资源简介

Passage 1
Jessie, an experienced sailor, loved the steady wind and clear skies as she sailed her boat. But her peaceful afternoon was disrupted by jet - skiers from West Haven Watersports Club, whose reckless driving endangered her.
The jet - skiers, ignoring the no - wake rule, zoomed around, causing waves that threatened to capsize Jessie’s boat. She tried to confront them, but they mocked her.
Back at the West Haven Sailing Club, Jessie shared her concerns with fellow sailors. Kevin, a friend, suggested reporting the jet - skiers, but the club had little power.
As the Summer Regatta neared, Jessie hoped for a smooth race. However, the jet - skiers’ presence loomed. On the day of the race, Jessie faced not only the competition but also the threat of the jet - skiers.
During the race, a jet - ski caused chaos, nearly hitting Jessie’s boat. But Jessie, with her sailing skills and determination, managed to avoid disaster.
After the race, Jessie learned that the jet - skier who caused trouble was Jason, a former club member. Despite the incident, Jessie’s love for sailing and her community kept her going. She knew she had to keep fighting to protect the sailing waters she cherished.
What disrupted Jessie’s peaceful sailing afternoon
A. A sudden storm.
B. Faulty boat equipment.
C. Reckless jet - skiers.
D. A collision with another sailboat.
2. How does the author probably view Jessie’s actions
A. They show the importance of giving up in the face of danger.
B. They illustrate a sailor’s courage and determination to protect her sport.
C. They prove that competition is more important than safety.
D. They warn against participating in sailing races.
3. Which of the following best describes Jessie
A. Timid and afraid to stand up for herself.
B. Aggressive and quick to start conflicts.
C. Skilled and passionate about protecting sailing.
D. Careless and unaware of the dangers around her.
4. What is the best title for the passage
A. The Dangers of Jet - Skiing
B. A Sailor’s Fight to Protect Her Waters
C. The Summer Regatta Race
D. Troubles at the West Haven Sailing Club
Passage 2
Plants are far more complex than we often give them credit for. They can sense and respond to the world in surprising ways.
________. For example, some plants make clicking noises when stressed. In 2023, a team in Tel Aviv, Israel, recorded clicks from plants under stress like drought or being cut. These sounds, though high - pitched for humans, might be detectable by other organisms.
Plants also have “languages” beyond chemicals. Most studies focus on chemical signals, but sound is part of their communication too. 2. ________. When nibbled by insects, tomato plants release chemicals to attract enemies of the pests, showing a form of defense communication.
________. The famous Mimosa pudica, for instance, folds its leaves when disturbed. Researchers found it can learn: after being dropped 60 times, it stopped reacting as it “remembered” the drop wasn’t harmful. Months later, it still didn’t fold leaves when dropped again, forming long - term memories.
How do plants do all this without a brain or nervous system 4. ________. They have a “plumbing system” of tubes (xylem and phloem) that moves water and nutrients. This system can also act like a communication network, using neurotransmitters similar to those in animals, even though plants lack a traditional nervous system.
________. Some scientists argue these abilities show intelligence, while others say the definition of “intelligence” for plants is still unclear. But one thing is certain: plants solve survival problems in their own unique ways, whether it’s getting water, fighting enemies, or adapting to the environment.
A. Plant Communication Beyond Chemicals
B. Plant Learning and Memory Abilities
C. The “Plumbing System” as a Communication Network
D. Plant Responses to Stress and Sound
E. Debates Over Plant Intelligence
F. How Plants Defend Themselves
G. Plants' Unique Way of Sensing the World
Passage 3
Determining when flowers first appeared on Earth has puzzled scientists for centuries. Even Charles Darwin called it “an abominable mystery.” Recently, scientists studied ancient pollen grains from Portugal, invisible to the naked eye. They concluded flowering plants emerged at least 123 million years ago—about 2 million years earlier than previously thought.
Understanding the origin of flowers helps scientists grasp how life on Earth developed. Flowering plants, or angiosperms, reproduce by attracting insects to spread pollen, supporting complex ecosystems. For about 75% of Earth’s plant - existence time, there were no flowers; instead, green conifer trees, mosses, and ferns dominated. Flowers later spread widely, now making up 90% of living plants, including most food sources.
Angiosperms produce flowers—like apple trees, roses, and potato plants. Most are eudicots, sprouting two initial leaves. To find their origin, German researchers studied tiny pollen grains from Portuguese eudicot plants. These grains likely entered a river millions of years ago, reached an ancient ocean, and were buried in rock, becoming fossils. The oldest studied pollen is 123 million years old, older than the 120.4 - million - year - old pollen found in England in 1990.
