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Unit 2 单元测试卷 B
(考试时间：120 分钟 试卷满分：150 分)
注意事项：
1 ．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。
2 ．回答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。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。
1 ．What did the woman encourage the man to do
A ．Keep on studying. B ．Ask for help. C ．Spend more time.
2 ．Why did the man raise his hand
A．To express his ideas. B．To avoid being questioned. C．To impress the teacher in class.
3 ．When does the woman like to do homework
A ．Before leaving school. B ．During class breaks. C ．Upon getting home.
4 ．What does the woman offer to do for the man
A ．Send him home. B ．Make a copy of notes. C ．Lend him her notebook.
5 ．What subject is the woman sad about
A ．Science. B ．French. C ．Maths.
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。
听下面一段较长对话，回答以下小题。
6 ．Why is the man stressed
A ．He’s busy with his exam.
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B ．The professors don’t like him.
C ．He has a lot of schoolwork to do.
7 ．What will the woman do
A ．Do exercise with the man.
B ．Teach the man to read fast.
C ．Help with the man’s schoolwork.
听下面一段较长对话，回答以下小题。
8 ．When is the homework due
A ．On Monday. B ．On Tuesday. C ．On Friday.
9 ．What topic is Judy studying on
A ．The world history.
B ．The ancient writing system.
C ．The decline of Maya civilization.
10 ．What is the possible relationship between the speakers
A ．Classmates. B ．Colleagues. C ．Professor and student.
听下面一段较长对话，回答以下小题。
11 ．How did the woman feel about her exam
A ．Satisfied. B ．Stressed. C ．Surprised.
12 ．Which section did the speakers both find difficult
A ．The novel section. B ．The poetry section. C ．The grammar section.
13 ．What will the speakers do next
A ．Have lunch. B ．Go on a trip. C ．Prepare for an exam.
听下面一段较长对话，回答以下小题。
14 ．What did the woman study at university
A ．Engineering. B ．Design. C ．Painting.
15 ．What would the artist like his work to inspire in the viewers
A ．Their talent in art.
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B ．Their appreciation for life.
C ．Their unique understanding.
16 ．What is the pleasant surprise to the man
A ．The price of the artworks.
B ．The piece of art the woman owns.
C ．The friendship the woman enjoys.
听下面一段独白，回答以下小题。
17 ．Who is listening to the lecture
A ．Psychology teachers. B ．Psychology students. C ．High school students.
18 ．How long does each lecture last
A ．One hour. B ．Two hours. C ．One and a half hours.
19 ．What will listeners do if missing the lecture
A ．Take the exam directly. B ．Refer to the others’ note.
C ．Attend the later class.
20 ．What does the speaker say about the exams
A ．There will be six pages.
B ．They might be more difficult.
C ．They can be handed in by email.
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
The HSK is a globally-run standardized test of Chinese language ability for non-native
speakers. Whether you seek to ensure qualifications for scholarships or gain an advantage in the job market or a related academic field, an HSK pass will serve you well. But, of course, many
learners also find an exam to be an excellent source of motivation!
Working with the Chinese Testing Centre, we are delighted to announce that our Institute
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will continue to offer opportunities for interested candidates to sit 2024 HSK Exams which will be in-person exams only. The next offline exam will take place on Sunday, 19 May.
Please visit HSK Exams Official Page to register. A recent passport photo is required when completing the registration form. A standard 2-inch identification photo no larger than 100kb must be sent to info@confuciusinstitute.ac.uk after you register the exam online.
Your admission ticket can be printed in the exam registration system after the registration
closes. On the exam date, you MUST bring your admission ticket and the identification document, or you will not be able to sit the exam on the day.
Examination Fees:
HSK offline HSK1 HSK2 HSK3 HSK4 HSK5 HSK6
Standard 10.00 20.00 30.00 40.00 50.00 60.00
Please note that if you want to book more than one exam level, you need to go through the booking process for each item you wish to book and pay correspondingly. For postage and
packing, extra 3.00 is required for each level.
21 ．What benefit will an HSK pass bring
A ．Qualifying for scholarships. B ．Getting a dream job.
C ．Having academic exchange. D ．Improving examination skills.
22 ．What is a necessity when you register for the HSK
A ．A recent passport photo. B ．A standard 2-inch ID photo.
C ．A printed admission ticket. D ．An identification document.
23 ．How much do you pay if you want to book HSK3 and HSK4 with postage and packing
A ． 33.00. B ． 43.00. C ． 70.00. D ． 76.00.
B
I have been studying the French language for three years. This field of study has been the
hardest but most precious of my life. I would put it above the study of writing simply because I
started writing as a 6-year-old boy under my mother’s guidance. I always “felt” I could write. I did not always “feel” I could study a foreign language effectively.
But here I am, right now, in a French hotel. I spoke French at the border, when I checked in
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and when I went to get lunch. I fail to speak with fluency. I mishear words. I can’t really use
complicated grammar. But my words are perfectly understandable and serve their purpose. I feel, as I always do, like I am lost in the dark, but with each misstep, I find my way more clearly. I
didn’t feel it when reading French novels; I didn’t feel it at school. I just felt it when I first arrived Paris.
I’m emphasizing feelings because, when studying, they are as important as any reality. The fear of making mistakes feeds the hopeless and makes learners quit. It is not the study of language that is hard. It is the feelings of who you are at the present level and pessimistic belief of who you will always be that make it hard. The transformation to turn struggles into growth is what truly
makes learning a life-changing journey.
Maybe one day, someone will say something to me that I do not understand, and in that
moment. I may feel a bit discouraged. But now, I feel a sense of being high. These moments of confidence and motivation are precious, for they remind me of how far I’ve come. They are not the norm (常态), though. The truth is, the lows are what I encounter more often. They are part of the learning process, part of the transformation that shapes us into better versions of ourselves.
And yet, it is through these lows that I am constantly learning and growing.
24 ．How does the author feel about making mistakes in French
A ．Awkward. B ．Hopeless. C ．Competent. D ．Rewarding.
25 ．Why does the author emphasize feelings
A ．To highlight his struggles in learning French.
B ．To show that positive thinking can drive growth.
C ．To illustrate that people should follow their hearts.
D ．To clarify his experience in mindset transformation.
26 ．What can we infer from the last paragraph
A ．The lows are always followed by highs.
B ．Feeling confident should be made a norm.
C ．Struggles are an essential part of learning.
D ．The ups are the real times when learning occurs.
27 ．Which statement might the author probably agree with
A ．Fail again, fail better. B ．Stay grounded, work for greatness.
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C ．Accept the lows, wait for the chance. D ．Be courageous, explore the unknown.
C
Imagine the last time you concentrated deeply to solve a challenging problem like a math puzzle or a chess move. Little by little, it seemed that your problem effortlessly resolved itself on the mental blackboard of your mind.
