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石嘴ft市第一中学 2024-2025 学年高一第二学期 6 月考
英语试题
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
Malaysia is a popular travel destination. Here are some best places to visit in Malaysia 2024.
Kuala Lumpur
Kuala Lumpur is the largest city in Malaysia. Things to do in Kuala Lumpur include a trip to the world famous Petronas Towers, taking a trip to the ancient Hindu temple at the Batu Caves, sampling some of the most amazing street food, visiting markets and much more.
Getting to Kuala Lumpur: Kuala Lumpur has two major airports — KLIA and KLIA2. It is also well connected to the rest of Malaysia by bus and train.
Langkawi
Langkawi is actually an archipelago (群岛) but the main island offers a range of different locations to visit and stay. Pantai Cenang is one of the most popular beach destinations and home to Underwater World.
Getting to Langkawi: The best way to get to Langkawi is to fly
Penang
There’s a multicultural mix of influences and plenty of beaches, interesting architecture and affordable resort style accommodation. It’s also one of the best places in Malaysia to eat, offering some of the best cheap food.
Penang is home to important and culturally significant temples like Lok Si Temple, as well as the historic George Town.
Getting to Penang: You can get to Penang by train, bus or plane.
Bukit Merah
Located just outside of Taiping, the town is surrounded by a lake. The town is home to another sustainable attraction, the EcoPark — an enclosure home to many native and rare animals.
Getting to Bukit Merah: The best way to get there is to drive from Taiping. There are also buses. It’s also possible to day trip here from Penang.
What can you do in Kuala Lumpur
Tour the EcoPark.
Visit Petronas Towers.
Enjoy Underwater World.
Experience life in George Town.
What is the best way to Langkawi
A. By car. B. By plane. C. By train. D. By bus.
Where can you see rare animals
In Penang. B. In Langkawi.
C. In Bukit Merah. D. In Kuala Lumpur.
B
In a scenic community, a man known as Uncle Green has redefined the concept of waste. As a yam bean farmer, Uncle Green held a deep respect for education, coming from his own unfulfilled academic eagerness. Noticing a lack of enthusiasm for reading among the youth, he was determined to make a difference.
In 1997, he established a scholarship program initially funded by the local community, including contributions from other patrons. However, Uncle Green realized the need for a sustainable approach to support both education and the environment.
His innovative solution emerged in 2002 when he launched a scholarship fund fueled by the community’s recycling efforts. This initiative not only provided financial aid to students but also actively engaged the community in a collective environmental and educational effort. The program grew rapidly, transforming recyclables into educational scholarships and promoting a culture of sustainability.
Today, the community awards scholarships annually during the Mid-Autumn Festival, benefiting students from a wide range of educational backgrounds. The initiative has recycled60 tons of materials each year, fostering a spirit of volunteerism and responsibility.
Success stories, such as that of a doc tor al student in electrical engineering and a student attending a famous university, are a testament (证明) to the program’s impact. These students have not only achieved academically but also expressed a desire to contribute to their community.
Over two decades since its foundation, Uncle Green’s vision continues to inspire. The Community Development Association upholds his legacy by awarding scholarships to an increasing number of students. The collective effort has cultivated (培养) a love for reading and a commitment to sustainable living among the youth.
Uncle Green’s story is a powerful example of how individual initiative and community cooperation can lead to
sustainable change. It demonstrates the harmony between traditional values and modern social needs, providing a model for communities worldwide.
What inspired Uncle Green to start the scholarship program
The demand of his profession. B. His desire to teach children.
C His deep respect for eagerness. D. The youths’ unwillingness to read.
How did Uncle Green’s scholarship program achieve sustainability
Through government grants. B. Through annual fundraisers.
C. Through community recycling. D. Through business partnerships.
Why does the author mention the two students in paragraph 5
To seek for help from the community. B. To attract more youths to the initiative.
C. To indicate the importance of scholarship. D. To show the success of Uncle Green’s initiative.
What can Uncle Green’s story tell us
Unity and innovation can create lasting change.
Education relies heavily on financial donations.
Environmental efforts outweigh academic pursuits.
Traditional methods can solve contemporary issues.
C
Beavers(海狸), like humans, change their surroundings to fit their needs. Known as nature’s engineers, they tear trees down to build homes to live in and dams to raise water levels for protection from enemies. Dams also slow water’s flow while blocking sediment(沉积物)that would otherwise flow downstream. The resulting wetlands often attract wildlife diversity where none had existed. There are challenges, though. Beaver dams sometimes cause flooding, and most people prefer trees alive and upright.
Communities face a delicate balancing act, learning to coexist with beavers. Last winter, many people enjoying Winston Path became beaver fans as one furry family transformed Swallow Pond into an oasis for birds, frogs, turtles and deer.
Yet such activity caused concern. As beavers worked, they raised water levels about five feet. The increased depth allows beavers to survive underwater if the pond ices over. But county officials were concerned about how higher water would affect the soil bank supporting Winston Path.
To find a good balance between protecting the path and the beavers, the county introduced a“ beaver baffle”—
a pond leveler.Beavers often rush to fill holes in their dams.Baffles stabilize water levels by creating a hidden exit for high water to escape through the dam, unnoticed by the beavers.
People love the beavers but they also love the mature trees. Recently, Catherine Jones,18, organized a tree- caging event — putting wire cloth around large tree trunks to discourage beavers from biting them. It also protects people from injury due to random trees falling.“We cover the trees we don’t want them to eat, while planting periodically others they like,“said Jones.“We need-to learn to give up a little of our wants to share the Earth’s resources.”
Swallow Pond’s 2023 project will restore proper water depth and improve wildlife habitat without creating problems for the path. The balancing act continues.
What is the first paragraph mainly about
Where beavers’ favorite surroundings are.
What effects beavers have on their habitat.
C Why beavers are called nature’s engineers.
D. How beavers help attract wildlife diversity.
Why did the beaver family’s activity cause concern
Swallow Pond would flood often.
Sediment would flow downstream.
The popular path might be damaged.
Beavers might have to live underwater.
What do the underlined words“beaver baffle”refer to in paragraph 4
A block to keep beavers away. B. A tool to fix holes in the dams.
C. A device to maintain water level. D. A material to protect the soil bank.
What is the theme of Swallow Pond’s 2023 project
Biological diversity. B. Harmonious coexistence.
C. Prevention of natural disasters. D. Preservation of wildlife habitat.
D
Many people have wondered why children believe in things like Santa Claus or the Tooth Fairy, thinking that children’s minds are easily fooled. However, developmental psychology offers a different perspective.
A study published in Developmental Psychology explores how children react to ideas that go against what they
usually think and if they check these ideas against what they expect. This way of checking, known as the “empirical stance,” is apparent by the time children reach elementary school.
The study involved nearly 200 children aged 3 to 8 from Chinese schools. Each child was presented with five differently-sized objects made from painted Russian dolls. The children naturally assumed that the smallest doll was the lightest and the largest the heaviest. When asked to identify the heaviest object, most children chose the largest one. An adult then either agreed with the children’s choice or made a claim that the smallest doll was the heaviest. The researchers observed whether the children would change their minds or test the adult’s claim by comparing the weights of the dolls.
