广东省广州第二中学2023-2024学年高二下学期期末考试英语试题（含解析）
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广州市第二中学 期末考试
ENGLISH试题
姓名：___________班级：___________考号：___________
第I卷（选择题）
一、阅读理解：本大题共15小题，共37.5分。
A
Apply for the 2024—2025 School Year
We are delighted that you are contemplating Marist School as the next significant phase in your child's educational journey. Marist offers two principal junctures for student enrollment, specifically for those entering the 7th and 9th grades, with our usual intake being 150 and 50 students, respectively.
For the management of the entire admissions procedure, Marist School employs Ravenna, an application stewardship software. Utilizing Ravenna, parents are able to access the Marist application form, dispatch accompanying documents, monitor the progression of the application, and peruse the admissions verdicts. The application for the academic year spanning 2024 to 2025 will be accessible by late September, with a final submission deadline set for January 18, 2024.
It is imperative to note that Marist maintains the necessity of the Secondary School Admission Test (SSAT) as a component of the application process. On the Sabbath of January 6, 2024, Marist will act as a communal examination venue for the SSAT. This date represents the terminal national testing occasion preceding our application deadline, by which a preliminary set of SSAT scores must be tendered.
Important Dates
September 2023—March 2024 Marist School admissions events
Late September 2023 Marist 2024—2025 application available in Ravenna
October 2023—January 2024 Required SSAT testing
December 3, 2023 Open House
January 18, 2024 Deadline to apply to Marist; preliminary(初步的) application and fee, parent and student questionnaires, and a first set of SSAT scores are due
February 1, 2024 The culminating date for Marist to be in receipt of all pending ancillary documents, including academic records, appraisals from educators and administrative officials, and the ecclesiastical or parish affirmation form, is imminent and must be heeded meticulously. These constituent elements are integral to the comprehensive evaluation of a candidate's application and are requisite for the final determination of their admission status.
February 12, 2024 Deadline to submit separate tuition assistance application
March 30, 2024 AAAIS common notification date
April 11, 2024 Deadline to respond to offer of admission
1.What's the text
A. A brochure of admission. B. A school calender.
C. A schedule of lectures. D. A timetable of student.
2.When is it unable to apply for Marist School
A. Late October, 2023. B. December, 2023.
C. At Christmas of 2023. D. Late January, 2024.
3.Which is the right way to submit the application
A. In person. B. By post.
C. Online. D. On recommendation.
B
Similar to you and your canine companion, plants are sentient beings: they consume nutrients, absorb water, and expand in size. Contrary to you and your pet, they lack the ability to flee, engage in physical combat, or seek refuge when confronted with danger. Nevertheless, plants are not without their own methods of self-defense.
What need would a plant have to defend itself To evade consumption Absolutely! Plants have devised an array of mechanisms for self-preservation. A plant might opt to grow in a secluded or inaccessible locale. Consider the vegetation that clings to precipitous, rocky escarpments. Alternatively, a plant could evolve to make only certain parts of its structure enticing to famished pests and fauna. For example, if a plant generates delectable foliage, herbivorous creatures might be inclined to consume the leaves rather than the seeds, which are essential for the plant's propagation.
Some plants incorporate sharp or slick features that deter insects and other creatures from approaching too closely, such as the prickles on a rose bush.
However, the most captivating method of defense employed by plants is through the use of chemical compounds. Plants extract minerals from the soil and synthesize them into functional chemicals. For instance, plants generate chlorophyll, a substance that aids in the transformation of sunlight and water into the sugars that plants consume for sustenance.
In addition to this, plants also biosynthesize chemicals for their defense. A certain species of tobacco plant emits a chemical into the atmosphere whenever it is being nibbled on by diminutive insects. This chemical serves as a signal to larger bugs, effectively announcing, "A feast awaits!" The larger insects then arrive to consume the smaller ones, thereby safeguarding the plant. Most plants, however, utilize chemicals in a more forthright manner against their adversaries. In essence, plants manufacture toxins.
4.What would be the best title for the passage
A. Plant information. B. Plant enemies.
C. Plant poisons. D. Plant protection.
5.How many ways do plants use to protect themselves according to the passage
A. Two. B. Three. C. Four. D. Six.
6.What do we know from the passage
A. Some plants hide under the covers when faced with threat.
B. A plant grows in a hard-to-get-to place to draw people's attention.
C. Some plants produce tasty leaves to protect their seeds.
D. Plants produce chemicals to meet the needs of big bugs.
7.What may be talked about following the last paragraph
A. Different effects that different plant poisons cause on plant eaters.
B. Different kinds of plants in the world.
C. Why plants make poison.
D. How to protect plants.
C
The concept of intellect is a multifaceted and complex one; to grasp its essence, one must consider the intricate nature of cognition rather than merely the physical dimensions of the cerebral organ. Should we assume that the magnitude of the brain is the sole determinant of intelligence, then the sperm whale, with its cerebral mass weighing approximately 20 pounds, would arguably be deemed the most intellectually endowed species on our planet. However, it is more plausible to assert that the structural connectivity and the neural pathways within the brain are the true indicators of intellectual prowess. When assessed from this perspective, intelligence can be perceived as the attribute that equips a living entity with the most advantageous set of capabilities to thrive and persist within its ecological setting. Furthermore, the faculty of language, which encompasses the ability to communicate complex ideas and emotions, may very well serve as an exemplary manifestation of such intellectual acuity. "Language allowing humans to be a more advanced species is a hypothesis that somebody came up with one day without really trying to prove it," says Erich Jarvis, a professor who studies the neuro-biology of vocal learning. "The idea stuck around, but so have other common beliefs that are not really supported with evidence," he points out.
In an endeavor to deepen their understanding of the intricacies of vocal acquisition and cognitive processes, the researchers delved into the realm of avian vocalization, specifically focusing on the melodious songbirds. A comprehensive set of seven cognitive experiments were conducted on a sample of 214 songbirds, representing a diverse array of 23 distinct species. Among these, the majority, encompassing 21 species, were captured from their natural habitats, while the remaining two species were of domesticated origin.
The behavioral assessments aimed to scrutinize the birds' capacity for problem-solving, exemplified by their ability to devise strategies to overcome obstacles in order to attain a food reward. Additionally, the study probed into two other cognitive faculties frequently correlated with intelligence: associative learning, which involves the acquisition of knowledge through the connection of stimuli, and reversal learning, a process where an animal modifies its behavior in response to changes in reward contingencies.
Subsequently, the researchers investigated the potential influence of vocal learning on the development of these three cognitive skills, juxtaposing the capabilities of the 21 bird species that are adept at vocal learning against the two species that lack this ability.
Jarvis's recent study has yielded some of the initial insights suggesting a correlation between vocal learning—a fundamental element for the development of spoken language—and problem-solving capabilities. It was observed that species of birds that are capable of vocal learning exhibited a propensity for creativity, as evidenced by their innovative approaches to acquiring seeds or extracting a worm trapped beneath a cup by employing tactics such as removing the obstruction or manipulating the environment.
According to Jarvis, all three of these competencies—problem-solving, associative learning, and reversal learning—are generally regarded as integral components of intelligence.