In recent research, my colleagues and I set out to investigate the neural mechanisms
underlying these experiences. Specifically, we sought to understand what occurs within the brain when a person engages in abstract and demanding thought.
Previous studies concentrated on brain activity during the brief consideration of problems that take mere seconds to solve. However, our study took a different approach by using more
complex math challenges, which are more similar to the tricky puzzles.
We recruited 22 university students to join in math programs. They were asked to solve a series of complex math problems while undergoing functional magnetic resonance imaging (MRI核磁共振) scans which allowed us to observe changes in brain activity as they handled the
problems.
We found the brain regions associated with math processing were highly active during the task, particularly in those with extensive math expertise (专业技能). Furthermore, as the students deeper researched into the problems, their brains showed increased connectivity between different regions, indicating a heightened state of concentration.
The findings could potentially aid scientists in gaining a broader understanding of the
power of concentration, which suggest that developing expertise in a particular field can enhance the brain’s ability to concentrate. This may be due to the fact that the brain filters out (滤除)
irrelevant information and focuses on the most critical aspects of a problem. Additionally, their extensive experience may have led to the formation of neural pathways that facilitate more
efficient problem-solving.
In conclusion, our study provides valuable insights into the neural mechanisms underlying deep concentration and the role of expertise in enhancing this ability. As we continue to explore these phenomena, we may gain a deeper understanding of the cognitive processes that strengthen human performance.
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28 ．What is the main difference of the recent study from previous ones
A ．It focuses on easy problems.
B ．It adopts a different strategy.
C ．It uses advanced technology.
D ．It helps solve math challenges.
29 ．What is mainly talked about in Paragraph 4
A ．The research tool. B ．The research basis.
C ．The research subject. D ．The research process.
30 ．What do the research findings suggest
A ．Higher expertise can make the brain more focused.
B ．Extensive experience can facilitate problem-solving.
C ．Our brain can tell the critical information from others.
D ．With the power of concentration comes higher efficiency.
31 ．What is the purpose of the research
A ．To identify the most effective math learning methods.
B ．To promote the use of MRI scans in neuroscience research.
C ．To explore the neural mechanisms behind deep concentration.
D ．To compare the brain activity of math experts and non-experts.
D
A group of scientists, including people from the Royal Society of Chemistry, recently
proposed that experiences such as licking (舔舐) an ice lolly (冰棍) should be part of the science class. By licking a lolly and seeing how it melts – the idea goes – children would better learn
about melting, and therefore about chemistry and physics.
But simply licking a lolly, or experiences such as kneading dough, playing with shadows actually doesn’t help students to learn science. Using examples and demonstrations in the
classroom can be a helpful approach towards deeper understanding, but it’s not a shortcut to knowledge.
The idea of learning through experiences has a long history. It’s perhaps most closely associated with the work of educator John Dewey in the early 20th century. Dewey and other
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educators ofthe time were concerned that an emphasis on rote (死记硬背) learning would lead to “inert (惰性的) knowledge”: facts that students wouldn’t be able to apply to the real world.
An experience like licking a lolly may at least be memorable – especially if you’d never done it before.
However, there is a difference between having memories for events and having knowledge. For example, between having personally lived through the French Revolution and knowing what
happened including its origin and effects, the latter involves a different type of memories –
structured memories. These are based on understanding how things work and what they mean. It is the type of memory that is at play when you use a word such as “heavy”, unconnected to a specific heavy object. Such understandings are essential to both scientific learning and our use of
language.
If you stop to think about it, most of your knowledge can’t be clearly tied to one particular experience.
Learning is usually not a one-shot process – think of how much experience a gardener
needs before they “know” how plants grow and thrive. These semantic memories derive from a combination of lots of experiences, and sometimes, from comparing and contrasting different things: the difference between two types of plants, or between an ice lolly and an ice cream.
Understanding science or anything else is not just about remembering experiences.
To profit most from first-hand experience, learners need sufficient prior knowledge to
understand what is happening when they observe something in class. If we want students to build up their knowledge of science and be able to use it in future, it’s vital that the focus is on strategies that helped them to transform what they observe into structured knowledge.
32 ．What does the author think of learning physics through licking an ice lolly
A ．Ineffective B ．Innovative C ．Impressive D ．Informative
33 ．What does the writer think might be the theoretical basis of learning through experience
A ．An educator’s work published in the 20th century
B ．The practical experience of a number of teachers
C ．Examples and demonstrations collected from schools
D ．Works and researches done in the history
34 ．What does the author want to convey by mentioning the French Revolution
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A ．Understanding how things work is the key to learning.
B ．Experiential memories doesn’t necessarily lead to knowledge.
C ．Learning different things requires different types of memories.
D ．Learning from historical events is different from licking an ice lolly.
35 ．Which of the following is the main idea of the passage
A ．Licking an ice lolly has become a popular way to learn science.
B ．Experience relies on certain conditions to benefit science learning.
C ．Science learning is becoming increasingly popular among pupils.
D ．Knowledge and experience are both important in science learning.
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。
When I was in primary school, reading index cards (索引卡) under the guidance of our librarian was how my classmates and I located the books we wanted and entered the world of ideas. It was amazing. 36 Then the same librarian explained that book-locating
information was also available on a website. We could select books without even leaving our chairs.
37 The librarian was not confident that the new technology would last. So, as kids, we kept one foot planted in each world, learning the digital landscape while also physically
exploring libraries.
Throughout educational history, new tools have been accepted, rejected, or ignored. Digital card catalogues (目录) are an example of tools that facilitate learning, leading many schools to
adopt a generally friendly attitude toward new technologies. 38 Some tools negatively affect our learning, the most recent example being ChatGPT.
ChatGPT is an artificial intelligence (AI) chatbot that can respond to the questions one asks, drawing on stores of information and its interactions with other users. Where ChatGPT impacts
education is in completing tasks assigned to students. Students can quit thinking — allowing ChatGPT to digest difficult readings on their behalf. 39
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But learning to write is learning to think. Thinking is something we need to grow and
progress as human beings. 40 ChatGPT and related technologies destroy this important
task. I recommend that students resist employing them in the context of reading and writing if they wish to be transformed by their learning.
A ．Sure, AI can do these tasks for us.
B ．Education is meant to shape a person.
C ．But not all tools are equally constructive.
D ．They can also ask it to construct essays assigned by professors.
E ．If allowed to have access to AI-based tools, no one would ever think.
F ．However, this whole process seemed disappointing the very next day.
G ．In those days, we were living between the digital and pre-digital worlds.
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。
No, You Don’t Get an A Just for Effort
After 20 years of teaching, I thought I’d heard every argument in the book from students who wanted a better grade. But recently, multiple students had a new complaint: “My grade doesn’t reflect the effort I put into this course.”
