山东省德州市第二中学2024-2025学年高三上学期12月月考英语试题（含答案，无听力原文及音频）
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| 名称 | 山东省德州市第二中学2024-2025学年高三上学期12月月考英语试题（含答案，无听力原文及音频） |  | |
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2024-2025学年山东省德州市第二中学高三上学期12月月考英语试题第一部分 听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. What will the speakers most likely do this Saturday
A. Go fishing. B. Work overtime. C. Watch a movie.
2. When will the woman see Mary
A. This Sunday. B. Next Monday. C. Next Tuesday.
3. What major will the man probably decide on
A. Physics. B. Business. C. Engineering.
4. Where does the conversation probably take place
A. At a grocery store. B. At a clothing shop. C. At a dry cleaner’s.
5. What are the speakers mainly talking about
A. Holding a celebration. B. Preparing for a contest. C. Making a reservation.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What is the problem with the originally reserved room
A. It is too small.
B. It is under repair.
C. It was taken by another guest.
7. What will the woman get in the end
A. A free room upgrade.
B. A refund on the room.
C. An extra night for free.
听第7段材料，回答第8、9题。
8. What does Jane decide to do
A To study overseas.
B. To launch a program.
C. To seek a career abroad.
9. How does the man feel at the end of the conversation
A. Upset and worried.
B. Pleased and proud.
C. Confused and hesitant.
听第8段材料，回答第10至13题。
10. Why is Alex going to Auckland
A. To go sightseeing.
B. To work on a project.
C. To learn new technologies.
11. What did the woman like about Auckland most
A. The food. B. The culture. C. The scenery.
12. What will Alex do about his family
A. Transfer kids to other schools.
B. Take them to Auckland.
C. Visit them twice a year.
13. What is the probable relationship between the speakers
A. Fellow-travelers. B. Colleagues. C. Classmates.
听第9段材料，回答第14至17题。
14. When did Professor Arik’s first book come out
A. In 2020. B. In 2022. C. In 2024.
15. What is the topic of Professor Arik’s new book
A. Alien life forms.
B. Wildlife conservation.
C. Animal communication.
16 What was Professor Arik’s new book based on
A. Historical data sets.
B. Field observations.
C. Theories from other books.
17. What will Professor Arik do next
A. Donate his pre - launch editions.
B. Buy the audience a souvenir.
C. Sign books for the audience.
听第10段材料，回答第18至20题。
18. What did the students do at the APEX’s launching ceremony
A. They built their own robots.
B. They developed robot programs.
C. They tried out and interacted with robots.
19. Which of the following belongs to the running features of the school
A. Academic-focused education. B. Encouraging education.
C. Personalized education.
20. What is the speaker doing
A. Hosting a radio program. B. Conducting an interview.
C. Advertising a school.
第二部分 阅读（共两节，满分50分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Teen Creative Writing
Release your creativity as a writer while learning the tricks of the trade. You have the freedom to write what you want, but you also need to gain the discipline of writing. There are no grades, no exams, and no wrong answers-just creative writing. Each class is taught by a teacher experienced in helping young writers discover and develop their unique voices. This course is offered as a 6-week online class (with a 3-hour session per week). It’s open to students aged from13 to 17.
Upcoming Classes
Start on Tuesday, October 1st
Online, anytime
Price: Registration fee $25, paid once per term
The Syllabus (教学大纲)
The syllabus varies from teacher to teacher, term to term. Many topics will be similar to those covered in the online classes.
Course Components
Week 1 (OIL) realizing the importance of having fun with writing, and exploring essential elements of creative writing — observation, imagination, and language
Week 2 (Show & Tell) understanding the difference between showing and telling, as well as techniques for showing-sensory description, specificity, and scenes
Week 3 (Individuality) exploring the power of a journal, writing what you know, writing what you want to know, and finding your individual voice
Week4 (Fiction) learning the types and forms of fiction, where to find fiction ideas, and the basics of creating a story — characters, plots, and points of view
Week 5 (Nonfiction) exploring three types of creative nonfiction writing — memoirs (传记), personal essays, and narrative (叙述的) nonfiction, as well as learning where to find nonfiction ideas
Week6 (Getting Better) including forming good writing habits, battling the blank page, revising your works, and reading as a writer.
Note: Content may vary among individual classes.
1. What is the purpose of the Teen Creative Writing program
A. To seek for talented young writers.
B. To prepare students for writing exams.
C. To enhance teachers’ educational skills.
D. To guide young students to write creatively.
2. On which week of the program can you learn how to write a fantasy novel
A. Week 1. B. Week 2. C. Week 3. D. Week 4.
3. Where is the text probably taken from
A. A textbook. B. A course plan.
C. An exam paper. D. The introduction of a writing contest.
B
Here on the side of Mount Everest, Kaji Bista has spent a decade keeping a lonely watch over a largely abandoned scientific laboratory. He expects the world’s highest research station to once again come to life.
The laboratory opened in 1990 and for more than 2 decades, it served as a special spot for scientists seeking to keep an eye on changing conditions on Earth’s tallest mountain. In 2015, shifting scientific priorities cost the lab most of its funding, and its 15-person staff were reduced to just Bista. Now, the tall, soft-spoken man spends 10 months a year working to keep the aging facility functioning. “My emotional attachment to the lab... keeps me going,” he said.
Bista began working at the station in 2006. He states that it was originally established to settle a disagreement between Italian and U. S. mountaineers over whether Everest or K2 was the world’s tallest. Researchers used GPS measurements to prove Everest was taller, as the Italian climbers maintained. That work ultimately evolved into a plan, backed by the National Research Council of Italy (CNR) and the Nepal Academy of Science and Technology (NAST), to develop a facility that could do much more.
Climate scientist Sudeep Thakuri says that he is grateful the lab has played an important role in not only his own studies of the region’s glaciers (冰川), but also in studies of regional biodiversity, the long-range transport of pollutants, etc. In response to the appeal of scientists, Suresh Kumar Dhungel, a senior scientist at NAST, reports discussions with CNR officials have recently resulted in moves to restore labaratory operations. And Agostino Da Polenza, president of Ev-K2-CNR, says he is working to regenerate lab programs. And his group plans to launch a crowdfunding campaign later to raise more money.
Bista does his best to repair those aging instruments. “When I face any problem, I turn to experts in Italy and then act accordingly,” he said. But sometimes it can take months for spare parts to arrive. “I am helpless in this case,” he said. Yet, Bista hasn’t lost hope. “This laboratory will soon be renovated (整修), ” he said. This is my belief.
4 What can we infer about the research station
A. It has set off a disagreement. B. It has been fully functioning.
C. It involves high repair costs. D. It has been lightly regarded for years.
5. What was the station initially intended for
A. Conducting a geographic survey.
B. Providing accommodation for mountain climbers.
C. Studying the effect of human activities on Everest.
D. Establishing a barmonious relationship between Italy and America.
6. What challenge is Bista encountering in his work
A. Lack of timely guidance from professionals.
B. Pressure from administrative management.
C. Conflicts between research team members.
D. Delays in transporting the repair parts.
7. Which can be a suitable title for the text
A. Mountaineers fuel debate over Everest
B. Scientists make the most of a lab on Everest
C. A lone caretaker struggles to keep a lab alive
D. Scientific research on Everest matters a lot
C
Many years ago, I got drunk. The next morning, I told my dad what happened. “We had some wine at the restaurant”, I said, “and then some beer. It doesn’t seem enough for me to feel this bad.” My dad said something I carry with me to this day, “Beer before wine and you’ll feel fine; wine before beer and you’ll feel queer (奇怪的).”
Out of all the many pieces of advice my father handed down over the years, only a few stick in my memory. And those are the ones that rhyme. This is known as the “rhyme-as-reason effect”, a cognitive (认知的) phenomenon with lots of real-life, practical application. There’s a strange fact: You might be able to remember all the lines of the song from your childhood, yet you can’t remember something that happened last week. When we use rhymes, we break down details into something that can more easily be stored and recovered.
We often judge rhymes more favorably. Friedrich Nietzsche was a big fan of aphorisms (格言). He wrote a series of books entirely in aphorisms because he knew that a well-organized turn of phrase cut into your understanding far quicker than essays. He expressed in one of his books, “We sometimes consider an idea truer simply because it rhymes and presents itself with a brilliant skip and jump.”
Two psychologists, Matthew McGlone and Jessica Tofighbakhsh, investigated this phenomenon. They presented their participants with a series of aphorisms — some are rhymed; others not. They discovered that not only did participants aesthetically (审美上) prefer the rhymed sentences, but they more often considered them more accurate. Despite participants agreeing that aesthetic qualities don’t represent truth, they couldn’t avoid their own prejudice. This led the team to remember the poet John Keats’ line: “Beauty is truth; truth beauty.”
There are two important lessons to learn from this. The first is that rhyming makes for long-term memory. If you want to remember it, rhyme it. The second is that rhyming doesn’t equal accuracy. My dad’s wisdom might sound neat but it is based on insufficient evidence. Keep in mind that a nice turn of phrase isn’t necessarily better than an awkward one.
8. What can we know about the “rhyme-as-reason effect”
A. It conveys a deeper meaning. B. It is less frequently used nowadays.
C. It makes information more memorable. D. It is inconsistent with childhood memories.
9. Why does the author mention Friedrich Nietzsche in paragraph 3
A. To prove the influence of his writings.
B. To illustrate people’s preference for rhymes.
C. To show the complexity of his writing style.
D. To encourage the wide use of rhymes and aphorisms.
10. What can be concluded from Matthew and Jessica’s findings
A. Aesthetic qualities help clarify the fact.
B. People tend to ignore precision in rhymes.
C. Rhymed sentences are usually less trustworthy.
D. Aesthetic qualities likely conflict with people’s judgments.
11. What message does the author want to convey at the end of the text
A. Treat rhymes with a wise mind.
B. Make good use of factual information.
C. Respect the wisdom of our old generations.
D. Focus on the improvement of long-term memory.
D
On March 3rd, a baby whale washed onshore in Georgia. Less than a month later, another whale, a recent mother, was found near the coast of Virginia. They are dying mainly because of human activity, and they are not alone. Traveling ships threaten whale populations worldwide, killing up to 20,000 individuals annually. With global ocean traffic forecast to rise by at least 240% by 2050, the problem will burgeon.
