高中英语单元测试 —— Welcome unit（较难版02）

**基本信息** 本卷为高中英语Welcome单元较难版测试，以校园适应、文化认知及学习策略为核心，融合真实生活情境与前沿话题，全面考查语言能力、文化意识及思维品质，适配单元复习巩固与能力提升。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |听力|20题/30分|日常对话、长对话、独白|情境贴近学生生活（如学习小组、邻里问题），考查信息抓取与推理| |阅读理解|4篇20题/40分|文化分类、移民经历、科学家奋斗、神经递质研究|素材兼具人文性（文化差异）与科学性（脑科学），设推理判断、主旨题，层次分明| |完形填空|15题/15分|研究生写作困境与同伴互助|通过叙事考查词汇语境运用，渗透学习策略（同伴协作）| |语法填空|10空/15分|厦门慈善商店助自闭症患者|结合社会热点，考查动词、名词等语法点，体现社会责任感| |写作|2题/40分|书信（高中生活）、续写（游戏与学习）|应用文与记叙文结合，考查表达与问题解决能力，呼应单元主题|

高中英语单元测试 —— Welcome unit（较难版02） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）What was the man’s problem with his old neighbors? A．They never bothered to greet him. B．Their dog often caused problems. C．They often disturbed him at night. 2．（本题1.5分）What is the matter with the man’s marker pen? A．It is too big. B．It is lost. C．It is dry. 3．（本题1.5分）Where does the conversation probably take place? A．In a gym. B．In a dormitory building. C．In a parking lot. 4．（本题1.5分）What does the man promise to do? A．Pass the examination. B．Come to school at once. C．Make up missed lessons. 5．（本题1.5分）What are the speakers mainly talking about? A．A talent contest. B．A play. C．A performer. （本题3分）听下面一段较长对话，回答以下小题。 6．(3分)What makes the man unhappy? A．The argument with his neighbor. B．The noise in the neighborhood. C．His neighbor’s bad behavior. 7．What does the woman advise the man to do? A．Move to another place. B．Stop talking with Mr. Black. C．Invite Mr. Black to his house. （本题3分）听下面一段对话，回答以下小题。 8．(3分)How does Ava feel when she studies at home? A．Lonely. B．Focused. C．Unmotivated. 9．Why does Ava decide to join the study group? A．To make more friends. B．To gain well-rounded insight. C．To improve problem-solving skills. 10．How long will the study session probably last? A．Two hours. B．Three hours. C．Four hours. （本题4.5分）听下面一段较长对话，回答以下小题。 11．(4.5分)What is the probable relationship between the speakers? A．Classmates. B．Fellow workers. C．Teacher and student. 12．What did John Adams start the nonprofit for? A．Helping other teenagers. B．Rescuing animals in danger. C．Spreading scientific knowledge. 13．Why does the man want to know more about John Adams? A．To prepare for schoolwork. B．To follow in his footsteps. C．To write a book about heroes. 听下面一段对话，回答以下小题。 14．(0分)Who is the woman probably? A．A host. B．A researcher. C．A fisherman. 15．What percentage of the fish populations have decreased? A．30%. B．50%. C．90%. 16．What did the scientists use electronic devices to do? A．Track fish. B．Catch fish. C．Keep fish fresh. 17．How does the man feel about the future sales of the special fish? A．Doubtful. B．Confident. C．Confused. （本题6分）听下面一段独白，回答以下小题。 18．(6分)What did Suci get in Sweden? A．A college graduation certificate. B．A Master’s degree. C．A Doctor’s degree. 19．What does Suci think is strange? A．Shared similarities beneath differences. B．Numerous differences between people. C．People’s perfections and shortcomings. 20．Who are the target listeners? A．Students who want to study abroad. B．People interested in cultural differences. C．Graduates who want to get a Master’s degree. 二、阅读理解 The lines separating one culture from another are not very clear. However we can classify (归类) different cultures based on several types of cultures.Material culture Material culture is a physical culture that people create or make by society. China is known for producing good phones, and America has cars. This production is something common enough to unite society, therefore, becoming a part of material culture.Non-material culture This type of culture is part of a culture that we cannot touch, feel, taste, or hold. Non-material culture has a great influence on our lives. In Nigeria, it’s a must for a child to respect their elders, and it is done by kneeling (跪下) to show respect, and this greatly influences the lives of youth in Nigeria.Popular culture The activities of the citizens determine popular culture. What songs are people listening to? What are the favorite movies of people? People’s dress at a particular time is an excellent example of popular culture. Social media influencers, musicians, and movie producers can impact which activities and what kinds of dressing are the most popular.Corporate culture In some places of work, they can allow their workers to dress very informally, but in some areas, you have to dress formally. As a footballer, you can’t wear jeans and a pair of farm boots to the field to play football. The culture of one workplace is entirely different from that of another. One of the key features of culture is that you can learn it, and learning culture is the quickest way of preserving a culture from one generation to another. 21．(0分)What is an example of non- material culture? A．Popular music. B．Respect for elders. C．Dressing formally. D．Traditional clothing. 22．How does corporate culture differ from the other types of culture? A．It changes rapidly over time. B．It is greatly influenced by technology. C．It is specific to a particular workplace. D．It is determined by the activities of the citizens. 23．Which culture is impacted by some groups of people according to the text? A．Popular culture. B．Material culture. C．Corporate culture. D．Non- material culture. （本题10分）I’m an immigrant from China, and I found that in Quebec I had to learn French, which was a totally strange language to me. After waiting for half a month, I received a letter from my school, St-luc, and began learning French in a welcome class, which is a class for new immigrants. Even though French was rather hard for me to speak and to understand, I began my secondary five studies the next year. The first few days were terrible, especially the first class of the first day. Although I had been in St- Luc for one year, I still didn’t know much about the school. The first problem that I had was finding my classroom. Luckily, I met a girl who was in my French class and my chemistry class. After the bell rang, the teacher, Mme. Zarif, began her class. First, she introduced herself to everyone and then gave us the course outline for the first year. During her class, everyone laughed many times. Although I could only understand a little bit, I could tell that she was very funny. At the end of her speech, to make sure that we did not forget what we had learned in secondary four, Mme. Zarif gave us a paper with many symbols of elements on it and asked us to write their names in French. I was shocked when I received the paper. Honestly, the only symbol I knew was O. After having stared at the paper for a few minutes, I gave up and raised my hand. The teacher came, and I told her that I didn’t know anything. “You have forgotten everything already?” she said in an astonished tone. “No,” I answered, “I have never learned them in French before. I am from the welcome class,” “Oh,” the teacher said with a look of understanding. “Come here after school. I will teach them to you.” I agreed. Finally, I handed in the paper with only one answer on it. On the whole, my first day of secondary five was a little embarrassing but, at the same time, interesting. 24．(10分)Why did the author have to learn French in Quebec? A．She was interested in French culture. B．It was required for her secondary studies. C．Her school only offered French courses. D．She was an immigrant and needed to learn French. 25．How did the students feel about Mme. Zarif’s class? A．Funny B．Confusing C．Indifferent D．Boring 26．Which of the following can be inferred from the passage? A．The author’s French level improved greatly after the first day. B．Mme. Zarif was patient with international students. C．