精品解析：天津市南开区2026-2027学年高三上学期期中考试英语试卷

高三英语 笔试 本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分，共130分，考试用时100分钟。第Ⅰ卷1至12页，第Ⅱ卷13至16页。 答卷前，考生务必将自己的姓名、准考证号填写在答题卡上，并在规定位置粘贴考试用条形码。答卷时，考生务必将答案涂写在答题卡上，答在试卷上的无效。 祝各位考生考试顺利！ 第Ⅰ卷 注意事项： 1．每小题选出答案后，用铅笔将答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其它答案标号。 2．本卷共55小题，共95分。 第一部分：英语知识运用（共两节，满分45分） 第一节：单项填空（共15小题；每小题1分，满分15分） 从 A、B、C、D四个选项中，选出可以填入空白处的最佳选项。 1. — Shall we start the group discussion now? — ________. We still need two more members. A. Go ahead B. Not really C. No wonder D. Take your time 【答案】B 【解析】 【详解】句意：——我们现在开始小组讨论好吗？——还不行。我们还需要两名成员。A. Go ahead去吧、开始吧、请继续；B. Not really不完全是、不见得、还不行/不太合适；C. No wonder难怪；D. Take your time别着急、慢慢来。根据答语后句“We still need two more members.(我们还需要两名成员)”可知，现在人没到齐，不能开始讨论，是对“现在开始”的委婉否定。Not really 在此处表示“还不行/不太能（现在开始）”，与后句构成因果呼应，B选项符合语境。 2. The information available on the official website is far more reliable than ________ spreading on social media. A. that B. the one C. those D. ones 【答案】A 【解析】 【详解】句意：官方网站上可获取的信息远比在社交媒体上传播的信息可靠。在比较结构中，为了避免名词重复，常用that或those指代前文提到的名词。当指代不可数名词或单数可数名词时，用that；当指代复数名词时，用those。本句中information是不可数名词，因此应使用that来指代。 3. According to the library rules, anyone who borrows books from the reference section ________ return them before 5 p.m. on the same day. A. will B. ought C. need D. shall 【答案】D 【解析】 【详解】句意：根据图书馆规定，任何从参考书区借书的人必须在当天下午5点前归还它们。A. will将要，表将来；B. ought应该，常与to连用；C. need需要；D. shall必须，用于条约、规章、法令等文件中表示义务或规定。题干中“According to the library rules”表明这是规章制度中的要求，应用情态动词shall。 4. Tom kept working on his essay ________ he was suffering from a bad cold. A. as long as B. even though C. so that D. in order that 【答案】B 【解析】 【详解】句意：汤姆虽然得了重感冒，但他仍然继续写论文。A. as long as只要；B. even though虽然，尽管；C. so that以便；D. in order that为了。根据kept working on his essay和he was suffering from a bad cold可知，前后是让步关系，应使用even though引导让步状语从句。 5. ________ more about local culture, many tourists choose to visit small villages. A. Learning B. Being learned C. Learned D. To learn 【答案】D 【解析】 【详解】句意：为了了解更多关于当地文化的信息，许多游客选择去小村庄参观。主句已有谓语动词choose，且没有连词，故空格处应填入非谓语动词。根据句意，游客参观小村庄的目的是为了了解当地文化，因此用不定式作目的状语。 6. All participants are required to ________ their identity before entering the competition hall. A. confirm B. replace C. ignore D. restrict 【答案】A 【解析】 【详解】句意：所有参赛者在进入比赛大厅前都需要确认身份。A. confirm确认；B. replace替换；C. ignore忽视；D. restrict限制。根据before entering the competition hall以及their identity可知，进入赛场前要核实确认身份，confirm符合语境。 7. The assignments ________ before the deadline, so all the students were able to enjoy the holiday. A. have graded B. had graded C. have been graded D. had been graded 【答案】D 【解析】 【详解】句意：作业在截止日期前已经被批改完了，所以所有的学生都能享受假期。分析句子可知，主语“The assignments”与动词“grade”之间是被动关系，需使用被动语态。同时，根据后半句谓语动词“were able to”可知，句子背景为一般过去时，“批改作业”这一动作发生在“were able to enjoy”之前，即“过去的过去”，故需使用过去完成时。结合两者，此处应使用过去完成时的被动语态（had been done）。 8. The new employee ________ working overtime to finish the project ahead of schedule. A. insisted on B. depended on C. focused on D. looked on 【答案】A 【解析】 【详解】句意：这位新员工坚持加班，以便提前完成这个项目。A. insisted on坚持，坚决要求；B. depended on依赖，依靠；C. focused on专注于；D. looked on旁观，观看。根据to finish the project ahead of schedule可知，这位员工为了提前完成项目而采取了加班这一行动，这体现出一种主观的意愿和努力。 9. The foundation has raised millions of dollars, ________ several schools in rural areas have been rebuilt. A. with whom B. for whom C. with which D. for which 【答案】C 【解析】 【详解】句意：该基金会筹集了数百万美元，利用这笔资金，几所农村地区的学校得以重建。空处引导非限制性定语从句，修饰先行词millions of dollars，指物，结合语意可知，rebuild several schools是依靠这笔钱完成的，应使用介词with，先行词指物，介词with后应使用关系代词which。 10. — We’re going hiking this weekend. Are you coming with us? — ________! I’ve already packed my backpack. A. It depends B. You bet C. I’d rather not D. I’m all ears 【答案】B 【解析】 【详解】句意：——我们这周末要去远足，你和我们一起吗？——当然！我已经收拾好背包了。A. It depends看情况；B. You bet当然；C. I’d rather not我宁愿不去；D. I’m all ears洗耳恭听。根据I’ve already packed my backpack可知，答话人愿意一同前去，You bet符合语境。 11. At the board meeting, several directors ________ the plan to expand into overseas markets. A. came across B. approved of C. took up D. lived up to 【答案】B 【解析】 【详解】句意：在董事会上，几位董事赞成向海外市场扩张的计划。A. came across偶然遇见、被理解；B. approved of赞成、同意；C. took up开始从事、占据、拿起；D. lived up to不辜负、达到（期望/标准）。根据“At the board meeting, several directors(在董事会上，几位董事)”以及“the plan to expand into overseas markets(向海外市场扩张的计划)”可知，董事会会议通常是对计划进行审议和决定，只有“批准/赞成”符合语境，approve of the plan意为“赞成该计划”，B选项符合句意。 12. ________ the new policy will actually reduce pollution remains a matter of debate. A. What B. That C. Whether D. If 【答案】C 【解析】 【详解】句意：这项新政策是否真的会减少污染仍然是一个有争议的问题。空格处引导主语从句，且从句中不缺主干成分，排除作代词的What；根据句中的“remains a matter of debate(仍然是一个有争议的问题)”可知，从句表达的是不确定的概念，意为“是否”，排除无词义的That；If不能引导主语从句，Whether可以。 13. The little boy was ________ afraid of the dark, so his mother always left a night light on. A. hardly B. terribly C. scarcely D. nearly 【答案】B 【解析】 【详解】句意：这个小男孩非常害怕黑暗，所以他的妈妈总是留着一盏夜灯。A. hardly几乎不；B. terribly非常；C. scarcely几乎不；D. nearly几乎。根据后半句“so his mother always left a night light on(所以他的妈妈总是留着一盏夜灯)”可知，小男孩是“非常”害怕黑暗，terribly符合语境。 14. More than one researcher ________ doubts about the reliability of the ancient sample over the past few months. A. has expressed B. have expressed C. was expressing D. are expressing 【答案】A 【解析】 【详解】句意：在过去的几个月里，不止一位研究者对这份古代样本的可靠性表达了怀疑。根据“More than one researcher(不止一位研究者)”可知，“more than one + 单数名词”作主语时谓语动词按单数处理，排除B、D；根据“over the past few months(在过去的几个月里)”可知，动作从过去延续至今并对现在有影响，应用现在完成时，排除C。A选项符合句意。 15. The company has planned to launch a new mobile app, and the investors would like to see the project ________ before the end of the year. A. to complete B. completing C. being completed D. completed 【答案】D 【解析】 【详解】句意：公司计划推出一款新的移动应用程序，投资者希望看到该项目在年底前完成。句中动词see后接宾语the project，宾语the project与动词complete之间是逻辑上的动宾关系（即被动关系），且强调动作完成的状态，故应用过去分词作宾语补足语，构成“see + 宾语 + 过去分词”结构，表示“看到某事被做”。 第二节：完形填空（共20小题；每小题1.5分，满分30分） 阅读下面短文，掌握其大意，然后从16～35各题所给的A、B、C、D四个选项中，选出一个最佳选项，将短文内容补充完整。 The Native Americans on a remote reservation in Wyoming asked their new chief, Akecheta, whether the winter ahead would be mild or cold. Now Chief Akecheta was a modern man, ____16____ at a university, but he hadn’t been taught the old ways and the ____17____ of his ancestors. He looked into the sky, but he was unable to read the ____18____ as to whether the winter would be cold or not. Naturally, he didn’t want to lose ____19____ with the tribe (部落), so, to save face and be on the ____20____ side, he just told them that the winter was going to be cold and that they should probably start ____21____ firewood to be prepared. Now he may not have learned the ____22____ secrets, but Chief Akecheta was a wise and ____23____ man. So, once he was ____24____ his own, he phoned the National Weather Service and asked them for their winter ____25____. “Well, sir,” said the meteorologist (气象学家), “our forecast ____26____ that it’s going to be quite cold.” Feeling more ____27____ now, Chief Akecheta went back to his people and told them to collect ____28____ more firewood to be prepared. A week later, he called the National Weather Service again. “Does it still look like it is going to be very cold this winter?” he asked the meteorologist. “Yes, sir,” said the meteorologist. “It could be even colder than we first ____29____.” So once again, Chief Akecheta went back to his people, and he ____30____ them to collect every piece of firewood they could find. Two weeks later, Chief Akecheta phoned the National Weather Service again. “Are you ____31____ sure that the winter is going to be very cold?” he asked the meteorologist. “Yes, sir,” said the meteorologist. “The signs are that it’s going to be one of the coldest winters we’ve ever ____32____.” “How can you be so ____33____ ?” asked Chief Akecheta. “Well, sir,” the meteorologist ____34____, “the Native American tribe up the road has been collecting a(n) ____35____ amount of firewood recently.” 16. A. raised B. educated C. trained D. brought 17. A. intelligence B. concept C. wisdom D. spirit 18. A. marks B. signals C. signs D. symbols 19. A. love B. heart C. image D. credibility 20. A. bright B. opposite C. light D. safe 21. A. cutting B. accumulating C. gathering D. hiding 22. A. ancient B. primitive C. original D. deep 23. A. sensible B. practical C. reasonable D. romantic 24. A. with B. by C. on D. for 25. A. holiday B. outlook C. expectation D. forecast 26. A. suggests B. advises C. announces D. promises 27. A. nervous B. confident C. determined D. grateful 28. A. far B. yet C. only D. even 29. A. feared B. heard C. thought D. dreamed 30. A. ordered B. threatened C. warned D. invited 31. A. finally B. positively C. absolutely D. probably 32. A. seen B. made C. guessed D. felt 33. A. kind B. sure C. calm D. lucky 34. A. argued B. responded C. remarked D. repeated 35. A. small B. insignificant C. limited D. crazy 【答案】16. B 17. C 18. C 19. D 20. D 21. C 22. A 23. B 24. C 25. D 26. A 27. B 28. D 29. C 30. A 31. C 32. A 33. B 34. B 35. D 【解析】 【导语】本文主要讲述部落首领不懂古老观冬之法，多次致电气象局询问冬季预报，最后得知寒冷判断源于部落大量收集木柴。 【16题详解】 考查动词。句意：阿凯切塔首领是一个现代人，在大学里接受过教育，但是他没有被传授古老的方式以及祖先的智慧。