福建省龙岩市重点中学2025-2026学年高三上学期10月月考英语试题（含解析）
文档属性
| 名称 | 福建省龙岩市重点中学2025-2026学年高三上学期10月月考英语试题（含解析） |  | |
| 格式 | docx | ||
| 文件大小 | 49.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-23 17:32:35 | ||
图片预览
文档简介
福建省龙岩市重点中学2025-2026学年高三上学期10月月考英语试题
一、阅读理解
On Safari: Tanzania’s Great Migration
Schedule
Day 1: Arusha, Tanzania
Arrive at Kilimanjaro International Airport (JRO) in Arusha this evening and transfer to your hotel.
Day 2: Lake Manyara National Park
Drive to Lake Manyara National Park, observe the wildlife on the shores of Lake Manyara. Enjoy a walk around the lodge’s grounds and gardens before hiking to a nearby coffee plantation. Meet with a conservationist to learn about his work of preventing human - lion conflict.
Day 3: Ngorongoro Crater
After breakfast, travel to the Ngorongoro Highlands, where you will meet with Massai community members. Enjoy a rare opportunity to view traditional singing and dancing. After lunch, descend 2,000 feet to the floor of the Ngorongoro Crater, which shelters almost 25,000 animals.
Day 4: Serengeti National Park
Rise early for a morning game drive before flying to the northern Serengeti. With luck, you will witness the wildebeest migration. On your last evening, gather for a candlelit farewell dinner in the bush. National Geographic Expert will join you for a discussion about the migration.
Day 5: Arusha
Fly back to Arusha. Relax for the day at the Rivertrees Country Inn before transferring to the Kilimanjaro International Airport (JRO) to connect with your flight home.
Dates & Prices
Date Double Occupancy Single Occupancy
Sep.10-14, 2024 $1,2 00 per person $1,500 per person
Oct.8-12, 2024 $1,300 per person $1,600 per person
What’s included:
● Transportation provided on trip
● Accommodation as indicated in the schedule
● Meals as indicated in the schedule
● Daily activities as indicated in the schedule
What’s not included:
● Airfare from and back home
● Trip cancelation insurance or any other travel insurance
● Visas when applicable
1．On which days can travelers meet wild animals
A．Day 1 & Day 2. B．Day 1 & Day 3. C．Day 2 & Day 4. D．Day 3 & Day 5.
2．How much should a couple pay if they depart on October 8
A．$2,400. B．$2,600. C．$1,600. D．$1,300.
3．What does a traveler need to pay extra charge for
A．Airfare provided on trip. B．Meals and accommodation.
C．Activities joined by experts. D．Insurance for canceling the trip.
“Tell me your names and which year of graduate school you’re in,” the visiting speaker asked. My discomfort grew as everyone else gave their answers. When my turn came, I swallowed and said I was in my sixth year. “I think it is the student’s problem if she spends over 5 years finishing a PhD,” the speaker replied. His comment was the final shot.
Right from the start of graduate school, I had been aware that the requirements of my department and my adviser might make my PhD take longer than average. Students need to publish two first-author papers to graduate and my adviser requires his students to take the lead in all experiments so we can have full ownership of our work and develop various scientific techniques.
I was comfortable with taking longer to become an independent scientist. My adviser had some projects he wanted to handle and I chose one to work on, knowing I could draw on his expertise (专业知识) and gain support from lab mates. However, I investigated 10 different hypotheses (假说) — just to prove each a dead end. Each time the only choice was to make the next likely hypothesis and start over in a different direction. The lack of progress was wearing me down.
Then came the speaker’s comment. I broke down and went to my adviser. He pointed out that over the past 6 years I had mastered many difficult techniques. My growing expertise was comparable with the very best. If I didn’t have the answer to my research question yet, it was because of the complexity (复杂性) of the answer, not because of personal weaknesses. This viewpoint calmed me. It helped me push forward with determination and willpower. Under my adviser’s continued guidance and support, I hit on a hypothesis that worked out and I graduated finally.
Looking back on my PhD life, I realized many graduate students were in the same boat as I was. I wish I could tell them what I came to learn: No one’s PhD journey is the same; all we need to do is stick to it.
4．What contributed to the author’s longer-than-average PhD journey
A．The complex project she’d worked on.
B．Her lack of desire to complete the research.
C．Her poor understanding of scientific techniques and skills.
D．The high standards set by the department and the adviser.
5．What can we learn about the author throughout the research process
A．She turned a deaf ear to others’ advice.
B．She lacked talent for scientific research.
C．She met with many struggles and failures.
D．She easily gave up when faced with challenges.
6．Which of the following words can best describe the author’s adviser
A．Unhelpful. B．Supportive. C．Thoughtful. D．Demanding.
7．What lesson can we draw from the author’s experience
A．All the roads lead to Rome. B．Well begun is half done.
C．Slow and steady wins the race. D．Actions speak louder than words.
A new study found that 15-year-olds told more coherent (连贯的) stories about turning points in their lives if their mothers had been taught the new conversational techniques 14 years earlier. These adolescents also reported fewer symptoms of depression and anxiety compared to adolescents in the study whose mothers had talked with their toddlers (初学走路的孩子) as usual.
In the research,115 mothers of toddlers were assigned to either a control group without any training or an experimental group given training in elaborative reminiscine (详尽回忆) for a year. The training involves open and responsive conversations with young children about every day past events.
Project lead Professor Elaine Reese says adolescents whose mothers had participated in the earlier coaching sessions narrated difficult events from their lives — such as parental divorce or cyber-bullying with more insight into how the experience had shaped as people.
Professor Reese says, “Our findings suggest parents’ sharing memories early in children’s lives can have long-lasting benefits, both for the way adolescents process and talk about difficult life events and for their well-being. For example, it helps children develop more complete, specific, and accurate memories of their experiences, providing a richer store of memories to use when telling their own stories. It also teaches children how to have open discussions about past feelings when they’re no longer in the heat of the moment.”
Professor Reese hopes parents and policy makers realize the importance of early childhood as the ideal time for starting to have positive conversations with children, and to know that these conversations can make a difference as children grow older. “The ultimate goal is to encourage parents to have more sensitive and responsive conversations about events in their children’s lives.”
The researchers intend to continue the study, following up with participants in emerging adulthood to determine any ongoing effects of their theirs mother’s elaborative reminiscine.
8．According to the text, all mothers involved in the research ________.
A．were trained how to talk with kids for a year
B．had children who were about one year old
C．took part in the follow-up research annually
D．had experienced some difficult events in life
9．What does the research indicate
A．Coaching sessions with parents benefit toddlers.
B．Parents need to learn new conversational techniques.
C．Parents’ elaborative reminiscing can fight depression.
D．Sharing memories sets kids on path to better well-being.
10．Why could adolescents in the experimental group narrate their life events better
A．They went through more turning points in life.
B．They had a richer store of memories to refer to.
C．They could well remember what happened in life.
D．They had better language skills to describe events.
11．What’s researchers’ attitude to the impacts of elaborative reminiscing on adults
A．Uncertain. B．Favorable. C．Concerned. D．Doubtful.
The pleasure people get from a piece of music has been linked to its effects on our emotional responses and ability to form social connections. The degree of enjoyment differs from person to person, but little is known about why. To see if genetics (遗传学) can account for it, Giacomo Bignardi at the Max Planck Institute for Psycholinguistics in the Netherlands and his colleagues conducted a new study.
The researchers looked at more than 9,000 twins from the Swedish Twin Registry. About 3,400 were identical (同卵的) and 5,600 non-identical. The former share the same genome (基因组), while non-identical twins share only half their genomes, which enabled the researchers to determine the effects of genes through comparison. Besides, all the twins in the study were raised in the same households and so grew up with similar environmental influences. This made it easier to sort out genetic contributions.
The researchers got the twins to complete the Barcelona Music Reward Questionnaire, which focused on how much pleasure they get from music. For example, they were asked the extent to which they agreed with statements such as “when I share music with someone I feel a special connection with that person” and “in my free time I hardly listen to music”. The result showed that genes seem to play a significant role in influencing how much pleasure music brings, with the identical twins being more than twice as similar in this feature as the non-identical ones.
“While it’s fairly understandable that musical ability might have a genetic basis, which provides an easy explanation for why some people seem to have a talent for music, it’s obscure that the degree of pleasure from listening to music is influenced by genes, so it is inspiring that the study finds this effect,” says Peter Harrison at the University of Cambridge.
However, Nick Collins at Durham University, UK thinks differently. “Certain musical abilities and preferences may be influenced by genetics, but there are a large number of cultural elements in music development that are not addressed by genetics alone,” he says.
12．What can we learn from paragraph 2
A．How twins contribute to the progress of genetic research.
B．Why the researchers chose the twins as research subjects.
C．What makes the new study different from previous ones.
D．What inspired the researchers to conduct the new study.
13．What is the finding of the new study
A．The secret of musical talent lies in our genes.
B．Our genes determine what kind of music we like.
C．Our genes can influence how much we enjoy music.
D．The pleasure that different people get from music varies greatly.
14．Which can best replace the underlined word “obscure” in paragraph 4
A．easy to conclude. B．reasonable to assume.
C．impossible to prove. D．difficult to see.
15．What is Nick Collins’ attitude towards the research finding
A．Unclear. B．Doubtful. C．Supportive. D．Unconcerned.
Peer Pressure
Peer pressure is a part of life. 16 This peer group may be of similar age but can also be defined by other commonalities (共同点), including motherhood, professional affiliations, and your local neighborhood.
Peer pressure is not always negative. Trying to fit into a healthy social group, for example, of peers getting good grades, joining sports teams, and making plans for their futures, is positive. 17 Peer influence can show you there is support, encouragement, and community available to you. By seeing someone else do something positive, you may reflect on your own life choices, goals, and where you spend your time.
18 Being pressured by peer, whether it happens in person or online, may shake your sense of identity and self-confidence. For example, you may feel pressure to do unsafe things that have risks you may not fully know.
19 You can also work on surrounding yourself with more positive influences. Some ways of coping with peer pressure include:
● Not spending time with people who pressure you to do things that feel wrong or dangerous.
● Learning to say “no” and practicing leaving situations that feel unsafe or uncomfortable.
● Talking to a trusted peer or professional (teacher, counselor) if you have problems saying “no” or are feeling pressured to change something about yourself.