The welcome class failed to teach basic French knowledge. D．The author found secondary five studies extremely easy. 27．What is the main idea of the passage? A．The challenges of learning French as an immigrant B．The author’s experience in a welcome class for immigrants C．The author’s first day of secondary five studies in Quebec D．The help from Mme. Zarif in learning French （本题10分）What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.” Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent. But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement depends on ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts. During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual(智力的)struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while addressing a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges. Researchers found that students who heard either type of “struggle stories” improved their science performance after-intervention, compared to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情)with the scientists during their own struggles. 28．(10分)Why do students fail to imagine themselves as scientists? A．They lack interest in science. B．They are short of confidence. C．They don’t have inborn talent. D．They have no ability to study science. 29．What’s the purpose of the intervention? A．To introduce some inspirational stories to students. B．To expose students to scientists’ great achievements. C．To ensure students will become scientists in the future. D．To clear students’ misunderstandings of scientific work. 30．The underlined word “pronounced” in the last paragraph is closest in meaning to________. A．minimal B．noticeable C．doubtful D．long-lasting 31．What can we learn from the research? A．Science ability has nothing to do with efforts. B．Students are more motivated by achievement stories. C．Scientists’ struggle stories can influence readers’ beliefs. D．Low-performing students tend to feel connected to scientists. （本题10分）Do you have a brain for math? New research indicates that levels of two key neurotransmitters (脑神经传递素)—— glutamate (谷氨酸) and gamma- aminobutyric acid(GABA) can predict mathematical abilities, suggesting brain chemistry may be playing a role in those who find math easy. The new study, published in the journal PLOS Biology, recruited 255 subjects (实验对象) extending a range of six- year-olds in primary school to university students. The research focused on glutamate and GABA, known to play a role in brain plasticity and learning. Based on prior research, the focus was on two brain regions linked with mathematical abilities—— the left intraparietal sulcus(IPS 顶叶内沟) and the left middle frontal gyrus (MFG 脑额中回). The results were interestingly different. In the youngest subjects high GABA levels and low glutamate levels in the left IPS were consistently associated with high math skills. But in the older university group the exact opposite was seen: low GABA and high glutamate were linked with strong mathematical abilities. Levels of both neurotransmitters in the MFG did not associate with math skills. The group was tested twice over 18 months, allowing the researchers to see if these neurotransmitter levels could predict mathematical ability into the future. And it worked, with neurotransmitter levels effectively predicting one’s success on math tests completed a year and a half later. Another recent study from the same research team looked specifically at GABA levels in MFG of 14 to 18 year-olds. That research indicated MFG GABA levels could effectively predict whether a student was still studying maths or had stopped that subject years prior. Cohen Kadosh, one of the researchers working on the study, says this may indicate math education can help stimulate the development of key brain regions. Further research will work on whether certain learning interventions (干预) can help those children less interested in math so these brain regions still get the developmental workout they need. “ Not every adolescent enjoys maths so we need to investigate possible alternatives, such as training in logic and reasoning that engage the same brain area as maths.” says Cohen Kadosh. 32．(10分)What is the new study aimed at? A．Revealing the structure of brain. B．Testing the link between brain regions. C．Exploring mathematical abilities of the subjects. D．Finding the tie between brain chemistry and math. 33．What can be learned from paragraph 3 and 4? A．The levels of GABA decide one’s math skills. B．Low MFG glutamate means poor math ability. C．Neurotransmitter levels can predict mathematical ability into the future. D．The levels of Neurotransmitters in the MFG will affect math skills. 34．How can math education be improved according to Cohen Kadosh? A．By training key relevant brain areas. B．By tracking slow learners’ early learning. C．By teaching math learners individually. D．By improving the levels of GABA． 35．What can be the best title of the text? A．Ways to Promote Math Skills B．Factors Affecting Math Education C．Brain Activities Involved in Math Study D．Neurotransmitters Predicting Math Ability AI tools regularly make mistakes and make up sources. By some estimates, over half of AI-driven answers have factual errors. Children’s exposure to misleading information online isn’t new. 36(0分) Even children who are online only for short periods likely see false or inaccurate information. Here’s how to help them spot it. 37 Any parent knows the feeling of being caught in a never-ending loop (循环) of whys from their kid. 38 Provide informative answers, but build their thought processes, too. “Great question, what do you think? What makes you think that? How would we find out what’s right?” You’ll develop their critical thinking by emphasizing the process of reasoning, not just the outcome. Encourage skepticism (怀疑). Children’s skepticism is context-specific. My colleagues and I have demonstrated, for example, that even four-year-olds show basic fact-checking abilities in digital contexts under the right circumstances. When they notice that a platform contained some misinformation in the past, they seek out more evidence before accepting a new claim. 39 For example, if you come across a doubtful AI summary, comment on it out loud. Practice strategic disengagement (脱离). Critical thinking is slow and deliberate. Scrolling through a social media feed is quite the opposite. Even when a questionable post arouses skepticism, that feeling might fade as soon as a newer piece of content appears. 40 Taking frequent breaks can stop the habit of endless, passive consumption. Another simple strategy is to teach children that if something arouses strong emotions, they should pause. A．Use children’s natural curiosity. B．But now AI has worsened the problem. C．When that desire to learn strikes, join in. D．Evaluate the quality of children’s questions. E．Show your child you also doubt things online. F．Ultimately, kids’ presence in the digital landscape is a reality. G．Parents can help children learn when to slow down and reflect. 三、完形填空 （本题15分）It was 10 p.m. on a winter night in Boston. I sat in the sofa, staring at a 41 Word document. My paper proposal deadline drew near. I hadn’t written a word despite weeks of thinking. Earlier that evening, when I met another Ph.D．