资源简介

山东菏泽市2025-2026学年高二下学期期中考试英语试题
第一部分 听力（略）
第二部分 阅读（共两节，满分40分）
第一节（共15小题；每小题2分，满分30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
Submissions for the 2026 Kellman Prize for Immigrant Literature are open from January 1st through May 31st, 2026. We now accept book-length submissions in both fiction and nonfiction.
Submission guidelines
The Kellman Prize for Immigrant Literature accepts unpublished fiction and nonfiction submissions each year. Submissions in both genres (体裁) must be complete. Fiction submissions can take the form of a novel, a book-length collection of short stories, or some creative combination of the two. Nonfiction submissions can take the form of narrative nonfiction, a memoir (回忆录), a collection of essays, or some creative combination of these.
Qualifications
- All submissions must be in English.
- Candidates must be first-generation residents of their country. “First-generation” can refer either to people who were born in another country and then relocated, or to residents of a country with parents who were born elsewhere.
- Candidates must be over the age of eighteen at the time of submission.
- Fiction and nonfiction candidates must not have previously published a book-length work in English in the genre in which they’re applying.
Required materials
Candidates are asked to submit the following:
- ACV (简历) and a one-page cover letter: The letter should address the candidate’s background as a writer, his or her experience as an immigrant, and the submitted work. We also love learning about the inspiration behind it. All files must be submitted together in one document. Please include the CV and the cover letter as the first pages of your submission.
- The text: It should be double-spaced, in twelve-point font (字体), with numbered pages. The submission must be uploaded as a PDF. Please adhere to the required minimum word length. All manuscripts must be complete and have a minimum of 45,000 words. There is a $ 20 fee for submitting a manuscript for consideration. Please do not hesitate to contact us if this presents a hardship for you.
1. What type of submission can be accepted for the prize
A. Unpublished works written in French.
B. Literary works translated from English.
C. Academic studies on immigrant workers.
D. Book-length fiction and nonfiction works.
2. Which applicant would meet the prize’s residency requirement
A. Those whose parents were born abroad.
B. Those who have lived abroad for over ten years.
C. Those whose grandparents settled in another country.
D. Those who hold citizenship in more than one country.
3. What is required in terms of the submission format
A. All materials should be combined into a single file.
B. Supporting documents can be submitted in any file type.
C. All documents should be submitted in the same font size.
D. The source of the author’s inspiration has to be submitted.
B
Surrounded by European culture and home cooking, I grew up with my dad preparing German dishes and my mom making Italian ones. They both taught me about our heritage by sharing stories of my grandparents and their cultural traditions.
Throughout middle and high school, I ate nearly the same meal every day because I worried that failing to fully appreciate a dish might insult (冒犯) someone’s cooking or culture. However, I dropped this mindset by pushing myself to gradually taste new things in college. I wanted to develop my interests in all cultures and delicious cuisines.
When I moved to Philadelphia, my goal was to take advantage of what the city offered, especially its wide selection of food from Asian, Middle-Eastern, Mediterranean and African cuisines. Gradually, I became comfortable trying unfamiliar dishes on my own, a process that proved satisfying. Soon, I found other people to join me. Through meaningful conversations about the joy of exploring different flavors, I made friends who shared the same interest. Since then, I’ve had special encounters with Moroccan, Indian and Korean foods because of the fantastic flavors that are unlike any other food I’ve tasted before.
I’ll never forget my dinner at a Moroccan restaurant called Marrakesh. As a girl who used to eat the same food daily, enjoying a five-course meal there felt like a huge step. We shared plates featuring an eggplant appetizer (开胃小吃), a sweet chicken pastry, a lamb main course and baklava (果仁蜜饼) for dessert. Finally, I found the best way to develop my sense of taste is by sharing plates with friends.
Beyond eating out, I’ve also tried home-cooking dishes from other cultures, and I feel happy to be part of them. Joining friends and family in the kitchen allows me to learn how specific ingredients vary by cuisine and affect overall flavor, making me more knowledgeable about cooking.
I continue expanding my palate and learn about cultures because I can create opportunities for special experiences, enrich my knowledge, and simply eat really good food.