Fortunately, a project taking advantage of the technology called Whale Safe is trying to fight against the issue. Callie Leiphardt, the scientist leading the project, says that for every killed whale found, ten more deaths are going unrecorded. That so many were dying despite voluntary speed limits (自动限速) suggested more effective measures were needed. “By alarming ships, and publicizing which shipping companies ignored the speed limit, we might help bring down deaths,” Callie says.
Their approach involves listening for whales underwater using microphone-equipped buoys (浮标) capable of separating low-frequency whale calls from the ocean’s background noise. The results are then fed into Whale Safe’s alarm tool, alongside sightings and model-based predictions, to tell nearby ships to slow down. The team then monitors ships’ speeds within established slow zones through a widespread GPS-tracking system and awards parent companies marks from A to F, visible online.
The idea is also catching on elsewhere. In 2022, Chile equipped its first buoy to alarm ships. That same year, Greek researchers published the results of a trial using buoys to detect sperm whales in the Mediterranean. Another European project is developing detection boxes that use special cameras, alongside other sensors, to help ships spot whales early.
After Whale Safe was first applied, the crashes between ships and whales seemed to be decreasing: only 4 were reported in 2022, compared with 11 the year before. But the accidents between ships and whales are unavoidable in busy ports. So it’s easy to feel pessimistic. But like the whales that used to be hunted, their number has bounced back from the edge of extinction. According to Dr Baumgartner, “Everyone that works on whales has hope.”
12. What does the underlined word “burgeon” in paragraph 1 mean
A. Balloon. B. Die down. C. Turn around. D. Improve.
13. How do the microphone-equipped buoys contribute to reducing whale deaths
A. By monitoring the speeds of nearby ships.
B. By setting up proper locations for the slow zones.
C. By detecting whale calls and reminding nearby ships.
D. By creating an online model to predict potential accidents.
14. What is paragraph 4 mainly about
A. The successful cases of whale conservation.
B. The innovations made to microphone-equipped buoys.
C. The comparison of measures taken in different countries.
D. The global adoption of similar whale protection technologies.
15. What is the author’s attitude towards the technology
A. Doubtful. B. Positive. C. Pessimistic. D. Unclear.
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
It’s likely at some point in your life, a slice of burnt toast was the reason why you were late for school, work, or an important event. ____16____ But what if burning your toast is nothing more than just a small, minor inconvenience And what if it could be the very reason why you might be safe, healthy, and happy today Let’s get into the burnt toast theory.
The theory is about much more than accidentally burning your toast. ____17____ A slice of burnt toast is something like your shoes not tying, your iPhone not charging, having no ice in the freezer, forgetting your email password, etc.
Meanwhile, the theory is simple: something as small as burning your toast could actually end up allowing something better to happen. Maybe those five minutes you spend toasting a new piece of bread save you from a traffic accident. ____18____ Whatever the case may be, the burnt toast theory emphasizes that everything happens for a reason, and that everyone experiences minor annoyances. Just face them bravely.
____19____ It helps you make meaning of setbacks (障碍) we may experience It also helps you overcome setbacks and maintain a healthy mindset. And it makes you mentally stronger and more adapted to conflict and hardship in the future.
So next time you feel frustrated by an inconvenience in your life, try shifting your perspective by expressing why you’re grateful for the small inconvenience. ____20____ Of course, this may take some time and practice. But once you start shifting your mindset away from the negative and toward the positive, it will be easier to remember and practice the burnt toast theory when chaos happens.
A. Applying the theory to your life boosts personal growth.
B. It refers to many other things that happen unexpectedly.
C. At the time, it probably felt like it was the start of a bad day.
D. And then your daylong misfortune was connected with the burnt toast.
E. It’s a metaphor for any minor inconvenience you may face during the day.
F. You can speak it out loud to yourself or write your thoughts down in a journal.
G. Or maybe those five minutes allow you to meet an old friend you haven’t seen for long.
第三部分 语言运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
As my daughters grow up, I find that getting them to spend time talking with me is more challenging. After all, short videos on YouTube and e-games are much more ____21____ than Daddy. Many parents who have already ____22____ this period told me that this would happen, but it is always more difficult when you actually ____23____ it.
Another challenge is to get my girls ____24____ with one another. The ____25____ between my three girls is only five years. ____26____, as they grow up, the age differences, even small ones, become more influential as each one has different interests.
A few months ago, I decided to ____27____ the challenges by carrying out a technique I have been researching for the past nine years. This is called the listening circle. What I did was set a family time when everyone had to be ____28____; for us, it was Friday evening. Each one of us had a speaking turn, during which, the others listened without ____29____
As in my experience in research in organizations, it took a few rounds, but the _____30_____ were amazing. My girls started _____31_____ and got really excited! _____32_____, we just set one bour for the time, but it ended up lasting more than two hours. Not only that, but after it _____33_____ my girls went on playing together instead of each one going to her room.
We have _____34_____ to do this activity every Friday ever since. It became a _____35_____ in our family and a really positive one.
21. A. beneficial B. convincing C. intelligent D. appealing
22. A. gone through B. cut off C. jumped at D. turned down
23. A. distinguish B. experience C. ignore D. feel
24. A. connected B. motivated C. honest D. strict
25. A. requirement B. comparison C. gap D. bond
26. A. However B. Therefore C. Instead D. Moreover
27. A. maintain B. handle C. oppose D. tolerate
28. A. hard-working B. quiet C. present D. strong-willed
29. A. interruption B. apology C. reflection D. permission
30. A. suggestions B. chances C. contributions D. results
31. A. wandering B. sharing C. complaining D. struggling
32. A. Immediately B. Secretly C. Originally D. Hopefully
33. A. succeeded B. began C. ended D. grew
34. A. regretted B. failed C. happened D. continued
35. A. principle B. routine C. business D. project
第二节 （共10小题；每小题1.5分，满分15分）
阅读下面短文， 在空白处填入1个适当的单词或括号内单词的正确形式。
In Paris, where Western cuisine dominates, Guo Zhanglong, a 36-year-old Chinese business owner, is successfully promoting traditional Shanxi sliced noodles, or Daoxiaomian.
Guo moved to France in 2011 and began selling these unique knife-cut noodles at a local market in 2022. His stall (摊位) quickly gained popularity among local people and ___36___ (draw) greater attention to the authentic (正宗的) flavors of Chinese cuisine. Guo often shares experiences of Parisians and tourists tasting the noodles on social media, ___37___ has attracted over 5 million followers. Customer reactions are ___38___ (astonish); many locals have added the warm soup noodles to their daily diet.
As the Chinese community in Paris grows, so does curiosity among locals about Chinese culture. This has ___39___ (strong) encouraged some French friends to explore China firsthand and return with new insights ___40___ (share) with others. Guo’s restaurant has become ___41___ little gathering site for cultural exchanges between China and France.
Reflecting on his 12 years in Paris, Guo notes the ___42___ (transform) in the city’s culinary(烹饪的) landscape, with more authentic Chinese restaurants now present. He expresses pride ___43___ witnessing the greater visibility of Chinese brands in Paris, including energy vehicles and technology products.
Guo feels that the friendly relations between China and France ___44___ (establish) partly through ordinary people’s interactions and shared experiences. His story showcases how food can bridge cultural barriers, ____45____ ( bring) people together in unexpected ways.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
46. 假定你是李华，你所在的校社会实践小组制作了一批中国结，计划利用周末出售，现招募销售人员，请你给你的交换生好友David写一封信，邀请他积极参与，内容包括：
（1）写信目的；（2）招募信息介绍：（3）你的期待。
注意：（1）写作词数应为80个左右；
（2）可适当增加细节，以使行文连贯；
（3）称呼和落款已给出，不计入总词数。
参考词汇：中国结 Chinese knot
Dear David,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
第二节（满分25分）
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。续写词数应为150左右。
It’s been many years since I stood at the end of Pusheck Road in Bellwood, waiting for the school bus. Yet, I remember one particular day from my childhood so vividly as if it were yesterday.
It was a sunlit morning in the spring of 1963, and I was a second - grader at St. Simeon’s Elementary School. Every morning, my mom would pack up a bagged lunch for me, usually a peanut butter and jelly sandwich with an apple for dessert. I loved those lunches; they were a simple pleasure, a little piece of home to carry with me throughout the school day.
That particular morning, the sky was clear and blue. As I reached the corner of Pusheck Road, I carefully placed my lunch on the sidewalk in order to shift my school books to a more comfortable position in my arms.（These were pre - backpack times!）
The familiar yellow bus rolled up. Distracted（分心） by the excitement of the school day ahead, I got on the bus without a second thought about my lunch bag left behind. The bus driver, a middle - aged man with a friendly face, greeted me with his usual nod. Then I settled - into my seat, my mind already wandering to the day’s activities.
It was only when the bus had left the stop and was halfway to school that I began to feel discomfort in my stomach. Then I realized that I had left my lunch on the sidewalk. Panic set in. My eyes filled with tears as I thought of missing out on my peanut butter and jelly sandwich and the apple that my mother had carefully selected.
As we pulled into the school parking lot, I could no longer hold back my tears. The bus driver, noticing my distress（悲伤）, pulled over slightly and asked gently, “What’s wrong ” I choked out the story between sobs（啜泣）, explaining how I had left my lunch behind and how I was facing a long, hungry day.
Paragraph 1:
He listened carefully and then said, “Don’t worry too much.”