A. raised抚养；B. educated教育；C. trained训练；D. brought带来。根据后文“at a university”可知他在大学接受教育。 【17题详解】 考查名词。句意：阿凯切塔首领是一个现代人，在大学里接受过教育，但是他没有被传授古老的方式以及祖先的智慧。A. intelligence智力；B. concept概念；C. wisdom智慧；D. spirit精神。根据上文“the old ways”以及下文“of his ancestors.”可知，此处指祖先传承下来的智慧。 【18题详解】 考查名词。句意：他望向天空，但是他无法读懂征兆，无法判断冬天会不会寒冷。A. marks标记；B. signals信号；C. signs征兆；D. symbols象征。根据第一段“whether the winter ahead would be mild or cold”和上文“He looked into the sky”并结合常识可知，古人依靠天象征兆预判天气。 【19题详解】 考查名词。句意：自然地，他不想失去在部落中的可信度，所以，为保住面子并且稳妥起见，他只告诉他们冬天将会很冷，他们或许应该开始收集木柴做好准备。A. love爱；B. heart心；C. image形象；D. credibility可信度。根据第三段“but he was unable to read the ____ as to whether the winter would be cold or not.”推测，首领担心自己无法预测天气，失去族人对他的信任。 【20题详解】 考查形容词。句意：自然地，他不想失去在部落中的可信度，所以，为保住面子并且稳妥起见，他只告诉他们冬天将会很冷，他们或许应该开始收集木柴做好准备。A. bright明亮的；B. opposite相反的；C. light轻的；D. safe安全的。根据下文“he just told them that the winter was going to be cold”可知，为稳妥起见他说冬天很冷，on the safe side为固定搭配，意为“稳妥起见、以防万一”。 【21题详解】 考查动词。句意：自然地，他不想失去在部落中的可信度，所以，为保住面子并且稳妥起见，他只告诉他们冬天将会很冷，他们或许应该开始收集木柴做好准备。A. cutting砍；B. accumulating积累；C. gathering收集；D. hiding隐藏。根据上文“he just told them that the winter was going to be cold”和下文“to be prepared”可知，他认为部族成员会收集木柴来为寒冷的冬天作准备。 【22题详解】 考查形容词。句意：他或许没有学到古老的秘诀，但是阿凯切塔首领是一个明智并且务实的人。A. ancient古老的；B. primitive原始的；C. original最初的；D. deep深的。呼应第二段“but he hadn’t been taught the old ways ”此处指他没有学到古老的秘诀。 【23题详解】 考查形容词。句意：他或许没有学到古老的秘诀，但是阿凯切塔首领是一个明智并且务实的人。A. sensible明智的；B. practical务实的；C. reasonable合理的；D. romantic浪漫的。根据后文“he phoned the National Weather Service and asked them for their winter ____ .”他主动打电话咨询气象局可知，他明智且务实。 【24题详解】 考查介词。句意：于是，一旦独自一人的时候，他就打电话给国家气象局，向他们询问冬季预报。A. with和；B. by凭借；C. on在……上；D. for为了。根据第四段“Naturally, he didn’t want to lose ____ with the tribe (部落), ”推测，为了不失去可信度，他在一个人的时候才会打电话给气象局咨询天气预报。on one’s own是固定搭配，意为“独自”。 【25题详解】 考查名词。句意：于是，一旦独自一人的时候，他就打电话给国家气象局，向他们询问冬季预报。A. holiday假期；B. outlook前景；C. expectation期待；D. forecast预报。根据上文“the National Weather Service ”可知，气象部门提供天气预报。 【26题详解】 考查动词。句意：“先生，”气象学家说，“我们的预报显示天气将会相当寒冷。”A. suggests表明；B. advises建议；C. announces宣布；D. promises承诺。结合上文“our forecast”和下文“it’s going to be quite cold”可知，预报结果表明天气寒冷。 【27题详解】 考查形容词。句意：现在感觉更加有信心了，阿凯切塔首领回到族人身边，告诉他们收集更多的木柴做好准备。A. nervous紧张的；B. confident有信心的；C. determined坚定的；D. grateful感激的。根据上一段“it’s going to be quite cold.”可知，得到气象局答复后，他心里更有底气，更自信了。 【28题详解】 考查副词。句意：现在感觉更加有信心了，阿凯切塔首领回到族人身边，告诉他们收集甚至更多的木柴做好准备。A. far……得多；B. yet还；C. only仅仅；D. even甚至。even用来修饰比较级more，表程度“甚至更多的”，结合第四段“that the winter was going to be cold and that they should probably start ____ firewood to be prepared.”和第六段“it’s going to be quite cold”可知，“甚至更多木柴”符合他让部落人收集比之前更多柴火以抵御寒冬的语境。 【29题详解】 考查动词。句意：“是的，先生，”气象学家说，“天气可能比我们最初预想的还要冷。”A. feared害怕；B. heard听见；C. thought认为、预想；D. dreamed梦想。根据第六段““Well, sir,” said the meteorologist (气象学家), “our forecast ____ that it’s going to be quite cold.””可知，此处指天气比最开始的预判还要冷。 【30题详解】 考查动词。句意：于是阿凯切塔首领再一次回到族人那里，并且吩咐他们收集能够找到的每一块木柴。A. ordered吩咐、命令；B. threatened威胁；C. warned警告；D. invited邀请。根据上文“Chief Akecheta”和下文“to collect every piece of firewood they could find”可知，这是首领对族人下达的命令、安排。 【31题详解】 考查副词。句意：“你绝对确定这个冬天将会非常寒冷吗？” 他问气象学家。A. finally最终；B. positively积极地；C. absolutely绝对地；D. probably大概。根据下文“that the winter is going to be very cold?” he asked the meteorologist.”可知，首领问气象学家对这将是个寒冬是不是非常确定。 【32题详解】 考查动词。句意：“是的，先生，”气象学家说，“迹象表明这将会是我们见过最冷的冬天之一。”A. seen见过；B. made制作；C. guessed猜测；D. felt感受。根据上文“be one of the coldest winters”可知，此处用“we’ve ever seen”强调必将是一个寒冷的冬天。 【33题详解】 考查形容词。句意：“你怎么能如此确定？”阿凯切塔首领问道。A. kind善良的；B. sure确定的；C. calm冷静的；D. lucky幸运的。根据倒数第四段“Are you ____ sure that the winter is going to be very cold?”可知，首领询问对方凭什么这么确定。 【34题详解】 考查动词。句意：“是这样的，先生，”气象学家回答，“沿路的美洲原住民部落最近一直在收集数量惊人的木柴。”A. argued争论；B. responded回复；C. remarked评论；D. repeated重复。根据下文“the Native American tribe up the road has been collecting a(n) ____ amount of firewood recently.”是气象学家对首领问题的答复。 【35题详解】 考查形容词。句意：“是这样的，先生，”气象学家回答，“沿路的美洲原住民部落最近一直在收集数量惊人的木柴。”A. small小的；B. insignificant无关紧要的；C. limited有限的；D. crazy疯狂的、惊人的。结合上文“firewood to be prepared.”可知，首领三次让族人收集木柴可知，气象学家是根据人们收集数量惊人的木柴来判断即将有一个寒冬。a crazy amount of 表示“数量大得惊人”。 第二部分：阅读理解（共20小题；每小题2.5分，满分50分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出一个最佳选项。 A How to Learn Math is a class for learners of all levels. It combines important information on the brain and learning with new evidence on the best ways to learn math effectively. Many people have had negative experiences with math and end up disliking it or failing. This class will give learners the information they need to become powerful math learners, correct misconceptions about what math is, and teach them about their own potential to succeed. If you have had past negative experiences with math, this will help change your relationship to one that is positive and powerful. Course Concepts and Structure The course consists of six short lessons, taking approximately 20 minutes each. The lessons combine presentations from Dr. Boaler and a team of undergraduates, interviews, cutting-edge research ideas, interesting visuals and films, and explorations of math in nature, sport and design. Part 1: The Brain and Math Learning Knocking Down the Myths about Math. Everyone can learn math well. There is no such thing as a math person. This session gives new evidence on brain growth and what it means for math learners. Math and Mindset (思维模式). When individuals change their mindset from fixed to growth, their learning potential increases significantly. Participants will be encouraged to develop a growth mindset for math. Mistakes and Speed. Recent brain evidence shows the value of students working on challenging work and even making mistakes. But many students are afraid of mistakes and think it means they are not a math person. This session will encourage students to think positively about mistakes and debunk (揭穿) myths about math and speed. Part 2: Strategies for Success Number Flexibility, Mathematical Reasoning, and Connections. Participants will engage in a number talk and see different solutions to number problems to understand ways to act on numbers flexibly. Number sense is critical to all levels of math, and lack of it is why many students fail algebra and beyond. Participants will also learn about the value of talking, reasoning, and making connections in math. Number Patterns and Representations. Participants will see that math is made up of connected, big ideas. They will learn about the value of sense-making, intuition (直觉), and mathematical drawing. A special section on fractions (分数) will help students learn the big ideas in fractions and the value of understanding big ideas in math more generally. Math in Life, Nature and Work. Participants will see math as valuable, exciting, and present throughout life. They will see mathematical patterns in nature and different sports, exploring in depth the mathematics in dance and juggling (杂耍). This session will review the key ideas from the course and help participants take important strategies and ideas into their future. 36. What is the main purpose of the class “How to Learn Math”? A. To train students to solve math problems quickly and correctly. B. To help learners change their negative attitudes and succeed in math. C. To compare different teaching methods used in math classrooms. D. To prepare undergraduates for advanced research in mathematics. 37. What can we infer from Part 1 of the course? A. Some people are born to be talented at math. B. Fast calculation proves one’s math ability. C. Making mistakes helps students’ math learning. D. A fixed mindset improves learning potential greatly. 38. Why do many students fail algebra according to the passage? A. They lack the ability of number sense. B. They refuse to take part in number talks. C. They cannot understand complex fraction rules. D. They have no interest in mathematical drawings. 39. What will learners get from the last lesson of the course? A. Methods to design sports with math rules. B. Key strategies to use in future study and life. C. New evidence about brain growth in math learning. D. Different solutions to all kinds of number problems. 40. Where is this passage most likely taken from? A. A report about education policy. B. A research paper on brain science. C. A textbook introduction to algebra. D. An advertisement for a math course. 【答案】36. B 37. C 38. A 39. B 40. D 【解析】 【导语】文章主要介绍了一门名为《如何学习数学》的课程，说明了课程开设目的、整体结构、六个课时的主要内容，旨在帮助有负面数学学习经历的学习者建立积极心态、掌握数学学习方法。 【36题详解】 细节理解题。根据原文第一段“Many people have had negative experiences with math and end up disliking it or failing. This class will give learners the information they need to become powerful math learners, correct misconceptions about what math is, and teach them about their own potential to succeed.(很多人有糟糕的数学学习经历，最后讨厌数学或者学不好数学。这门课会给到学习者所需信息，帮助他们成为擅长数学的学习者，纠正关于数学的错误认知，让他们了解自己取得成功的潜力。)”可知，这门课的主要目的是帮助学习者转变消极态度，在数学学习上取得成功。 【37题详解】 推理判断题。根据原文Part 1板块第三段“Recent brain evidence shows the value of students working on challenging work and even making mistakes.(最新的脑科学研究证据表明，学生去做有挑战性的题目、甚至犯错都是有价值的。)”