student, Sachin, he was equally 42 — buried under the weight of a fellowship application. So, we made an 43 : After dinner, we would sit together, laptops open, phones away. It was the push I needed to finally start writing. I always 44 writing tasks, waiting for the perfect moment for thoughts to flow. But that moment never really arrives, and I end up with a 45 written piece only when the deadline becomes dangerously close. Sachin and I both grew up in India, where competition is fierce and pursuing 46 is prized. We carried a perfectionist mindset into graduate school, and new pressures made us want faultless first drafts, but the result was a 47 . Having someone beside me 48 everything. It was a means to ensure 49 . Our informal agreement soon became a 50 . We scheduled weekly 90-minute sessions for focused writing, setting a small goal each time — it made the sessions surprisingly 51 . Small wins built momentum (动力) and 52 . Writing never got easy, but it became less 53 . Later, we launched peer co-working sessions for other students. What began as two stuck students soon became a small 54 . Our experience showed us that responsibility, companionship, and a shared sense of 55 can lower the barriers that make writing so frightening. No one should have to write alone. 41．(15分)A．clear B．draft C．blank D．complex 42．A．stuck B．restricted C．respected D．fascinated 43．A．apology B．agreement C．impression D．argument 44．A．give up B．put off C．turn down D．hand out 45．A．neatly B．secretly C．carefully D．hurriedly 46．A．justice B．pleasure C．excellence D．stability 47．A．balance B．block C．response D．relief 48．A．predicted B．replaced C．observed D．changed 49．A．responsibility B．novelty C．flexibility D．honesty 50．A．bill B．habit C．problem D．trick 51．A．respective B．attractive C．productive D．alternative 52．A．confidence B．generosity C．convenience D．curiosity 53．A．perfect B．particular C．relative D．lonely 54．A．dream B．community C．difference D．part 55．A．purpose B．security C．worth D．happiness 四、语法填空 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 three metro stations in Xiamen, Fujian province, you’ll find tiny shops. Their doors have never closed, and they welcome any passer-by to look through books, 56(0分) (toy), and other products. They are the Xingyunxing (Lucky Star) Charity Goods Transfer Stations, and the three shops are mostly self-service. To buy something, customers 57 (simple) look up the price and pay through their phone. Run 58 the Xiamen Xingbaobei Children’s Intelligence Development Centre, the shops provide job opportunities to adults with autism spectrum disorders (自闭症谱系障碍). In the morning, an employee (雇员) cleans the shops, checking the products and 59 (tidy) up the shelves. In the afternoon, coaches from the centre teach other students with autism 60 to manage the shops. The 61 (one) shop opened last April and now manages to break even. This March, two new shops opened. They now have five full-time employees, and provide training opportunities to around 50 students. “I’ve been working with autistic children for 24 years. Some of the children 62 (be) with us since they were only 6 or 7 years old,” says Luo Liying, founder of the centre and of the shops. There, these children 63 (teach) how to integrate (融入) into different social environments — family, school and community. “If young adults with autism don’t start working and step back from 64 (social), they can easily go backwards, which would be 65 great pity, as everything they have worked so hard for might then go to waste,” Luo adds. 五、书信写作 66．（本题15分）假定你是高一新生李华，你的美国笔友Mike来信询问你的高中生活。请你由以下提示给他写一封回信。 内容包括：1.学校生活； 2.感受； 3.对未来高中生活的展望。 参考词汇：选修课elective course 注意：1.写作词数应为80左右； 2.请按如下格式在答题卡的相应位置作答。 Dear Mike, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 六、书面表达 67．（本题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。 The light from the computer screen lit up the small room. Tom and Leo sat close together, their eyes fixed on the game. For the third night that week, they were playing their favorite online game, “Star Quest.” They talked and laughed loudly, completely lost in the exciting world. “We’re the best team, Tom!” Leo said, his face full of joy. Tom smiled back, feeling happy and free. This was how they spent most of their free time, and they loved it. But things changed when the exam results came out. Tom’s heart sank as he saw his paper — a big “45” in red ink. He had failed. That evening, Leo was as excited as ever, planning their next game. But Tom couldn’t listen. He kept seeing the red “45” in his mind. He looked at Leo, then at the computer screen, and suddenly felt it was all wrong. “Leo,” he said slowly, “I can’t play anymore. I need to focus on my studies.” Leo looked at him, surprised. “Why? It’s just for fun! Don’t be so serious!” From that day on, Tom started to change. He spent less time playing games and more time on his homework. His grades slowly improved. However, his friendship with Leo became difficult. Leo felt that Tom was leaving him behind. “You’ve changed,” Leo said one day, his voice unfriendly. “You never have time for me now. A real friend wouldn’t do this.” Tom felt sad hearing this. He missed his friend, but he knew he was on the right path. He watched Leo walking away, probably going back to his computer, and felt a deep loneliness. 注意： 1. 续写短文的词数为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Tom noticed that Leo’s grades were getting worse and he looked tired all the time. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Remembering their old friendship, Tom decided to talk to Leo after class one day. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 2 / 2 学科网（北京）股份有限公司 $ 高中英语单元测试 —— Welcome unit（较难版02） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）What was the man’s problem with his old neighbors? A．They never bothered to greet him. B．Their dog often caused problems. C．They often disturbed him at night. 【答案】C 【原文】W: How are your new neighbors? M: I don’t know really. They have a huge dog which needs walking all the time, but they never say hi when they pass. Still, compared to my last neighbors, they are a big improvement — at least they won’t be throwing parties at three a.m. 2．（本题1.5分）What is the matter with the man’s marker pen? A．It is too big. B．It is lost. C．It is dry. 【答案】C 【原文】M: Can you get me another black marker pen for the blackboard? This one is dry. W: Sure. Which one do you need? The big one or the small one? M: I think I need a big one, thank you. 3．（本题1.5分）Where does the conversation probably take place? A．In a gym. B．In a dormitory building. C．In a parking lot. 【答案】B 【原文】W:You must be lost. The school’s main building is on the other side of the parking lot. M:It's amazing here. There are so many dormitories in this building. W:They're great, too. If you follow me, I can bring you to the school gym and the sports center. 4．（本题1.5分）What does the man promise to do? A．Pass the examination. B．Come to school at once. C．Make up missed lessons. 【答案】C 【原文】W: Don’t take too long, Mike. The examination is coming, you know. M: I won’t. I’ll come back to school as soon as possible and make up the lessons missed during my absence. 5．（本题1.5分）What are the speakers mainly talking about? A．A talent contest. B．A play. C．A performer. 【答案】C 【原文】W: Hi, Sam. Do you know who has got the main part of the school play? M: Zoe. She’s a good singer and dancer. She’s just won first place in a talent contest. Everyone loves her performances. （本题3分）听下面一段较长对话，回答以下小题。 6．(3分)What makes the man unhappy? A．The argument with his neighbor. B．The noise in the neighborhood. C．His neighbor’s bad behavior. 7．What does the woman advise the man to do? A．Move to another place. B．Stop talking with Mr. Black. C．Invite Mr. Black to his house. 【答案】6．C 7．