资源简介

实战演练·英语(二)
(120分钟 150分)
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。每段对话读两遍。
1. Where will the man probably go to relax
A. The night club. B. The gym. C. The bar.
2. How does the man feel about the team's performance
A. Encouraged. B. Unconcerned. C. Disappointed.
3. What are the speakers mainly talking about
A. Brain training. B. Language learning. C. Game playing.
4. Why is Jack mentioned in the conversation
A. He may have a good idea.
B. He might want to go to Antarctic.
C. He can help the man with his work.
5. What is the probable relationship between the speakers
A. Strangers. B. Relatives. C. Classmates.
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. Why does the woman read the book
A. The book is very interesting.
B. She has waited for it for a long time.
C. The book is very popular recently.
7. Where did the woman get the book
A. She rented it from the library.
B. She borrowed it from the man.
C. She bought it in the shop.
听第7段材料，回答第8至 10题。
8. What is the phone number of Greg Hunter
A.555-1234. B.555-2134. C.555-1243.
9. What does the woman mainly worry about
A. Her age. B. Her health. C. The cost.
10. What does the man suggest the woman do
A. Walk faster. B. Take the subway. C. Go swimming regularly.
听第8段材料，回答第11至 13题。
11. Who answers the telephone
A. Tom. B. Susan's husband. C. Susan.
12. When are Tom and his wife going to New Zealand
A. In two weeks. B. In a couple of months. C. In half a year.
13. Where are Tom and Susan going to meet
A. At Susan's. B. At Tom's. C. In New Zealand.
听第9段材料，回答第14 至 17 题。
14. What are the speakers mainly talking about
A. What job to do in the future.
B. Which professor to follow.
C. What abilities to possess.
15. What subject does the man probably prefer
A. History. B. Politics. C. Art.
16. What do the woman's parents expect her to be
A. A politician. B. A restaurant manager. C. A middle school teacher.
17. What is the woman good at
A. Dealing with people. B. Working with kids. C. Painting pictures.
听第10段材料，回答第18 至 20题。
18. What does the speaker really want to do
A. She wants to give some advice to middle school students.
B. She is announcing an advertisement.
C. She wants to tell us how to choose a university.
19. What is the speaker's suggestion
A. To earn money after middle school.
B. To go on to study.
C. She doesn't know what to do yet.
20. Which of the following is NOT true
A. The more years of school you attend, the more money you are likely to make.
B. The more educated you are, the more choices you have.
C. You can only choose colleges to study further beyond middle school.
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，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
A
How to Run Longer
About the Program
Looking to get more miles No matter what“running longer” means for you, we bet it’s a goal you think about often—— and with our latest program, it's finally within reach.
In How to Run Longer, we’ ll break down everything you need to know about tackling your longest distance yet, from building a necessary base to mastering the important long run. We’ ll also help you determine your on-the-run fueling needs, ensure adequate recovery in between workouts, and maintain motivation all throughout the journey. Finally, our program will guide you through your goal race distance with mental strategies and pacing techniques to get you to the finish line feeling strong.
Who Is This Program For
How to Run Longer is for any athlete looking to overcome a new distance barrier or time goal.
How This Program Will Help You Go Longer
●Embrace the Long Run: A cornerstone of any distance-training plan, we’ ll help work up to your peak long run according to your goal race distance.
●Redefine Your Limits: Running longer isn't just about hitting specific distance tar-gets. It's about building confidence as an athlete so you know how to push through discomfort and keep going.
●Beat Boredom: Manage the mental side of long-distance training so you' re able to stay
motivated and avoid burnout during a boring workout.
●Prevent Injuries: Sidestep injury as you increase your mileage by learning how to fit strength training into your running routine.
●Master Fueling: Mid-run nutrition is a must for any workout lasting longer than 60minutes. Maintain the energy you need to keep going by making a fueling strategy for before,during, and after your runs.
RW+ Training Plans
The plans last from 6 to 20 weeks, and vary depending on your goals. Runner’ s World+members get access to these training plans (along with our guided strength workouts... plus other great membership benefits!).
21. What is the primary goal of the program
A. To teach running form. B. To offer nutrition plans.
C. To help runners go farther. D. To improve running speed.
22. How does the program help runners avoid injuries
A. By suggesting more rest days. B. By offering medical checkups.
C. By including strength training. D. By reducing running frequency.
23. What is the text probably
A. A news report. B. A personal diary.
C. A scientific study. D. An advertisement.
B
From classrooms to concert halls, from stone streets to the cinema screen, the spirit ofChina's Spring Festival is increasingly finding a place in everyday life in Malta through this year's“Happy Chinese New Year” program.
