文章主要讲述聋人马利（Marlee）通过学校的帮助和自己的努力成为第一位获得奥斯卡奖的聋人女演员的故事。 【11题详解】 考查谓语动词。句意：马利一岁半的时候聋了。分析句子结构和意思可知，这句话描述的是过去的事情，谓语用一般过去时。故填became。 【12题详解】 考查定语从句。句意：她的父母把她送到了一所公立学校，在那里，马利很快就适应了这种生活。分析句子结构和意思可知，空格处引导定语从句，先行词a public school在从句中作地点状语，用关系副词where引导。故填where。 【13题详解】 考查非谓语动词。句意：在学校的帮助下，她成为第一位获得奥斯卡奖的聋人女演员。分析句子结构和意思可知，动词help和句子主语she是逻辑上的动宾关系，所以用过去分词形式，表示被动。故填Helped。 B 阅读下面短文，根据短文内容填空。在未给出提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 After college, I tried for six months to get a job, but my luck was bad. Finally, one day I was in a downtown coffee shop, ___14___(bury) in the newspaper, and my luck began to change. A young woman sitting next to me asked ___15___ she could read my newspaper. I said OK and we started talking. She told me she worked in a huge advertising company and ___16___(look) for an assistant at the moment. I told her I was interested in mass communication and had studied it for four years at the university. Within one week, I was her assistant. 【答案】14 buried 15. whether##if 16. was looking 【解析】 【导语】本文是一篇记叙文。文章讲述了作者有一天在咖啡馆里幸运地找到工作的故事。 【14题详解】 考查非谓语动词。句意：终于，有一天，我在市中心的一家咖啡店里埋头看报纸，我的运气开始变了。分析句子可知，空处作句子的伴随状语，bury“把头或脸埋进”和I逻辑上是被动关系，应用bury的过去分词形式buried。故填buried。 【15题详解】 考查宾语从句。句意：坐在我旁边的一位年轻女子问我能不能看一下我的报纸。分析句子可知，空处引导名词性从句作asked的宾语，宾语从句的成分完整，结合句意可知，空处需表达“是否”，应用连接词whether或if作引导词。故填whether/if。 【16题详解】 考查时态和主谓一致。句意：她告诉我她在一家大型广告公司工作，目前正在寻找一名助理。分析句子可知，空处作宾语从句的谓语，时间状语为at the moment，且文章整体描述的是过去发生的事情，此处时态应用过去进行时，且主语是she，be动词用was。故填was looking。 C 17. We managed________(overcome) the difficulties in learning English. （所给词的适当形式填空） 【答案】to overcome 【解析】 【详解】考查非谓语动词。句意：我们设法克服了学习英语的困难。manage to do sth.固定搭配，意为“设法做成某事”，故填to overcome。 18. It is important to avoid________(waste) time and make good use of every minute. （所给词的适当形式填空） 【答案】wasting 【解析】 【详解】考查非谓语动词。句意：避免浪费时间，好好利用每一分钟是很重要的。avoid doing固定搭配，意为“避免做”，故填wasting。 19. There are many reasons________English is so widely used around the world. （用适当的词填空） 【答案】why 【解析】 【详解】考查定语从句。句意：英语在世界范围内被广泛使用有很多原因。空处引导限制性定语从句，修饰先行词reasons，且从句中缺少原因状语，应用关系副词why来引导定语从句，故填why。 20. May 30, 2023 is a memorable day, ________the Shenzhou XVI manned spaceship was launched successfully. （用适当的词填空） 【答案】when 【解析】 【详解】考查定语从句。句意：2023年5月30日是一个值得纪念的日子，在这一天神舟十六号载人飞船成功发射。空处引导非限制性定语从句，修饰先行词day，且从句中缺少时间状语，应用关系副词when来引导定语从句，故填when。 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A Do you know someone who has a hard time opening bottles or jars at home? Eighth-grade students in Mark Bolt’s engineering class were tasked with making changes to a product to make it easier for people with challenges to use. Rather than requiring step-by-step directions for creating their projects, Mr. Bolt preferred to leave students’ creative paths open. Let’s see some of the students’ products. A Device That Easily Opens Bottles To find a solution for her grandmother who had difficulty in opening bottles, Alana looked at existing bottle openers and then she created her own. She used a piece of wood shaped like a cellphone. Next, she made three holes of different sizes in the wood so that they could match common bottle cap sizes. Each hole also had a layer of dried, sticky hot glue, which provided a firm grip for the bottle caps. With a simple twist of the device, her grandmother could open bottles without help. A Coffee Cup With A Supportive “Thumb” Due to arthritis, a disease that causes pain in or around the joints, Robert’s grandfather had trouble holding a coffee cup. Robert simplified a robotic “third thumb” device created by a London designer. He used rubber bands and a 3D-printed plastic form to make the extra “thumb” which can firmly support the bottom of a cup. A Reading Tool Michael noticed how dyslexia——a common reading disorder, made it difficult for a friend to follow along on pages full of text. It is a language-processing condition. The brain tends to confuse the order of numbers, letters and other images. So, Michael created a small adjustable window-blind-style device. “My friend could isolate small sections of text while reading,” he said. 21. Alana’s grandmother could open bottles easily by______. A. sticking bottle caps to the device B. connecting the device to a cellphone C. twisting the device that has holes in it D cutting holes of different sizes in wood 22. What did Robert do to help his grandfather? A. He reformed a process to form a metal “thumb”. B. He created a simpler “thumb” device in the cup. C. He added plastic materials to the “thumb” device. D. He used bands and a 3D-printed form to make a “thumb”. 23. Which of the following words can best describe the students in the passage? A. Independent and patient. B. Creative and considerate. C. Ambitious and hardworking. D. Open-minded and generous. 【答案】21. C 22. D 23. B 【解析】 【导语】本文是一篇说明文。文章介绍了学生们的发明。 【21题详解】 细节理解题。根据第四段中“Whe used a piece of wood shaped like a cellphone. Next, she made three holes of different sizes in the wood so that they could match common bottle cap sizes. Each hole also had a layer of dried, sticky hot glue, which provided a firm grip for the bottle caps. With a simple twist of the device, her grandmother could open bottles without help.（他用了一块手机形状的木头。接下来，她在木头上打了三个不同大小的洞，这样它们就可以匹配普通瓶盖的大小。每个洞里都有一层干燥的、粘稠的热胶，可以牢牢地抓住瓶盖。只要简单地扭动一下这个装置，她的祖母就能在没有帮助的情况下打开瓶子。）”可知，阿拉娜的祖母可以通过扭转有洞的装置轻松打开瓶子。故选C。 【22题详解】 细节理解题。根据倒数第三段中“Robert simplified a robotic “third thumb” device created by a London designer. He used rubber bands and a 3D-printed plastic form to make the extra “thumb” which can firmly support the bottom of a cup.（罗伯特简化了一个由伦敦设计师设计的机器人“第三根拇指”装置。他用橡皮筋和3d打印的塑料模型制作了一个额外的“拇指”，可以牢固地支撑杯子的底部。）”可知，Robert为了帮助他的祖父，他用手带和3d打印的表格制作了一个“拇指”。故选D。 【23题详解】 推理判断题。根据第二段“To find a solution for her grandmother who had difficulty in opening bottles, Alana looked at existing bottle openers and then she created her own.（为了解决祖母开瓶困难的问题，Alana查看了现有的开瓶器，然后创造了自己的开瓶器。）”以及“Due to arthritis, a disease that causes pain in or around the joints, Robert’s grandfather had trouble holding a coffee cup. Robert simplified a robotic “third thumb” device created by a London designer. He used rubber bands and a 3D-printed plastic form to make the extra “thumb” which can firmly support the bottom of a cup.（由于关节炎(一种会导致关节或关节周围疼痛的疾病)，罗伯特的祖父连拿咖啡杯都有困难。罗伯特简化了一个由伦敦设计师设计的机器人“第三根拇指”装置。他用橡皮筋和3d打印的塑料模型制作了一个额外的“拇指”，可以牢固地支撑杯子的底部。）”可知，“有创造力，体贴”最能描述文章中的学生。故选B。 B Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school teacher, decided to do an experiment to test what he had long been thinking. He wrote some well-organized nonsense (谬论) on the blackboard. The students simply copied it but very few asked any questions. This shows that students are willing to believe anything given by teachers. The story is repeated in support of the Project for Enhancing Effective Learning (PEEL). PEEL was carried out by some teachers and researchers in Melbourne who had discovered that normal teaching methods seldom achieve their intended goals: what the teachers think they are teaching is one thing and what the students actually learn is something else. Students’ lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity. Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works. Their own ideas can remain important to them even when they conflict with scientific explanations that are learned later. In fact, such ideas are hardly affected by traditional teaching. Students accept the teacher’s scientific explanation, but do not drop their own. In a class test, they copy the teacher’s idea, but in real life they use their own. Clearly what was needed was to make students aware of their learning process, and this is what the PEEL teachers set out to deal with. In the class being taught by PEEL methods, there are some meaningful changes. Students are given much more time to express their views, and teachers don’t make immediate judgment. The students are allowed to guide what is done in class and their own ideas are always respected. This draws their attention to the actual learning process, and they become responsible for their own progress. The PEEL researchers believed that their experiment would be proved valuable if the experiences of children and teachers in different classes using PEEL methods were similar. So far, all teachers and students who have worked with PEEL methods agree that their approach to teaching and learning has really changed. The students are far more ready to question what is presented to them, while the teachers have realized that the traditional methods are not good enough. 24. Why was PEEL carried out? A. To ensure students higher test scores. B. To encourage teachers to do scientific work. C. To find the gap between what is taught and learnt. D. To help normal teaching methods achieve their goals. 25. The underlined word “conflict” in Paragraph 3 probably means ________. A. to match B. to disagree C. to be satisfied D. to be unfamiliar 26. What is the main purpose of this passage? A. To analyze the effects of PEEL. B. To present a project called PEEL. C. To call on teachers to join in PEEL. D. To show students’ changes in PEEL. 【答案】24. D 25. B 26. B 【解析】 【导语】本文是一篇说明文。主要介绍高中教师海因斯的实验及PEEL项目的开展背景、目的、实施方式和所取得的效果。 【24题详解】 细节理解题。根据第二段中的“PEEL was carried out by some teachers and researchers in Melbourne who had discovered that normal teaching methods seldom achieve their intended goals: what the teachers think they are teaching is one thing and what the students actually learn is something else.(PEEL是由墨尔本的一些教师和研究人员开展的，他们发现常规的教学方法很少能达到其预期目标：教师认为自己在教的内容是一回事，而学生实际学到的内容却是另一回事)”可知，开展PEEL是为了帮助常规教学方法达到预期目标，因为常规方法难以实现该目标。故选D项。 【25题详解】 词句猜测题。根据第三段中“Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works. Their own ideas can remain important to them even when they conflict with scientific explanations that are learned later. (研究人员发现，许多学生并非带着空白的头脑走进课堂，而是对世界如何运转有着自己的理解。即便这些个人观点与后来学到的科学解释conflict，它们仍可能对学生产生重要影响)”和“Students accept the teacher’s scientific explanation, but do not drop their own.(学生们接受老师的科学解释，但并不放弃自己的观点)”可知，学生并不会放弃自己的观点，说明他们自己的理解和老师们教授的科学解释不一致，有冲突。由此可推测“conflict”意为“不一致、冲突”，与B项意思相近。故选B项。 【26题详解】 推理判断题。通读全文，尤其是第一段中“The story is repeated in support of the Project for Enhancing Effective Learning (PEEL).(这个故事被反复提及，以支持“促进有效学习项目”(PEEL))”引出本文探讨的话题，结合第二段对PEEL开展背景的介绍、第四段对PEEL实施方式的说明以及第五段对PEEL效果的阐述可知，文章主要围绕PEEL项目展开，目的是介绍了该项目的相关情况。故选B项。 C Episodic memory (情景记忆) allows humans to revisit past personal experiences in their minds, and it was once thought to be a special skill of humans. Although there are still arguments about the extent of this type of memory in non-human animals, scientists have proved that creatures like rats and dogs can pass tests that are developed to assess episodic memory over the past two decades. “Curiously, there is a lack of research investigating dolphins’ episodic memory,” University of Cambridge cognitive (认知的) scientist James Davies says. Therefore, this surprising fact encourages him to fill this gap. The team used “where” and “who” questions in their research, each on a different test. Each dolphin was first trained to retrieve a ball from the water, and then trained to get a ball by approaching a person holding it in front of them while ignoring an empty-handed person standing at a different spot. During this training, the locations were randomized (使随机化) and the person holding the ball differed each time, so that those details were irrelevant to learning the retrieving behavior. Then, for the tests, the dolphins were asked to retrieve the ball as they had learned to do, but after 10 minutes, something changed-this time, the ball couldn’t be seen, as it was now behind one of the two people’s backs. In the “where” tests, the ball was hidden in the same spot as in the training, but both people had been changed, while in the “who” tests, the locations of the people changed but the ball remained with the person who’d had it previously. Eight dolphins went through each of the two tests, separated by at least 48 hours. All the dolphins got it right in choosing the correct spot on the “where” experiments, and seven achieved success on the “who” experiments. Kelly Jaakkola, a psychologist, says that based on their cognitive skills, dolphins are a good candidate for having episodic-like memory, and this study goes really far in showing that. She also says, “The more we look for such capabilities in non-human animals, the more species we’ll likely find them in.” She adds, “An exciting question is therefore ‘Where do we draw that line? Which animals do have it, which animals don’t, and what sort of cognitive or neurological or social characteristics do those animals share? ’ That’s going to be the fun part of the game.” 27. What does the underlined word “retrieve” in Paragraph 2 probably mean? A. Fetch. B. Move. C. Throw. D. Play. 28. What does Paragraph 2 mainly talk about? A. The locations of the people involved in the tests. B. The memory tasks that dolphins need to perform. C. The ability of dolphins to communicate with humans. D. The dolphins’ characteristics related to their memory processing. 