● 20
In the journey of life, peers influence our steps. If you embrace positive guidance and stand firm against negativity, you can become the architects of your own story.
A．Some refer to this type of peer “pressure” as peer “influence”.
B．It can be direct or indirect, positive or negative.
C．It is any type of influence that comes from a peer group.
D．Getting over peer pressure means not accepting the negative influence of others.
E．While peer influence can improve your life, peer pressure can cause problems.
F．Feeling pressured to do things that may make you feel bad about yourself is unhealthy.
G．Befriending people who have a positive influence.
二、完形填空
Edmond was a school bus driver for 22 years. One morning, the rain pouring down, he and the bus monitor Valentine were called to 21 a student who missed the bus. What 22 them was that the student didn’t appear when they reached the specified place.
Edmond and Valentine didn’t expect they had a larger 23 to achieve. Just around the corner, they found two children 24 in the rushing floodwaters. The boy and the girl were struggling to hold onto a 25 to avoid being swept away.
Edmond and Valentine couldn’t 26 to save them, but neither could swim. Jumping into action meant putting their own 27 on the line. Since the bus was for special needs children, it was 28 with removable seat belts. They got a (n) 29 . Immediately they tied the seat belts together so as to 30 the children.
Close-by neighbors additionally got here to 31 , and the group made combined efforts to 32 the boy and the girl from the tree. They created a human chain and 33 the tied belts out until Edmond got a firm hold on the children and pulled them to safety.
The two children were 34 to Edmond, giving him a big hug. Surrounding them, everyone present was filled with happiness, though wet all over. This great rescue operation went viral (走红) on social media and drew praise for their 35 from all quarters.
21．A．look after B．send for C．pick up D．call on
22．A．discouraged B．amused C．excited D．impressed
23．A．dream B．goal C．success D．task
24．A．diving B．playing C．stuck D．prepared
25．A．tree B．belt C．seat D．bus
26．A．offer B．wait C．pretend D．long
27．A．lives B．future C．jobs D．family
28．A．covered B．decorated C．filled D．equipped
29．A．suggestion B．idea C．belief D．conclusion
30．A．lock B．search C．reach D．hang
31．A．help B．cheer C．respond D．watch
32．A．protect B．tell C．free D．tear
33．A．extended B．pushed C．threw D．kicked
34．A．appealing B．grateful C．important D．close
35．A．attitude B．description C．action D．fortune
三、语法填空
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Li Shaoyue, 36 (surround) by her painting tools, usually creates ink paintings on the inside of a glass bead, holding a brush in her hand. It is reported that the young woman from Zibo. Shandong Province. has been working as 37 inner painter since 2015.
Inner painting is a national-level intangible cultural heritage (非物质文化遗产), 38 uses glass and other materials as a base. Artists create their paintings with special fine brushes suitable for tiny containers. 39 a history of over 200 years, inner painting is mainly divided into four major schools: Beijing, Hebei, Shandong, and Guangdong. Li, a fifth-generation inheritor (继承者) of the Shandong or Lu school, 40 (teach) the skills by her father, a master of traditional Chinese arts. She started learning how to sketch at primary school. After having majored in traditional Chinese painting in Jingdezhen, Jiangxi Province during her college years, she decided 41 (focus) on inner painting. She said besides her love for drawing, her father’s artistic career made a big 42 (different) to her pursuit of painting.
Busy in her father’s studio, Li creates up to five pieces a month in the store and spends the rest of her time 43 (create) exhibition pieces. “I hope more young people will join in a series of inner painting 44 (activity), such as offering inner painting classes as elective courses on campus and organizing workshops for beginners,” she said. “I 45 (particular) wish the market would give more focus to such techniques.”
四、书信写作
46．假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件，内容包括：
1. 说明问题；
2. 提出建议。
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear Ryan,
I’m Li Hua from Class 3.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Li Hua
五、书面表达
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。
I am a high school student, and I’ve always been shy and quiet. Speaking up, especially in front of my classmates, has always been difficult for me. In class, I tend to avoid the teacher’s look and rarely volunteer answers. I find myself more comfortable observing from the sidelines, quietly taking notes and participating only when absolutely necessary.
So, when our teacher assigned a group project to create a mind map (思维导图) for a travel journal, I felt completely lost. It seemed like a huge task, and I had no idea where to begin. The thought of working with a group and contributing my ideas was difficult.
We were supposed to work in groups of four, and I wasn’t sure if I could contribute enough to make it a success. I was stressed by the idea of cooperating with others, especially since I wasn’t sure whether I had the creative skills they would expect for something like a mind map.
My friend Alice noticed my hesitation and immediately invited me to join her group. She said, “You should join Chris, Ryan, and me. You’re so creative, and I know that you’ll bring something great to the table.” She even mentioned how I had helped her before by creating small stories to memorize words, and how my creativity always surprised her.
I was touched by her faith in me, but despite her encouragement, I was still unsure. I didn’t feel confident about my ability to contribute to the group, especially when it came to something as creative as a mind map. I feared that my ideas might not be good enough or that I would let the team down. The thought of standing out in front of everyone with my contributions felt challenging. But Alice insisted, gently encouraging me to give it a try, promising me that we could work together and that my creativity would be valuable.
注意：
1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
After a bit of hesitation, I finally agreed to join.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next class, Alice and I presented our group’s mind map to the class.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第1页 共4页 ◎ 第2页 共4页
第1页 共4页 ◎ 第2页 共4页
参考答案
题号 1 2 3 4 5 6 7 8 9 10
答案 C B D D C B C B A B
题号 11 12 13 14 15 16 17 18 19 20
答案 A B C D B C A E D G
题号 21 22 23 24 25 26 27 28 29 30
答案 C A D C A B A D B C
题号 31 32 33 34 35
答案 A C A B C
1．C 2．B 3．D
【导语】本文是一篇应用文。文章主要介绍了坦桑尼亚大迁徙之旅的日程安排、日期与价格以及费用包含和不包含的内容。
1．细节理解题。根据Day 2: Lake Manyara National Park部分“Drive to Lake Manyara National Park, observe the wildlife on the shores of Lake Manyara.”（驱车前往马尼亚拉湖国家公园，观察马尼亚拉湖岸边的野生动物。）和Day 4: Serengeti National Park部分“Rise early for a morning game drive before flying to the northern Serengeti. With luck, you will witness the wildebeest migration.”（早起进行早晨的猎游，然后飞往塞伦盖蒂北部。幸运的话，你将见证角马的迁徙。）可知，旅行者可以在第二天和第四天看到野生动物。故选C项。
2．细节理解题。根据Dates & Prices部分表格中“Oct.8-12, 2024 Double Occupancy $1,300 per person”（2024年10月8日至12日 双人预定 每人1300美元）可知，2024年10月8日至12日，双人预定，每人1300美元。所以，如果一对夫妇在10月8日出发，他们需要支付的费用是1300×2=2600美元。故选B项。
3．推理判断题。根据What’s not included:部分“● Trip cancelation insurance or any other travel insurance”（费用不包含：● 旅行取消保险或任何其他旅行保险）可知，旅行者需要为旅行取消保险支付额外费用。故选D项。
4．D 5．C 6．B 7．C
【导语】这是一篇记叙文。文章主要通过讲述作者攻读博士学位的艰难经历告诉我们成功属于坚持不懈的人。
4．细节理解题。根据文章第二段“Right from the start of graduate school, I had been aware that the requirements of my department and my adviser might make my PhD take longer than average. Students need to publish two first-author papers to graduate and my adviser requires his students to take the lead in all experiments so we can have full ownership of our work and develop various scientific techniques.(从研究生院开始，我就意识到我的部门和我的导师的要求可能会使我的博士学位比平均时间要长。学生需要发表两篇第一作者论文才能毕业，我的导师要求他的学生在所有实验中都发挥带头作用，这样我们就可以对我们的工作有充分的所有权，并开发各种科学技术。)”可知，是院系和导师制定的高标准促成了作者比一般人更长的博士之旅。故选D项。