The festivities began on the morning of Feb 6 local time, when the China Xizang autono-mous region Art Troupe visited San Miguel Special School. Lively dances, the bright sound of the suona , a traditional Chinese wind instrument, and colorful ethnic costumes brought a fes-tive atmosphere to the campus.
“The children are smiling even more than usual today,” said headmaster Mark Agius,noting that beyond the performance itself, it was the artists’ warm interaction that left a last-ing impression. By inviting students onto the stage and dancing hand in hand, the performers helped them feel respected, understood and included, he said.
The celebration continued that evening at the Sir Temi Zammit Hall of the University ofMalta, where a“Happy Chinese New Year” performance and Spring Festival reception hosted by the Chinese Embassy in Malta drew more than 400 guests from various sectors, along with representatives of Chinese-funded institutions and members of the local Chinese community.The program featured dynamic folk dances, traditional music and costume displays that high-lighted the cultural heritage of China's plateau(高原) regions. Applause filled the hall as en-ergetic rhythms mixed with more lyrical (抒情的) pieces, offering the audience a vivid look of diverse artistic traditions.
Students in attendance said they were impressed by both the vitality of the music and the interactive elements.“It’ s full of energy and rhythm, and people can join in,” one student said after the show.
In his remarks, Chinese Ambassador to Malta Zhang Zuo said cultural and people-to-peo-ple exchanges have provided sustained momentum for two-side relations since the establish-ment of diplomatic ties. He said both sides are willing to further deepen cooperation and en-hance mutual understanding through exchanges among civilizations.
24. What was the highlight of the school visit for the headmaster
A. The artists’ interaction with students. B. The traditional Chinese costumes.
C. The bright sound of the suona. D. The students’ usual smiles.
25. Why were the university audience members impressed
A. Because of the large guest list,
B. Because of the ambassador's speech.
C. Because of the plateau region's heritage.
D. Because of the music's energy and participation.
26. What can be inferred about the purpose of the events
A. To establish formal diplomatic ties with Malta.
B. To promote tourism to China's plateau regions.
C. To build cultural bridges and mutual understanding.
D. To compare Chinese and European artistic traditions.
27. Which is the best title for the passage
A. Chinese Artists Show Plateau Culture
B. Spring Festival Gains a Foothold in Malta
C. Malta Students Meet Chinese Ambassador
D. Cultural Exchange Programs Face Challenges
C
Artificial intelligence is now routinely used to combine and interpret different kinds of in-formation. Yet one major obstacle remains. Developers must decide which algorithm(算法) is best suited for a specific task, and that choice is often complicated and time consuming in the fast growing field of multi-modal(多模态) AI.
Physicists at Emory University have proposed a clearer, more systematic approach.“We found that many of today's most successful AI methods boil down to a single, simple idea——shorten multiple kinds of data just enough to keep the pieces that truly predict what you need,” says Nemenman, senior author of the study.
“People have created hundreds of different loss functions for multi-modal AI systems and some may be better than others, depending on the situation,” Nemenman says.“We won-dered if there was a simpler way than starting from nothing each time you face a problem in multi-modal AI.”
To address that question, the team created a general mathematical structure for building problem specific loss functions. Their method focuses on deciding what information should be preserved and what can be removed. Using the framework, AI developers can propose new al-gorithms, predict which ones are likely to succeed, estimate how much training data they will need, and anticipate possible failure points.“Just as important,” Nemenman says,“it may let us design new AI methods that are more accurate, efficient and trustworthy.”
Their breakthrough came when they identified a single principle describing the balance between simplifying data and reconstructing it. The idea captured the trade-off at the heart of many AI methods.
To evaluate their approach, the team applied the framework to dozens of existing AImethods.“By helping guide the best AI approach, the framework helps avoid encoding fea-tures that are not important,” Nemenman says.“The less data required for a system, the less computational power required to run it, making it less environmentally harmful. That may also open the door to frontier experiments for problems that we cannot solve now because there is not enough existing data.”
