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（英语）2023级高三年级上学期第二次月考测试参考答案
【听力】
1-5 CABCB 6-10 CABCA 11-15 ACABC 16-20 BACAB
【阅读】 21-23 DCA 24-27 CBAD 28-31 BCAB 32-35 DBAC
【七选五】 36-40 CFDBG
【完形填空】 41-45 BDACC 46-50 ADABD 51-55 CBCDB
【语法填空】
56. studying 57. that 58. to 59. extinction 60. shifted
61. extensively 62. to take 63. the 64. it 65. individuals
【应用文参考范文】
Dear Peter,
Knowing that you will come to China for a study trip in the coming holiday, I'm writing to express my warm welcome. Here I will recommend a city to you.
Recognized as a tourist city of China, Beijing is a city you can't miss. With a long history and various tourist attractions, it attracts thousands of tourists every year. What will amaze you most is the Great Wall. In addition, the art galleries and theaters here are well worth visiting. Besides, the delicious food, especially the Beijing roast duck, will surely be appealing to you.
I would be more than glad if you could take my suggestions into account.Wishing you a pleasant and rewarding journey in China.
Yours,
Li Hua
【读后续写参考范文】
Paragraph 1:
The door opened slowly, and Mrs. Green appeared with a warm smile. Her eyes softening when she spotted the scarf-wrapped cat in Lily’s arms, she stepped aside quickly. “Come in—it’s too cold outside!” she said, rubbing her hands to warm them. Lily explained about finding the shivering cat and her mom’s allergy. Mrs. Green nodded softly: “I’ll look after it.” She hurried to the kitchen and came back with a bowl of warm milk.When she set the bowl down,the cat crawled out of the scarf slowly and sucked the milk greedily.Lily watched, a big smile spreading across her face—she finally felt at ease.
Paragraph 2:
That evening, Lily told her parents about the cat and Mrs. Green's help. Her mom listened carefully. “I’m so proud of you for helping that poor cat,” she said, “even though you knew I couldn’t have it at home.” Her dad nodded, adding, “Mrs. Green is such a kind lady—maybe we can bring her some cookies tomorrow to thank her.” Lily’s eyes lit up at the idea. The next day they visited Mrs. Green,and saw the cat, now much healthier. “We named her Ruby,”Lily said. Lily gave the cookies to Mrs Green, and Ruby rubbed her hand affectionately. Lily felt happy—she’d saved a life and shared kindness.
听力原文
Text 1
W: Hey, John. Did you bring an umbrella with you I want to eat out, but the sky is full of dark masses of clouds and it looks like rain. (1)
M: Sorry, I didn’t. The sun was shining when I went out this morning.
Text 2
M: How about going to a concert this weekend
W: I’d love to. But I have an English test next Monday and it’s my last chance to pass it. (2) Maybe we can go next weekend.
Text 3（第3题为推断题）
W: I think the food here is not as good as what you cooked. I would never eat here if we weren’t in a hurry.
M: Ha-ha, you won’t underestimate my cooking skills anymore. You’d better eat quickly. We have to pick up our daughter from school later.
underestimate 低估；小看
Text 4（第4题为推断题）
M: Come in and take a seat. You should’ve let me know before dropping by.
W: Mom asked me to bring you some food. If it’s not convenient to live here, you can move back home.
M: Don’t worry. I think it’s nice to live in this neighborhood.
Text 5（第5题为主旨大意题）
W: Look at the pandas! They are climbing trees and they’re so cute.
M: I really love these elephants. I only saw them in documentaries about animals in Africa. It’s so interesting to watch them eating. I love this trip.
W: Let’s go and see the next.
Text 6
W: Good morning, Mike! (7) What a coincidence! I wasn’t expecting to see you here. What are you going to buy
M: Hi, Julie! (6) I’m going to purchase some white T-shirts. The weather has been getting hotter recently. And you
W: I bought a blue dress here yesterday, but it is a bit loose. So today I came here to find the right size, (6) but I suddenly found this red one looks better.
M: Just follow your heart. I think red suits you very well. I don’t understand why this store doesn’t allow customers to try the clothes on. (7)
W: I hope it’s the right size this time.
Text 7（第8题为推断题）
W: Hey, Andrew. I haven’t seen you in a while.
M: Hi, Jane. Yes, I’ve been busy with classes.
W: Me too. I’m going to the teaching building. Do you want to get some coffee It can keep me from getting sleepy.
M: No, thanks. I have a class in the teaching building too. Now get on my motorcycle. (9) I’ll give you a ride.
W: Thanks. Andrew, don’t you think you should slow down We are on campus! (9)
M: Don’t worry. Nothing will happen.
W: Stop! Oh, no! You hit his car! That’s Mr. White, and I have to go to his class later. (9)
M: I should have listened to you! Now I’ll have to pay for the damage!
W: I think you should get off and have a check first. (10)
M: Oh, right. (10)
Text 8（第14题为推断题）
W: Guess what! I’m going to travel to the US by air tomorrow. (13)
M: Really Do you need a lift to the airport (11) The buses are always crowded.
W: No, thanks. I can get a taxi. (11) Have you ever been to San Francisco
M: Yes. I have been there several times. There are many interesting places that you can visit, such as the Golden Gate Bridge.
W: What about Fisherman’s Wharf (12)
M: Oh, that’s my favorite place! (12) There are lots of fancy seafood restaurants. Where are you going to stay
W: I have booked a room at the Pacific Tradewinds Hostel. It is geared to international travelers and is close to Chinatown.
M: How long are you going to be in San Francisco (13)
W: Just three days. (13)
M: Why don’t you stay longer (13)
W: I plan to go to New York to visit an old friend and stay at her place for a week. (13)
M: Oh, I’ve never been to New York before, but I think we could probably meet there in five days.
Fisherman’s Wharf 渔人码头，是美国旧金山的一个著名旅游景点。
be geared to 适合（某人或某事）
Text 9（第17题为推断题）
W: Thank you for your kindness, or I would have to remove some items from my bag. (15)
M: Well, I think it would save you more time to take the $20 and pay for these than to take the stuff out of your bag. (15)
W: It makes sense. I had only $12 on me, but these items came to $18. (16) If it weren’t for your kindness, I couldn’t get these things.
M: Don’t mention it. Everyone needs help at some point.
W: Can I have your contact details I’ll pay you back as soon as possible.
M: Let me tell you a story first. My mother is in the hospital with cancer. I visit her every day. This morning, I bought her a bunch of flowers. But she got mad at me. She demanded that I do something else with that money. So, here, please accept this. If you really want to repay me, just offer $20 to those in need.
W: I’m moved beyond words. You are such a kind person and I believe that your mom will have good luck.