However, an unresolved query persists regarding the underlying reasons for the robust connection between problem-solving proficiencies and vocal learning. Michael Goldstein, a psychology professor at Cornell University who is engaged in the study of vocal learning in both songbirds and humans, albeit not a participant in the aforementioned research, posits that the neural regions responsible for vocal learning do not coincide with those that are activated during the process of troubleshooting.
8.Which can probably define intelligence according to Paragraph 1
A. Language. B. Brain size. C. Brain structure. D. Environment.
9.What does the underlined word in Paragraph 2 mean
A. Guarantee. B. Assumption. C. Category. D. Distribution.
10.What are Paragraphs 3&4 mainly about
A. Habits of songbirds.
B. Methods of domesticating songbirds.
C. Outline of the study.
D. Three phases of displaying intelligence.
11.What may the text talk about next
A. The mechanism that bridges all the brain regions.
B. The functions of the brain areas that can troubleshoot issues.
C. The reasons why songbirds' intelligence can not develop further.
D. The reasons why vocal learning influence problem-solving abilities.
D
A maternal caprine creature possesses the remarkable ability to discern her offspring's vocalizations by the tender age of merely five days post-birth. Investigators from the University of London conducted an experiment where they exposed adult female goats to the vocalizations of their progeny, subsequently analyzing their reactions. The findings were astonishing; the goats were capable of identifying the unique voices of their own young.
Dr. Elodie Briefer, the principal investigator, elucidated to BBC News, "In the natural environment, mothers and their offspring predominantly rely on olfactory cues for mutual recognition. During the initial week of life, these creatures typically conceal themselves within the verdant grasses, emitting minimal vocalizations. This tactic is employed to evade potential predators." She further elaborated, "The maternal figure emits calls to summon her offspring when she desires them to partake in nourishment, hence we anticipated that the young would be adept at recognizing the maternal voice." Interestingly, this phenomenon was also observed in deer, which similarly employ this concealment strategy, despite not being taxonomically related to goats.
Dr. Briefer and her research team documented the vocal calls of the juvenile goats and subsequently played these recordings to the female goats, meticulously noting their responses. She noted, "Even when the vocalizations originated from offspring as young as five to six days, we observed the mothers exhibiting a heightened responsiveness to the voices of their progeny." Upon detecting the vocalizations of their own offspring, the female goats would direct their gaze towards the source of the sound, engaging in movement and vocalizing in reply.
The scientific community emphasizes the significance of comprehending the behavioral patterns and communicative methods of goats. Dr. Briefer remarked, "Gaining insight into these aspects aids in appreciating the intellectual capabilities of these creatures." She suggested, "Agriculturalists might consider revising their goat-rearing practices in light of this innate behavior."
12.What does the underlined word "bleats" means
A. Habits. B. Voices. C. Responses. D. Videos.
13.During the first few days of the baby deer, the mother and the kid mainly depend on _______ to recognize each other when they are hiding in grass.
A. voice B. touch C. videos D. smell
14.In the experiment, what does a mother goat do when hearing her kids' voice
A. Making voice in response. B. Jumping over and over.
C. Hiding herself somewhere. D. Behaving just as usual.
15.The passage is mainly written for _______ to read.
A. teachers B. writers C. farmers D. lawyers
二、阅读七选五：本大题共5小题，共12.5分。
In 2017, the BBC documentary Spy in the Wild(《荒野间谍》) gave us a chance to look much more closely into the world of animals through the eyes of "animal spies". (16) They "live" together with animals in order to record their lives.
Returning for its second season, Spy in the Wild follows the tradition of the first season while introducing new cameras and robots. (17) For example, a spy turtle can lay robot eggs, a spy squirrel can gather robot nuts, and monkeys can play with a spy snowball.
In the new season, more than 50 spy robots are sent to study animals in all kinds of environments, from under the Pacific Ocean to the Arctic. (18) They study the emotional connections that are shared
between animals firsthand. For example, a spy penguin was accepted as part of a group in South Georgia Island. (19) "Quite accidentally, our spy creature is at the center of something special, capturing(捕捉到) emotions that have seldom been watched," series narrator(旁白) David Tennant told CNET.
(20) "The whole point is trying to get closer than we ever have before to capture those elusive(难以得到的) moments when they start to show the kind of emotions we have," director John Downer told PBS.
A. It won lots of praise from the audience.
B. But these spies don't just record everyday goings-on.
C. It uncovers how different we are compared to our animal cousins.
D. With the help of these robots, these "animal spies" can do many things.
E. These spies are actually robots with cameras that look like real animals.
F. The documentary aims to record animal behavior that we would rarely see.
G. It watched on as penguin parents tried hard to make it home to feed their chicks.
三、完形填空：本大题共15小题，共15分。
My family lived about a mile from the Bertram Woods Library. Throughout my childhood, my mother drove me there several times a week.
Our visits were never (21) enough for me. I loved wandering around the shelves, (22) the spines (书脊) of the books until something happened to (23) my eye.
I might have spent the rest of my life (24) libraries the way I viewed, say, the amusement park I went to as a kid. But then the (25) feeling came back into my life unexpectedly.
One day after we moved to Los Angeles in 2011, my son wanted to interview a (26) for his school assignment. So we went to the closest library.
As we drove over to meet the librarian, I experienced a(n) (27) of this similar journey in my past—another parent and child on their way to the library. The (28) didn't look anything like the Bertram Woods, but when we (29) inside, a shock of recognition (30) me. Decades had passed, but I really felt as if I had (31) to that time and place, walking into the library with my mother. (32) had changed. There was the same soft sound of pencil on paper, and the (33) of people at the tables in the center of the room. The wooden checkout counters, the librarians' desks, the bulletin board, were all the same.
It wasn't that time (34) in the library. It was as if it had been captured here, or collected. A library, for me, is a gathering pool of (35) and of the people who come to find them.
21 A. long B. easy C. boring D. interesting
22 A. staring B. reading C. watching D. scanning
23 A. fill B. catch C. open D. block
24 A. wandering around B. thinking about C. talking about D. looking for
25 A. familiar B. exciting C. funny D. warm
26 A. professor B. teacher C. bookseller D. librarian
27 A. memory B. adventure C. hardship D. excitement
28 A. school B. building C. desks D. books
29 A. looked B. drove C. stepped D. read
30 A. stuck B. disappointed C. defeated D. struck
31 A. fallen B. returned C. gone D. devoted
32 A. Everybody B. Everything C. Nobody D. Nothing
33 A. talking B. laughing C. whispering D. chatting
34 A. travelled B. flew C. stopped D. changed
35 A. books B. contents C. stories D. achievements
第II卷（非选择题）
四、语法填空：本大题共1小题，共15分。
Davidson Black was a (36) (Canada) doctor who organized the excavation that led to the discovery of the bones in the Zhoukoudian (37) (cave) near Beijing. He was a specialist in the study of bones (38) it was his ambition to find and identify bones of early humans. His university was
ware (39) the significance of his work. At first they gave him ample time to do his research, but (40) (late) they realized he was prepared to pursue it regardless of his students'needs and his (41) (teach) career, so they forbade him (42) (travel) there any more. It was his assistant, Pei Wenzhong, (43) made the discovery of these primitive bones and (44) (sharpen) tools. Davidson Black that his success was almost (45) (entire) due to his assistant's systematic hard work.