High marks are for , not grit (硬扛，死磕). In the past, students understood that hard work was not sufficient; an A required great work. Yet today, many students expect to be
rewarded for the quantity of their effort rather than the quality of their knowledge. In surveys,
two-thirds of college students say that “trying hard” should be a factor in their grades, and a third think they should get at least a B just for at (most) classes.
This isn’t Gen Z’s fault. It’s the result of a(n) about one of the most popular educational theories.
More than a generation ago, the psychologist Carol Dweck published groundbreaking
experiments that changed how many parents and teachers talk to kids. Praising kids for their abilities their resilience (韧劲), making them more likely to give up when they
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encountered setbacks. To persist and learn in the face of challenges, kids needed to believe that
abilities and skills are , and the best way to nurture this growth mindset was to shift from praising intelligence to effort. This idea quickly made its way into viral articles, best-selling books and popular TED talks.
Psychologists have long found that rewarding effort cultivates a strong work ethic and
reinforces learning. That’s especially for students who weren’t born into comfort or
don’t have a record of achievement. , the problem is that we’ve taken the practice of
celebrating hard work. We are treating it as an end in itself. We’ve taught a generation of kids that their worth is defined by their work ethic. That does great harm to the students.
One study found that if there wasn’t a time limit, the higher people scored on their
own , the more likely they were to stick to a task they will never accomplish. This is what worries me most about valuing perseverance above all else: It can motivate people to stick with a bad instead of developing better ones. With students, a textbook example is
pulling all-nighters rather than spacing out their studying over a few days.
Teachers and parents owe kids a more message. There’s a reason we award
Olympic medals to the athletes who swim the fastest, not the ones who train the hardest.
Motivation is only one of multiple variables (变量) in the achievement equation (等式). Ability, opportunity and luck , too.
The ideal to a disappointing grade is not to complain that your diligence wasn’t rewarded. It’s to ask how you could make your investment better. Trying harder isn’t always the answer. Sometimes it’s working smarter, and other times it’s working on something else altogether.
Every teacher should support students to succeed. In my classes, I make it clear that my
goal is to give as many A’s as possible. But they’re earned through mastering all. The true of learning is not the time and energy you put in. It’s the knowledge and skills you take out.
41 ．A ．industriousnessB ．engagement C ．morality D ．excellence
42 ．A ．doing well B ．showing up C ．nodding off D ．burning out
43．A．misunderstanding B．stretching C．extinction D．emergence
44 ．A ．creates B ．restores C ．stocks D ．hurts
45 ．A ．intangible B ．attainable C ．preservable D ．valuable
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46 ．A ．fearful B ．sentimental C ．dreary D ．important
47 ．A ．Therefore B ．Otherwise C ．However D ．Besides
48 ．A ．barely B ．initially C ．primarily D ．proportionately
49 ．A ．grit B ．education C ．adaptability D ．intellect
50 ．A ．tendency B ．strategy C ．motive D ．criterion
51 ．A ．balanced B ．universal C ．motivational D ．random
52 ．A ．vary B ．arise C ．count D ．interfere
53 ．A ．switch B ．response C ．obstacle D ．access
54 ．A ．run out B ．drop in C ．catch on D ．pay off
55 ．A ．measurement B ．significance C ．theory D ．reward
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。
An unexpected cultural phenomenon has sparked widespread discussions among netizens recently. Some users shared posts 56 (claim) that while visiting relatives in the UK, they discovered British children using Chinese “Hengshui-style” English writing practice books.
Hengshui Style, also known as “Hengshui Ti”, is a standardized English handwriting
method popularized by students from Hengshui High School 57 strictness and academic
excellence are well known in China. The writing style stands out for its 58 (discipline)
structure, neat formatting, and aesthetically pleasing appearance, resembling printed text. Over the years, it has earned a reputation as 59 “secret weapon for exams“, which is believed by
many educators and students 60 (be) highly beneficial for improving legibility and efficiency during timed tests.
The online buzz triggered nostalgia among Chinese netizens. Many 61 (fond)
recalled their own school days, carefully practicing English sentences in “Hengshui-style”
workbooks, some even still possessing identical copybooks. Social media platforms 62
(flood) with users sharing their own “Hengshui-style” handwriting samples and offering tutorials and tips for mastering the style. Some shared before-and-after 63 (compare), showcasing dramatic improvements in their penmanship, 64 others humorously debated whether the
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strict style limited creativity.
This cross-cultural fascination highlights the global reach of educational practices and the enduring legacy of a handwriting method once 65 (confine) to Chinese classrooms.
第四部分 写作(满分 40 分)
第一节、书信写作
66．假定你是李华，你的英国笔友 Jim 来信询问你对学生使用AI 工具（如 ChatGPT、DeepSeek等）辅助学习的看法，请你写一封回信，内容包括：
1.学生使用AI 工具辅助学习的优势；
2.学生使用AI 工具可能带来的问题；
3.你的建议。
注意：
1.词数 80 左右；
2.可适当增加细节，以使行文连贯。
Dear Jim,
Yours,
Li Hua
第二节 读后续写
67 ．阅读下而材料，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 was a village bad boy. At least I was labelled that way because I had no interest in school or studies. I used bad language, hung around with other ‘bad’ boys, skipped school and ran
through the fields. When I wasn’t playing, I’d help my parents on our farm.
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Who’d want to go to school anyway No one thought I would do anything worthwhile with my life. And I’d heard many people in our village talking, “Why bother going to school These
kids end up back on the farms anyway. He’ll never amount to anything. ”
My mother visualised a different future. She was illiterate and knew the value of education to create a better life. When I refused to go to school, she beat me until I dressed and put on my
shoes. She’d follow me right up to the door of the classroom and watch me enter.
This bad boy image troubled me. I didn’t believe I was a bad boy, and I didn’t want to be a bad boy. These thoughts stayed buzzing in my mind. They were always with me, like mosquito
bugs buzzing around our cashew apples. By the time I entered the 12th standard, I had taken a good look at myself and realised the life I was creating. My parents and teachers were
disappointed with my average marks. I did not have any money. No one in the village gave me respect.
These realisations forced me to acknowledge that my mother was right - education was my only way out. I worked hard to finish my graduation in high school. After I passed, I decided to
apply for higher studies in university. But this village bad boy faced too many challenges. Firstly, I had little money, and my parents didn’t want me to leave the village to study in the city. In
addition to that, my grades were poor.
注意：1. 续写词数应为 150 个左右；2. 请按如下格式在答题卡的相应位置作答。
It looked like I would never lose my village bad boy image. Until a miracle happened.
_______________________________________________________________________________
_______________________________________________________________________________
When my parents saw my photos in the paper, they showed them to the entire village.