C 【原文】W: You look blue, Simon. What’s wrong? M: My neighbor threw rubbish in my garden, which makes me really angry. W: Is there anything you can do about it? M: I don’t know. I just clean it up by myself. I don’t really want to argue with him at all. W: How about having a friendly talk with him? M: I’m not sure. I haven’t spoken to him yet. He just moved here a few weeks ago. I only know other people called the man Mr. Black. W: Why don’t you invite him to have afternoon tea, and then you can mention the rubbish in the conversation. M: That’s a good idea. I will visit him tomorrow. （本题3分）听下面一段对话，回答以下小题。 8．(3分)How does Ava feel when she studies at home? A．Lonely. B．Focused. C．Unmotivated. 9．Why does Ava decide to join the study group? A．To make more friends. B．To gain well-rounded insight. C．To improve problem-solving skills. 10．How long will the study session probably last? A．Two hours. B．Three hours. C．Four hours. 【答案】8．B 9．B 10．A 【原文】M: Hey, Ava, a group of us are meeting in the library after school to study for our geography exam. It will end around 6:00 p.m. Do you want to join us? W: Sorry, Ethan. I like studying at home alone, so no one will disturb me. M: I understand, but there’re some benefits of group study. W: Like what? M: Studying alone can be boring, and it’s hard to stay motivated. We can also test each other at the end of our study session. W: I see. M: More importantly, if you study with us, you can discuss ideas with others. Someone may have a different view that you haven’t considered before. W: That’s cool. I never thought about that. OK, you’ve convinced me. M: Great. We’ll be in Study Room 3. It’s booked from 4:00 p.m. W: OK. See you then. （本题4.5分）听下面一段较长对话，回答以下小题。 11．(4.5分)What is the probable relationship between the speakers? A．Classmates. B．Fellow workers. C．Teacher and student. 12．What did John Adams start the nonprofit for? A．Helping other teenagers. B．Rescuing animals in danger. C．Spreading scientific knowledge. 13．Why does the man want to know more about John Adams? A．To prepare for schoolwork. B．To follow in his footsteps. C．To write a book about heroes. 【答案】11．A 12．B 13．A 【原文】W: Dave, do you know John Adams? M: No. Is he an actor? W: No. He’s just a 14-year-old teenager. Though he’s four year younger than most of us in the class, he has done something really big and great. M: What has he done? W: Well, he has been supporting animal conservation for years. M: How does he help wild animals? W: In 2017, he started the nonprofit WildLife Foundation with the aim of rescuing animals that need help and getting them out of danger. Till now, he has helped a lot of animals. He also shares his experiences online to let people know more about wildlife and and appeal to other teenagers to join him. M: Wow, he’s really awesome. Now I want to learn more about him. Our English teacher asked us to write an article about a modern hero. I didn’t know whom to write about, but now I’ve made up my mind. 听下面一段对话，回答以下小题。 14．(0分)Who is the woman probably? A．A host. B．A researcher. C．A fisherman. 15．What percentage of the fish populations have decreased? A．30%. B．50%. C．90%. 16．What did the scientists use electronic devices to do? A．Track fish. B．Catch fish. C．Keep fish fresh. 17．How does the man feel about the future sales of the special fish? A．Doubtful. B．Confident. C．Confused. 【答案】14．A 15．C 16．A 17．B 【原文】W: In the studio today, I have Fergus Reilly, a scientist who works for a non-profit organization called Sustainable Fishing. Fergus, your particular concern is the future of fishing. M: That’s right. We want more people to know what fish they’re eating. According to some researchers, 90% of the fish populations have gone, worse than the situation 50 years ago. But some fish populations can grow quite quickly if they are protected properly. W: I’m quite worried about the condition of some of the fish I see in supermarkets. M: I know what you mean. We’ve recently started using electronic devices to track fish as they move from the oceans to the markets. This helps us check the quality, and this is important when it comes to threatened species. W: That’s meaningful. But is it easy to encourage consumers to buy fish that have been caught in an eco-friendly way? M: I am confident that many customers do worry about our oceans. They won’t mind paying a little bit more for this kind of fish. We do believe that we can sell these fish at a price that customers can afford. （本题6分）听下面一段独白，回答以下小题。 18．(6分)What did Suci get in Sweden? A．A college graduation certificate. B．A Master’s degree. C．A Doctor’s degree. 19．What does Suci think is strange? A．Shared similarities beneath differences. B．Numerous differences between people. C．People’s perfections and shortcomings. 20．Who are the target listeners? A．Students who want to study abroad. B．People interested in cultural differences. C．Graduates who want to get a Master’s degree. 【答案】18．C 19．A 20．A 【原文】 I’m Suci, an Indian student. After I graduated from a university in my homeland, I went to study abroad. I finished my Master’s degree in Denmark and Doctor’s degree in Sweden. This experience has taught me a lot. When you study abroad, the first thing you might notice are the many differences between people. But in a strange way, you also start to see that all of these differences are also universal and people in many ways are the same everywhere. Studying abroad gives you the opportunity to really understand people from different culture background and when you make friends, you learn to hug people’s perfections alongside their shortcomings. This blessing of knowing many people from many cultural backgrounds taught me to understand myself better, and the importance of deepening my soft-skills. Do you also have a dream of studying abroad? You can keep what I said in mind. 二、阅读理解 The lines separating one culture from another are not very clear. However we can classify (归类) different cultures based on several types of cultures.Material culture Material culture is a physical culture that people create or make by society. China is known for producing good phones, and America has cars. This production is something common enough to unite society, therefore, becoming a part of material culture.Non-material culture This type of culture is part of a culture that we cannot touch, feel, taste, or hold. Non-material culture has a great influence on our lives. In Nigeria, it’s a must for a child to respect their elders, and it is done by kneeling (跪下) to show respect, and this greatly influences the lives of youth in Nigeria.Popular culture The activities of the citizens determine popular culture. What songs are people listening to? What are the favorite movies of people? People’s dress at a particular time is an excellent example of popular culture. Social media influencers, musicians, and movie producers can impact which activities and what kinds of dressing are the most popular.Corporate culture In some places of work, they can allow their workers to dress very informally, but in some areas, you have to dress formally. As a footballer, you can’t wear jeans and a pair of farm boots to the field to play football. The culture of one workplace is entirely different from that of another. One of the key features of culture is that you can learn it, and learning culture is the quickest way of preserving a culture from one generation to another. 21．(0分)What is an example of non- material culture? A．Popular music. B．Respect for elders. C．Dressing formally. D．Traditional clothing. 22．How does corporate culture differ from the other types of culture? A．