五、书面表达：本大题共2小题，共40分。
46. 假定你是李华，新华中学学生会主席。你校计划举办一场关于科技创新的专题讲座，请你写信邀请李教授来校给同学们作此次讲座。
具体内容如下：
活动目的：激发同学们对科技创新的兴趣，增强他们对科技改变未来的信心。
讲座主题：科技创新如何塑造我们的未来。
讲座时间：2024年9月15日上午9点至11点。
讲座地点：学校礼堂。
注意：
(1)词数 100 左右；
(2)可以适当增加细节，以使内容充实，行文连贯；
(3)开头和结尾已给出，不计入总词数。
Dear Mr. Zhang,
...
Yours sincerely,
Li Hua
47.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。
In the tapestry of my educational journey, I have been graced with the presence of numerous exemplary educators. Yet, one figure emerges with unparalleled prominence—Karl Chip. My encounter with him commenced during the twilight of my high school years as I pondered the halls of academia that awaited me. Chip was the unsolicited envoy for Wellesley College, a beacon for aspiring scholars and athletes alike.
Under Chip's mentorship, there existed a diverse array of young individuals, each categorized into distinct archetypes. The "academic star type," those paragons of scholastic achievement seeking only a modest nudge in the right direction. The "international transplant type," young souls who traversed vast distances to immerse themselves in the New England ethos, yearning for a compass to navigate their new surroundings. The "geniuses of economics type," to whom Chip was a guarantor of commendations and a conduit to prestigious opportunities. And then, there were the "scratch and dent kids," those carrying with them the invisible scars of life's challenges, brimming with latent potential yet grappling with the art of decision-making. If you bore the dual mantle of an athlete and a "scratch and dent kid," falling under Chip's influence was an inescapable destiny.
I count myself among the ranks of Chip's proteges, classified as one of the "scratch and dent kids." Yet, irrespective of the mold we fit, each of us was showered with an equal measure of sagacity, affection, solace, and consideration. My narrative is but a single thread in the rich tapestry of Chip's impact on his multitude of students.
When I first set foot in Wellesley College a quarter of a century ago, I was an unseasoned athlete, my self-assurance as fragile as a fledgling's first flight. As my tenure at the institution drew to a close, I stood tall, my confidence restored—undoubtedly, a transformation that made me a more well-rounded individual. Much of this metamorphosis I attribute to Chip and his unwavering dedication to my growth and that of my fellow students.
The genesis of this transformation Athletics played a pivotal role. The lore surrounding Chip's basketball team of the 1990s is one of remarkable resurgence. A team that, during the 1989-1990 season, was marred by the sting of defeat, claiming victory only twice amidst a sea of twenty losses. Yet, in the span of two years, and largely due to Chip's unyielding encouragement and belief in our capabilities, we ascended to
claim a championship of note, our ledger for that year a stark contrast to our previous struggles, boasting twenty-four triumphs and a mere two setbacks.
注意：
（ 1）续写词数应为 150 左右；
（ 2）请按如下格式在答题卡的相应位置作答。
The other part was academics.
Chip passed away after a long illness last year.
第一部分：阅读理解
文章A：招生简章
文体：信息通知
主题：Marist School 2024-2025学年招生信息
主要内容：介绍了Marist School的招生流程、重要日期、申请要求等。
答案：A. A brochure of admission.
解析：第一段提到了Marist School的招生信息，包括招生年级、招生人数、申请流程等，符合招生简章的定义。原文中"We are delighted that you are contemplating Marist School as the next significant phase in your child's educational journey."表明这是一份招生简章。
答案：D. Late January, 2024.
解析：根据文中"January 18, 2024"这一截止日期，可以推断出2024年1月下旬无法申请。原文中"The application for the academic year spanning 2024 to 2025 will be accessible by late September, with a final submission deadline set for January 18, 2024."说明了申请的最后期限。
答案：C. Online.
解析：文中提到使用Ravenna软件进行在线申请，"Utilizing Ravenna, parents are able to access the Marist application form, dispatch accompanying documents, monitor the progression of the application, and peruse the admissions verdicts."表明申请是通过在线方式提交的。
文章B：植物的自我保护
文体：说明文
主题：植物如何进行自我保护
主要内容：介绍了植物的自我保护机制，包括生长环境、化学防御等。
答案：D. Plant protection.
解析：整篇文章都在讨论植物的自我保护机制，"plants are not without their own methods of self-defense"表明了主题是植物的保护机制。
答案：B. Three.
解析：文中提到了三种保护方式：生长在难以到达的地方、产生吸引特定害虫的部分、使用化学物质。原文中"A plant might opt to grow in a secluded or inaccessible locale"、"a plant could evolve to make only certain parts of its structure enticing"、"plants also biosynthesize chemicals for their defense"说明了这三种方式。
答案：C. Some plants produce tasty leaves to protect their seeds.
解析：文中提到植物可能进化出美味的叶子以吸引食草动物，从而保护种子，"if a plant generates delectable foliage, herbivorous creatures might be inclined to consume the leaves rather than the seeds"说明了这一点。
答案：A. Different effects that different plant poisons cause on plant eaters.
解析：最后一段主要讨论了植物如何使用化学物质进行防御，"plants manufacture toxins"，暗示了下文可能会讨论这些毒素对食草动物的不同影响。
文章C：智力的概念
文体：议论文
主题：智力的定义及其与大脑结构和语言能力的关系
主要内容：探讨了智力的定义，并通过研究鸟类的叫声和认知能力来探讨智力的表现。
答案：C. Brain structure.
解析：第一段提到智力的真正指标是大脑的结构连接和神经通路，"the
structural connectivity and the neural pathways within the brain are the true indicators of intellectual prowess"表明了智力与大脑结构的关系。
答案：B. Assumption.
解析：第二段中的"The idea stuck around, but so have other common beliefs that are not really supported with evidence"表明这是一个未经证实的假设。
答案：C. Outline of the study.
解析：第三和第四段主要介绍了研究的背景、方法和初步发现，"the researchers delved into the realm of avian vocalization"和"The behavioral assessments aimed to scrutinize the birds' capacity for problem-solving"等句说明了研究的大纲。
答案：D. The reasons why vocal learning influence problem-solving abilities.
解析：最后一段提出了一个未解决的问题，即声乐学习与解决问题能力之间的联系，"an unresolved query persists regarding the underlying reasons for the robust connection between problem-solving proficiencies and vocal learning"表明了下文可能会讨论这一点。
文章D：山羊的母性识别能力
文体：科学报道
主题：山羊母亲如何识别自己孩子的叫声
主要内容：描述了一项关于山羊母亲识别幼崽叫声的实验和发现。
答案：B. Voices.
解析："bleats"在文中指的是山羊的叫声，"The maternal figure emits calls to summon her offspring"表明这是母亲用来召唤幼崽的声音。
答案：D. smell.
解析：文中提到在最初的几天里，山羊母亲和幼崽主要依靠嗅觉线索来相互识别，"mothers and their offspring predominantly rely on olfactory cues for mutual recognition"说明了这一点。
答案：A. Making voice in response.
解析：文中描述了当山羊母亲听到幼崽的声音时，会发出声音回应，"the female goats would direct their gaze towards the source of the sound, engaging in movement and vocalizing in reply"说明了这一点。
答案：C. farmers.