可知，犯错对学生的数学学习有帮助。 【38题详解】 细节理解题。根据原文Part 2板块第一段“Number sense is critical to all levels of math, and lack of it is why many students fail algebra and beyond.(数感对各个阶段的数学学习都至关重要，缺少数感正是很多学生学不好代数以及后续数学内容的原因。)”可知，很多学生代数不及格是因为缺少数感。 【39题详解】 细节理解题。根据原文最后一段“This session will review the key ideas from the course and help participants take important strategies and ideas into their future.(这节课会回顾课程核心内容，帮助学习者把重要的策略和思路运用到今后的学习和生活当中。)”可知，学习者可以在最后一课学到能够用于日后学习和生活的关键策略。 【40题详解】 推理判断题。根据原文第一段“How to Learn Math is a class for learners of all levels. It combines important information on the brain and learning with new evidence on the best ways to learn math effectively.(《如何学习数学》是面向所有水平学习者的课程。它将大脑与学习相关的重要知识，和高效学习数学最佳方法的新研究证据相结合。)”以及全文依次介绍课程受众、课程结构、各课时学习内容，用于吸引学习者报名，可知这篇文章最有可能出自一门数学课程的广告。 B On Friday afternoons, older students read magazines while younger ones do Junior Red Cross activities. The boys get the better magazines and are chosen to carry water for the next week. The water bucket (水桶) is filled at a railway station a quarter of a mile away. Fetching it means being away from school for half an hour. It is the most important thing at school, even more than softball. Only boys in Grade 5 or above are considered. One Friday, Ernie Chapman and Garnet Dixon are announced as the next water bearers. Alma Niles asks why girls cannot go for the water. Everyone is shocked. The teacher, Miss Ralston, is young, having just finished Grade 11 in River Hibbert. The boys admire her for beating them hard, and the girls because she is pretty. Instead of dismissing the idea, Miss Ralston says she will think about it and announce her decision next Friday. In the schoolyard, the boys go after Alma, but her female classmates stick up for her. They leave with a few bruises (瘀伤). Everyone is deeply concerned about the potential change over the weekend. On Monday, the boys will not let the girls field in softball. Two of the bigger boys are captains and pick all-boy teams that stay fixed all week. The girls are disappointed, as softball is a highlight of the school day. Doris Pomeroy, a 9th grader, steadies them. It is a difficult week, as the boys bully the girls as much as possible. The girls bond over the experience. Alma’s cousin, Arnold, pressures her with an unclear threat about losing the water bucket altogether and confides (吐露) that carrying the water is hard on cold days. Alma holds firm. Miss Ralston acts as she always does. Only Doris notices that she seems mad at seeing the girls looking scared. In River Hibbert, where Miss Ralston is from, girls play on the softball team along with the boys. It is lunch time on Friday and the softball game is coming to an end. Miss Ralston walks by the girls heading for the field. She takes the bat from Irving Snell and bangs the plate (本垒板), telling Ernie to pitch (投球). The girls rush to watch. Her first hit is a foul that George Fowler misplays. Ernie takes his time before his second pitch and is urged on by the boys. He throws it as hard as he can. Miss Ralston hits the ball high in the air right across the road into the ox field. A hit like this only happens about once a year. Miss Ralston calls everyone to class. In the afternoon, at the end of Red Cross, Miss Ralston announces the water bearers for next week — Alma Niles and Joyce Shipley. 41. Who are allowed to be water bearers at school before Alma’s question? A. Girls of Grade 5 or above. B. Boys of Grade 5 or above. C. Students chosen by older pupils. D. Members of Junior Red Cross. 42. How did the boys react to Alma Niles’ question about girls fetching water? A. They supported her idea and encouraged her to speak to the teacher. B. They ignored her question and continued with their softball game. C. They felt shocked and later bullied her and other girls at school. D. They asked Miss Ralston to make a decision as quickly as possible. 43. What can be inferred about Miss Ralston from her behavior during the week? A. She was unwilling to change the tradition and hoped the girls would give up. B. She secretly supported the girls but wanted to teach them a lesson first. C. She was angry at the boys but did not want to show her feelings openly. D. She was waiting for the right moment to make her decision known. 44. What does Miss Ralston’s softball hit show to the students? A. She is the best softball player in River Hibbert. B. She believes girls can do things as well as boys. C. She feels angry about the boys’ bad performance. D. She wants to end the softball game ahead of time. 45. What is the author’s purpose of writing this passage? A. To describe a school conflict and its final result. B. To introduce the school rules of River Hibbert. C. To praise Miss Ralston’s excellent softball skills. D. To explain the importance of school sports activities. 【答案】41. B 42. C 43. D 44. B 45. A 【解析】 【导语】本文讲述女孩Alma质疑只有男孩能运水，引发男女学生矛盾，老师Ralston最终做出改变的校园故事。 【41题详解】 细节理解题。根据第二段中的“Only boys in Grade 5 or above are considered.(只有五年级及以上的男孩才会被纳入考虑范围)”可知，在Alma提出疑问之前，只有五年级及以上的男孩可以担任运水者。 【42题详解】 细节理解题。根据第三段中的“Alma Niles asks why girls cannot go for the water. Everyone is shocked.(Alma Niles问为什么女孩不能去运水。所有人都感到震惊)”以及第五段中的“It is a difficult week, as the boys bully the girls as much as possible.(那是难熬的一周，因为男孩们尽可能地欺负女孩)”可知，男孩们对Alma的问题感到震惊，之后在校内欺负她和其他女孩。 【43题详解】 推理判断题。根据第四段中的“Instead of dismissing the idea, Miss Ralston says she will think about it and announce her decision next Friday.(Miss Ralston没有驳回这个想法，她说她会考虑一下，并在下周五宣布她的决定)”和后文她周五打完垒球之后才公布人选可知，她一直在等待合适的时机公布决定。 【44题详解】 推理判断题。根据第七段中的“He throws it as hard as he can. Miss Ralston hits the ball high in the air right across the road into the ox field. A hit like this only happens about once a year.(他用尽全身力气投球。拉尔斯顿小姐把球高高击起，径直飞过马路落到牛田里。这样的击球一年大概才会出现一次)”以及第八段中的“In the afternoon, at the end of Red Cross, Miss Ralston announces the water bearers for next week — Alma Niles and Joyce Shipley.(下午，红十字会活动结束时，Miss Ralston宣布下周的运水者 —— Alma Niles和Joyce Shipley)”可知，老师用精彩的击球行动证明女孩也可以和男孩做得一样好，随后做出让女孩担任运水者的决定。 【45题详解】 推理判断题。通读全文，并结合第三段中的“Alma Niles asks why girls cannot go for the water.(Alma Niles问为什么女孩不能去运水)”、第四段中的“In the schoolyard, the boys go after Alma, but her female classmates stick up for her.(在校园里，男孩们追着阿尔玛，但是她的女同学站出来支持她)”以及第八段中的“Miss Ralston announces the water bearers for next week — Alma Niles and Joyce Shipley.(Miss Ralston宣布下周的运水者 —— Alma Niles和Joyce Shipley)”可知，全文围绕女生争取挑水资格的校园冲突展开，讲述了冲突的发生、发酵到最终得到公平解决的完整过程。因此文章的目的是描述一场校园冲突以及它的最终结果。 C The trade in elephant ivory (象牙) presents a serious danger to the existence of these impressive creatures. Throughout history, elephants have faced continuous exploitation (剥削) at the hands of ivory hunters, leading to devastating declines in their populations across Africa and Asia. From the destruction of elephant herds in North Africa over a millennium ago to the widespread killing during the colonial era, the continuous pursuit of ivory has pushed these magnificent animals to the brink of extinction. During the peak of the ivory trade in the pre-20th century era, massive quantities of ivory, totaling around 800 to 1,000 tonnes, were shipped to Europe, fueling the demand for luxury items such as piano keys and billiard balls. The stealing of ivory resources was facilitated by the use of slaves to transport tusks, further worsening the exploitation of both human and animal populations. Despite claims by ivory traders attributing the decline of elephants to habitat loss, it became evident that the primary threat came from the international ivory trade itself. Records dating back to the 14th century BC attest (证实) to the export of elephant ivory from Africa and Asia, continuing a cycle of exploitation that continues to this day. The debate over the legality of the elephant ivory trade has raged for decades, reaching a critical point in 1989 with the carrying out of a ban by the Convention on International Trade in Endangered Species (CITES《濒危物种国际贸易公约》). This ban, enacted in response to a surge in illegal hunting that destroyed elephant populations, aimed to curb the demand for ivory and protect vulnerable species from further harm. While supporters of a limited legal ivory trade argue that regulated commerce could reduce demand, conservationists and environmental activists remain steadfast in their opposition. They contend (声称) that any form of legal trade poses an existential threat to elephant populations, especially in the face of increasing illegal hunting activities. In light of the rise in illegal hunting and the continued vulnerability of elephant populations, the urgency to uphold the 1989 ban on the ivory trade has never been clearer. Only through joint global efforts to combat illegal hunting and remove the demand for ivory can we hope to safeguard the future of these iconic creatures and preserve the biodiversity of our planet. 