5．细节理解题。根据文章第三段“Each time the only choice was to make the next likely hypothesis and start over in a different direction. The lack of progress was wearing me down.(每次唯一的选择就是做出下一个可能的假设，然后从不同的方向重新开始。缺乏进展使我精疲力竭)”可知，在整个研究过程中作者遇到了许多困难和失败。故选C项。
6．推理判断题。根据文章倒数第二段“He pointed out that over the past 6 years I had mastered many difficult techniques. My growing expertise was comparable with the very best. If I didn’t have the answer to my research question yet, it was because of the complexity (复杂性) of the answer, not because of personal weaknesses. This viewpoint calmed me. It helped me push forward with determination and willpower. Under my adviser’s continued guidance and support, I hit on a hypothesis that worked out and I graduated finally.(他指出，在过去的6年里，我掌握了许多高难度的技术。我不断增长的专业知识可以与最好的相媲美。如果我还没有找到我研究问题的答案，那是因为答案太复杂，而不是因为我个人的弱点。这个观点使我平静下来。它帮助我以决心和意志力向前推进。在导师的不断指导和支持下，我想出了一个可行的假说，最终毕业了)”可知，导师给予作者鼓励、帮助和支持。B选项“Supportive(给予帮助的，支持的，鼓励的)”最能描述作者的导师。故选B项。
7．推理判断题。通读全文内容，尤其根据文章最后一段“Looking back on my PhD life, I realized many graduate students were in the same boat as I was. I wish I could tell them what I came to learn: No one’s PhD journey is the same; all we need to do is stick to it.(回顾我的博士生涯，我意识到很多研究生都和我一样。我希望我能告诉他们我来这里的目的：没有人的博士之旅是相同的；我们要做的就是坚持下去)”可知，作者通过他读博的经历告诉我们坚持的重要性，所以C选项“稳扎稳打赢得比赛”符合题意。故选C项。
8．B 9．A 10．B 11．A
【导语】这是一篇说明文。文章通过对115名幼儿的母亲进行分组实验，得出在幼儿时期通过分享详尽回忆对于青少年处理和谈论困难生活事件的方式以及他们的幸福都有长期的好处。
8．推理判断题。根据文章第一段“A new study found that 15-year-olds told more coherent (连贯的) stories about turning points in their lives if their mothers had been taught the new conversational techniques 14 years earlier.(一项新的研究发现，如果他们的母亲在14年前学习了新的会话技巧，那么15岁的孩子会更连贯的讲述关于他们生活中的转折点的故事)”可知，如果母亲在孩子一岁左右的时候学习新会话技巧，那么孩子15岁的时候表达会更连贯；根据文章第二段“In the research,115 mothers of toddlers were assigned to either a control group without any training or an experimental group given training in elaborative reminiscine (详尽回忆) for a year.(在这项研究中，115名幼儿的母亲被分配到一个没经任何训练的对照组或者一个给予详尽回忆训练的实验组)”可知，这115名都是幼儿的母亲，结合实验的结论，即前面所表达的如果母亲在孩子一岁左右的时候学习新会话技巧，那么孩子15岁的时候表达会更连贯。由此推知，所有参与研究的母亲的孩子都在一岁左右。故选B项。
9．细节理解题。根据文章第二段“Professor Reese says, “Our findings suggest parents’ sharing memories early in children’s lives can have long-lasting benefits, both for the way adolescents process and talk about difficult life events and for their well-being. For example, it helps children develop more complete, specific, and accurate memories of their experiences, providing a richer store of memories to use when telling their own stories. It also teaches children how to have open discussions about past feelings when they’re no longer in the heat of the moment.”(Reese教授说：“我们的研究结果表明，父母在孩子生命早期分享记忆对青少年处理和谈论困难生活事件的方式以及他们的幸福都有长期的好处。例如，它可以帮助孩子对他们的经历形成更完整、更具体、更准确的记忆，提供更丰富的记忆库，以便在讲述自己的故事时使用。 它还教孩子们如何在他们不再处于情绪激动时就过去的感受进行公开讨论。”)”可知，在孩子小时候分享回忆对他们处理和谈论困难生活事件的方式以及他们的幸福都有长期的好处，即对父母进行分享回忆的课程训练对孩子来说是非常有益的。故选A项。
10．细节理解题。根据文章第二段“For example, it helps children develop more complete, specific, and accurate memories of their experiences, providing a richer store of memories to use when telling their own stories.(例如，它可以帮助孩子对他们的经历形成更完整、更具体、更准确的记忆，提供更丰富的记忆库，以便在讲述自己的故事时使用)”可知，父母对幼儿分享回忆可以帮助孩子对他们的经历形成更完整、更具体、更准确的记忆，提供更丰富的记忆库以供讲述自己故事时使用，即他们有更丰富的记忆存储可供参考。故选B项。
11．推理判断题。根据文章最后一段“The researchers intend to continue the study, following up with participants in emerging adulthood to determine any ongoing effects of their theirs mother’s elaborative reminiscine.(研究人员打算继续这项研究，跟进刚步入成年期的参与者，以确定他们母亲精心回忆的任何持续影响)”可推知，研究人员对详尽回忆对成年人的影响是不确定的，所以才会打算继续研究。故选A项。
12．B 13．C 14．D 15．B
【导语】这是一篇说明文。文章主要讲述了一项关于基因对人们从音乐中获得快乐的影响的研究。
12．推理判断题。根据第二段“The researchers looked at more than 9,000 twins from the Swedish Twin Registry. About 3,400 were identical (同卵的) and 5,600 non-identical. The former share the same genome (基因组), while non-identical twins share only half their genomes, which enabled the researchers to determine the effects of genes through comparison. Besides, all the twins in the study were raised in the same households and so grew up with similar environmental influences. This made it easier to sort out genetic contributions.(研究人员观察了瑞典双胞胎登记处的9000多名双胞胎。其中大约3400对是同卵双胞胎，5600对是异卵双胞胎。前者拥有相同的基因组，而异卵双胞胎只共享一半的基因组，这使得研究人员能够通过比较来确定基因的影响。此外，研究中的所有双胞胎都在同一个家庭中长大，因此成长环境相似。这使得区分基因的贡献变得更容易。)”可知，研究人员选择双胞胎作为研究对象是因为他们可以通过比较同卵双胞胎和异卵双胞胎的基因差异来确定基因的影响；由此可知，从第二段可以了解为什么研究人员选择双胞胎作为研究对象。故选B。
13．细节理解题。根据第三段“The result showed that genes seem to play a significant role in influencing how much pleasure music brings, with the identical twins being more than twice as similar in this feature as the non-identical ones.(结果表明，基因似乎在影响音乐带来的快乐程度方面发挥着重要作用，同卵双胞胎在这一特征上的相似性是非同卵双胞胎的两倍多。)”可知，这项新研究的发现是我们的基因可以影响我们从音乐中获得多少快乐。故选C。
14．词句猜测题。根据划线词上文“While it’s fairly understandable that musical ability might have a genetic basis, which provides an easy explanation for why some people seem to have a talent for music.(虽然音乐能力可能有遗传基础是相当容易理解的，这为为什么有些人似乎有音乐天赋提供了一个简单的解释。)可知，“obscure”所在的部分与上文是转折关系，上文说音乐能力有遗传基础是容易理解的，那么可推测出“obscure”的意思应该是“不容易看出”或“难以察觉”。故选D。
15．推理判断题。根据最后一段“Certain musical abilities and preferences may be influenced by genetics, but there are a large number of cultural elements in music development that are not addressed by genetics alone.(某些音乐能力和偏好可能受到遗传学的影响，但在音乐发展中存在大量文化元素，这些元素并非仅由遗传学所能解释。)”可知，Nick Collins认为这项研究结果有疑点，即他对此持怀疑态度。故选B。
16．C 17．A 18．E 19．D 20．G
【导语】本文是一篇说明文。文章介绍了同辈压力，主要包括其含义、正面影响和负面影响，以及应对负面影响的方法。
16．前文“Peer pressure is a part of life. (同辈压力是生活的一部分。)”提到同辈压力的话题，后文“This peer group may be of similar age but can also be defined by other commonalities (共同点), including motherhood, professional affiliations, and your local neighborhood. (这个同辈群体可能年龄相仿，但也可以通过其他共同点来定义，包括母亲身份、职业关系和当地社区。)”解释同辈群体的划分标准，因此C项“It is any type of influence that comes from a peer group. (它是来自同辈群体的任何类型的影响。)”符合语境，解释同辈压力的含义，承前启后，其中的It指代前文的Peer pressure，peer group在后文有同词复现。故选C。
17．前文“Trying to fit into a healthy social group, for example, of peers getting good grades, joining sports teams, and making plans for their futures, is positive. (例如，努力融入同龄人组成的健康社会群体，取得好成绩，加入运动队，为自己的未来制定计划，这些都是积极的。)”介绍积极的同龄人群体，后文“Peer influence can show you there is support, encouragement, and community available to you. (同辈影响可以向你展示你可以获得的支持、鼓励，以及可以进入的社区。)”指出同辈影响的积极方面，因此A项“Some refer to this type of peer “pressure” as peer “influence”. (有些人把这种同辈“压力”称为同辈“影响”。)”符合语境，介绍同辈“影响”的含义，承前启后，其中的peer “influence”在后文有同词复现。故选A。
18．后文“Being pressured by peer, whether it happens in person or online, may shake your sense of identity and self-confidence. (来自同辈的压力，无论是在现实生活中还是在网上，都可能会动摇你的认同感和自信心。)”具体指出同辈压力造成的负面影响，空处位于段首，应该与负面影响相关，因此E项“While peer influence can improve your life, peer pressure can cause problems. (虽然同辈的影响可以改善你的生活，但同辈的压力会带来问题。)”符合语境，契合后文内容。故选E。
19．后文“You can also work on surrounding yourself with more positive influences. (你也可以努力让自己周围有更多积极的影响。)”提到解决同辈压力的另一种方法，空处位于段首，应该是介绍第一种解决方法，因此D项“Getting over peer pressure means not accepting the negative influence of others. (克服同辈压力意味着不接受他人的负面影响。)”符合语境，后文与之是递进关系。故选D。
20．根据前文“Some ways of coping with peer pressure include (应对同辈压力的一些方法包括)”可知，此处和前面三点内容是并列关系，同样介绍应对方法，因此G项“Befriending people who have a positive influence. (和有积极影响的人交朋友。)”符合语境，介绍交朋友的方法。故选G。
21．C 22．A 23．D 24．C 25．A 26．B 27．A 28．D 29．B 30．C 31．A 32．C 33．A 34．B 35．C
【导语】本文是一篇记叙文。文章讲述了校车司机爱德蒙和班长瓦伦丁在大雨倾盆的早上救出被洪水围困的两个孩子的故事。
21．考查动词短语辨析。句意：一天早上，大雨倾盆而下，他和班长瓦伦丁接到电话，去接一个错过公交车的学生。A. look after照顾；B. send for派人去请；C. pick up开车接；D. call on号召。根据上文“Edmond was a school bus driver”和下文“What ____2____ them was that the student didn’t appear when they reached the specified place.”可知，爱德蒙和班长去接一个错过公交车的学生。故选C。
22．考查动词词义辨析。句意：让他们沮丧的是，他们到达指定地点时学生没有出现。A. discouraged使沮丧；B. amused被逗乐的；C. excited使激动；D. impressed使印象深刻。根据上文“the rain pouring down”和下文“that the student didn’t appear when they reached the specified place.”可知，那天早上大雨倾盆，他们专门去接那名学生，但学生却没有出现，这让他们很沮丧。故选A。