4. What role did family stories play in the author’s early life
A. They encouraged her to travel to other countries.
B. They connected her to her cultural roots indirectly.
C. They made her feel embarrassed about her heritage.
D. They sparked her interest in cooking traditional meals.
5. What can be inferred about the author’s experience in Philadelphia
A. She initially struggled to find anyone to eat with.
B. She enjoyed food from European countries at first.
C. She found that shared curiosity developed new friendships.
D. She preferred dining alone to avoid awkward conversations.
6. Why does the author mention her dinner at Marrakesh
A. To explain a popular cooking method.
B. To show a preference for home-cooking.
C. To stress the importance of sharing food.
D. To support her idea of trying new cuisine.
7. What does the author’s experience show
A. Well begun is half done.
B. Knowledge starts with practice.
C. Nothing ventured, nothing gained.
D. When in Rome, do as the Romans do.
C
In an increasingly connected world, the variety of cultures has become a key driver for social, economic, and personal growth. Embracing this diversity goes beyond mere tolerance; it includes appreciating and making use of the rich human experiences, beliefs, and traditions that different cultures offer.
One of the most significant advantages of such variety is its ability to develop creativity and innovation. When individuals from different backgrounds work together, they bring a wide range of perspectives and problem-solving approaches. This mix enables teams to think outside the box and develop unique solutions to complex challenges.
Moreover, mixed groups are better equipped to understand and serve global consumers. As companies expand into international markets, having a workforce that reflects the world’s population provides invaluable insights into local customs, preferences, and purchasing behaviors. Consequently, this understanding leads to more effective marketing strategies and product designs.
Beyond business, welcoming different cultures builds empathy (共情) and mutual understanding. As people interact with those from other walks of life, they gain insights into varying worldviews and traditions. This exposure encourages individuals to challenge stereotypes and preconceived (预想的) notions about others. By learning about other cultures, people develop a deeper appreciation for the richness inherent in our differences, becoming more aware of how cultural contexts shape behavior. Such awareness builds respect while also highlighting the values we all share.
The cultivation of empathy extends beyond personal interactions to strengthen society as a munities that embrace cultural diversity tend to experience reduced levels of conflict caused by misunderstandings or prejudice.
Furthermore, cultural diversity has great effects on economic prosperity. Cities and nations that promote inclusivity often attract international talent and investment. Skilled professionals seeking opportunities are drawn to places known for their acceptance. Over time, this influx of talent helps stimulate the economy by creating jobs and driving innovation.
Organizations that welcome cultural diversity can enhance their brand reputation among consumers who value corporate social responsibility. As consumers increasingly choose brands in line with their values — especially regarding inclusivity — companies that embrace these principles gain a competitive edge in the marketplace.
8. What do we know about “embracing cultural diversity”
A. It involves mixing local traditions with global culture.
B. It focuses mainly on solving economic problems in society.
C. It requires valuing and using differences beyond just accepting them.
D. It means accepting differences without entirely understanding them.
9. Why are mixed groups better for companies entering international markets
A. They reduce the need for detailed research on local conditions.
B. They tend to accept global standards over specific local needs.
C. They allow members to handle expansion challenges with less effort.
D. They have a better understanding of traditions and consumer habits.
10. What does the underlined word “stereotypes” mean in paragraph 4
A. Fixed ideas.
B. Different opinions.
C. Traditional customs.
D. Personal preferences.
11. How do inclusive organizations earn a place in the marketplace
A. By reducing conflicts among communities.
B. By attracting consumers who share their values.
C. By improving product quality to satisfy customers.
D. By hiring talented staff from diverse backgrounds.
D
Bilingualism (双语能力) has long been a subject of fascination for researchers, educators, and linguists alike. We have probably heard the claim — bilingual brains are sharper, more adaptable, and even better at multitasking. While these benefits have been widely recognized, the exact mechanics of what’s going on in a bilingual brain have remained somewhat mysterious. To dig deeper, two researchers from New York University, Sarah Phillips and Liina Pylkk nen, conducted an experiment to observe the brain activity of bilingual individuals who spoke both English and Korean.
Contrary to common belief, the brain of a bilingual person doesn’t necessarily prioritize one language over the other. Instead, it operates in a smooth, language-agnostic (与语言无关的) way. The bilingual brain appears to process information in both languages with remarkable ease, adapting quickly depending on the context.
The most surprising finding from this study was how naturally bilingual brains shifted between languages. The study revealed that the brain activation (激活) patterns of bilinguals were less tied to which language they were using at the moment. This challenges previous assumptions that bilinguals would have specific “mental sections” for each language, switching between them like separate modes.