解析：最后一段提到了这项研究对农业实践的潜在影响，"Agriculturalists might consider revising their goat-rearing practices in light of this innate behavior"表明这篇文章主要是为农民阅读的。
第二部分：阅读七选五
文体：说明文
主题：《荒野间谍》纪录片介绍
主要内容：介绍了BBC纪录片《荒野间谍》如何通过机器人间谍记录动物的生活。
答案：E. These spies are actually robots with cameras that look like real animals.
解析：根据后文的描述，这些"间谍"实际上是带有摄像头的机器人，它们看起来像真正的动物。原文中"they 'live' together with animals in order to record their lives"说明了这一点。
答案：D. With the help of these robots, these "animal spies" can do many things.
解析：前文提到了新一季中引入了新的摄像头和机器人，后文举例说明了这些机器人能够做的事情。原文中"a spy turtle can lay robot eggs, a spy squirrel can gather robot nuts, and monkeys can play with a spy snowball"支持这一答案。
答案：F. The documentary aims to record animal behavior that we would rarely see.
解析：根据后文提到的"they study the emotional connections that are shared between animals firsthand"，可以推断纪录片的目的是记录我们很少能看到的动物行为。
答案：G. It watched on as penguin parents tried hard to make it home to feed their chicks.
解析：这句话是对前文提到的"a spy penguin was accepted as part of a group in South Georgia Island"的进一步说明，展示了纪录片捕捉到的特定情感场景。
答案：A. It won lots of praise from the audience.
解析：这句话是对整个纪录片的总结性评价，符合作为结尾的位置。原文中"Quite accidentally, our spy creature is at the center of something special, capturing emotions that have seldom been watched"表明了这一点。
第三部分：完形填空
文体：记叙文
主题：作者对图书馆的深厚情感
主要内容：作者回忆了自己童年时对图书馆的喜爱，以及成年后与儿子一起重访图书馆时的情感体验。
答案：D. interesting
解析：根据后文"I loved wandering around the shelves"可知，作者对图书馆的访问是充满乐趣的。原文中"I loved wandering around the shelves"表明作者对图书馆的访问是有趣的。
答案：D. scanning
解析："scanning the spines"意为扫视书架上的书脊，符合上下文描述的作者在图书馆中的行为。原文中"I loved wandering around the shelves, scanning the spines (书脊) of the books"说明了这一点。
答案：B. catch
解析："catch my eye"意为吸引我的注意，符合作者在寻找书籍时的情景。原文中"until something happened to catch my eye"表明了这一点。
答案：A. wandering around
解析：与前文"I loved wandering around the shelves"相呼应，表明作者喜欢在图书馆中漫步。原文中"But then the familiar feeling came back into my life unexpectedly"和"I loved wandering around the shelves"支持这一答案。
答案：A. familiar
解析："a shock of recognition struck me"表明作者感到了一种熟悉的感觉，与"familiar"相符。原文中"a shock of recognition struck me"说明了这一点。
答案：D. librarian
解析：根据后文"my son wanted to interview a librarian for his school assignment"可知，儿子想要采访的是图书管理员。原文中"my son wanted to interview a librarian for his school assignment"支持这一答案。
答案：A. memory
解析："a memory of this similar journey in my past"表明作者在去图书馆的路上回忆起了过去。原文中"I experienced a memory of this similar journey in my past"支持这一答案。
答案：B. building
解析："The building didn't look anything like the Bertram Woods"说明作者比较的是图书馆的建筑。原文中"The building didn't look anything like the Bertram Woods"支持这一答案。
答案：C. stepped
解析："when we stepped inside"表明作者和儿子走进了图书馆。原文中"when we stepped inside"说明了这一点。
答案：D. struck
解析："a shock of recognition struck me"中的"struck"表示一种突然的感觉或认识。原文中"a shock of recognition struck me"支持这一答案。
答案：B. returned
解析："as if I had returned to that time and place"表明作者感觉仿佛回到了过去。原文中"I really felt as if I had returned to that time and place"支持这一答案。
答案：D. Nothing
解析："It wasn't that time had changed in the library"表明图书馆里的时间仿佛没有变化。原文中"It wasn't that time had changed in the library"支持这一答案。
答案：C. whispering
解析：图书馆内人们小声交谈的声音，"the whispering of people at the tables"。原文中"there was the same soft sound of pencil on paper, and the whispering of people at the tables"支持这一答案。
答案：D. changed
解析：与前文"It wasn't that time had changed in the library"相呼应，表明时间仿佛没有变化。原文中"It wasn't that time had changed in the library"支持这一答案。
答案：C. stories
解析："A library, for me, is a gathering pool of stories and of the people who come to find them"表明图书馆是故事的聚集地。原文中"A library, for me, is a gathering pool of stories and of the people who come to find them"支持这一答案。
第四部分：语法填空
知识点：冠词、名词、形容词、副词、动词时态和语态、非谓语动词
答案：Canadian
解析：根据后文"doctor"和"who organized the excavation"可知，这里需要一个形容词来修饰"doctor"，表示他是加拿大的医生。"Canadian"是"Canada"的形容词形式，符合语法要求。
答案：caves
解析：根据前文"the discovery of the bones in the Zhoukoudian"和后文"near Beijing"可知，这里指的是周口店的洞穴，是复数形式，因此填"caves"。
答案：and
解析：此处连接两个并列的短语，"a specialist in the study of bones"和"it was his ambition to find and identify bones of early humans"，表示他是研究骨头的专家，并且他的抱负是发现和识别早期人类的骨头。
答案：aware
解析：根据后文"they realized"和"the significance of his work"可知，这里需要一个形容词来表示他的大学意识到了他的工作的重要性。
答案：later
解析：根据后文"they realized"和"he was prepared to pursue it regardless of his students'needs"可知，这里需要一个副词来表示时间上的后来，"later"符合语法要求。
答案：teaching
解析：根据前文"his"和后文"career"可知，这里需要一个名词来表示他的教师职业，"teaching"是动名词形式，符合语法要求。
答案：to travel
解析：根据前文"so they forbade him"和后文"there any more"可知，这里需要一个不定式来表示禁止他做某事，"to travel"符合语法要求。
答案：who
解析：根据后文"made the discovery"和"Davidson Black"可知，这里需要一个关系代词来引导定语从句，修饰"his assistant, Pei Wenzhong"。
答案：sharpened
解析：根据前文"Pei Wenzhong"和后文"tools"可知，这里需要一个动词的过去分词形式来作宾语补足语，表示这些工具被磨尖了。
答案：entirely
解析：根据前文"his success was almost"和后文"due to his assistant's systematic hard work"可知，这里需要一个副词来修饰整个句子，表示他的成功几乎完全归功于他助手的系统努力。
第五部分：书面表达
作文指导：
邀请信：写信邀请李教授来校进行科技创新讲座。
写作思路：首先介绍写信的目的，即邀请李教授；接着说明讲座的主题、时间和地点；然后阐述讲座的意义，包括激发学生兴趣和增强信心；最后表达期待回复的心情。
续写：根据所给材料和段落开头语续写两段。
写作思路：第一段可以续写学术方面的影响，例如Chip如何通过学术指导帮助学生；第二段可以写Chip去世后的影响，以及他留给学生的遗产和记忆。
注意：续写时要确保与原文内容和风格一致，使用适当的连接词使文章连贯。
注意：写作时注意使用恰当的连接词，保持文章的连贯性；使用多样的句式结构，避免重复；注意语法和拼写的正确性。
ENGLISH试题
姓名：___________班级：___________考号：___________
第I卷（选择题）
一、阅读理解：本大题共15小题，共37.5分。
A
Apply for the 2024—2025 School Year
We are delighted that you are contemplating Marist School as the next significant phase in your child's educational journey. Marist offers two principal junctures for student enrollment, specifically for those entering the 7th and 9th grades, with our usual intake being 150 and 50 students, respectively.