23．考查名词词义辨析。句意：爱德蒙和瓦伦丁没想到他们还有更大的任务要完成。A. dream梦想；B. goal目标；C. success成功；D. task任务。根据下文“Just around the corner, they found two children ____4____ in the rushing floodwaters.”可知，爱德蒙和瓦伦丁在洪水中救出被困小孩，这是一个更大的任务。故选D。
24．考查动词词义辨析。句意：就在拐角处，他们发现两个孩子被困在汹涌的洪水中。A. diving潜水；B. playing玩耍；C. stuck陷住；D. prepared准备。根据下文“The boy and the girl were struggling to hold onto a ____5____ to avoid being swept away.”可知，男孩和女孩挣扎着抓住一棵树，以免被卷走，由此表示两个孩子被困在汹涌的洪水中。故选C。
25．考查名词词义辨析。句意：男孩和女孩挣扎着抓住一棵树，以免被卷走。A. tree树；B. belt腰带；C. seat座位；D. bus公交车。根据下文“the group made combined efforts to ____12____ the boy and the girl from the tree.”可知，此处指男孩和女孩挣扎着抓住一棵树。故选A。
26．考查动词词义辨析。句意：爱德蒙和瓦伦丁迫不及待地想救他们，但他们都不会游泳。A. offer提供；B. wait等待；C. pretend假装；D. long期待。根据后文“to save them”和常识可知，当时情况危急，所以爱德蒙和瓦伦丁迫不及待地想救他们。couldn’t wait to do sth. 意为“迫不及待地做某事”。 故选B。
27．考查名词词义辨析。句意：采取行动意味着将自己的生命置于危险之中。A. lives生命；B. future将来；C. jobs工作；D. family家庭。根据上文“but neither could swim”可知，他们都不会游泳，在如此危急的情况下救人肯定意味着将自己的生命置于危险之中。故选A。
28．考查动词词义辨析。句意：由于这辆巴士是为有特殊需要的儿童而设计的，所以它配备了可拆卸的安全带。A. covered覆盖；B. decorated装饰；C. filled填充；D. equipped安装。根据上文“Since the bus was for special needs children”以及后文“with removable seat belts.”可知，此处指它配备了可拆卸的安全带。故选D。
29．考查名词词义辨析。句意：他们有了主意。他们立即把安全带系在一起，以便够到孩子们。A. suggestion建议；B. idea主意；C. belief信念；D. conclusion结论。根据下文“Immediately they tied the seat belts together so as to ____10____ the children.”可知，这是他们想到的主意，立即把安全带系在一起，以便够到孩子们。故选B。
30．考查动词词义辨析。句意：同上。A. lock锁；B. search寻找；C. reach到达，能伸到；D. hang悬挂。根据前文“they tied the seat belts together”可知，他们把安全带系在一起是为了够到孩子们。故选C。
31．考查动词词义辨析。句意：附近的邻居们也来到这里帮忙，一群人共同努力将男孩和女孩从树上解救出来。A. help帮助；B. cheer欢呼；C. respond回应；D. watch观看。根据下文“the group made combined efforts to ____12____ the boy and the girl from the tree.”可知，附近的邻居们也来到这里帮忙，一群人共同努力将男孩和女孩从树上解救出来。故选A。
32．考查动词词义辨析。句意：同上。A. protect保护；B. tell告诉；C. free释放，使解脱；D. tear撕。根据上文“The boy and the girl were struggling to hold onto a ____5____ to avoid being swept away.”可知，两个孩子之前挣扎着抓住一棵树，他们通过把安全带系在一起把男孩和女孩从树上解救出来。故选C。
33．考查动词词义辨析。句意：他们制造了一条人链，把系好的皮带伸出来，直到爱德蒙牢牢抓住孩子们，把他们拉到安全的地方。A. extended延伸；B. pushed推；C. threw扔；D. kicked踢。根据后文“until Edmond got a firm hold on the children and pulled them to safety. ”可知，他们制造了一条人链，把系好的皮带伸出来去，把他们拉到安全的地方。故选A。
34．考查形容词词义辨析。句意：这两个孩子很感激爱德蒙，给了他一个大大的拥抱。A. appealing吸引人的；B. grateful感激的；C. important重要的；D. close近的。根据下文“giving him a big hug”可知，孩子被营救出来，心中心存感激。故选B。
35．考查名词词义辨析。句意：这一伟大的救援行动在社交媒体上疯传，并赢得了各方的赞扬。A. attitude态度；B. description描述；C. action行动；D. fortune运气。根据上文“Close-by neighbors additionally got here to ____11____ , and the group made combined efforts to ____12____ the boy and the girl from the tree.”可知，爱德蒙和附近的邻居们共同努力将男孩和女孩从树上解救出来，所以这是一次救援行动。故选C。
36．surrounded 37．an 38．which 39．With 40．was taught 41．to focus 42．difference 43．creating 44．activities 45．particularly
【导语】本文是一篇记叙文。文章主要讲述了山东内画艺术家李韶玥作为第五代传承人，致力于内画艺术创作与传承。
36．考查非谓语动词。句意：李韶玥周围摆满了绘画工具，她通常会在玻璃珠内部创作水墨画，手里拿着一支画笔。本句谓语为creates，此处为非谓语动词，动词surround“围绕”和主语Li Shaoyue之间是被动关系，故用其过去分词，表被动。故填surrounded。
37．考查冠词。句意：据报道，这位来自山东省淄博市的年轻女子自2015年以来一直是一名内画画家。此处表泛指“一名内画画家”，应用不定冠词修饰，且inner的发音以元音音素开头，应用an。故填an。
38．考查定语从句。句意：内画是国家级非物质文化遗产，以玻璃等材料为基础。此处引导非限制性定语从句，先行词为Inner painting，指物，关系词代替先行词在从句中作主语，故用关系代词which引导。故填which。
39．考查介词。句意：内画有200多年的历史，主要分为北京、河北、山东、广东四大流派。with a history of...为固定搭配，表示“有……的历史”，本空用介词with，符合题意，位于句首，首字母大写。故填With。
40．考查动词语态。句意：李是山东（鲁）派第五代传承人，她的父亲是中国传统艺术大师，是她父亲教她这些技能的。此处描述过去发生的事情，时态用一般过去时，主语Li和动词teach“教”之间是被动关系，故用一般过去时的被动语态，主语为第三人称单数，be动词用was。故填was taught。
41．考查非谓语动词。句意：在江西景德镇上大学期间，她主修中国画，之后决定专注于内画。decide to do sth.为固定搭配，表示“决定做某事”，本空用focus“专注于”的不定式，作宾语。故填to focus。
42．考查名词。句意：她说，除了对绘画的热爱，父亲的艺术生涯对她追求绘画也产生了很大的影响。本空作made的宾语，用名词difference，make a difference为固定短语，表示“有影响，起作用”。故填difference。
43．考查非谓语动词。句意：在父亲的工作室里忙碌的李绍月，在店里一个月能创作出五件作品，其余时间则用来创作展览作品。spend time (in) doing sth.为固定搭配，表示“花费时间做某事”，本空用create“创作”的动名词，作宾语。故填creating。
44．考查名词的数。句意：“我希望更多的年轻人能够参加一系列的内画活动，比如在校园里开设内画课程作为选修课，为初学者举办研讨会，”她说。activity“活动”是可数名词，根据语境可知，此处表示不止一个活动，应用其复数形式。故填activities。
45．考查副词。句意：我特别希望市场能更多地关注这些技术。此处修饰动词wish，应用副词particularly“特别地”，作状语。故填particularly。
46．One possible version:
Dear Ryan,
I’m Li Hua from Class 3. I think it’s not a good idea to randomly pair up students for the spoken English training after class. The reasons are as follows.
To begin with, randomly pairing up students may lead to unbalanced language abilities within the groups. Besides, students may feel uncomfortable or less motivated if paired with someone who they don’t get along with or have difficulty communicating with.
My suggestion is to group students based on their language abilities or to let students choose their own partners. This way, everyone can feel more comfortable practicing and improving their spoken English together.
Thank you for considering my suggestion.
Yours sincerely,
Li Hua
【导语】本篇书面表达属于应用文，要求考生给外教写一封邮件，告诉他将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。
【详解】1. 词汇积累
英语口语：spoken English→oral English
导致：lead to→ result in
建议：suggestion → advice
选择：choose → select
2. 句式拓展
简单句变复合句
原句：My suggestion is to group students based on their language abilities or to let students choose their own partners.
拓展句：My suggestion is that we are supposed to group students based on their language abilities or to let students choose their own partners.
【点睛】[高分句型1] I think it’s not a good idea to randomly pair up students for the spoken English training after class.（运用了“it作形式主语，不定式短语作真正主语”结构和省略that的宾语从句）
[高分句型2] Besides, Students may feel uncomfortable or less motivated if paired with someone who they don’t get along with or have difficulty communicating with.（运用了状语从句中的省略和who引导的定语从句）
47．
After a bit of hesitation, I finally agreed to join. Alice, Chris, and Ryan were welcoming, and we dove into the project. As we brainstormed, I felt more confident. Initially, I was hesitant to speak up, but Alice’s encouragement helped me push through. I suggested ideas for the mind map, including how to organize the sections. The others liked my suggestions, and I realized I had more to contribute. By the end, we had a solid plan, and I felt proud. When our teacher announced we would present, Alice turned to me and said, “You should present with me. You’ve done great work.” Despite my nervousness, I agreed, knowing with Alice by my side, I could manage the presentation.
The next class, Alice and I presented our group’s mind map to the class. As she confidently explained how we had organized our ideas, I felt a mix of nervousness and excitement. When it was my turn, I took a deep breath and began explaining the sections I had worked on, focusing on using a timeline to connect the events in the travel journal. Alice highlighted my contributions, emphasizing that the creative idea was mine. The class nodded in approval, and our teacher smiled, offering positive feedback. Hearing the praise, I felt a rush of pride and relief. It wasn’t just about the project — it was about stepping out of my comfort zone and realizing I had something valuable to offer, something I had never fully recognized before.
【导语】本文以人物为线索展开，文章讲述作为一名害羞的高中生，作者在小组合作完成旅行日志思维导图项目时倍感迷茫，担心自己无法胜任。好友爱丽丝察觉到作者的犹豫，邀请作者加入小组并肯定作者的创造力。虽仍有不安，但在她的鼓励下，作者开始尝试克服羞怯，思考如何在团队中发挥自身优势。
【详解】1.段落续写：
①由第一段内容“犹豫片刻后，我最终同意加入小组。”可以预测续写这段主要内容：作者在爱丽丝鼓励下加入小组，从犹豫到自信提出建议，最后答应和她一起做展示。
②由第二段首句内容“下一节课，我和爱丽丝向全班展示了小组的思维导图。”可以预测续写这段主要内容：作者与爱丽丝展示小组思维导图，获认可，认识到自己走出舒适区的价值。
2.续写线索：同意加入小组——自信地提出建议——一起做展示——展示小组思维导图——获认可——感悟
3.词汇激活
行为类
①.帮助：help/assist/aid
②.建议：advise/suggest
③.说：say/ utter
情绪类
①.焦虑：nervousness/anxiety/ worry
②.兴奋：excitement/thrill/exhilaration
【点睛】[高分句型1]. As we brainstormed, I felt more confident.（运用了as引导的时间状语从句）
[高分句型2]. The others liked my suggestions, and I realized I had more to contribute.（运用了省略that的宾语从句）
[高分句型3]. When it was my turn, I took a deep breath and began explaining the sections I had worked on, focusing on using a timeline to connect the events in the travel journal. （运用了省略which或that的定语从句和现在分词作状语）
答案第1页，共2页
答案第1页，共2页
一、阅读理解
On Safari: Tanzania’s Great Migration
Schedule
Day 1: Arusha, Tanzania
Arrive at Kilimanjaro International Airport (JRO) in Arusha this evening and transfer to your hotel.