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
At noon, our teacher, with a curious expression, approached me with a bag.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
答案版
第一部分 听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. What will the speakers most likely do this Saturday
A. Go fishing. B. Work overtime. C. Watch a movie.
2. When will the woman see Mary
A. This Sunday. B. Next Monday. C. Next Tuesday.
3. What major will the man probably decide on
A. Physics. B. Business. C. Engineering.
4. Where does the conversation probably take place
A. At a grocery store. B. At a clothing shop. C. At a dry cleaner’s.
5. What are the speakers mainly talking about
A. Holding a celebration. B. Preparing for a contest. C. Making a reservation.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What is the problem with the originally reserved room
A. It is too small.
B. It is under repair.
C. It was taken by another guest.
7. What will the woman get in the end
A. A free room upgrade.
B. A refund on the room.
C. An extra night for free.
听第7段材料，回答第8、9题。
8. What does Jane decide to do
A. To study overseas.
B. To launch a program.
C. To seek a career abroad.
9. How does the man feel at the end of the conversation
A. Upset and worried.
B. Pleased and proud.
C. Confused and hesitant.
听第8段材料，回答第10至13题。
10. Why is Alex going to Auckland
A. To go sightseeing.
B. To work on a project.
C. To learn new technologies.
11. What did the woman like about Auckland most
A. The food. B. The culture. C. The scenery.
12. What will Alex do about his family
A. Transfer kids to other schools.
B. Take them to Auckland.
C. Visit them twice a year.
13. What is the probable relationship between the speakers
A. Fellow-travelers. B. Colleagues. C. Classmates.
听第9段材料，回答第14至17题。
14. When did Professor Arik’s first book come out
A. In 2020. B. In 2022. C. In 2024.
15. What is the topic of Professor Arik’s new book
A. Alien life forms.
B. Wildlife conservation.
C. Animal communication.
16. What was Professor Arik’s new book based on
A. Historical data sets.
B. Field observations.
C. Theories from other books.
17. What will Professor Arik do next
A. Donate his pre - launch editions.
B. Buy the audience a souvenir.
C. Sign books for the audience.
听第10段材料，回答第18至20题。
18. What did the students do at the APEX’s launching ceremony
A. They built their own robots.
B. They developed robot programs.
C. They tried out and interacted with robots.
19. Which of the following belongs to the running features of the school
A. Academic-focused education. B. Encouraging education.
C. Personalized education.
20 What is the speaker doing
A. Hosting a radio program. B. Conducting an interview.
C. Advertising a school.
听力答案 略
第二部分 阅读（共两节，满分50分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Teen Creative Writing
Release your creativity as a writer, while learning the tricks of the trade. You have the freedom to write what you want, but you also need to gain the discipline of writing. There are no grades, no exams, and no wrong answers-just creative writing. Each class is taught by a teacher experienced in helping young writers discover and develop their unique voices. This course is offered as a 6-week online class (with a 3-hour session per week). It’s open to students aged from13 to 17.
Upcoming Classes
Start on Tuesday, October 1st
Online, anytime
Price: Registration fee $25, paid once per term
The Syllabus (教学大纲)
The syllabus varies from teacher to teacher, term to term. Many topics will be similar to those covered in the online classes.
Course Components
Week 1 (OIL) realizing the importance of having fun with writing, and exploring essential elements of creative writing — observation, imagination, and language
Week 2 (Show & Tell) understanding the difference between showing and telling, as well as techniques for showing-sensory description, specificity, and scenes
Week 3 (Individuality) exploring the power of a journal, writing what you know, writing what you want to know, and finding your individual voice
Week4 (Fiction) learning the types and forms of fiction, where to find fiction ideas, and the basics of creating a story — characters, plots, and points of view
Week 5 (Nonfiction) exploring three types of creative nonfiction writing — memoirs (传记), personal essays, and narrative (叙述的) nonfiction, as well as learning where to find nonfiction ideas
Week6 (Getting Better) including forming good writing habits, battling the blank page, revising your works, and reading as a writer.
Note: Content may vary among individual classes.
1. What is the purpose of the Teen Creative Writing program
A. To seek for talented young writers.
B. To prepare students for writing exams.
C. To enhance teachers’ educational skills.
D. To guide young students to write creatively.
2. On which week of the program can you learn how to write a fantasy novel
A. Week 1. B. Week 2. C. Week 3. D. Week 4.
3. Where is the text probably taken from
A. A textbook. B. A course plan.
C. An exam paper. D. The introduction of a writing contest.
【答案】1 D 2. D 3. B
【解析】
B
Here on the side of Mount Everest, Kaji Bista has spent a decade keeping a lonely watch over a largely abandoned scientific laboratory. He expects the world’s highest research station to once again come to life.
The laboratory opened in 1990 and for more than 2 decades, it served as a special spot for scientists seeking to keep an eye on changing conditions on Earth’s tallest mountain. In 2015, shifting scientific priorities cost the lab most of its funding, and its 15-person staff were reduced to just Bista. Now, the tall, soft-spoken man spends 10 months a year working to keep the aging facility functioning. “My emotional attachment to the lab... keeps me going,” he said.
Bista began working at the station in 2006. He states that it was originally established to settle a disagreement between Italian and U. S. mountaineers over whether Everest or K2 was the world’s tallest. Researchers used GPS measurements to prove Everest was taller, as the Italian climbers maintained. That work ultimately evolved into a plan, backed by the National Research Council of Italy (CNR) and the Nepal Academy of Science and Technology (NAST), to develop a facility that could do much more.
Climate scientist Sudeep Thakuri says that he is grateful the lab has played an important role in not only his own studies of the region’s glaciers (冰川), but also in studies of regional biodiversity, the long-range transport of pollutants, etc. In response to the appeal of scientists, Suresh Kumar Dhungel, a senior scientist at NAST, reports discussions with CNR officials have recently resulted in moves to restore labaratory operations. And Agostino Da Polenza, president of Ev-K2-CNR, says he is working to regenerate lab programs. And his group plans to launch a crowdfunding campaign later to raise more money.
Bista does his best to repair those aging instruments. “When I face any problem, I turn to experts in Italy and then act accordingly,” he said. But sometimes it can take months for spare parts to arrive. “I am helpless in this case,” he said. Yet, Bista hasn’t lost hope. “This laboratory will soon be renovated (整修), ” he said. This is my belief.
4. What can we infer about the research station
A. It has set off a disagreement. B. It has been fully functioning.
C. It involves high repair costs. D. It has been lightly regarded for years.
5. What was the station initially intended for
A. Conducting a geographic survey.
B. Providing accommodation for mountain climbers.
C. Studying the effect of human activities on Everest.
D. Establishing a barmonious relationship between Italy and America.
6. What challenge is Bista encountering in his work
A. Lack of timely guidance from professionals.
B. Pressure from administrative management.
C. Conflicts between research team members.
D. Delays in transporting the repair parts.
7. Which can be a suitable title for the text
A. Mountaineers fuel debate over Everest
B. Scientists make the most of a lab on Everest
C. A lone caretaker struggles to keep a lab alive
D. Scientific research on Everest matters a lot
【答案】4. D 5. A 6. D 7. C
C
Many years ago, I got drunk. The next morning, I told my dad what happened. “We had some wine at the restaurant”, I said, “and then some beer. It doesn’t seem enough for me to feel this bad.” My dad said something I carry with me to this day, “Beer before wine and you’ll feel fine; wine before beer and you’ll feel queer (奇怪的).”
Out of all the many pieces of advice my father handed down over the years, only a few stick in my memory. And those are the ones that rhyme. This is known as the “rhyme-as-reason effect”, a cognitive (认知的) phenomenon with lots of real-life, practical application. There’s a strange fact: You might be able to remember all the lines of the song from your childhood, yet you can’t remember something that happened last week. When we use rhymes, we break down details into something that can more easily be stored and recovered.
We often judge rhymes more favorably. Friedrich Nietzsche was a big fan of aphorisms (格言). He wrote a series of books entirely in aphorisms because he knew that a well-organized turn of phrase cut into your understanding far quicker than essays. He expressed in one of his books, “We sometimes consider an idea truer simply because it rhymes and presents itself with a brilliant skip and jump.”
Two psychologists, Matthew McGlone and Jessica Tofighbakhsh, investigated this phenomenon. They presented their participants with a series of aphorisms — some are rhymed; others not. They discovered that not only did participants aesthetically (审美上) prefer the rhymed sentences, but they more often considered them more accurate. Despite participants agreeing that aesthetic qualities don’t represent truth, they couldn’t avoid their own prejudice. This led the team to remember the poet John Keats’ line: “Beauty is truth; truth beauty.”
There are two important lessons to learn from this. The first is that rhyming makes for long-term memory. If you want to remember it, rhyme it. The second is that rhyming doesn’t equal accuracy. My dad’s wisdom might sound neat but it is based on insufficient evidence. Keep in mind that a nice turn of phrase isn’t necessarily better than an awkward one.
8. What can we know about the “rhyme-as-reason effect”
A. It conveys a deeper meaning. B. It is less frequently used nowadays.
C. It makes information more memorable. D. It is inconsistent with childhood memories.
9. Why does the author mention Friedrich Nietzsche in paragraph 3
A. To prove the influence of his writings.
B. To illustrate people’s preference for rhymes.
C. To show the complexity of his writing style.
D. To encourage the wide use of rhymes and aphorisms.
10. What can be concluded from Matthew and Jessica’s findings
A. Aesthetic qualities help clarify the fact.
B. People tend to ignore precision in rhymes.
C. Rhymed sentences are usually less trustworthy.
D. Aesthetic qualities likely conflict with people’s judgments.
11. What message does the author want to convey at the end of the text
A. Treat rhymes with a wise mind.
B. Make good use of factual information.
C. Respect the wisdom of our old generations.
D. Focus on the improvement of long-term memory.
【答案】8. C 9. B 10. D 11. A
D
On March 3rd, a baby whale washed onshore in Georgia. Less than a month later, another whale, a recent mother, was found near the coast of Virginia. They are dying mainly because of human activity, and they are not alone. Traveling ships threaten whale populations worldwide, killing up to 20,000 individuals annually. With global ocean traffic forecast to rise by at least 240% by 2050, the problem will burgeon.
Fortunately, a project taking advantage of the technology called Whale Safe is trying to fight against the issue. Callie Leiphardt, the scientist leading the project, says that for every killed whale found, ten more deaths are going unrecorded. That so many were dying despite voluntary speed limits (自动限速) suggested more effective measures were needed. “By alarming ships, and publicizing which shipping companies ignored the speed limit, we might help bring down deaths,” Callie says.
Their approach involves listening for whales underwater using microphone-equipped buoys (浮标) capable of separating low-frequency whale calls from the ocean’s background noise. The results are then fed into Whale Safe’s alarm tool, alongside sightings and model-based predictions, to tell nearby ships to slow down. The team then monitors ships’ speeds within established slow zones through a widespread GPS-tracking system and awards parent companies marks from A to F, visible online.
The idea is also catching on elsewhere. In 2022, Chile equipped its first buoy to alarm ships. That same year, Greek researchers published the results of a trial using buoys to detect sperm whales in the Mediterranean. Another European project is developing detection boxes that use special cameras, alongside other sensors, to help ships spot whales early.