46. What does Paragraph 1 mainly tell us? A. The ivory trade has caused long-lasting harm to elephants. B. The ivory trade began during the colonial era in Africa and Asia. C. Elephants in North Africa disappeared because of habitat destruction. D. Elephants are impressive creatures that live in safe environments. 47. What can we learn from Paragraph 2? A. European ivory demand caused human exploitation as well. B. Slaves were trained to make luxury goods from ivory. C. Most ivory shipped to Europe was used for piano production. D. The ivory trade reached its highest point in the 20th century. 48. Why does the author mention records dating back to the 14th century BC? A. To prove that ivory traders were honest about the decline of elephants. B. To show that the ivory trade has a very long history of exploitation. C. To suggest that habitat loss was the main cause of elephant decline. D. To argue that the export of ivory from Africa began only recently. 49. What is the author’s attitude towards the legal ivory trade? A. Supportive. B. Doubtful. C. Opposed. D. Unconcerned. 50. What could be the best title for the passage? A. Ivory Trade Debate: A Balanced Discussion. B. Elephant Habitat Loss: A Hidden Crisis. C. Elephant Ivory Trade: A Threat to Survival. D. Elephant Protection: A Local Challenge. 【答案】46. A 47. A 48. B 49. C 50. C 【解析】 【导语】文章主要介绍了象牙贸易长期以来对大象的生存构成严重威胁，介绍了象牙贸易的历史、1989年出台的象牙贸易禁令，以及围绕有限合法象牙贸易的争议，作者呼吁全球共同坚守禁令、保护大象。 【46题详解】 主旨大意题。根据原文第一段“The trade in elephant ivory (象牙) presents a serious danger to the existence of these impressive creatures. Throughout history, elephants have faced continuous exploitation (剥削) at the hands of ivory hunters, leading to devastating declines in their populations across Africa and Asia.(象牙贸易对这些令人惊叹的生物的生存构成严重威胁。一直以来，大象不断遭到象牙猎人的掠夺，导致非洲和亚洲大象的数量急剧减少。)”可知，第一段主要告诉我们象牙贸易给大象带来了长久的伤害。 【47题详解】 细节理解题。根据原文第二段“The stealing of ivory resources was facilitated by the use of slaves to transport tusks, further worsening the exploitation of both human and animal populations.(利用奴隶运输象牙，助长了象牙资源掠夺行为，进一步加剧了对人类和动物的剥削。)”可知，欧洲对象牙的需求也造成了对人类的剥削。 【48题详解】 推理判断题。根据原文第三段“Records dating back to the 14th century BC attest(证实) to the export of elephant ivory from Africa and Asia, continuing a cycle of exploitation that continues to this day.(可追溯至公元前14世纪的记录证实，非洲和亚洲那时就已经开始出口象牙，这种掠夺循环一直持续到今天。)”可知，作者提及公元前14世纪的记录，是为了说明象牙掠夺贸易有着十分悠久的历史。 【49题详解】 推理判断题。根据原文最后一段“In light of the rise in illegal hunting and the continued vulnerability of elephant populations, the urgency to uphold the 1989 ban on the ivory trade has never been clearer. Only through joint global efforts to combat illegal hunting and remove the demand for ivory can we hope to safeguard the future of these iconic creatures and preserve the biodiversity of our planet.(非法猎杀日益猖獗、大象种群依旧脆弱，在此背景下，坚持执行1989年象牙贸易禁令的紧迫性前所未有。只有全球协同打击非法猎杀、消除象牙需求，我们才有望守护这些标志性物种的未来，保护地球生物多样性。)”可知，作者反对象牙贸易合法化。 【50题详解】 主旨大意题。根据原文第一段“The trade in elephant ivory (象牙) presents a serious danger to the existence of these impressive creatures.(象牙贸易对这些令人惊叹的生物的生存构成严重威胁。)”及全文内容可知，全文围绕象牙贸易及其对大象生存的威胁展开，最合适的标题是《大象象牙贸易：生存威胁》。 D While online learning offers flexibility and access advantages, it generally proves less effective than in-person instruction for most students because it reduces engagement and interaction, requires stronger self-discipline that many students lack, and worsens existing educational inequalities, though blended (混合的) approaches combining both approaches show promise. Studies comparing learning outcomes reveal mixed results, but most research suggests that in-person instruction produces superior academic achievement for average students. Stanford’s analysis of learning during school closures found that students in fully online programs learned significantly less than peers in mixed or in-person settings. The engagement gap explains much of this difference. Physical classrooms facilitate natural discussions, peer teamwork, and immediate feedback. Online environments require intentional effort to create these interactions, and many programs fail to do so effectively. Moreover, online learning demands self-discipline and time management skills that many students haven’t developed. Without structured classroom time and direct supervision (监督), students delay, become distracted, or fail to complete coursework. Successful online learners typically possess organizational skills that struggling students lack. Educational inequality worsens dramatically with online learning. Students without reliable internet access, quiet study spaces, or parental support for technology troubleshooting face huge barriers. Wealthier students with special study areas, high-speed internet, and parental involvement maintain achievement. Poor students fall further behind. Supporters argue that online learning provides access to courses unavailable locally, allows students to work at their own pace, and teaches technological literacy crucial for modern careers. Rural students can access Advanced Placement courses that their small schools don't offer. Students with health conditions can continue their education from home. These advantages are real and valuable for specific populations. However, they don’t balance the engagement, discipline, and fairness challenges affecting most students. Online learning works well for motivated, privileged learners but fails average and disadvantaged students more than traditional instruction. The solution lies not in choosing online vs. in-person but in thoughtfully combining both approaches. Blended learning models, which combine in-person instruction with online components, capture advantages while reducing disadvantages. While online learning offers flexibility and access, it generally proves less effective than in-person instruction for most students due to engagement challenges, discipline requirements, and fairness concerns. Blended approaches thoughtfully combining both modalities offer the most promising path forward for modern education. 51. In writing Paragraph 1, the author aims to __________. A. present the main argument B. offer a detailed definition C. compare two learning approaches D. summarize the whole passage 52. What did Stanford’s analysis find? A. Online programs benefit average students more than in-person ones. B. Blended approaches are less effective than fully online programs. C. In-person instruction fails to improve students’ academic achievement. D. Mixed settings produce better learning results than fully online ones. 53. Why does the author mention students without reliable internet access? A. To show that online learning benefits all students equally. B. To prove that wealthier students are more likely to delay. C. To explain how online learning worsens educational inequality. D. To suggest that technology troubleshooting is an easy skill to learn. 54. What can we infer from Paragraphs 6 and 7? A. Online learning’s benefits cannot solve its problems for most students. B. Online learning is suitable for all students with health conditions. C. Traditional instruction works badly for motivated privileged learners. D. Students in small local schools can take all courses via online learning. 55. What is the main idea of the passage? A. Online learning brings more benefits than traditional classes. B. Blended learning is a promising choice for modern education. C. Students’ self-discipline decides the effect of online learning. D. Educational inequality is worsened by popular online courses. 【答案】51. A 52. D 53. C 54. A 55. B 【解析】 【导语】文章主要介绍了线上学习虽然具备灵活性等优势，但对大多数学生而言效果通常不如线下教学，还会加剧教育不公，而融合二者的混合式学习是现代教育很有前景的选择。 【51题详解】 推理判断题。根据原文第一段“While online learning offers flexibility and access advantages, it generally proves less effective than in-person instruction for most students because it reduces engagement and interaction, requires stronger self-discipline that many students lack, and worsens existing educational inequalities, though blended(混合的) approaches combining both approaches show promise.(虽然线上学习具备灵活性与获取资源的优势，但对于大多数学生来说，它的效果通常不如线下教学，因为它减少了参与度与互动，需要许多学生所欠缺的更强自律性，并且会加剧现有的教育不平等，不过融合两种方式的混合式学习展现出潜力。)”可知，第一段开门见山，直接点明全文核心观点：线上学习弊大于利，混合学习有发展潜力。后文全部围绕这个观点展开论证。因此作者写第一段的目的是提出文章的主要论点。 【52题详解】 细节理解题。根据原文第二段“Stanford’s analysis of learning during school closures found that students in fully online programs learned significantly less than peers in mixed or in-person settings.(斯坦福大学针对停课期间学习情况的分析发现，纯线上课程的学生学到的内容明显少于混合教学或者线下课堂里的同龄人。)”可知，混合模式下的学习效果优于纯线上模式。 【53题详解】 推理判断题。根据原文第五段“Educational inequality worsens dramatically with online learning. Students without reliable internet access, quiet study spaces, or parental support for technology troubleshooting face huge barriers.(线上学习使得教育不平等急剧恶化。没有稳定网络、安静学习空间，或是缺少家长协助处理技术故障的学生面临巨大阻碍。)”可知，作者提到没有稳定网络的学生，是为了说明线上学习如何加剧教育不平等。 【54题详解】 推理判断题。根据原文第七段“These advantages are real and valuable for specific populations. However, they don’t balance the engagement, discipline, and fairness challenges affecting most students.(这些优势对于特定群体而言真实且有价值。但是，它们无法抵消影响大多数学生的参与度、自律性以及公平性方面的难题。)”可知，线上学习的优势无法解决它给大多数学生带来的各类问题。 