Initially, children seemed to trust the adult’s word, with only a small percentage insisting on their original belief. However, when given the opportunity to explore the dolls, elementary school children who had received the surprising claim systematically tested it by comparing the smallest and largest dolls. This exploration allowed them to generate evidence that could deny the adult’s claim.
These findings suggest that while children are willing to trust an adult’s surprising claims, their acceptance is temporary. By elementary school, they systematically test such claims by seeking new evidence, which they then use to update their beliefs.
The study’s implications extend beyond childhood Most adults accept complex concepts, such as the existence of electrons, based on the testimony(证词)of others rather than personal experience.
So while children may learn about the magic of Santa Claus from adults, adults might similarly have something
to learn from elementary school children: most of us would do well to adopt an empirical stance more often than we currently do.
What is Paragraph 3 mainly about
The theoretical basis of the study. B. The conclusion of the study.
C. The significance of the study. D. The methodology of the study.
Which child’s response matches the empirical stance
Taylor believes what the teacher, says no matter what.
Emma assumes the watermelon is sweet and then tastes it.
Jordan thinks the earth is flat because his father says so.
Maya suspects there are monsters living in trees as the story says.
What lesson could adults learn from children
Learning from their own experience. B. Never trusting anyone.
C. Declining complex concepts. D. Counting on others’ testimony.
What is the main purpose of the text
To highlight adults’ role in children’s education and growth.
To clarify a misunderstanding about children’s learning ability.
To advocate for a more empirical approach across all ages.
To guide adults to help children avoid wrong ideas about the world.
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。
Shen Teng and Ma Li’s Memorable Sketches in the Spring Festival Gala
Shen Teng and Ma Li, renowned Chinese comedy stars, have long added charm to the Spring Festival Gala with their excellent sketches. These works not only bring laughter during the Chinese New Year but also convey deep-seated social messages.
“Help or Not” is one of their most famous sketches. Shen Teng plays a kind-hearted young man who helps an elderly woman who has fallen. However, the woman wrongly suspects him. 16 Through their acting,
Shen Teng and Ma Li explore the moral dilemma of helping others in modern society. The sketch resonated with the audience, sparking discussions about moral values.
In “Seat-Occupying”, Shen Teng, Ma Li, and other actors show the fierce competition among parents for the best seats in their children’s classrooms. The parents’ comical efforts to get good seats drive the story.
17 Each parent has unique traits, creating funny and relatable scenes. This sketch reflects on the
intense educational pressure and over-emphasis on external factors in children’s education.
Both sketches share common features. They draw on real-life situations. “Help or Not” focuses on a daily-life issue, while “Seat-Occupying” mirrors parental concerns about education. 18 They also use diverse
comedic techniques like witty dialogues, exaggerated body language, and unexpected plot twists. 19
Moreover, Shen Teng and Ma Li’s performances are natural and authentic. 20 Their on-stage
chemistry and character-embodiment make the sketches more engaging. Their works have become highlights of the Spring Festival Gala and have influenced Chinese comedy.
This makes the sketches highly relatable and easy for the audience to identify with
The two actors’ cooperation is so harmonious that it seems as if they are real-life partners.
The parents’ comical struggles for the best seats drive the plot forward.
Their facial expressions and body movements perfectly capture the essence of the characters.
This sketch shows the humorous side of family-school relationships during the New Year.
The story then unfolds with a series of comical and thought-provoking dialogues.
As a result, the audience is continuously entertained and inspired to think
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 四个选项中选出最佳选项。
It was New Year time. We were travelling in a van (小型货车) distributing toys to the homeless. When we
21 the spot, something caught my eyes. Something or someone was moving in the rubbish. Soon I
22 that it was the home of a poor family. There were two 23 , both of about my age at the time,
and a lady I supposed to be their mother. They sat there hopelessly.
As a little girl myself I was 24 interested in the little girl. How 25 our lives were. She lived
for the day, 26 through the rubbish for something to fill her stomach. I on the other hand was well looked
after and never had to worry about 27 . I had a good education and thus a 28 future. I looked at
the little girl. The only 29 she had was the worn-out dress that she was wearing.
Seeing this little girl I made the decision to give away a doll that had belonged to me for a while. When the van came to a 30 , I stepped out, called the girl over and placed the doll in her hand. At first she
looked at me with 31 and wasn’t certain what to do, but then she smiled and I saw 32
in her eyes. I went back into the vehicle and we started to 33 off, and that was when we realized the
little girl was running 34 . We stopped again and opened the door. The girl had 35
with us. She looked directly at me and said two simple words “Thank You”.
21. A. left B. changed C. chose D. approached
22. A. guaranteed B. realized C. decided D. accepted
23. A. boys B. children C. drivers D. adults
24. A. still B. less C. especially D. probably
25. A. similar B. different C. difficult D. ordinary
26 A. searching B. getting C. running D. breaking
27. A. food B. safety C. health D. transport
28. A. doubtful B. distant C. promising D. foreseeable
第二节(共 10 小题;每小题 15 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。
A Thanksgiving Day story in the newspaper told of a school teacher who asked her class of first graders to draw a picture of something they were thankful for. She thought of how little these children from poor neighborhood
36 (actual) had to be thankful for. But she knew that most of them would draw pictures of turkeys or tables
full 37 food. The teacher was taken back with the picture Douglas handed in — a small childishly (稚嫩的)
hand! But whose hand The class was 38 (puzzle) by the abstract drawing. “I think it must be the hand of
God 39 brings us food, said one child. “A farmer,” said another, “because he 40 (feed) the
turkeys. ”Finally, when the others were at work, the teacher bent over at Douglas’ desk, 41 (ask) whose hand
it was. “It’s your hand, Teacher,” he said in a low voice. She remembered that frequently at break she had taken Douglas, 42 small lonely child by the hand. She often did that with the 43 (child).
But it meant so much to Douglas. Perhaps this was everyone’s Thanksgiving, not for the material things
44 (give) to us but for the chance to give to others in 45 (what) small way.
第四部分 写作(共两节，满分 40 分)
第一节(满分 15 分)
46. 假设你是光明中学的学生李华，在感恩节即将到来之际，你校将举办一场主题为“感恩”的英语演讲比赛，请你以“感恩”为主题写一篇演讲稿，要点如下：
你最感激的人是谁；
为什么感激他/她；
如何感恩。
注意：1.词数 100 左右;
2.首句已为你写好。
Hello, boys and girls,
Thank you for your listening.
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。
On a sunny Friday morning, Mr. Stone, the Grade 4 head teacher, walked into the classroom with a new student following him. She was a lively girl from Mexico, and her red mushroom hair cut immediately drew everyone’s eyes. With a welcoming smile, Mr. Stone gestured for her to sit beside Mike, a student known for teasing others.
During break time, Mike couldn’t help but laugh when he caught sight of his new deskmate. Sara’s distinctive hairstyle seemed like an open invitation for him to make fun of her. Leaning in towards Sara, he playfully suggested, “Hey, Sara. Ever thought about changing your name to Dora You look just like Dora the Explorer!” His words caused laughter and cheers from the others in the classroom.