After Whale Safe was first applied, the crashes between ships and whales seemed to be decreasing: only 4 were reported in 2022, compared with 11 the year before. But the accidents between ships and whales are unavoidable in busy ports. So it’s easy to feel pessimistic. But like the whales that used to be hunted, their number has bounced back from the edge of extinction. According to Dr Baumgartner, “Everyone that works on whales has hope.”
12. What does the underlined word “burgeon” in paragraph 1 mean
A. Balloon. B. Die down. C. Turn around. D. Improve.
13. How do the microphone-equipped buoys contribute to reducing whale deaths
A. By monitoring the speeds of nearby ships.
B. By setting up proper locations for the slow zones.
C. By detecting whale calls and reminding nearby ships.
D. By creating an online model to predict potential accidents.
14. What is paragraph 4 mainly about
A. The successful cases of whale conservation.
B. The innovations made to microphone-equipped buoys.
C. The comparison of measures taken in different countries.
D. The global adoption of similar whale protection technologies.
15. What is the author’s attitude towards the technology
A. Doubtful. B. Positive. C. Pessimistic. D. Unclear.
【答案】12. A 13. C 14. D 15. B
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
It’s likely at some point in your life, a slice of burnt toast was the reason why you were late for school, work, or an important event. ____16____ But what if burning your toast is nothing more than just a small, minor inconvenience And what if it could be the very reason why you might be safe, healthy, and happy today Let’s get into the burnt toast theory.
The theory is about much more than accidentally burning your toast. ____17____ A slice of burnt toast is something like your shoes not tying, your iPhone not charging, having no ice in the freezer, forgetting your email password, etc.
Meanwhile, the theory is simple: something as small as burning your toast could actually end up allowing something better to happen. Maybe those five minutes you spend toasting a new piece of bread save you from a traffic accident. ____18____ Whatever the case may be, the burnt toast theory emphasizes that everything happens for a reason, and that everyone experiences minor annoyances. Just face them bravely.
____19____ It helps you make meaning of setbacks (障碍) we may experience. It also helps you overcome setbacks and maintain a healthy mindset. And it makes you mentally stronger and more adapted to conflict and hardship in the future.
So next time you feel frustrated by an inconvenience in your life, try shifting your perspective by expressing why you’re grateful for the small inconvenience. ____20____ Of course, this may take some time and practice. But once you start shifting your mindset away from the negative and toward the positive, it will be easier to remember and practice the burnt toast theory when chaos happens.
A. Applying the theory to your life boosts personal growth.
B. It refers to many other things that happen unexpectedly.
C. At the time, it probably felt like it was the start of a bad day.
D. And then your daylong misfortune was connected with the burnt toast.
E. It’s a metaphor for any minor inconvenience you may face during the day.
F. You can speak it out loud to yourself or write your thoughts down in a journal.
G. Or maybe those five minutes allow you to meet an old friend you haven’t seen for long.
【答案】16. C 17. E 18. G 19. A 20. F
第三部分 语言运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
As my daughters grow up, I find that getting them to spend time talking with me is more challenging. After all, short videos on YouTube and e-games are much more ____21____ than Daddy. Many parents who have already ____22____ this period told me that this would happen, but it is always more difficult when you actually ____23____ it.
Another challenge is to get my girls ____24____ with one another. The ____25____ between my three girls is only five years. ____26____, as they grow up, the age differences, even small ones, become more influential as each one has different interests.
A few months ago, I decided to ____27____ the challenges by carrying out a technique I have been researching for the past nine years. This is called the listening circle. What I did was set a family time when everyone had to be ____28____; for us, it was Friday evening. Each one of us had a speaking turn, during which, the others listened without ____29____
As in my experience in research in organizations, it took a few rounds, but the _____30_____ were amazing. My girls started _____31_____ and got really excited! _____32_____, we just set one bour for the time, but it ended up lasting more than two hours. Not only that, but after it _____33_____ my girls went on playing together instead of each one going to her room.
We have _____34_____ to do this activity every Friday ever since. It became a _____35_____ in our family and a really positive one.
21. A. beneficial B. convincing C. intelligent D. appealing
22. A. gone through B. cut off C. jumped at D. turned down
23. A. distinguish B. experience C. ignore D. feel
24. A. connected B. motivated C. honest D. strict
25. A. requirement B. comparison C. gap D. bond
26. A. However B. Therefore C. Instead D. Moreover
27. A. maintain B. handle C. oppose D. tolerate
28. A. hard-working B. quiet C. present D. strong-willed
29. A. interruption B. apology C. reflection D. permission
30. A. suggestions B. chances C. contributions D. results
31. A. wandering B. sharing C. complaining D. struggling
32. A. Immediately B. Secretly C. Originally D. Hopefully
33. A. succeeded B. began C. ended D. grew
34. A. regretted B. failed C. happened D. continued
35. A. principle B. routine C. business D. project
【答案】21. D 22. A 23. B 24. A 25. C 26. A 27. B 28. C 29. A 30. D 31. B 32. C 33. C 34. D 35. B
第二节 （共10小题；每小题1.5分，满分15分）
阅读下面短文， 在空白处填入1个适当的单词或括号内单词的正确形式。
In Paris, where Western cuisine dominates, Guo Zhanglong, a 36-year-old Chinese business owner, is successfully promoting traditional Shanxi sliced noodles, or Daoxiaomian.
Guo moved to France in 2011 and began selling these unique knife-cut noodles at a local market in 2022. His stall (摊位) quickly gained popularity among local people and ___36___ (draw) greater attention to the authentic (正宗的) flavors of Chinese cuisine. Guo often shares experiences of Parisians and tourists tasting the noodles on social media, ___37___ has attracted over 5 million followers. Customer reactions are ___38___ (astonish); many locals have added the warm soup noodles to their daily diet.
As the Chinese community in Paris grows, so does curiosity among locals about Chinese culture. This has ___39___ (strong) encouraged some French friends to explore China firsthand and return with new insights ___40___ (share) with others. Guo’s restaurant has become ___41___ little gathering site for cultural exchanges between China and France.
Reflecting on his 12 years in Paris, Guo notes the ___42___ (transform) in the city’s culinary(烹饪的) landscape, with more authentic Chinese restaurants now present. He expresses pride ___43___ witnessing the greater visibility of Chinese brands in Paris, including energy vehicles and technology products.
Guo feels that the friendly relations between China and France ___44___ (establish) partly through ordinary people’s interactions and shared experiences. His story showcases how food can bridge cultural barriers, ____45____ ( bring) people together in unexpected ways.
【答案】36. drew
37. which 38. astonishing
39. strongly
40. to share
41. a 42. transformation
43. in 44. are established
45. bringing
第四部分 写作（共两节，满分40分）
第一节（满分15分）
46. 假定你是李华，你所在的校社会实践小组制作了一批中国结，计划利用周末出售，现招募销售人员，请你给你的交换生好友David写一封信，邀请他积极参与，内容包括：
（1）写信目的；（2）招募信息介绍：（3）你的期待。
注意：（1）写作词数应为80个左右；
（2）可适当增加细节，以使行文连贯；
（3）称呼和落款已给出，不计入总词数。
参考词汇：中国结 Chinese knot
Dear David,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
【答案】Dear David,
I hope this letter finds you well! I'm writing to invite you to join our social practice group this weekend. We have created a batch of beautiful Chinese knots to sell, and we need enthusiastic salespeople to help us at the market.
The event will be held on Saturday from 10 AM to 4 PM at our school. It's a great opportunity to practice your Chinese skills and learn more about our culture while meeting new people. Besides, it's a fun way to contribute to our community!
I really hope you can join us. It would be amazing to work together and share this experience!
Yours,
Li Hua
第二节（满分25分）
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。续写词数应为150左右。
It’s been many years since I stood at the end of Pusheck Road in Bellwood, waiting for the school bus. Yet, I remember one particular day from my childhood so vividly as if it were yesterday.
It was a sunlit morning in the spring of 1963, and I was a second - grader at St. Simeon’s Elementary School. Every morning, my mom would pack up a bagged lunch for me, usually a peanut butter and jelly sandwich with an apple for dessert. I loved those lunches; they were a simple pleasure, a little piece of home to carry with me throughout the school day.
That particular morning, the sky was clear and blue. As I reached the corner of Pusheck Road, I carefully placed my lunch on the sidewalk in order to shift my school books to a more comfortable position in my arms.（These were pre - backpack times!）
The familiar yellow bus rolled up. Distracted（分心） by the excitement of the school day ahead, I got on the bus without a second thought about my lunch bag left behind. The bus driver, a middle - aged man with a friendly face, greeted me with his usual nod. Then I settled - into my seat, my mind already wandering to the day’s activities.
It was only when the bus had left the stop and was halfway to school that I began to feel discomfort in my stomach Then I realized that I had left my lunch on the sidewalk. Panic set in. My eyes filled with tears as I thought of missing out on my peanut butter and jelly sandwich and the apple that my mother had carefully selected.
As we pulled into the school parking lot, I could no longer hold back my tears. The bus driver, noticing my distress（悲伤）, pulled over slightly and asked gently, “What’s wrong ” I choked out the story between sobs（啜泣）, explaining how I had left my lunch behind and how I was facing a long, hungry day.
Paragraph 1:
He listened carefully and then said, “Don’t worry too much.”
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
At noon, our teacher, with a curious expression, approached me with a bag.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】 He listened carefully and then said, Don’t worry too much.'' He paused for a moment and then added, I’ve got an extra sandwich and apple in my lunch box. You can have them.'' I was so surprised and grateful. Are you sure '' I asked. He nodded and handed me his lunch. I eagerly accepted, feeling a mix of relief and appreciation for his kindness. As I ate, I couldn’t help but think how fortunate I was to have such a thoughtful bus driver.
At noon, our teacher, with a curious expression, approached me with a bag. Is this yours '' she asked, holding it up. I recognized it immediately as my lunch bag. Yes, it is!'' I exclaimed, taking it from her hands. Where did you find it '' I asked, puzzled. She explained that a kind lady had brought it to the school office, saying she found it on the sidewalk near Pusheck Road. Thank you so much,'' I said, tears welling up in my eyes again, this time not from sadness, but from gratitude. I was overwhelmed with relief, knowing that I had not only been helped by the bus driver but also by a stranger who went out of her way to return my lunch.