【55题详解】 主旨大意题。根据原文最后一段“Blended approaches thoughtfully combining both modalities offer the most promising path forward for modern education.(巧妙融合两种模式的混合式学习方式，为现代教育提供了最有前景的发展方向。)”及全文内容可知，文章主要介绍了线上学习虽然具备灵活性等优势，但对大多数学生而言效果通常不如线下教学，还会加剧教育不公，而混合式学习对现代教育来说是一个很有前景的选择。 第Ⅱ卷 注意事项：1．用黑色墨水的钢笔或签字笔将答案写在答题卡上。 2．本卷共6题，共35分。 第三部分：写作 第一节：阅读下面短文，按照要求用英语回答问题。（共5小题；每小题2分，满分10分） 阅读下面短文，按照要求用英语回答问题。 Once upon a time, two brothers who lived on neighboring farms fell into conflict. It was the first serious disagreement in 40 years of farming side-by-side, sharing machinery, and trading labor and goods as needed, without a problem. Then the long cooperation fell apart. It began with a small misunderstanding, and it grew into a major difference, and finally, it exploded into an exchange of bitter words, followed by weeks of silence. One morning, there was a knock on John's door. He opened it to find a man with a carpenter’s toolbox. “I’m looking for a few days’ work,” he said. “Perhaps you would have a few small jobs here and there I could help with? Could I help you?” “Yes,” said the older brother. “I do have a job for you. Look across the creek (小溪) at that farm. That’s my neighbor. In fact, it’s my younger brother! There was a grassland between us. He recently took his bulldozer (推土机) to the river levee (防洪堤), and now there is a creek between us. Well, he may have done this to annoy me, but I’ll do him one better. See that pile of wood by the barn? I want you to build me a fence — an 8-foot fence — so I won’t need to see his place, or his face, anymore.” The carpenter (木匠) said, “I think I understand the situation. Show me the nails, and the post-hole digger, and I’ll be able to do a job that pleases you.” The older brother had to go to town, so he helped the carpenter get the materials ready and then he was off for the day. The carpenter worked hard all that day — measuring, sawing, and nailing. About sunset, when the farmer returned, the carpenter had just finished his job. The farmer’s eyes opened wide, his jaw dropped. There was no fence there at all. It was a bridge… a bridge that stretched from one side of the creek to the other! A fine piece of work, with handrails, and all! And, the neighbor, his younger brother, was coming toward them, his hand outstretched… “You are quite a fellow to build this bridge, after all I’ve said and done.” The two brothers stood at each end of the bridge, and then they met in the middle, taking each other’s hand. They turned to see the carpenter hoist his toolbox onto his shoulder. “No, wait! Stay a few days. I’ve a lot of other projects for you,” said the older brother. 56. What caused the conflict between the two brothers? (no more than 8 words) ______________________________ 57. What job did John want the carpenter to do? (no more than 6 words) ______________________________ 58. How did the two brothers make peace? (no more than 12 words) ______________________________ 59. What does the underlined word mean in the last Paragraph? (1 word) ______________________________ 60. What do you think is the key factor for settling family conflicts? Please explain why. (no more than 20 words) ______________________________ 【答案】56. A small misunderstanding growing big. 57. To build an eight-foot high fence. 58. They met and shook hands on the bridge. Or: By meeting and shaking hands in the middle of the bridge. Or: A carpenter built a bridge between their farms. 59. Lift/Raise. 60. I think willingness to forgive is the key factor, which helped the two brothers let go of anger and reunite.（答案不唯一） 【解析】 【导语】本文讲述一对兄弟因误会反目，木匠没有修建围栏反而搭建桥梁，促成两兄弟和解。 【56题详解】 考查细节理解。根据第二段中的“It began with a small misunderstanding, and it grew into a major difference, and finally, it exploded into an exchange of bitter words, followed by weeks of silence.(它始于一个小小的误会，并且发展成巨大的分歧，最后爆发成恶语相向，之后是数周的沉默)”可知，兄弟二人冲突的起因是一个小小的误会越闹越大。 【57题详解】 考查细节理解。根据第四段中的“I want you to build me a fence — an 8-foot fence — so I won’t need to see his place, or his face, anymore.(我想要你为我修一道围栏 —— 一道8英尺高的围栏，这样我就再也不必看见他的农场，也不必看见他了)”可知，John想要木匠修一道8英尺高的围栏。 【58题详解】 考查细节理解。根据倒数第二段中的“The two brothers stood at each end of the bridge, and then they met in the middle, taking each other’s hand.(两兄弟站在桥的两端，随后他们在桥中间碰面，握住了对方的手)”可知，兄弟二人在桥上碰面握手，达成和解。 【59题详解】 考查词句猜测。根据最后一段中的“They turned to see the carpenter hoist his toolbox onto his shoulder.(他们转过身看见木匠把工具箱hoist他的肩膀上)”中的shoulder可知，木匠把工具箱扛到肩上。故猜测hoist表示“举起、扛起”，可同义替换为Lift/Raise。 【60题详解】 开放表达题。结合故事主旨，宽恕、善意是化解矛盾的关键，控制词数在20词以内即可。例如，可回答：I think willingness to forgive is the key factor, which helped the two brothers let go of anger and reunite. 第二节：书面表达（满分 25 分） 61. 假设你是晨光中学的学生李津，某英文报社正在举办题为The Rise of Online Bookstores的征文活动。请根据下图所示信息，写一篇稿件，内容应包括以下要点： (1)简单说明图表反映的现象； (2)简要分析该现象产生的原因(如购书便捷、图书种类丰富、价格实惠等)； (3)鼓励大家多读书。 注意： (1)词数不少于100； (2)可适当加入细节，使内容充实、行文连贯。 The Rise of Online Bookstores _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】例文 The Rise of Online Bookstores The chart illustrates that the sales figure has risen sharply from 90 hundred million yuan in 2011 to 803 hundred million yuan in 2023, showing online book shopping is gaining great popularity. A variety of factors contribute to this phenomenon. To start with, we can browse and order books at home, with packages delivered right to our door, which brings great convenience to us. Besides, online bookstores boast a far wider range of books than physical stores, covering different fields and age groups. What’s more, books online are generally sold at lower prices with frequent discounts, which helps readers cut down their costs. Reading opens a door to a brand-new world. No matter where we buy books, we should form a lifelong reading habit. Let’s read more to gain knowledge and inner peace. 【解析】 【导语】本篇书面表达要求考生根据图片信息，简单说明图表反映的现象，简要分析原因，并鼓励大家多读书，写一篇稿件，参加英文报社正在举办的题为The Rise of Online Bookstores的征文活动。 【详解】1.词汇积累 展示：show → showcase 获得：gain→ obtain 帮助：help →assist 购买：buy → purchase 2.句式拓展 简单句变复合句 原句：A variety of factors contribute to this phenomenon. 拓展句：There are a variety of factors that contribute to this phenomenon. 【点睛】【高分句型1】What’s more, books online are generally sold at lower prices with frequent discounts, which helps readers cut down their costs. (运用了which引导的非限制性定语从句) 【高分句型2】No matter where we buy books, we should form a lifelong reading habit.  (运用了No matter where引导的让步状语从句) 高三英语 听力 注意事项： 1．本部分试卷共15小题，满分为20分。考生务必将答案涂写在答题卡的对应位置上，答在试卷上的无效。 2．录音材料播放时，考生可将答案标在试卷上；试卷录音材料播放完毕后，考生将有2分钟的时间将该套试卷上的答案转涂到答题卡的对应位置上。 3．转涂答案时，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。 祝各位考生考试顺利！ 听力（共两节，满分20分） 第一节（共5小题；每小题1分，满分5分） 听下面5段对话，每段对话后有一个小题，从题中所给的A、B、C三个选项中选出一个最佳选项，并标在试卷的相应位置。听完每段对话后，你将有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 63. Where does the conversation probably take place? A. In a supermarket. B. At Jessie's home. C. At Sophia's home. 64. What does the woman ask the man to do? A. Wear a mask. B. Get to work soon. C. Pack his own lunch. 65. What is the most probable relationship between the speakers? A. Friends. B. Classmates. C. Colleagues. 66. What are the speakers mainly talking about? A. A yard. B. A tree. C. Fruit. 67. What time is it now? A. 5:45 p.m. B. 6:00 p.m. C. 6:15 p.m. 第二节（共10小题；每小题1.5分，满分15分） 听下面几段材料。每段材料后有几个小题，从题中所给的A、B、C三个选项中选出一个最佳选项，并标在试卷的相应位置。听每段材料前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段材料读两遍。 听下面一段对话,回答第6至第8小题. 68. Why didn't the woman take an umbrella? A. She hated to take one. B. She thought it wouldn't rain today. C. She forgot to take one. 69. Who is the man? A. A salesman. B. A driver. C. A weatherman. 70. What can we learn from the conversation? A. Weather forecasts aren't always accurate. B. The woman bought an umbrella in the end. C. It was rainy yesterday. 听下面一段对话,回答第9至第11小题. 71. Why is the man upset? A. He has to stop eating meat. B. He puts on lots of weight. C. He is much thinner than before. 72. What does the woman probably dislike? A. Beef. B. Fruit salad. C. Cake. 73. What does the woman suggest the man do? A. Eat more healthy food. B. Get regular exercise. C. Go on a diet. 听下面一段独白,回答第12至第15小题. 74. What does Ivan Fletcher most probably do? A. He's an editor. B. He's an inventor. C. He's a scientist. 75. How many inventions are mentioned? A. Four. B. Five. C. Six. 76. Who invented Cat Seat Saver? A. The Japanese. B. The American. C. The British. 77. Where is Fish Radio used? A. In the bathtub. B. On the bathroom wall. C. In the fish tank. 第1页/共1页 学科网（北京）股份有限公司 $ 高三英语 笔试 本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分，共130分，考试用时100分钟。第Ⅰ卷1至12页，第Ⅱ卷13至16页。 答卷前，考生务必将自己的姓名、准考证号填写在答题卡上，并在规定位置粘贴考试用条形码。答卷时，考生务必将答案涂写在答题卡上，答在试卷上的无效。 祝各位考生考试顺利！ 第Ⅰ卷 注意事项： 1．每小题选出答案后，用铅笔将答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其它答案标号。 2．本卷共55小题，共95分。 第一部分：英语知识运用（共两节，满分45分） 第一节：单项填空（共15小题；每小题1分，满分15分） 从 A、B、C、D四个选项中，选出可以填入空白处的最佳选项。 