Day 2: Lake Manyara National Park
Drive to Lake Manyara National Park, observe the wildlife on the shores of Lake Manyara. Enjoy a walk around the lodge’s grounds and gardens before hiking to a nearby coffee plantation. Meet with a conservationist to learn about his work of preventing human - lion conflict.
Day 3: Ngorongoro Crater
After breakfast, travel to the Ngorongoro Highlands, where you will meet with Massai community members. Enjoy a rare opportunity to view traditional singing and dancing. After lunch, descend 2,000 feet to the floor of the Ngorongoro Crater, which shelters almost 25,000 animals.
Day 4: Serengeti National Park
Rise early for a morning game drive before flying to the northern Serengeti. With luck, you will witness the wildebeest migration. On your last evening, gather for a candlelit farewell dinner in the bush. National Geographic Expert will join you for a discussion about the migration.
Day 5: Arusha
Fly back to Arusha. Relax for the day at the Rivertrees Country Inn before transferring to the Kilimanjaro International Airport (JRO) to connect with your flight home.
Dates & Prices
Date Double Occupancy Single Occupancy
Sep.10-14, 2024 $1,2 00 per person $1,500 per person
Oct.8-12, 2024 $1,300 per person $1,600 per person
What’s included:
● Transportation provided on trip
● Accommodation as indicated in the schedule
● Meals as indicated in the schedule
● Daily activities as indicated in the schedule
What’s not included:
● Airfare from and back home
● Trip cancelation insurance or any other travel insurance
● Visas when applicable
1．On which days can travelers meet wild animals
A．Day 1 & Day 2. B．Day 1 & Day 3. C．Day 2 & Day 4. D．Day 3 & Day 5.
2．How much should a couple pay if they depart on October 8
A．$2,400. B．$2,600. C．$1,600. D．$1,300.
3．What does a traveler need to pay extra charge for
A．Airfare provided on trip. B．Meals and accommodation.
C．Activities joined by experts. D．Insurance for canceling the trip.
“Tell me your names and which year of graduate school you’re in,” the visiting speaker asked. My discomfort grew as everyone else gave their answers. When my turn came, I swallowed and said I was in my sixth year. “I think it is the student’s problem if she spends over 5 years finishing a PhD,” the speaker replied. His comment was the final shot.
Right from the start of graduate school, I had been aware that the requirements of my department and my adviser might make my PhD take longer than average. Students need to publish two first-author papers to graduate and my adviser requires his students to take the lead in all experiments so we can have full ownership of our work and develop various scientific techniques.
I was comfortable with taking longer to become an independent scientist. My adviser had some projects he wanted to handle and I chose one to work on, knowing I could draw on his expertise (专业知识) and gain support from lab mates. However, I investigated 10 different hypotheses (假说) — just to prove each a dead end. Each time the only choice was to make the next likely hypothesis and start over in a different direction. The lack of progress was wearing me down.
Then came the speaker’s comment. I broke down and went to my adviser. He pointed out that over the past 6 years I had mastered many difficult techniques. My growing expertise was comparable with the very best. If I didn’t have the answer to my research question yet, it was because of the complexity (复杂性) of the answer, not because of personal weaknesses. This viewpoint calmed me. It helped me push forward with determination and willpower. Under my adviser’s continued guidance and support, I hit on a hypothesis that worked out and I graduated finally.
Looking back on my PhD life, I realized many graduate students were in the same boat as I was. I wish I could tell them what I came to learn: No one’s PhD journey is the same; all we need to do is stick to it.
4．What contributed to the author’s longer-than-average PhD journey
A．The complex project she’d worked on.
B．Her lack of desire to complete the research.
C．Her poor understanding of scientific techniques and skills.
D．The high standards set by the department and the adviser.
5．What can we learn about the author throughout the research process
A．She turned a deaf ear to others’ advice.
B．She lacked talent for scientific research.
C．She met with many struggles and failures.
D．She easily gave up when faced with challenges.
6．Which of the following words can best describe the author’s adviser
A．Unhelpful. B．Supportive. C．Thoughtful. D．Demanding.
7．What lesson can we draw from the author’s experience
A．All the roads lead to Rome. B．Well begun is half done.
C．Slow and steady wins the race. D．Actions speak louder than words.
A new study found that 15-year-olds told more coherent (连贯的) stories about turning points in their lives if their mothers had been taught the new conversational techniques 14 years earlier. These adolescents also reported fewer symptoms of depression and anxiety compared to adolescents in the study whose mothers had talked with their toddlers (初学走路的孩子) as usual.
In the research,115 mothers of toddlers were assigned to either a control group without any training or an experimental group given training in elaborative reminiscine (详尽回忆) for a year. The training involves open and responsive conversations with young children about every day past events.
Project lead Professor Elaine Reese says adolescents whose mothers had participated in the earlier coaching sessions narrated difficult events from their lives — such as parental divorce or cyber-bullying with more insight into how the experience had shaped as people.
Professor Reese says, “Our findings suggest parents’ sharing memories early in children’s lives can have long-lasting benefits, both for the way adolescents process and talk about difficult life events and for their well-being. For example, it helps children develop more complete, specific, and accurate memories of their experiences, providing a richer store of memories to use when telling their own stories. It also teaches children how to have open discussions about past feelings when they’re no longer in the heat of the moment.”
Professor Reese hopes parents and policy makers realize the importance of early childhood as the ideal time for starting to have positive conversations with children, and to know that these conversations can make a difference as children grow older. “The ultimate goal is to encourage parents to have more sensitive and responsive conversations about events in their children’s lives.”
The researchers intend to continue the study, following up with participants in emerging adulthood to determine any ongoing effects of their theirs mother’s elaborative reminiscine.
8．According to the text, all mothers involved in the research ________.
A．were trained how to talk with kids for a year
B．had children who were about one year old
C．took part in the follow-up research annually
D．had experienced some difficult events in life
9．What does the research indicate
A．Coaching sessions with parents benefit toddlers.
B．Parents need to learn new conversational techniques.
C．Parents’ elaborative reminiscing can fight depression.
D．Sharing memories sets kids on path to better well-being.
10．Why could adolescents in the experimental group narrate their life events better
A．They went through more turning points in life.
B．They had a richer store of memories to refer to.
C．They could well remember what happened in life.
D．They had better language skills to describe events.
11．What’s researchers’ attitude to the impacts of elaborative reminiscing on adults
A．Uncertain. B．Favorable. C．Concerned. D．Doubtful.
The pleasure people get from a piece of music has been linked to its effects on our emotional responses and ability to form social connections. The degree of enjoyment differs from person to person, but little is known about why. To see if genetics (遗传学) can account for it, Giacomo Bignardi at the Max Planck Institute for Psycholinguistics in the Netherlands and his colleagues conducted a new study.
The researchers looked at more than 9,000 twins from the Swedish Twin Registry. About 3,400 were identical (同卵的) and 5,600 non-identical. The former share the same genome (基因组), while non-identical twins share only half their genomes, which enabled the researchers to determine the effects of genes through comparison. Besides, all the twins in the study were raised in the same households and so grew up with similar environmental influences. This made it easier to sort out genetic contributions.
The researchers got the twins to complete the Barcelona Music Reward Questionnaire, which focused on how much pleasure they get from music. For example, they were asked the extent to which they agreed with statements such as “when I share music with someone I feel a special connection with that person” and “in my free time I hardly listen to music”. The result showed that genes seem to play a significant role in influencing how much pleasure music brings, with the identical twins being more than twice as similar in this feature as the non-identical ones.
“While it’s fairly understandable that musical ability might have a genetic basis, which provides an easy explanation for why some people seem to have a talent for music, it’s obscure that the degree of pleasure from listening to music is influenced by genes, so it is inspiring that the study finds this effect,” says Peter Harrison at the University of Cambridge.
However, Nick Collins at Durham University, UK thinks differently. “Certain musical abilities and preferences may be influenced by genetics, but there are a large number of cultural elements in music development that are not addressed by genetics alone,” he says.
12．What can we learn from paragraph 2
A．How twins contribute to the progress of genetic research.
B．Why the researchers chose the twins as research subjects.
C．What makes the new study different from previous ones.
D．What inspired the researchers to conduct the new study.
13．What is the finding of the new study
A．The secret of musical talent lies in our genes.
B．Our genes determine what kind of music we like.
C．Our genes can influence how much we enjoy music.
D．The pleasure that different people get from music varies greatly.
14．Which can best replace the underlined word “obscure” in paragraph 4
A．easy to conclude. B．reasonable to assume.
C．impossible to prove. D．difficult to see.
15．What is Nick Collins’ attitude towards the research finding
A．Unclear. B．Doubtful. C．Supportive. D．Unconcerned.
Peer Pressure
Peer pressure is a part of life. 16 This peer group may be of similar age but can also be defined by other commonalities (共同点), including motherhood, professional affiliations, and your local neighborhood.
Peer pressure is not always negative. Trying to fit into a healthy social group, for example, of peers getting good grades, joining sports teams, and making plans for their futures, is positive. 17 Peer influence can show you there is support, encouragement, and community available to you. By seeing someone else do something positive, you may reflect on your own life choices, goals, and where you spend your time.
18 Being pressured by peer, whether it happens in person or online, may shake your sense of identity and self-confidence. For example, you may feel pressure to do unsafe things that have risks you may not fully know.
19 You can also work on surrounding yourself with more positive influences. Some ways of coping with peer pressure include:
● Not spending time with people who pressure you to do things that feel wrong or dangerous.
● Learning to say “no” and practicing leaving situations that feel unsafe or uncomfortable.
● Talking to a trusted peer or professional (teacher, counselor) if you have problems saying “no” or are feeling pressured to change something about yourself.
● 20
In the journey of life, peers influence our steps. If you embrace positive guidance and stand firm against negativity, you can become the architects of your own story.
A．Some refer to this type of peer “pressure” as peer “influence”.
B．It can be direct or indirect, positive or negative.