Text 10
Yellowstone National Park became America’s first national park in 1872. The National Park Service was formed 44 years later. (18) The first organized exploration of the area took place in 1870. Those first organized explorers must have seen how special the land was. Yellowstone contains beautiful mountains, deep canyons, lakes, and rivers. The name Yellowstone comes from the river running through the area which became known as the Yellowstone River. Yellowstone is host to many different species of plants. However, the park is special mostly because of what lies underneath it. It sits on top of an ancient supervolcano, (19) known as the Yellowstone Caldera, which remains an active volcano. It is believed that the last time the volcano exploded or erupted was one-half million years ago. (20) The area has had three major eruptions in the last three million years. Experts say it may erupt again in another 1,000 to 10,000 years. But each year, there are thousands of earthquakes at Yellowstone. Most are too small to be felt by people visiting the park.
be host to sth. （动植物等的）生长地；所在地
caldera 喷火山口（火山爆发后，中心塌陷而形成的巨大中空）
答案详解
【阅读理解】DCA CBAD BCAB DBAC
A篇
第 21 题：细节理解题 答案：D
A 选项 “仅经验丰富的园艺师”：原文明确提到 “No experience needed”（无需经验），与 “仅经验丰富” 矛盾，排除；
B 选项 “能承诺参与三周项目的人”：“三周项目” 是第二个 “夏季科学营助理” 的时间要求（July 10-28，共 3 周），并非公园修复项目，排除；
C 选项 “科学教师和专家”：“科学相关背景” 是第二个 “科学营助理” 的优先条件，与公园修复项目无关，排除；
D 选项 “寻找周末活动的家庭”：原文既提到项目时间在周末（Saturday and Sunday），又明确 “适合家庭”（Perfect for families），与选项表述完全匹配，正确。
第 22 题：细节归纳题 答案：C
A 选项 “科学背景”：仅科学营助理提到 “科学背景优先”，且非必需，公园修复和社区花园项目无此要求，排除；
B 选项 “工作日有空”：公园修复项目时间在周末，无需工作日有空，不符合 “共同要求”，排除；
C 选项 “对环境和社区的热情”：三个项目均围绕 “环境改善”（公园修复、社区花园）或 “社区服务”（青少年科学营）展开，且招募时强调 “enthusiasm”（公园修复项目）、“enthusiastic volunteers”（科学营助理），可见 “对环境和社区的热情” 是隐含的共同要求，正确；
D 选项 “过往志愿经验”：三个项目均未提及 “需要过往志愿经验”，公园修复项目甚至明确 “无经验要求”，排除。
第 23 题：细节理解题 答案：A
A 选项 “访问特定网站”：与原文 “visit: www.greenfuturesvolunteer.org” 完全一致，正确；
B 选项 “发送邮件申请”：文章未提及 “邮件申请” 方式，排除；
C 选项 “致电绿色未来协会办公室”：文章未提及 “电话咨询” 渠道，排除；
D 选项 “前往城市中央公园入口”：“公园入口” 是公园修复项目的 “集合地点”，并非 “获取信息的渠道”，排除。
B篇
一、文章整体分析
本文是一篇记叙文，以作者的成长经历为线索，讲述了与邻居施密特先生从 “恐惧” 到 “建立友谊” 的故事，核心情节可分为四部分：
初印象：恐惧的开端：作者 10 岁时初见施密特先生，对方高大、表情严肃，作者和朋友们都觉得他脾气暴躁，甚至不敢靠近；
转折点：被迫接触：作者的足球意外飞进施密特先生的玫瑰园，为取回足球，作者鼓起勇气上门，内心充满忐忑；
新发现：温柔的本质：施密特先生虽起初皱眉，但带领作者取球时，因模型船话题展现出柔软一面 —— 声音变温和，热情分享造船爱好，让作者看到他 “严肃外表下的艺术家气质”；
友谊与领悟：此后作者每周拜访，学习木工、历史，了解到施密特先生的严肃是因丧妻后的孤独，最终领悟 “勇气是直面恐惧，外表可能具有欺骗性，恐惧背后或有意外收获” 的道理。
二、题目答案逐题详解
第 24 题：细节理解题 答案：C
题目定位：考查 “孩子们最初害怕施密特先生的原因”，对应文章第一段。
关键语句：“He was a towering, stern-looking man who had moved in next door. My friends and I were terrified of him, convinced he was the most bad-tempered person alive”（他是个高大、表情严肃的男人，刚搬来隔壁。我和朋友们都很怕他，认定他是世上脾气最暴躁的人）。
选项分析：
A 选项 “他常因孩子 entering without permission（擅自闯入）而惩罚他们”：文章未提及 “惩罚孩子” 的情节，属于无中生有，排除；
B 选项 “他有一只对所有人吠叫的凶狗”：全文未提到 “狗”，与原文无关，排除；
C 选项 “他的外表和举止看起来不友好”：“高大（towering）、表情严肃（stern-looking）” 是外表特征，“被认定脾气暴躁（most bad-tempered）” 是孩子们对其举止的判断，二者共同构成 “害怕” 的原因，与选项表述完全匹配，正确；
D 选项 “他因附近玩耍的孩子而大喊大叫”：文章未提及 “大喊大叫” 的行为，排除。
第 25 题：细节理解题 答案：B
题目定位：考查 “作者最终靠近施密特先生的直接原因”，对应文章第二段。
关键语句：“One Saturday, my soccer ball accidentally flew over his fence and into his prized rose garden. My heart sank. Retrieving it meant facing him”（一个周六，我的足球不小心飞过他的栅栏，掉进了他珍爱的玫瑰园。我的心一沉，要拿回足球就意味着要面对他）。
选项分析：
A 选项 “他被朋友怂恿”：第一段提到 “朋友们敢互相按他家门铃再跑开，但作者没勇气”，这是 “最初不敢靠近” 的背景，而非 “最终靠近” 的原因，排除；
B 选项 “他需要拿回自己的足球”：原文明确 “要拿回足球（Getting it back）就必须面对施密特先生”，这是 “靠近” 的直接触发因素，正确；
C 选项 “他对模型船好奇”：“好奇模型船” 是 “接触后” 的发现，并非 “主动靠近” 的原因，排除；
D 选项 “他父母让他送东西”：文章未提及 “父母要求送东西”，属于无中生有，排除。
第 26 题：细节理解题 答案：A
题目定位：考查 “作者在第一次真正互动中观察到施密特先生的关键变化”，对应文章第四、五段。
关键语句：
第四段：“His voice was different—softer. ‘I build them.’”（他的声音不一样了 —— 更温和了。“这是我做的。”）；
第五段：“He spoke about each one with a passion that transformed him completely. The stern neighbor was gone, replaced by a gentle, patient artist”（他谈论每一艘船时都充满热情，整个人都变了。那个严肃的邻居不见了，取而代之的是一个温柔、有耐心的艺术家）。
选项分析：
A 选项 “施密特先生谈论模型时，声音和态度变温和了”：“声音变软（softer）”“态度热情（passion）”“变得温柔（gentle）”，与选项表述一致，正确；
B 选项 “施密特先生为脾气暴躁道歉”：原文未提及 “道歉” 行为，排除；
C 选项 “施密特先生立刻变得很健谈、友好”：原文中施密特先生起初 “皱眉（frowning）”“大声说（boomed）”，并非 “立刻友好健谈”，而是 “谈论模型时才变化”，排除；
D 选项 “施密特先生带他参观了整栋房子”：原文仅提到 “穿过整洁的房子到后院（followed him nervously through his perfect house to the backyard）” 和 “展示工作室（showed me his workshop）”，并非 “参观整栋房子”，排除。
第 27 题：主旨大意题 答案：D
题目定位：考查 “故事的核心主旨”，需结合全文情节和结尾升华的道理判断。