For example, when switching from Korean to English or vice versa, the brain didn’t “pause” or experience a mental block. Rather, it simply adapted, which could explain why bilingual individuals tend to excel at tasks requiring cognitive flexibility, such as problem-solving and multitasking.
Thus, many parents encourage their kids to learn multiple languages early on, hoping to boost their intellectual development. Research supports this, suggesting that bilingual children tend to outperform their peers who speak only one language in tasks requiring mental flexibility.
Despite these interesting findings, the debate over bilingualism isn’t entirely settled. Some critics argue that the cognitive benefits of speaking two languages are overstated. Additionally, there are concerns about the challenges bilinguals may face, like language confusion. Still, what we do know is that the brain is incredibly adaptable, and that bilingualism appears to be just one of many ways in which our brains develop.
12. Why did Phillips and Pylkk nen conduct the experiment
A. To encourage people to learn more languages.
B. To figure out the brain activity of bilingual individuals.
C. To examine how early language learning affects children.
D. To test whether Korean is harder to process than English.
13. What can be inferred about bilinguals according to the experiment
A. They tend to use their mother tongue more.
B. Their brains need time to switch between languages.
C. Different parts of their brains are tied to different languages.
D. They handle both languages through a flexible shared process.
14. How does bilingualism enhance people’s cognitive function
A. By improving adaptability through language use.
B. By increasing attention control during daily communication.
C. By enlarging the brain’s functional regions through repetition.
D. By strengthening long-term memory during language learning.
15. What is the author’s attitude toward the benefits of bilingualism
A. Highly doubtful.
B. Largely indifferent.
C. Cautiously supportive.
D. Completely convinced.
第二节（共5小题；每小题2分，满分10分）
根据短文内容，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。
Do you find yourself wishing that your new cat would be more friendly and trusting of you ____16____
Offer space for safety and exploration. There will be times when your cat feels insecure, scared, or anxious. Give her a hiding place to go to when she feels frightened, like a closet (壁橱) or spot under the bed. It’s fine to know where it is. ____17____
Give food and water. Feed your cat on a regular basis so she understands that you provide food and shelter. ____18____ This way, she starts recognizing your voice and associating it with something positive, like mealtime. When your cat comes over to eat, back up and give her plenty of space. If you’d like to keep her company, sit down on the floor so you aren’t towering over her.
____19____ Always let your cat come to you, rather than approach her. If you clearly see that your cat appears tense and is watching you intently (专注地), do nothing. Sit very still, preferably with your eyes closed. You’ll be less of a threat this way, and the cat will get used to your presence. If she is ready for contact, she may stay in your sight.
Once your cat trusts you more, spend time playing with her. When your cat often comes to you and purrs, you don’t need to stay low anymore — just sit up and cuddle (搂抱) her. She may even start to sit on your lap, which shows she completely trusts you. ____20____ This will strengthen your cat’s connection to you and she’ll expect this attention from you.
A. Watch for signs that your cat is ready for contact.
B. Make playtime a regular part of your daily routine.
C. Avoid direct eye contact to appear less threatening.
D. When you set the food down, talk in a soft, sing-song voice.
E. However, don’t force your cat out of it unless you absolutely have to.
F. There are several ways you can make your cat feel more comfortable.
G. The following steps can help you build a stronger connection with your cat.
第三部分 语言运用（共三节，满分40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。
I was lost in the woods. My hand gripped the steel handle of my father’s hunting knife. I fell down a rocky ____21____ about fifteen feet above a deep valley. I had a deep cut on my left arm and I was ____22____ heavily. I sat down hard on the stump (树桩) of an old tree and ____23____ what to do next.
Our family often went hunting in the deep woods near our house, but this time, I had gone out ____24____.
Suddenly, I heard the familiar low sounds of wild pigs. The blood on my arm was thick and dry but they must have ____25____ it. There were too many of them, but I was ____26____ as I thought of my father’s words: “If you ever get into trouble out there, stay ____27____ and do what I’ve taught you to do. Survive.”
The largest of the group charged me first, ____28____ my arm by inches. I fell back, and dropped the ____29____.
I brought my feet up to my chest and prepared to fight for my ____30____.
Then suddenly, there was a loud bark and it ____31____ us all. I saw my chance and got to my feet, spotting the knife a few feet away.
As I ____32____ it, I saw him. It was Bandit, my father’s old hunting dog.
Bandit charged forward, his loud noise echoing (回响) through the valley. The whole herd took off running with him close behind. I called after him but he was getting farther and farther away. I kept on running, trying to ____33____.