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. What will the speakers most likely do this Saturday
A. Go fishing. B. Work overtime. C. Watch a movie.
2. When will the woman see Mary
A. This Sunday. B. Next Monday. C. Next Tuesday.
3. What major will the man probably decide on
A. Physics. B. Business. C. Engineering.
4. Where does the conversation probably take place
A. At a grocery store. B. At a clothing shop. C. At a dry cleaner’s.
5. What are the speakers mainly talking about
A. Holding a celebration. B. Preparing for a contest. C. Making a reservation.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What is the problem with the originally reserved room
A. It is too small.
B. It is under repair.
C. It was taken by another guest.
7. What will the woman get in the end
A. A free room upgrade.
B. A refund on the room.
C. An extra night for free.
听第7段材料，回答第8、9题。
8. What does Jane decide to do
A To study overseas.
B. To launch a program.
C. To seek a career abroad.
9. How does the man feel at the end of the conversation
A. Upset and worried.
B. Pleased and proud.
C. Confused and hesitant.
听第8段材料，回答第10至13题。
10. Why is Alex going to Auckland
A. To go sightseeing.
B. To work on a project.
C. To learn new technologies.
11. What did the woman like about Auckland most
A. The food. B. The culture. C. The scenery.
12. What will Alex do about his family
A. Transfer kids to other schools.
B. Take them to Auckland.
C. Visit them twice a year.
13. What is the probable relationship between the speakers
A. Fellow-travelers. B. Colleagues. C. Classmates.
听第9段材料，回答第14至17题。
14. When did Professor Arik’s first book come out
A. In 2020. B. In 2022. C. In 2024.
15. What is the topic of Professor Arik’s new book
A. Alien life forms.
B. Wildlife conservation.
C. Animal communication.
16 What was Professor Arik’s new book based on
A. Historical data sets.
B. Field observations.
C. Theories from other books.
17. What will Professor Arik do next
A. Donate his pre - launch editions.
B. Buy the audience a souvenir.
C. Sign books for the audience.
听第10段材料，回答第18至20题。
18. What did the students do at the APEX’s launching ceremony
A. They built their own robots.
B. They developed robot programs.
C. They tried out and interacted with robots.
19. Which of the following belongs to the running features of the school
A. Academic-focused education. B. Encouraging education.
C. Personalized education.
20. What is the speaker doing
A. Hosting a radio program. B. Conducting an interview.
C. Advertising a school.
第二部分 阅读（共两节，满分50分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Teen Creative Writing
Release your creativity as a writer while learning the tricks of the trade. You have the freedom to write what you want, but you also need to gain the discipline of writing. There are no grades, no exams, and no wrong answers-just creative writing. Each class is taught by a teacher experienced in helping young writers discover and develop their unique voices. This course is offered as a 6-week online class (with a 3-hour session per week). It’s open to students aged from13 to 17.
Upcoming Classes
Start on Tuesday, October 1st
Online, anytime
Price: Registration fee $25, paid once per term
The Syllabus (教学大纲)
The syllabus varies from teacher to teacher, term to term. Many topics will be similar to those covered in the online classes.
Course Components
Week 1 (OIL) realizing the importance of having fun with writing, and exploring essential elements of creative writing — observation, imagination, and language
Week 2 (Show & Tell) understanding the difference between showing and telling, as well as techniques for showing-sensory description, specificity, and scenes
Week 3 (Individuality) exploring the power of a journal, writing what you know, writing what you want to know, and finding your individual voice
Week4 (Fiction) learning the types and forms of fiction, where to find fiction ideas, and the basics of creating a story — characters, plots, and points of view
Week 5 (Nonfiction) exploring three types of creative nonfiction writing — memoirs (传记), personal essays, and narrative (叙述的) nonfiction, as well as learning where to find nonfiction ideas
Week6 (Getting Better) including forming good writing habits, battling the blank page, revising your works, and reading as a writer.
Note: Content may vary among individual classes.
1. What is the purpose of the Teen Creative Writing program
A. To seek for talented young writers.
B. To prepare students for writing exams.
C. To enhance teachers’ educational skills.
D. To guide young students to write creatively.
2. On which week of the program can you learn how to write a fantasy novel
A. Week 1. B. Week 2. C. Week 3. D. Week 4.
3. Where is the text probably taken from
A. A textbook. B. A course plan.
C. An exam paper. D. The introduction of a writing contest.
B
Here on the side of Mount Everest, Kaji Bista has spent a decade keeping a lonely watch over a largely abandoned scientific laboratory. He expects the world’s highest research station to once again come to life.
The laboratory opened in 1990 and for more than 2 decades, it served as a special spot for scientists seeking to keep an eye on changing conditions on Earth’s tallest mountain. In 2015, shifting scientific priorities cost the lab most of its funding, and its 15-person staff were reduced to just Bista. Now, the tall, soft-spoken man spends 10 months a year working to keep the aging facility functioning. “My emotional attachment to the lab... keeps me going,” he said.
Bista began working at the station in 2006. He states that it was originally established to settle a disagreement between Italian and U. S. mountaineers over whether Everest or K2 was the world’s tallest. Researchers used GPS measurements to prove Everest was taller, as the Italian climbers maintained. That work ultimately evolved into a plan, backed by the National Research Council of Italy (CNR) and the Nepal Academy of Science and Technology (NAST), to develop a facility that could do much more.
Climate scientist Sudeep Thakuri says that he is grateful the lab has played an important role in not only his own studies of the region’s glaciers (冰川), but also in studies of regional biodiversity, the long-range transport of pollutants, etc. In response to the appeal of scientists, Suresh Kumar Dhungel, a senior scientist at NAST, reports discussions with CNR officials have recently resulted in moves to restore labaratory operations. And Agostino Da Polenza, president of Ev-K2-CNR, says he is working to regenerate lab programs. And his group plans to launch a crowdfunding campaign later to raise more money.
Bista does his best to repair those aging instruments. “When I face any problem, I turn to experts in Italy and then act accordingly,” he said. But sometimes it can take months for spare parts to arrive. “I am helpless in this case,” he said. Yet, Bista hasn’t lost hope. “This laboratory will soon be renovated (整修), ” he said. This is my belief.
4 What can we infer about the research station
A. It has set off a disagreement. B. It has been fully functioning.
C. It involves high repair costs. D. It has been lightly regarded for years.
5. What was the station initially intended for
A. Conducting a geographic survey.
B. Providing accommodation for mountain climbers.
C. Studying the effect of human activities on Everest.
D. Establishing a barmonious relationship between Italy and America.
6. What challenge is Bista encountering in his work
A. Lack of timely guidance from professionals.
B. Pressure from administrative management.
C. Conflicts between research team members.
D. Delays in transporting the repair parts.
7. Which can be a suitable title for the text
A. Mountaineers fuel debate over Everest
B. Scientists make the most of a lab on Everest
C. A lone caretaker struggles to keep a lab alive
D. Scientific research on Everest matters a lot
C
Many years ago, I got drunk. The next morning, I told my dad what happened. “We had some wine at the restaurant”, I said, “and then some beer. It doesn’t seem enough for me to feel this bad.” My dad said something I carry with me to this day, “Beer before wine and you’ll feel fine; wine before beer and you’ll feel queer (奇怪的).”
Out of all the many pieces of advice my father handed down over the years, only a few stick in my memory. And those are the ones that rhyme. This is known as the “rhyme-as-reason effect”, a cognitive (认知的) phenomenon with lots of real-life, practical application. There’s a strange fact: You might be able to remember all the lines of the song from your childhood, yet you can’t remember something that happened last week. When we use rhymes, we break down details into something that can more easily be stored and recovered.
We often judge rhymes more favorably. Friedrich Nietzsche was a big fan of aphorisms (格言). He wrote a series of books entirely in aphorisms because he knew that a well-organized turn of phrase cut into your understanding far quicker than essays. He expressed in one of his books, “We sometimes consider an idea truer simply because it rhymes and presents itself with a brilliant skip and jump.”
Two psychologists, Matthew McGlone and Jessica Tofighbakhsh, investigated this phenomenon. They presented their participants with a series of aphorisms — some are rhymed; others not. They discovered that not only did participants aesthetically (审美上) prefer the rhymed sentences, but they more often considered them more accurate. Despite participants agreeing that aesthetic qualities don’t represent truth, they couldn’t avoid their own prejudice. This led the team to remember the poet John Keats’ line: “Beauty is truth; truth beauty.”
There are two important lessons to learn from this. The first is that rhyming makes for long-term memory. If you want to remember it, rhyme it. The second is that rhyming doesn’t equal accuracy. My dad’s wisdom might sound neat but it is based on insufficient evidence. Keep in mind that a nice turn of phrase isn’t necessarily better than an awkward one.
8. What can we know about the “rhyme-as-reason effect”
A. It conveys a deeper meaning. B. It is less frequently used nowadays.
C. It makes information more memorable. D. It is inconsistent with childhood memories.
9. Why does the author mention Friedrich Nietzsche in paragraph 3
A. To prove the influence of his writings.
B. To illustrate people’s preference for rhymes.
C. To show the complexity of his writing style.
D. To encourage the wide use of rhymes and aphorisms.
10. What can be concluded from Matthew and Jessica’s findings
A. Aesthetic qualities help clarify the fact.
B. People tend to ignore precision in rhymes.
C. Rhymed sentences are usually less trustworthy.
D. Aesthetic qualities likely conflict with people’s judgments.
11. What message does the author want to convey at the end of the text
A. Treat rhymes with a wise mind.
B. Make good use of factual information.
C. Respect the wisdom of our old generations.
D. Focus on the improvement of long-term memory.
D
On March 3rd, a baby whale washed onshore in Georgia. Less than a month later, another whale, a recent mother, was found near the coast of Virginia. They are dying mainly because of human activity, and they are not alone. Traveling ships threaten whale populations worldwide, killing up to 20,000 individuals annually. With global ocean traffic forecast to rise by at least 240% by 2050, the problem will burgeon.