1. — Shall we start the group discussion now? — ________. We still need two more members. A. Go ahead B. Not really C. No wonder D. Take your time 2. The information available on the official website is far more reliable than ________ spreading on social media. A. that B. the one C. those D. ones 3. According to the library rules, anyone who borrows books from the reference section ________ return them before 5 p.m. on the same day. A. will B. ought C. need D. shall 4. Tom kept working on his essay ________ he was suffering from a bad cold. A. as long as B. even though C. so that D. in order that 5. ________ more about local culture, many tourists choose to visit small villages. A. Learning B. Being learned C. Learned D. To learn 6. All participants are required to ________ their identity before entering the competition hall. A. confirm B. replace C. ignore D. restrict 7. The assignments ________ before the deadline, so all the students were able to enjoy the holiday. A. have graded B. had graded C. have been graded D. had been graded 8. The new employee ________ working overtime to finish the project ahead of schedule. A. insisted on B. depended on C. focused on D. looked on 9. The foundation has raised millions of dollars, ________ several schools in rural areas have been rebuilt. A. with whom B. for whom C. with which D. for which 10. — We’re going hiking this weekend. Are you coming with us? — ________! I’ve already packed my backpack. A. It depends B. You bet C. I’d rather not D. I’m all ears 11. At the board meeting, several directors ________ the plan to expand into overseas markets. A. came across B. approved of C. took up D. lived up to 12. ________ the new policy will actually reduce pollution remains a matter of debate. A. What B. That C. Whether D. If 13. The little boy was ________ afraid of the dark, so his mother always left a night light on. A. hardly B. terribly C. scarcely D. nearly 14. More than one researcher ________ doubts about the reliability of the ancient sample over the past few months. A. has expressed B. have expressed C. was expressing D. are expressing 15. The company has planned to launch a new mobile app, and the investors would like to see the project ________ before the end of the year. A. to complete B. completing C. being completed D. completed 第二节：完形填空（共20小题；每小题1.5分，满分30分） 阅读下面短文，掌握其大意，然后从16～35各题所给的A、B、C、D四个选项中，选出一个最佳选项，将短文内容补充完整。 The Native Americans on a remote reservation in Wyoming asked their new chief, Akecheta, whether the winter ahead would be mild or cold. Now Chief Akecheta was a modern man, ____16____ at a university, but he hadn’t been taught the old ways and the ____17____ of his ancestors. He looked into the sky, but he was unable to read the ____18____ as to whether the winter would be cold or not. Naturally, he didn’t want to lose ____19____ with the tribe (部落), so, to save face and be on the ____20____ side, he just told them that the winter was going to be cold and that they should probably start ____21____ firewood to be prepared. Now he may not have learned the ____22____ secrets, but Chief Akecheta was a wise and ____23____ man. So, once he was ____24____ his own, he phoned the National Weather Service and asked them for their winter ____25____. “Well, sir,” said the meteorologist (气象学家), “our forecast ____26____ that it’s going to be quite cold.” Feeling more ____27____ now, Chief Akecheta went back to his people and told them to collect ____28____ more firewood to be prepared. A week later, he called the National Weather Service again. “Does it still look like it is going to be very cold this winter?” he asked the meteorologist. “Yes, sir,” said the meteorologist. “It could be even colder than we first ____29____.” So once again, Chief Akecheta went back to his people, and he ____30____ them to collect every piece of firewood they could find. Two weeks later, Chief Akecheta phoned the National Weather Service again. “Are you ____31____ sure that the winter is going to be very cold?” he asked the meteorologist. “Yes, sir,” said the meteorologist. “The signs are that it’s going to be one of the coldest winters we’ve ever ____32____.” “How can you be so ____33____ ?” asked Chief Akecheta. “Well, sir,” the meteorologist ____34____, “the Native American tribe up the road has been collecting a(n) ____35____ amount of firewood recently.” 16. A. raised B. educated C. trained D. brought 17. A. intelligence B. concept C. wisdom D. spirit 18. A. marks B. signals C. signs D. symbols 19. A. love B. heart C. image D. credibility 20. A. bright B. opposite C. light D. safe 21. A. cutting B. accumulating C. gathering D. hiding 22. A. ancient B. primitive C. original D. deep 23. A. sensible B. practical C. reasonable D. romantic 24. A. with B. by C. on D. for 25. A. holiday B. outlook C. expectation D. forecast 26. A. suggests B. advises C. announces D. promises 27. A. nervous B. confident C. determined D. grateful 28. A. far B. yet C. only D. even 29. A. feared B. heard C. thought D. dreamed 30. A. ordered B. threatened C. warned D. invited 31. A. finally B. positively C. absolutely D. probably 32. A. seen B. made C. guessed D. felt 33. A. kind B. sure C. calm D. lucky 34. A. argued B. responded C. remarked D. repeated 35. A. small B. insignificant C. limited D. crazy 第二部分：阅读理解（共20小题；每小题2.5分，满分50分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出一个最佳选项。 A How to Learn Math is a class for learners of all levels. It combines important information on the brain and learning with new evidence on the best ways to learn math effectively. Many people have had negative experiences with math and end up disliking it or failing. This class will give learners the information they need to become powerful math learners, correct misconceptions about what math is, and teach them about their own potential to succeed. If you have had past negative experiences with math, this will help change your relationship to one that is positive and powerful. Course Concepts and Structure The course consists of six short lessons, taking approximately 20 minutes each. The lessons combine presentations from Dr. Boaler and a team of undergraduates, interviews, cutting-edge research ideas, interesting visuals and films, and explorations of math in nature, sport and design. Part 1: The Brain and Math Learning Knocking Down the Myths about Math. Everyone can learn math well. There is no such thing as a math person. This session gives new evidence on brain growth and what it means for math learners. Math and Mindset (思维模式). When individuals change their mindset from fixed to growth, their learning potential increases significantly. Participants will be encouraged to develop a growth mindset for math. Mistakes and Speed. Recent brain evidence shows the value of students working on challenging work and even making mistakes. But many students are afraid of mistakes and think it means they are not a math person. This session will encourage students to think positively about mistakes and debunk (揭穿) myths about math and speed. Part 2: Strategies for Success Number Flexibility, Mathematical Reasoning, and Connections. Participants will engage in a number talk and see different solutions to number problems to understand ways to act on numbers flexibly. Number sense is critical to all levels of math, and lack of it is why many students fail algebra and beyond. Participants will also learn about the value of talking, reasoning, and making connections in math. Number Patterns and Representations. Participants will see that math is made up of connected, big ideas. They will learn about the value of sense-making, intuition (直觉), and mathematical drawing. A special section on fractions (分数) will help students learn the big ideas in fractions and the value of understanding big ideas in math more generally. Math in Life, Nature and Work. Participants will see math as valuable, exciting, and present throughout life. They will see mathematical patterns in nature and different sports, exploring in depth the mathematics in dance and juggling (杂耍). This session will review the key ideas from the course and help participants take important strategies and ideas into their future. 36. What is the main purpose of the class “How to Learn Math”? A. To train students to solve math problems quickly and correctly. B. To help learners change their negative attitudes and succeed in math. C. To compare different teaching methods used in math classrooms. D. To prepare undergraduates for advanced research in mathematics. 37. What can we infer from Part 1 of the course? A. Some people are born to be talented at math. B. Fast calculation proves one’s math ability. C. Making mistakes helps students’ math learning. D. A fixed mindset improves learning potential greatly. 38. Why do many students fail algebra according to the passage? A. They lack the ability of number sense. B. They refuse to take part in number talks. C. They cannot understand complex fraction rules. D. They have no interest in mathematical drawings. 