C．It is any type of influence that comes from a peer group.
D．Getting over peer pressure means not accepting the negative influence of others.
E．While peer influence can improve your life, peer pressure can cause problems.
F．Feeling pressured to do things that may make you feel bad about yourself is unhealthy.
G．Befriending people who have a positive influence.
二、完形填空
Edmond was a school bus driver for 22 years. One morning, the rain pouring down, he and the bus monitor Valentine were called to 21 a student who missed the bus. What 22 them was that the student didn’t appear when they reached the specified place.
Edmond and Valentine didn’t expect they had a larger 23 to achieve. Just around the corner, they found two children 24 in the rushing floodwaters. The boy and the girl were struggling to hold onto a 25 to avoid being swept away.
Edmond and Valentine couldn’t 26 to save them, but neither could swim. Jumping into action meant putting their own 27 on the line. Since the bus was for special needs children, it was 28 with removable seat belts. They got a (n) 29 . Immediately they tied the seat belts together so as to 30 the children.
Close-by neighbors additionally got here to 31 , and the group made combined efforts to 32 the boy and the girl from the tree. They created a human chain and 33 the tied belts out until Edmond got a firm hold on the children and pulled them to safety.
The two children were 34 to Edmond, giving him a big hug. Surrounding them, everyone present was filled with happiness, though wet all over. This great rescue operation went viral (走红) on social media and drew praise for their 35 from all quarters.
21．A．look after B．send for C．pick up D．call on
22．A．discouraged B．amused C．excited D．impressed
23．A．dream B．goal C．success D．task
24．A．diving B．playing C．stuck D．prepared
25．A．tree B．belt C．seat D．bus
26．A．offer B．wait C．pretend D．long
27．A．lives B．future C．jobs D．family
28．A．covered B．decorated C．filled D．equipped
29．A．suggestion B．idea C．belief D．conclusion
30．A．lock B．search C．reach D．hang
31．A．help B．cheer C．respond D．watch
32．A．protect B．tell C．free D．tear
33．A．extended B．pushed C．threw D．kicked
34．A．appealing B．grateful C．important D．close
35．A．attitude B．description C．action D．fortune
三、语法填空
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Li Shaoyue, 36 (surround) by her painting tools, usually creates ink paintings on the inside of a glass bead, holding a brush in her hand. It is reported that the young woman from Zibo. Shandong Province. has been working as 37 inner painter since 2015.
Inner painting is a national-level intangible cultural heritage (非物质文化遗产), 38 uses glass and other materials as a base. Artists create their paintings with special fine brushes suitable for tiny containers. 39 a history of over 200 years, inner painting is mainly divided into four major schools: Beijing, Hebei, Shandong, and Guangdong. Li, a fifth-generation inheritor (继承者) of the Shandong or Lu school, 40 (teach) the skills by her father, a master of traditional Chinese arts. She started learning how to sketch at primary school. After having majored in traditional Chinese painting in Jingdezhen, Jiangxi Province during her college years, she decided 41 (focus) on inner painting. She said besides her love for drawing, her father’s artistic career made a big 42 (different) to her pursuit of painting.
Busy in her father’s studio, Li creates up to five pieces a month in the store and spends the rest of her time 43 (create) exhibition pieces. “I hope more young people will join in a series of inner painting 44 (activity), such as offering inner painting classes as elective courses on campus and organizing workshops for beginners,” she said. “I 45 (particular) wish the market would give more focus to such techniques.”
四、书信写作
46．假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件，内容包括：
1. 说明问题；
2. 提出建议。
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear Ryan,
I’m Li Hua from Class 3.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Li Hua
五、书面表达
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。
I am a high school student, and I’ve always been shy and quiet. Speaking up, especially in front of my classmates, has always been difficult for me. In class, I tend to avoid the teacher’s look and rarely volunteer answers. I find myself more comfortable observing from the sidelines, quietly taking notes and participating only when absolutely necessary.
So, when our teacher assigned a group project to create a mind map (思维导图) for a travel journal, I felt completely lost. It seemed like a huge task, and I had no idea where to begin. The thought of working with a group and contributing my ideas was difficult.
We were supposed to work in groups of four, and I wasn’t sure if I could contribute enough to make it a success. I was stressed by the idea of cooperating with others, especially since I wasn’t sure whether I had the creative skills they would expect for something like a mind map.
My friend Alice noticed my hesitation and immediately invited me to join her group. She said, “You should join Chris, Ryan, and me. You’re so creative, and I know that you’ll bring something great to the table.” She even mentioned how I had helped her before by creating small stories to memorize words, and how my creativity always surprised her.
I was touched by her faith in me, but despite her encouragement, I was still unsure. I didn’t feel confident about my ability to contribute to the group, especially when it came to something as creative as a mind map. I feared that my ideas might not be good enough or that I would let the team down. The thought of standing out in front of everyone with my contributions felt challenging. But Alice insisted, gently encouraging me to give it a try, promising me that we could work together and that my creativity would be valuable.
注意：
1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
After a bit of hesitation, I finally agreed to join.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next class, Alice and I presented our group’s mind map to the class.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第1页 共4页 ◎ 第2页 共4页
第1页 共4页 ◎ 第2页 共4页
参考答案
题号 1 2 3 4 5 6 7 8 9 10
答案 C B D D C B C B A B
题号 11 12 13 14 15 16 17 18 19 20
答案 A B C D B C A E D G
题号 21 22 23 24 25 26 27 28 29 30
答案 C A D C A B A D B C
题号 31 32 33 34 35
答案 A C A B C
1．C 2．B 3．D
【导语】本文是一篇应用文。文章主要介绍了坦桑尼亚大迁徙之旅的日程安排、日期与价格以及费用包含和不包含的内容。
1．细节理解题。根据Day 2: Lake Manyara National Park部分“Drive to Lake Manyara National Park, observe the wildlife on the shores of Lake Manyara.”（驱车前往马尼亚拉湖国家公园，观察马尼亚拉湖岸边的野生动物。）和Day 4: Serengeti National Park部分“Rise early for a morning game drive before flying to the northern Serengeti. With luck, you will witness the wildebeest migration.”（早起进行早晨的猎游，然后飞往塞伦盖蒂北部。幸运的话，你将见证角马的迁徙。）可知，旅行者可以在第二天和第四天看到野生动物。故选C项。
2．细节理解题。根据Dates & Prices部分表格中“Oct.8-12, 2024 Double Occupancy $1,300 per person”（2024年10月8日至12日 双人预定 每人1300美元）可知，2024年10月8日至12日，双人预定，每人1300美元。所以，如果一对夫妇在10月8日出发，他们需要支付的费用是1300×2=2600美元。故选B项。
3．推理判断题。根据What’s not included:部分“● Trip cancelation insurance or any other travel insurance”（费用不包含：● 旅行取消保险或任何其他旅行保险）可知，旅行者需要为旅行取消保险支付额外费用。故选D项。
4．D 5．C 6．B 7．C
【导语】这是一篇记叙文。文章主要通过讲述作者攻读博士学位的艰难经历告诉我们成功属于坚持不懈的人。
4．细节理解题。根据文章第二段“Right from the start of graduate school, I had been aware that the requirements of my department and my adviser might make my PhD take longer than average. Students need to publish two first-author papers to graduate and my adviser requires his students to take the lead in all experiments so we can have full ownership of our work and develop various scientific techniques.(从研究生院开始，我就意识到我的部门和我的导师的要求可能会使我的博士学位比平均时间要长。学生需要发表两篇第一作者论文才能毕业，我的导师要求他的学生在所有实验中都发挥带头作用，这样我们就可以对我们的工作有充分的所有权，并开发各种科学技术。)”可知，是院系和导师制定的高标准促成了作者比一般人更长的博士之旅。故选D项。