Before I knew it, I was in the place where I had first started, only about 100 yards from our ____34____. I could hear my father’s voice and I ran to him, who had put on his jacket to ____35____ me. I looked at him and said, “It was Bandit. He saved me.”
“Bandit ” my father asked. “David, Bandit’s been dead for two years.”
I didn’t say anything more. I had missed Bandit for a long time, which might have shaped what I thought I saw.
21. A. forest B. stream C. bank D. hillside
22. A. sweating B. bleeding C. shaking D. crying
23. A. wondered B. decided C. remembered D. explained
24. A. early B. slowly C. alone D. ahead
25. A. touched B. found C. ignored D. smelled
26. A. unafraid B. confused C. hopeless D. angry
27. A. quiet B. calm C. polite D. still
28. A. missing B. biting C. hitting D. holding
29. A. rope B. knife C. coat D. bag
30. A. honor B. victory C. life D. strength
31. A. excited B. changed C. froze D. welcomed
32. A. looked at B. focused on C. stood beside D. went for
33. A. give up B. turn back C. stay behind D. keep up
34. A. home B. school C. car D. tree
35. A. wait for B. search for C. look after D. run after
第二节（共10小题；每小题1.5分，满分15分）
阅读下面材料，在空白处填入1个适当的单词或括号内单词的正确形式。
Dai Jin, born in Qiantang, Zhejiang Province, was a well-known Chinese landscape painter of the Ming Dynasty. He played ____36____ important part in ____37____ (revive) the Ma-Xia style of landscape painting, ___38___ originated (起源于) in the Southern Song Dynasty. This style later became known as the Zhe school, ____39____ (name) after Zhejiang Province.
When compared to the Wu school, led by Shen Zhou, the painters of the Zhe school ____40____ (regard) as “professional” artists. In contrast, the Wu school artists, often labeled ____41____ “amateurs (业余爱好者)”, placed a ____42____ (great) emphasis on expressing their personal emotions and thoughts in their paintings.
Dai Jin wasn’t one to simply repeat the old ways. Just like other ____43____ (create) artists of his time, he took inspiration from the past ____44____ used it as a springboard (跳板) to create something fresh. Instead of having a single, complete scene like many other paintings, his works seemed ____45____ (combine) different parts. This gave his paintings a unique, almost pieced-together look, making them truly special and fascinating to anyone who saw them.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
46. 假定你在某国际学校就读，最近你要代表学生会在学生器乐大赛开幕式上致辞，本年度大赛将围绕中国传统音乐展开。请你准备一份英文发言稿，内容包括：
1. 大赛的特色；
2. 大赛的意义。
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题卡相应位置作答。
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二节（满分25分）
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Alex and Emma’s Lake Adventure
“You’ll have a great time at the lake!” Dad said, smiling at his two children, Alex and Emma. “We’ll go fishing and spend time outdoors. You’ll see — it’s going to be a new adventure.” Alex and Emma exchanged glances. They had hoped for a more exciting holiday — maybe a theme park or a city trip. Camping by a quiet lake didn’t appeal to them at all.
When they arrived at Lakeview Cabin (小木屋), their disappointment grew. It smelled damp, dust covered the surfaces, and small insects moved on the window edges. Emma made a face. “I don’t want to stay here. Why can’t we go home ” Alex felt the same. Their parents smiled, saying, “This will be a chance to appreciate nature and learn something new,” but the children ignored them.
After unpacking, Mom and Dad said they would go for a short walk nearby. In reality, they hid among some trees and bushes, quietly watching their children’s reactions. They hoped Alex and Emma would start solving problems on their own, learning to rely on each other and gain confidence. At first, the children panicked. The lake was still, the forest surrounding it seemed endless, and there was no phone signal. They searched through the cabin for food and found only a few potatoes. Hunger and annoyance set in, but they realized they had to work together to survive.
Alex remembered tips from survival videos and set up a small fire. Emma helped arrange stones and gathered sticks. Together, they cooked the potatoes and eventually felt a small sense of accomplishment. They took turns trying to fish with the rods (鱼竿) Dad had left. When they finally caught a fish, their excitement was mixed with pride. They realized that even small successes required patience, teamwork, and courage.