The research team hopes this method aids future studies of fossilized plants, offering insights into how flowering plants shaped Earth’s evolution.
What is the main purpose of the first paragraph
A. To introduce a long - standing scientific puzzle.
B. To praise Charles Darwin’s scientific insights.
C. To explain how pollen grains are studied.
D. To compare ancient and modern plants.
Which of the following is TRUE about flowering plants
A. They have existed on Earth for about 75% of plant - existence time.
B. The oldest pollen of flowering plants was found in England in 1990.
C. They make up 90% of all living plants and include most food sources.
D. Eudicots, the most common type, have three initial leaves.
What do the researchers hope their new approach will achieve
A. To find more fossils in Portuguese rivers.
B. To help future studies of fossilized plants.
C. To prove all flowering plants are eudicots.
D. To recreate ancient ecosystems.
What is the main idea of the passage
A. How insects help flowering plants reproduce.
B. The different types of ancient plants on Earth.
C. New research on the origin time of flowering plants.
D. Charles Darwin’s views on flowering plants.
Passage 1 答案
C
解析：根据原文第一段 “But her peaceful afternoon was disrupted by jet - skiers from West Haven Watersports Club, whose reckless driving endangered her.” 可知，是鲁莽的喷气滑艇驾驶者扰乱了 Jessie 平静的航行。
B
解析：文中描述 Jessie 在面对喷气滑艇的威胁时，凭借航海技能和决心避免了灾难，且赛后仍坚持保护自己珍视的航行水域，体现了她作为水手的勇气和保护这项运动的决心，作者对此持肯定态度。
C
解析：Jessie 是经验丰富的水手（skilled），且在遭遇干扰后仍热爱航海、坚持保护航行水域（passionate about protecting sailing），符合选项描述。
B
全文围绕 Jessie 在航行中遭遇喷气滑艇干扰，并坚持保护自己珍视的航行水域展开，“A Sailor’s Fight to Protect Her Waters” 最能概括主旨。
Passage 2 答案
D
解析：空后举例说明植物在压力下会发出声音，与 “Plant Responses to Stress and Sound”（植物对压力和声音的反应）匹配。
A
解析：前文提到植物的 “语言” 不止化学信号，还有声音，空后举例说明植物的防御性交流，与 “Plant Communication Beyond Chemicals”（超越化学物质的植物交流）匹配。
B
解析：空后以含羞草为例，说明植物能学习和形成记忆，与 “Plant Learning and Memory Abilities”（植物的学习和记忆能力）匹配。
C
解析：空后解释植物的 “plumbing system”（管道系统）如何作为交流网络，与 “The ‘Plumbing System’ as a Communication Network” 匹配。
E
解析：空后讨论科学家对植物是否有智力的争论，与 “Debates Over Plant Intelligence”（关于植物智力的争论）匹配。
Passage 3 答案
A
解析：第一段开头指出 “确定花首次出现在地球的时间困惑了科学家几个世纪”，并提到达尔文的评价，旨在引出这一长期存在的科学难题。
C
解析：根据原文 “Flowers later spread widely, now making up 90% of living plants, including most food sources.” 可知，选项 C 表述正确。
B
解析：原文最后一句提到 “The research team hopes this method aids future studies of fossilized plants”，即研究者希望他们的方法能帮助未来对化石植物的研究。
C
解析：全文围绕一项新研究展开，该研究将开花植物的起源时间提前了约 200 万年，核心是关于开花植物起源时间的新发现，选项 C 最能概括主旨。Passage 1
Jessie, an experienced sailor, loved the steady wind and clear skies as she sailed her boat. But her peaceful afternoon was disrupted by jet - skiers from West Haven Watersports Club, whose reckless driving endangered her.
The jet - skiers, ignoring the no - wake rule, zoomed around, causing waves that threatened to capsize Jessie’s boat. She tried to confront them, but they mocked her.
Back at the West Haven Sailing Club, Jessie shared her concerns with fellow sailors. Kevin, a friend, suggested reporting the jet - skiers, but the club had little power.
As the Summer Regatta neared, Jessie hoped for a smooth race. However, the jet - skiers’ presence loomed. On the day of the race, Jessie faced not only the competition but also the threat of the jet - skiers.
During the race, a jet - ski caused chaos, nearly hitting Jessie’s boat. But Jessie, with her sailing skills and determination, managed to avoid disaster.
After the race, Jessie learned that the jet - skier who caused trouble was Jason, a former club member. Despite the incident, Jessie’s love for sailing and her community kept her going. She knew she had to keep fighting to protect the sailing waters she cherished.