It changes rapidly over time. B．It is greatly influenced by technology. C．It is specific to a particular workplace. D．It is determined by the activities of the citizens. 23．Which culture is impacted by some groups of people according to the text? A．Popular culture. B．Material culture. C．Corporate culture. D．Non- material culture. 【答案】21．B 22．C 23．A 【导语】本文是一篇应用文。主要介绍基于不同类型对文化进行的分类，包括物质文化、非物质文化、流行文化和企业文化。 【详解】21．细节理解题。根据第三段中的“In Nigeria, it’s a must for a child to respect their elders, and it is done by kneeling to show respect, and this greatly influences the lives of youth in Nigeria.(在尼日利亚，孩子必须尊重长辈，通过下跪来表示尊重，这极大地影响了尼日利亚年轻人的生活)”可知，尊重长辈属于非物质文化的例子。故选B项。 22．细节理解题。根据倒数第二段中的“The culture of one workplace is entirely different from that of another.(一个工作场所的文化与另一个工作场所的文化完全不同)”可知，企业文化的特殊性在于它特定于某个工作场所，这与其他类型的文化不同。故选C项。 23．细节理解题。根据第四段中的“Social media influencers, musicians, and movie producers can impact which activities and what kinds of dressing are the most popular.(社交媒体网红、音乐家以及电影制片人能够影响哪些活动以及哪种着装最为流行。)”可知，流行文化会受到一些人群的影响。故选A项。 （本题10分）I’m an immigrant from China, and I found that in Quebec I had to learn French, which was a totally strange language to me. After waiting for half a month, I received a letter from my school, St-luc, and began learning French in a welcome class, which is a class for new immigrants. Even though French was rather hard for me to speak and to understand, I began my secondary five studies the next year. The first few days were terrible, especially the first class of the first day. Although I had been in St- Luc for one year, I still didn’t know much about the school. The first problem that I had was finding my classroom. Luckily, I met a girl who was in my French class and my chemistry class. After the bell rang, the teacher, Mme. Zarif, began her class. First, she introduced herself to everyone and then gave us the course outline for the first year. During her class, everyone laughed many times. Although I could only understand a little bit, I could tell that she was very funny. At the end of her speech, to make sure that we did not forget what we had learned in secondary four, Mme. Zarif gave us a paper with many symbols of elements on it and asked us to write their names in French. I was shocked when I received the paper. Honestly, the only symbol I knew was O. After having stared at the paper for a few minutes, I gave up and raised my hand. The teacher came, and I told her that I didn’t know anything. “You have forgotten everything already?” she said in an astonished tone. “No,” I answered, “I have never learned them in French before. I am from the welcome class,” “Oh,” the teacher said with a look of understanding. “Come here after school. I will teach them to you.” I agreed. Finally, I handed in the paper with only one answer on it. On the whole, my first day of secondary five was a little embarrassing but, at the same time, interesting. 24．(10分)Why did the author have to learn French in Quebec? A．She was interested in French culture. B．It was required for her secondary studies. C．Her school only offered French courses. D．She was an immigrant and needed to learn French. 25．How did the students feel about Mme. Zarif’s class? A．Funny B．Confusing C．Indifferent D．Boring 26．Which of the following can be inferred from the passage? A．The author’s French level improved greatly after the first day. B．Mme. Zarif was patient with international students. C．The welcome class failed to teach basic French knowledge. D．The author found secondary five studies extremely easy. 27．What is the main idea of the passage? A．The challenges of learning French as an immigrant B．The author’s experience in a welcome class for immigrants C．The author’s first day of secondary five studies in Quebec D．The help from Mme. Zarif in learning French 【答案】24．D 25．A 26．B 27．C 【导语】这是一篇记叙文。主要讲述了作者是中国移民，在魁北克学习法语。她高中五年级第一天上课很窘迫，法语不好不会写化学元素名，但老师很友善，愿意课后帮助她。 【详解】24．细节理解题。根据第一段中“I’m an immigrant from China, and I found that in Quebec I had to learn French, which was a totally strange language to me.( 我是来自中国的移民，在魁北克我不得不学习法语，这对我来说是一种完全陌生的语言。)”可知，作者要在魁北克学习法语是因为她是中国移民，需要学习法语。故选D项。 25．推理判断题。根据第三段中“During her class, everyone laughed many times. Although I could only understand a little bit, I could tell that she was very funny.( 在她的课上，大家笑了很多次。尽管我只能理解一点点，但我能感觉到她非常有趣。)”可推知，学生们认为扎里夫老师的课很有趣。故选A项。 26．推理判断题。根据倒数第二段““You have forgotten everything already?” she said in an astonished tone. “No,” I answered, “I have never learned them in French before. I am from the welcome class,” “Oh,” the teacher said with a look of understanding. “Come here after school. I will teach them to you.”(“你已经把所有内容都忘光了吗？”她惊讶地问道。“没有，”我回答道，“我之前从未学过这些内容。我是来自‘欢迎班’的。”“哦，”老师带着理解的神情说道，“放学后过来吧。我会教你这些的。”)”可推知，扎里夫老师对国际学生非常耐心。故选B项。 27．主旨大意题。根据文章大意以及最后一段“I agreed. Finally, I handed in the paper with only one answer on it. On the whole, my first day of secondary five was a little embarrassing but, at the same time, interesting.( 我同意了。最终，我交上来的试卷上只有一个答案。总的来说，我上五年级的第一天有点尴尬，但同时也很有趣。)”可知，文章主要讲的是作者是中国移民，在魁北克学习法语。她高中五年级第一天上课很窘迫，法语不好不会写化学元素名，但老师很友善，愿意课后帮助她。由此可知，这篇文章的主旨是作者在魁北克开始五年级学业的第一天。故选C项。 （本题10分）What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.” Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent. But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement depends on ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts. During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual(智力的)struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while addressing a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges. Researchers found that students who heard either type of “struggle stories” improved their science performance after-intervention, compared to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情)with the scientists during their own struggles. 28．(10分)Why do students fail to imagine themselves as scientists? A．They lack interest in science. B．They are short of confidence. C．They don’t have inborn talent. D．They have no ability to study science. 29．What’s the purpose of the intervention? A．To introduce some inspirational stories to students. B．To expose students to scientists’ great achievements. C．To ensure students will become scientists in the future. D．To clear students’ misunderstandings of scientific work. 30．The underlined word “pronounced” in the last paragraph is closest in meaning to________. A．minimal B．noticeable C．doubtful D．long-lasting 31．What can we learn from the research? A．Science ability has nothing to do with efforts. B．Students are more motivated by achievement stories. C．Scientists’ struggle stories can influence readers’ beliefs. D．Low-performing students tend to feel connected to scientists. 【答案】28．B 29．D 30．B 31．C 【导语】这是一篇说明文。文章主要讲述了研究人员向九年级和十年级的学生提出“什么样的人可以成为科学家”这个问题时，几乎每个学生的回答都是“努力学习的人”或“对科学领域感兴趣的人”。为了解除这种误解，研究人员设计了一项干预，即了解更多关于科学家的奋斗可以帮助学生更有动力学习科学，结果发现，听过任何一种“奋斗故事”的学生在干预后的科学表现都有所提高。 【详解】28．推理判断题。根据文章第二段内容“Many of these same students struggled to imagine themselves as scientists, citing concerns such as ‘I’m not good at science’ and ‘Even if I work hard, I will not do well.’ It’s easy for them to see a scientist’s work as arising from an inborn talent.(同样是这些学生中的许多人都很难将自己想象成科学家，理由是“我不擅长科学”和“即使我努力工作，也不会做得很好”。他们很容易将科学家的工作视为天生的才能。)”可知，这些学生认为能够成为科学家是天生的才能，“自己不擅长”或“即使努力也无法做好”这样的理由可以看作为他们缺乏自信，从而很难将自己想象成科学家。故选B项。 29．推理判断题。根据文章第三段内容“Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts.(教师学院、哥伦比亚大学和华盛顿大学的研究人员设计了一种干预措施，让学生了解有成就的科学家在科学努力中如何努力和克服挑战的故事，从而改变学生们认为科学成就反映的是能力而不是努力的观念。)”可知，这项干预通过让学生们了解科学家们是如何努力奋斗克服挑战的，以澄清学生对科学工作的误解。故选D项。 30．词义猜测题。