By the next day, Alex and Emma were no longer just upset; they were learning. They searched for potential food sources and improved their fishing skills. They began to understand why their parents had left them alone: to teach them independence and the value of simple efforts.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式作答。
Alex and Emma watched with mixed emotions as Mom and Dad finally returned to the cabin.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
That evening, the family gathered around the fire, ready to share and explore.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
答案版
山东菏泽市2025-2026学年高二下学期期中考试英语试题
第一部分 听力（略）
第二部分 阅读（共两节，满分40分）
第一节（共15小题；每小题2分，满分30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
Submissions for the 2026 Kellman Prize for Immigrant Literature are open from January 1st through May 31st, 2026. We now accept book-length submissions in both fiction and nonfiction.
Submission guidelines
The Kellman Prize for Immigrant Literature accepts unpublished fiction and nonfiction submissions each year. Submissions in both genres (体裁) must be complete. Fiction submissions can take the form of a novel, a book-length collection of short stories, or some creative combination of the two. Nonfiction submissions can take the form of narrative nonfiction, a memoir (回忆录), a collection of essays, or some creative combination of these.
Qualifications
- All submissions must be in English.
- Candidates must be first-generation residents of their country. “First-generation” can refer either to people who were born in another country and then relocated, or to residents of a country with parents who were born elsewhere.
- Candidates must be over the age of eighteen at the time of submission.
- Fiction and nonfiction candidates must not have previously published a book-length work in English in the genre in which they’re applying.
Required materials
Candidates are asked to submit the following:
- ACV (简历) and a one-page cover letter: The letter should address the candidate’s background as a writer, his or her experience as an immigrant, and the submitted work. We also love learning about the inspiration behind it. All files must be submitted together in one document. Please include the CV and the cover letter as the first pages of your submission.
- The text: It should be double-spaced, in twelve-point font (字体), with numbered pages. The submission must be uploaded as a PDF. Please adhere to the required minimum word length. All manuscripts must be complete and have a minimum of 45,000 words. There is a $ 20 fee for submitting a manuscript for consideration. Please do not hesitate to contact us if this presents a hardship for you.
1. What type of submission can be accepted for the prize
A. Unpublished works written in French.
B. Literary works translated from English.
C. Academic studies on immigrant workers.
D. Book-length fiction and nonfiction works.
2. Which applicant would meet the prize’s residency requirement
A. Those whose parents were born abroad.
B. Those who have lived abroad for over ten years.
C. Those whose grandparents settled in another country.
D. Those who hold citizenship in more than one country.
3. What is required in terms of the submission format
A. All materials should be combined into a single file.
B. Supporting documents can be submitted in any file type.
C. All documents should be submitted in the same font size.
D. The source of the author’s inspiration has to be submitted.
【答案】1. D 2. A 3. A
B
Surrounded by European culture and home cooking, I grew up with my dad preparing German dishes and my mom making Italian ones. They both taught me about our heritage by sharing stories of my grandparents and their cultural traditions.
Throughout middle and high school, I ate nearly the same meal every day because I worried that failing to fully appreciate a dish might insult (冒犯) someone’s cooking or culture. However, I dropped this mindset by pushing myself to gradually taste new things in college. I wanted to develop my interests in all cultures and delicious cuisines.
When I moved to Philadelphia, my goal was to take advantage of what the city offered, especially its wide selection of food from Asian, Middle-Eastern, Mediterranean and African cuisines. Gradually, I became comfortable trying unfamiliar dishes on my own, a process that proved satisfying. Soon, I found other people to join me. Through meaningful conversations about the joy of exploring different flavors, I made friends who shared the same interest. Since then, I’ve had special encounters with Moroccan, Indian and Korean foods because of the fantastic flavors that are unlike any other food I’ve tasted before.
I’ll never forget my dinner at a Moroccan restaurant called Marrakesh. As a girl who used to eat the same food daily, enjoying a five-course meal there felt like a huge step. We shared plates featuring an eggplant appetizer (开胃小吃), a sweet chicken pastry, a lamb main course and baklava (果仁蜜饼) for dessert. Finally, I found the best way to develop my sense of taste is by sharing plates with friends.
Beyond eating out, I’ve also tried home-cooking dishes from other cultures, and I feel happy to be part of them. Joining friends and family in the kitchen allows me to learn how specific ingredients vary by cuisine and affect overall flavor, making me more knowledgeable about cooking.
I continue expanding my palate and learn about cultures because I can create opportunities for special experiences, enrich my knowledge, and simply eat really good food.