关键语句（结尾主旨句）：“I learned that his sternness was just a shell, hiding a kind and lonely man... He taught me that courage isn't about not being afraid; it's about facing your fear, and that sometimes, on the other side of that fear, you find something—or someone—truly wonderful”（我知道他的严肃只是外壳，里面藏着一个善良又孤独的人…… 他教会我，勇气不是不害怕，而是直面恐惧，有时在恐惧的另一边，你会发现真正美好的事物 —— 或是人）。
选项分析：
A 选项 “制作模型船是有益的爱好”：“模型船” 是故事的 “媒介”，并非核心主旨，排除；
B 选项 “老人通常孤独，需要陪伴”：“施密特先生孤独” 是人物背景，并非故事想传递的核心道理，排除；
C 选项 “尊重邻居的财产很重要”：“足球掉进玫瑰园” 是情节触发点，并非 “尊重财产” 的道理传递，排除；
D 选项 “外表可能具有欺骗性，勇气能带来意外的友谊”：“外表欺骗性” 对应 “严肃外壳下的善良”，“勇气带来友谊” 对应 “直面恐惧后与施密特先生成为朋友”，完全契合结尾主旨，正确。
C篇
一、文章整体分析
本文围绕心理学家 Carol Dweck 提出的 “成长型思维”（growth mindset）与 “固定型思维”（fixed mindset）展开，采用 “概念引入 — 对比差异 — 教育影响 — 改变可能性” 的逻辑结构：
概念引入：开篇点明成长型思维的关注度及提出背景，同时引出固定型思维作为对比对象；
核心差异：分别阐述两种思维模式的核心认知 —— 固定型思维认为能力是先天固定的，成功靠天赋；成长型思维认为能力可通过努力发展，成功靠学习与坚持；
教育影响：聚焦教育场景，说明成长型思维对学生成绩的积极作用，以及教师不同表扬方式（表扬过程 vs 表扬天赋）对思维模式的影响；
改变路径：强调思维模式并非不可改变，给出通过调整自我对话（如用 “not yet” 替代 “failed”）培养成长型思维的方法。
二、题目答案逐题详解
第 28 题：细节理解题 答案：B
题目定位：考查固定型思维者对 “成功” 的认知，对应文章第一段。
关键语句：“Individuals with a fixed mindset... believe that talent alone creates success—without effort”（固定型思维的人认为，仅靠天赋就能创造成功，无需努力）。
选项分析：
A 选项 “成功来自持续学习和努力”：是成长型思维对成功的认知，与固定型思维无关，排除；
B 选项 “成功仅依赖先天智力或天赋”：与原文 “talent alone creates success” 完全匹配，符合固定型思维的核心观点，正确；
C 选项 “通过分析挫折和尝试新方法获得成功”：是成长型思维面对挫折的做法，并非固定型思维对成功的认知，排除；
D 选项 “成功依赖教师和家庭的支持”：文章未提及 “教师和家庭支持” 与成功的关联，属于无中生有，排除。
第 29 题：推理判断题 答案：C
题目定位：考查对 “教师表扬” 的推断，对应文章第三段。
关键语句：“When teachers praise students for the process they engage in—their effort, strategies, focus, and perseverance—they foster a growth mindset”（当教师表扬学生参与的过程 —— 他们的努力、策略、专注力和毅力时，就能培养学生的成长型思维）；“Conversely, praising only intelligence or talent can make students doubt themselves when they face difficulty”（相反，只表扬智力或天赋会让学生在遇到困难时怀疑自己）。
选项分析：
A 选项 “表扬学生的智力会让他们面对困难时更自信”：与原文 “praising only intelligence... make students doubt themselves” 矛盾，排除；
B 选项 “教师应避免表扬学生的努力，以防他们变懒”：与原文 “表扬努力能培养成长型思维” 的积极导向相反，排除；
C 选项 “表扬学生的学习过程有助于他们培养成长型思维”：原文明确提到表扬 “过程” 能 “foster a growth mindset”，由此可直接推断该选项正确；
D 选项 “教师的表扬对学生思维模式发展无影响”：原文通过 “表扬过程” 和 “表扬天赋” 的对比，明确体现了表扬对思维模式的影响，该选项与文意相悖，排除。
第 30 题：词义猜测题 答案：A
题目定位：考查短语 “set in stone” 的含义，对应文章第四段。
语境分析：猜测词义需结合上下文逻辑。该短语所在句为 “Fortunately, mindsets are not set in stone”（幸运的是，思维模式并非 set in stone），后文紧接着给出解释：“People can learn to adopt more of a growth mindset by... changing how they respond to challenges”（人们可以通过…… 改变应对挑战的方式，来培养更多成长型思维）。
含义推导：后文 “能改变思维模式” 的表述，直接否定了 “思维模式不可改变” 的可能性，因此 “set in stone” 应表示 “不可改变的”，与选项 A “Unchangeable” 完全匹配；其他选项 “Easy to understand”（易理解的）、“Very important”（重要的）、“Difficult to develop”（难发展的）均与上下文逻辑不符，排除。
第 31 题：主旨大意题（最佳标题） 答案：B
解题核心：最佳标题需概括文章核心内容，而非局部细节。
文章脉络梳理：
第一段：引入两种思维模式，明确对比关系；
第二段：详细对比两种思维模式的认知差异；
第三段：以教育场景为例，进一步体现两种思维模式的不同影响；
第四段：说明思维模式可改变，仍是基于 “两种思维模式” 的延伸讨论。
选项分析：
A 选项 “Carol Dweck 心理学研究的历史”：文章仅提及 Carol Dweck 是成长型思维的主要提出者，未涉及 “研究历史”，属于偏离主旨，排除；
B 选项 “成长型思维与固定型思维的差异”：全文围绕两种思维模式的 “认知差异”“影响差异” 展开，且 “差异” 是贯穿始终的核心线索，该选项能完整概括主旨，正确；
C 选项 “如何在教育中提高学生成绩”：文章仅在第三段提及 “成长型思维有助于学生取得更好成绩”，属于局部细节，无法涵盖全文，排除；
D 选项 “表扬在学生学习过程中的重要性”：文章仅在第三段讨论了 “表扬方式对思维模式的影响”，并非核心主题，排除。
D篇
一、文章整体分析
本文围绕 “脑机接口（BCIs）” 这一新兴技术展开，采用 “背景引入 — 应用场景 — 伦理风险 — 发展建议” 的逻辑结构，层层递进地探讨其价值与挑战：
背景引入：以人类通信革命（书写、印刷术、电报、互联网）为切入点，引出 “脑机接口（BCIs）” 这一可能引发新一轮变革的技术，定义其 “脑与外部设备直接通信” 的核心功能；
核心应用（医疗领域）：聚焦 BCIs 最直接的价值 —— 为脊髓损伤或神经退行性疾病导致的瘫痪患者提供帮助，通过解码神经信号让患者用意念控制设备，恢复独立性；
拓展探索（人类增强）：提及 BCIs 在 “增强人类能力” 方面的潜力（如直接植入语言、提升记忆力），同时指出该方向存在的伦理争议（如资源分配不均、对人类身份的影响）；
风险与规范：强调 BCIs 带来的 “心理隐私” 风险（思想被获取），提出需建立完善的伦理框架与监管规则；
总结展望：明确 BCIs 处于发展初期，潜力与风险并存，核心挑战是 “利用其促进治疗与进步，同时防范滥用”。
二、题目答案逐题详解
第 32 题：主旨大意题（考查文章主要目的） 答案：D
解题核心：判断文章是否围绕 “单一功能” 展开，还是 “多维度探讨（如优势 + 问题）”，排除偏离核心的选项。
文章脉络匹配：
文章第二段讲 BCIs 的 “医疗益处”（帮助瘫痪患者）；
第三、四段讲 BCIs 的 “伦理担忧”（人类增强的公平性、心理隐私）；
结尾总结 “潜力与风险并存”，核心是 “讨论 BCIs 的益处与伦理问题”。
选项分析：
A 选项 “为市场上最新 BCI 产品做广告”：文章未提及任何 “具体产品”，也无广告导向，排除；
B 选项 “解释 BCIs 的工作原理细节”：文章仅定义 BCIs “脑与外部设备直接通信”，未展开 “技术细节”（如神经信号如何解码），排除；
C 选项 “主张 BCIs 太危险应停止发展”：文章结尾强调 “利用其潜力、防范风险”，而非 “完全禁止”，该选项与 “积极发展 + 规范引导” 的主旨相悖，排除；
D 选项 “讨论 BCI 技术的潜在益处与伦理担忧”：完全匹配文章 “医疗益处（第二段）+ 伦理风险（第三、四段）” 的核心内容，正确。
第 33 题：细节理解题（考查 BCIs 帮助瘫痪患者的主要方式） 答案：B
题目定位：对应文章第二段 “医疗领域应用” 部分。
关键语句：“For individuals paralyzed... BCIs can offer a new lease on life. By decoding neural signals, patients can control robotic limbs, operate wheelchairs, or type on a computer screen using only their thoughts”（对瘫痪患者，BCIs 通过解码神经信号，让患者仅用意念控制机械肢体、轮椅或打字）。
选项分析：
A 选项 “治愈他们的基础疾病”：原文明确 BCIs 是 “恢复功能（控制设备）”，而非 “治愈疾病（如脊髓损伤、神经疾病本身）”，排除；
B 选项 “允许他们用意念控制设备”：与原文 “using only their thoughts”“control robotic limbs, operate wheelchairs...” 完全一致，正确；