分析可知，非限制性定语从句“for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. (对他们来说，接触奋斗故事比阅读成就故事的成绩差的学生在科学课上表现更好)”的先行词为“lower performing students(成绩差的学生)”，因此可知，在“干预”后，接触奋斗故事的成绩差的学生和阅读成就故事的成绩差的学生在科学课上都有了好的表现，且二者之间通过对比出现了“更好”，由此可推知，干预对于成绩差的学生效果显著，因此，“The effect was especially pronounced”应是“效果显著”的意思，由此可推知，“pronounced”应是“明显的，显著的”含义，与选项B“noticeable(显而易见的)”含义相同。故选B项。 31．推理判断题。根据文章末尾内容“By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize (共情) with the scientists during their own struggles.(通过认识科学家的奋斗，并介绍他或她在完成伟大工作时所运用的成长心态，学生们能够在科学家的奋斗过程中感同身受。)”可知，通过了解一个科学家的奋斗史，学生们使得自己在奋斗过程中能够产生与科学家的共鸣，从而能够改变之前的对于科学家工作的误解。由此可推知，科学家的奋斗故事可以影响读者的信念。故选C项。 （本题10分）Do you have a brain for math? New research indicates that levels of two key neurotransmitters (脑神经传递素)—— glutamate (谷氨酸) and gamma- aminobutyric acid(GABA) can predict mathematical abilities, suggesting brain chemistry may be playing a role in those who find math easy. The new study, published in the journal PLOS Biology, recruited 255 subjects (实验对象) extending a range of six- year-olds in primary school to university students. The research focused on glutamate and GABA, known to play a role in brain plasticity and learning. Based on prior research, the focus was on two brain regions linked with mathematical abilities—— the left intraparietal sulcus(IPS 顶叶内沟) and the left middle frontal gyrus (MFG 脑额中回). The results were interestingly different. In the youngest subjects high GABA levels and low glutamate levels in the left IPS were consistently associated with high math skills. But in the older university group the exact opposite was seen: low GABA and high glutamate were linked with strong mathematical abilities. Levels of both neurotransmitters in the MFG did not associate with math skills. The group was tested twice over 18 months, allowing the researchers to see if these neurotransmitter levels could predict mathematical ability into the future. And it worked, with neurotransmitter levels effectively predicting one’s success on math tests completed a year and a half later. Another recent study from the same research team looked specifically at GABA levels in MFG of 14 to 18 year-olds. That research indicated MFG GABA levels could effectively predict whether a student was still studying maths or had stopped that subject years prior. Cohen Kadosh, one of the researchers working on the study, says this may indicate math education can help stimulate the development of key brain regions. Further research will work on whether certain learning interventions (干预) can help those children less interested in math so these brain regions still get the developmental workout they need. “ Not every adolescent enjoys maths so we need to investigate possible alternatives, such as training in logic and reasoning that engage the same brain area as maths.” says Cohen Kadosh. 32．(10分)What is the new study aimed at? A．Revealing the structure of brain. B．Testing the link between brain regions. C．Exploring mathematical abilities of the subjects. D．Finding the tie between brain chemistry and math. 33．What can be learned from paragraph 3 and 4? A．The levels of GABA decide one’s math skills. B．Low MFG glutamate means poor math ability. C．Neurotransmitter levels can predict mathematical ability into the future. D．The levels of Neurotransmitters in the MFG will affect math skills. 34．How can math education be improved according to Cohen Kadosh? A．By training key relevant brain areas. B．By tracking slow learners’ early learning. C．By teaching math learners individually. D．By improving the levels of GABA． 35．What can be the best title of the text? A．Ways to Promote Math Skills B．Factors Affecting Math Education C．Brain Activities Involved in Math Study D．Neurotransmitters Predicting Math Ability 【答案】32．D 33．C 34．A 35．D 【导语】本文是一篇说明文。新的研究表明，两种关键的神经递质——谷氨酸和γ -氨基丁酸(GABA)的水平可以预测数学能力，这表明大脑化学物质可能在那些发现数学容易的人身上发挥了作用。 【详解】32．细节理解题。根据文章第一段“New research indicates that levels of two key neurotransmitters(脑神经传递素)—— glutamate(谷氨酸) and gamma- aminobutyric acid(GABA) can predict mathematical abilities, suggesting brain chemistry may be playing a role in those who find math easy.(新的研究表明，两种关键的神经递质——谷氨酸(谷)和γ -氨基丁酸(GABA)的水平可以预测数学能力，这表明大脑化学物质可能在那些发现数学容易的人身上发挥了作用。)”可知，这项新研究旨在发现大脑化学和数学之间的联系。故选D。 33．推理判断题。根据文章第四段“The group was tested twice over 18 months, allowing the researchers to see if these neurotransmitter levels could predict mathematical ability into the future. And it worked, with neurotransmitter levels effectively predicting one’s success on math tests completed a year and a half later.(这组人在18个月内接受了两次测试，让研究人员看到这些神经递质水平是否可以预测未来的数学能力。)”以及文章第五段“That research indicated MFG GABA levels could effectively predict whether a student was still studying maths or had stopped that subject years prior. (该研究表明，MFG - GABA水平可以有效地预测一个学生是仍在学习数学，还是在几年前就放弃了这门学科。)”可知，神经递质水平可以预测未来的数学能力。故选C。 34．推理判断题。根据文章倒数第二段“Cohen Kadosh, one of the researchers working on the study, says this may indicate math education can help stimulate the development of key brain regions.(参与这项研究的研究人员之一 Cohen Kadosh 表示，这可能表明数学教育有助于刺激关键大脑区域的发展。)”可知，数学教育可以通过训练关键的相关大脑区域来提高。故选A。 35．主旨大意题。根据文章第一段“New research indicates that levels of two key neurotransmitters (脑神经传递素)—— glutamate (谷氨酸) and gamma- aminobutyric acid (GABA) can predict mathematical abilities, suggesting brain chemistry may be playing a role in those who find math easy.(新的研究表明，两种关键的神经递质——谷氨酸(谷)和γ-氨基丁酸(GABA)的水平可以预测数学能力，这表明大脑化学物质可能在那些发现数学容易的人身上发挥了作用。)”可知，文章主要讲述了两种关键的神经递质——谷氨酸和γ-氨基丁酸(GABA)的水平可以预测数学能力，D项：Neurotransmitters Predicting Math Ability(神经递质预测数学能力)合乎题意。故选D。 AI tools regularly make mistakes and make up sources. By some estimates, over half of AI-driven answers have factual errors. Children’s exposure to misleading information online isn’t new. 36(0分) Even children who are online only for short periods likely see false or inaccurate information. Here’s how to help them spot it. 37 Any parent knows the feeling of being caught in a never-ending loop (循环) of whys from their kid. 38 Provide informative answers, but build their thought processes, too. “Great question, what do you think? What makes you think that? How would we find out what’s right?” You’ll develop their critical thinking by emphasizing the process of reasoning, not just the outcome. Encourage skepticism (怀疑). Children’s skepticism is context-specific. My colleagues and I have demonstrated, for example, that even four-year-olds show basic fact-checking abilities in digital contexts under the right circumstances. When they notice that a platform contained some misinformation in the past, they seek out more evidence before accepting a new claim. 39 For example, if you come across a doubtful AI summary, comment on it out loud. Practice strategic disengagement (脱离). Critical thinking is slow and deliberate. Scrolling through a social media feed is quite the opposite. Even when a questionable post arouses skepticism, that feeling might fade as soon as a newer piece of content appears. 40 Taking frequent breaks can stop the habit of endless, passive consumption. Another simple strategy is to teach children that if something arouses strong emotions, they should pause. A．Use children’s natural curiosity. B．But now AI has worsened the problem. C．When that desire to learn strikes, join in. D．Evaluate the quality of children’s questions. E．Show your child you also doubt things online. F．Ultimately, kids’ presence in the digital landscape is a reality. G．Parents can help children learn when to slow down and reflect. 【答案】36．B 37．A 38．C 39．E 40．G 【导语】本文是一篇说明文。文章主要介绍了AI工具导致网络误导信息增多，针对儿童如何识别此类信息，作者给出了三项具体建议。 【详解】36．