4. What role did family stories play in the author’s early life
A. They encouraged her to travel to other countries.
B. They connected her to her cultural roots indirectly.
C. They made her feel embarrassed about her heritage.
D. They sparked her interest in cooking traditional meals.
5. What can be inferred about the author’s experience in Philadelphia
A. She initially struggled to find anyone to eat with.
B. She enjoyed food from European countries at first.
C. She found that shared curiosity developed new friendships.
D. She preferred dining alone to avoid awkward conversations.
6. Why does the author mention her dinner at Marrakesh
A. To explain a popular cooking method.
B. To show a preference for home-cooking.
C. To stress the importance of sharing food.
D. To support her idea of trying new cuisine.
7. What does the author’s experience show
A. Well begun is half done.
B. Knowledge starts with practice.
C. Nothing ventured, nothing gained.
D. When in Rome, do as the Romans do.
【答案】4. B 5. C 6. D 7. C
C
In an increasingly connected world, the variety of cultures has become a key driver for social, economic, and personal growth. Embracing this diversity goes beyond mere tolerance; it includes appreciating and making use of the rich human experiences, beliefs, and traditions that different cultures offer.
One of the most significant advantages of such variety is its ability to develop creativity and innovation. When individuals from different backgrounds work together, they bring a wide range of perspectives and problem-solving approaches. This mix enables teams to think outside the box and develop unique solutions to complex challenges.
Moreover, mixed groups are better equipped to understand and serve global consumers. As companies expand into international markets, having a workforce that reflects the world’s population provides invaluable insights into local customs, preferences, and purchasing behaviors. Consequently, this understanding leads to more effective marketing strategies and product designs.
Beyond business, welcoming different cultures builds empathy (共情) and mutual understanding. As people interact with those from other walks of life, they gain insights into varying worldviews and traditions. This exposure encourages individuals to challenge stereotypes and preconceived (预想的) notions about others. By learning about other cultures, people develop a deeper appreciation for the richness inherent in our differences, becoming more aware of how cultural contexts shape behavior. Such awareness builds respect while also highlighting the values we all share.
The cultivation of empathy extends beyond personal interactions to strengthen society as a munities that embrace cultural diversity tend to experience reduced levels of conflict caused by misunderstandings or prejudice.
Furthermore, cultural diversity has great effects on economic prosperity. Cities and nations that promote inclusivity often attract international talent and investment. Skilled professionals seeking opportunities are drawn to places known for their acceptance. Over time, this influx of talent helps stimulate the economy by creating jobs and driving innovation.
Organizations that welcome cultural diversity can enhance their brand reputation among consumers who value corporate social responsibility. As consumers increasingly choose brands in line with their values — especially regarding inclusivity — companies that embrace these principles gain a competitive edge in the marketplace.
8. What do we know about “embracing cultural diversity”
A. It involves mixing local traditions with global culture.
B. It focuses mainly on solving economic problems in society.
C. It requires valuing and using differences beyond just accepting them.
D. It means accepting differences without entirely understanding them.
9. Why are mixed groups better for companies entering international markets
A. They reduce the need for detailed research on local conditions.
B. They tend to accept global standards over specific local needs.
C. They allow members to handle expansion challenges with less effort.
D. They have a better understanding of traditions and consumer habits.
10. What does the underlined word “stereotypes” mean in paragraph 4
A. Fixed ideas.
B. Different opinions.
C. Traditional customs.
D. Personal preferences.
11. How do inclusive organizations earn a place in the marketplace
A. By reducing conflicts among communities.
B. By attracting consumers who share their values.
C. By improving product quality to satisfy customers.
D. By hiring talented staff from diverse backgrounds.
【答案】8. C 9. D 10. A 11. B
D
Bilingualism (双语能力) has long been a subject of fascination for researchers, educators, and linguists alike. We have probably heard the claim — bilingual brains are sharper, more adaptable, and even better at multitasking. While these benefits have been widely recognized, the exact mechanics of what’s going on in a bilingual brain have remained somewhat mysterious. To dig deeper, two researchers from New York University, Sarah Phillips and Liina Pylkk nen, conducted an experiment to observe the brain activity of bilingual individuals who spoke both English and Korean.
Contrary to common belief, the brain of a bilingual person doesn’t necessarily prioritize one language over the other. Instead, it operates in a smooth, language-agnostic (与语言无关的) way. The bilingual brain appears to process information in both languages with remarkable ease, adapting quickly depending on the context.