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1 ．A
【原文】M: Look, I did poorly in the exam again. It’s so terrible. I said that I’m not good at English. I am going to give up.
W: Never mind. Remember what I said — don’t leave things half done.
2 ．B
【原文】W: You failed to answer a math problem again in class.
M: Mr. Black likes to choose the students who don’t volunteer to answer questions. But why did he pick me when I put up my hand
W: Because he saw through your little game!
3 ．C
【原文】M: I’m really finding it difficult to get all my homework done.
W: I prefer to start my homework as soon as I get home. I’ve also tried doing homework during breaks, but it doesn’t work well for me.
4 ．C
【原文】M: I’ve been home in bed all week. It’s going to be tough catching up without notes.
M: Would you like to use mine
W: That’s very kind of you.
5 ．B
【原文】M: You did pretty well in the exams — a B in science and in French, wasn’t it
W: Yeah, but I’m a bit down.
M: About that C you got in maths
W: Actually, I’ve always been really good at foreign languages — I was hoping for a higher grade.
6 ．C 7 ．A
【原文】M: I am really stressed.
W: It’s only the beginning of school term. How can you already be feeling pressure
M: I have a lot of difficult classes this term. The professors are not going easy on us. I have nearly 100 pages to read this week and I have a huge paper to hand in on Monday. I can’t think clearly. I also can’t sleep at night.
W: I can’t help you with your schoolwork, but I can share with you some ways to reduce stress.
答案第 1 页，共 15 页
Get into some exercise clothes. We’re going for a run.
8 ．C 9 ．C 10 ．A
【原文】M: So, Judy, working on that world history project already, it is only Tuesday.
W: Yes, Scott. Professor announced yesterday the homework is due Friday. I picked up Maya civilization as the research direction. You know, it’s a huge project.
M: What are you researching now
W: What really puzzles me is their sudden decline. The professor said the reason remains a mystery. My paper is on this topic.
M: Whoa, move on. Did they have writing, like actual books
W: Exactly. They developed their own writing system. It was super complex. They used symbols to record history, astronomy and stories.
M: Haha, it seems that the research will take forever. I’d better get started on my history project,
too.
11 ．A 12 ．C 13 ．C
【原文】W: How did you do on your English final, Raymond
M: I thought I was going to do much worse. What about you
W: Nothing special, really. I got the grade I thought I would. I guess that’s a good thing. Were you able to finish the entire test
M: Everything but the last section about the novel we read.
W: I did those questions first because that’s my favourite part and I thought it was easy. But I had trouble with the grammar section.
M: I had a headache about this part too and I guessed some of the answers. Luckily, I did really well on the poetry section.
W: I’m not so lucky. My ending was not written very well.
M: I will have my last exam after lunch. Next week we can go on a trip together.
W: Great. I will take an exam this afternoon, too.
M: Now, let’s go to the self-study room together.
14 ．A 15 ．C 16 ．B
【原文】M: How do you know this artist
W: We actually went to university together.
答案第 2 页，共 15 页
M: I thought you studied engineering.
W: We both did, but then he changed major in his second year. He still uses engineering knowledge to create his artworks.
M: Yes, his use of different metals is interesting.
W: I met him last week for dinner. He told me that the different types of metal represent different aspects of life.
M: Did he tell you what they mean
W: No. He said he likes people to form their own opinions and take their own meaning from his work.
M: That’s admirable. Does he use real gold
W: No, he uses paint to create some of the more expensive metals.
M: Otherwise it would be very expensive to make.
W: His work is now very valuable. He sold a piece last week for $100,000.
M: That is incredible. I thought we might be able to pick up one of his works for our home.
W: Unlikely, but don’t worry. I already have one.
M: You do ! You never told me that!
W: Yes. I bought his graduate piece to support his career.
M: It must be worth a fortune.
W: It is, but I’ll never sell it. His friendship means more to me.
17 ．B 18 ．C 19 ．C 20 ．B
【原文】
Welcome to Psychology 101. This is the first course in psychology at the University of
Washington, and it is required for all psychology majors. I know that many of you are just taking this class your first year to see if you like it, and that’s fine. But please take it seriously. As you
can see, this class is very popular, and many folks did not get in. All right. Everyone should have a copy of the class schedule. We meet on Tuesdays and Thursdays from 10:00-11:30 a.m.
If you miss a lecture, you can come to the Monday and Wednesday class, but please make sure you let me know so I can make a note ofit. You are only allowed to miss one class, and after that, every time will affect your grade. We have two main exams, plus one paper of six pages. The amount of work is not too bad, but I will tell you that most students say that my expectations are