28. What is the key idea of the new approach
A. Using loss functions. B. Keeping the essential data.
C. Designing various algorithms. D. Combining different data types.
29. What can AI developers expect from the new framework
A. Computational costs. B. Environmental impact.
C. Algorithm success rates. D. Data collection methods.
30. What does the word“trade-off” in Paragraph 5 probably mean
A. Balance. B. Conflict. C. Exchange. D. Adjustment.
31. What is Nemenman's attitude towards the new framework
A. Positive. B. Negative. C. Neutral. D. Doubtful.
D
Scientists recently have developed a theoretical model examining whether disturbances in the ionosphere(电离层) could apply electrostatic(静电) forces deep within the Earth's outer layer. Under certain conditions, these forces might contribute to the start of large earthquakes.
The research is not designed to predict earthquakes. Instead, it outlines a possible physi-cal mechanism showing how shifts in ionospheric charge levels—— caused by intense solar activ-ity such as solar flares—— might interact with already weakened areas of the outer layer and in-fluence how cracks develop.
In this model, cracked regions of the outer layer are thought to contain water at extreme-ly high temperatures and pressures, possibly in a supercritical(超临界的) state. Electrically,these cracked zones may act like capacitors(电容器). They are coupled(连接) both to theEarth's surface and to the lower ionosphere, creating a vast electrostatic system that links the ground to the upper atmosphere.
When solar activity rises quickly, the number of electrons (电子) in the ionosphere can rise significantly. This can produce a negatively charged layer in the lower ionosphere.Through electrical coupling, that charge may generate intense electric fields inside tiny spaces within cracked rock. The resulting static electric pressure could approach levels similar to tidal or gravitational stresses that are already known to influence crack line stability. According to the team's calculations, ionospheric disturbances tied to major solar flares might create static electric pressures of several units of pressure within these tiny spaces.
Unusual ionospheric behavior has often been detected before powerful earthquakes. Tra-ditionally, scientists have interpreted it as effects caused by stress building up inside the outer layer. This new framework offers an additional perspective. It suggests a two way interaction in which processes inside the Earth can influence the ionosphere, while ionospheric disturb-ances may also send feedback forces back down into the outer layer. The model connects space weather and earthquake activity without claiming that solar activity directly causes earthquakes.
The findings indicate that tracking ionospheric conditions alongside underground meas-urements could improve understanding of how earthquakes begin and how earthquake risk is assessed. Future work will determine when and how ionospheric disturbances might exert meaningful static electric effects on the Earth's outer layer.
32. What is the main purpose of the research
A. To predict earthquake timing.
B. To show solar flares cause earthquakes.
C. To measure electrostatic forces in Earth's out layer.
D. To describe a link between ionospheric shifts and earthquakes.
33. How do electric fields form in cracked rock according to the model
A. Solar flares are the only source of such fields.
B. Solar activity directly creates them in all cracks.
C. They occur regardless of ionospheric conditions.
D. They arise from coupling of ionospheric charge and cracked zones.
34. What did the traditional view of pre-earthquake ionospheric changes miss
A. They might cause earthquakes.
B. They were based on the new model.
C. The ionosphere could also affect the surface.
D. The two-way interaction was fully explained.
35. How does the author present the argument
A. By listing experimental data.
B. By tracing the research history.
C. By quoting experts on earthquake prediction.
D. By proposing a new idea and making comparisons.
第二节(共5小题；每小题2.5分，满分12.5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。
In middle and high school, group work can quickly go off the rails. Discussions meant to deepen understanding drift off-topic or become controlled by a few voices. Instead of spreading the thinking across the group, one or two students end up doing most of the work. 36
But research shows these challenges aren't necessarily related to student motivation. 37 Adolescents are developmentally ready to do more demanding group work. Research suggests teens are naturally willing to analyze materials, deal with complex questions, and explore messy ideas with partners.
38 This will help them contribute to a shared visual product. These“art-meets-con-tent” tasks help students build shared understanding while gathering evidence, modeling processes, or representing key ideas visually. The finished products can also serve as visual anchors(锚点) for gallery walks, reviews, or formative assessment.
The jigsaw method creates shared responsibility for learning by making each student an expert on one piece of the material—— reducing dominant voices in group work and ensuring all kids are engaged. 39 And each person receives a separate part of a lesson plan. Content could be taken from a textbook chapter, a handout, or an online resource, and should be di-vided into the same number of parts as there are students.
To give every student a voice in group work—— especially those who hesitate to speak up—we can let students hold written conversations using sticky notes on poster paper. Instead of talking, students silently add ideas, questions, and evidence to a shared topic, forcing them to slow down their thinking and ensuring everyone participates. 40 We can assign colors to different types of responses using colored pens or different colored sticky notes. In other classrooms, different colors could represent claims, evidence, or clarifying questions. The goal is to create conditions for students to read carefully and respond to each other's ideas with clear, traceable contributions.