Fortunately, a project taking advantage of the technology called Whale Safe is trying to fight against the issue. Callie Leiphardt, the scientist leading the project, says that for every killed whale found, ten more deaths are going unrecorded. That so many were dying despite voluntary speed limits (自动限速) suggested more effective measures were needed. “By alarming ships, and publicizing which shipping companies ignored the speed limit, we might help bring down deaths,” Callie says.
Their approach involves listening for whales underwater using microphone-equipped buoys (浮标) capable of separating low-frequency whale calls from the ocean’s background noise. The results are then fed into Whale Safe’s alarm tool, alongside sightings and model-based predictions, to tell nearby ships to slow down. The team then monitors ships’ speeds within established slow zones through a widespread GPS-tracking system and awards parent companies marks from A to F, visible online.
The idea is also catching on elsewhere. In 2022, Chile equipped its first buoy to alarm ships. That same year, Greek researchers published the results of a trial using buoys to detect sperm whales in the Mediterranean. Another European project is developing detection boxes that use special cameras, alongside other sensors, to help ships spot whales early.
After Whale Safe was first applied, the crashes between ships and whales seemed to be decreasing: only 4 were reported in 2022, compared with 11 the year before. But the accidents between ships and whales are unavoidable in busy ports. So it’s easy to feel pessimistic. But like the whales that used to be hunted, their number has bounced back from the edge of extinction. According to Dr Baumgartner, “Everyone that works on whales has hope.”
12. What does the underlined word “burgeon” in paragraph 1 mean
A. Balloon. B. Die down. C. Turn around. D. Improve.
13. How do the microphone-equipped buoys contribute to reducing whale deaths
A. By monitoring the speeds of nearby ships.
B. By setting up proper locations for the slow zones.
C. By detecting whale calls and reminding nearby ships.
D. By creating an online model to predict potential accidents.
14. What is paragraph 4 mainly about
A. The successful cases of whale conservation.
B. The innovations made to microphone-equipped buoys.
C. The comparison of measures taken in different countries.
D. The global adoption of similar whale protection technologies.
15. What is the author’s attitude towards the technology
A. Doubtful. B. Positive. C. Pessimistic. D. Unclear.
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
It’s likely at some point in your life, a slice of burnt toast was the reason why you were late for school, work, or an important event. ____16____ But what if burning your toast is nothing more than just a small, minor inconvenience And what if it could be the very reason why you might be safe, healthy, and happy today Let’s get into the burnt toast theory.
The theory is about much more than accidentally burning your toast. ____17____ A slice of burnt toast is something like your shoes not tying, your iPhone not charging, having no ice in the freezer, forgetting your email password, etc.
Meanwhile, the theory is simple: something as small as burning your toast could actually end up allowing something better to happen. Maybe those five minutes you spend toasting a new piece of bread save you from a traffic accident. ____18____ Whatever the case may be, the burnt toast theory emphasizes that everything happens for a reason, and that everyone experiences minor annoyances. Just face them bravely.
____19____ It helps you make meaning of setbacks (障碍) we may experience It also helps you overcome setbacks and maintain a healthy mindset. And it makes you mentally stronger and more adapted to conflict and hardship in the future.
So next time you feel frustrated by an inconvenience in your life, try shifting your perspective by expressing why you’re grateful for the small inconvenience. ____20____ Of course, this may take some time and practice. But once you start shifting your mindset away from the negative and toward the positive, it will be easier to remember and practice the burnt toast theory when chaos happens.
A. Applying the theory to your life boosts personal growth.
B. It refers to many other things that happen unexpectedly.
C. At the time, it probably felt like it was the start of a bad day.
D. And then your daylong misfortune was connected with the burnt toast.
E. It’s a metaphor for any minor inconvenience you may face during the day.
F. You can speak it out loud to yourself or write your thoughts down in a journal.
G. Or maybe those five minutes allow you to meet an old friend you haven’t seen for long.
第三部分 语言运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
As my daughters grow up, I find that getting them to spend time talking with me is more challenging. After all, short videos on YouTube and e-games are much more ____21____ than Daddy. Many parents who have already ____22____ this period told me that this would happen, but it is always more difficult when you actually ____23____ it.
Another challenge is to get my girls ____24____ with one another. The ____25____ between my three girls is only five years. ____26____, as they grow up, the age differences, even small ones, become more influential as each one has different interests.
A few months ago, I decided to ____27____ the challenges by carrying out a technique I have been researching for the past nine years. This is called the listening circle. What I did was set a family time when everyone had to be ____28____; for us, it was Friday evening. Each one of us had a speaking turn, during which, the others listened without ____29____
As in my experience in research in organizations, it took a few rounds, but the _____30_____ were amazing. My girls started _____31_____ and got really excited! _____32_____, we just set one bour for the time, but it ended up lasting more than two hours. Not only that, but after it _____33_____ my girls went on playing together instead of each one going to her room.
We have _____34_____ to do this activity every Friday ever since. It became a _____35_____ in our family and a really positive one.
21. A. beneficial B. convincing C. intelligent D. appealing
22. A. gone through B. cut off C. jumped at D. turned down
23. A. distinguish B. experience C. ignore D. feel
24. A. connected B. motivated C. honest D. strict
25. A. requirement B. comparison C. gap D. bond
26. A. However B. Therefore C. Instead D. Moreover
27. A. maintain B. handle C. oppose D. tolerate
28. A. hard-working B. quiet C. present D. strong-willed
29. A. interruption B. apology C. reflection D. permission
30. A. suggestions B. chances C. contributions D. results
31. A. wandering B. sharing C. complaining D. struggling
32. A. Immediately B. Secretly C. Originally D. Hopefully
33. A. succeeded B. began C. ended D. grew
34. A. regretted B. failed C. happened D. continued
35. A. principle B. routine C. business D. project
第二节 （共10小题；每小题1.5分，满分15分）
阅读下面短文， 在空白处填入1个适当的单词或括号内单词的正确形式。
In Paris, where Western cuisine dominates, Guo Zhanglong, a 36-year-old Chinese business owner, is successfully promoting traditional Shanxi sliced noodles, or Daoxiaomian.
Guo moved to France in 2011 and began selling these unique knife-cut noodles at a local market in 2022. His stall (摊位) quickly gained popularity among local people and ___36___ (draw) greater attention to the authentic (正宗的) flavors of Chinese cuisine. Guo often shares experiences of Parisians and tourists tasting the noodles on social media, ___37___ has attracted over 5 million followers. Customer reactions are ___38___ (astonish); many locals have added the warm soup noodles to their daily diet.
As the Chinese community in Paris grows, so does curiosity among locals about Chinese culture. This has ___39___ (strong) encouraged some French friends to explore China firsthand and return with new insights ___40___ (share) with others. Guo’s restaurant has become ___41___ little gathering site for cultural exchanges between China and France.
Reflecting on his 12 years in Paris, Guo notes the ___42___ (transform) in the city’s culinary(烹饪的) landscape, with more authentic Chinese restaurants now present. He expresses pride ___43___ witnessing the greater visibility of Chinese brands in Paris, including energy vehicles and technology products.
Guo feels that the friendly relations between China and France ___44___ (establish) partly through ordinary people’s interactions and shared experiences. His story showcases how food can bridge cultural barriers, ____45____ ( bring) people together in unexpected ways.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
46. 假定你是李华，你所在的校社会实践小组制作了一批中国结，计划利用周末出售，现招募销售人员，请你给你的交换生好友David写一封信，邀请他积极参与，内容包括：
（1）写信目的；（2）招募信息介绍：（3）你的期待。
注意：（1）写作词数应为80个左右；
（2）可适当增加细节，以使行文连贯；
（3）称呼和落款已给出，不计入总词数。
参考词汇：中国结 Chinese knot
Dear David,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
第二节（满分25分）
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。续写词数应为150左右。
It’s been many years since I stood at the end of Pusheck Road in Bellwood, waiting for the school bus. Yet, I remember one particular day from my childhood so vividly as if it were yesterday.
It was a sunlit morning in the spring of 1963, and I was a second - grader at St. Simeon’s Elementary School. Every morning, my mom would pack up a bagged lunch for me, usually a peanut butter and jelly sandwich with an apple for dessert. I loved those lunches; they were a simple pleasure, a little piece of home to carry with me throughout the school day.
That particular morning, the sky was clear and blue. As I reached the corner of Pusheck Road, I carefully placed my lunch on the sidewalk in order to shift my school books to a more comfortable position in my arms.（These were pre - backpack times!）
The familiar yellow bus rolled up. Distracted（分心） by the excitement of the school day ahead, I got on the bus without a second thought about my lunch bag left behind. The bus driver, a middle - aged man with a friendly face, greeted me with his usual nod. Then I settled - into my seat, my mind already wandering to the day’s activities.
It was only when the bus had left the stop and was halfway to school that I began to feel discomfort in my stomach. Then I realized that I had left my lunch on the sidewalk. Panic set in. My eyes filled with tears as I thought of missing out on my peanut butter and jelly sandwich and the apple that my mother had carefully selected.
As we pulled into the school parking lot, I could no longer hold back my tears. The bus driver, noticing my distress（悲伤）, pulled over slightly and asked gently, “What’s wrong ” I choked out the story between sobs（啜泣）, explaining how I had left my lunch behind and how I was facing a long, hungry day.
Paragraph 1:
He listened carefully and then said, “Don’t worry too much.”