答案第 3 页，共 15 页
higher than most of their other professors. I want to challenge you in here, and to do that, I need to make the tests harder than you may be expecting. If you need to reach me outside of class time,
the best way is by email. You can also come by my office on Friday afternoons from 3:00-5:00 p.m. or set up another time to meet with me by calling my secretary. The number is on the board behind me. Any questions
21 ．A 22 ．A 23 ．D
【导语】这是一篇应用文。文章主要介绍了 2024 年 HSK 汉语水平考试的报名信息、考试要求及费用详情，强调了考试对非母语者的益处与动机作用。
21 ．细节理解题。根据第一段的“Whether you seek to ensure qualifications for scholarships or gain an advantage in the job market or a related academic field, an HSK pass will serve you
well.(无论你是想确保获得奖学金的资格，还是想在就业市场或相关学术领域获得优势，HSK通行证都会很好地为你服务)”可知，HSK 通行证会让你有资格获得奖学金。故选 A。
22 ．细节理解题。根据第三段的“Please visit HSK Exams Official Page to register.A recent
passport photo is required when completing the registration form.(请访问 HSK 考试官方页面进行注册。填写登记表时需要护照近照)”可知，报名时需要近期的护照照片。故选 A。
23．细节理解题。根据费用部分，HSK3 的费用是 30.00，HSK4 的费用是 40.00 ，以及最后一段的“For postage and packing, extra 3.00 is required for each level.(邮费和包装费，每层需额外支付 3.00 英镑)”可知，再加上每级邮寄和包装的额外费用 3.00（共两次），所以总费用为：
30 + 40 + 3 + 3 = 76.00 。故选 D。
24 ．D 25 ．B 26 ．C 27 ．A
【导语】本文是一篇议论文。文章主要论述了学习过程中的挣扎、错误与成长之间的关系，以及这些经历对个人成长的重要性。
24 ． 推理判断题。根据第二段中“I fail to speak with fluency. I mishear words. I can’t really use complicated grammar. But my words are perfectly understandable and serve their purpose. (我说得不流利。我听错单词。我真的不会使用复杂的语法。但我的话完全可以理解，并且达到了目的。)” 以及最后一段中“These moments of confidence and motivation are precious, for they
remind me of how far I’ve come. (这些自信和动力的时刻是宝贵的，因为它们提醒我我已经走了多远。)”可知，作者认为自己在法语中犯错是宝贵的经历，并且能让他意识到自己的进步，故作者认为在法语中犯错是值得的。故选 D。
25 ．推理判断题。根据第三段中“The fear of making mistakes feeds the hopeless and makes
答案第 4 页，共 15 页
learners quit. It is not the study of language that is hard. It is the feelings of who you are at the
present level and pessimistic belief of who you will always be that make it hard. The
transformation to turn struggles into growth is what truly makes learning a life-changing journey. (对犯错误的恐惧滋养了绝望，使学习者放弃。难的不是语言学习本身。难的是你在当前水平的自我认知，以及你对自己永远会是这样的悲观信念。将挣扎转化为成长的转变，才是真正让学习成为改变人生的旅程。)”可知，作者强调感受是为了表明积极的思考可以推动成长，将挣扎转化为成长的转变，才是真正让学习成为改变人生的旅程。故选 B。
26 ．推理判断题。根据最后一段中“The truth is, the lows are what I encounter more often. They are part of the learning process, part of the transformation that shapes us into better versions of
ourselves. And yet, it is through these lows that I am constantly learning and growing. (事实是，我遇到更多的是低谷。它们是学习过程的一部分，是塑造我们成为更好自己的转变的一部分。然而，正是通过这些低谷，我一直在学习和成长。)”可知，作者认为挣扎和低谷是学习过程中的重要部分，它们有助于我们的成长。故选 C。
27 ．推理判断题。根据最后一段中“Maybe one day, someone will say something to me that I do not understand, and in that moment. I may feel a bit discouraged. But now, I feel a sense of being high. These moments of confidence and motivation are precious, for they remind me of how far
I’ve come. (这些自信和动力的时刻是宝贵的，因为它们提醒我我已经走了多远。)”可知，作者认为自己在法语中犯错是宝贵的经历，并且能让他意识到自己的进步；再根据最后一段中“The truth is, the lows are what I encounter more often. They are part of the learning process, part of the transformation that shapes us into better versions of ourselves. And yet, it is through these
lows that I am constantly learning and growing. (事实是，我遇到更多的是低谷。它们是学习过程的一部分，是塑造我们成为更好自己的转变的一部分。然而，正是通过这些低谷，我一直在学习和成长。)”可知，作者认为挣扎和低谷是学习过程中的重要部分，它们有助于我们的成长，由此可知，作者可能同意“再试一次，更好地失败”这一观点，即不要害怕失败，要从失败中学习并再次尝试。故选 A。
28 ．B 29 ．D 30 ．A 31 ．C
【导语】这是一篇说明文。文章主要讲述了研究人员通过让 22 名大学生在解决复杂数学问题时接受核磁共振扫描，探究了深度集中思考时大脑的神经机制，发现数学处理相关脑区高度活跃，且随着思考的深入，大脑不同区域间的连接增强。
28 ．细节理解题。根据文章第三段“Previous studies concentrated on brain activity during the
答案第 5 页，共 15 页
(
brief
consideration
of
problems
that
take
mere
seconds
to
solve
However
our
study
took
a
). ,
different approach by using more complex math challenges, which are more similar to the tricky
(
,
)puzzles.(以往的研究主要集中在解决只需几秒钟就能短暂思考的问题时的大脑活动上。然而我们的研究采用了不同的方法，即使用更复杂的数学挑战，这些挑战与棘手的谜题更为相
似。)”可知，最近的研究与之前的研究的主要区别在于采用了不同的策略。故选 B 项。
29．主旨大意题。根据文章第四段“We recruited 22 university students to join in math programs. They were asked to solve a series of complex math problems while undergoing functional
magnetic resonance imaging (MRI) scans which allowed us to observe changes in brain activity as they handled the problems.(我们招募了 22 名大学生参加数学项目。他们被要求在接受功能性磁共振成像（MRI）扫描的同时解决一系列复杂的数学问题，这使我们能够观察到他们在处理问题时大脑活动的变化。)”可知，该段主要讲述了研究的过程。故选 D 项。
30 ．推理判断题。根据文章第五段“The findings could potentially aid scientists in gaining a
broader understanding of the power of concentration, which suggest that developing expertise in a particular field can enhance the brain’s ability to concentrate.(这些发现可能有助于科学家更深入地了解专注力的力量，这表明在某一特定领域发展专业知识可以增强大脑的专注能力。)”可知，该研究发现表明更高的专业知识可以使大脑更加专注。故选 A 项。
31 ．推理判断题。根据文章第二段“In recent research, my colleagues and I set out to investigate the neural mechanisms underlying these experiences. Specifically, we sought to understand what
occurs within the brain when a person engages in abstract and demanding thought.(在最近的研究中，我和我的同事们开始调查这些经历背后的神经机制。具体来说，我们试图了解当一个人进行抽象和苛刻的思考时，大脑内部发生了什么。)” 以及最后一段“In conclusion, our study provides valuable insights into the neural mechanisms underlying deep concentration and the role of expertise in enhancing this ability.(总之，我们的研究为深入探究深度集中背后的神经机制以及专业知识在增强这种能力方面的作用提供了有价值的见解。)”可知，该研究的目的是探索深度集中背后的神经机制。故选 C 项。