29. What can be inferred from the passage? A. Dolphins pass the tests as a result of training. B. It is very likely that dolphins are affected by people during the tests. C. Scientists will probably find episodic memory in all non-human animals. D. The influence of dolphins’ familiarity with a location or a person is avoided. 30. Which would be the best title for the passage? A. Dolphins Are the Most Intelligent Animals B. Dolphins May Remember Personal Experiences C. Episodic Memory Is Important for Humans and Animals D. A Scientific Method Is Used to Study Dolphins’ Memory 【答案】27. A 28. B 29. D 30. B 【解析】 【导语】本文是说明文。文章主要介绍了研究表明，海豚可能拥有情景记忆。 【27题详解】 词句猜测题。根据第二段中根据划线单词上文“The team used “where” and “who” questions in their research, each on a different test.(研究小组在他们的研究中使用了“在哪里”和“谁”两个问题，每个问题都在不同的测试中使用。)”和划线单词所在句子“Each dolphin was first trained to retrieve a ball from the water, and then trained to get a ball by approaching a person holding it in front of them while ignoring an empty-handed person standing at a different spot. (每只海豚首先被训练从水中retrieve一个球，然后被训练通过接近一个拿着球的人而忽略站在不同位置的一个空手的人来获得一个球。)”可知，实验测试海豚的情景记忆，即识别“哪里”和“谁”的概念。由此可推知，retrieve与下文get意思相近，即每只海豚首先被训练从水中获取一个球，然后被训练通过接近一个拿着球的人而忽略站在不同位置的一个空手的人来获得一个球。故retrieve与A项“Fecth(获取)”意思一样，故选A。 28题详解】 主旨大意题。根据第二段中“During this training, the locations were randomized(使随机化) and the person holding the ball differed each time, so that those details were irrelevant to learning the retrieving behavior. Then, for the tests, the dolphins were asked to retrieve the ball as they had learned to do, but after 10 minutes, something changed-this time, the ball couldn’t be seen, as it was now behind one of the two people’s backs. In the “where” tests, the ball was hidden in the same spot as in the training, but both people had been changed, while in the “who” tests, the locations of the people changed but the ball remained with the person who’d had it previously.(在这次训练中，地点是随机的，每次拿球的人都不一样，所以这些细节与学习取球行为无关。然后，在测试中，海豚被要求像它们学会的那样去捡球，但是10分钟后，情况发生了变化——这一次，球看不见了，因为它现在在两个人中的一个人的背后。在“哪里”测试中，球藏在与训练中相同的位置，但是两个人都被改变了，而在“谁”测试中，人的位置改变了，但是球仍然在之前拥有它的人手中。)”可知，第二段主要介绍了海豚需要完成的记忆任务。故选B。 【29题详解】 推理判断题。根据第二段中“In the “where” tests, the ball was hidden in the same spot as in the training, but both people had been changed, while in the “who” tests, the locations of the people changed but the ball remained with the person who’d had it previously.(在“哪里”测试中，球藏在与训练中相同的位置，但是两个人都被改变了，而在“谁”测试中，人的位置改变了，但是球仍然在之前拥有它的人手中。)”可推知，实验中避开了海豚熟悉某个地点或某个人的影响，故选D。 【30题详解】 主旨大意题。通读全文，尤其是最后一段中“Kelly Jaakkola, a psychologist, says that based on their cognitive skills, dolphins are a good candidate for having episodic-like memory, and this study goes really far in showing that. (心理学家Kelly Jaakkola说，基于它们的认知能力，海豚是拥有情节性记忆的很好的候选者，而这项研究表明了这一点。)”可知，文章主要介绍了研究表明，海豚可能拥有情景记忆，B项“海豚可能记得个人经历”适合作文章标题，故选B。 D A cornerstone of environmental policy is the debate over protecting nature for humans’ sake (instrumental values) or for nature’s (intrinsic values). We propose that focusing only on instrumental or intrinsic values may fail to resonate (引起共鸣) views on personal and collective well-being or “what is right,” about nature and the environment. It is time to engage seriously with a third class of values, one with diverse roots and current expressions: relational values. By doing so, we reframe the discussion about environmental protection, and open the door to new, potentially more productive policy approaches. In philosophical terms, relational values are preferences, principles, and virtues associated with relationships, both interpersonal and as required by policies and social norms. Relational values can apply to interactions with nature. Some people’s identities are rooted in long-term care and stewardship, such as volunteer river-keepers, gardeners or farmers. Other people and social organizations hold worldviews that value kinship (亲属关系) between people and nature. They subscribe to the concepts of “Mother Nature,” “Mother Earth,” and so on. Also, many people believe that their cultural identity and well-being originate from their relationships with human and nonhuman beings, connected by particular places. Caring for and attending to places can be extremely important for maintaining cultural practices and core values. According to these views, the value of the land is not independent of humans. Therefore, environmental policy and management should always consider the kinds of relationships people already have with nature, and how these might be engaged to lessen the negative effects of human lifestyles on ecosystems and enhance positive ones. For example, the bond between parent or teacher and child can serve as a channel for social norms, encouraging respect and passion for nature, through activities including fishing and hunting, gardening, hiking, or bird-watching. It is also possible to develop values and relationships through long-term and repeated experiences with peer groups, by laboring on the land or taking part in outdoor adventure. Bonding is strengthened through play, struggling, suffering, and celebrating together. Relational values are finally receiving attention. If activists, researchers, policymakers, and private-sector leaders internalize this message, perhaps environmental decisions will better account for our relationships with nature and many concepts of a good life. Attending to such values is key to the real inclusion of diverse groups in environmental protection, and to achieving social-ecological relationships that provide fulfilling lives for present and future generations. 31. According to the author, relational values ________. A. are traditional expressions with a long history B. provide more productive philosophical approaches C. help reflect on the right views about protecting nature D. prove to be an effective way to improve the environment 32. What can we learn from this passage? A. Outdoor adventure may damage social relationships. B. The parent-child bond usually leads to new social norms. C. The value of the land is related to human interactions with it. D. Human lifestyles will have more negative effects on ecosystems. 