For the management of the entire admissions procedure, Marist School employs Ravenna, an application stewardship software. Utilizing Ravenna, parents are able to access the Marist application form, dispatch accompanying documents, monitor the progression of the application, and peruse the admissions verdicts. The application for the academic year spanning 2024 to 2025 will be accessible by late September, with a final submission deadline set for January 18, 2024.
It is imperative to note that Marist maintains the necessity of the Secondary School Admission Test (SSAT) as a component of the application process. On the Sabbath of January 6, 2024, Marist will act as a communal examination venue for the SSAT. This date represents the terminal national testing occasion preceding our application deadline, by which a preliminary set of SSAT scores must be tendered.
Important Dates
September 2023—March 2024 Marist School admissions events
Late September 2023 Marist 2024—2025 application available in Ravenna
October 2023—January 2024 Required SSAT testing
December 3, 2023 Open House
January 18, 2024 Deadline to apply to Marist; preliminary(初步的) application and fee, parent and student questionnaires, and a first set of SSAT scores are due
February 1, 2024 The culminating date for Marist to be in receipt of all pending ancillary documents, including academic records, appraisals from educators and administrative officials, and the ecclesiastical or parish affirmation form, is imminent and must be heeded meticulously. These constituent elements are integral to the comprehensive evaluation of a candidate's application and are requisite for the final determination of their admission status.
February 12, 2024 Deadline to submit separate tuition assistance application
March 30, 2024 AAAIS common notification date
April 11, 2024 Deadline to respond to offer of admission
1.What's the text
A. A brochure of admission. B. A school calender.
C. A schedule of lectures. D. A timetable of student.
2.When is it unable to apply for Marist School
A. Late October, 2023. B. December, 2023.
C. At Christmas of 2023. D. Late January, 2024.
3.Which is the right way to submit the application
A. In person. B. By post.
C. Online. D. On recommendation.
B
Similar to you and your canine companion, plants are sentient beings: they consume nutrients, absorb water, and expand in size. Contrary to you and your pet, they lack the ability to flee, engage in physical combat, or seek refuge when confronted with danger. Nevertheless, plants are not without their own methods of self-defense.
What need would a plant have to defend itself To evade consumption Absolutely! Plants have devised an array of mechanisms for self-preservation. A plant might opt to grow in a secluded or inaccessible locale. Consider the vegetation that clings to precipitous, rocky escarpments. Alternatively, a plant could evolve to make only certain parts of its structure enticing to famished pests and fauna. For example, if a plant generates delectable foliage, herbivorous creatures might be inclined to consume the leaves rather than the seeds, which are essential for the plant's propagation.
Some plants incorporate sharp or slick features that deter insects and other creatures from approaching too closely, such as the prickles on a rose bush.
However, the most captivating method of defense employed by plants is through the use of chemical compounds. Plants extract minerals from the soil and synthesize them into functional chemicals. For instance, plants generate chlorophyll, a substance that aids in the transformation of sunlight and water into the sugars that plants consume for sustenance.
In addition to this, plants also biosynthesize chemicals for their defense. A certain species of tobacco plant emits a chemical into the atmosphere whenever it is being nibbled on by diminutive insects. This chemical serves as a signal to larger bugs, effectively announcing, "A feast awaits!" The larger insects then arrive to consume the smaller ones, thereby safeguarding the plant. Most plants, however, utilize chemicals in a more forthright manner against their adversaries. In essence, plants manufacture toxins.
4.What would be the best title for the passage
A. Plant information. B. Plant enemies.
C. Plant poisons. D. Plant protection.
5.How many ways do plants use to protect themselves according to the passage
A. Two. B. Three. C. Four. D. Six.
6.What do we know from the passage
A. Some plants hide under the covers when faced with threat.
B. A plant grows in a hard-to-get-to place to draw people's attention.
C. Some plants produce tasty leaves to protect their seeds.
D. Plants produce chemicals to meet the needs of big bugs.
7.What may be talked about following the last paragraph
A. Different effects that different plant poisons cause on plant eaters.
B. Different kinds of plants in the world.
C. Why plants make poison.
D. How to protect plants.
C
The concept of intellect is a multifaceted and complex one; to grasp its essence, one must consider the intricate nature of cognition rather than merely the physical dimensions of the cerebral organ. Should we assume that the magnitude of the brain is the sole determinant of intelligence, then the sperm whale, with its cerebral mass weighing approximately 20 pounds, would arguably be deemed the most intellectually endowed species on our planet. However, it is more plausible to assert that the structural connectivity and the neural pathways within the brain are the true indicators of intellectual prowess. When assessed from this perspective, intelligence can be perceived as the attribute that equips a living entity with the most advantageous set of capabilities to thrive and persist within its ecological setting. Furthermore, the faculty of language, which encompasses the ability to communicate complex ideas and emotions, may very well serve as an exemplary manifestation of such intellectual acuity. "Language allowing humans to be a more advanced species is a hypothesis that somebody came up with one day without really trying to prove it," says Erich Jarvis, a professor who studies the neuro-biology of vocal learning. "The idea stuck around, but so have other common beliefs that are not really supported with evidence," he points out.
In an endeavor to deepen their understanding of the intricacies of vocal acquisition and cognitive processes, the researchers delved into the realm of avian vocalization, specifically focusing on the melodious songbirds. A comprehensive set of seven cognitive experiments were conducted on a sample of 214 songbirds, representing a diverse array of 23 distinct species. Among these, the majority, encompassing 21 species, were captured from their natural habitats, while the remaining two species were of domesticated origin.
The behavioral assessments aimed to scrutinize the birds' capacity for problem-solving, exemplified by their ability to devise strategies to overcome obstacles in order to attain a food reward. Additionally, the study probed into two other cognitive faculties frequently correlated with intelligence: associative learning, which involves the acquisition of knowledge through the connection of stimuli, and reversal learning, a process where an animal modifies its behavior in response to changes in reward contingencies.
Subsequently, the researchers investigated the potential influence of vocal learning on the development of these three cognitive skills, juxtaposing the capabilities of the 21 bird species that are adept at vocal learning against the two species that lack this ability.
Jarvis's recent study has yielded some of the initial insights suggesting a correlation between vocal learning—a fundamental element for the development of spoken language—and problem-solving capabilities. It was observed that species of birds that are capable of vocal learning exhibited a propensity for creativity, as evidenced by their innovative approaches to acquiring seeds or extracting a worm trapped beneath a cup by employing tactics such as removing the obstruction or manipulating the environment.
According to Jarvis, all three of these competencies—problem-solving, associative learning, and reversal learning—are generally regarded as integral components of intelligence.
However, an unresolved query persists regarding the underlying reasons for the robust connection between problem-solving proficiencies and vocal learning. Michael Goldstein, a psychology professor at Cornell University who is engaged in the study of vocal learning in both songbirds and humans, albeit not a participant in the aforementioned research, posits that the neural regions responsible for vocal learning do not coincide with those that are activated during the process of troubleshooting.