The most surprising finding from this study was how naturally bilingual brains shifted between languages. The study revealed that the brain activation (激活) patterns of bilinguals were less tied to which language they were using at the moment. This challenges previous assumptions that bilinguals would have specific “mental sections” for each language, switching between them like separate modes.
For example, when switching from Korean to English or vice versa, the brain didn’t “pause” or experience a mental block. Rather, it simply adapted, which could explain why bilingual individuals tend to excel at tasks requiring cognitive flexibility, such as problem-solving and multitasking.
Thus, many parents encourage their kids to learn multiple languages early on, hoping to boost their intellectual development. Research supports this, suggesting that bilingual children tend to outperform their peers who speak only one language in tasks requiring mental flexibility.
Despite these interesting findings, the debate over bilingualism isn’t entirely settled. Some critics argue that the cognitive benefits of speaking two languages are overstated. Additionally, there are concerns about the challenges bilinguals may face, like language confusion. Still, what we do know is that the brain is incredibly adaptable, and that bilingualism appears to be just one of many ways in which our brains develop.
12. Why did Phillips and Pylkk nen conduct the experiment
A. To encourage people to learn more languages.
B. To figure out the brain activity of bilingual individuals.
C. To examine how early language learning affects children.
D. To test whether Korean is harder to process than English.
13. What can be inferred about bilinguals according to the experiment
A. They tend to use their mother tongue more.
B. Their brains need time to switch between languages.
C. Different parts of their brains are tied to different languages.
D. They handle both languages through a flexible shared process.
14. How does bilingualism enhance people’s cognitive function
A. By improving adaptability through language use.
B. By increasing attention control during daily communication.
C. By enlarging the brain’s functional regions through repetition.
D. By strengthening long-term memory during language learning.
15. What is the author’s attitude toward the benefits of bilingualism
A. Highly doubtful.
B. Largely indifferent.
C. Cautiously supportive.
D. Completely convinced.
【答案】12. B 13. D 14. A 15. C
第二节（共5小题；每小题2分，满分10分）
根据短文内容，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。
Do you find yourself wishing that your new cat would be more friendly and trusting of you ____16____
Offer space for safety and exploration. There will be times when your cat feels insecure, scared, or anxious. Give her a hiding place to go to when she feels frightened, like a closet (壁橱) or spot under the bed. It’s fine to know where it is. ____17____
Give food and water. Feed your cat on a regular basis so she understands that you provide food and shelter. ____18____ This way, she starts recognizing your voice and associating it with something positive, like mealtime. When your cat comes over to eat, back up and give her plenty of space. If you’d like to keep her company, sit down on the floor so you aren’t towering over her.
____19____ Always let your cat come to you, rather than approach her. If you clearly see that your cat appears tense and is watching you intently (专注地), do nothing. Sit very still, preferably with your eyes closed. You’ll be less of a threat this way, and the cat will get used to your presence. If she is ready for contact, she may stay in your sight.
Once your cat trusts you more, spend time playing with her. When your cat often comes to you and purrs, you don’t need to stay low anymore — just sit up and cuddle (搂抱) her. She may even start to sit on your lap, which shows she completely trusts you. ____20____ This will strengthen your cat’s connection to you and she’ll expect this attention from you.
A. Watch for signs that your cat is ready for contact.
B. Make playtime a regular part of your daily routine.
C. Avoid direct eye contact to appear less threatening.
D. When you set the food down, talk in a soft, sing-song voice.
E. However, don’t force your cat out of it unless you absolutely have to.
F. There are several ways you can make your cat feel more comfortable.
G. The following steps can help you build a stronger connection with your cat.
【答案】16. G 17. E 18. D 19. A 20. B
第三部分 语言运用（共三节，满分40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。
I was lost in the woods. My hand gripped the steel handle of my father’s hunting knife. I fell down a rocky ____21____ about fifteen feet above a deep valley. I had a deep cut on my left arm and I was ____22____ heavily. I sat down hard on the stump (树桩) of an old tree and ____23____ what to do next.
Our family often went hunting in the deep woods near our house, but this time, I had gone out ____24____.
Suddenly, I heard the familiar low sounds of wild pigs. The blood on my arm was thick and dry but they must have ____25____ it. There were too many of them, but I was ____26____ as I thought of my father’s words: “If you ever get into trouble out there, stay ____27____ and do what I’ve taught you to do. Survive.”
The largest of the group charged me first, ____28____ my arm by inches. I fell back, and dropped the ____29____.