5．细节理解题。根据文章第三段“Each time the only choice was to make the next likely hypothesis and start over in a different direction. The lack of progress was wearing me down.(每次唯一的选择就是做出下一个可能的假设，然后从不同的方向重新开始。缺乏进展使我精疲力竭)”可知，在整个研究过程中作者遇到了许多困难和失败。故选C项。
6．推理判断题。根据文章倒数第二段“He pointed out that over the past 6 years I had mastered many difficult techniques. My growing expertise was comparable with the very best. If I didn’t have the answer to my research question yet, it was because of the complexity (复杂性) of the answer, not because of personal weaknesses. This viewpoint calmed me. It helped me push forward with determination and willpower. Under my adviser’s continued guidance and support, I hit on a hypothesis that worked out and I graduated finally.(他指出，在过去的6年里，我掌握了许多高难度的技术。我不断增长的专业知识可以与最好的相媲美。如果我还没有找到我研究问题的答案，那是因为答案太复杂，而不是因为我个人的弱点。这个观点使我平静下来。它帮助我以决心和意志力向前推进。在导师的不断指导和支持下，我想出了一个可行的假说，最终毕业了)”可知，导师给予作者鼓励、帮助和支持。B选项“Supportive(给予帮助的，支持的，鼓励的)”最能描述作者的导师。故选B项。
7．推理判断题。通读全文内容，尤其根据文章最后一段“Looking back on my PhD life, I realized many graduate students were in the same boat as I was. I wish I could tell them what I came to learn: No one’s PhD journey is the same; all we need to do is stick to it.(回顾我的博士生涯，我意识到很多研究生都和我一样。我希望我能告诉他们我来这里的目的：没有人的博士之旅是相同的；我们要做的就是坚持下去)”可知，作者通过他读博的经历告诉我们坚持的重要性，所以C选项“稳扎稳打赢得比赛”符合题意。故选C项。
8．B 9．A 10．B 11．A
【导语】这是一篇说明文。文章通过对115名幼儿的母亲进行分组实验，得出在幼儿时期通过分享详尽回忆对于青少年处理和谈论困难生活事件的方式以及他们的幸福都有长期的好处。
8．推理判断题。根据文章第一段“A new study found that 15-year-olds told more coherent (连贯的) stories about turning points in their lives if their mothers had been taught the new conversational techniques 14 years earlier.(一项新的研究发现，如果他们的母亲在14年前学习了新的会话技巧，那么15岁的孩子会更连贯的讲述关于他们生活中的转折点的故事)”可知，如果母亲在孩子一岁左右的时候学习新会话技巧，那么孩子15岁的时候表达会更连贯；根据文章第二段“In the research,115 mothers of toddlers were assigned to either a control group without any training or an experimental group given training in elaborative reminiscine (详尽回忆) for a year.(在这项研究中，115名幼儿的母亲被分配到一个没经任何训练的对照组或者一个给予详尽回忆训练的实验组)”可知，这115名都是幼儿的母亲，结合实验的结论，即前面所表达的如果母亲在孩子一岁左右的时候学习新会话技巧，那么孩子15岁的时候表达会更连贯。由此推知，所有参与研究的母亲的孩子都在一岁左右。故选B项。
9．细节理解题。根据文章第二段“Professor Reese says, “Our findings suggest parents’ sharing memories early in children’s lives can have long-lasting benefits, both for the way adolescents process and talk about difficult life events and for their well-being. For example, it helps children develop more complete, specific, and accurate memories of their experiences, providing a richer store of memories to use when telling their own stories. It also teaches children how to have open discussions about past feelings when they’re no longer in the heat of the moment.”(Reese教授说：“我们的研究结果表明，父母在孩子生命早期分享记忆对青少年处理和谈论困难生活事件的方式以及他们的幸福都有长期的好处。例如，它可以帮助孩子对他们的经历形成更完整、更具体、更准确的记忆，提供更丰富的记忆库，以便在讲述自己的故事时使用。 它还教孩子们如何在他们不再处于情绪激动时就过去的感受进行公开讨论。”)”可知，在孩子小时候分享回忆对他们处理和谈论困难生活事件的方式以及他们的幸福都有长期的好处，即对父母进行分享回忆的课程训练对孩子来说是非常有益的。故选A项。
10．细节理解题。根据文章第二段“For example, it helps children develop more complete, specific, and accurate memories of their experiences, providing a richer store of memories to use when telling their own stories.(例如，它可以帮助孩子对他们的经历形成更完整、更具体、更准确的记忆，提供更丰富的记忆库，以便在讲述自己的故事时使用)”可知，父母对幼儿分享回忆可以帮助孩子对他们的经历形成更完整、更具体、更准确的记忆，提供更丰富的记忆库以供讲述自己故事时使用，即他们有更丰富的记忆存储可供参考。故选B项。
11．推理判断题。根据文章最后一段“The researchers intend to continue the study, following up with participants in emerging adulthood to determine any ongoing effects of their theirs mother’s elaborative reminiscine.(研究人员打算继续这项研究，跟进刚步入成年期的参与者，以确定他们母亲精心回忆的任何持续影响)”可推知，研究人员对详尽回忆对成年人的影响是不确定的，所以才会打算继续研究。故选A项。
12．B 13．C 14．D 15．B
【导语】这是一篇说明文。文章主要讲述了一项关于基因对人们从音乐中获得快乐的影响的研究。
12．推理判断题。根据第二段“The researchers looked at more than 9,000 twins from the Swedish Twin Registry. About 3,400 were identical (同卵的) and 5,600 non-identical. The former share the same genome (基因组), while non-identical twins share only half their genomes, which enabled the researchers to determine the effects of genes through comparison. Besides, all the twins in the study were raised in the same households and so grew up with similar environmental influences. This made it easier to sort out genetic contributions.(研究人员观察了瑞典双胞胎登记处的9000多名双胞胎。其中大约3400对是同卵双胞胎，5600对是异卵双胞胎。前者拥有相同的基因组，而异卵双胞胎只共享一半的基因组，这使得研究人员能够通过比较来确定基因的影响。此外，研究中的所有双胞胎都在同一个家庭中长大，因此成长环境相似。这使得区分基因的贡献变得更容易。)”可知，研究人员选择双胞胎作为研究对象是因为他们可以通过比较同卵双胞胎和异卵双胞胎的基因差异来确定基因的影响；由此可知，从第二段可以了解为什么研究人员选择双胞胎作为研究对象。故选B。
13．细节理解题。根据第三段“The result showed that genes seem to play a significant role in influencing how much pleasure music brings, with the identical twins being more than twice as similar in this feature as the non-identical ones.(结果表明，基因似乎在影响音乐带来的快乐程度方面发挥着重要作用，同卵双胞胎在这一特征上的相似性是非同卵双胞胎的两倍多。)”可知，这项新研究的发现是我们的基因可以影响我们从音乐中获得多少快乐。故选C。
14．词句猜测题。根据划线词上文“While it’s fairly understandable that musical ability might have a genetic basis, which provides an easy explanation for why some people seem to have a talent for music.(虽然音乐能力可能有遗传基础是相当容易理解的，这为为什么有些人似乎有音乐天赋提供了一个简单的解释。)可知，“obscure”所在的部分与上文是转折关系，上文说音乐能力有遗传基础是容易理解的，那么可推测出“obscure”的意思应该是“不容易看出”或“难以察觉”。故选D。
15．推理判断题。根据最后一段“Certain musical abilities and preferences may be influenced by genetics, but there are a large number of cultural elements in music development that are not addressed by genetics alone.(某些音乐能力和偏好可能受到遗传学的影响，但在音乐发展中存在大量文化元素，这些元素并非仅由遗传学所能解释。)”可知，Nick Collins认为这项研究结果有疑点，即他对此持怀疑态度。故选B。
16．C 17．A 18．E 19．D 20．G
【导语】本文是一篇说明文。文章介绍了同辈压力，主要包括其含义、正面影响和负面影响，以及应对负面影响的方法。
16．前文“Peer pressure is a part of life. (同辈压力是生活的一部分。)”提到同辈压力的话题，后文“This peer group may be of similar age but can also be defined by other commonalities (共同点), including motherhood, professional affiliations, and your local neighborhood. (这个同辈群体可能年龄相仿，但也可以通过其他共同点来定义，包括母亲身份、职业关系和当地社区。)”解释同辈群体的划分标准，因此C项“It is any type of influence that comes from a peer group. (它是来自同辈群体的任何类型的影响。)”符合语境，解释同辈压力的含义，承前启后，其中的It指代前文的Peer pressure，peer group在后文有同词复现。故选C。
17．前文“Trying to fit into a healthy social group, for example, of peers getting good grades, joining sports teams, and making plans for their futures, is positive. (例如，努力融入同龄人组成的健康社会群体，取得好成绩，加入运动队，为自己的未来制定计划，这些都是积极的。)”介绍积极的同龄人群体，后文“Peer influence can show you there is support, encouragement, and community available to you. (同辈影响可以向你展示你可以获得的支持、鼓励，以及可以进入的社区。)”指出同辈影响的积极方面，因此A项“Some refer to this type of peer “pressure” as peer “influence”. (有些人把这种同辈“压力”称为同辈“影响”。)”符合语境，介绍同辈“影响”的含义，承前启后，其中的peer “influence”在后文有同词复现。故选A。
18．后文“Being pressured by peer, whether it happens in person or online, may shake your sense of identity and self-confidence. (来自同辈的压力，无论是在现实生活中还是在网上，都可能会动摇你的认同感和自信心。)”具体指出同辈压力造成的负面影响，空处位于段首，应该与负面影响相关，因此E项“While peer influence can improve your life, peer pressure can cause problems. (虽然同辈的影响可以改善你的生活，但同辈的压力会带来问题。)”符合语境，契合后文内容。故选E。
19．后文“You can also work on surrounding yourself with more positive influences. (你也可以努力让自己周围有更多积极的影响。)”提到解决同辈压力的另一种方法，空处位于段首，应该是介绍第一种解决方法，因此D项“Getting over peer pressure means not accepting the negative influence of others. (克服同辈压力意味着不接受他人的负面影响。)”符合语境，后文与之是递进关系。故选D。
20．根据前文“Some ways of coping with peer pressure include (应对同辈压力的一些方法包括)”可知，此处和前面三点内容是并列关系，同样介绍应对方法，因此G项“Befriending people who have a positive influence. (和有积极影响的人交朋友。)”符合语境，介绍交朋友的方法。故选G。
21．C 22．A 23．D 24．C 25．A 26．B 27．A 28．D 29．B 30．C 31．A 32．C 33．A 34．B 35．C
【导语】本文是一篇记叙文。文章讲述了校车司机爱德蒙和班长瓦伦丁在大雨倾盆的早上救出被洪水围困的两个孩子的故事。
21．考查动词短语辨析。句意：一天早上，大雨倾盆而下，他和班长瓦伦丁接到电话，去接一个错过公交车的学生。A. look after照顾；B. send for派人去请；C. pick up开车接；D. call on号召。根据上文“Edmond was a school bus driver”和下文“What ____2____ them was that the student didn’t appear when they reached the specified place.”可知，爱德蒙和班长去接一个错过公交车的学生。故选C。
22．考查动词词义辨析。句意：让他们沮丧的是，他们到达指定地点时学生没有出现。A. discouraged使沮丧；B. amused被逗乐的；C. excited使激动；D. impressed使印象深刻。根据上文“the rain pouring down”和下文“that the student didn’t appear when they reached the specified place.”可知，那天早上大雨倾盆，他们专门去接那名学生，但学生却没有出现，这让他们很沮丧。故选A。