8.Which can probably define intelligence according to Paragraph 1
A. Language. B. Brain size. C. Brain structure. D. Environment.
9.What does the underlined word in Paragraph 2 mean
A. Guarantee. B. Assumption. C. Category. D. Distribution.
10.What are Paragraphs 3&4 mainly about
A. Habits of songbirds.
B. Methods of domesticating songbirds.
C. Outline of the study.
D. Three phases of displaying intelligence.
11.What may the text talk about next
A. The mechanism that bridges all the brain regions.
B. The functions of the brain areas that can troubleshoot issues.
C. The reasons why songbirds' intelligence can not develop further.
D. The reasons why vocal learning influence problem-solving abilities.
D
A maternal caprine creature possesses the remarkable ability to discern her offspring's vocalizations by the tender age of merely five days post-birth. Investigators from the University of London conducted an experiment where they exposed adult female goats to the vocalizations of their progeny, subsequently analyzing their reactions. The findings were astonishing; the goats were capable of identifying the unique voices of their own young.
Dr. Elodie Briefer, the principal investigator, elucidated to BBC News, "In the natural environment, mothers and their offspring predominantly rely on olfactory cues for mutual recognition. During the initial week of life, these creatures typically conceal themselves within the verdant grasses, emitting minimal vocalizations. This tactic is employed to evade potential predators." She further elaborated, "The maternal figure emits calls to summon her offspring when she desires them to partake in nourishment, hence we anticipated that the young would be adept at recognizing the maternal voice." Interestingly, this phenomenon was also observed in deer, which similarly employ this concealment strategy, despite not being taxonomically related to goats.
Dr. Briefer and her research team documented the vocal calls of the juvenile goats and subsequently played these recordings to the female goats, meticulously noting their responses. She noted, "Even when the vocalizations originated from offspring as young as five to six days, we observed the mothers exhibiting a heightened responsiveness to the voices of their progeny." Upon detecting the vocalizations of their own offspring, the female goats would direct their gaze towards the source of the sound, engaging in movement and vocalizing in reply.
The scientific community emphasizes the significance of comprehending the behavioral patterns and communicative methods of goats. Dr. Briefer remarked, "Gaining insight into these aspects aids in appreciating the intellectual capabilities of these creatures." She suggested, "Agriculturalists might consider revising their goat-rearing practices in light of this innate behavior."
12.What does the underlined word "bleats" means
A. Habits. B. Voices. C. Responses. D. Videos.
13.During the first few days of the baby deer, the mother and the kid mainly depend on _______ to recognize each other when they are hiding in grass.
A. voice B. touch C. videos D. smell
14.In the experiment, what does a mother goat do when hearing her kids' voice
A. Making voice in response. B. Jumping over and over.
C. Hiding herself somewhere. D. Behaving just as usual.
15.The passage is mainly written for _______ to read.
A. teachers B. writers C. farmers D. lawyers
二、阅读七选五：本大题共5小题，共12.5分。
In 2017, the BBC documentary Spy in the Wild(《荒野间谍》) gave us a chance to look much more closely into the world of animals through the eyes of "animal spies". (16) They "live" together with animals in order to record their lives.
Returning for its second season, Spy in the Wild follows the tradition of the first season while introducing new cameras and robots. (17) For example, a spy turtle can lay robot eggs, a spy squirrel can gather robot nuts, and monkeys can play with a spy snowball.
In the new season, more than 50 spy robots are sent to study animals in all kinds of environments, from under the Pacific Ocean to the Arctic. (18) They study the emotional connections that are shared
between animals firsthand. For example, a spy penguin was accepted as part of a group in South Georgia Island. (19) "Quite accidentally, our spy creature is at the center of something special, capturing(捕捉到) emotions that have seldom been watched," series narrator(旁白) David Tennant told CNET.
(20) "The whole point is trying to get closer than we ever have before to capture those elusive(难以得到的) moments when they start to show the kind of emotions we have," director John Downer told PBS.
A. It won lots of praise from the audience.
B. But these spies don't just record everyday goings-on.
C. It uncovers how different we are compared to our animal cousins.
D. With the help of these robots, these "animal spies" can do many things.
E. These spies are actually robots with cameras that look like real animals.
F. The documentary aims to record animal behavior that we would rarely see.
G. It watched on as penguin parents tried hard to make it home to feed their chicks.
三、完形填空：本大题共15小题，共15分。
My family lived about a mile from the Bertram Woods Library. Throughout my childhood, my mother drove me there several times a week.
Our visits were never (21) enough for me. I loved wandering around the shelves, (22) the spines (书脊) of the books until something happened to (23) my eye.
I might have spent the rest of my life (24) libraries the way I viewed, say, the amusement park I went to as a kid. But then the (25) feeling came back into my life unexpectedly.
One day after we moved to Los Angeles in 2011, my son wanted to interview a (26) for his school assignment. So we went to the closest library.
As we drove over to meet the librarian, I experienced a(n) (27) of this similar journey in my past—another parent and child on their way to the library. The (28) didn't look anything like the Bertram Woods, but when we (29) inside, a shock of recognition (30) me. Decades had passed, but I really felt as if I had (31) to that time and place, walking into the library with my mother. (32) had changed. There was the same soft sound of pencil on paper, and the (33) of people at the tables in the center of the room. The wooden checkout counters, the librarians' desks, the bulletin board, were all the same.
It wasn't that time (34) in the library. It was as if it had been captured here, or collected. A library, for me, is a gathering pool of (35) and of the people who come to find them.
21 A. long B. easy C. boring D. interesting
22 A. staring B. reading C. watching D. scanning
23 A. fill B. catch C. open D. block
24 A. wandering around B. thinking about C. talking about D. looking for
25 A. familiar B. exciting C. funny D. warm
26 A. professor B. teacher C. bookseller D. librarian
27 A. memory B. adventure C. hardship D. excitement
28 A. school B. building C. desks D. books
29 A. looked B. drove C. stepped D. read
30 A. stuck B. disappointed C. defeated D. struck
31 A. fallen B. returned C. gone D. devoted
32 A. Everybody B. Everything C. Nobody D. Nothing
33 A. talking B. laughing C. whispering D. chatting
34 A. travelled B. flew C. stopped D. changed
35 A. books B. contents C. stories D. achievements
第II卷（非选择题）
四、语法填空：本大题共1小题，共15分。
Davidson Black was a (36) (Canada) doctor who organized the excavation that led to the discovery of the bones in the Zhoukoudian (37) (cave) near Beijing. He was a specialist in the study of bones (38) it was his ambition to find and identify bones of early humans. His university was
ware (39) the significance of his work. At first they gave him ample time to do his research, but (40) (late) they realized he was prepared to pursue it regardless of his students'needs and his (41) (teach) career, so they forbade him (42) (travel) there any more. It was his assistant, Pei Wenzhong, (43) made the discovery of these primitive bones and (44) (sharpen) tools. Davidson Black that his success was almost (45) (entire) due to his assistant's systematic hard work.