33. What’s the purpose of the passage? A. To encourage environmental protection through group work. B. To propose new values for environmental policy making. C. To stress the importance of a better living environment. D. To compare different environmental protection values. 34. What does the underlined word “stewardship” in Paragraph 3 mean? A. Management. B. Friendship. C. Application. D. Happiness. 【答案】31. C 32. C 33. B 34. A 【解析】 【导语】这是一篇说明文。 文章主要介绍了“关系价值”这一概念，只关注工具价值或内在价值可能无法引起人们对个人和集体福祉的共鸣，或者对自然和环境的“正确”看法。 通过关系价值，我们可以重新构建关于环境保护的讨论，并为新的、可能更有成效的政策方法打开了大门。 【31题详解】 细节理解题。根据第一段“It is time to engage seriously with a third class of values, one with diverse roots and current expressions: relational values. By doing so, we reframe the discussion about environmental protection, and open the door to new, potentially more productive policy approaches.(现在，是时候认真探讨第三类价值了——这类价值根脉多元，在当代有着丰富表现形式：关系价值观。通过这种探讨，我们将重新构建环境保护的讨论框架，并为开启崭新且更具潜力的政策途径打开大门。)”可知，关系价值观有助于反思保护自然的正确观点。故选C。 【32题详解】 细节理解题。根据第三段“According to these views, the value of the land is not independent of humans.(根据这些观点，土地的价值不是独立于人类的。)”以及倒数第二段“It is also possible to develop values and relationships through long-term and repeated experiences with peer groups, by laboring on the land or taking part in outdoor adventure. Bonding is strengthened through play, struggling, suffering, and celebrating together.(通过在土地上劳动或参加户外冒险，与同伴群体长期和反复的经历，也可以发展价值观和关系。通过玩耍、挣扎、痛苦和共同庆祝，纽带得以加强。)”可知，土地的价值与人类与土地的互动有关。故选C。 【33题详解】 推理判断题。通读全文，结合最后一段“Relational values are finally receiving attention. If activists, researchers, policymakers, and private-sector leaders internalize this message, perhaps environmental decisions will better account for our relationships with nature and many concepts of a good life.(关系价值最终得到了关注。如果活动人士、研究人员、政策制定者和私营部门领导人将这一信息内化，也许环境决策将更好地解释我们与自然的关系以及许多美好生活的概念。)”可推知，文章介绍了“关系价值”这一概念，其目的是为制定环境政策提出新的价值。故选B。 【34题详解】 词句猜测题。根据划线词后文“such as volunteer river-keepers, gardeners or farmers(比如志愿的河流管理员、园丁或农民)”可知，列举了志愿的河流管理员、园丁或农民，这些人都是自然的照顾和管理者，故划线词意思是“管理”，和“management”意思相近。故选A。 第二节 七选五（共５小题；每小题２分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项, 并在答题卡上将该项涂黑。选项中有两项为多余选项。 Everyone feels anxious or nervous at times. Feelings like these can surface when you face a challenge. ___35___ You might feel anxious when it’s your turn to speak in class. These feelings can be uncomfortable, but you can manage with the help of the following tips. ●Start with a growth mindset (思想倾向). Some people have a fixed mindset. They might think, “This is how I am. I get anxious before speaking in class. So I don’t raise my hand.” With a fixed mindset, people don’t think things can change. But people with a growth mindset know they can get better at just about everything — with effort and practice. ___36___ ●Notice what anxiety feels like for you. Get to know the body feelings that are part of anxiety. When you’re anxious, do you feel “butterflies”? Shaky hands? A faster heartbeat? Know that these feelings are part of the body’s normal response to a challenge. ___37___ Next time they happen, try to notice the feelings without getting upset. Accept them and let them be there. ●___38___ When you’re anxious, it’s common to tell yourself things like, “I can’t do this.” Or “What if I mess this up?” Instead, tell yourself something that could help you face the moment with a bit of courage, “It’s OK to feel anxious. I can do this anyway.” It’s facing the anxiety that helps you manage it. This is called exposure. Learning to cope with anxiety takes time and patience. Most of all, it takes practice and willingness to face it. It starts with one small step. ___39___ A. Give it all of your attention. B. That includes dealing with anxiety. C. Talk yourself through anxiety and face it. D. They’re not harmful and they fade on their own. E. It can help you “reset” and be ready to move forward. F. For example, you might feel nervous before taking big exams. G. The more you practice, the better you’ll get at managing anxiety. 【答案】35. F 36. B 37. D 38. C 39. G 【解析】 【导语】本文是一篇议论文。从三个方面就如何应对紧张焦虑提供一些建议。 【35题详解】 上文“Feelings like these can surface when you face a challenge.(当你面临挑战时，像这样的感受会浮现) ”空格处是对面临挑战的进一步举例说明。F选项中的“before taking exams”和“face a challenge”一致。是对上文的进一步解释说明。故选F。 【36题详解】 上文“But people with a growth mindset know they can get better at just about everything— with effort and practice. (但是那些有成长思维方式的人知道他们可以做好一切，只要肯努力和练习)”B选项中的that指代上文的“can get better at just about everything— with effort and practice.”这一切事情也包括应对焦虑这件事。故选B。 【37题详解】 上文“Know that these feelings are part of the body’s normal response to a challenge.(知道那些感受是你的身体应对挑战的正常反应。)”和D选项中的They前后一致，they指代上文的“these feelings”这些感受是正常反应是没有害处的。故选D。 【38题详解】 下文“Instead, tell yourself something that could help you face the moment with a bit of courage. It’s facing the anxiety that helps you manage it.(反而要告诉你自己勇敢些能帮你面对这一瞬间.正是面对焦虑才能帮你应对它。)”此空为小标题。根据下文可知本段在表达要面对焦虑。C选项中的face it和下文的要面对它保持一致。故选C。 【39题详解】 上文“Most of all, it takes practice and willingness to face it. It starts with one small step.(最重要的是，它需要练习以及愿意面对它。)”G选项的“ The more you practice”练习的越多，越能战胜焦虑，和上文保持一致。故选G。 第三部分 书面表达（共两节，32分） 第一节 读后回答问题（共5小题；1-4题每小题2分，5小题4分，共12分） 阅读下面短文，根据短文内容在答题卡相应题号后的横线上写下相关信息，完成对该问题的回答。 In 2004, I was 18 and was working as a nurse in a small town about 270 km away from Sydney, Australia. I was looking forward to having five days off from duty. Unfortunately, the only one train a day back to my home in Sydney had already left. So I thought I’d hitch a ride (搭车). I waited by the side of the highway for three hours but no one stopped for me. Finally, a man walked over and introduced himself as Gordon. He said that although he couldn’t give me a lift, I should come back to his house for lunch. He noticed me standing for hours in the November heat and thought I must be hungry. I was doubtful as a young girl but he assured me I was safe, and he also offered to help me find a lift home afterwards. When we arrived at his house, he made us sandwiches. After lunch, he helped me find a lift home. Fifteen years later, in 2019, while I was driving to a nearby town one day, I saw an elderly man suddenly fall to the ground in the glaring heat. It was another chance to repay someone for the favour I’d been given decades earlier. I pulled over and picked him up. I made him comfortable on the back seat and offered him some water. After a few moments of small talk, the man said to me, “You haven’t changed a bit, even your red hair is still the same.” I couldn’t remember where I’d met him. He then told me he was the man who had given me lunch and helped me find a lift all those years ago. It was Gordon. 