What disrupted Jessie’s peaceful sailing afternoon
A. A sudden storm.
B. Faulty boat equipment.
C. Reckless jet - skiers.
D. A collision with another sailboat.
2. How does the author probably view Jessie’s actions
A. They show the importance of giving up in the face of danger.
B. They illustrate a sailor’s courage and determination to protect her sport.
C. They prove that competition is more important than safety.
D. They warn against participating in sailing races.
3. Which of the following best describes Jessie
A. Timid and afraid to stand up for herself.
B. Aggressive and quick to start conflicts.
C. Skilled and passionate about protecting sailing.
D. Careless and unaware of the dangers around her.
4. What is the best title for the passage
A. The Dangers of Jet - Skiing
B. A Sailor’s Fight to Protect Her Waters
C. The Summer Regatta Race
D. Troubles at the West Haven Sailing Club
Passage 2
Plants are far more complex than we often give them credit for. They can sense and respond to the world in surprising ways.
________. For example, some plants make clicking noises when stressed. In 2023, a team in Tel Aviv, Israel, recorded clicks from plants under stress like drought or being cut. These sounds, though high - pitched for humans, might be detectable by other organisms.
Plants also have “languages” beyond chemicals. Most studies focus on chemical signals, but sound is part of their communication too. 2. ________. When nibbled by insects, tomato plants release chemicals to attract enemies of the pests, showing a form of defense communication.
________. The famous Mimosa pudica, for instance, folds its leaves when disturbed. Researchers found it can learn: after being dropped 60 times, it stopped reacting as it “remembered” the drop wasn’t harmful. Months later, it still didn’t fold leaves when dropped again, forming long - term memories.
How do plants do all this without a brain or nervous system 4. ________. They have a “plumbing system” of tubes (xylem and phloem) that moves water and nutrients. This system can also act like a communication network, using neurotransmitters similar to those in animals, even though plants lack a traditional nervous system.
________. Some scientists argue these abilities show intelligence, while others say the definition of “intelligence” for plants is still unclear. But one thing is certain: plants solve survival problems in their own unique ways, whether it’s getting water, fighting enemies, or adapting to the environment.
A. Plant Communication Beyond Chemicals
B. Plant Learning and Memory Abilities
C. The “Plumbing System” as a Communication Network
D. Plant Responses to Stress and Sound
E. Debates Over Plant Intelligence
F. How Plants Defend Themselves
G. Plants' Unique Way of Sensing the World
Passage 3
Determining when flowers first appeared on Earth has puzzled scientists for centuries. Even Charles Darwin called it “an abominable mystery.” Recently, scientists studied ancient pollen grains from Portugal, invisible to the naked eye. They concluded flowering plants emerged at least 123 million years ago—about 2 million years earlier than previously thought.
Understanding the origin of flowers helps scientists grasp how life on Earth developed. Flowering plants, or angiosperms, reproduce by attracting insects to spread pollen, supporting complex ecosystems. For about 75% of Earth’s plant - existence time, there were no flowers; instead, green conifer trees, mosses, and ferns dominated. Flowers later spread widely, now making up 90% of living plants, including most food sources.
Angiosperms produce flowers—like apple trees, roses, and potato plants. Most are eudicots, sprouting two initial leaves. To find their origin, German researchers studied tiny pollen grains from Portuguese eudicot plants. These grains likely entered a river millions of years ago, reached an ancient ocean, and were buried in rock, becoming fossils. The oldest studied pollen is 123 million years old, older than the 120.4 - million - year - old pollen found in England in 1990.
The research team hopes this method aids future studies of fossilized plants, offering insights into how flowering plants shaped Earth’s evolution.
What is the main purpose of the first paragraph
A. To introduce a long - standing scientific puzzle.
B. To praise Charles Darwin’s scientific insights.
C. To explain how pollen grains are studied.
D. To compare ancient and modern plants.
Which of the following is TRUE about flowering plants
A. They have existed on Earth for about 75% of plant - existence time.
B. The oldest pollen of flowering plants was found in England in 1990.
C. They make up 90% of all living plants and include most food sources.
D. Eudicots, the most common type, have three initial leaves.
What do the researchers hope their new approach will achieve
A. To find more fossils in Portuguese rivers.
B. To help future studies of fossilized plants.
C. To prove all flowering plants are eudicots.
D. To recreate ancient ecosystems.
What is the main idea of the passage
A. How insects help flowering plants reproduce.
B. The different types of ancient plants on Earth.
C. New research on the origin time of flowering plants.
D. Charles Darwin’s views on flowering plants.

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