Sara’s eyes filled with tears, her cheeks turning red with embarrassment. Feeling hurt and upset, she stood up suddenly, rushing to the teacher’s office to seek support from Mr. Stone. After hearing her story, Mr. Stone offered her gentle comfort, saying, “Sara, your hairstyle is truly pretty. Remember, everyone has their own sense of beauty.” Mr. Stone then directed his attention to Mike, expressing his disappointment and urging Mike to apologize to Sara. “Mike,” he continued, “your actions were unkind. We must treat everyone with empathy(同情). Laughing at
Sara’s hair has deeply hurt her.”
This conflict was temporarily settled, but Mr. Stone found himself lost in thought. Reflecting on his own childhood, Mr. Stone recalled how he had been teased for being overweight. The pain caused by hurtful words was like wrinkles on a crumpled(压皱的)ball of paper. Even if you smoothed them out, the wrinkles stayed.
He wanted to teach an important lesson to Mike, the troublemaker. Then, a unique strategy came to mind. He
contacted Mike’s mother, explaining the situation and discussing a plan with her to develop empathy in her son. They agreed that over the weekend, Mike’s mother would arrange for Mike to have his hair cut extremely short.
注意：
续写词数应为 150 左右;
请按如下格式在答题卡的相应位置作答。
On Monday morning, Mike unwillingly approached the classroom.
At that moment, Mr. Stone walked into the classroom with a ball of paper.
石嘴ft市第一中学 2024-2025 学年高一第二学期 6 月考
英语试题
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
Malaysia is a popular travel destination. Here are some best places to visit in Malaysia 2024.
Kuala Lumpur
Kuala Lumpur is the largest city in Malaysia. Things to do in Kuala Lumpur include a trip to the world famous Petronas Towers, taking a trip to the ancient Hindu temple at the Batu Caves, sampling some of the most amazing street food, visiting markets and much more.
Getting to Kuala Lumpur: Kuala Lumpur has two major airports — KLIA and KLIA2. It is also well connected to the rest of Malaysia by bus and train.
Langkawi
Langkawi is actually an archipelago (群岛) but the main island offers a range of different locations to visit and stay. Pantai Cenang is one of the most popular beach destinations and home to Underwater World.
Getting to Langkawi: The best way to get to Langkawi is to fly.
Penang
There’s a multicultural mix of influences and plenty of beaches, interesting architecture and affordable resort style accommodation. It’s also one of the best places in Malaysia to eat, offering some of the best cheap food.
Penang is home to important and culturally significant temples like Lok Si Temple, as well as the historic George Town.
Getting to Penang: You can get to Penang by train, bus or plane.
Bukit Merah
Located just outside of Taiping, the town is surrounded by a lake. The town is home to another sustainable attraction, the EcoPark — an enclosure home to many native and rare animals.
Getting to Bukit Merah: The best way to get there is to drive from Taiping. There are also buses. It’s also possible to day trip here from Penang.
What can you do in Kuala Lumpur
Tour the EcoPark.
Visit Petronas Towers.
Enjoy Underwater World.
Experience life in George Town.
What is the best way to Langkawi
A. By car. B. By plane. C. By train. D. By bus.
Where can you see rare animals
A. In Penang. C. In Bukit Merah. B. In Langkawi. D. In Kuala Lumpur.
【答案】1. B 2. B 3. C
【解析】
【导语】本文是一篇应用文。文章主要介绍了马来西亚在 2024 年的一些最佳旅游目的地，包括吉隆坡、兰卡威、槟城和红ft等地。
【1 题详解】
细节理解题。根据 Kuala Lumpur 部分中“Things to do in Kuala Lumpur include a trip to the world famous Petronas Towers, taking a trip to the ancient Hindu temple at the Batu Caves, sampling some of the most amazing street food, visiting markets and much more.(在吉隆坡要做的事情包括参观世界著名的双子塔，去八都洞穴的古老印度教寺庙，品尝一些最令人惊叹的街头食品，参观市场等等)”可知，在 Kuala Lumpur 可以参观世界著名的双子塔。故选 B 项。
【2 题详解】
细节理解题。根据 Langkawi 部分中“Getting to Langkawi: The best way to get to Langkawi is to fly.(前往兰卡威：前往兰卡威的最佳方式是乘飞机)”可知，去 Langkawi 最好的方法是乘飞机。故选 B 项。
【3 题详解】
细节理解题。根据 Bukit Merah 部分中“The town is home to another sustainable attraction, the EcoPark — an enclosure home to many native and rare animals.(该镇还有另一个可持续发展的景点——生态公园——许多本地和稀有动物的家园)”可知，在 Bukit Merah 可以看到珍稀动物。故选 C 项。
B
In a scenic community, a man known as Uncle Green has redefined the concept of waste. As a yam bean farmer, Uncle Green held a deep respect for education, coming from his own unfulfilled academic eagerness. Noticing a lack of enthusiasm for reading among the youth, he was determined to make a difference.
In 1997, he established a scholarship program initially funded by the local community, including contributions from other patrons. However, Uncle Green realized the need for a sustainable approach to support both education and the environment.
His innovative solution emerged in 2002 when he launched a scholarship fund fueled by the community’s recycling efforts. This initiative not only provided financial aid to students but also actively engaged the community in a collective environmental and educational effort. The program grew rapidly, transforming recyclables into educational scholarships and promoting a culture of sustainability.
Today, the community awards scholarships annually during the Mid-Autumn Festival, benefiting students from a wide range of educational backgrounds. The initiative has recycled60 tons of materials each year, fostering a spirit of volunteerism and responsibility.
Success stories, such as that of a doc tor al student in electrical engineering and a student attending a famous university, are a testament (证明) to the program’s impact. These students have not only achieved academically but also expressed a desire to contribute to their community.
Over two decades since its foundation, Uncle Green’s vision continues to inspire. The Community Development Association upholds his legacy by awarding scholarships to an increasing number of students. The collective effort has cultivated (培养) a love for reading and a commitment to sustainable living among the youth.
Uncle Green’s story is a powerful example of how individual initiative and community cooperation can lead to
sustainable change. It demonstrates the harmony between traditional values and modern social needs, providing a model for communities worldwide.
What inspired Uncle Green to start the scholarship program
The demand of his profession. B. His desire to teach children.
C. His deep respect for eagerness. D. The youths’ unwillingness to read.
How did Uncle Green’s scholarship program achieve sustainability
Through government grants. B. Through annual fundraisers.
C. Through community recycling. D. Through business partnerships.
Why does the author mention the two students in paragraph 5
To seek for help from the community. B. To attract more youths to the initiative.
C. To indicate the importance of scholarship. D. To show the success of Uncle Green’s initiative.
What can Uncle Green’s story tell us
Unity and innovation can create lasting change.
Education relies heavily on financial donations.
Environmental efforts outweigh academic pursuits.
Traditional methods can solve contemporary issues.
【答案】4. D 5. C 6. D 7. A
【解析】
【导语】本文是一篇记叙文。文章讲述了 Uncle Green 通过社区回收计划资助奖学金，以促进教育发展和环境保护。
【4 题详解】
细节理解题。根据第一段中“ Noticing a lack of enthusiasm for reading among the youth, he was determined to make a difference.( 注意到年轻人对阅读缺乏热情，他决心要有所作为。)”可知，Green 叔叔注意到了青年人不愿阅读的问题，决定做出改变，即启动奖学金计划。故选 D。
【5 题详解】
细节理解题。根据第三段中“His innovative solution emerged in 2002 when he launched a scholarship fund fueled by the community’s recycling efforts. This initiative not only provided financial aid to students but also actively engaged the community in a collective environmental and educational effort. (他的创新解决方案出现在 2002 年，当时他发起了一个奖学金基金，由社区的回收工作推动。这一举措不仅为学生提供了经济援助，而且还积极地使社区参与到环境和教育的集体努力中。)”可知，Green 叔叔通过社区回收活动为奖学金计
划提供了资金，这一举措不仅为学生提供了经济援助，而且还积极地使社区参与到环境和教育的集体努力
中即实现了可持续性。故选 C。
【6 题详解】
推理判断题，根据第五段中“Success stories, such as that of a doc tor al student in electrical engineering and a student attending a famous university, are a testament (证明) to the program’s impact. (一些成功的故事，比如电气工程专业的博士生和一所著名大学的学生，都证明了该项目的影响。)”可知，作者提到这两个学生的目的是展示 Green 叔叔倡议的成功。故选 D。
【7 题详解】
推理判断题。根据最后一段“Uncle Green’s story is a powerful example of how individual initiative and community cooperation can lead to sustainable change. It demonstrates the harmony between traditional values and modern social needs, providing a model for communities worldwide.( Uncle Green的故事是一个强有力的例子，说明个人的主动性和社区合作可以带来可持续的变化。它展示了传统价值观与现代社会需求之间的和谐，
为世界各地的社区提供了一个典范。)”可知，Uncle Green 故事告诉我们个人的主动性和社区合作可以带
来可持续的变化即告诉我们团结和创新能够带来持久的改变。故选 A。
C
Beavers(海狸), like humans, change their surroundings to fit their needs. Known as nature’s engineers, they tear trees down to build homes to live in and dams to raise water levels for protection from enemies. Dams also slow water’s flow while blocking sediment(沉积物)that would otherwise flow downstream. The resulting wetlands often attract wildlife diversity where none had existed. There are challenges, though. Beaver dams sometimes cause flooding, and most people prefer trees alive and upright.
Communities face a delicate balancing act, learning to coexist with beavers. Last winter, many people enjoying Winston Path became beaver fans as one furry family transformed Swallow Pond into an oasis for birds, frogs, turtles and deer.
Yet such activity caused concern. As beavers worked, they raised water levels about five feet. The increased depth allows beavers to survive underwater if the pond ices over. But county officials were concerned about how higher water would affect the soil bank supporting Winston Path.
To find a good balance between protecting the path and the beavers, the county introduced a“ beaver baffle”— a pond leveler.Beavers often rush to fill holes in their dams.Baffles stabilize water levels by creating a hidden exit for high water to escape through the dam, unnoticed by the beavers.
People love the beavers but they also love the mature trees. Recently, Catherine Jones,18, organized a tree- caging event — putting wire cloth around large tree trunks to discourage beavers from biting them. It also protects people from injury due to random trees falling.“We cover the trees we don’t want them to eat, while planting periodically others they like,“said Jones.“We need-to learn to give up a little of our wants to share the Earth’s resources.”
Swallow Pond’s 2023 project will restore proper water depth and improve wildlife habitat without creating problems for the path. The balancing act continues.
What is the first paragraph mainly about
Where beavers’ favorite surroundings are.
What effects beavers have on their habitat.
Why beavers are called nature’s engineers.
How beavers help attract wildlife diversity.
Why did the beaver family’s activity cause concern
Swallow Pond would flood often.
Sediment would flow downstream.
The popular path might be damaged.
Beavers might have to live underwater.
What do the underlined words“beaver baffle”refer to in paragraph 4
A block to keep beavers away. B. A tool to fix holes in the dams.
C. A device to maintain water level. D. A material to protect the soil bank.
What is the theme of Swallow Pond’s 2023 project
Biological diversity. B. Harmonious coexistence.
C. Prevention of natural disasters. D. Preservation of wildlife habitat.
【答案】8. B 9. C 10. C 11. B
【解析】
【导语】这是一篇说明文。文章主要介绍了海狸的活动对其栖息地产生的正向和负向的两种影响，
Swallow Pond’s 2023 项目旨在达到人与海狸和谐共存。
【8 题详解】
主旨大意题。根据文章第一段“Beavers(海狸), like humans, change their surroundings to fit their needs. Known as nature’s engineers, they tear trees down to build homes to live in and dams to raise water levels for protection from enemies. Dams also slow water’s flow while blocking sediment(沉积物)that would otherwise flow downstream. The resulting wetlands often attract wildlife diversity where none had existed. (海狸和人类一样，会改变周围的环境来满足它们的需求。他们被称为自然工程师，他们推倒树木建造房屋，建造水坝以
提高水位以抵御敌人。大坝还减缓了水流，同时阻挡了原本会流向下游的沉积物。由此产生的湿地往往吸
引了原本不存在的野生动物多样性。)”可知，第一段主要讲海狸对它们的栖息地有什么影响。故选 B
项。
【9 题详解】
细节理解题。根据第三段最后一句“But county officials were concerned about how higher water would affect the soil bank supporting Winston Path(但是县官员担心更高的水位会如何影响支撑温斯顿小路的土壤库)”可知，海狸家族的活动之所以会引起关注是因为受欢迎的小路可能会被破坏。故选 C 项。
【10 题详解】
词义猜测题。根据第四段最后一句“Baffles stabilize water levels by creating a hidden exit for high water to escape through the dam, unnoticed by the beavers.(挡板通过创建一个隐藏的出口来稳定水位，让高水位从大坝中流出，而不被海狸发现。)”可推知，划线的单词 beaver baffle 应该指的是一个维持水位的装置。故选
C 项。
【11 题详解】
推断判断题。根据最后一段“Swallow Pond’s 2023 project will restore proper water depth and improve wildlife habit at without creating problems for the path.(Pond’s 2023 年项目将恢复适当的水深，改善野生动物的习 性，而不会给路径带来问题。)”可知，燕子塘 2023 年项目的主题是和谐共存。故选 B 项。
D
Many people have wondered why children believe in things like Santa Claus or the Tooth Fairy, thinking that children’s minds are easily fooled. However, developmental psychology offers a different perspective.
A study published in Developmental Psychology explores how children react to ideas that go against what they usually think and if they check these ideas against what they expect. This way of checking, known as the “empirical stance,” is apparent by the time children reach elementary school.
The study involved nearly 200 children aged 3 to 8 from Chinese schools. Each child was presented with five differently-sized objects made from painted Russian dolls. The children naturally assumed that the smallest doll was the lightest and the largest the heaviest. When asked to identify the heaviest object, most children chose the largest one. An adult then either agreed with the children’s choice or made a claim that the smallest doll was the heaviest. The researchers observed whether the children would change their minds or test the adult’s claim by comparing the weights of the dolls.
Initially, children seemed to trust the adult’s word, with only a small percentage insisting on their original belief. However, when given the opportunity to explore the dolls, elementary school children who had received the surprising claim systematically tested it by comparing the smallest and largest dolls. This exploration allowed them to generate evidence that could deny the adult’s claim.
These findings suggest that while children are willing to trust an adult’s surprising claims, their acceptance is temporary. By elementary school, they systematically test such claims by seeking new evidence, which they then use to update their beliefs.
The study’s implications extend beyond childhood Most adults accept complex concepts, such as the existence of electrons, based on the testimony(证词)of others rather than personal experience.
So while children may learn about the magic of Santa Claus from adults, adults might similarly have something
to learn from elementary school children: most of us would do well to adopt an empirical stance more often than we currently do.
What is Paragraph 3 mainly about
The theoretical basis of the study. B. The conclusion of the study.
C. The significance of the study. D. The methodology of the study.
Which child’s response matches the empirical stance
Taylor believes what the teacher, says no matter what.
Emma assumes the watermelon is sweet and then tastes it.
Jordan thinks the earth is flat because his father says so.
Maya suspects there are monsters living in trees as the story says.
What lesson could adults learn from children
Learning from their own experience. B. Never trusting anyone.
C. Declining complex concepts. D. Counting on others’ testimony.
What is the main purpose of the text
To highlight adults’ role in children’s education and growth.
To clarify a misunderstanding about children’s learning ability.
To advocate for a more empirical approach across all ages.
To guide adults to help children avoid wrong ideas about the world.
【答案】12. D 13. B 14. A 15. C
【解析】
【导语】本文是一篇说明文。文章通过一项发表于《发展心理学》杂志的研究，探讨了儿童如何对待与他们通常想法相悖的观点，以及他们是否会通过实证来检验这些观点，并指出这种实证立场在儿童成长中的意义，同时提出成年人也应从中学习。
【12 题详解】
主旨大意题。根据第三段“The study involved nearly 200 children aged 3 to 8 from Chinese schools. Each child was presented with five differently-sized objects made from painted Russian dolls. The children naturally assumed that the smallest doll was the lightest and the largest the heaviest. When asked to identify the heaviest object, most
children chose the largest one. An adult then either agreed with the children’s choice or made a claim that the smallest doll was the heaviest. The researchers observed whether the children would change their minds or test the adult’s claim by comparing the weights of the dolls.(这项研究涉及来自中国学校的近 200 名 3 至 8 岁的儿童。每个孩
子面前都放着五个大小不一的俄罗斯套娃。孩子们自然地认为最小的娃娃最轻，最大的最重。当被要求找
出最重的物体时，大多数孩子选择了最大的那个。然后，一个成年人要么同意孩子们的选择，要么声称最小的娃娃最重。研究人员观察孩子们是否会改变主意，或者通过比较娃娃的重量来检验成年人的说法)”可
知，本段主要介绍了这项研究的具体方法和过程，包括研究对象、实验材料、实验步骤等。故 D 选项“The
methodology of the study.(研究的方法)”是本段主要内容。故选 D 项。
【13 题详解】
推理判断题。根据第二段中“This way of checking, known as the ‘empirical stance,’ is apparent by the time children reach elementary school.(这种检查方式，即‘实证立场’，在孩子们上小学时就很明显了)”和第四段中“However, when given the opportunity to explore the dolls, elementary school children who had received the surprising claim systematically tested it by comparing the smallest and largest dolls.(然而，当有机会探索这些娃娃时，那些听到惊人说法的小学生们会系统地通过比较最小和最大的娃娃来检验这个说法)”可知，实证立场指的是通过实际探索或比较来检验观点或说法。B 选项“Emma assumes the watermelon is sweet and then tastes it.(艾玛假设西瓜是甜的，然后尝了尝)”中的艾玛先假设西瓜甜，然后通过品尝来验证自己的假设，这符合实证立场的定义。故选 B 项。
【14 题详解】
推理判断题。根据最后一段“So while children may learn about the magic of Santa Claus from adults, adults might similarly have something to learn from elementary school children: most of us would do well to adopt an empirical stance more often than we currently do.(所以，虽然孩子们可能会从成年人那里了解到圣诞老人的魔力，但成年人同样也可以从小学龄儿童身上学到一些东西：我们大多数人都应该比现在更经常地采取实证立场)”可知，作者认为成年人也应该像儿童一样，更多地采取实证立场，即通过自己的经验或实证来检验和更新观
点。A 选项“Learning from their own experience.(从自己的经验中学习)”符合这一观点，即通过个人经验来
学习和验证事物。故选 A 项。
【15 题详解】
推理判断题。通读全文，结合最后一段中“adults might similarly have something to learn from elementary school children: most of us would do well to adopt an empirical stance more often than we currently do.(但成年人同样也可以从小学龄儿童身上学到一些东西：我们大多数人都应该比现在更经常地采取实证立场)”可知，文章主要介绍了一项关于儿童如何对待与他们通常想法相悖的观点，并如何通过实证来检验这些观点的研究，并指出这种实证立场不仅对于儿童成长有重要意义，成年人也应该从中学习，更多地采取实证立场。所以 C选项“To advocate for a more empirical approach across all ages.(倡导所有年龄层都采取更实证的方法)”是本文的写作目的。故选 C 项。
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。
Shen Teng and Ma Li’s Memorable Sketches in the Spring Festival Gala
Shen Teng and Ma Li, renowned Chinese comedy stars, have long added charm to the Spring Festival Gala with their excellent sketches. These works not only bring laughter during the Chinese New Year but also convey deep-seated social messages.
“Help or Not” is one of their most famous sketches. Shen Teng plays a kind-hearted young man who helps an elderly woman who has fallen. However, the woman wrongly suspects him. 16 Through their acting,
Shen Teng and Ma Li explore the moral dilemma of helping others in modern society. The sketch resonated with the audience, sparking discussions about moral values.
In “Seat-Occupying”, Shen Teng, Ma Li, and other actors show the fierce competition among parents for the best seats in their children’s classrooms. The parents’ comical efforts to get good seats drive the story.
17 Each parent has unique traits, creating funny and relatable scenes. This sketch reflects on the
intense educational pressure and over-emphasis on external factors in children’s education.
Both sketches share common features. They draw on real-life situations. “Help or Not” focuses on a daily-life issue, while “Seat-Occupying” mirrors parental concerns about education. 18 They also use diverse
comedic techniques like witty dialogues, exaggerated body language, and unexpected plot twists. 19
Moreover, Shen Teng and Ma Li’s performances are natural and authentic. 20 Their on-stage
chemistry and character-embodiment make the sketches more engaging. Their works have become highlights of the Spring Festival Gala and have influenced Chinese comedy.
This makes the sketches highly relatable and easy for the audience to identify with
The two actors’ cooperation is so harmonious that it seems as if they are real-life partners.
The parents’ comical struggles for the best seats drive the plot forward.
Their facial expressions and body movements perfectly capture the essence of the characters.
This sketch shows the humorous side of family-school relationships during the New Year.
The story then unfolds with a series of comical and thought-provoking dialogues.
As a result, the audience is continuously entertained and inspired to think
【答案】16. F 17. C 18. A 19. G 20. D
【解析】
【导语】本文是一篇新闻报道。文章主要讲述了中国喜剧明星沈腾和马丽在春节联欢晚会上表演的小品不仅带来欢笑，还传达了深刻的社会信息。
【16 题详解】
上文““Help or Not” is one of their most famous sketches. Shen Teng plays a kind-hearted young man who helps
an elderly woman who has fallen. However, the woman wrongly suspects him.(《扶不扶》是他们最为人所知的小品之一。沈腾饰演一位善良的年轻人，他帮助了一位摔倒的老太太。然而，这位老太太却错误地怀疑了他)”说明沈腾扮演的角色帮助摔倒的老太太后被误会的情况。空处顺接前文，应描述故事接下来发生的事情。F 项中的“The story”指的是前文中“Help or Not”这个故事，说明这个故事展开了一系列幽默且引人深思的对话。所以 F 项“故事随后展开了一系列幽默且引人深思的对话”符合语境，引出下文关于沈腾和马丽通过表演探索现代社会中帮助他人的道德困境的内容。故选 F。
【17 题详解】
上文“In “Seat-Occupying”, Shen Teng, Ma Li, and other actors show the fierce competition among parents for the best seats in their children’s classrooms. The parents’ comical efforts to get good seats drive the story.(在《占座》中，沈腾、马丽和其他演员展示了家长们为争取孩子教室里最佳座位而展开的激烈竞争。家长们为了获得好座位所做出的滑稽努力推动了故事的发展)”说明在《占座》中，家长们为了孩子教室里的最佳座位展开激烈竞争。空处承上启下，C 项中的“The parents’ comical struggles for the best seats”和上文中的 “The parents’ comical efforts to get good seats”相呼应，“drive the plot forward”引出下文关于每个家长都有独特性格的描述。所以 C 项“父母们为了得到最好座位的滑稽斗争推动了情节的发展”符合语境。故选 C。
【18 题详解】
上文“Both sketches share common features. They draw on real-life situations. “Help or Not” focuses on a daily- life issue, while “Seat-Occupying” mirrors parental concerns about education.(这两个小品有共同的特点。它们都取材于现实生活中的情境。《扶不扶》聚焦于日常生活中的一个问题，而《占座》则反映了家长对教育的担忧)”说明这两个小品都有共同的特点，它们都基于现实生活情境。空处顺接前文，继续阐述这些特点带来的效果。A 项中的 This 指代前文中“两个小品的共同特征”，说明这使得这些小品非常贴近生活，容易让观众产生共鸣。所以 A 项“这使得这些小品非常贴近生活，容易让观众产生共鸣。”符合语境。故选 A。
【19 题详解】
上文“They also use diverse comedic techniques like witty dialogues, exaggerated body language, and unexpected plot twists.(它们还运用了多种喜剧技巧，如机智的对话、夸张的肢体语言和意想不到的情节转折)”说明小品使用的多种喜剧手法。空处顺接前文，应进一步描述这些喜剧技巧带来的效果或影响。G 项“因此，观众不仅持续受到娱乐，还被激发去思考。”符合语境。故选 G。
【20 题详解】
上文“Moreover, Shen Teng and Ma Li’s performances are natural and authentic.(此外，沈腾和马丽的表演自然
而真实)”说明沈腾和马丽的表演自然真实。空处承接上文，应进一步描述他们的表演特点或效果。D 项中的 Their 指代前文中的 Shen Teng and Ma Li，说明他们的他们的面部表情和身体动作完美地捕捉到了角色的精髓。所以 D 项“他们的面部表情和身体动作完美地捕捉到了角色的精髓”符合语境。故选 D。
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 四个选项中选出最佳选项。
It was New Year time. We were travelling in a van (小型货车) distributing toys to the homeless. When we
21 the spot, something caught my eyes. Something or someone was moving in the rubbish. Soon I
22 that it was the home of a poor family. There were two 23 , both of about my age at the time,
and a lady I supposed to be their mother. They sat there hopelessly.
As a little girl myself I was 24 interested in the little girl. How 25 our lives were. She lived
for the day, 26 through the rubbish for something to fill her stomach. I on the other hand was well looked
after and never had to worry about 27 . I had a good education and thus a 28 future. I looked at
the little girl. The only 29 she had was the worn-out dress that she was wearing.
Seeing this little girl I made the decision to give away a doll that had belonged to me for a while. When the van came to a 30 , I stepped out, called the girl over and placed the doll in her hand. At first she
looked at me with 31 and wasn’t certain what to do, but then she smiled and I saw 32
in her eyes. I went back into the vehicle and we started to 33 off, and that was when we realized the
little girl was running 34 . We stopped again and opened the door. The girl had 35
with us. She looked directly at me and said two simple words “Thank You”.
21. A. left B. changed C. chose D. approached
22. A. guaranteed B. realized C. decided D. accepted
23. A. boys B. children C. drivers D. adults
24. A. still B. less C. especially D. probably
25. A. similar B. different C. difficult D. ordinary
26. A. searching B. getting C. running D. breaking
27. A. food B. safety C. health D. transport
28. A. doubtful B. distant C. promising D. foreseeable
29. A. present B. decoration C. requirement D. possession
【解析】
【导语】本文是一篇记叙文。主要讲述了作者给无家可归的人分发玩具时，遇见了一个在垃圾堆中寻找食物的小女孩，作者将自己喜爱的洋娃娃送给这个女孩后，女孩向作者表达感激。
【21 题详解】
考查动词词义辨析。句意：当我们接近那个地方时，一些东西引起了我的注意。A. left 离开；B. changed改变；C. chose 选择；D. approached 接近。根据下文“something caught my eyes”可知，此处表示当作者接近那个地方时，看到一些东西，吸引了作者的注意。故选 D。
【22 题详解】
考查动词词义辨析。句意：很快我意识到这是一个贫穷家庭的家。A. guaranteed 保证；B. realized 意识 到；C. decided 决定；D. accepted 接受。根据下文“that it was the home of a poor family.”可知，作者意识到自己看到的东西是一个贫穷家庭的家。故选 B。
【23 题详解】
考查名词词义辨析。句意：当时有两个孩子，都和我差不多大，还有一位女士我猜想是他们母亲。A. boys男孩；B. children 孩子们；C. drivers 司机；D. adults 成年人。根据下文“and a lady I supposed to be their mother.”以及“As a little girl myself I was 4 interested in the little girl.”可知，此处表示这里有两个孩子。故选 B。
【24 题详解】
考查副词词义辨析。句意：作为一个女生，我对这个小女孩特别感兴趣。A. still 仍然；B. less 较少地；C. especially 特别；D. probably 可能地。根据下文“interested in the little girl.”以及语境可知，作者对这个小女孩特别感兴趣。故选 C。
【25 题详解】
考查形容词词义辨析。句意：我们的生活是多么的不同啊。A. similar 相似的；B. different 不同的；C
difficult 困难的；D. ordinary 普通的。根据下文“She lived for the day, 6 through the rubbish for
something to fill her stomach. I on the other hand was well looked after and never had to worry about
7 .”可知，作者认为自己和小女孩的生活是不同的。故选 B。
【26 题详解】
考查动词词义辨析。句意：她一整天都在垃圾堆里找东西填饱肚子。A. searching 寻找；B. getting 得到；
C. running 跑；D. breaking 折断。根据下文“through the rubbish for something to fill her stomach.”可知，此处表示小女孩在垃圾堆里找东西吃。故选 A。
【27 题详解】
考查名词词义辨析。句意：另一方面，我得到了很好的照顾，从来不用担心缺少食物。A. food 食物；B. safety 安全；C. health 健康；D. transport 运输。根据上文“She lived for the day, 6 through the rubbish for something to fill her stomach. I on the other hand was well looked after and never had to worry about”可知，小女孩要在垃圾堆里找东西吃，而作者从来不担心食物。故选 A。
【28 题详解】
考查形容词词义辨析。句意：我受过良好的教育，因此前途光明。A. doubtful 怀疑的；B. distant 遥远的；
C. promising 有前途的；D. foreseeable 可预知的。根据上文“I had a good education”以及常识可知，作者受过良好教育，所以未来是有前途的。故选 C。
【29 题详解】
考查名词词义辨析。句意：她唯一所拥有的就是她穿的那件破衣服。A. present 礼物；B. decoration 装饰；
C. requirement 要求；D. possession 财产、拥有物。根据下文“she had was the worn-out dress that she was wearing”可知，此处表示小女孩唯一所拥有的东西就是自己穿的那件破衣服。故选 D。
【30 题详解】
考查名词词义辨析。句意：当小型货车停下来时，我走了出来，把女孩叫了过来，把娃娃放在她的手里。
A. station 车站；B. stop 停止；C. street 街道；D. signal 信号。根据下文“I stepped out, called the girl over and placed the doll in her hand.”可知，当小型货车停下来，作者走下车，叫来女孩，将娃娃放在她手里。故选 B。
【31 题详解】
考查名词词义辨析。句意：起初，她惊讶地看着我，不确定该做什么，但后来她笑了，我从她的眼睛里看到了希望。A. anger 愤怒；B. pain 疼痛；C. surprise 惊讶；D. disappointment 失望。根据下文“and wasn’t certain what to do”以及语境可知，面对作者的做法，小女孩感到惊讶。故选 C。
【32 题详解】
考查名词词义辨析。句意：起初，她惊讶地看着我，不确定该做什么，但后来她笑了，我从她的眼睛里看
到了希望。A. hope 希望；B. loneliness 孤独；C. anxiety 焦虑；D. astonishment 惊讶。根据上文“At first she looked at me with 11 and wasn’t certain what to do, but then she smiled and I saw”以及语境可 知，此处表示小女孩笑了，眼睛里可以看到希望。故选 A。
【33 题详解】
考查动词词义辨析。句意：我回到车里，我们开始驾车离开，这时我们意识到小女孩在后面跑。A. walk步行；B. get 获得；C. lift 举起；D. drive 驾驶。根据上文“I went back into the vehicle and we started to”可知，作者回到车里，所以此处表示驾车离开。故选 D。
【34 题详解】
考查副词词义辨析。句意：我回到车里，我们开始驾车离开，这时我们意识到小女孩在后面跑。A. behind
在后面；B. away 离开；C. out 在外；D. in 朝里。根据上文“I went back into the vehicle and we started to
13 off, and that was when we realized the little girl was running”可知，作者的车驶离，小女孩在车的后面跑。故选 A。
【35 题详解】
考查动词短语辨析。句意：小女孩追上了我们。A. got along 进展；B. come along 出现；C. caught up 追
上；D. turned up 出现。根据下文“She looked directly at me and said two simple words “Thank You”.”可知，小女孩追上了作者的车，向作者表达感谢。故选 C。
第二节(共 10 小题;每小题 15 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。
A Thanksgiving Day story in the newspaper told of a school teacher who asked her class of first graders to draw a picture of something they were thankful for. She thought of how little these children from poor neighborhood
36 (actual) had to be thankful for. But she knew that most of them would draw pictures of turkeys or tables
full 37 food. The teacher was taken back with the picture Douglas handed in — a small childishly (稚嫩的)
hand! But whose hand The class was 38 (puzzle) by the abstract drawing. “I think it must be the hand of
God 39 brings us food, said one child. “A farmer,” said another, “because he 40 (feed) the
turkeys. ”Finally, when the others were at work, the teacher bent over at Douglas’ desk, 41 (ask) whose hand
it was. “It’s your hand, Teacher,” he said in a low voice. She remembered that frequently at break she had taken Douglas, 42 small lonely child by the hand. She often did that with the 43 (child).
But it meant so much to Douglas. Perhaps this was everyone’s Thanksgiving, not for the material things
44 (give) to us but for the chance to give to others in 45 (what) small way.
【答案】36. actually
37. of 38. puzzled
39. who##that
40. feeds 41. asking
42. a 43. children
44. given 45. whatever
【解析】
【导语】本文是一篇记叙文。文章讲述了一位小学老师在感恩节期间让一年级学生画出他们感恩的东西，而一个名叫道格拉斯的男孩画了老师的手。故事通过这个简单的画面，揭示了感恩节的真正意义——不仅是接受物质上的馈赠，更是给予他人关爱和温暖的机会。
【36 题详解】
考查副词。句意：她想到，这些来自贫困社区的孩子实际上几乎没有什么值得感恩的。空格处修饰句子，应该用副词 actually 作状语。故填 actually。
【37 题详解】
考查介词。句意：但她知道他们中的大多数人会画火鸡或摆满食物的桌子。full of“充满”是固定搭配。故填 of。
【38 题详解】
考查形容词。句意：全班同学都对这幅抽象的画感到困惑。根据句意和空格前的 was 可知，空格处应该用形容词 puzzled 作表语，修饰人的感情。故填 puzzled。
【39 题详解】
考查定语从句。句意：“我认为这一定是上帝的手，他给我们带来食物，”一个孩子说。空格处引导限定性定语从句，对先行词 God 进行限定说明，从句中缺少主语，所以用关系代词 who 或 that 代替先行词在从句中作主语。故填 who 或 that。
【40 题详解】
考查时态和主谓一致。句意：“是农民的手，”另一个孩子说，“因为他喂养火鸡。”空格处是谓语动词，在直接引语中，用一般现在时；主语是 he，谓语动词用三单形式。故填 feeds。
【41 题详解】
考查非谓语动词。句意：最后，当其他孩子在画画时，老师弯下腰，在道格拉斯的桌子旁问这是谁的手。空格处应该用非谓语动词作状语，动词 ask 与句子的主语 the teacher 之间是主动关系，所以用现在分词 asking 作状语。故填 asking。
【42 题详解】
考查冠词。句意：她想起，课间休息时，她经常牵着道格拉斯——一个孤独的小孩子的手。根据句意和空格后的单数名词 child 可知，空格处应该用不定冠词表示“一”，small 的发音是辅音音素开头，所以用 a。故填 a。
【43 题详解】
考查名词复数。句意：她经常这样牵着孩子们的手。此处指的是老师经常牵孩子们得手，肯定不是一个孩子，所以用 child 的复数形式 children。故填 children。
【44 题详解】
考查非谓语动词。句意：也许这就是每个人的感恩节，不是为了给予我们的物质东西，而是为了有机会以任何小小的方式给予他人。空格处应该用非谓语动词作定语，修饰空格前的 the material things，动词 give与 the material things 之间是被动关系，所以用过去分词 given 作定语。故填 given。
【45 题详解】
考查限定词。句意：也许这就是每个人的感恩节，不是为了给予我们的物质东西，而是为了有机会以任何小小的方式给予他人。空格处作定语，修饰下文的 small way，且意义为“任何”，所以用 whatever。故填 whatever。
第四部分 写作(共两节，满分 40 分)
第一节(满分 15 分)
46. 假设你是光明中学的学生李华，在感恩节即将到来之际，你校将举办一场主题为“感恩”的英语演讲比赛，请你以“感恩”为主题写一篇演讲稿，要点如下：
你最感激的人是谁；
为什么感激他/她；
如何感恩。
注意：1.词数 100 左右;
2.首句已为你写好。 Hello, boys and girls,
Thank you for your listening.
【答案】One possible version
Hello, boys and girls,
I’m Li Hua from Class 3, Senior 2. As Thanksgiving is drawing near, I’d like to express my gratitude for my parents.
As we all know, it is a traditional virtue to be grateful to others. In my opinion, the people we should thank most are our parents. Without parents’ care and love, we couldn’t have grown up healthily and happily. They always do whatever they can to help us. When it comes to how to thank them, I think it is important for us to be polite to our parents. What’s more, we should try to spare some time to communicate with them every day and do whatever we can to help them.
Let’s take action to show our love. Thank you for your listening.
【解析】
【分析】本篇书面表达属于演讲稿。要求考生在感恩节即将到来之际，以“感恩”为主题写一篇演讲稿。
【详解】1.词汇积累
感激的：thankful →grateful
交流：talk with → communicate with
表达：show→ express
临近：come→ draw near
2.句式拓展
简单句变复合句
原句：Without parents’ care and love, we couldn’t have grown up healthily and happily.
拓展句：If it is not parents’ care and love, we couldn’t have grown up healthily and happily.
【点睛】【高分句型 1】As we all know, it is a traditional virtue to be grateful to others.（运用了 as 引导的非限制性定语从句）
【高分句型 2】I think it is important for us to be polite to our parents.（运用了省略 that 的宾语从句以及 it 作形式主语）
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。
On a sunny Friday morning, Mr. Stone, the Grade 4 head teacher, walked into the classroom with a new student following him. She was a lively girl from Mexico, and her red mushroom hair cut immediately drew everyone’s eyes. With a welcoming smile, Mr. Stone gestured for her to sit beside Mike, a student known for teasing others.
During break time, Mike couldn’t help but laugh when he caught sight of his new deskmate. Sara’s distinctive
hairstyle seemed like an open invitation for him to make fun of her. Leaning in towards Sara, he playfully suggested, “Hey, Sara. Ever thought about changing your name to Dora You look just like Dora the Explorer!” His words caused laughter and cheers from the others in the classroom.
Sara’s eyes filled with tears, her cheeks turning red with embarrassment. Feeling hurt and upset, she stood up suddenly, rushing to the teacher’s office to seek support from Mr. Stone. After hearing her story, Mr. Stone offered her gentle comfort, saying, “Sara, your hairstyle is truly pretty. Remember, everyone has their own sense of beauty.” Mr. Stone then directed his attention to Mike, expressing his disappointment and urging Mike to apologize to Sara. “Mike,” he continued, “your actions were unkind. We must treat everyone with empathy(同情). Laughing at
Sara’s hair has deeply hurt her.”
This conflict was temporarily settled, but Mr. Stone found himself lost in thought. Reflecting on his own childhood, Mr. Stone recalled how he had been teased for being overweight. The pain caused by hurtful words was like wrinkles on a crumpled(压皱的)ball of paper. Even if you smoothed them out, the wrinkles stayed.
He wanted to teach an important lesson to Mike, the troublemaker. Then, a unique strategy came to mind. He
contacted Mike’s mother, explaining the situation and discussing a plan with her to develop empathy in her son. They agreed that over the weekend, Mike’s mother would arrange for Mike to have his hair cut extremely short.
注意：
续写词数应为 150 左右;
请按如下格式在答题卡的相应位置作答。
On Monday morning, Mike unwillingly approached the classroom.
At that moment, Mr. Stone walked into the classroom with a ball of paper.
【答案】On Monday morning, Mike unwillingly approached the classroom. Feeling nervous and embarrassed, his
heart was heavy with worry that his classmates would tease him. His hair had been cut so short that the skin under the hair was nearly visible. As he stepped through the door，the room erupted in giggles, nicknaming him “Baldy.” A few curious boys came up and attempted to touch his newly shaved head. Overwhelmed by shame and anger, Mike shouted out, “You are mean!” Tears welled up in his eyes as Mike stood up and ran towards the door.
At that moment, Mr. Stone walked into the classroom with a ball of paper. With a gentle pat on Mike’s shoulder, he guided him back to his seat. As Mr. Stone made his way to the platform, the room fell silent. Holding up the crumpled ball of paper, he began to smooth out its wrinkles. “Each fold represented a scar of hurtful words. Even when we try to apologize,” Mr. Stone explained softly, “the wounds remain. Let us always speak with kindness and warmth.” From that day on, Mike learned a valuable lesson: the importance of kindness and empathy.
【解析】
【导语】本文以人物为线索展开，主要讲述了小学四年级的班主任 Mr. Stone 在一次课间休息时发现新学生 Sara 被同学 Mike 因为发型而嘲笑，感到伤心。Mr. Stone 不仅安慰了 Sara，还教育了 Mike 要尊重他人，对 Mike 进行了深刻的反思，想起自己童年也曾因体重被嘲笑。为了帮助 Mike 理解别人的感受，Mr. Stone 与 Mike 的母亲合作，计划让 Mike 体验被嘲笑的滋味，通过这种方式培养他的同理心。
【详解】1.段落续写：
①由第一段首句内容“星期一早上，Mike 不情愿地走近教室。”可知，第一段可描写他走进教室后被同学们嘲笑，还有同学给他起外号，他羞愧且愤怒的跑出教室。
②由第二段首句内容“就在这时，Mr. Stone 先生拿着一团纸走进了教室。”可知，第二段可描写引导 Mike 回到座位，用褶皱的纸形象的说明伤人的话语对人造成的伤害，以及 Mike 的感悟。
续写线索：走进教室——嘲笑——羞愧——跑出教室——回到座位——褶皱的纸——伤人的话语——宝贵一课——感悟
词汇激活行为类
①嘲笑：tease/joke about/mock
②引导：guide/direct/conduct
③大喊：shout/cry out/scream
情绪类
①紧张的：nervous/anxious/worried
②愤怒：anger/rage/irritation
【点睛】[高分句型 1] Feeling nervous and embarrassed, his heart was heavy with worry that his classmates
would tease him. (运用了现在分词作状语)
[高分句型 2] As Mr. Stone made his way to the platform, the room fell silent. (运用了 As 引导的时间状语从句)

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