五、书面表达：本大题共2小题，共40分。
46. 假定你是李华，新华中学学生会主席。你校计划举办一场关于科技创新的专题讲座，请你写信邀请李教授来校给同学们作此次讲座。
具体内容如下：
活动目的：激发同学们对科技创新的兴趣，增强他们对科技改变未来的信心。
讲座主题：科技创新如何塑造我们的未来。
讲座时间：2024年9月15日上午9点至11点。
讲座地点：学校礼堂。
注意：
(1)词数 100 左右；
(2)可以适当增加细节，以使内容充实，行文连贯；
(3)开头和结尾已给出，不计入总词数。
Dear Mr. Zhang,
...
Yours sincerely,
Li Hua
47.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。
In the tapestry of my educational journey, I have been graced with the presence of numerous exemplary educators. Yet, one figure emerges with unparalleled prominence—Karl Chip. My encounter with him commenced during the twilight of my high school years as I pondered the halls of academia that awaited me. Chip was the unsolicited envoy for Wellesley College, a beacon for aspiring scholars and athletes alike.
Under Chip's mentorship, there existed a diverse array of young individuals, each categorized into distinct archetypes. The "academic star type," those paragons of scholastic achievement seeking only a modest nudge in the right direction. The "international transplant type," young souls who traversed vast distances to immerse themselves in the New England ethos, yearning for a compass to navigate their new surroundings. The "geniuses of economics type," to whom Chip was a guarantor of commendations and a conduit to prestigious opportunities. And then, there were the "scratch and dent kids," those carrying with them the invisible scars of life's challenges, brimming with latent potential yet grappling with the art of decision-making. If you bore the dual mantle of an athlete and a "scratch and dent kid," falling under Chip's influence was an inescapable destiny.
I count myself among the ranks of Chip's proteges, classified as one of the "scratch and dent kids." Yet, irrespective of the mold we fit, each of us was showered with an equal measure of sagacity, affection, solace, and consideration. My narrative is but a single thread in the rich tapestry of Chip's impact on his multitude of students.
When I first set foot in Wellesley College a quarter of a century ago, I was an unseasoned athlete, my self-assurance as fragile as a fledgling's first flight. As my tenure at the institution drew to a close, I stood tall, my confidence restored—undoubtedly, a transformation that made me a more well-rounded individual. Much of this metamorphosis I attribute to Chip and his unwavering dedication to my growth and that of my fellow students.
The genesis of this transformation Athletics played a pivotal role. The lore surrounding Chip's basketball team of the 1990s is one of remarkable resurgence. A team that, during the 1989-1990 season, was marred by the sting of defeat, claiming victory only twice amidst a sea of twenty losses. Yet, in the span of two years, and largely due to Chip's unyielding encouragement and belief in our capabilities, we ascended to
claim a championship of note, our ledger for that year a stark contrast to our previous struggles, boasting twenty-four triumphs and a mere two setbacks.
注意：
（ 1）续写词数应为 150 左右；
（ 2）请按如下格式在答题卡的相应位置作答。
The other part was academics.
Chip passed away after a long illness last year.
第一部分：阅读理解
文章A：招生简章
文体：信息通知
主题：Marist School 2024-2025学年招生信息
主要内容：介绍了Marist School的招生流程、重要日期、申请要求等。
答案：A. A brochure of admission.
解析：第一段提到了Marist School的招生信息，包括招生年级、招生人数、申请流程等，符合招生简章的定义。原文中"We are delighted that you are contemplating Marist School as the next significant phase in your child's educational journey."表明这是一份招生简章。
答案：D. Late January, 2024.
解析：根据文中"January 18, 2024"这一截止日期，可以推断出2024年1月下旬无法申请。原文中"The application for the academic year spanning 2024 to 2025 will be accessible by late September, with a final submission deadline set for January 18, 2024."说明了申请的最后期限。
答案：C. Online.
解析：文中提到使用Ravenna软件进行在线申请，"Utilizing Ravenna, parents are able to access the Marist application form, dispatch accompanying documents, monitor the progression of the application, and peruse the admissions verdicts."表明申请是通过在线方式提交的。
文章B：植物的自我保护
文体：说明文
主题：植物如何进行自我保护
主要内容：介绍了植物的自我保护机制，包括生长环境、化学防御等。
答案：D. Plant protection.
解析：整篇文章都在讨论植物的自我保护机制，"plants are not without their own methods of self-defense"表明了主题是植物的保护机制。
答案：B. Three.
解析：文中提到了三种保护方式：生长在难以到达的地方、产生吸引特定害虫的部分、使用化学物质。原文中"A plant might opt to grow in a secluded or inaccessible locale"、"a plant could evolve to make only certain parts of its structure enticing"、"plants also biosynthesize chemicals for their defense"说明了这三种方式。
答案：C. Some plants produce tasty leaves to protect their seeds.
解析：文中提到植物可能进化出美味的叶子以吸引食草动物，从而保护种子，"if a plant generates delectable foliage, herbivorous creatures might be inclined to consume the leaves rather than the seeds"说明了这一点。
答案：A. Different effects that different plant poisons cause on plant eaters.
解析：最后一段主要讨论了植物如何使用化学物质进行防御，"plants manufacture toxins"，暗示了下文可能会讨论这些毒素对食草动物的不同影响。
文章C：智力的概念
文体：议论文
主题：智力的定义及其与大脑结构和语言能力的关系
主要内容：探讨了智力的定义，并通过研究鸟类的叫声和认知能力来探讨智力的表现。
答案：C. Brain structure.
解析：第一段提到智力的真正指标是大脑的结构连接和神经通路，"the
structural connectivity and the neural pathways within the brain are the true indicators of intellectual prowess"表明了智力与大脑结构的关系。
答案：B. Assumption.
解析：第二段中的"The idea stuck around, but so have other common beliefs that are not really supported with evidence"表明这是一个未经证实的假设。
答案：C. Outline of the study.
解析：第三和第四段主要介绍了研究的背景、方法和初步发现，"the researchers delved into the realm of avian vocalization"和"The behavioral assessments aimed to scrutinize the birds' capacity for problem-solving"等句说明了研究的大纲。
答案：D. The reasons why vocal learning influence problem-solving abilities.
解析：最后一段提出了一个未解决的问题，即声乐学习与解决问题能力之间的联系，"an unresolved query persists regarding the underlying reasons for the robust connection between problem-solving proficiencies and vocal learning"表明了下文可能会讨论这一点。
文章D：山羊的母性识别能力
文体：科学报道
主题：山羊母亲如何识别自己孩子的叫声
主要内容：描述了一项关于山羊母亲识别幼崽叫声的实验和发现。
答案：B. Voices.
解析："bleats"在文中指的是山羊的叫声，"The maternal figure emits calls to summon her offspring"表明这是母亲用来召唤幼崽的声音。
答案：D. smell.
解析：文中提到在最初的几天里，山羊母亲和幼崽主要依靠嗅觉线索来相互识别，"mothers and their offspring predominantly rely on olfactory cues for mutual recognition"说明了这一点。
答案：A. Making voice in response.
解析：文中描述了当山羊母亲听到幼崽的声音时，会发出声音回应，"the female goats would direct their gaze towards the source of the sound, engaging in movement and vocalizing in reply"说明了这一点。
答案：C. farmers.