39. What will learners get from the last lesson of the course? A. Methods to design sports with math rules. B. Key strategies to use in future study and life. C. New evidence about brain growth in math learning. D. Different solutions to all kinds of number problems. 40. Where is this passage most likely taken from? A. A report about education policy. B. A research paper on brain science. C. A textbook introduction to algebra. D. An advertisement for a math course. B On Friday afternoons, older students read magazines while younger ones do Junior Red Cross activities. The boys get the better magazines and are chosen to carry water for the next week. The water bucket (水桶) is filled at a railway station a quarter of a mile away. Fetching it means being away from school for half an hour. It is the most important thing at school, even more than softball. Only boys in Grade 5 or above are considered. One Friday, Ernie Chapman and Garnet Dixon are announced as the next water bearers. Alma Niles asks why girls cannot go for the water. Everyone is shocked. The teacher, Miss Ralston, is young, having just finished Grade 11 in River Hibbert. The boys admire her for beating them hard, and the girls because she is pretty. Instead of dismissing the idea, Miss Ralston says she will think about it and announce her decision next Friday. In the schoolyard, the boys go after Alma, but her female classmates stick up for her. They leave with a few bruises (瘀伤). Everyone is deeply concerned about the potential change over the weekend. On Monday, the boys will not let the girls field in softball. Two of the bigger boys are captains and pick all-boy teams that stay fixed all week. The girls are disappointed, as softball is a highlight of the school day. Doris Pomeroy, a 9th grader, steadies them. It is a difficult week, as the boys bully the girls as much as possible. The girls bond over the experience. Alma’s cousin, Arnold, pressures her with an unclear threat about losing the water bucket altogether and confides (吐露) that carrying the water is hard on cold days. Alma holds firm. Miss Ralston acts as she always does. Only Doris notices that she seems mad at seeing the girls looking scared. In River Hibbert, where Miss Ralston is from, girls play on the softball team along with the boys. It is lunch time on Friday and the softball game is coming to an end. Miss Ralston walks by the girls heading for the field. She takes the bat from Irving Snell and bangs the plate (本垒板), telling Ernie to pitch (投球). The girls rush to watch. Her first hit is a foul that George Fowler misplays. Ernie takes his time before his second pitch and is urged on by the boys. He throws it as hard as he can. Miss Ralston hits the ball high in the air right across the road into the ox field. A hit like this only happens about once a year. Miss Ralston calls everyone to class. In the afternoon, at the end of Red Cross, Miss Ralston announces the water bearers for next week — Alma Niles and Joyce Shipley. 41. Who are allowed to be water bearers at school before Alma’s question? A. Girls of Grade 5 or above. B. Boys of Grade 5 or above. C. Students chosen by older pupils. D. Members of Junior Red Cross. 42. How did the boys react to Alma Niles’ question about girls fetching water? A. They supported her idea and encouraged her to speak to the teacher. B. They ignored her question and continued with their softball game. C. They felt shocked and later bullied her and other girls at school. D. They asked Miss Ralston to make a decision as quickly as possible. 43. What can be inferred about Miss Ralston from her behavior during the week? A. She was unwilling to change the tradition and hoped the girls would give up. B. She secretly supported the girls but wanted to teach them a lesson first. C. She was angry at the boys but did not want to show her feelings openly. D. She was waiting for the right moment to make her decision known. 44. What does Miss Ralston’s softball hit show to the students? A. She is the best softball player in River Hibbert. B. She believes girls can do things as well as boys. C. She feels angry about the boys’ bad performance. D. She wants to end the softball game ahead of time. 45. What is the author’s purpose of writing this passage? A. To describe a school conflict and its final result. B. To introduce the school rules of River Hibbert. C. To praise Miss Ralston’s excellent softball skills. D. To explain the importance of school sports activities. C The trade in elephant ivory (象牙) presents a serious danger to the existence of these impressive creatures. Throughout history, elephants have faced continuous exploitation (剥削) at the hands of ivory hunters, leading to devastating declines in their populations across Africa and Asia. From the destruction of elephant herds in North Africa over a millennium ago to the widespread killing during the colonial era, the continuous pursuit of ivory has pushed these magnificent animals to the brink of extinction. During the peak of the ivory trade in the pre-20th century era, massive quantities of ivory, totaling around 800 to 1,000 tonnes, were shipped to Europe, fueling the demand for luxury items such as piano keys and billiard balls. The stealing of ivory resources was facilitated by the use of slaves to transport tusks, further worsening the exploitation of both human and animal populations. Despite claims by ivory traders attributing the decline of elephants to habitat loss, it became evident that the primary threat came from the international ivory trade itself. Records dating back to the 14th century BC attest (证实) to the export of elephant ivory from Africa and Asia, continuing a cycle of exploitation that continues to this day. The debate over the legality of the elephant ivory trade has raged for decades, reaching a critical point in 1989 with the carrying out of a ban by the Convention on International Trade in Endangered Species (CITES《濒危物种国际贸易公约》). This ban, enacted in response to a surge in illegal hunting that destroyed elephant populations, aimed to curb the demand for ivory and protect vulnerable species from further harm. While supporters of a limited legal ivory trade argue that regulated commerce could reduce demand, conservationists and environmental activists remain steadfast in their opposition. They contend (声称) that any form of legal trade poses an existential threat to elephant populations, especially in the face of increasing illegal hunting activities. In light of the rise in illegal hunting and the continued vulnerability of elephant populations, the urgency to uphold the 1989 ban on the ivory trade has never been clearer. Only through joint global efforts to combat illegal hunting and remove the demand for ivory can we hope to safeguard the future of these iconic creatures and preserve the biodiversity of our planet. 46. What does Paragraph 1 mainly tell us? A. The ivory trade has caused long-lasting harm to elephants. B. The ivory trade began during the colonial era in Africa and Asia. C. Elephants in North Africa disappeared because of habitat destruction. D. Elephants are impressive creatures that live in safe environments. 47. What can we learn from Paragraph 2? A. European ivory demand caused human exploitation as well. B. Slaves were trained to make luxury goods from ivory. C. Most ivory shipped to Europe was used for piano production. D. The ivory trade reached its highest point in the 20th century. 48. Why does the author mention records dating back to the 14th century BC? A. To prove that ivory traders were honest about the decline of elephants. B. To show that the ivory trade has a very long history of exploitation. C. To suggest that habitat loss was the main cause of elephant decline. D. To argue that the export of ivory from Africa began only recently. 49. What is the author’s attitude towards the legal ivory trade? A. Supportive. B. Doubtful. C. Opposed. D. Unconcerned. 