40. Why did the author decide to hitch a ride? _____________________________________________ 41. What did Gordon do for the author? _____________________________________________ 42. Why did the author help the old man? _____________________________________________ 43. What message does the author want to convey? _____________________________________________ 44. What will you do if you see an elderly man suddenly fall to the ground? And why? (Use at least 25 words.) _____________________________________________ 【答案】40. Because the only train back to her home had already left. 41. He offered her lunch and helped her find a lift home. 42. To repay someone for the favour she’d been given decades earlier. 43. Kindness can be passed and rewarded./A good turn deserves another./Good deeds will pay off. 44. I’ll run over and have a talk with him. If it’s serious, I’ll send him to the hospital by taxi. If it’s not, I’ll help him call his children or send him home. I think helping each other warms the world. 【解析】 【导语】本文是一篇记叙文。文章主要讲述了作者两次得到他人帮助并最终回报恩人的经历。 【40题详解】 考查细节理解。根据第一段“Unfortunately, the only one train a day back to my home in Sydney had already left. So I thought I’d hitch a ride (搭车).(不幸的是，每天唯一一趟回悉尼家中的火车已经开走了。所以我想搭个便车)”可知，作者决定搭便车是因为唯一一趟回家的火车已经开走了。故答案为Because the only train back to her home had already left。 【41题详解】 考查细节理解。根据第二段“Finally, a man walked over and introduced himself as Gordon. He said that although he couldn’t give me a lift, I should come back to his house for lunch. He noticed me standing for hours in the November heat and thought I must be hungry. I was doubtful as a young girl but he assured me I was safe, and he also offered to help me find a lift home afterwards. When we arrived at his house, he made us sandwiches. After lunch, he helped me find a lift home.(最后，一个男人走过来，介绍自己叫Gordon。他说虽然他不能载我一程，但我应该去他家吃午饭。他注意到我在11月酷热中站了几个小时，觉得我一定饿了。作为一个年轻女孩，我对此表示怀疑，但他向我保证我是安全的，他还主动提出之后帮我找车回家。我们到他家后，他给我们做了三明治。午饭后，他帮我找到了回家的便车)”可知，Gordon为作者提供了午饭并帮她找到了回家的便车。故答案为He offered her lunch and helped her find a lift home。 【42题详解】 考查细节理解。根据第三段“Fifteen years later, in 2019, while I was driving to a nearby town one day, I saw an elderly man suddenly fall to the ground in the glaring heat. It was another chance to repay someone for the favour I’d been given decades earlier.(15年后，也就是2019年，有一天我开车去附近的一个小镇时，看到一位老人在烈日下突然摔倒在地。这是另一个报答几十年前别人给予我恩惠的机会)”可知，作者帮助老人是因为她想报答多年前别人给予她的恩惠。故答案为To repay someone for the favour she’d been given decades earlier。 【43题详解】 考查推理判断。根据最后一段中“I couldn’t remember where I’d met him. He then told me he was the man who had given me lunch and helped me find a lift all those years ago. It was Gordon.(我记不起在哪儿见过他。然后他告诉我，他就是多年以前给了我午饭吃、还帮我搭车的那个人。他就是戈登)”以及结合文章可知，本文讲述了一个名叫Gordon的人曾经帮助了作者，而15年后，作者在开车去附近的一个小镇时，看到一位老人在酷热中突然倒在了地上，帮助了老人，发现他正是多年前帮助了自己的Gordon。可推知，作者想要传达的是“善有善报”或做“好事总会有回报”的信息。故答案为Kindness can be passed and rewarded./A good turn deserves another./Good deeds will pay off. 【44题详解】 开放性题目，言之有理即可，题干为：如果你看到一个老人突然倒在地上，你会怎么办？为什么？可回答：我会跑过去和他谈谈。如果病情严重，我将乘出租车送他去医院。如果不行，我就帮他打电话给他的孩子或者送他回家。我认为互相帮助可以温暖世界。故答案为I’ll run over and have a talk with him. If it’s serious, I’ll send him to the hospital by taxi. If it’s not, I’ll help him call his children or send him home. I think helping each other warms the world. 第二节 应用文写作（共20分） 45. 假设你是红星中学高二学生李华。你的英国笔友Chris来信询问有关垃圾分类的情况。请给他回邮件介绍你所在社区开展垃圾分类的情况。内容包括： 1. 垃圾如何分类； 2. 垃圾分类过程中遇到的问题； 3. 询问对方的垃圾分类做法。 注意： 1. 词数不少于100； 2. 适当增减细节，使文章连贯； 3. 开头、结尾已给出，不计入总词数。 Dear Chris， _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Chris, I’m glad to know you’re interested in garbage classification in my community. Here’s how it works. We classify garbage into four types. Recyclables like paper and plastic bottles go into blue bins. Kitchen waste such as food remains is put in green ones. Hazardous waste including batteries is collected in red bins, and other waste like used tissues is thrown into gray bins. However, we face some problems. Some people are still unclear about which category certain waste belongs to. Also, a few are too lazy to classify properly. How do you do garbage classification in your place? I’m eager to know. Yours, Li Hua 【解析】 【导语】这是一篇应用文。请考生就英国笔友Chris来信询问有关垃圾分类的情况回复邮件。 【详解】1.词汇积累： 分类：classify→categorize 包括：including→comprising 不清楚的：unclear→ambiguous 高兴的：glad→pleased 2.句式拓展： 简单句变复合句 原句：Also, a few are too lazy to classify properly. 拓展句：Also, a few are so lazy that they do not classify properly. 【点睛】【高分句型 1】I’m glad to know you're interested in garbage classification in my community.（运用省略that的宾语从句） 【高分句型 2】Some people are still unclear about which category certain waste belongs to.（运用which引导的宾语从句） 第1页/共1页 学科网（北京）股份有限公司 $ 延庆区2023—2024学年第一学期调研试卷 高二英语 满分100分。考试时间90分钟 第一部分 知识运用（共两节，30分） 第一节 完形填空 （共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 On a foggy Sunday morning, Amrisha Vaish was sleeping soundly at home in Arlington, Virginia. The sound that woke him at 7:15 was so loud that he assumed it came from inside his house. As he got up to ___1___ carefully, he heard another sound, this one coming most definitely from outside. Looking out of his bedroom window, he noticed a tree ___2___ in smoke about 500 yards away. A car was wrapped by smoke around the tree’s base, and its engine was on fire. Seeing that, he immediately grabbed buckets of water and ran to the crash site. Up close, the ___3___ looked worse. The car was split nearly in two, and the tree was where the driver’s seat ought to have been, as if ___4___ there. He thought that no one could have survived this crash, and yet there was 15-year-old Quintin Thompson, still ___5___ with his terrified face pressed against the driver’s side window, in visible pain. Vaish tried putting out the fire with his buckets of water yet with no success. When the ___6___ got into the front seats, he realized he had to get the boy out of there as soon as possible. Instantly, Vaish tried to open the back door, but he failed. He picked up a stone beside the tree and hit the back door. This time, it ___7___. The back door was opened and Vaish crawled in. Thompson was struggling to get free when Vaish noticed how ___8___ his legs were. Using a pocketknife, Vaish sawed through Thompson’s seat belt. Now that Thompson was free of restraints (束缚), Vaish pulled him out of a window, and then dragged him to safety before the car was ___9___ surrounded by flames. Vaish called an ambulance as Thompson suffered severely. Soon, the doctors arrived and Vaish felt ____10____. 