32 ．A 33 ．A 34 ．B 35 ．B
【导语】本文是一篇议论文。文章主要讨论了通过体验学习科学的有效性，强调体验需结合结构化知识才能真正促进科学学习。
32 ．细节理解题。由文章第二段中“But simply licking a lolly, or experiences such as kneading dough, playing with shadows actually doesn’t help students to learn science. (然而，仅仅舔冰棍，
答案第 6 页，共 15 页
或像揉面团、玩影子这样的体验，实际上并不能帮助学生学习科学知识。)”可知，作者认为仅仅通过舔冰棍或揉面团、玩影子等体验并不能帮助学生学习科学，因此作者认为这种方式是无效的。故选 A。
33 ．细节理解题。由文章第三段中“The idea of learning through experiences has a long history. It’s perhaps most closely associated with the work of educator John Dewey in the early 20th
century. (通过实践经验来学习的理念有着悠久的历史。它或许与 20 世纪初教育家 John
Dewey 的研究成果最为紧密相关。)”可知，作者认为通过体验学习的理论基础可能是 20 世纪一位教育家的著作。故选 A。
34．推理判断题。由文章第五段中“However, there is a difference between having memories for events and having knowledge. For example, between having personally lived through the French
Revolution and knowing what happened including its origin and effects, the latter involves a
different type of memories – structured memories. (然而，拥有事件记忆和拥有知识之间存在差异。例如，亲身经历过法国大革命与了解法国大革命的发生过程及其起源和影响，后者涉及不同类型的记忆——结构化记忆。)”可知，作者提到法国大革命是为了说明对事件的记忆和拥有知识之间存在差异。因此，作者想要传达的是体验性记忆并不一定能导致知识的获得。故选 B。
35．主旨大意题。通读全文，尤其是由第二段中“But simply licking a lolly, or experiences such as kneading dough, playing with shadows actually doesn’t help students to learn science. (然而，
仅仅舔冰棍，或像揉面团、玩影子这样的体验，实际上并不能帮助学生学习科学知识。)”和最后一段“If we want students to build up their knowledge of science and be able to use it in
future, it’s vital that the focus is on strategies that helped them to transform what they observe into structured knowledge. (如果我们想让学生积累科学知识并能在未来运用它，那么关键在于采用有助于他们将所观察到的事物转化为结构化知识的策略。)”可知，文章主要讨论了通过体验学习科学的效果和条件，指出仅仅通过体验并不能直接帮助学生学习科学，而需要将观察到的转化为结构化知识。因此，文章的主旨大意是：体验需要依靠一定的条件才能有益于科学学习。故选 B。
36 ．F 37 ．G 38 ．C 39 ．D 40 ．E
【导语】本文是一篇说明文。文章主要介绍了教育技术的发展，特别是人工智能聊天机器人ChatGPT 在教育中的应用，以及它对学生的学习和思考能力可能产生的负面影响，呼吁学生
在阅读和写作中保持独立思考。
答案第 7 页，共 15 页
36 ．前文“When I was in primary school, reading index cards (索引卡) under the guidance of our librarian was how my classmates and I located the books we wanted and entered the world of
ideas. It was amazing. (在我上小学的时候，在图书管理员的指导下阅读索引卡是我和同学们找到我们想要的书，进入思想世界的方式。太神奇了)”提到用传统的索引卡检索图书的方法，学生对这一方法感到惊奇，后文“Then the same librarian explained that book-locating
information was also available on a website. (然后，同一个图书管理员解释说，在一个网站上也可以找到图书定位信息)”提到在线检索的便捷，空处应实现过渡，可能与传统方法的不足有关，因此 F 项“However, this whole process seemed disappointing the very next day. (然而，第二天，整个过程似乎令人失望)”符合语境，指出索引卡检索让人失望，和前文构成转折，引出后文。故选 F。
37．后文“The librarian was not confident that the new technology would last. So, as kids, we kept one foot planted in each world, learning the digital landscape while also physically exploring
libraries. (图书管理员对这项新技术能否持续下去没有信心。所以，当我们还是孩子的时候，我们在每个世界都有自己的足迹，一边学习数字世界，一边探索图书馆)”具体讲述了“我们”在图书馆中同时使用两种方法，空处作为段首句，应该会总的概括这种情况，因此 G 项“In those days, we were living between the digital and pre-digital worlds. (在那些日子里，我们生活在数字和前数字世界之间)”符合语境，用“生活在数字和前数字世界之间”概括了当时的情况，契合后文内容。故选 G。
38 ．前文“Digital card catalogues (目录) are an example of tools that facilitate learning, leading many schools to adopt a generally friendly attitude toward new technologies. (数字卡片目录是促进学习的工具的一个例子，导致许多学校对新技术采取普遍友好的态度)”以数字卡片目录为例，讲述了新工具的优势，后文“Some tools negatively affect our learning, the most recent
example being ChatGPT. (有些工具会对我们的学习产生负面影响，最近的例子是 ChatGPT)”以 ChatGPT 为例，指出有些工具也有不利影响，空处应实现过渡，应该会指出并非所有工具都有积极影响，因此 C 项“But not all tools are equally constructive. (但不是所有的工具都同样有助益)”符合语境，说明新工具并非只有好处，和前文构成转折，引出后文。故选 C。
39．前文“Where ChatGPT impacts education is in completing tasks assigned to students. Students can quit thinking — allowing ChatGPT to digest difficult readings on their behalf. (ChatGPT 对教育的影响在于完成分配给学生的任务。学生可以停止思考，让 ChatGPT 代替他们消化困难的阅读材料)”提到 ChatGPT 影响学生完成任务的情况，用学生阅读作业的例子进行说明，空
答案第 8 页，共 15 页
(
an
)处作为段末句，应该会继续举例说明 ChatGPT 可以帮助学生完成的任务，因此 D 项“They c also ask it to construct essays assigned by professors. (他们还可以要求它编写教授布置的论文)”符合语境，指出它可以写论文，承接前文。故选 D。
40 ．前文“But learning to write is learning to think. Thinking is something we need to grow and progress as human beings. (但是学习写作就是学习思考。思考是我们作为人类成长和进步所需要的东西)”指出学习写作背后代表的思考对于人的重要性，后文“ChatGPT and related
technologies destroy this important task. (ChatGPT 和相关技术破坏了这一重要任务)”表明
ChatGPT 和相关技术的破坏性，空处应实现过渡，会说明 ChatGPT 这类技术导致人放弃思考，因此 E 项“If allowed to have access to AI-based tools, no one would ever think. (如果允许使用基于人工智能的工具，没有人会思考)”符合语境，指出人会因为基于人工智能的工具而不再思考，承前启后。故选 E。
41 ．D 42 ．B 43 ．A 44 ．D 45 ．B 46 ．D 47 ．C 48 ．C
49 ．A 50 ．B 51 ．A 52 ．C 53 ．B 54 ．D 55 ．A
【导语】本文是一篇夹叙夹议文。作者结合自己最近在教学中听到学生对成绩抱怨的经历，探讨了教育不应仅以努力程度作为评分标准，卓越的成果才是获得高分的正当理由，指出过度强调努力反而会让学生陷入低效策略，平衡看待能力、方法和机会才是关键。
41 ．考查名词词义辨析。句意：高分代表优秀，而不是坚韧。A. industriousness 勤勉；B.
engagement 参与；C. morality 道德；D. excellence 优秀。根据下文“an A required great work”可知，得 A 需要出色的工作，因此高分代表的是优秀。故选 D。
42．考查动词短语辨析。句意：在调查中，三分之二的大学生表示，“努力”应该是他们成绩的一个因素，三分之一的人认为，他们应该至少得到一个 B ，因为他们在（大多数）课程中都出现了。A. doing well 表现好；B. showing up 出现；C. nodding off 打瞌睡；D. burning out精疲力竭。根据上文“Yet today, many students expect to be rewarded for the quantity of their
effort rather than the quality of their knowledge.”可知，许多学生期望根据他们努力的数量而不是知识的质量得到奖励，因此其想法会是因为在课程中出现而至少得到一个 B 。故选 B。
43 ．考查名词词义辨析。句意：这是对最流行的教育理论之一的误解的结果。A.
misunderstanding 误解；B. stretching 延伸；C. extinction 灭绝；D. emergence 出现。根据下文“ 7 , the problem is that we’ve taken the practice of celebrating hard work. We are
treating it as an end in itself.”可知，我们已经养成了庆祝辛勤工作的习惯，把它本身看作是目
答案第 9 页，共 15 页
的，这是对教育理论的误解。故选 A。
44．考查动词词义辨析。句意：赞扬孩子的能力会伤害他们的韧性，使他们更有可能在遇到挫折时放弃。A. creates 创造；B. restores 恢复；C. stocks 储存；D. hurts 伤害。根据下文“making them more likely to give up when they encountered setbacks”可知，这会让孩子更有可能在遇到挫折时放弃，因此是指伤害他们的韧性。故选 D。
45．考查形容词词义辨析。句意：为了在挑战面前坚持和学习，孩子们需要相信能力和技能是可以获得的，而培养这种成长心态的最好方法是从赞扬智力转变为赞扬努力。A. intangible无形的；B. attainable 可获得的；C. preservable 可保存的；D. valuable 有价值的。根据下文“this growth mindset”可知，成长心态对应的是相信能力和技能是可以获得的。故选 B。
46．考查形容词词义辨析。句意：这对那些并非出生在舒适环境或没有成就记录的学生尤其重要。A. fearful 害怕的；B. sentimental 感伤的；C. dreary 沉闷的；D. important 重要的。根据下文“for students who weren’t born into comfort or don’t have a record of achievement” 可知，对那些并非出生在舒适环境或没有成就记录的学生而言，奖励努力从而培养强烈的职业道德，并加强学习是很重要的。故选 D。
47 ．考查副词词义辨析。句意：然而，问题是我们已经养成了庆祝辛勤工作的习惯。A.
Therefore 因此；B. Otherwise 否则；C. However 然而；D. Besides 此外。根据上文“Psychologists have long found that rewarding effort cultivates a strong work ethic and reinforces learning.”和下文“the problem is that we’ve taken the practice of celebrating hard work”可知，前面肯定奖励努力的意义，后面指出我们面临的问题，前后是转折关系，应用 However“然而”衔接。故选
C。
48．考查副词词义辨析。句意：我们教育了一代孩子，他们的价值主要是由他们的职业道德来定义的。A. barely 几乎不；B. initially 最初地；C. primarily 主要地；D. proportionately 成比例地。根据上文“We are treating it as an end in itself.”可知，我们把庆祝辛勤工作本身看作是目的，这会导致让孩子们认为他们的价值主要是由职业道德来定义的。故选 C。
49．考查名词词义辨析。句意：一项研究发现，如果没有时间限制，人们在自己的毅力上得分越高，他们就越有可能坚持完成一项他们永远无法完成的任务。A. grit 毅力；B. education教育；C. adaptability 适应性；D. intellect 智力。根据下文“This is what worries me most about valuing perseverance above all else”可知，作者很担心把毅力看得比什么都重要这件事，因此是指在自己的毅力上得分越高。故选 A。
50．考查名词词义辨析。句意：把毅力看得比什么都重要，这是我最担心的：它会促使人们
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(
er
)坚持一个糟糕的策略，而不是发展出更好的策略。A. tendency 趋势；B. strategy 策略；C. motive动机；D. criterion 标准。根据下文“With students, a textbook example is pulling all-nighters rath than spacing out their studying over a few days.”可知，后面举出学生通宵学习而非在几天内分开学习的例子，这是他们对待学习的策略，因此是指会促使人们坚持一个糟糕的策略。故选B。
51．考查形容词词义辨析。句意：老师和家长应该给孩子一个更平衡的讯息。A. balanced 平衡的；B. universal 普遍的；C. motivational 激励的；D. random 随机的。根据下文“There’s a reason we award Olympic medals to the athletes who swim the fastest, not the ones who train the hardest. Motivation is only one of multiple variables (变量) in the achievement equation (等式).”可知，奖牌奖励的是卓越的表现，而非仅仅是刻苦的训练，影响成就的变量很多，动机只是其中一个，因此是指给孩子一个更平衡的关于成就的讯息。故选 A。
52 ．考查动词词义辨析。句意：能力、机会和运气也很重要。A. vary 变化；B. arise 出现；
C. count 重要；D. interfere 干扰。根据上文“Motivation is only one of multiple variables (变量) in the achievement equation (等式).”可知，影响成就的变量很多，能力、机会和运气也很重要。故选 C。
53．考查名词词义辨析。句意：面对令人失望的成绩，理想的反应不是抱怨你的勤奋没有得到回报。A. switch 切换；B. response 反应；C. obstacle 障碍；D. access 使用权。根据下文“not to complain that your diligence wasn’t rewarded”可知，抱怨勤奋没有得到回报不是面对令人失望的成绩的理想反应。故选 B。
54 ．考查动词短语辨析。句意：而是问你如何才能让你的投入取得更好的效果。A. run out用完；B. drop in 顺访；C. catch on 流行；D. pay off 取得好效果。根据此处是讨论如何取得更好的成就的情境，以及上文“how you could make your investment”可知，学生需要思考的是如何才能让投入更好地奏效，即取得更好的效果。故选 D。
55．考查名词词义辨析。句意：学习的真正衡量标准不是你投入的时间和精力。A. measurement衡量；B. significance 意义；C. theory 理论；D. reward 奖励。根据上文“In my classes, I make it clear that my goal is to give as many A’s as possible. But they’re earned through mastering all.”可知，A 是通过掌握所有技能而获得的，因此是指学习的真正衡量标准不是投入的时间和精力。故选 A。
56 ．claiming 57 ．whose 58 ．disciplined 59 ．a 60 ．to be 61 ．fondly
答案第 11 页，共 15 页
62 ．were flooded 63 ．comparisons 64 ．while 65 ．confined
【导语】本文是一篇说明文。文章主要介绍了中国衡水体英语书写方法在英国儿童中流行的现象，并探讨了其特点和影响。
56．考查非谓语动词。句意：一些用户分享帖子声称，他们在英国探亲时发现英国儿童在使用中国衡水体英语书写练习本。此处是非谓语动词作后置定语，修饰 posts ，二者之间是主动关系，应用现在分词，作后置定语。故填 claiming。
57 ．考查定语从句。句意：衡水体是一种标准化的英语书写方法，由衡水中学的学生推广，该校以严格和学术卓越而闻名。此处引导非限制性定语从句，修饰 Hengshui High School，
且在从句中作定语，表示“学校的” ，应用关系代词 whose 引导。故填 whose。
58．考查形容词。句意：这种书写风格因其严谨的结构、整洁的格式和美观的外观而脱颖而出，类似于印刷文本。此处修饰 structure ，应用形容词 disciplined“训练有素的，遵守纪律的” ，作定语。故填 disciplined。
59 ．考查冠词。句意：多年来，它被誉为“考试的秘密武器” ，许多教育工作者和学生认为，它对提高限时考试中的清晰度和效率非常有益。此处泛指“一种考试的秘密武器” ，且 secret weapon 以辅音音素开头，应用不定冠词 a 。故填 a。
60．考查非谓语动词。句意：多年来，它被誉为“考试的秘密武器” ，许多教育工作者和学生认为，它对提高限时考试中的清晰度和效率非常有益。此处是“believe sb/sth to be ”结构，意为“认为某人/某物是 ”，故填 to be。
61．考查副词。句意：许多网友深情地回忆起自己的学生时代，在“衡水体”练习本上认真练习英语句子，有些人甚至至今还保留着同样的字帖。此处修饰动词 recalled ，应用副词
fondly“ 充满感情地” ，作状语。故填 fondly。
62．考查动词语态。句意：社交媒体平台被用户分享自己的“衡水体”手写样本和教程的帖子淹没。此处描述过去发生的事情，且主语 platforms 与 flood 之间是被动关系，应用一般过去时的被动语态，主语是复数，be 动词使用 were 。故填 were flooded。
63．考查名词复数。句意：一些人分享了前后对比，展示了他们书写的显著进步，而其他人则幽默地争论这种严格的风格是否限制了创造力。此处作宾语，应用名词 comparison，可数名词，前无限定词，应用复数形式，表泛指。故填 comparisons。
64．考查连词。句意：一些人分享了前后对比，展示了他们书写的显著进步，而其他人则幽默地争论这种严格的风格是否限制了创造力。此处表示对比，应用连词while“而”。故填while。
65．考查非谓语动词。句意：这种跨文化的迷恋凸显了教育实践的全球影响力，以及这种曾
答案第 12 页，共 15 页
经仅限于中国课堂的书写方法的持久遗产。此处修饰 method，且与 method 之间是被动关系，应用过去分词，作后置定语。故填 confined。
66 ．Dear Jim,
Thank you for your letter. I’m writing to share my ideas about students' using AI to assist learning with you.
Regarding AI tools like ChatGPT and DeepSeek, I believe they can be beneficial for students. Firstly, they provide instant answers and explanations, helping us solve difficult problems efficiently. Besides, they offer abundant learning resources beyond
textbooks. However, overreliance may weaken independent thinking. Moreover, AI-generated content is not always accurate, and some students might use it to complete assignments without learning.
To make the best use ofAI, I suggest that students should treat it as a study aid rather than a replacement. Always verify information with teachers and focus on developing critical thinking.
Yours,
Li Hua 【导语】本篇书面表达属于建议信。要求考生给英国笔友 Jim 写封回信，对于学生使用 AI
工具辅助学习发表一下看法，说明学生使用 AI 工具辅助学习的优势和可能带来的问题，并提出建议。
【详解】1. 词汇积累：
关于：regarding→as for
提供：provide→offer
立刻的：instant→immediate
解决：solve→tackle
准确的、精确的：accurate→precise
完成：complete→finish
2. 句式拓展：
同义句转换：
原句：Firstly, they provide instant answers and explanations, helping us solve difficult problems efficiently.
答案第 13 页，共 15 页
拓展句：Firstly, they provide instant answers and explanations, which helps us solve difficult problems efficiently.
【点睛】【高分句型 1】Regarding AI tools like ChatGPT and DeepSeek, I believe they can be beneficial for students.（运用了省略了连接词 that 的宾语从句）
【高分句型 2】To make the best use ofAI, I suggest that students should treat it as a study aid
rather than a replacement.（运用了动词不定式作目的状语和以连接词 that 引导的宾语从句及虚拟语气）
67 ．Paragraph 1:
It looked like I would never lose my village bad boy image. Until a miracle happened. My English teacher, noticing my recent effort, encouraged me to apply for a special scholarship aimed at rural students with potential. Desperate for a chance, I poured my heart into the application essay,
writing about my past mistakes and my burning desire to change. To my astonishment, I won! The scholarship covered my university fees and provided a small living stipend. Armed with this
tangible proof of faith and opportunity, I finally convinced my hesitant parents that education was
my path forward. Their eyes, once filled with doubt, now shimmered with a fragile hope.Paragraph 2:
When my parents saw my photos in the paper, they showed them to the entire village. The story about the “village bad boy” winning a prestigious scholarship spread like wildfire. People
who once shook their heads in disapproval now approached my parents with smiles and
congratulations. “He proved us wrong,” some murmured, their voices tinged with newfound
respect. That photo in the paper wasn’t just news; it was a symbol — proof that I had shed the old label and was stepping firmly onto a new path, one paved not by past mistakes, but by the
education my mother had fought so hard to give me.
【导语】本文以人物为线索展开，讲述了作者曾经是一个村里的坏孩子，因为作者对学校和学习没有兴趣，说粗话，和其他“坏” 男孩混在一起，逃课。作者在母亲的教育下，努力完成了高中学业。虽然最后被大学录取，但是作者家没有钱，父母不想让作者离开村子去城市学习， 自己成绩也差，事情陷入僵局。
【详解】1.段落续写：
①由第一段首句内容“看起来我永远不会失去我在村里的坏男孩形象。直到奇迹发生。”可知，第一段可描写奇迹是什么（可设计成赢得奖学金 ），这解决了作者面临的三大障碍：缺
答案第 14 页，共 15 页
钱问题、父母反对（奖学金提供了说服父母让自己去城市上大学的证据）和成绩差（获得奖学金暗示作者并非无可救药，近期努力被老师看到）。
②由第二段首句内容“ 当我的父母在报纸上看到我的照片时，他们把它们展示给了整个村庄。”可知，第二段可描写村民态度发生彻底转变，作者用实际行动打破了偏见，作者摆脱旧标签，踏上新征程并最终呼应母亲坚持教育的价值。
2.续写线索：英语老师提供帮助，告知作者可以申请奖学金——作者申请并获得奖学金——奖学金解决了作者面临的三大障碍——父母把报纸上作者的照片展示给了整个村庄看——村民态度发生彻底转变——打破偏见，摆脱旧标签，踏上新征程——呼应母亲坚持教育的价值
3.词汇激活行为类
①注意：notice/take notice of
②鼓励：encourage/motivate
③低语：murmur/whisper情绪类
①惊异：astonishment/amazement
②怀疑：doubt/suspicion
【点睛】[高分句型 1]. Armed with this tangible proof of faith and opportunity, I finally convinced my hesitant parents that education was my path forward. (运用了过去分词作状语和 that 引导的宾语从句)
[高分句型 2]. People who once shook their heads in disapproval now approached my parents with smiles and congratulations. (运用了 who 引导的限制性定语从句)
答案第 15 页，共 15 页

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