50. What could be the best title for the passage? A. Ivory Trade Debate: A Balanced Discussion. B. Elephant Habitat Loss: A Hidden Crisis. C. Elephant Ivory Trade: A Threat to Survival. D. Elephant Protection: A Local Challenge. D While online learning offers flexibility and access advantages, it generally proves less effective than in-person instruction for most students because it reduces engagement and interaction, requires stronger self-discipline that many students lack, and worsens existing educational inequalities, though blended (混合的) approaches combining both approaches show promise. Studies comparing learning outcomes reveal mixed results, but most research suggests that in-person instruction produces superior academic achievement for average students. Stanford’s analysis of learning during school closures found that students in fully online programs learned significantly less than peers in mixed or in-person settings. The engagement gap explains much of this difference. Physical classrooms facilitate natural discussions, peer teamwork, and immediate feedback. Online environments require intentional effort to create these interactions, and many programs fail to do so effectively. Moreover, online learning demands self-discipline and time management skills that many students haven’t developed. Without structured classroom time and direct supervision (监督), students delay, become distracted, or fail to complete coursework. Successful online learners typically possess organizational skills that struggling students lack. Educational inequality worsens dramatically with online learning. Students without reliable internet access, quiet study spaces, or parental support for technology troubleshooting face huge barriers. Wealthier students with special study areas, high-speed internet, and parental involvement maintain achievement. Poor students fall further behind. Supporters argue that online learning provides access to courses unavailable locally, allows students to work at their own pace, and teaches technological literacy crucial for modern careers. Rural students can access Advanced Placement courses that their small schools don't offer. Students with health conditions can continue their education from home. These advantages are real and valuable for specific populations. However, they don’t balance the engagement, discipline, and fairness challenges affecting most students. Online learning works well for motivated, privileged learners but fails average and disadvantaged students more than traditional instruction. The solution lies not in choosing online vs. in-person but in thoughtfully combining both approaches. Blended learning models, which combine in-person instruction with online components, capture advantages while reducing disadvantages. While online learning offers flexibility and access, it generally proves less effective than in-person instruction for most students due to engagement challenges, discipline requirements, and fairness concerns. Blended approaches thoughtfully combining both modalities offer the most promising path forward for modern education. 51. In writing Paragraph 1, the author aims to __________. A. present the main argument B. offer a detailed definition C. compare two learning approaches D. summarize the whole passage 52. What did Stanford’s analysis find? A. Online programs benefit average students more than in-person ones. B. Blended approaches are less effective than fully online programs. C. In-person instruction fails to improve students’ academic achievement. D. Mixed settings produce better learning results than fully online ones. 53. Why does the author mention students without reliable internet access? A. To show that online learning benefits all students equally. B. To prove that wealthier students are more likely to delay. C. To explain how online learning worsens educational inequality. D. To suggest that technology troubleshooting is an easy skill to learn. 54. What can we infer from Paragraphs 6 and 7? A. Online learning’s benefits cannot solve its problems for most students. B. Online learning is suitable for all students with health conditions. C. Traditional instruction works badly for motivated privileged learners. D. Students in small local schools can take all courses via online learning. 55. What is the main idea of the passage? A. Online learning brings more benefits than traditional classes. B. Blended learning is a promising choice for modern education. C. Students’ self-discipline decides the effect of online learning. D. Educational inequality is worsened by popular online courses. 第Ⅱ卷 注意事项：1．用黑色墨水的钢笔或签字笔将答案写在答题卡上。 2．本卷共6题，共35分。 第三部分：写作 第一节：阅读下面短文，按照要求用英语回答问题。（共5小题；每小题2分，满分10分） 阅读下面短文，按照要求用英语回答问题。 Once upon a time, two brothers who lived on neighboring farms fell into conflict. It was the first serious disagreement in 40 years of farming side-by-side, sharing machinery, and trading labor and goods as needed, without a problem. Then the long cooperation fell apart. It began with a small misunderstanding, and it grew into a major difference, and finally, it exploded into an exchange of bitter words, followed by weeks of silence. One morning, there was a knock on John's door. He opened it to find a man with a carpenter’s toolbox. “I’m looking for a few days’ work,” he said. “Perhaps you would have a few small jobs here and there I could help with? Could I help you?” “Yes,” said the older brother. “I do have a job for you. Look across the creek (小溪) at that farm. That’s my neighbor. In fact, it’s my younger brother! There was a grassland between us. He recently took his bulldozer (推土机) to the river levee (防洪堤), and now there is a creek between us. Well, he may have done this to annoy me, but I’ll do him one better. See that pile of wood by the barn? I want you to build me a fence — an 8-foot fence — so I won’t need to see his place, or his face, anymore.” The carpenter (木匠) said, “I think I understand the situation. Show me the nails, and the post-hole digger, and I’ll be able to do a job that pleases you.” The older brother had to go to town, so he helped the carpenter get the materials ready and then he was off for the day. The carpenter worked hard all that day — measuring, sawing, and nailing. About sunset, when the farmer returned, the carpenter had just finished his job. The farmer’s eyes opened wide, his jaw dropped. There was no fence there at all. It was a bridge… a bridge that stretched from one side of the creek to the other! A fine piece of work, with handrails, and all! And, the neighbor, his younger brother, was coming toward them, his hand outstretched… “You are quite a fellow to build this bridge, after all I’ve said and done.” The two brothers stood at each end of the bridge, and then they met in the middle, taking each other’s hand. They turned to see the carpenter hoist his toolbox onto his shoulder. “No, wait! Stay a few days. I’ve a lot of other projects for you,” said the older brother. 56. What caused the conflict between the two brothers? (no more than 8 words) ______________________________ 57. What job did John want the carpenter to do? (no more than 6 words) ______________________________ 58. How did the two brothers make peace? (no more than 12 words) ______________________________ 59. What does the underlined word mean in the last Paragraph? (1 word) ______________________________ 60. What do you think is the key factor for settling family conflicts? Please explain why. (no more than 20 words) ______________________________ 第二节：书面表达（满分 25 分） 61. 假设你是晨光中学的学生李津，某英文报社正在举办题为The Rise of Online Bookstores的征文活动。请根据下图所示信息，写一篇稿件，内容应包括以下要点： (1)简单说明图表反映的现象； (2)简要分析该现象产生的原因(如购书便捷、图书种类丰富、价格实惠等)； (3)鼓励大家多读书。 注意： (1)词数不少于100； (2)可适当加入细节，使内容充实、行文连贯。 The Rise of Online Bookstores _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 高三英语 听力 注意事项： 1．本部分试卷共15小题，满分为20分。考生务必将答案涂写在答题卡的对应位置上，答在试卷上的无效。 2．录音材料播放时，考生可将答案标在试卷上；试卷录音材料播放完毕后，考生将有2分钟的时间将该套试卷上的答案转涂到答题卡的对应位置上。 3．转涂答案时，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。 祝各位考生考试顺利！ 听力（共两节，满分20分） 第一节（共5小题；每小题1分，满分5分） 听下面5段对话，每段对话后有一个小题，从题中所给的A、B、C三个选项中选出一个最佳选项，并标在试卷的相应位置。听完每段对话后，你将有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 63. Where does the conversation probably take place? A. In a supermarket. B. At Jessie's home. C. At Sophia's home. 64. What does the woman ask the man to do? A. Wear a mask. B. Get to work soon. C. Pack his own lunch. 65. What is the most probable relationship between the speakers? A. Friends. B. Classmates. C. Colleagues. 66. What are the speakers mainly talking about? A. A yard. B. A tree. C. Fruit. 67. What time is it now? A. 5:45 p.m. B. 6:00 p.m. C. 6:15 p.m. 第二节（共10小题；每小题1.5分，满分15分） 听下面几段材料。每段材料后有几个小题，从题中所给的A、B、C三个选项中选出一个最佳选项，并标在试卷的相应位置。听每段材料前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段材料读两遍。 听下面一段对话,回答第6至第8小题. 68. Why didn't the woman take an umbrella? A. She hated to take one. B. She thought it wouldn't rain today. C. She forgot to take one. 69. Who is the man? A. A salesman. B. A driver. C. A weatherman. 70. What can we learn from the conversation? A. Weather forecasts aren't always accurate. B. The woman bought an umbrella in the end. C. It was rainy yesterday. 听下面一段对话,回答第9至第11小题. 71. Why is the man upset? A. He has to stop eating meat. B. He puts on lots of weight. C. He is much thinner than before. 72. What does the woman probably dislike? A. Beef. B. Fruit salad. C. Cake. 73. What does the woman suggest the man do? A. Eat more healthy food. B. Get regular exercise. C. Go on a diet. 听下面一段独白,回答第12至第15小题. 74. What does Ivan Fletcher most probably do? A. He's an editor. B. He's an inventor. C. He's a scientist. 75. How many inventions are mentioned? A. Four. B. Five. C. Six. 76. Who invented Cat Seat Saver? A. The Japanese. B. The American. C. The British. 77. Where is Fish Radio used? A. In the bathtub. B. On the bathroom wall. C. In the fish tank. 第1页/共1页 学科网（北京）股份有限公司 $