1. A. analyse B. view C. examine D. question 2. A. enveloped B. choked C. marked D. rescued 3. A. wound B. damage C. engine D. smoke 4. A. drawn B. guarded C. sent D. planted 5. A. calm B. curious C. conscious D. confident 6. A. water B. driver C. passengers D. flames 7. A. responded B. changed C. worked D. failed 8. A. dirty B. bad C. unique D. normal 9. A. slowly B. entirely C. simply D. deadly 10. A. relieved B. touched C. recognized D. satisfied 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Marlee ____11____ (become) deaf when she was one and a half years old. Although she can’t hear anything, she is positive towards life: “The only thing I can’t do is hear.” Her parents sent her to a public school, ____12____ Marlee got used to the life soon. ____13____ (help) by the school, she became the first deaf actress to receive an Academy Award. “I work every day to help people understand. Deaf people not only deserve respect, they deserve to be heard,” Marlee said. B 阅读下面短文，根据短文内容填空。在未给出提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 After college I tried for six months to get a job, but my luck was bad. Finally, one day I was in a downtown coffee shop, ___14___(bury) in the newspaper, and my luck began to change. A young woman sitting next to me asked ___15___ she could read my newspaper. I said OK and we started talking. She told me she worked in a huge advertising company and ___16___(look) for an assistant at the moment. I told her I was interested in mass communication and had studied it for four years at the university. Within one week, I was her assistant. C 17. We managed________(overcome) the difficulties in learning English. （所给词的适当形式填空） 18. It is important to avoid________(waste) time and make good use of every minute. （所给词的适当形式填空） 19. There are many reasons________English is so widely used around the world. （用适当的词填空） 20. May 30, 2023 is a memorable day, ________the Shenzhou XVI manned spaceship was launched successfully. （用适当的词填空） 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A Do you know someone who has a hard time opening bottles or jars at home? Eighth-grade students in Mark Bolt’s engineering class were tasked with making changes to a product to make it easier for people with challenges to use. Rather than requiring step-by-step directions for creating their projects, Mr. Bolt preferred to leave students’ creative paths open. Let’s see some of the students’ products. A Device That Easily Opens Bottles To find a solution for her grandmother who had difficulty in opening bottles Alana looked at existing bottle openers and then she created her own. She used a piece of wood shaped like a cellphone. Next, she made three holes of different sizes in the wood so that they could match common bottle cap sizes. Each hole also had a layer of dried, sticky hot glue, which provided a firm grip for the bottle caps. With a simple twist of the device, her grandmother could open bottles without help. A Coffee Cup With A Supportive “Thumb” Due to arthritis, a disease that causes pain in or around the joints, Robert’s grandfather had trouble holding a coffee cup. Robert simplified a robotic “third thumb” device created by a London designer. He used rubber bands and a 3D-printed plastic form to make the extra “thumb” which can firmly support the bottom of a cup. A Reading Tool Michael noticed how dyslexia——a common reading disorder, made it difficult for a friend to follow along on pages full of text. It is a language-processing condition. The brain tends to confuse the order of numbers, letters and other images. So, Michael created a small adjustable window-blind-style device. “My friend could isolate small sections of text while reading,” he said. 21. Alana’s grandmother could open bottles easily by______. A. sticking bottle caps to the device B. connecting the device to a cellphone C. twisting the device that has holes in it D. cutting holes of different sizes in wood 22. What did Robert do to help his grandfather? A. He reformed a process to form a metal “thumb”. B. He created a simpler “thumb” device in the cup. C. He added plastic materials to the “thumb” device. D. He used bands and a 3D-printed form to make a “thumb”. 23. Which of the following words can best describe the students in the passage? A. Independent and patient. B. Creative and considerate. C. Ambitious and hardworking. D. Open-minded and generous. B Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school teacher, decided to do an experiment to test what he had long been thinking. He wrote some well-organized nonsense (谬论) on the blackboard. The students simply copied it but very few asked any questions. This shows that students are willing to believe anything given by teachers. The story is repeated in support of the Project for Enhancing Effective Learning (PEEL). PEEL was carried out by some teachers and researchers in Melbourne who had discovered that normal teaching methods seldom achieve their intended goals: what the teachers think they are teaching is one thing and what the students actually learn is something else. Students’ lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity. Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works. Their own ideas can remain important to them even when they conflict with scientific explanations that are learned later. In fact, such ideas are hardly affected by traditional teaching. Students accept the teacher’s scientific explanation, but do not drop their own. In a class test, they copy the teacher’s idea, but in real life they use their own. Clearly what was needed was to make students aware of their learning process, and this is what the PEEL teachers set out to deal with. In the class being taught by PEEL methods, there are some meaningful changes. Students are given much more time to express their views, and teachers don’t make immediate judgment. The students are allowed to guide what is done in class and their own ideas are always respected. This draws their attention to the actual learning process, and they become responsible for their own progress. The PEEL researchers believed that their experiment would be proved valuable if the experiences of children and teachers in different classes using PEEL methods were similar. So far, all teachers and students who have worked with PEEL methods agree that their approach to teaching and learning has really changed. The students are far more ready to question what is presented to them, while the teachers have realized that the traditional methods are not good enough. 24. Why was PEEL carried out? A. To ensure students higher test scores. B. To encourage teachers to do scientific work. C. To find the gap between what is taught and learnt. D. To help normal teaching methods achieve their goals. 25. The underlined word “conflict” in Paragraph 3 probably means ________. A. to match B. to disagree C. to be satisfied D. to be unfamiliar 26. What is the main purpose of this passage? A. To analyze the effects of PEEL. B. To present a project called PEEL. C. To call on teachers to join in PEEL. D. To show students’ changes in PEEL. C Episodic memory (情景记忆) allows humans to revisit past personal experiences in their minds, and it was once thought to be a special skill of humans. Although there are still arguments about the extent of this type of memory in non-human animals, scientists have proved that creatures like rats and dogs can pass tests that are developed to assess episodic memory over the past two decades. “Curiously, there is a lack of research investigating dolphins’ episodic memory,” University of Cambridge cognitive (认知的) scientist James Davies says. Therefore, this surprising fact encourages him to fill this gap. The team used “where” and “who” questions in their research, each on a different test. Each dolphin was first trained to retrieve a ball from the water, and then trained to get a ball by approaching a person holding it in front of them while ignoring an empty-handed person standing at a different spot. During this training, the locations were randomized (使随机化) and the person holding the ball differed each time, so that those details were irrelevant to learning the retrieving behavior. Then, for the tests, the dolphins were asked to retrieve the ball as they had learned to do, but after 10 minutes, something changed-this time, the ball couldn’t be seen, as it was now behind one of the two people’s backs. In the “where” tests, the ball was hidden in the same spot as in the training, but both people had been changed, while in the “who” tests, the locations of the people changed but the ball remained with the person who’d had it previously. Eight dolphins went through each of the two tests, separated by at least 48 hours. All the dolphins got it right in choosing the correct spot on the “where” experiments, and seven achieved success on the “who” experiments. Kelly Jaakkola, a psychologist, says that based on their cognitive skills, dolphins are a good candidate for having episodic-like memory, and this study goes really far in showing that. She also says, “The more we look for such capabilities in non-human animals, the more species we’ll likely find them in.” She adds, “An exciting question is therefore ‘Where do we draw that line? Which animals do have it, which animals don’t, and what sort of cognitive or neurological or social characteristics do those animals share? ’ That’s going to be the fun part of the game.” 27 What does the underlined word “retrieve” in Paragraph 2 probably mean? A. Fetch. B. Move. C. Throw. D. Play. 28. What does Paragraph 2 mainly talk about? A. The locations of the people involved in the tests. B. The memory tasks that dolphins need to perform. C. The ability of dolphins to communicate with humans. D. The dolphins’ characteristics related to their memory processing. 29. What can be inferred from the passage? A. Dolphins pass the tests as a result of training. B. It is very likely that dolphins are affected by people during the tests. C. Scientists will probably find episodic memory in all non-human animals. D. The influence of dolphins’ familiarity with a location or a person is avoided. 30. Which would be the best title for the passage? A. Dolphins Are the Most Intelligent Animals B. Dolphins May Remember Personal Experiences C. Episodic Memory Is Important for Humans and Animals D. A Scientific Method Is Used to Study Dolphins’ Memory D A cornerstone of environmental policy is the debate over protecting nature for humans’ sake (instrumental values) or for nature’s (intrinsic values). We propose that focusing only on instrumental or intrinsic values may fail to resonate (引起共鸣) views on personal and collective well-being, or “what is right,” about nature and the environment. It is time to engage seriously with a third class of values, one with diverse roots and current expressions: relational values. By doing so, we reframe the discussion about environmental protection, and open the door to new, potentially more productive policy approaches. In philosophical terms, relational values are preferences, principles, and virtues associated with relationships, both interpersonal and as required by policies and social norms. Relational values can apply to interactions with nature. Some people’s identities are rooted in long-term care and stewardship, such as volunteer river-keepers, gardeners or farmers. Other people and social organizations hold worldviews that value kinship (亲属关系) between people and nature. They subscribe to the concepts of “Mother Nature,” “Mother Earth,” and so on. Also, many people believe that their cultural identity and well-being originate from their relationships with human and nonhuman beings, connected by particular places. Caring for and attending to places can be extremely important for maintaining cultural practices and core values. According to these views, the value of the land is not independent of humans. Therefore, environmental policy and management should always consider the kinds of relationships people already have