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
At noon, our teacher, with a curious expression, approached me with a bag.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
答案版
第一部分 听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. What will the speakers most likely do this Saturday
A. Go fishing. B. Work overtime. C. Watch a movie.
2. When will the woman see Mary
A. This Sunday. B. Next Monday. C. Next Tuesday.
3. What major will the man probably decide on
A. Physics. B. Business. C. Engineering.
4. Where does the conversation probably take place
A. At a grocery store. B. At a clothing shop. C. At a dry cleaner’s.
5. What are the speakers mainly talking about
A. Holding a celebration. B. Preparing for a contest. C. Making a reservation.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What is the problem with the originally reserved room
A. It is too small.
B. It is under repair.
C. It was taken by another guest.
7. What will the woman get in the end
A. A free room upgrade.
B. A refund on the room.
C. An extra night for free.
听第7段材料，回答第8、9题。
8. What does Jane decide to do
A. To study overseas.
B. To launch a program.
C. To seek a career abroad.
9. How does the man feel at the end of the conversation
A. Upset and worried.
B. Pleased and proud.
C. Confused and hesitant.
听第8段材料，回答第10至13题。
10. Why is Alex going to Auckland
A. To go sightseeing.
B. To work on a project.
C. To learn new technologies.
11. What did the woman like about Auckland most
A. The food. B. The culture. C. The scenery.
12. What will Alex do about his family
A. Transfer kids to other schools.
B. Take them to Auckland.
C. Visit them twice a year.
13. What is the probable relationship between the speakers
A. Fellow-travelers. B. Colleagues. C. Classmates.
听第9段材料，回答第14至17题。
14. When did Professor Arik’s first book come out
A. In 2020. B. In 2022. C. In 2024.
15. What is the topic of Professor Arik’s new book
A. Alien life forms.
B. Wildlife conservation.
C. Animal communication.
16. What was Professor Arik’s new book based on
A. Historical data sets.
B. Field observations.
C. Theories from other books.
17. What will Professor Arik do next
A. Donate his pre - launch editions.
B. Buy the audience a souvenir.
C. Sign books for the audience.
听第10段材料，回答第18至20题。
18. What did the students do at the APEX’s launching ceremony
A. They built their own robots.
B. They developed robot programs.
C. They tried out and interacted with robots.
19. Which of the following belongs to the running features of the school
A. Academic-focused education. B. Encouraging education.
C. Personalized education.
20 What is the speaker doing
A. Hosting a radio program. B. Conducting an interview.
C. Advertising a school.
听力答案 略
第二部分 阅读（共两节，满分50分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Teen Creative Writing
Release your creativity as a writer, while learning the tricks of the trade. You have the freedom to write what you want, but you also need to gain the discipline of writing. There are no grades, no exams, and no wrong answers-just creative writing. Each class is taught by a teacher experienced in helping young writers discover and develop their unique voices. This course is offered as a 6-week online class (with a 3-hour session per week). It’s open to students aged from13 to 17.
Upcoming Classes
Start on Tuesday, October 1st
Online, anytime
Price: Registration fee $25, paid once per term
The Syllabus (教学大纲)
The syllabus varies from teacher to teacher, term to term. Many topics will be similar to those covered in the online classes.
Course Components
Week 1 (OIL) realizing the importance of having fun with writing, and exploring essential elements of creative writing — observation, imagination, and language
Week 2 (Show & Tell) understanding the difference between showing and telling, as well as techniques for showing-sensory description, specificity, and scenes
Week 3 (Individuality) exploring the power of a journal, writing what you know, writing what you want to know, and finding your individual voice
Week4 (Fiction) learning the types and forms of fiction, where to find fiction ideas, and the basics of creating a story — characters, plots, and points of view
Week 5 (Nonfiction) exploring three types of creative nonfiction writing — memoirs (传记), personal essays, and narrative (叙述的) nonfiction, as well as learning where to find nonfiction ideas
Week6 (Getting Better) including forming good writing habits, battling the blank page, revising your works, and reading as a writer.
Note: Content may vary among individual classes.
1. What is the purpose of the Teen Creative Writing program
A. To seek for talented young writers.
B. To prepare students for writing exams.
C. To enhance teachers’ educational skills.
D. To guide young students to write creatively.
2. On which week of the program can you learn how to write a fantasy novel
A. Week 1. B. Week 2. C. Week 3. D. Week 4.
3. Where is the text probably taken from
A. A textbook. B. A course plan.
C. An exam paper. D. The introduction of a writing contest.
【答案】1 D 2. D 3. B
【解析】
B
Here on the side of Mount Everest, Kaji Bista has spent a decade keeping a lonely watch over a largely abandoned scientific laboratory. He expects the world’s highest research station to once again come to life.
The laboratory opened in 1990 and for more than 2 decades, it served as a special spot for scientists seeking to keep an eye on changing conditions on Earth’s tallest mountain. In 2015, shifting scientific priorities cost the lab most of its funding, and its 15-person staff were reduced to just Bista. Now, the tall, soft-spoken man spends 10 months a year working to keep the aging facility functioning. “My emotional attachment to the lab... keeps me going,” he said.
Bista began working at the station in 2006. He states that it was originally established to settle a disagreement between Italian and U. S. mountaineers over whether Everest or K2 was the world’s tallest. Researchers used GPS measurements to prove Everest was taller, as the Italian climbers maintained. That work ultimately evolved into a plan, backed by the National Research Council of Italy (CNR) and the Nepal Academy of Science and Technology (NAST), to develop a facility that could do much more.
Climate scientist Sudeep Thakuri says that he is grateful the lab has played an important role in not only his own studies of the region’s glaciers (冰川), but also in studies of regional biodiversity, the long-range transport of pollutants, etc. In response to the appeal of scientists, Suresh Kumar Dhungel, a senior scientist at NAST, reports discussions with CNR officials have recently resulted in moves to restore labaratory operations. And Agostino Da Polenza, president of Ev-K2-CNR, says he is working to regenerate lab programs. And his group plans to launch a crowdfunding campaign later to raise more money.
Bista does his best to repair those aging instruments. “When I face any problem, I turn to experts in Italy and then act accordingly,” he said. But sometimes it can take months for spare parts to arrive. “I am helpless in this case,” he said. Yet, Bista hasn’t lost hope. “This laboratory will soon be renovated (整修), ” he said. This is my belief.
4. What can we infer about the research station
A. It has set off a disagreement. B. It has been fully functioning.
C. It involves high repair costs. D. It has been lightly regarded for years.
5. What was the station initially intended for
A. Conducting a geographic survey.
B. Providing accommodation for mountain climbers.
C. Studying the effect of human activities on Everest.
D. Establishing a barmonious relationship between Italy and America.
6. What challenge is Bista encountering in his work
A. Lack of timely guidance from professionals.
B. Pressure from administrative management.
C. Conflicts between research team members.
D. Delays in transporting the repair parts.
7. Which can be a suitable title for the text
A. Mountaineers fuel debate over Everest
B. Scientists make the most of a lab on Everest
C. A lone caretaker struggles to keep a lab alive
D. Scientific research on Everest matters a lot
【答案】4. D 5. A 6. D 7. C
C
Many years ago, I got drunk. The next morning, I told my dad what happened. “We had some wine at the restaurant”, I said, “and then some beer. It doesn’t seem enough for me to feel this bad.” My dad said something I carry with me to this day, “Beer before wine and you’ll feel fine; wine before beer and you’ll feel queer (奇怪的).”
Out of all the many pieces of advice my father handed down over the years, only a few stick in my memory. And those are the ones that rhyme. This is known as the “rhyme-as-reason effect”, a cognitive (认知的) phenomenon with lots of real-life, practical application. There’s a strange fact: You might be able to remember all the lines of the song from your childhood, yet you can’t remember something that happened last week. When we use rhymes, we break down details into something that can more easily be stored and recovered.
We often judge rhymes more favorably. Friedrich Nietzsche was a big fan of aphorisms (格言). He wrote a series of books entirely in aphorisms because he knew that a well-organized turn of phrase cut into your understanding far quicker than essays. He expressed in one of his books, “We sometimes consider an idea truer simply because it rhymes and presents itself with a brilliant skip and jump.”
Two psychologists, Matthew McGlone and Jessica Tofighbakhsh, investigated this phenomenon. They presented their participants with a series of aphorisms — some are rhymed; others not. They discovered that not only did participants aesthetically (审美上) prefer the rhymed sentences, but they more often considered them more accurate. Despite participants agreeing that aesthetic qualities don’t represent truth, they couldn’t avoid their own prejudice. This led the team to remember the poet John Keats’ line: “Beauty is truth; truth beauty.”
There are two important lessons to learn from this. The first is that rhyming makes for long-term memory. If you want to remember it, rhyme it. The second is that rhyming doesn’t equal accuracy. My dad’s wisdom might sound neat but it is based on insufficient evidence. Keep in mind that a nice turn of phrase isn’t necessarily better than an awkward one.
8. What can we know about the “rhyme-as-reason effect”
A. It conveys a deeper meaning. B. It is less frequently used nowadays.
C. It makes information more memorable. D. It is inconsistent with childhood memories.
9. Why does the author mention Friedrich Nietzsche in paragraph 3
A. To prove the influence of his writings.
B. To illustrate people’s preference for rhymes.
C. To show the complexity of his writing style.
D. To encourage the wide use of rhymes and aphorisms.
10. What can be concluded from Matthew and Jessica’s findings
A. Aesthetic qualities help clarify the fact.
B. People tend to ignore precision in rhymes.
C. Rhymed sentences are usually less trustworthy.
D. Aesthetic qualities likely conflict with people’s judgments.
11. What message does the author want to convey at the end of the text
A. Treat rhymes with a wise mind.
B. Make good use of factual information.
C. Respect the wisdom of our old generations.
D. Focus on the improvement of long-term memory.
【答案】8. C 9. B 10. D 11. A
D
On March 3rd, a baby whale washed onshore in Georgia. Less than a month later, another whale, a recent mother, was found near the coast of Virginia. They are dying mainly because of human activity, and they are not alone. Traveling ships threaten whale populations worldwide, killing up to 20,000 individuals annually. With global ocean traffic forecast to rise by at least 240% by 2050, the problem will burgeon.
Fortunately, a project taking advantage of the technology called Whale Safe is trying to fight against the issue. Callie Leiphardt, the scientist leading the project, says that for every killed whale found, ten more deaths are going unrecorded. That so many were dying despite voluntary speed limits (自动限速) suggested more effective measures were needed. “By alarming ships, and publicizing which shipping companies ignored the speed limit, we might help bring down deaths,” Callie says.
Their approach involves listening for whales underwater using microphone-equipped buoys (浮标) capable of separating low-frequency whale calls from the ocean’s background noise. The results are then fed into Whale Safe’s alarm tool, alongside sightings and model-based predictions, to tell nearby ships to slow down. The team then monitors ships’ speeds within established slow zones through a widespread GPS-tracking system and awards parent companies marks from A to F, visible online.
The idea is also catching on elsewhere. In 2022, Chile equipped its first buoy to alarm ships. That same year, Greek researchers published the results of a trial using buoys to detect sperm whales in the Mediterranean. Another European project is developing detection boxes that use special cameras, alongside other sensors, to help ships spot whales early.