C 选项 “增强他们的自然认知能力”：“增强认知能力” 是第三段 “人类增强” 的内容，与 “帮助瘫痪患者” 的医疗场景无关，排除；
D 选项 “将他们的大脑直接连接到互联网”：文章未提及 “连接互联网”，属于无中生有，排除。
第 34 题：细节理解题（考查 BCIs “人类增强” 方向的主要伦理担忧） 答案：A
题目定位：对应文章第三段 “人类增强的伦理问题” 部分。
关键语句：“However, this path is fraught with ethical questions. Would such enhancements be available to all, or only to the wealthy ”（但该方向存在伦理问题：这种增强功能是所有人都能获得，还是仅富人可享？）。
选项分析：
A 选项 “普通人可能负担不起”：与原文 “only to the wealthy”（仅富人可享）直接对应，即 “价格昂贵导致普通人无法负担”，是核心伦理担忧之一，正确；
B 选项 “会让学习语言太容易”：原文提及 “直接植入语言” 是 “潜力”，未将 “容易学习” 视为 “伦理担忧”，排除；
C 选项 “需要复杂的手术流程”：文章未提及 “手术流程”，且 “技术难度” 不属于 “伦理问题”，排除；
D 选项 “没有经证实的医疗益处”：“人类增强” 本身不属于 “医疗应用”，且原文未否定其潜在价值，仅讨论伦理问题，排除。
第 35 题：细节理解题（考查作者认为 BCIs 未来发展需具备的条件） 答案：C
题目定位：对应文章第四段 “风险与规范” 部分。
关键语句：“Furthermore, the ability to read brain activity raises serious privacy concerns... Robust ethical frameworks and regulations are urgently needed to guide the development of this powerful technology”（读取大脑活动引发隐私担忧，急需完善的伦理框架与监管规则指导技术发展）。
选项分析：
A 选项 “立即商业化应用”：文章未提及 “商业化”，且强调 “先规范再发展”，排除；
B 选项 “减缓研究速度”：作者主张 “用规则引导发展”，而非 “减缓速度”，排除；
C 选项 “强有力的伦理准则与监管规则”：与原文 “Robust ethical frameworks and regulations are urgently needed” 完全匹配，正确；
D 选项 “完全交由私营公司发展”：原文强调 “需伦理框架与监管”，即 “不能完全由公司自主”，排除。
【七选五】C F D B G
一、文章整体分析
本文是一篇说明文，围绕 “如何在数字时代培养阅读习惯” 展开，采用 “总 — 分” 结构：
总起段：指出数字时代培养深度阅读习惯的挑战，强调阅读的益处，引出下文的实用策略；
分述段：通过五个小标题（隐含）分别介绍具体策略 ——“从小处着手，设定现实目标”“随身携带书籍 / 电子阅读器”“创造舒适的阅读环境”“将阅读与社交活动结合”“丰富阅读类型”，每个段落聚焦一个策略，逻辑清晰，层层递进。
二、题目答案逐题详解
第 36 题：对应 “Start Small and Set Realistic Goals” 段落 答案：C
语境分析：该段落核心是 “设定现实目标，避免贪多”，空白前提出策略主题，空白后以 “不要承诺一周读完《战争与和平》” 为例，强调 “目标要小”。因此空白处需承接 “现实目标”，并引出 “不设定过高目标” 的具体建议。
选项匹配：
C 选项 “Don't set overly ambitious targets at the beginning”（一开始不要设定过于宏大的目标）：既呼应段落主题 “Realistic Goals”（现实目标），又与后文 “不要一周读《战争与和平》” 的例子形成逻辑衔接，说明 “不设定过高目标” 的具体做法，正确；
其他选项：A（社交平台追踪进度）、B（阅读与社交结合）、D（专属阅读角）、E（职业相关书籍）、F（利用碎片时间）、G（改变类型重燃兴趣）均与 “设定现实目标” 无关，排除。
第 37 题：对应 “Always Carry a Book (or an E-Reader)” 段落 答案：F
语境分析：该段落核心是 “随身携带书籍，利用碎片时间”，空白后列举 “通勤、排队、午休” 等碎片时间，说明 “这些时间能累积起来”。因此空白处需承接 “随身携带书籍” 的动作，并解释其目的 ——“利用碎片时间”。
选项匹配：
F 选项 “This allows you to capitalize on 'dead time' throughout the day”（这能让你充分利用一天中的 “碎片时间”）：“This” 指代前文 “随身携带书籍” 的行为，“dead time” 与后文 “通勤、排队” 等碎片时间同义，形成 “行为 — 目的 — 举例” 的完整逻辑，正确；
其他选项：A（社交平台追踪）、B（社交结合）、C（不设高目标）、D（专属阅读角）、E（职业相关）、G（改变类型）均与 “利用碎片时间” 无关，排除。
第 38 题：对应 “Create a Comfortable Reading Environment” 段落 答案：D
语境分析：该段落核心是 “创造舒适的阅读环境”，空白前提出 “在家找一个舒适、无干扰的特定位置”，空白后说明 “这能让大脑将该空间与阅读、专注关联”。因此空白处需承接 “特定位置”，并进一步定义该位置的属性 ——“专属阅读空间”。
选项匹配：
D 选项 “Turn this into your dedicated reading nook”（把这个地方变成你专属的阅读角）：“this” 指代前文 “特定位置”，“dedicated reading nook”（专属阅读角）与段落主题 “舒适阅读环境” 完全契合，且衔接后文 “大脑将空间与阅读关联” 的效果，正确；
其他选项：A（社交平台）、B（社交结合）、C（不设高目标）、E（职业相关）、F（碎片时间）、G（改变类型）均与 “专属阅读空间” 无关，排除。
第 39 题：对应段落（需补全小标题式句子） 答案：B
语境分析：该段落核心是 “阅读不必孤单，加入读书俱乐部或线上社区”，强调 “社交互动对阅读的激励作用”。因此空白处需作为段落主题句，概括 “阅读与社交结合” 的策略。
选项匹配：
B 选项 “Link Reading to a Social Activity”（将阅读与社交活动结合）：直接点明段落核心 ——“阅读 + 社交”，后文 “读书俱乐部、线上社区、分享见解” 均是对 “社交活动” 的具体展开，符合主题句的概括功能，正确；
其他选项：A（社交平台追踪）、C（不设高目标）、D（专属阅读角）、E（职业相关）、F（碎片时间）、G（改变类型）均无法概括 “阅读与社交结合” 的内容，排除。
第 40 题：对应 “Diversify Your Reading” 段落 答案：G
语境分析：该段落核心是 “丰富阅读类型，应对阅读瓶颈”，空白前建议 “尝试不同体裁（如从非虚构转向惊悚小说或漫画）”，空白后强调 “阅读是乐趣而非任务”。因此空白处需承接 “尝试不同体裁”，并解释其作用 ——“改变类型能重燃兴趣”。
选项匹配：
G 选项 “Sometimes, a change is all you need to rekindle your interest”（有时候，一次改变就能重燃你的兴趣）：“a change” 指代前文 “尝试不同体裁” 的行为，“rekindle your interest”（重燃兴趣）呼应段落 “应对阅读瓶颈” 的目的，且衔接后文 “阅读是乐趣” 的结论，正确；
其他选项：A（社交平台）、B（社交结合）、C（不设高目标）、D（专属阅读角）、E（职业相关）、F（碎片时间）均与 “改变阅读类型重燃兴趣” 无关，排除。
【完形填空】
篇章梗概： 本文讲述了一名两岁男孩在低温夜晚失踪，警方利用直升机红外摄像头迅速展开救援并成功找到孩子，最终孩子安全与家人团聚的故事。文章强调了科技与团队合作的重要性。
41. B. stepped away
解析： 根据上下文“when they briefly...”和“When they returned”可知，父母是“短暂地离开了一下”客厅。B. stepped away（走开，暂时离开）最符合语境。A. lost track（失去联系/忘记）后常接of；C. settled down（安定下来）；D. fell behind（落后）均不符合题意。
42. D. gone
解析： 前文提到孩子“失踪（missing）”，且“公寓门开着”，所以孩子是“不见了”。D. gone 直接描述了孩子失踪的状态。A. sleepy（困倦的）、B. frozen（冻僵的）、C. hungry（饥饿的）都只是可能的状态，但“门开着”直接指向的是“人不见了”这个结果。
43. A. launched
解析： 警方接到报告后，会立即“展开”搜索。A. launched（发起，开展）与“search（搜索）”是固定搭配。B. postponed（推迟）、C. broadcast（广播）、D. praised（表扬）都与紧急情况下的响应行动不符。
44. C. essential
解析： 语境指出气温低于零度，孩子只穿尿布，情况危急。因此，“时间至关重要”。C. essential（至关重要的，必不可少的）最能体现这种紧迫性。A. sufficient（充足的）与危机感相悖；B. proper（合适的）；D. endless（无止境的）均不符合逻辑。
45. C. urgency
解析： 此句是进一步强调情况的危急程度。低温和孩子衣着单薄“增加了局势的紧迫性”。C. urgency（紧迫性）是前文“time was essential”的同义复现和强化。A. value（价值）、B. success（成功）、D. time（时间）都无法准确表达这种日益加剧的危机感。
46. A. got
解析： 指飞行员“接到”了求助电话。A. got（收到，接到）是最简单直接的表达。B. missed（错过）、C. ignored（忽视）、D. sought（寻求）都会使故事逻辑中断。
47. D. weight
解析： 作为父母，他们自己能深切体会到孩子失踪时那种沉重的责任感和压力。D. weight 在这里是比喻用法，意为“重负，压力”。A. sign（迹象）、B. joy（喜悦）、C. relaxation（放松）都与当时紧张、沉重的氛围完全不符。
48. A. detected
解析： 红外摄像头的作用是“探测”或“发现”目标。A. detected（探测，发现）精确描述了设备的功能。B. avoided（避免）、C. cleared（清除，澄清）、D. adjusted（调整）都不符合语境。
49. B. released
解析： 警方在事后向公众“发布”或“公布”了一段记录视频。B. released（发布，公开）是描述官方信息发布的常用词。A. canceled（取消）、C. criticized（批评）、D. downloaded（下载）均与上下文无关。
50. D. Thankfully
解析： 后文说孩子“清醒且未受伤”，这是一个非常幸运和令人欣慰的结果。D. Thankfully（值得庆幸的是）表达了这种松了一口气的积极情绪，与好消息完美衔接。A. Unfortunately（不幸的是）表达负面情绪；B. Occasionally（偶尔地）和C. Doubtfully（怀疑地）则不合逻辑。
51. C. comforted
解析： 对一个受惊吓的孩子，地面警察最自然、最人性化的举动是“安慰”他。C. comforted（安慰，抚慰）符合这一场景。A. cured（治愈疾病）、B. awarded（奖励）、D. educated（教育）都不适用。
52. B. reunited
解析： 失踪儿童被找到后，标准的结局和最大的愿望就是“与家人团聚”。B. reunited（重聚）是故事最圆满的结局。A. apologized（道歉）、C. recovered（恢复健康）、D. escaped（逃跑）均不符合情节发展。
53. C. teamwork
解析： 后文明确指出是“Trooper2 和 当地警官”之间的协作，并称之为成功的原因。因此，警方赞扬的是他们之间的“团队合作”。C. teamwork（团队合作）是唯一正确的答案。A. similarity（相似性）、B. comparison（比较）、D. competition（竞争）都与合作的基调相悖。
54. D. rescue
解析： 整个事件就是一次成功的“救援”行动。D. rescue（救援）点明了文章的主题。A. reply（回复）、B. show（表演，展示）、C. drill（演习）都不对。
55. B. technology
解析： 文章的核心线索之一是使用了“配备红外摄像头的直升机”才快速找到了孩子。这是“科技”的体现。并且，“科技与奉献”是促成现代救援成功的两个常见且合理的因素。B. technology（技术）是正确答案。A. gravity（严重性）前文已体现，但并非与“奉献”并列的成功要素；C. experience（经验）和D. money（金钱）在文中没有明确支撑。
【语法填空】
56. studying
考点：非谓语动词（动名词）。
解析：考查固定搭配 devote...to...，其中 to 是介词，后接动词时需用动名词形式。
57. that
考点：名词性从句（表语从句）。
解析：空格位于系动词 was 之后，需要引导一个表语从句。从句 chimpanzees use tools 成分完整，句意完整，故用从属连词 that 引导，且不可省略。
58. to
考点：固定搭配（动词短语）。
解析：考查 contribute to...（对...做出贡献）这一固定搭配。
59. extinction
考点：词性转换（动词→名词）。
解析：动词 face 后需要接名词作宾语。extinct 是形容词，其名词形式为 extinction。
60. shifted
考点：动词的时态。
解析：句中有明确的过去时间状语 after 1986，描述过去发生的动作，因此谓语动词需用一般过去时。
61. extensively
考点：词性转换（形容词→副词）。
解析：空格处需要修饰动词 traveled，因此需将形容词 extensive 变为副词 extensively。
62. to take
考点：非谓语动词（动词不定式）。
解析：考查固定搭配 urge sb. to do sth.（敦促某人做某事）。
63. the
考点：冠词。
解析：youth 在此处意为“年轻人（集体）”，是特指她所要合作的“年轻一代”，故用定冠词 the 表特指。
64. it
考点：代词。
解析：空格处需要作形式主语，指代后面隐含的或不言自明的情况（“为时已晚”这件事），故用代词 it。
65. individuals
考点：名词的单复数。
解析：空格前有 countless（无数的）修饰，后面的可数名词 individual 必须用复数形式。
【应用文】
一、 题目与体裁分析
（1）体裁：书信体电子邮件。这是一种非常正式的应用文写作形式，需要遵循英文书信的基本格式（称呼、正文、结尾敬语、署名）。
（2）写作身份与对象：作者是“李华”，收件人是“友好学校学生会主席Peter”。这决定了语言的基调应该是友好、礼貌、正式但又不失亲切。
（3）核心任务：回复一封建议信。必须完整覆盖题目中给出的三个要点。
二、写作思路与结构解析
一篇优秀的范文通常会采用经典的“三段式”结构，与题目的三个要点一一对应。
第一段：开门见山，表示欢迎 关键要素：
（1）感谢来信。
（2）对Peter组织研学之旅表示热烈欢迎。
（3）明确表明来信目的——推荐城市。
第二段：推荐城市并阐述理由
结构：主题句 + 理由阐述（2-3个为宜）。
（1）主题句：清晰、直接地提出你推荐的城市。
（2）理由阐述：这是得分的关键。理由需要具体、有说服力，并且最好与“研学之旅”的主题紧密相关。避免空泛的形容词（如 beautiful, big）。
（3）行文连贯：使用恰当的连接词来串联理由，如 Firstly,... Secondly,... Moreover,..., Besides,..., What's more... 等。
第三段：总结并表达祝愿
关键要素：
（1）简要总结，重申相信这个选择会很棒。
（2）表达愿意提供进一步帮助。
（3）送上对研学之旅成功的祝愿。
【读后续写】
读后续写分析：
1. 情节衔接要点
呼应原文伏笔：需紧扣原文中 “格林太太爱动物（放猫粮、摸流浪猫）”“莉莉担心格林太太不在家”“妈妈过敏” 等关键信息，确保续写情节不偏离原文逻辑。例如，格林太太的反应应符合 “善良爱动物” 的设定，避免出现 “拒绝帮助” 等与前文矛盾的情节；
解决核心悬念：原文以 “莉莉敲门等待” 结尾，续写第一段需优先解决 “格林太太是否愿意帮忙” 的悬念，通过对话或动作展现其态度，自然过渡到 “救助猫” 的具体行动；
补充细节合理性：结合冬日严寒背景，可加入 “格林太太让莉莉进屋取暖”“给猫准备食物 / 温水” 等细节，既呼应原文 “猫冻饿交加” 的状态，又让情节更真实。
2. 人物情感延续
莉莉的情感变化：原文中莉莉从 “担忧（怕猫冻死）— 纠结（妈妈过敏）— 紧张（敲门等待）”，续写中应过渡到 “安心（格林太太愿意帮忙）— 开心（猫得到救助）— 自豪（做了正确的事）”，通过动作（如 “松了口气”“微笑”）或心理描写体现；
格林太太的情感表达：需通过 “温暖的笑”“轻柔的动作（摸猫）”“关切的话语” 强化其 “慈祥、爱动物” 的形象，例如看到猫时的心疼、对莉莉的肯定，让人物更立体；
妈妈的态度处理：原文提到 “妈妈过敏”，续写第二段需合理处理妈妈的反应 —— 既不能完全否定莉莉的行为，也需符合 “过敏” 的现实，可通过 “肯定莉莉的善良”“关心猫的后续” 展现家人的支持，避免矛盾。
3. 主题深化方向
原文核心主题是 “善良与责任”，续写需进一步升华：
可通过格林太太的话（如 “你为它着想，真是个善良的孩子”）直接点出莉莉的品质；
借助莉莉的心理（如 “虽然没早点喝到热牛奶，但心里更暖”）体现 “帮助他人比个人舒适更有意义”；
加入 “后续互动”（如 “莉莉常去看猫”），展现善意的延续，让主题更有温度。河池高中2023级高三上学期第二次月考
英 语
（考试时间：120分钟 满分：150分）
注意事项:
1. 答题前, 考生先将自己的姓名、学校、班级和准考证号码填写清楚, 将条形码准确粘贴在考生信息条形码粘贴区。
2. 选择题必须使用2B铅笔填涂; 非选择题必须使用0.5毫米黑色字迹的签字笔书写, 字体工整、笔迹清楚。
3. 请按照题号顺序在答题卡各题目的答题区域内作答, 超出答题区域书写的答案无效; 在草稿纸、试卷上答题无效。
4. 作图可先使用铅笔画出, 确定后必须用黑色字迹的签字笔描黑。
5. 保持卡面清洁, 不要折叠, 不要弄破、弄皱, 不准使用涂改液、修正带、刮纸刀。
第一部分 听力(共两节，满分30分)
做题时, 先将答案标在试卷上。录音内容结束后, 你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题, 从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后, 你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. What is the weather like now
A. Sunny. B. Rainy. C. Cloudy.
2. What will the woman do this weekend
A. Study English. B. Go to a concert. C. Take a test.
3. Where does this conversation take place
A. At home. B. In a restaurant. C. At school.
4. Who is probably the woman
A. The man’s neighbor. B. The man’s friend. C. The man’s sister.
5. What are the speakers mainly talking about
A. A trip to Africa. B. Zoo animals. C. Television documentaries.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题, 从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前, 你将有时间阅读各个小题, 每小题5秒钟; 听完后, 各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What did Julie plan to do with the blue dress initially
A. Resell it. B. Return it. C. Exchange it.
7. What does Mike recommend Julie to do
A. Take the red dress. B. Try on a white T-shirt. C. Choose the right size.
听第7段材料，回答第8至10题。
8. What is the probable relationship between the speakers
A. Teacher and student. B. School friends. C. Colleagues.
9. Why did the man crash his motorcycle
A. He was sleepy. B. He was distracted. C. He was speeding.
10. What is the woman’s suggestion in the end
A. Check the situation. B. Call Mr. White. C. Pay damages.
听第8段材料，回答第11至14题。
11. How will the woman get to the airport
A. By catching a taxi.
B. By riding a bus.
C. By taking the man’s car.
12. What do we know about the man
A. He has never been to San Francisco.
B. He has a friend in New York.
C. He likes Fisherman’s Wharf best.
13. How long does the woman plan to stay in the US
A. Ten days. B. Seven days. C. Five days.
14. What does the man mean in the end
A. He knows the woman’s friend.
B. He will leave for New York soon.
C. He is going to be the woman’s tour guide.
听第9段材料，回答第15至17题。
15. How did the man help the woman
A. By carrying her bag. B. By removing the stuff. C. By giving her money.
16. How much did the items cost
A. 12 dollars. B. 18 dollars. C. 20 dollars.
17. Why does the man mention his mother
A. To explain his behavior.
B. To show his generosity.
C. To get sympathy from the woman.
听第10段材料，回答第18至20题。
18. When was the National Park Service established
A. In 1870. B. In 1872. C. In 1916.
19. What does the speaker think is the biggest feature of the park
A. It lies on a volcano.
B. It’s home to various plants.
C. Its name comes from a river.
20. What can we say about the Yellowstone Caldera
A. It has become a dead volcano.
B. It last erupted about 500,000 years ago.
C. It explodes more frequently than before.
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
Volunteer Opportunities with Green Futures Society
City Park Restoration Project (Weekends in May)
Join us to revitalize Central City Park! Activities include planting native trees, building new trails, and cleaning up the creek. No experience needed. Gloves and tools provided. Bring your own water bottle and enthusiasm! Perfect for families and groups.
Time: 9:00 AM - 1:00 PM, every Saturday and Sunday in May.
Meet: At the main park entrance.
Summer Youth Science Camp Assistant (July 10-28)
We are looking for enthusiastic volunteers aged 16+ to assist with our annual science camp for children aged 8-12. Duties include setting up experiments, supervising outdoor activities, and ensuring campers’ safety. A background in science or education is a plus but not required. Training provided.
Commitment: 3-week camp, weekdays 8:30 AM - 3:30 PM.
Community Garden Coordinator (Weekday Mornings)
Help manage the Oak Street Community Garden! This role involves watering plants, weeding, coordinating planting schedules with local gardeners, and leading weekly workshops on organic gardening. Ideal for individuals with gardening knowledge and good communication skills.
Time: Flexible, 2-3 mornings per week.
To apply or for more information, please visit: “www.greenfuturesvolunteer.org” (www.greenfuturesvolunteer.org)
21.Who is the target audience for the City Park Restoration Project
Experienced gardeners only. B. People who can commit to a three-week program.
C. Science teachers and experts. D. Families looking for a weekend activity.
22. What is a common requirement for all three volunteer opportunities
A. A background in science. B. Availability on weekdays.
C. A passion for the environment and community. D. Previous volunteer experience.
23. How can interested individuals get more details about these opportunities
A. By visiting a specific website. B. By sending an email application.
C. By calling the Green Futures Society office. D. By going to the Central City Park entrance.
B
I was ten when I first met Mr. Schmidt. He was a towering, stern-looking man who had moved in next door. My friends and I were terrified of him, convinced he was the most bad-tempered person alive. We’d dare each other to ring his doorbell and run, but I never had the courage.
One Saturday, my soccer ball accidentally flew over his fence and into his prized rose garden. My heart sank. Getting it back meant facing him. I spent an hour gathering my nerve before walking to his front door, my knees shaking. I rang the bell, preparing to run.
The door creaked open. Mr. Schmidt looked down at me, frowning. “What ” he boomed. I stammered about my ball. He stared for what felt like an eternity, then said, “Well, come on, then. Don't trample the roses.”
I followed him nervously through his perfect house to the backyard. And then I saw it: located among the vibrant roses was the most beautiful, complicated model of a sailing ship I had ever seen. It was half-finished, sitting on a workbench. “The Cutty Sark,” he said, noticing my gaze. His voice was different—softer. “I build them.”
He picked up a tiny piece of wood and showed me how he carved it. I was fascinated. That afternoon, he didn’t just return my ball; he showed me his workshop, filled with models of historic ships. He spoke about each one with a passion that transformed him completely. The stern neighbor was gone, replaced by a gentle, patient artist.
I visited Mr. Schmidt every weekend after that. He taught me about woodworking, patience, and history. I learned that his sternness was just a shell, hiding a kind and lonely man who had lost his wife years ago. We became unlikely friends. He taught me that courage isn't about not being afraid; it’s about facing your fear, and that sometimes, on the other side of that fear, you find something—or someone—truly wonderful.
24.Why were the children initially afraid of Mr. Schmidt
A. He often punished children for entering without permission.
B. He had a fierce dog that barked at everyone.
C. His appearance and behavior seemed unfriendly.
D. He was known for yelling at children playing nearby.
25.What was the immediate cause for the narrator to finally approach Mr. Schmidt
A. He was dared by his friends. B. He needed to get his soccer ball back.
C. He was curious about the model ships. D. His parents asked him to deliver something.
26.What key change did the narrator observe in Mr. Schmidt during their first real interaction
A. Mr. Schmidt’s voice and attitude softened when talking about his models.
B. Mr. Schmidt apologized for being bad-tempered.
C. Mr. Schmidt immediately became very talkative and friendly.
D. Mr. Schmidt offered him a tour of the entire house.
27.What is the main message of the story
A. Model ship building is a rewarding hobby.
B. Elderly people are often lonely and need company.
C. It is important to respect your neighbors’ property.
D. Appearances can be misleading, and courage can lead to unexpected friendships.
C
In the world of psychology, a fascinating concept known as the “growth mindset” has gained considerable attention, primarily through the work of psychologist Carol Dweck. It stands in contrast to a “fixed mindset.” Individuals with a fixed mindset believe that their basic qualities, like intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.
On the other hand, those with a growth mindset believe that their most basic abilities can be developed through dedication and hard work. This view creates a love of learning and a resilience that is essential for great accomplishment. Challenges are seen not as threats, but as opportunities to learn and grow. When faced with a setback, a person with a growth mindset is likely to analyze what went wrong and try a different approach.
The implications of these mindsets are profound, especially in education. Students with a growth mindset tend to achieve more than those with a fixed mindset because they worry less about looking smart and put more energy into learning. When teachers praise students for the process they engage in—their effort, strategies, focus, and perseverance—they foster a growth mindset. Conversely, praising only intelligence or talent can make students doubt themselves when they face difficulty, as they may attribute failure to a lack of innate ability.
In professional settings, the impact of these mindsets is equally striking. Employees with a growth mindset actively seek feedback, view colleagues’ successes as sources of inspiration rather than threats, and are more willing to take on challenging projects—even if they might initially struggle. This willingness to step outside comfort zones often leads to faster career growth and innovation for both individuals and teams. Leaders who cultivate a growth mindset within their organizations, by celebrating effort over just results and normalizing setbacks as part of the learning process, build more resilient and adaptive teams.
Fortunately, mindsets are not set in stone. People can learn to adopt more of a growth mindset by becoming aware of their own internal dialogue and changing how they respond to challenges. Embracing the phrase “not yet” can be powerful; receiving a low grade doesn’t mean “I failed,” but rather “I haven’t learned this yet.” Over time, this shift doesn’t just boost personal or professional performance; it shapes a mindset where continuous improvement becomes second nature, turning potential limitations into stepping stones for success.
28.According to the passage, what do people with a fixed mindset think about success
A. Success comes from continuous learning and hard work.
B. Success depends on innate intelligence or talent alone.
C. Success is achieved by analyzing setbacks and trying new approaches.
D. Success relies on the support from teachers and family.
29.What can we infer from the passage about teacher’ praise
A. Praising students’ intelligence will make them more confident in facing difficulties.
B. Teachers should avoid praising students’ effort to prevent them from being lazy.
C. Praising students’ learning process will help them develop a growth mindset.
D. Teachers’ praise has no impact on students’ mindset development.
30.Please guess the meaning of the underlined phrase “set in stone” in the sentence “Fortunately, mindsets are not set in stone.”
A. Unchangeable B. Easy to understand C. Very important D. Difficult to develop
31.Which of the following is the best title for the passage
A. The History of Carol Dweck’s Psychological Research
B. The Differences Between Growth Mindset and Fixed Mindset
C. How to Improve Students’ Academic Performance in Education
D. The Importance of Praise in Students’ Learning Process
D
The history of human communication is marked by revolutions: the invention of writing, the printing press, the telegraph, and the Internet. Each dramatically reshaped society. Now, on the horizon, is a technology promising another transformation: brain-to-computer interfaces (BCIs). BCIs aim to create a direct communication pathway between the brain and an external device.
In recent years, advancements in neural decoding algorithms(神经解码算法) and miniaturized sensors have accelerated BCI development. Early prototypes, once bulky and limited in function, now operate with greater precision—some even allowing users to control multiple devices at the same time via thought alone. This progress brings the technology closer to mainstream medical use, though accessibility remains a key barrier for many patients.
The most immediate and profound application of BCIs is in the medical field. For individuals paralyzed by spinal cord injuries or neurodegenerative diseases, BCIs can offer a new lease on life. By decoding neural signals, patients can control robotic limbs, operate wheelchairs, or type on a computer screen using only their thoughts. This technology has the potential to restore a degree of independence that was previously unimaginable.
Beyond restoring lost functions, BCIs are also being explored for “human enhancement”. Imagine downloading a new language directly into your brain, or enhancing your memory capacity. While this may sound like science fiction, companies are investing heavily in such research. However, this path is filled with ethical questions. Would such enhancements be available to all, or only to the wealthy What does it mean for human identity if our cognitive abilities can be artificially increased
Furthermore, the ability to read brain activity raises serious privacy concerns—the concept of “mental privacy.” Could governments or corporations one day access our thoughts Robust ethical frameworks and regulations are urgently needed to guide the development of this powerful technology.
The BCI revolution is in its early stages, filled with both incredible potential and significant risks. Like any powerful tool, its impact will depend on how we choose to use it. The challenge lies in using its power for healing and human progress while guarding against misuse and ensuring that the technology serves humanity, and not the other way around.
What is the primary purpose of the passage
To advertise the latest BCI products on the market.
To explain the technical details of how BCIs work.
To argue that BCIs are too dangerous to be developed further.
To discuss the potential benefits and ethical concerns of BCI technology.
33. How can BCIs primarily help paralyzed patients according to the text
A. By curing their underlying diseases.
B. By allowing them to control devices with their thoughts.
C. By enhancing their natural cognitive abilities.
D. By connecting their brains directly to the Internet.
34. What is a major ethical concern associated with the “human enhancement” use of BCIs
A. They might be too expensive for the average person to afford.
B. They could make learning new languages too easy.
C. They require complex surgical procedures.
D. They have no proven medical benefits.
35. What does the author emphasize as necessary for the future development of BCIs
A. Immediate commercial application.
B. Slowing down the pace of research.
C. Strong ethical guidelines and regulations.
D. Leaving the development entirely to private companies.
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能填入空白处的最佳选项。选项中有两项为多余选项。
How to Cultivate a Reading Habit in the Digital Age
In a world of endless notifications and short-form video content, developing a deep reading habit can feel like a challenge. However, the benefits of reading—improved focus, expanded knowledge, and reduced stress—are more valuable than ever. Here are some practical strategies to help you become a consistent reader.
Start Small and Set Realistic Goals. 36 Don’t commit to finishing “War and Peace” in a week. Instead, aim to read for just 15-20 minutes a day, or perhaps just one chapter. The key is consistency, not volume. The sense of accomplishment from meeting a small goal will motivate you to keep going.
Always Carry a Book (or an E-Reader). 37 Whether it’s during your commute, waiting in line, or during a lunch break, these pockets of time add up. Having a book readily available makes it easier to choose reading over scrolling through social media.
Create a Comfortable Reading Environment. Find a specific spot in your home that is comfortable and free from major distractions. 38 This conditions your brain to associate that space with reading and focus. Good lighting and a comfortable chair are essential.
39 Reading doesn’t have to be a solitary activity. Joining a book club or an online reading community can provide motivation, accountability, and a space to share insights. Knowing that you have a discussion coming up can be a powerful incentive to finish the book.
Diversify Your Reading. If you find yourself stuck in a reading slump, try a different genre. If you always read non-fiction, pick up a fast-paced thriller or a graphic novel. 40 The goal is to remember that reading is a form of enjoyment, not a chore.
A. Track your reading progress on social media.
B. Link Reading to a Social Activity.
C. Don’t set overly ambitious targets at the beginning.
D. Turn this into your dedicated reading corner.
E. Choose books that are relevant to your career.
F. This allows you to take advantages of “dead time” throughout the day.
G. Sometimes, a change is all you need to rekindle your interest.
第三部分 英语知识运用（共两节，满分30分）
第一节 完形填空（共15小题；每小题1分，满分15分）
阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。
On the evening of April 5, a 2-year-old boy was reported missing from his home in Blackman Charter Township, about an hour from Detroit. His parents told authorities he had been in the living room when they briefly 41 . When they returned, the door to the apartment was open and their child was 42 ·
Michigan State Troopers from Jackson County immediately 43 a search, using an infrared(红外线的) camera mounted on a helicopter(直升机). With temperatures dropping below freezing, time was 44 . The child was wearing only a diaper(尿布) , adding to the 45 of the situation.
Brandon Franklin and Sgt.Cole Martin were already in the air when they 46 the call. As parents themselves,they felt the 47 of the moment. Within 15 minutes of arriving in the area, the infrared camera 48 movement near a highway. A video 49 by Michigan State Police recorded the moment when the boy was found.
50 , the boy was awake and unharmed. Local officers on the ground 51 the frightened boy before walking him to a waiting ambulance. He was taken to a nearby hospital and later 52 with his family.
The Michigan State Police praised the 53 between Trooper 2 and local officers, calling the 54 a success made possible by both 55 and devotion.
41.A.lost track B.stepped away C.settled down D.fell behind
42.A.sleepy B.frozen C.hungry D.gone
43.A.launched B.postponed C.broadcast D.praised
44.A.sufficient B.proper C.essential D.endless
45.A.value B.success C.urgency D.time
46.A.got B.missed C.ignored D.sought
47.A.sign B.joy C.relaxation D.weight
48.A.detected B.avoided C.cleared D.adjusted
49.A.canceled B.released C.criticized D.downloaded
50.A.Unfortunately B.Occasionally C.Doubtfully D.Thankfully
51.A.cured B.awarded C.comforted D.educated
52.A.apologized B.reunited C.recovered D.escaped
53.A.similarity B.comparison C.teamwork D.competition
54.A.reply B.show C.drill D.rescue
55.A.gravity B.technology C.experience D.money
第二节 语法填空（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。
Dr. Jane Goodall, the world-renowned ethologist and primatologist(灵长类动物学家), passed away on October 1, 2025 in California during her U.S. speaking tour, according to a statement from the Jane Goodall Institute. Born in 1934 and raised in London, Dr. Goodall devoted her life to 56 (study) wildlife, a passion that began in her childhood and never faded.
Her most celebrated discovery, which fundamentally altered our understanding of the animal kingdom, was 57 chimpanzees use and make tools. This finding, once thought to be a uniquely human trait, contributed significantly 58 evolutionary biology. However, as chimpanzee populations alarmingly faced 59 (extinct) due to habitat loss and hunting, Dr. Goodall 60 (shift) her focus from research to conservation after 1986.
She began traveling 61 (extensive), often spending over 300 days a year on the road for more than three decades. With permission from local authorities, she visited schools worldwide, where she urged young people 62 (take) immediate action. “I must work with 63 youth,” she often stated, “to raise a new generation that will better care for our planet before 64 is too late.”
Her global lectures and educational programs inspired countless 65 (individual) to reflect on their own role and play a part in environmental protection, leaving behind a lasting legacy not just of scientific knowledge, but of profound responsibility for the Earth.
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，你校的友好学校学生会主席 Peter计划假期组织学生来中国参加研学之旅，但不知道应该去哪个城市，发邮件向你征求建议。请你给他回复一封邮件，内容包括：
1.表示欢迎；2.推荐城市并给出理由；3.表达祝愿。
注意：1. 词数80左右；
2. 增加细节，以使行文连贯。
Dear Peter,
__________________________________________________________________________________________________________________________________________________________________________
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。
注意：1. 续写词数应为150左右；
2. 请按如下格式在相应位置作答。
It was a bitter cold winter afternoon. The sky was dull gray, and 10-year-old Lily walked home from school alone, her cheeks became red from the wind. The wind howled, cutting through her coat and making her teeth chatter(打颤). Snowflakes fell thicker by the minute, covering the road in a thin white blanket that crunched(发出压碎声) under her boots. Lily pulled her woolen coat tighter, put her chin into her scarf, and hurried—all she wanted was home: warm kitchen lights, her mom’s honeyed hot milk, and the fireplace.
Suddenly, a weak “meow” came from a nearby bush. Lily froze, held her breath, and listened. The sound came again, softer. Curious and worried, she walked over, brushed snow off the bush, and knelt to look. There, huddled in the corner, was a small black cat. Its fur was matted and wet, and it trembled violently—Lily could even see its ribs, like it hadn’t eaten in days. She reached out gently, and to her surprise, the cat leaned into her gloved palm, letting out a faint purr.
Lily couldn’t leave it— the wind was getting stronger, and the cat might not survive the night. But her mom was badly allergic to cats; taking it home was impossible. She bit her lip, then remembered Mrs. Green, her elderly neighbor two blocks away. Mrs. Green loved animals, always keeping cat food on her porch and petting strays. Maybe she’d help.
Lily took off her grandma-knit red scarf, wrapped it around the cat, and picked it up, holding it close for warmth. Her boots slipped on the icy sidewalk as she hurried to Mrs. Green’s. When she reached the blue door, she knocked three times, hands shaky from cold and nerves. What if Mrs. Green wasn’t home She pressed the cat tighter, whispering, “It’ll be okay.” She waited, listening for footsteps, hoping desperately Mrs. Green would answer.
The door opened slowly, and Mrs. Green appeared with a warm smile._______________________
__________________________________________________________________________________________________________________________________________________________________________
That evening, Lily told her parents about the cat and Mrs. Green's help._______________________
__________________________________________________________________________________________________________________________________________________________________________

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