with nature, and how these might be engaged to lessen the negative effects of human lifestyles on ecosystems and enhance positive ones. For example, the bond between parent or teacher and child can serve as a channel for social norms, encouraging respect and passion for nature, through activities including fishing and hunting, gardening, hiking, or bird-watching. It is also possible to develop values and relationships through long-term and repeated experiences with peer groups, by laboring on the land or taking part in outdoor adventure. Bonding is strengthened through play, struggling, suffering, and celebrating together. Relational values are finally receiving attention. If activists, researchers, policymakers, and private-sector leaders internalize this message, perhaps environmental decisions will better account for our relationships with nature and many concepts of a good life. Attending to such values is key to the real inclusion of diverse groups in environmental protection, and to achieving social-ecological relationships that provide fulfilling lives for present and future generations. 31. According to the author, relational values ________. A. are traditional expressions with a long history B. provide more productive philosophical approaches C. help reflect on the right views about protecting nature D. prove to be an effective way to improve the environment 32. What can we learn from this passage? A. Outdoor adventure may damage social relationships. B. The parent-child bond usually leads to new social norms. C. The value of the land is related to human interactions with it. D Human lifestyles will have more negative effects on ecosystems. 33. What’s the purpose of the passage? A. To encourage environmental protection through group work. B. To propose new values for environmental policy making. C. To stress the importance of a better living environment. D. To compare different environmental protection values. 34. What does the underlined word “stewardship” in Paragraph 3 mean? A. Management. B. Friendship. C. Application. D. Happiness. 第二节 七选五（共５小题；每小题２分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项, 并在答题卡上将该项涂黑。选项中有两项为多余选项。 Everyone feels anxious or nervous at times. Feelings like these can surface when you face a challenge. ___35___ You might feel anxious when it’s your turn to speak in class. These feelings can be uncomfortable, but you can manage with the help of the following tips. ●Start with a growth mindset (思想倾向). Some people have a fixed mindset. They might think, “This is how I am. I get anxious before speaking in class. So I don’t raise my hand.” With a fixed mindset, people don’t think things can change. But people with a growth mindset know they can get better at just about everything — with effort and practice. ___36___ ●Notice what anxiety feels like for you. Get to know the body feelings that are part of anxiety. When you’re anxious, do you feel “butterflies”? Shaky hands? A faster heartbeat? Know that these feelings are part of the body’s normal response to a challenge. ___37___ Next time they happen, try to notice the feelings without getting upset. Accept them and let them be there. ●___38___ When you’re anxious, it’s common to tell yourself things like, “I can’t do this.” Or “What if I mess this up?” Instead, tell yourself something that could help you face the moment with a bit of courage, “It’s OK to feel anxious. I can do this anyway.” It’s facing the anxiety that helps you manage it. This is called exposure. Learning to cope with anxiety takes time and patience. Most of all, it takes practice and willingness to face it. It starts with one small step. ___39___ A. Give it all of your attention. B. That includes dealing with anxiety. C. Talk yourself through anxiety and face it. D. They’re not harmful and they fade on their own. E. It can help you “reset” and be ready to move forward. F. For example, you might feel nervous before taking big exams. G. The more you practice, the better you’ll get at managing anxiety. 第三部分 书面表达（共两节，32分） 第一节 读后回答问题（共5小题；1-4题每小题2分，5小题4分，共12分） 阅读下面短文，根据短文内容在答题卡相应题号后的横线上写下相关信息，完成对该问题的回答。 In 2004, I was 18 and was working as a nurse in a small town about 270 km away from Sydney, Australia. I was looking forward to having five days off from duty. Unfortunately, the only one train a day back to my home in Sydney had already left. So I thought I’d hitch a ride (搭车). I waited by the side of the highway for three hours but no one stopped for me. Finally, a man walked over and introduced himself as Gordon. He said that although he couldn’t give me a lift, I should come back to his house for lunch. He noticed me standing for hours in the November heat and thought I must be hungry. I was doubtful as a young girl but he assured me I was safe, and he also offered to help me find a lift home afterwards. When we arrived at his house, he made us sandwiches. After lunch, he helped me find a lift home. Fifteen years later, in 2019, while I was driving to a nearby town one day, I saw an elderly man suddenly fall to the ground in the glaring heat. It was another chance to repay someone for the favour I’d been given decades earlier. I pulled over and picked him up. I made him comfortable on the back seat and offered him some water. After a few moments of small talk, the man said to me, “You haven’t changed a bit, even your red hair is still the same.” I couldn’t remember where I’d met him. He then told me he was the man who had given me lunch and helped me find a lift all those years ago. It was Gordon. 40. Why did the author decide to hitch a ride? _____________________________________________ 41. What did Gordon do for the author? _____________________________________________ 42. Why did the author help the old man? _____________________________________________ 43. What message does the author want to convey? _____________________________________________ 44 What will you do if you see an elderly man suddenly fall to the ground? And why? (Use at least 25 words.) _____________________________________________ 第二节 应用文写作（共20分） 45. 假设你是红星中学高二学生李华。你的英国笔友Chris来信询问有关垃圾分类的情况。请给他回邮件介绍你所在社区开展垃圾分类的情况。内容包括： 1. 垃圾如何分类； 2. 垃圾分类过程中遇到的问题； 3. 询问对方的垃圾分类做法。 注意： 1. 词数不少于100； 2. 适当增减细节，使文章连贯； 3. 开头、结尾已给出，不计入总词数。 Dear Chris， _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $