资源简介

三湘名校教育联盟·2025年上学期高二期中考试
英语
本试卷共8页。全卷满分150分,考试时间120 分钟。
注意事项:
1.答题前,考生务必将自己的姓名、准考证号填写在本试卷和答题卡上。
2回答选择题时,选出每小题答案后,用铅笔把答题卡上对应的答案标号涂黑,如有改动﹐用橡皮擦干净后,再选涂其他答案;回答非选择题时,将答案写在答题卡上,写在本试卷上无效。
3.考试结束后,将本试卷和答题卡一并交回。
第一部分听力(共两节,满分30分)
第一节(共5小题;每小题1.5分,满分7.5分)
听下面5段对话。每段对话后有一个小题,从题中所给的A,B,C三个选项中选出最佳选项。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
例:How much is the shirt
A.￡19.15. B.￡9.18. C.￡9.15.
答案是C。
1. How did the man get to the museum
A. By train. B.By bus. C. By taxi.
2. Where does the conversation most probably take place
A. In the classroom. B.At home. C. In a hospital.
3. When will the woman's flight take off
A.This Friday. B.This Saturday. C. This Sunday.
4.What does the man mean
A.It's extremely hot outside.
B.He wants to go swimming.
C. Swimming is good for health.
5. What does the woman think of building a school now
A.It is good timing to build it.
B.It should have been built earlier.
C.She doubts the effect of the plan.
第二节(共15小题;每小题1.5分,满分22.5分)
听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A,BC三个选项中选出最佳选项。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听下面一段材料,回答第6、7题。
What caused the man to fail in his geography course
A.Tight schedules. B.Difficult questions. C. Poor preparations.
7. What did the woman do for an exam
A.Make some flashcards.
B. Review her notes repeatedly.
C.Get the general idea of a topic.
听下面一段材料﹐回答第8至10题。
8. Why does the man make the call
A.To place an order.
B.To inquire his delayed delivery.
C.To complain about the package.
9.How long can the man wait
A.Two hours. B.Thirty minutes. C. Forty minutes.
10. What service will the woman offer
A. Priority delivery. B.Full refund. C.Free shipping.
听下面一段材料,回答第11至13题。
11. What are they talking about
A. A home decoration plan.
B. The borrowing of a chair.
C. The benefits of painting.
12. What is the probable relationship between the speakers
A.Neighbors. B. Husband and wife. C. Colleagues.
13. What is Bill doing
A. Painting the chair. B.Sitting on the chair. C.Decorating the walls.
听下面一段材料,回答第14至17题。
14.What does Kevin think of abstract art
A.It has lasting artistic value.
B.It makes little sense to him.
C.It appeals mainly to children.
15. What impression did the first painting give the woman
A. Hopefulness. B.Nervousness. C. Coldness.
16. What color was used for the background in the second painting
A.Green. B.Purple. C. Red.
17. What will Kevin probably do this Saturday
A. Attend an art class. B. Visit an exhibition. C. Buy an abstract painting.
听下面一段独白,回答第18至20题。
18.How many of the top 10 winners are from Peru
A.One. B.Two. C.Three.
19. Where does Korenc Karel come from
A.Zambia. B.The United States. C.The Czech Republic.
20. What does Markus Hanisch say about Shaolin kung fu
A. It encourages people to keep a healthy lifestyle.
B.It plays an important role in his personal growth.
C.It promotes cultural exchanges between countries.
第二部分阅读(共两节,满分50分)
第一节(共15小题;每小题2.5分,满分37.5分)
阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
A Guide to Diving in the Galpagos Islands
Diving in the Galdpagos Islands is a dream come true for all divers，often featured high on adventurous divers’ bucket lists. Whether you're a beginner seeking gentle waters alive with marine(海洋的）life，or an experienced diver thirsty for exciting encounters，the Galdpagos Islands always has something extraordinary to offer.
The Best Time for Diving
Galapagos is a year-round destination. When it comes to diving，the best time to see unique animals is during the dry season，from June to November. During this period，waters are cooler，offering enhanced visibility and increased opportunities to witness hammerhead sharks and turtles，among others.
Essential Equipment
Mask，snorkel，and fins provide clear vision underwater and enable you to move swiftly through the water. Wetsuit and hood keep you warm and comfortable from cold waters. The regulator is a vital device that connects to the air tank，allowing you to breathe effortlessly underwater while reducing the air's intense pressure. The dive computer tracks the depth，dive time，and decompression(减压)limits.
Levels of difficulty
Beginner dives are ideal for newcomers，which offer calm waters，minimal currents, an eye-opening view of biodiversity and depths under 12 meters.Intermediate dives are suitable for divers confident in open waters，reaching depths of up to 30 meters.Advanced dives feature strong currents，limited visibility，and depths beyond 30 meters，and adventurous spirit is a must.
Top Dive Sites Recommended
Kicker Rock-Encounter eagle rays and vibrant schools of fish.
Santa Fe—Enjoy crystal-clear waters and playful sea lions.
North Seymour—Explore a vast sandy bottom at 15 meters.
Mosquera-Brave rough waters and spot black-tip reef sharks.
21. When can divers best observe unique animals in the Galapagos
A. In January. B.In March. C.In September. D.In December.
22. What is one key use of a dive computer
A. Reducing air pressure. B.Helping manage diving conditions.
C. Controlling wetsuit temperature. D.Showing underwater location.
23. Which dive site most suits an advanced diver seeking a challenge
A.Santa Fe. B.Kicker Rock. C. Mosquera. D.North Seymour.
B
This summer，the flavor of freshly baked bread and spices filled the Crissy Field Center-not from chefs，but from middle schoolers in the Urban Trailblazers program perfecting their kitchen skills.From food history to food-centered field trips，the program allowed them to use their senses to engage more deeply with the natural world.“We want young people to thoughtfully consider their decisions they were making at grocery stores and ecological footprint.” said Ernesto Pepito，the program's director.
The six-week program began with the basics of reading，writing，and presenting recipes.Students’ first assignment Bring in a dish with cultural or personal significance.Classes included practicing knife skills，exploring heat control，and pairing flavors by themselves. They developed a rich vocabulary as well to describe what they were doing.
Students also stepped out to gain deeper insight into food origins.On a field trip to Ale-many Farm，they journaled their sensory experiences among rows of ripening produce.A visit to the Marin Farmers' Market introduced them to local farmers，sustainable growing practices，and unfamiliar fruits and vegetables. Students also visited the Japanese Tea Garden and Conservatory of Flowers and realized there's more to explore，even in their own backyards.
Back in the kitchen，bread week was a hit.After exploring the history of bread across cultures，each student selected a recipe to research，bake，and present.By sharing the stories behind their loaves，they wove history，tradition，and personal meaning into their creations.
Over time，the students not only mastered recipes but also developed confidence. Sam Tran，Middle School Programs manager at the Crissy Field Center，recalled a student who initially had no interest in cooking."By the end，he was experimenting at home with his dad,baking loaf after loaf of banana bread.”
“Actually，that is an outcome we didn't foresee,” Pepito added."But it's really powerful that young people cross that threshold(门槛)of fear around trying something in the kitchen，and are able to bring that home.”
24.What are students expected to do according to Paragraph 1
A. Learn expert cooking skills. B.Support eco-friendly agriculture.
C. Promote healthy eating habits. D.Connect food choices with nature.
25.How do the classes and field trips of the program benefit students
A.By employing experiential learning.
B.By following step-by-step cooking rules.
C.By clarifying food theories and history.
D.By assigning independent research tasks.
26.What does the underlined word“that”in the last paragraph refer to
A. Creating personal recipes. B.Developing a different hobby.
C.Gaining newfound confidence. D.Building a closer family bond.
27. Which of the following is a suitable title for this text
A. In the Kitchen and Beyond B.How Cooking Shapes Young Minds
C.A New Generation of Chefs D.Exploring Food from Farm to Table
C
As the awards season approaches，students and teachers will gather to celebrate academic performance，citizenship，leadership and extracurricular(课外的)excellence.Schools bill these awards as a way to recognize students' achievements. But are they a good idea
The philosophy behind these awards is to solidify positive behaviors and encourage students to excel. This concept is rooted in behaviourism to education，a psychological theory that suggests external rewards can shape behavior. But such rewards do not necessarily lead to lasting engagement.Once the desire for reward fade，the behavior often doesn't stick.
Research has also shown awards can sometimes do more harm than good. When students focus on earning an award rather than enjoying the activity，their motivation shifts from internal to external. This means they might participate only for the sake of the award，rather than for the joy of learning or personal growth.A US study of school-aged children found that those who said“I ask questions in class because l want to learn new things”achieved higher academic success than those who said“I like school subjects where it's pretty easy to just learn the answers”.Beyond affecting motivation，awards can also lead children to grow dependent on external recognition.When kids get used to seeking approval through awards，they may struggle to find self-worth in their own efforts.
For the kids who don't receive awards，they may feel inadequate or discouraged，especially if the same few children are always celebrated. This situation can create a fixed mindset where kids think their abilities can't change or progress，as opposed to a growth mindset where students firmly believe they can become better through hard work，good strategies and help from others.
This is not to say schools should never give students awards.For parents and educators,whether kids receive an award or not，there are always alternatives to talk about their achievements at the end of the school year.
What is suggested about the impact of awards in Paragraph 2
A.Temporary. B.Motivating. C.Overestimated. D.Trans-formative.
29.How do awards negatively affect students’ academic performance
A.They create overconfidence in students.
B.They weaken students’ internal motivation.
C. They mislead students in problem-solving.
D.They discourage students from seeking answers.
30. What distinguishes a growth mindset from a fixed one
A.Faith in self-improvement. B.Good academic performance.
C. Preference for external approval. D.Active classroom engagement.
31. What will probably be discussed in the following paragraphs
A. Why schools refuse to give up awards.
B.How to encourage kids beyond awards.
C. Why schools seek alternatives to awards.
D.How to teach kids self-worth without awards.
D
From above，cars inching down the highway look like ants. But actual ants manage to avoid the stop-and-go traffic.Researchers are now learning from ants to program self-driving cars that don't jam up.
The free flow of traffic becomes unstable as vehicle density(密度)increases on a highway.At 15 vehicles per mile per track，one driver hitting their brakes(刹车) can cause a persistent wave of jam. This phenomenon，known as a phase transition，is similar to how water freezes into ice，explains Nishinari，a mathematical physicist at the University of Tokyo.
Ants can maintain their flow in high-density conditions. By studying Ochetellus ants,researchers discovered their secret:they travel in small groups，move at nearly constant rates,with space between one another—and they don't speed up to pass others.
Human drivers at rush hour，honestly，“are prioritizing personal convenience”， says study co-author Nicola Pugno. But self-driving cars，if widely adopted，could be engineered to cooperate like ants. In the future，these vehicles would share real-time data with nearby cars to facilitate smoother traffic flow by adjusting speed and spacing or by not overtaking others.
This vehicle network is modeled after how ants coordinate(协同)using smells rather than following a leader.“There is no leader.”explains Pinter-Wollman，a behavioral scientist currently studying ants at the UCLA，yet their movement remains organized.And in both ant and vehicle traffic，this decentralized system can be“very，very strong”and adaptive，Nishinari says.
Still，ants have advantages that self-driving cars lack. Pinter-Wollman points out，“Ants simply expand pathways as wide as they please，unlike cars stuck on highways. When they hit a jam in a tunnel，they just climb the wall or walk on the ceiling.Plus，ants never crash; if one is in the way，they literally step over it and keep moving.”
Today's drivers can learn at least one thing from ants to avoid causing a traffic jam: keep away.Keeping a safe distance from the car ahead prevents braking waves from turning into full-blown traffic jams.“Just keeping away.” he says，can help traffic flow smoothly.
32.What does Paragraph 2 mainly talk about
A. What a phase transition explains.
B. How stable traffic starts to break down.
C. Why vehicle density impacts traffic.
D. When traffic jams become unavoidable.
33. What can self-driving cars do to improve traffic flow
A.Communicate purposefully. B.Overtake others intelligently.
C. Function cooperatively. D.Prevent sudden braking smarty.
34.What is a key feature of this ant-inspired network in self-driving cars
A. Disregarding physical road limitations.
B.Organizing traffic under a single leader car.
C. Adapting by predicting driver behavior.
D. Working through self-organized coordination.
35.In what tone does Pinter-Wollman describe ants' advantages over cars
A.Scholarly. B.Humorous. C.Reflective. D. Inspirational.
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。
Awareness of the fast fashion's problems is growing，but progress in slow fashion remains slow.A recent survey revealed that while 74% of shoppers recognize the environmental impact of their consumption habits and 50% view fast fashion as harmful，72% still purchase it for the convenience and unbeatable prices. 36 You don 't even need to buy anything new to start,
First，take care of what you already own.Extend the lifespan of your clothes by following proper care instructions—machine washing at low temperatures and air drying whenever possible to conserve energy.Learning basic sewing skills can help you repair minor wear and tear while stain(污渍)removal techniques keep clothes looking fresh.If mending isn't your strength,consider visiting a tailor or a local repair cafe. 37
Next, shop mindfully.An overflowing closet(衣柜)filled with clothes you only semi-love or barely wear is often a sign of impulse(冲动) buying. 38 If you absolutely want to shop，choose well-made，long-lasting pieces.Look for high-quality fabrics，single-material compositions for easier recycling，or natural fibers that biodegrade more easily instead of simply choosing items that appear sustainable.
39 Making the most of what you have offers countless possibilities，from exchanging clothes with friends and borrowing outfits for special occasions to donating unused items to those who will appreciate them.Online freecycling groups are also a goldmine for you to give and receive pre-loved clothing without contributing to waste.
Fast fashion has industrialized clothing into throwaway goods，undermining their true worth. 40 It 's a lifestyle and a philosophy that acknowledges the real values of clothing for what it truly represents: the resources，workmanship，and people behind every piece.
A.Participate in the recycling trend.
B.Embrace the second-hand movement.
C.It can give worn-out pieces a second life.
D.This means it's time to clear out some clothes.
E.Slow fashion is more than just a shopping choice.
F.Before making a purchase，reassess your true needs.
G.Actually，supporting slow fashion is easier than you 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四个选项中选出可以填入空白处的最佳选项。
Last year，anxiety weighed heavily on me，crippling(削弱)my ability to do anything.I 4l for nearly a year. My 42 was the root of it: I longed to be excellent at whatever I did，which obviously is impossible，but it 43 me.
One day I attended a presentation by wildlife conservationist Grant Brown at my school.His words not just inspired me but 44 my desire to make a difference globally. l joined a pre-presntation dinner with him，a more personal and comfortable setting that slowly 45 my courage to speak with him one-on-one. This first contact，once unimaginable，was where my 46 began.
A month later，Brown 47 me to the World Youth Wildlife Conference.Looking back，I see this invitation as the first of many opportunities my 48 self would have let slip by，but the new and more confident me 49 seized.Soon，applications for Youth for Nature and Youth for Planet were sent around through my school. 50 , I completed the applications and soon became part of a growing global movement for nature conservation. Each of these new steps kept 51 my confidence.
Now，just six months into this journey，I realize that my greatest obstacle(障碍)was never 52 it was always my own self-doubt，a voice in my head that 53 so many people from reaching their potential: I can't. They say good things come to those who wait，but I say: 54 every opportunity without hesitation.After all，nature doesn't require our patience，but our 55
41.A. settled B. struggled C. adjusted D. reflected
42.A. heroism B. realism C. individualism D. perfectionism
43.A. urged B. motivated C.consumed D. saddened
44.A. fueled B. dominated C. switched D. followed
45.A. put in B. burnt out C. built up D. watered down
46.A. transformation B. challenge C. identity D. promise
47.A. sent B. attracted C. exposed D.invited
48.A.latter B.former C.recent D. future
49.A. enthusiastically B.fearfully C. reasonably D. contentedly
50.A. Astonished B. Depressed C.Determined D.Satisfied
51.A. shaking B.boosting C. testing D. betraying
52.A. familiar B. inspiring C.limited D.external
53.A. released B. excused C. protected D. discouraged
54.A. grab B.avoid C.cherish D.explore
55.A. dream B. courage C. action D. ability
第二节(共10小题;每小题1.5分,满分15分)
阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
Some historians debate whether Zheng He or Christopher Columbus was the greater “explorer”.They believe that these two explorers’ goals and. 56 (accomplish)differed significantly. Zheng He's voyages (1405—1433) were primarily focused on diplomacy(外交) and manding a vast fleet(舰队)，he followed 57 ( establish) trade routes，visiting known lands in Southeast Asia，the Indian Ocean，and the east coast of Africa.His mission was 58 (demonstrate)the power，build relationships，and expand trade rather than to discover new lands. While his voyages were grand and technologically advanced，they did not take him into 59_ (complete) uncharted waters.
In contrast，Columbus set out with the specific aim of _ 60 (journey) westward to reach the East Indies. Instead，his 1492 voyage led him to the Americas, 6l encounter that greatly reshaped global history by initiating European exploration and colonization(殖民地化) of new lands. 62 Zheng He，Columbus stepped into unknown territories，making his voyages fit the traditional definition of exploration.
However，both figures had a far-reaching impact on the world.Zheng He 63 (strength)China's presence in the known world，while Columbus opened a new chapter in exploration by linking Europe and the Americas. Whether one was more of an“explorer”than the other depends on 64 we define exploration—either as discovering unknown lands 65 as expanding a nation's influence through sea voyages.
第四部分写作(共两节,满分40分)第一节（满分15分)
假设你是李华,你校将为来自英国的交换生们组织一次为期两天的湖南文化之旅。请你写一封电子邮件邀请你的交换生好友Chris参加,内容包括:
1.活动时间与行程安排;
2.活动亮点﹔
3.表达你的期待。
注意:
1.写作词数应为80左右﹔
2.请按如下格式在答题卡的相应位置作答。
Dear Chris,___________________________________________________________
__________________________________________________________________________________________________________________________________________
Yours,
Li Hua
第二节(满分25分)
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 have a toy，a small stuffed(毛绒的)cat，which has remained one of my most treasured possessions. I call it VIP-Very Important Pet. It sits on my desk as a reminder of a moment with my brother.
Luca，my older brother，had autism(自闭症).Most of the time，he stayed quiet.He never openly expressed his feelings or communicated the way other people did. We were family，but there was always a quiet distance between us—one that I didn’t fully understand at the time.
Luca and I attended the same school，but our paths rarely crossed.He was two grades ahead of me，and though we lived together，our school lives were entirely separate. I had rarely visited his classroom or expected him to find me.But one thing I did know was that his class had a reward system where students earned tickets for good behavior and could trade them for prizes every Friday.Yet Luca never brought home any prizes. l often wondered why—maybe he wasn't interested，maybe he didn't earn enough tickets，or maybe he just didn't like waiting for his turn.
Then one day，I remember clearly it was Friday，something unexpected happened. While I was in class，I reached into my school bag for my folder(资料夹) and suddenly realized I had taken Luca's by mistake!Remembering l was supposed to have my own folder，I quickly told my teacher what happened and asked if I could go to his classroom to exchange the folders. She said yes.
As I made my way toward his classroom，a strange mix of excitement and nervousness settled over me.I had never been there before，and for reasons I couldn't quite explain，it felt like stepping into an unfamiliar world. When I arrived，I heard a soft buzz(嗡嗡声) of noise inside. I explained the situation to his teacher，who smiled knowingly and called Luca over.We exchanged folders，and I turned to leave，expecting nothing more than a simple trade.
注意:
1.续写词数应为150左右;
2．请按如下格式在答题卡的相应位置作答。
But then Luca signaled for me to wait outside._______________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________
I stared at the toy，trying to make sense of what had just happened.______________
_______________________________________________________________________________________________________________________________________________________________________________________________________________三湘名校教育联盟 ２０２５年上学期高二期中考试 英语
参考答案、提示及评分细则
第一部分 听力(每小题１．５分,共２０题,满分３０分)
１~５ CBCAB ６~１０ CBBCA １１~１５ BACBC １６~２０ ABACC
第二部分 阅读(共两节,满分５０分) 第一节(共１５小题;每小题２．５分,满分３７．５分)
２１~２３ CBC ２４~２７ DACA ２８~３１ ABAB ３２~３５ BCDB 第二节(共５小题;每小题２．５分,满
分１２．５分)
３６~４０ GCFBE
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)
４１~４５ BDCAC ４６~５０ ADBAC ５１~５５ BDDAC 第二节(共１０小题;每小题１．５分,满分１
５分)
５６．accomplishments ５７．established ５８．todemonstrate ５９．completely ６
０．journeying ６１．an ６２．Unlike ６３．strengthened ６４．how ６５．or
阅读理解
A
２１．C 根据文章“thebesttimetoseeuniqueanimalsisduringthedryseason,fromJunetoNovember．”,最佳
观察独特海洋生物的时间是在６月至１１月.四个选项中,只有 September(九月)属于这个时间范围,因此正确答案是 C.
２２．B 细节理解题.根据文章第三段的最后一句话“Thedivecomputertracksthedepth,divetime,and
decompression(减压)limits．”可知,潜水电脑的主要作用是跟踪潜水深度、时间和减压限制,以帮助潜水员管理潜水
条件.因此,选项 B 正确.
２３．C 文章中描述 Mosquera 潜点时提到“BraveroughwatersandspotblackＧtipreefsharks．”,其中“brave
roughwaters”(勇敢面对湍急水流)表明挑战性较高,符合 anadvanceddiver 的需求.因此,正确答案是 C.
B
２４．D 第一段提到“theprogramallowedthemtousetheirsensestoengagemoredeeplywiththenatural
world”,即该课程让学生通过感官更深入地与自然世界建立联系.此外,项目负责人 ErnestoPepito 也提
到希望年轻人能“thoughtfullyconsidertheirdecisionstheyweremakingatgrocerystoresandecological
footprint”,强调食物选择与生态的联系.因此,正确答案是 D.
２５．A 文章详细描述了学生如何通过亲身体验学习(experientiallearning),包括在课堂上学习刀工、热控和食材搭配,
以及在田间农场和市场中通过感官记录体验(journaledtheirsensoryexperiences)等.此外,烘焙
面包时,学生要自己研究、烘焙并展示成果,进一步体现了“学中做,做中学”的理念.因此,正确答案是 A.
２６．C 结合文章倒数第二段“alsodevelopedconfidence”和文章最后一段“crossthatthreshold(门槛)offear
aroundtryingsomethinginthekitchen,andareabletobringthathome”可知,一个原本不感兴趣的学生
最终开始在家和父亲一起尝试烘焙.所以这里的“that”指的是学生克服对烹饪的恐惧,最终建立自信,敢于尝试新事物.
所以正确答案是 C.
２７．A 文章不仅讲述了学生在厨房内的学习,还涉及走出课堂进行田野调查(如参观农场、市场、茶园等),这体现了学习
的广度和深度,说明这个 program 对学生的影响是内外兼修的.因此,最适合的标题是 A．In
theKitchenandBeyond.选项 B．HowCookingShapesYoungMinds:虽然烹饪对学生有影响,但文章更强调学习的多
样性;选项 C．ANewGenerationofChefs:文章并未强调培养未来厨师;选项 D．Exploring FoodfromFarmtoTable:强
调探索食物从农场走向餐桌的过程,虽然涉及农场和食物来源,但并未触及给
学生带来更广泛的学习体验和更深远的人生影响这个文章核心.
C
２８．A 第二段虽提及了奖励是“tosolidifypositivebehaviorsandencouragestudentstoexcel”,但随后强调
“suchrewardsdonotnecessarilyleadtolastingengagement”,并且“Oncethedesireforrewardfade,the
behavioroftendoesn tstick．”这说明第二段意在强调奖励的影响是短暂的,为后续段落论证 awards 的不良影响做好铺
垫,因此正确答案是 A.选项 B．Motivating:第二段暗示了奖励的激励作用并不持久;选项 C．Overestimated“被高估
的”,没有提及;选项 D．Transformative“变革性的”,虽然奖励可能会在短期内产
生某种影响,但不会改变人们的根本动机或行为.
２９．B 第三段指出,奖励可能会让学生更关注外部奖励而非学习本身,导致“theirmotivationshiftsfrom
internaltoexternal”,并且“theymightparticipateonlyforthesakeoftheaward,ratherthanforthejoyof
learningorpersonalgrowth．”也就是说,奖励会削弱学生的内在学习动力,所以正确答案是 B．They
weakenstudents internalmotivation.
３０．A 文章第五段提到,固定思维(fixedmindset)的人认为自己的能力是固定的,无法改变,而成长型思维
(growthmindset)的人则相信通过努力、策略和帮助可以进步.关键词“firmlybelievetheycanbecome better”直接
对应 A．FaithinselfＧimprovement.
３１．B 最后一段说“whetherkidsreceiveanawardornot,therearealwaysalternativestotalkabouttheir
achievements”,表明接下来的内容可能会讨论如何在没有奖励的情况下鼓励孩子,所以正确答案是 B．
Howtoencouragekidsbeyondawards.选项 A．Whyschoolsrefusetogiveupawards:文章没有暗示学校抗拒放弃奖励;选
项 C．Whyschoolsseekalternativestoawards:“alternatives”只是讨论的一部分,重点在于如何鼓励学生;选项
D．HowtoteachkidsselfＧworthwithoutawards:这里涉及的自我价值,解读前文后
可发现,其范围较窄.
D
３２．B 第二段描述了“Thefreeflowoftrafficbecome s unstableasvehicledensityincreases”,并指出当车流密度达
到一定程度(１５辆/英里/车道)时,“onedriverhittingtheirbrakes(刹车)cancauseapersistentwave
ofjam．”.这说明段落的核心是正常运转的交通怎样陷入拥堵,所以正确答案是 B.选项 A．Whataphase
transitionexplains:段落仅用“相变”类比交通崩溃的突发性,未深入解释相变本身;选项 C．Whyvehicle
densityimpactstraffic:车辆密度确实是触发交通崩溃的条件,但段落未深入探讨“为什么密度会影响交通” (如物理原
理或社会行为),而是描述“密度如何导致交通从稳定到崩溃的过程”;选项 D．Whentrafficjams
becomeunavoidable:提到密度阈值(１５辆/英里/车道),但未讨论“堵车何时不可避免”,而是强调在此密度下“一个
刹车动作即可触发堵车波”,阈值是触发条件,但段落核心是崩溃的机制,而非时间或必然性.
３３．C 第四段指出,自动驾驶汽车可被编程为“cooperatelikeants”,通过共享实时数据、调整速度与间距、避免
超车来优化交通流(sharerealＧtimedata adjustingspeedandspacingorbynotovertaking).选项
A． Communicatepurposefully 是手段之一,但核心是 cooperate;选项 B．Overtakeothersintelligently 与原文
“不超车”矛盾;选项 D 未提及智能刹车技术,而是强调协作避免连锁反应.
３４．D 第五段强调,蚂蚁和自动驾驶汽车的协同系统是“去中心化的”(decentralized),没有领导者,依赖自组织
协调(usingsmellsratherthanfollowingaleader),核心特征是“自组织协调”(selfＧorganizedcoordination), 选项
D 正确.选项 A．Disregardingphysicalroadlimitations:蚂蚁可扩展路径(第六段),但自动驾驶汽车未提及此能力;选项
B．Organizingtrafficunderasingleleadercar:原文明确否定“领导者”的存在(Thereis noleader);选项
C．Adaptingbypredictingdriverbehavior:未提及预测驾驶员行为,而是依赖实时数据
共享.
３５．B 第六段的描述“Whentheyhitajaminatunnel,theyjustclimbthewallorwalkontheceiling．”以及
“ifoneisintheway,theyliterallystepoveritandkeepmoving”,带有轻松幽默的调侃意味.因此正确答案是
B．Humorous．
七选五
３６．G 前文提到多数消费者意识到快时尚的危害但仍因便利和低价购买,后文强调“你甚至不需要买新东西就能开始”.
选项 G(支持 slowfashion 其实比想象中更容易)承上启下,既呼应矛盾现状,又引出下文具体建议,符合逻辑.
３７．C 本段主题是“保养已有衣物”,具体措施包括缝补、找裁缝或修理店.选项 C(能让旧衣物重获新生)总结这些行为
的效果,且“wornＧoutpieces”与前文“repairminorwearandtear”有暗示和呼应.
３８．F 本段讨论“明智购物”,指出衣柜堆积是因冲动消费,后文建议购买高品质单品.选项 F(购买前重新评估真实需求)
直接针对冲动消费提出解决方法,与“overflowingcloset impulsebuying”形成因果逻辑.
３９．B 下文列举旧衣交换、借用、捐赠、免费回收等行为,均属于二手物品利用的范畴.选项 B(拥抱二手物品利用行动)
是此段主旨的概括.选项 A 虽提及回收,但文中未强调 recycling.
４０．E 尾段批判 fastfashion 的“一次性”属性,后续句子强调 slowfashion 是“生活方式和哲学”.选项 E(慢时尚不仅
是购物选择)点明其深层意义,与后文“lifestyleandphilosophy”形成递进解释,很好地总结了慢时尚的真正含义.
完形填空
４１．B struggled.句意:我挣扎了近一年.根据后文可以看出,作者因为焦虑而陷入困境,因此“struggled”(挣扎)最符合
语境.其他选项:settled(定居、安顿)与文意不符;adjusted(调整、适应)未能体现“挣扎”的负面
情绪;reflected(反思)与原文表达的情绪无关,因为文中强调的是困难而非单纯的思考.
４２．D perfectionism.句意:我的完美主义是造成这一切的根源.作者过度追求卓越(excellent),这正是完美主义
(perfectionism)的特征,导致他的焦虑.其他选项:heroism(英雄主义)与焦虑无关;realism(现实主义)不能解释作者的焦
虑;individualism(个人主义)与文意不符.
４３．C consumed.句意:它几乎吞噬了我.完美主义让作者陷入焦虑,最贴切的表达是“consumed”(吞噬、折磨).其他
选项:urged(敦促)不符合语境;motivated(激励),作者受困于完美主义,而非受到激励;saddened
(使悲伤),情感不够强烈.
４４．A fueled.句意:它不仅激励了我,还燃起了(fueled)我想要有所作为的愿望.“fuel”常用来表示“激发、增强”,恰
好表达“点燃”或“加速”内心愿望.其他选项:dominated(支配)语义偏强,与鼓舞人心不符;switched
(转换)和 follow 不符合句意.
４５．C builtup.句意:这更私密、舒适的环境逐渐建立起(builtup)了我的勇气,让我敢于与他单独交谈.
“buildupcourage”是固定搭配,意为“逐渐建立勇气”.其他选项:putin(放入)不符合“勇气”增长的表达.
burntout(耗尽)正好与“建立勇气”的含义相反;watereddown(削弱)与“增强勇气”矛盾.
４６．A transformation.句意:这次最初难以想象的交流成为了我转变(transformation)的起点.文中描述了作者的改变,
最符合的是“transformation”,很好地表达出从内心恐惧到自信变化的开始.其他选项:
challenge(挑战)不能准确概括整个变化过程;identity(身份)和 promise(承诺)都不符合语境.
４７．D invited.句意:一个月后,Brown 邀请我参加世界青年野生动物大会.
４８．B former.句意:回顾以前,这次邀请是以前的自己可能会错过的众多机会之一.“formerself”指的是“以前的自
己”,与“newandmoreconfidentme”形成对比,表示过去因焦虑而放弃机会的自己.
４９．A enthusiastically.句意:但新的、更加自信的我热情地(enthusiastically)抓住了这个机会.其他选项: fearfully(害
怕地)与自信状态矛盾;reasonably(合理地)虽然可以,但不足以体现内心的激动;contentedly
(满足地)不能体现“积极进取”,不符合“主动把握机会”的动态.
５０．C Determined.句意:下定决心(Determined)后,我完成了申请,并很快成为自然保护全球运动的一部分. 前文已描述
作者变得更自信,“determined”(坚定的),恰好表达出作者完成申请、迈向成功的决心,最符合语境.其他选
项:astonished(惊讶的)与文中表现的决心不符;depressed(沮丧的)不符合作者心态积极的转
变;satisfied(满意的)情感色彩较弱,不能充分体现主动进取的态度.
５１．B boosting.句意:这些新步骤不断增强(boosting)我的信心.“boostconfidence”是固定搭配,符合“不断提升自
信”的意思.其他选项:shaking(动摇)与增强信心矛盾;testing(测试)不符合文中正向成长的语境; betraying(背叛)则毫
不相干.
５２．D external.句意:现在,我意识到我最大的障碍从来都不是外部的(external),而是自我怀疑.文中强调的是“自我怀
疑”才是阻碍,故用“external”与其对比,准确指出了问题并非来自外界,而是内心的自我怀疑.
其他选项:familiar(熟悉的)不符合逻辑;inspiring(鼓舞人心的)与障碍意义相悖;limited(有限的)不符合上
下文对“障碍”来源的描述.
５３．D discouraged.句意:自我怀疑阻止了很多人发挥潜力.“discouragesb．fromdoingsth．”表示“阻止某人
做某事”,正好描述了这种负面自我对人们潜力的压制.
５４．A grab.句意:抓住(grab)每一个机会,全力以赴,不要犹豫.这里的 grab 强调要主动把握机会.其他选项:avoid(避免):
与作者鼓励行动的语气相反;cherish(珍惜)虽然有积极意义,但不足以传达“立刻行动”的决心;explore(探索):偏离了
文意中“把握机会”的核心.
５５．C action.句意:毕竟,保护自然不需要我们多么有耐心,而是需要我们的行动(action).这里的 action 准确传达出“不
要等待,而是立即付诸行动”的主旨.其他选项:dream(梦想)太抽象;courage(勇气)虽好,但 action(行动)更为契
合;ability(能力)则过于宽泛,不能突出紧迫感.
语法填空
５６．accomplishments 考查名词变形和复数形式.此空需要一个名词,与前面的 goals 并列,构成 goalsand
accomplishments(目标和成就).所给词 accomplish 是动词,其名词形式为 accomplishment,表示“成就、完
成的事情”,并且它是可数名词.
５７．established 考查过去分词作形容词.此处需要一个形容词来修饰 traderoutes,表示“已建立的贸易路
线”.establish 是动词,其过去分词 established 可以用作形容词,表示“已建立的、确定的”.
５８．todemonstrate 考查动词不定式.此处需要不定式(to＋动词原形)表示目的,即“他的任务是去展示中国的实力”.
５９．completely 考查副词.这里 completely 作为副词修饰形容词 uncharted(未被绘制的).
６０．journeying 考查动名词作宾语.由 westward 可知,此处的 journey 应为动词,并且要使用其动名词形式来
做介词 of 的宾语.
６１．an 考查冠词.在此处,encounter 是一个可数名词(相遇,遭遇),需要用不定冠词 an 修饰,表示“一次相
遇”,anencounter 为 his１４９２voyageledhimtotheAmericas 的同位语.这里的完整句意是“相反,１４９２年
的航行将他带到了美洲,这是一次极大的重塑了世界历史的相遇”.
６２．Unlike 考查介词.此处需要与后面的 Columbus 形成对比,表示“与郑和不同”.Unlike 作为介词,表示
“与 不同”,后面直接接名词或代词.
６３．strengthened 考查动词变形和动词时态.此处需要一个动词作谓语,strength 的动词形式为 strengthen.
因主语是 ZhengHe,过去的历史人物所作所为是过去的事,所以动词要用过去式 strengthened,表示“加强
了中国在已知世界的存在和影响”.
６４．how 考查宾语从句及连接词.此处需要一个连接词引导宾语从句,并且该从句的意思是“取决于我们如何定义探
索”.how 用于表示“如何”,符合语境和句意.
６５．or 考查并列连词.此处需要一个连词连接两个并列的方式,表示“是 还是 ”,并且 either or 为固定句型.
第四部分 写作(共两节,满分４０分) 第一节 应
用文写作(满分１５分)
DearChris,
Ihopeyou redoingwell!I mexcitedtotellyouthatourschoolisorganizingatwoＧdayHunanCultural
Tourforexchangestudentsnextweekend,fromApril１６to１７．
Onthefirstday,we llstayinChangshatovisitYueluMountainandOrangeIsland．Youwillbe
impressedbytheuniquecultureatmospherethattheyhave．Onthesecondday,we lltakeahighＧspeedtrain
toFenghuangAncientTowntoexperienceitstraditionalarchitectureandlocalcustoms．Thehighlighthereis
thechancetowalkalongthehousesbytheriverandexperiencethecharmoftraditionalMiaoculture．
IbelievethistripwillhelpyoubetterunderstandHunan suniquecultureandhistory．Ireallyhopeyou canjoinus!
Yours, LiHua
一、评分标准:内容＋语言＋思维能力 (一)在评分时,应注意以下几个方面:
１．本题总分为１５分,按５个档次给分.
２．评分时,先根据文章的内容和语言初步确定其所属档次,然后以该档次的要求来衡量、确定或调整档次, 最后给分.
３．词数明显少于６０的,从总分中减去１分.
４．评分时,应注意的主要内容有内容要点、应用词汇和语法结构的丰富性和准确性及上下文的连贯性.
５．拼写与标点符号是语言准确性的一个方面.评分时,应视其对交际的影响程度予以考虑.英美拼写及词汇用法均可接
受.
６．如书写较差,以致影响交际,将分数降低一个档次.
(二)评分要点(仅供参考):
１．内容:活动时间与行程安排３分;活动亮点３分,表达期待２分;
２．语言:语言准确,形式多样,逻辑通顺,书写规范(６分);
３．能准确理解并表达出行程安排里体现的具体文化特色,适当加１分.
二、各档次的给分范围和要求
评分细则
分值 评分标准
完全完成了试题规定的任务
覆盖所有内容要点;
应用了较多的语法结构和词汇;
语法结构或词汇方面有些许错误,但为尽力使用较复杂结构或较高级词汇所致,具备较
强的语言运用能力;
有效地使用了语句间的连接成分,使全文结构紧凑.
(１３~１５分) 完全达到了预期的写作目的.
评分细则
完全完成了试题规定的任务.
虽漏掉一两个次重点,但覆盖所有主要内容;
应用的语法结构和词汇能满足任务的要求;
(１０~１２分)
语法结构或词汇方面应用基本准确,些许错误主要是因尝试较复杂语法结构或词汇所
致;
应用简单的语句间连接成分,使全文结构紧凑.
达到了预期的写作目的.
基本完成了试题规定的任务.
虽漏掉一些内容,但覆盖所有主要内容;
应用的语法结构和词汇能满足任务的要求;
有一些语法结构或词汇方面的错误,但不影响理解;
应用简单的语句间连接成分,使全文内容连贯.
(７~９分) 基本达到了预期的写作目的.
未适当完成试题规定的任务.
漏掉或未描述清楚一些主要内容,写了一些无关内容;
语法结构单调、词汇有限;
有一些语法结构或词汇方面的错误,影响了对写作内容的理解;
较少使用语句间的连接成分,内容缺少连贯性.
(４~６分) 信息未能清楚地传达给读者.
未完成试题规定的任务.
明显遗漏主要内容,写了一些无关内容,原因可能是未理解试题要求;语法结构单调、词
汇有限;
(１~３分)
较多语法结构或词汇方面的错误,影响对写作内容的理解;
缺乏语句间的连接成分,内容不连贯.
信息未能传达给读者.
未能传达给读者任何信息;
０分 内容太少,无法评判;
写的内容均与所要求内容无关或所写内容无法看清.
第二节 读后续写(满分２５分)
【参考范文】
ButthenLucasignaledformetowaitoutside．Puzzled,Istoodthere,listeningtothelivelysoundfrom
hisclassroom．Minutespassedandmyheartstartedtoracefasterwithbothcuriosityanduncertainty．What
washedoing HadImisunderstood JustasIwasabouttopeekinside,Lucafinallycamebackout．His
handswerehiddenbehindhisback,andhisfacewasslightlyflushedwithexcitement．“Igotthisforyou．”he
saidalmostshyly,beforeextendinghishandsandgivingmeasmallstuffedcat．
Istaredatthetoy,tryingtomakesenseofwhathadjusthappened．Thenithitme．ItwasFriday—the
dayhisclassexchangedticketsforprizes．Lucahadbeenwaitingforhisturn,butwhenIshowedup,hemade
achoice．Insteadofpickingsomethingforhimself,heusedalmostallofhishardＧearnedtickets,andspent
themonme．Mybrotherlovedme;hejustshoweditdifferently．Thisstuffedcat,VIP,wasproofofthe
quiet,unspokenloveofabrotherwho,inhisownway,hadgivenmeoneofthemostpreciousgiftsofall．
Frankly,itfeelssosweettoknowthatIamalwayshisVIP—VeryImportantPerson．
一、评分标准:故事的完整性＋情节的逻辑性＋语言的准确性
(一)在评分时,应注意以下几个方面:
１．本题总分为２５分,按５个档次给分.
２．评分时,先根据所续写短文的内容和语言初步确定其所属档次,然后以该档次的要求衡量、确定或调整档次,最后给
分.
３．词数明显少于１２０的,从总分中减去２分.
４．评分时,应主要从以下四点考虑:
(１)与所给短文及段落开头语的衔接程度;
(２)内容的丰富性;
(３)应用语法结构和词汇的丰富性和准确性;
(４)上下文的连贯性.
５．拼写与标点符号是语言准确性的一个方面,评分时,应视其对交际的影响程度予以考虑.
６．如书写较差,以致影响交际,将分数降低一个档次.
(二)评分要点(仅供参考)
１．故事主线:第一段———Luca 给“我”拿来了一个玩具,即 astuffedcat;第二段———我想明白了,原来 Luca 用自
己存的 tickets 给妹妹兑了这个 stuffedcat.脱离了这两个段落的故事主线,可视为无效续写或部分情节偏离.
２．具体内容要点１５分:
(１)第一段:“我”疑惑为 Luca 为什么让“我”在教室外面等＋等待时的心理状态,３分;Luca 出来给我 a stuffedcat,
４分.
(２)第二段:我突然想到今天是周五,是 Luca 班上兑换奖品的日子,２分;Luca 回教室给我兑 astuffedcat 的具体举动,３
分;感想、点题,３分.
３．语言１０分:语言与原文要保持风格上的一致.有一定的衔接.确保句子正确,语法准确.确保拼写、大小写和标点符号
正确.拼写和大小写错误,扣分最多不超过２分.
二、各档次的给分范围和要求
评分细则
分值 评分标准
与所给短文融洽度高,与所提供各段落开头语衔接合理;
内容丰富,应用的语法结构和词汇丰富、准确,可能有些许错误,但完全不影响意义表达;
(２１~２５分) 有效地使用了语句间的连接成分,所续写短文结构紧凑.
与所给短文融洽度较高,与所提供各段落开头语衔接较为合理;
内容比较丰富,应用的语法结构和词汇较为丰富、准确,可能有些许错误,但完全不影响
意义表达;
(１６~２０分) 比较有效地使用了语句间的连接成分,所续写短文结构紧凑.
评分细则
与所给短文关系较为密切,与所提供各段落开头语有一定程度的衔接;
写出了若干有关内容,应用的语法结构和词汇能满足任务的要求,虽有一些错误,但不影
响意义表达;
(１１~１５分) 应用简单的语句间连接成分,使全文内容连贯.
与所给短文有一定的关系,与所提供各段落开头语有一定程度的衔接;
(６~１０分)
写出了一些有关内容,语法结构单调,词汇有限,有些语法结构和词汇方面的错误,影响了
意义的表达;
较少使用语句间的连接成分,全文内容缺少连贯性.
与所给短文和开头语的衔接较差;
产出内容太少,语法结构单调,词汇有限,有较多语法结构和词汇方面的错误, 严重影响了
意义的表达;
(１~５分) 缺乏语句间的连接成分,全文内容不连贯.
０分 白卷、内容太少,无法评判或所写内容与所提供内容无关.
听力原文
Text１
W:Didyougettothemuseumontime
M:No．Thetrainsweren trunning,andthefirsttwobusesthatcamealongweresocrowdedthatIcouldn t
geton．Atlast,Ijumpedintoataxi．
Text２
W:Youlookunhappy,Tom．Whathappened
M:Mum,myclassmateslaughedatmycomposition．
W:Really Letmereaditafterdinner．MaybeIcangiveyousomeadvice．
Text３
M:Linda,areyoutravelingtoNewYorkthisSaturday
W:No,therewerenoflightticketsforOct．２０,soIbookedaticketforOct．２１． M:Well,Iwishyouagoodtrip．
Text４
W:I mgoingswimming．Doyouwanttocome Ithelpsyoutoloseweight．
M:No,Ican tswimoutsidenow．Lookatthesun!Icanjuststandoutsideandsweat．Whataday!
Text５
M:Thecitycouncilhasfinallyvotedthefundstobuildanewhighschool．
W:It sabouttimetheydidit．Idon tknowwhattookthemsolong．Don ttheyunderstandthateducationis
veryimportantforthedevelopmentofacity
Text６
W:What sthehardestexamortestyou veevertaken
M:Probablytheexamattheendofthefirstyearofmygeographycourseatuniversity．Notbecausethe
questionswereverydifficult,butbecauseI ddonesolittleworkforit． W:Oh,itisapity．
M:Haveyoueverdoneanexamwhereeverythingwentwrong
W:Ohyes．IthoughtI ddonequitewellinmychemistryexameventhoughitwasatightschedule,butI failedit．
M:Howdidyouusuallyprepareforabigexam
W:Iusedtoreadnotesoverandoveragain．Whataboutyou
M:Oh,Ioftenuseflashcardsorattempttooutlinekeypointsofatopicwithoutlookingatthematerial．
Text７
M:Goodafternoon,thisisHarryStills．I mcallingtoaskaboutadeliveryIhavebeenexpecting． W:Goodafternoon,M
rStills．WhatcanIdoforyou
M:Iplacedinorderofacomputeryesterdayandwassupposedtobeherebynoon,butherewearetwohours
laterandIamstillwaiting．
W:I msorryaboutthat．Therearemorepackagesthanusualtodayandthedeliverymanisontheroadand
shouldarriveinthirtyminutes．
M:Areyousure Ihavetoleaveinfortyminutesforanappointment,soIneedtomakesureIhaveitbefore then．
W:Iunderstand．Iwillcallhimrightnowandaskhimtomakeyouthefirststopagain．Iapologizeforthe delay． Text８
M:Goodmorning,Mrs．Robinson．CanIuseyourlongＧleggedchair,please Myroofneedsrepairing．
W:I mafraidIcan tlendittoyounow．Mr．Smith．I llpassittoyouthisafternoonbecausemyhusband,
Bill,isusingit．Heispainting．
M:Painting That sveryinteresting!Hemustbeveryinterestedinit． W:Oh,no．Heisn tinterestedinpaintingatall．
M:Heisn t Ithoughthewasgoodatart．
W:Oh,no．Heisnotpaintingartworks．Heispaintingthesittingroom．Oh,becareful．Thepaintmaymake
yourclothesdirty．
Text９
W:HiKevin．I vejustgotbackfromtheArtGallery．There sawonderfulshowofabstractart．Youshould
havecomewithme．
M:Idon tknow．Abstractartseemslikechildren spaintingtome．
W:Well,ifyoudon tunderstandwhattheartististryingtocommunicate,itcanseemalittlelikethat． M:Whatdidyouse
ethen
W:Thereweretwopaintingsthatimpressedmemost．ThefirstisahugeonewhichIsupposedthetree
althoughitcouldhavebeenanything． M:Whatdidyoulikeaboutit
W:Justthewaythetreelooked．Itwaslikethetreewasmadeofhardmetal,andthemixofwhiteandgray
madeeverythinglooklikeitwaswinter,freezingwinter． M:That ssomething．Whatabouttheotherone
W:Thesecondlookedlikeapieceofgrassland．Allthegrasswaspurpleandred,andtherewasgreenskyin
thebackground．Ilookedatitandthoughtofsummer．
M:Hmm,yourdescriptionreallyteachesmesomethingaboutappreciatingabstractart．MaybeIshouldgo
andgivethisshowatrythisSaturday． W:Youreallyshould．
Text１０
The２０２４ShaolinGamesFinalsconcludedwiththosewhoplacedinthetop１０earningthetitleof
“ShaolinKungFuStar”．Twoofthetop１０winnerswerefromtheChinesemainland;onewasfromMacao;
twowerefromAustralia;therewasonewinnereachfromtheCzechRepublic,Austria,theUnitedStates,
PeruandZambia．KorencKarel,the１８ＧyearＧoldCzechwinner,saidplacinginthetop１０wasatestamentto
hisyearsofdedicationtothemartialart．Shaolinculturepromotesahealthylifestyle,equippingpeopleto
navigatelife schallengeswhilemaintainingphysicalandmentalbalance．Thecompetitionattracted
internationalparticipants,suchas３２ＧyearＧoldItaliancompetitorMarkusHanisch．“Shaolinkungfuplaysan
importantroleinbridgingculturesbetweencountries．”Hanischsaid．WaraLucero,acompetitorfrom
Bolivia,highlightedthepersonalgrowthfosteredbyShaolinkungfutraining．
第１０页(共１０页)】

展开更多......

收起↑