I brought my feet up to my chest and prepared to fight for my ____30____.
Then suddenly, there was a loud bark and it ____31____ us all. I saw my chance and got to my feet, spotting the knife a few feet away.
As I ____32____ it, I saw him. It was Bandit, my father’s old hunting dog.
Bandit charged forward, his loud noise echoing (回响) through the valley. The whole herd took off running with him close behind. I called after him but he was getting farther and farther away. I kept on running, trying to ____33____.
Before I knew it, I was in the place where I had first started, only about 100 yards from our ____34____. I could hear my father’s voice and I ran to him, who had put on his jacket to ____35____ me. I looked at him and said, “It was Bandit. He saved me.”
“Bandit ” my father asked. “David, Bandit’s been dead for two years.”
I didn’t say anything more. I had missed Bandit for a long time, which might have shaped what I thought I saw.
21. A. forest B. stream C. bank D. hillside
22. A. sweating B. bleeding C. shaking D. crying
23. A. wondered B. decided C. remembered D. explained
24. A. early B. slowly C. alone D. ahead
25. A. touched B. found C. ignored D. smelled
26. A. unafraid B. confused C. hopeless D. angry
27. A. quiet B. calm C. polite D. still
28. A. missing B. biting C. hitting D. holding
29. A. rope B. knife C. coat D. bag
30. A. honor B. victory C. life D. strength
31. A. excited B. changed C. froze D. welcomed
32. A. looked at B. focused on C. stood beside D. went for
33. A. give up B. turn back C. stay behind D. keep up
34. A. home B. school C. car D. tree
35. A. wait for B. search for C. look after D. run after
【答案】21. D 22. B 23. A 24. C 25. D 26. A 27. B 28. A 29. B 30. C 31. C 32. D 33. D 34. A 35. B
第二节（共10小题；每小题1.5分，满分15分）
阅读下面材料，在空白处填入1个适当的单词或括号内单词的正确形式。
Dai Jin, born in Qiantang, Zhejiang Province, was a well-known Chinese landscape painter of the Ming Dynasty. He played ____36____ important part in ____37____ (revive) the Ma-Xia style of landscape painting, ___38___ originated (起源于) in the Southern Song Dynasty. This style later became known as the Zhe school, ____39____ (name) after Zhejiang Province.
When compared to the Wu school, led by Shen Zhou, the painters of the Zhe school ____40____ (regard) as “professional” artists. In contrast, the Wu school artists, often labeled ____41____ “amateurs (业余爱好者)”, placed a ____42____ (great) emphasis on expressing their personal emotions and thoughts in their paintings.
Dai Jin wasn’t one to simply repeat the old ways. Just like other ____43____ (create) artists of his time, he took inspiration from the past ____44____ used it as a springboard (跳板) to create something fresh. Instead of having a single, complete scene like many other paintings, his works seemed ____45____ (combine) different parts. This gave his paintings a unique, almost pieced-together look, making them truly special and fascinating to anyone who saw them.
【答案】36. an 37. reviving 38. which 39. named 40. were regarded 41. as 42. greater 43. creative 44. but##and 45. to combine
【答案】
Dear teachers and fellow students,
Welcome to the opening ceremony of our Instrumental Music Competition! It’s great to see so many of you here today.
First of all, I would like to express my gratitude to the organizing team for their hard work in making this event possible. Our competition this year highlights Chinese traditional music. From the enchanting sounds of the erhu to the rhythmic beats of the drum, these instruments tell stories of Chinese culture and heritage.
The significance of this competition goes beyond just winning. It provides a platform for students to show their talent and connect with one another through their love of music. Thank you!
【答案】
Alex and Emma watched with mixed emotions as Mom and Dad finally returned to the cabin. Relief, pride, and a touch of disbelief ran through them — they had faced the challenges alone and discovered their own strength. “We did it,” Alex said proudly. Emma added, “We learned to be patient and work together!” Their parents hugged them tightly, impressed by their growth. The children excitedly shared the problems they had solved, the small mistakes they had corrected, and the victories that built their confidence.
That evening, the family gathered around the fire, ready to share and explore. Alex showed his parents how he had made a simple fishing trap, while Emma recounted how she helped her brother. Their parents guided them gently, suggesting improvements and praising their creativity. The children felt a deeper connection with their parents and a sense of pride in what they had accomplished. The lake, once frustrating, had become a place of growth, discovery, and lasting family memories. They knew this was a holiday they would never forget.

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