由上文“Children’s exposure to misleading information online isn’t new. (儿童接触网络误导信息并非新鲜事)”可知，本空需承接“网络误导信息”这一话题；由后文“Even children who are online only for short periods likely see false or inaccurate information. (即使是上网时间很短的儿童也可能看到虚假或不准确的信息)”可知，本句需体现“误导信息问题变得更严重”。B选项“But now AI has worsened the problem. (但现在人工智能加剧了这个问题)”既呼应前文的“并非新鲜事”，又用转折引出AI带来的新情况，承上启下。故选B。 37．由后文“Any parent knows the feeling of being caught in a never-ending loop of whys from their kid. (任何家长都知道被孩子无休止的“为什么”困住的感觉)”及“Great question, what do you think? What makes you think that? (好问题，你怎么看？你为什么这么想？)”可知，本空需概括该段核心 —— 利用孩子的好奇心，培养他们的思维过程。A选项“Use children’s natural curiosity. (利用孩子天生的好奇心)”作为段落主题句，准确统领后文内容。故选A。 38．由上文“being caught in a never-ending loop of whys from their kid (被孩子无休止的“为什么”困住)”可知，本空需说明家长面对孩子好奇心的做法；由后文“Provide informative answers, but build their thought processes, too. (提供详实的答案，同时也要培养他们的思维过程)”可知，本句需表达“参与孩子的提问”。C选项“When that desire to learn strikes, join in. (当那种学习欲望来袭时，参与其中)”中“that desire to learn”对应孩子的“whys”，“join in”呼应后文家长的具体做法，衔接紧密。故选C。 39．由本段主题句“Encourage skepticism. (鼓励怀疑精神)”可知，本空需围绕“培养孩子的怀疑态度”展开；由后文“For example, if you come across a doubtful AI summary, comment on it out loud. (例如，如果你遇到可疑的人工智能摘要，大声发表你的看法)”可知，本句需给出“家长以身作则”的建议。E选项“Show your child you also doubt things online. (向孩子展示你也会怀疑网上的东西)”既呼应“怀疑精神”，又引出后文的具体例子，符合逻辑。故选E。 40．由本段主题句“Practice strategic disengagement. (练习战略性脱离)”及前文“that feeling might fade as soon as a newer piece of content appears. (一旦有更新的内容出现，那种怀疑感可能就会消失)”可知，本空需说明家长如何帮助孩子应对“快速浏览导致怀疑感消失”的问题；由后文“Taking frequent breaks can stop the habit of endless, passive consumption. (经常休息可以改掉无休止、被动消耗的习惯)”可知，本句需表达“帮助孩子放慢节奏、反思”。G选项“Parents can help children learn when to slow down and reflect. (家长可以帮助孩子学会何时放慢脚步、进行反思)”既呼应主题句，又引出后文的具体策略，衔接自然。故选G。 三、完形填空 （本题15分）It was 10 p.m. on a winter night in Boston. I sat in the sofa, staring at a 41 Word document. My paper proposal deadline drew near. I hadn’t written a word despite weeks of thinking. Earlier that evening, when I met another Ph.D．student, Sachin, he was equally 42 — buried under the weight of a fellowship application. So, we made an 43 : After dinner, we would sit together, laptops open, phones away. It was the push I needed to finally start writing. I always 44 writing tasks, waiting for the perfect moment for thoughts to flow. But that moment never really arrives, and I end up with a 45 written piece only when the deadline becomes dangerously close. Sachin and I both grew up in India, where competition is fierce and pursuing 46 is prized. We carried a perfectionist mindset into graduate school, and new pressures made us want faultless first drafts, but the result was a 47 . Having someone beside me 48 everything. It was a means to ensure 49 . Our informal agreement soon became a 50 . We scheduled weekly 90-minute sessions for focused writing, setting a small goal each time — it made the sessions surprisingly 51 . Small wins built momentum (动力) and 52 . Writing never got easy, but it became less 53 . Later, we launched peer co-working sessions for other students. What began as two stuck students soon became a small 54 . Our experience showed us that responsibility, companionship, and a shared sense of 55 can lower the barriers that make writing so frightening. No one should have to write alone. 41．(15分)A．clear B．draft C．blank D．complex 42．A．stuck B．restricted C．respected D．fascinated 43．A．apology B．agreement C．impression D．argument 44．A．give up B．put off C．turn down D．hand out 45．A．neatly B．secretly C．carefully D．hurriedly 46．A．justice B．pleasure C．excellence D．stability 47．A．balance B．block C．response D．relief 48．A．predicted B．replaced C．observed D．changed 49．A．responsibility B．novelty C．flexibility D．honesty 50．A．bill B．habit C．problem D．trick 51．A．respective B．attractive C．productive D．alternative 52．A．confidence B．generosity C．convenience D．curiosity 53．A．perfect B．particular C．relative D．lonely 54．A．dream B．community C．difference D．part 55．A．purpose B．security C．worth D．happiness 【答案】 41．C 42．A 43．B 44．B 45．D 46．C 47．B 48．D 49．A 50．B 51．C 52．A 53．D 54．B 55．A 【导语】文章讲述了作者和同学因写作陷入困境，约定一起写作，最终形成习惯并建立写作社群，克服写作障碍的故事。 【详解】41．考查形容词。句意：我坐在沙发上，盯着一个空白的Word文档。A. clear清晰的；B. draft草稿；C. blank空白的；D. complex复杂的。根据后文“I hadn’t written a word despite weeks of thinking.”可知，作者一个字都没写，所以文档是空白的。 42．考查形容词。句意：那天晚上早些时候，我遇到另一个博士生Sachin，他也同样陷入困境——被奖学金申请的压力压得喘不过气来。A. stuck被困住的、陷入困境的；B. restricted受限制的；C. respected受尊重的；D. fascinated入迷的。根据破折号后“buried under the weight of a fellowship application”以及后文“What began as two stuck students”可知，Sachin也和作者一样陷入了困境。 43．考查名词。句意：所以，我们达成了一个协议：晚饭后，我们坐在一起，打开笔记本电脑，放下手机。A. apology道歉；B. agreement协议；C. impression印象；D. argument争论。根据后文“After dinner, we would sit together, laptops open, phones away.”以及“Our informal agreement”可知，两人达成了一个约定。 44．考查动词短语。句意：我总是推迟写作任务，等待思维流畅的完美时刻。A. give up放弃；B. put off推迟；C. turn down拒绝；D. hand out分发。根据后文“waiting for the perfect moment for thoughts to flow. But that moment never really arrives”可知，作者一直在等所谓的完美时刻，也就是一直在推迟写作。 45．考查副词。句意：但那个时刻从未真正到来，最后我只能在截止日期临近时匆忙写完一篇文章。A. neatly整洁地；B. secretly秘密地；C. carefully仔细地；D. hurriedly匆忙地。根据后文“the deadline becomes dangerously close”可知，截止日期快到了，所以只能匆忙完成写作。 46．考查名词。句意：Sachin和我都在印度长大，那里竞争激烈，追求卓越是被推崇的。A. justice公正；B. pleasure快乐；C. excellence卓越；D. stability稳定。根据前文“competition is fierce”以及后文“We carried a perfectionist mindset into graduate school”可知，在竞争激烈的环境中，追求卓越是被看重的，这也让他们形成了完美主义心态。 47．考查名词。句意：我们把完美主义心态带到了研究生院，新的压力让我们想要完美的初稿，但结果却是写作停滞。A. balance平衡；B. block阻碍、停滞；C. response回应；D. relief宽慰。根据前文作者和Sachin都陷入写作困境，以及“want faultless first drafts”可推知，想要完美初稿的心态反而让他们写不出东西，陷入了写作停滞。 48．考查动词。句意：有个人在我身边改变了一切。A. predicted预测；B. replaced代替；C. observed观察；D. changed改变。根据前文“After dinner, we would sit together, laptops open, phones away. It was the push I needed to finally start writing.”以及他们后续的写作进展可知，有人陪伴的情况改变了之前的困境。 49．考查名词。句意：这是确保责任感的一种方式。A. responsibility责任感；B. novelty新奇；C. flexibility灵活性；D. honesty诚实。根据后文“Our experience showed us that responsibility, companionship”可知，两人一起写作，彼此监督，能确保自己承担起写作的责任。 50．考查名词。句意：我们的非正式协议很快变成了一种习惯。A. bill账单；B. habit习惯；C. problem问题；D. trick诡计。根据后文“We scheduled weekly 90-minute sessions for focused writing”可知，他们开始每周安排写作时间，说明这种约定变成了习惯。 51．考查形容词。句意：我们每周安排90分钟的专注写作时间，每次设定一个小目标——这让写作时段出人意料地富有成效。A. respective各自的；B. attractive有吸引力的；C. productive富有成效的；D. alternative可供选择的。根据后文“Small wins built momentum (动力)”可知，设定小目标让他们获得了小成功，说明写作很有成效。 52．考查名词。句意：小的成功建立了动力和信心。A. confidence信心；B. generosity慷慨；C. convenience便利；D. curiosity好奇心。根据前文“Small wins built momentum (动力)”可知，不断的小成功会让人更有信心。 53．考查形容词。句意：写作从来都不容易，但它不再那么孤独了。A. perfect完美的；B. particular特别的；C. relative相对的；D. lonely孤独的。根据前文“Having someone beside me”以及后文“No one should have to write alone.”可知，有人陪伴写作，所以不再孤独。 54．考查名词。句意：一开始是两个陷入困境的学生，很快就变成了一个小社群。A. dream梦想；B. community社群；C. difference差异；D. part部分。根据前文“Later, we launched peer co-working sessions for other students.”可知，他们为其他学生开展了同伴协作写作活动，形成了一个小社群。 55．考查名词。句意：我们的经验告诉我们，责任感、陪伴感和共同的目标感可以降低让写作如此可怕的障碍。A. purpose目标；B. security安全；C. worth价值；D. happiness幸福。根据前文两人一起设定写作小目标，以及开展同伴写作活动可知，大家有着共同的写作目标，这种目标感帮助克服了写作障碍。 