23．考查名词词义辨析。句意：爱德蒙和瓦伦丁没想到他们还有更大的任务要完成。A. dream梦想；B. goal目标；C. success成功；D. task任务。根据下文“Just around the corner, they found two children ____4____ in the rushing floodwaters.”可知，爱德蒙和瓦伦丁在洪水中救出被困小孩，这是一个更大的任务。故选D。
24．考查动词词义辨析。句意：就在拐角处，他们发现两个孩子被困在汹涌的洪水中。A. diving潜水；B. playing玩耍；C. stuck陷住；D. prepared准备。根据下文“The boy and the girl were struggling to hold onto a ____5____ to avoid being swept away.”可知，男孩和女孩挣扎着抓住一棵树，以免被卷走，由此表示两个孩子被困在汹涌的洪水中。故选C。
25．考查名词词义辨析。句意：男孩和女孩挣扎着抓住一棵树，以免被卷走。A. tree树；B. belt腰带；C. seat座位；D. bus公交车。根据下文“the group made combined efforts to ____12____ the boy and the girl from the tree.”可知，此处指男孩和女孩挣扎着抓住一棵树。故选A。
26．考查动词词义辨析。句意：爱德蒙和瓦伦丁迫不及待地想救他们，但他们都不会游泳。A. offer提供；B. wait等待；C. pretend假装；D. long期待。根据后文“to save them”和常识可知，当时情况危急，所以爱德蒙和瓦伦丁迫不及待地想救他们。couldn’t wait to do sth. 意为“迫不及待地做某事”。 故选B。
27．考查名词词义辨析。句意：采取行动意味着将自己的生命置于危险之中。A. lives生命；B. future将来；C. jobs工作；D. family家庭。根据上文“but neither could swim”可知，他们都不会游泳，在如此危急的情况下救人肯定意味着将自己的生命置于危险之中。故选A。
28．考查动词词义辨析。句意：由于这辆巴士是为有特殊需要的儿童而设计的，所以它配备了可拆卸的安全带。A. covered覆盖；B. decorated装饰；C. filled填充；D. equipped安装。根据上文“Since the bus was for special needs children”以及后文“with removable seat belts.”可知，此处指它配备了可拆卸的安全带。故选D。
29．考查名词词义辨析。句意：他们有了主意。他们立即把安全带系在一起，以便够到孩子们。A. suggestion建议；B. idea主意；C. belief信念；D. conclusion结论。根据下文“Immediately they tied the seat belts together so as to ____10____ the children.”可知，这是他们想到的主意，立即把安全带系在一起，以便够到孩子们。故选B。
30．考查动词词义辨析。句意：同上。A. lock锁；B. search寻找；C. reach到达，能伸到；D. hang悬挂。根据前文“they tied the seat belts together”可知，他们把安全带系在一起是为了够到孩子们。故选C。
31．考查动词词义辨析。句意：附近的邻居们也来到这里帮忙，一群人共同努力将男孩和女孩从树上解救出来。A. help帮助；B. cheer欢呼；C. respond回应；D. watch观看。根据下文“the group made combined efforts to ____12____ the boy and the girl from the tree.”可知，附近的邻居们也来到这里帮忙，一群人共同努力将男孩和女孩从树上解救出来。故选A。
32．考查动词词义辨析。句意：同上。A. protect保护；B. tell告诉；C. free释放，使解脱；D. tear撕。根据上文“The boy and the girl were struggling to hold onto a ____5____ to avoid being swept away.”可知，两个孩子之前挣扎着抓住一棵树，他们通过把安全带系在一起把男孩和女孩从树上解救出来。故选C。
33．考查动词词义辨析。句意：他们制造了一条人链，把系好的皮带伸出来，直到爱德蒙牢牢抓住孩子们，把他们拉到安全的地方。A. extended延伸；B. pushed推；C. threw扔；D. kicked踢。根据后文“until Edmond got a firm hold on the children and pulled them to safety. ”可知，他们制造了一条人链，把系好的皮带伸出来去，把他们拉到安全的地方。故选A。
34．考查形容词词义辨析。句意：这两个孩子很感激爱德蒙，给了他一个大大的拥抱。A. appealing吸引人的；B. grateful感激的；C. important重要的；D. close近的。根据下文“giving him a big hug”可知，孩子被营救出来，心中心存感激。故选B。
35．考查名词词义辨析。句意：这一伟大的救援行动在社交媒体上疯传，并赢得了各方的赞扬。A. attitude态度；B. description描述；C. action行动；D. fortune运气。根据上文“Close-by neighbors additionally got here to ____11____ , and the group made combined efforts to ____12____ the boy and the girl from the tree.”可知，爱德蒙和附近的邻居们共同努力将男孩和女孩从树上解救出来，所以这是一次救援行动。故选C。
36．surrounded 37．an 38．which 39．With 40．was taught 41．to focus 42．difference 43．creating 44．activities 45．particularly
【导语】本文是一篇记叙文。文章主要讲述了山东内画艺术家李韶玥作为第五代传承人，致力于内画艺术创作与传承。
36．考查非谓语动词。句意：李韶玥周围摆满了绘画工具，她通常会在玻璃珠内部创作水墨画，手里拿着一支画笔。本句谓语为creates，此处为非谓语动词，动词surround“围绕”和主语Li Shaoyue之间是被动关系，故用其过去分词，表被动。故填surrounded。
37．考查冠词。句意：据报道，这位来自山东省淄博市的年轻女子自2015年以来一直是一名内画画家。此处表泛指“一名内画画家”，应用不定冠词修饰，且inner的发音以元音音素开头，应用an。故填an。
38．考查定语从句。句意：内画是国家级非物质文化遗产，以玻璃等材料为基础。此处引导非限制性定语从句，先行词为Inner painting，指物，关系词代替先行词在从句中作主语，故用关系代词which引导。故填which。
39．考查介词。句意：内画有200多年的历史，主要分为北京、河北、山东、广东四大流派。with a history of...为固定搭配，表示“有……的历史”，本空用介词with，符合题意，位于句首，首字母大写。故填With。
40．考查动词语态。句意：李是山东（鲁）派第五代传承人，她的父亲是中国传统艺术大师，是她父亲教她这些技能的。此处描述过去发生的事情，时态用一般过去时，主语Li和动词teach“教”之间是被动关系，故用一般过去时的被动语态，主语为第三人称单数，be动词用was。故填was taught。
41．考查非谓语动词。句意：在江西景德镇上大学期间，她主修中国画，之后决定专注于内画。decide to do sth.为固定搭配，表示“决定做某事”，本空用focus“专注于”的不定式，作宾语。故填to focus。
42．考查名词。句意：她说，除了对绘画的热爱，父亲的艺术生涯对她追求绘画也产生了很大的影响。本空作made的宾语，用名词difference，make a difference为固定短语，表示“有影响，起作用”。故填difference。
43．考查非谓语动词。句意：在父亲的工作室里忙碌的李绍月，在店里一个月能创作出五件作品，其余时间则用来创作展览作品。spend time (in) doing sth.为固定搭配，表示“花费时间做某事”，本空用create“创作”的动名词，作宾语。故填creating。
44．考查名词的数。句意：“我希望更多的年轻人能够参加一系列的内画活动，比如在校园里开设内画课程作为选修课，为初学者举办研讨会，”她说。activity“活动”是可数名词，根据语境可知，此处表示不止一个活动，应用其复数形式。故填activities。
45．考查副词。句意：我特别希望市场能更多地关注这些技术。此处修饰动词wish，应用副词particularly“特别地”，作状语。故填particularly。
46．One possible version:
Dear Ryan,
I’m Li Hua from Class 3. I think it’s not a good idea to randomly pair up students for the spoken English training after class. The reasons are as follows.
To begin with, randomly pairing up students may lead to unbalanced language abilities within the groups. Besides, students may feel uncomfortable or less motivated if paired with someone who they don’t get along with or have difficulty communicating with.
My suggestion is to group students based on their language abilities or to let students choose their own partners. This way, everyone can feel more comfortable practicing and improving their spoken English together.
Thank you for considering my suggestion.
Yours sincerely,
Li Hua
【导语】本篇书面表达属于应用文，要求考生给外教写一封邮件，告诉他将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。
【详解】1. 词汇积累
英语口语：spoken English→oral English
导致：lead to→ result in
建议：suggestion → advice
选择：choose → select
2. 句式拓展
简单句变复合句
原句：My suggestion is to group students based on their language abilities or to let students choose their own partners.
拓展句：My suggestion is that we are supposed to group students based on their language abilities or to let students choose their own partners.
【点睛】[高分句型1] I think it’s not a good idea to randomly pair up students for the spoken English training after class.（运用了“it作形式主语，不定式短语作真正主语”结构和省略that的宾语从句）
[高分句型2] Besides, Students may feel uncomfortable or less motivated if paired with someone who they don’t get along with or have difficulty communicating with.（运用了状语从句中的省略和who引导的定语从句）
47．
After a bit of hesitation, I finally agreed to join. Alice, Chris, and Ryan were welcoming, and we dove into the project. As we brainstormed, I felt more confident. Initially, I was hesitant to speak up, but Alice’s encouragement helped me push through. I suggested ideas for the mind map, including how to organize the sections. The others liked my suggestions, and I realized I had more to contribute. By the end, we had a solid plan, and I felt proud. When our teacher announced we would present, Alice turned to me and said, “You should present with me. You’ve done great work.” Despite my nervousness, I agreed, knowing with Alice by my side, I could manage the presentation.
The next class, Alice and I presented our group’s mind map to the class. As she confidently explained how we had organized our ideas, I felt a mix of nervousness and excitement. When it was my turn, I took a deep breath and began explaining the sections I had worked on, focusing on using a timeline to connect the events in the travel journal. Alice highlighted my contributions, emphasizing that the creative idea was mine. The class nodded in approval, and our teacher smiled, offering positive feedback. Hearing the praise, I felt a rush of pride and relief. It wasn’t just about the project — it was about stepping out of my comfort zone and realizing I had something valuable to offer, something I had never fully recognized before.
【导语】本文以人物为线索展开，文章讲述作为一名害羞的高中生，作者在小组合作完成旅行日志思维导图项目时倍感迷茫，担心自己无法胜任。好友爱丽丝察觉到作者的犹豫，邀请作者加入小组并肯定作者的创造力。虽仍有不安，但在她的鼓励下，作者开始尝试克服羞怯，思考如何在团队中发挥自身优势。
【详解】1.段落续写：
①由第一段内容“犹豫片刻后，我最终同意加入小组。”可以预测续写这段主要内容：作者在爱丽丝鼓励下加入小组，从犹豫到自信提出建议，最后答应和她一起做展示。
②由第二段首句内容“下一节课，我和爱丽丝向全班展示了小组的思维导图。”可以预测续写这段主要内容：作者与爱丽丝展示小组思维导图，获认可，认识到自己走出舒适区的价值。
2.续写线索：同意加入小组——自信地提出建议——一起做展示——展示小组思维导图——获认可——感悟
3.词汇激活
行为类
①.帮助：help/assist/aid
②.建议：advise/suggest
③.说：say/ utter
情绪类
①.焦虑：nervousness/anxiety/ worry
②.兴奋：excitement/thrill/exhilaration
【点睛】[高分句型1]. As we brainstormed, I felt more confident.（运用了as引导的时间状语从句）
[高分句型2]. The others liked my suggestions, and I realized I had more to contribute.（运用了省略that的宾语从句）
[高分句型3]. When it was my turn, I took a deep breath and began explaining the sections I had worked on, focusing on using a timeline to connect the events in the travel journal. （运用了省略which或that的定语从句和现在分词作状语）
答案第1页，共2页
答案第1页，共2页
同课章节目录