After Whale Safe was first applied, the crashes between ships and whales seemed to be decreasing: only 4 were reported in 2022, compared with 11 the year before. But the accidents between ships and whales are unavoidable in busy ports. So it’s easy to feel pessimistic. But like the whales that used to be hunted, their number has bounced back from the edge of extinction. According to Dr Baumgartner, “Everyone that works on whales has hope.”
12. What does the underlined word “burgeon” in paragraph 1 mean
A. Balloon. B. Die down. C. Turn around. D. Improve.
13. How do the microphone-equipped buoys contribute to reducing whale deaths
A. By monitoring the speeds of nearby ships.
B. By setting up proper locations for the slow zones.
C. By detecting whale calls and reminding nearby ships.
D. By creating an online model to predict potential accidents.
14. What is paragraph 4 mainly about
A. The successful cases of whale conservation.
B. The innovations made to microphone-equipped buoys.
C. The comparison of measures taken in different countries.
D. The global adoption of similar whale protection technologies.
15. What is the author’s attitude towards the technology
A. Doubtful. B. Positive. C. Pessimistic. D. Unclear.
【答案】12. A 13. C 14. D 15. B
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
It’s likely at some point in your life, a slice of burnt toast was the reason why you were late for school, work, or an important event. ____16____ But what if burning your toast is nothing more than just a small, minor inconvenience And what if it could be the very reason why you might be safe, healthy, and happy today Let’s get into the burnt toast theory.
The theory is about much more than accidentally burning your toast. ____17____ A slice of burnt toast is something like your shoes not tying, your iPhone not charging, having no ice in the freezer, forgetting your email password, etc.
Meanwhile, the theory is simple: something as small as burning your toast could actually end up allowing something better to happen. Maybe those five minutes you spend toasting a new piece of bread save you from a traffic accident. ____18____ Whatever the case may be, the burnt toast theory emphasizes that everything happens for a reason, and that everyone experiences minor annoyances. Just face them bravely.
____19____ It helps you make meaning of setbacks (障碍) we may experience. It also helps you overcome setbacks and maintain a healthy mindset. And it makes you mentally stronger and more adapted to conflict and hardship in the future.
So next time you feel frustrated by an inconvenience in your life, try shifting your perspective by expressing why you’re grateful for the small inconvenience. ____20____ Of course, this may take some time and practice. But once you start shifting your mindset away from the negative and toward the positive, it will be easier to remember and practice the burnt toast theory when chaos happens.
A. Applying the theory to your life boosts personal growth.
B. It refers to many other things that happen unexpectedly.
C. At the time, it probably felt like it was the start of a bad day.
D. And then your daylong misfortune was connected with the burnt toast.
E. It’s a metaphor for any minor inconvenience you may face during the day.
F. You can speak it out loud to yourself or write your thoughts down in a journal.
G. Or maybe those five minutes allow you to meet an old friend you haven’t seen for long.
【答案】16. C 17. E 18. G 19. A 20. F
第三部分 语言运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
As my daughters grow up, I find that getting them to spend time talking with me is more challenging. After all, short videos on YouTube and e-games are much more ____21____ than Daddy. Many parents who have already ____22____ this period told me that this would happen, but it is always more difficult when you actually ____23____ it.
Another challenge is to get my girls ____24____ with one another. The ____25____ between my three girls is only five years. ____26____, as they grow up, the age differences, even small ones, become more influential as each one has different interests.
A few months ago, I decided to ____27____ the challenges by carrying out a technique I have been researching for the past nine years. This is called the listening circle. What I did was set a family time when everyone had to be ____28____; for us, it was Friday evening. Each one of us had a speaking turn, during which, the others listened without ____29____
As in my experience in research in organizations, it took a few rounds, but the _____30_____ were amazing. My girls started _____31_____ and got really excited! _____32_____, we just set one bour for the time, but it ended up lasting more than two hours. Not only that, but after it _____33_____ my girls went on playing together instead of each one going to her room.
We have _____34_____ to do this activity every Friday ever since. It became a _____35_____ in our family and a really positive one.
21. A. beneficial B. convincing C. intelligent D. appealing
22. A. gone through B. cut off C. jumped at D. turned down
23. A. distinguish B. experience C. ignore D. feel
24. A. connected B. motivated C. honest D. strict
25. A. requirement B. comparison C. gap D. bond
26. A. However B. Therefore C. Instead D. Moreover
27. A. maintain B. handle C. oppose D. tolerate
28. A. hard-working B. quiet C. present D. strong-willed
29. A. interruption B. apology C. reflection D. permission
30. A. suggestions B. chances C. contributions D. results
31. A. wandering B. sharing C. complaining D. struggling
32. A. Immediately B. Secretly C. Originally D. Hopefully
33. A. succeeded B. began C. ended D. grew
34. A. regretted B. failed C. happened D. continued
35. A. principle B. routine C. business D. project
【答案】21. D 22. A 23. B 24. A 25. C 26. A 27. B 28. C 29. A 30. D 31. B 32. C 33. C 34. D 35. B
第二节 （共10小题；每小题1.5分，满分15分）
阅读下面短文， 在空白处填入1个适当的单词或括号内单词的正确形式。
In Paris, where Western cuisine dominates, Guo Zhanglong, a 36-year-old Chinese business owner, is successfully promoting traditional Shanxi sliced noodles, or Daoxiaomian.
Guo moved to France in 2011 and began selling these unique knife-cut noodles at a local market in 2022. His stall (摊位) quickly gained popularity among local people and ___36___ (draw) greater attention to the authentic (正宗的) flavors of Chinese cuisine. Guo often shares experiences of Parisians and tourists tasting the noodles on social media, ___37___ has attracted over 5 million followers. Customer reactions are ___38___ (astonish); many locals have added the warm soup noodles to their daily diet.
As the Chinese community in Paris grows, so does curiosity among locals about Chinese culture. This has ___39___ (strong) encouraged some French friends to explore China firsthand and return with new insights ___40___ (share) with others. Guo’s restaurant has become ___41___ little gathering site for cultural exchanges between China and France.
Reflecting on his 12 years in Paris, Guo notes the ___42___ (transform) in the city’s culinary(烹饪的) landscape, with more authentic Chinese restaurants now present. He expresses pride ___43___ witnessing the greater visibility of Chinese brands in Paris, including energy vehicles and technology products.
Guo feels that the friendly relations between China and France ___44___ (establish) partly through ordinary people’s interactions and shared experiences. His story showcases how food can bridge cultural barriers, ____45____ ( bring) people together in unexpected ways.
【答案】36. drew
37. which 38. astonishing
39. strongly
40. to share
41. a 42. transformation
43. in 44. are established
45. bringing
第四部分 写作（共两节，满分40分）
第一节（满分15分）
46. 假定你是李华，你所在的校社会实践小组制作了一批中国结，计划利用周末出售，现招募销售人员，请你给你的交换生好友David写一封信，邀请他积极参与，内容包括：
（1）写信目的；（2）招募信息介绍：（3）你的期待。
注意：（1）写作词数应为80个左右；
（2）可适当增加细节，以使行文连贯；
（3）称呼和落款已给出，不计入总词数。
参考词汇：中国结 Chinese knot
Dear David,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
【答案】Dear David,
I hope this letter finds you well! I'm writing to invite you to join our social practice group this weekend. We have created a batch of beautiful Chinese knots to sell, and we need enthusiastic salespeople to help us at the market.
The event will be held on Saturday from 10 AM to 4 PM at our school. It's a great opportunity to practice your Chinese skills and learn more about our culture while meeting new people. Besides, it's a fun way to contribute to our community!
I really hope you can join us. It would be amazing to work together and share this experience!
Yours,
Li Hua
第二节（满分25分）
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。续写词数应为150左右。
It’s been many years since I stood at the end of Pusheck Road in Bellwood, waiting for the school bus. Yet, I remember one particular day from my childhood so vividly as if it were yesterday.
It was a sunlit morning in the spring of 1963, and I was a second - grader at St. Simeon’s Elementary School. Every morning, my mom would pack up a bagged lunch for me, usually a peanut butter and jelly sandwich with an apple for dessert. I loved those lunches; they were a simple pleasure, a little piece of home to carry with me throughout the school day.
That particular morning, the sky was clear and blue. As I reached the corner of Pusheck Road, I carefully placed my lunch on the sidewalk in order to shift my school books to a more comfortable position in my arms.（These were pre - backpack times!）
The familiar yellow bus rolled up. Distracted（分心） by the excitement of the school day ahead, I got on the bus without a second thought about my lunch bag left behind. The bus driver, a middle - aged man with a friendly face, greeted me with his usual nod. Then I settled - into my seat, my mind already wandering to the day’s activities.
It was only when the bus had left the stop and was halfway to school that I began to feel discomfort in my stomach Then I realized that I had left my lunch on the sidewalk. Panic set in. My eyes filled with tears as I thought of missing out on my peanut butter and jelly sandwich and the apple that my mother had carefully selected.
As we pulled into the school parking lot, I could no longer hold back my tears. The bus driver, noticing my distress（悲伤）, pulled over slightly and asked gently, “What’s wrong ” I choked out the story between sobs（啜泣）, explaining how I had left my lunch behind and how I was facing a long, hungry day.
Paragraph 1:
He listened carefully and then said, “Don’t worry too much.”
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
At noon, our teacher, with a curious expression, approached me with a bag.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】 He listened carefully and then said, Don’t worry too much.'' He paused for a moment and then added, I’ve got an extra sandwich and apple in my lunch box. You can have them.'' I was so surprised and grateful. Are you sure '' I asked. He nodded and handed me his lunch. I eagerly accepted, feeling a mix of relief and appreciation for his kindness. As I ate, I couldn’t help but think how fortunate I was to have such a thoughtful bus driver.
At noon, our teacher, with a curious expression, approached me with a bag. Is this yours '' she asked, holding it up. I recognized it immediately as my lunch bag. Yes, it is!'' I exclaimed, taking it from her hands. Where did you find it '' I asked, puzzled. She explained that a kind lady had brought it to the school office, saying she found it on the sidewalk near Pusheck Road. Thank you so much,'' I said, tears welling up in my eyes again, this time not from sadness, but from gratitude. I was overwhelmed with relief, knowing that I had not only been helped by the bus driver but also by a stranger who went out of her way to return my lunch.
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