四、语法填空 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 three metro stations in Xiamen, Fujian province, you’ll find tiny shops. Their doors have never closed, and they welcome any passer-by to look through books, 56(0分) (toy), and other products. They are the Xingyunxing (Lucky Star) Charity Goods Transfer Stations, and the three shops are mostly self-service. To buy something, customers 57 (simple) look up the price and pay through their phone. Run 58 the Xiamen Xingbaobei Children’s Intelligence Development Centre, the shops provide job opportunities to adults with autism spectrum disorders (自闭症谱系障碍). In the morning, an employee (雇员) cleans the shops, checking the products and 59 (tidy) up the shelves. In the afternoon, coaches from the centre teach other students with autism 60 to manage the shops. The 61 (one) shop opened last April and now manages to break even. This March, two new shops opened. They now have five full-time employees, and provide training opportunities to around 50 students. “I’ve been working with autistic children for 24 years. Some of the children 62 (be) with us since they were only 6 or 7 years old,” says Luo Liying, founder of the centre and of the shops. There, these children 63 (teach) how to integrate (融入) into different social environments — family, school and community. “If young adults with autism don’t start working and step back from 64 (social), they can easily go backwards, which would be 65 great pity, as everything they have worked so hard for might then go to waste,” Luo adds. 【答案】 56．toys 57．simply 58．by 59．tidying 60．how 61．first 62．have been 63．are taught 64．society 65．a 【导语】本文是一篇说明文。文章主要介绍了福建省厦门市的三个地铁站里的“幸运星”慈善物品中转站，这些商店为自闭症成年人提供就业机会和培训，帮助他们融入社会。 【详解】56．考查名词复数。句意：他们的门从未关闭，欢迎任何路人浏览书籍、玩具和其他产品。toy(玩具)是可数名词，作宾语，由并列的books和and other products可知，也应用复数形式，表泛指。故填toys。 57．考查副词。句意：要购买东西，顾客只需查找价格并通过手机付款。提示词修饰动词短语look up，用副词simply作状语，意为“仅仅，只”。故填simply。 58．考查介词。句意：这些商店由厦门市星宝贝儿童智力发展中心运营，为患有自闭症谱系障碍的成年人提供就业机会。run by...是固定短语，意为“由……经营/管理”，介词by引出动作发出者。故填by。 59．考查非谓语动词。句意：早上，一名员工打扫商店，检查产品并整理货架。“(tidy) up the shelves”与checking the products是并列关系，作伴随状语，与其逻辑主语an employee之间是主动关系，应用现在分词表主动。故填tidying。 60．考查疑问词。句意：下午，中心的教练教其他自闭症学生如何管理商店。考查“特殊疑问词+动词不定式”作动词teach的宾语，结合句意，表示“如何管理商店”，用连接副词how。故填how。 61．考查序数词。句意：第一家商店于去年4月开业，目前已实现收支平衡。根据句意可知，此处表示“第一家商店”，用序数词first作定语，修饰名词shop，表示顺序。故填first。 62．考查时态和主谓一致。句意：有些孩子从6、7岁起就一直和我们在一起。be(是)是系动词，作谓语，根据时间状语“since they were only 6 or 7 years old”可知，此处表示从过去持续到现在的动作，用现在完成时态，主语是复数名词children，助动词用have。故填have been。 63．考查时态语态和主谓一致。句意：在那里，这些孩子被教导如何融入不同的社会环境——家庭、学校和社区。teach(教导)是谓语动词，与主语these children之间是被动关系，结合语境可知，讲述现在的情况，用一般现在时的被动语态，主语是复数名词，谓语动词用复数形式。故填are taught。 64．考查名词。句意：“如果患有自闭症的年轻人不开始工作并退出社会，他们很容易倒退，这将是一个巨大的遗憾，因为他们所付出的一切努力都可能付诸东流，”罗补充道。提示词作介词from的宾语，用名词society，意为“社会”，不可数名词。故填society。 65．考查冠词。句意：“如果患有自闭症的年轻人不开始工作并退出社会，他们很容易倒退，这将是一个巨大的遗憾，因为他们所付出的一切努力都可能付诸东流，”罗补充道。pity意为“遗憾的事”，是可数名词，此处表示泛指，且great发音以辅音音素开头，用不定冠词a修饰。故填a。 五、书信写作 66．（本题15分）假定你是高一新生李华，你的美国笔友Mike来信询问你的高中生活。请你由以下提示给他写一封回信。 内容包括：1.学校生活； 2.感受； 3.对未来高中生活的展望。 参考词汇：选修课elective course 注意：1.写作词数应为80左右； 2.请按如下格式在答题卡的相应位置作答。 Dear Mike, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】One possible version: Dear Mike, I’m glad to receive your letter, in which you expressed interest in the Chinese Senior High school life. Life in Senior High seems to be fresh and exciting, but I find it difficult to learn some subjects. Fortunately, our school has offered a range of after-class activities. I take the tea culture class in which the teacher not only introduces the history of tea drinking, but also shows us how to make tea. The future days will see me face up to challenges and make more progress. I am sure hard work will pay off. Would you tell me about your new semester? I’m looking forward to your reply. Yours, Li Hua 【导语】这是一篇应用文。要求考生给美国笔友Mike回一封电子邮件，介绍自己的高中生活、感受以及对未来高中生活的展望。 【详解】1.词汇积累 高兴的：glad → delighted 表达：express → convey 提供：offer → provide 展示：show → demonstrate   2.句式拓展 同义句转化 原句：Life in Senior High seems to be fresh and exciting, but I find it difficult to learn some subjects. 拓展句：Fresh and exciting as senior high school life seems, I have great difficulty in learning some of the subjects. 【点睛】【高分句型1】I take the tea culture class in which the teacher not only introduces the history of tea drinking, but also shows us how to make tea.（运用了in which引导的定语从句以及not only...but also...的并列结构） 【高分句型2】I am sure hard work will pay off.（运用了省略了引导词that的宾语从句） 六、书面表达 67．（本题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。 The light from the computer screen lit up the small room. Tom and Leo sat close together, their eyes fixed on the game. For the third night that week, they were playing their favorite online game, “Star Quest.” They talked and laughed loudly, completely lost in the exciting world. “We’re the best team, Tom!” Leo said, his face full of joy. Tom smiled back, feeling happy and free. This was how they spent most of their free time, and they loved it. But things changed when the exam results came out. Tom’s heart sank as he saw his paper — a big “45” in red ink. He had failed. That evening, Leo was as excited as ever, planning their next game. But Tom couldn’t listen. He kept seeing the red “45” in his mind. He looked at Leo, then at the computer screen, and suddenly felt it was all wrong. “Leo,” he said slowly, “I can’t play anymore. I need to focus on my studies.” Leo looked at him, surprised. “Why? It’s just for fun! Don’t be so serious!” From that day on, Tom started to change. He spent less time playing games and more time on his homework. His grades slowly improved. However, his friendship with Leo became difficult. Leo felt that Tom was leaving him behind. “You’ve changed,” Leo said one day, his voice unfriendly. “You never have time for me now. A real friend wouldn’t do this.” Tom felt sad hearing this. He missed his friend, but he knew he was on the right path. He watched Leo walking away, probably going back to his computer, and felt a deep loneliness. 注意： 1. 续写短文的词数为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Tom noticed that Leo’s grades were getting worse and he looked tired all the time. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Remembering their old friendship, Tom decided to talk to Leo after class one day. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 Tom noticed that Leo’s grades were getting worse and he looked tired all the time. He often saw Leo dozing off in class, with dark circles under his eyes. One afternoon, Tom heard the teacher ask Leo about his poor performance. Leo just shrugged, avoiding eye contact. Tom realized Leo wasn’t just falling behind in studies; he seemed to be losing his cheerful self. The computer games that once united them were now pulling Leo into a lonely, tiring cycle.   Remembering their old friendship, Tom decided to talk to Leo after class one day. He waited until the classroom was empty and walked over. “Hey,” Tom began gently. “I miss hanging out together, not just the games. I miss talking and laughing like before.” Leo looked up, his expression defensive. Tom continued, “We could still play on weekends, but study together on weekdays. We can help each other, like in ‘Star Quest.’” Leo was quiet, then gave a small, tired smile. “I’ve been stuck,” he admitted. “But maybe I could try your way.” 【导语】本文以汤姆和里奥的友情与成长选择为线索展开，讲述了汤姆因考试失利而决心减少游戏时间、专注学习，导致与好友里奥产生隔阂，最终他试图用兼顾学习与友情的方式修复关系的故事。 【详解】1. 段落续写： ①由第一段首句内容“汤姆注意到利奥的成绩越来越差，而且他总是看起来很疲惫。”可知，第一段可描写汤姆观察到里奥沉迷游戏后的状态下滑，包括上课犯困、成绩退步、失去往日活力，意识到游戏正让里奥陷入恶性循环。 ②由第二段首句内容“想起他们昔日的友谊，有一天课后，汤姆决定找利奥谈谈。”可知，第二段可描写汤姆主动与里奥沟通，提出 “周末适度游戏、平日结伴学习” 的折中方案，唤起两人对过往友情的珍视，最终里奥接受提议，两人达成和解。 2. 续写线索： 汤姆观察到里奥的状态恶化——汤姆决心修复友情——汤姆主动沟通并提出折中方案——里奥接受提议——两人重拾平衡，友情回暖 3.词汇激活 行为类 ①退步，落后：fall behind/ lag behind ②交谈：talk to/ have a chat with ③帮助：help/ assist/ support 情绪类 ①疲惫的：tired/ exhausted/ worn-out ②孤单的：lonely/ isolated 【点睛】【高分句型1】Tom realized Leo wasn’t just falling behind in studies; he seemed to be losing his cheerful self. (运用了省略that的宾语从句) 【高分句型2】He waited until the classroom was empty and walked over. (运用了until引导的时间状语从句) 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 2 / 2 学科网（北京）股份有限公司 $