解析：最后一段提到了这项研究对农业实践的潜在影响，"Agriculturalists might consider revising their goat-rearing practices in light of this innate behavior"表明这篇文章主要是为农民阅读的。
第二部分：阅读七选五
文体：说明文
主题：《荒野间谍》纪录片介绍
主要内容：介绍了BBC纪录片《荒野间谍》如何通过机器人间谍记录动物的生活。
答案：E. These spies are actually robots with cameras that look like real animals.
解析：根据后文的描述，这些"间谍"实际上是带有摄像头的机器人，它们看起来像真正的动物。原文中"they 'live' together with animals in order to record their lives"说明了这一点。
答案：D. With the help of these robots, these "animal spies" can do many things.
解析：前文提到了新一季中引入了新的摄像头和机器人，后文举例说明了这些机器人能够做的事情。原文中"a spy turtle can lay robot eggs, a spy squirrel can gather robot nuts, and monkeys can play with a spy snowball"支持这一答案。
答案：F. The documentary aims to record animal behavior that we would rarely see.
解析：根据后文提到的"they study the emotional connections that are shared between animals firsthand"，可以推断纪录片的目的是记录我们很少能看到的动物行为。
答案：G. It watched on as penguin parents tried hard to make it home to feed their chicks.
解析：这句话是对前文提到的"a spy penguin was accepted as part of a group in South Georgia Island"的进一步说明，展示了纪录片捕捉到的特定情感场景。
答案：A. It won lots of praise from the audience.
解析：这句话是对整个纪录片的总结性评价，符合作为结尾的位置。原文中"Quite accidentally, our spy creature is at the center of something special, capturing emotions that have seldom been watched"表明了这一点。
第三部分：完形填空
文体：记叙文
主题：作者对图书馆的深厚情感
主要内容：作者回忆了自己童年时对图书馆的喜爱，以及成年后与儿子一起重访图书馆时的情感体验。
答案：D. interesting
解析：根据后文"I loved wandering around the shelves"可知，作者对图书馆的访问是充满乐趣的。原文中"I loved wandering around the shelves"表明作者对图书馆的访问是有趣的。
答案：D. scanning
解析："scanning the spines"意为扫视书架上的书脊，符合上下文描述的作者在图书馆中的行为。原文中"I loved wandering around the shelves, scanning the spines (书脊) of the books"说明了这一点。
答案：B. catch
解析："catch my eye"意为吸引我的注意，符合作者在寻找书籍时的情景。原文中"until something happened to catch my eye"表明了这一点。
答案：A. wandering around
解析：与前文"I loved wandering around the shelves"相呼应，表明作者喜欢在图书馆中漫步。原文中"But then the familiar feeling came back into my life unexpectedly"和"I loved wandering around the shelves"支持这一答案。
答案：A. familiar
解析："a shock of recognition struck me"表明作者感到了一种熟悉的感觉，与"familiar"相符。原文中"a shock of recognition struck me"说明了这一点。
答案：D. librarian
解析：根据后文"my son wanted to interview a librarian for his school assignment"可知，儿子想要采访的是图书管理员。原文中"my son wanted to interview a librarian for his school assignment"支持这一答案。
答案：A. memory
解析："a memory of this similar journey in my past"表明作者在去图书馆的路上回忆起了过去。原文中"I experienced a memory of this similar journey in my past"支持这一答案。
答案：B. building
解析："The building didn't look anything like the Bertram Woods"说明作者比较的是图书馆的建筑。原文中"The building didn't look anything like the Bertram Woods"支持这一答案。
答案：C. stepped
解析："when we stepped inside"表明作者和儿子走进了图书馆。原文中"when we stepped inside"说明了这一点。
答案：D. struck
解析："a shock of recognition struck me"中的"struck"表示一种突然的感觉或认识。原文中"a shock of recognition struck me"支持这一答案。
答案：B. returned
解析："as if I had returned to that time and place"表明作者感觉仿佛回到了过去。原文中"I really felt as if I had returned to that time and place"支持这一答案。
答案：D. Nothing
解析："It wasn't that time had changed in the library"表明图书馆里的时间仿佛没有变化。原文中"It wasn't that time had changed in the library"支持这一答案。
答案：C. whispering
解析：图书馆内人们小声交谈的声音，"the whispering of people at the tables"。原文中"there was the same soft sound of pencil on paper, and the whispering of people at the tables"支持这一答案。
答案：D. changed
解析：与前文"It wasn't that time had changed in the library"相呼应，表明时间仿佛没有变化。原文中"It wasn't that time had changed in the library"支持这一答案。
答案：C. stories
解析："A library, for me, is a gathering pool of stories and of the people who come to find them"表明图书馆是故事的聚集地。原文中"A library, for me, is a gathering pool of stories and of the people who come to find them"支持这一答案。
第四部分：语法填空
知识点：冠词、名词、形容词、副词、动词时态和语态、非谓语动词
答案：Canadian
解析：根据后文"doctor"和"who organized the excavation"可知，这里需要一个形容词来修饰"doctor"，表示他是加拿大的医生。"Canadian"是"Canada"的形容词形式，符合语法要求。
答案：caves
解析：根据前文"the discovery of the bones in the Zhoukoudian"和后文"near Beijing"可知，这里指的是周口店的洞穴，是复数形式，因此填"caves"。
答案：and
解析：此处连接两个并列的短语，"a specialist in the study of bones"和"it was his ambition to find and identify bones of early humans"，表示他是研究骨头的专家，并且他的抱负是发现和识别早期人类的骨头。
答案：aware
解析：根据后文"they realized"和"the significance of his work"可知，这里需要一个形容词来表示他的大学意识到了他的工作的重要性。
答案：later
解析：根据后文"they realized"和"he was prepared to pursue it regardless of his students'needs"可知，这里需要一个副词来表示时间上的后来，"later"符合语法要求。
答案：teaching
解析：根据前文"his"和后文"career"可知，这里需要一个名词来表示他的教师职业，"teaching"是动名词形式，符合语法要求。
答案：to travel
解析：根据前文"so they forbade him"和后文"there any more"可知，这里需要一个不定式来表示禁止他做某事，"to travel"符合语法要求。
答案：who
解析：根据后文"made the discovery"和"Davidson Black"可知，这里需要一个关系代词来引导定语从句，修饰"his assistant, Pei Wenzhong"。
答案：sharpened
解析：根据前文"Pei Wenzhong"和后文"tools"可知，这里需要一个动词的过去分词形式来作宾语补足语，表示这些工具被磨尖了。
答案：entirely
解析：根据前文"his success was almost"和后文"due to his assistant's systematic hard work"可知，这里需要一个副词来修饰整个句子，表示他的成功几乎完全归功于他助手的系统努力。
第五部分：书面表达
作文指导：
邀请信：写信邀请李教授来校进行科技创新讲座。
写作思路：首先介绍写信的目的，即邀请李教授；接着说明讲座的主题、时间和地点；然后阐述讲座的意义，包括激发学生兴趣和增强信心；最后表达期待回复的心情。
续写：根据所给材料和段落开头语续写两段。
写作思路：第一段可以续写学术方面的影响，例如Chip如何通过学术指导帮助学生；第二段可以写Chip去世后的影响，以及他留给学生的遗产和记忆。
注意：续写时要确保与原文内容和风格一致，使用适当的连接词使文章连贯。
注意：写作时注意使用恰当的连接词，保持文章的连贯性；使用多样的句式结构，避免重复；注意语法和拼写的正确性。
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