A. Meanwhile, the others hang back.
B. Color helps structure the discussion, too.
C. It's often the result of how group work is designed.
D. Instead, students study their own part independently.
E. In a typical jigsaw, students are divided into small groups.
F. We can assign each student a clear role to focus and equalize group work.
G. In the jigsaw system, each student receives one small part of a bigger lesson.
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)
阅读下面的短文，从短文后各题所给的四个选项(A、B、C和D)中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
Life is like a journey through a dangerous mountain pass, such as the ones I travelled the
Himalayas last year. The vast 41 ground calls from afar, yet the thought of overcoming its upcoming challenges 42 as you draw near.
Your first thought is to admire the brilliant glacier peaks, a youthful 43 we all share. But once the journey begins, the mountains’ loneliness 44 in, and you want a companion to ask,“So, how do you find it ”
We keep on, either 45 for small talk or waiting for the other to start. When the sun shines bright, you turn to your new companion:“This is fantastic, isn’ t it I’ m X, fromBangalore.”“Hi, I’ m Y, from Imphal.” You offer an extra hat; she 46 , eyes shining with joy.
47 fades, replaced by dialogues and laughter. You race, 48 each other, and find warmth in mutual support. Together, you cross glacial streams and flying rocks, watching the valleys 49 colors as the sun leans.
“Did we cross that 50 glacier ” Y asks,“We have miles to go,” you say poetically,ignoring the downhill truth. Denial 51 your senses until a health scare shocks you. 52 , signs of decline appear.
“Dad, why haven’ t you 53 the speaker ” my son asks from Germany. Once eager to build gadgets, I now fear wires and tiny print.“Stop using 54 as an excuse.” he urges.“You hiked the Himalayas!”
I sigh, recalling that mountain journey. As spring comes, the mountains call again. After all, life isn’ t all downhill—— so long as I still have an extra hat to 55 .
41. A. polluted B. rough C. restored D. dusty
42. A. confuses B. clicks C. stirs D. peaks
43. A. experience B. memory C. freedom D. urge
44. A.comes B. rushes C. sinks D. cuts
45. A. struggling B. accounting C. excusing D. providing
46. A. continues B. accepts C. rewards D. agrees
47. A. Embarrassment B. Silence C. Misunderstanding D. Loneliness
48. A. help B. call C. kid D. chat
49. A. shift B. feature C. hold D. wear
50. A. smooth B. initial C. frozen D. newly-formed
51. A. focuses B. eyes C. trains D. clouds
52. A. Obviously B. Naturally C. Suddenly D. Frequently
53. A. set up B. turn on C. check out D. put away
54. A. skill B. cost C. chance D. age
55. A. exchange B. keep C. share D. display
第二节(共10小题；每小题1.5分，满分15分)
阅读下面的材料，在空格处填入适当的内容(1个单词)或括号内单词的正确形式。
For centuries, the beauty of lanterns has been appreciated by Chinese people. Like a bea-con(灯塔) lighting up the way home, 56 is a custom to admire the charm of lanterns during Lantern Festival and Mid-Autumn Festival, two festivals that celebrate reunion.
When we mention Chinese lanterns, it would not be complete 57 referring toZigong, a city in Southwest China’ s Sichuan Province, often 58 (recognize) as the City of Lanterns. The custom of enjoying lanterns on festivals began in Zigong as early as the TangDynasty. Most Chinese lanterns 59 (make) with wire structures and fabric 60 (cov-er). To add to its beauty, Zigong craftsmen also use varieties of materials, such as silkpaper,bamboo, straw, and even porcelain.
Lantern production is now a 61 (drive) force for the local economy, as most of
large-scale lanterns used in festive shows are produced in Zigong. The annual Zigong LanternShow is also a major draw for the city's tourism. Visitors pour to Zigong 62 (enjoy) lan-terns, as well as many other recreational activities. The skilful hands of Zigong craftsmen have also taken this 63 (nation) intangible heritage abroad, staging impressive perform-ances of color and delight at lantern shows in more than 70 countries and regions worldwide.Zigong lanterns are now a name card for their hometown, 64 (equal) their motherland.
For the Chinese, lanterns have not only lit up the night but also the hearts 65 long for home.
第四部分：写作(共两节，满分40分)
第一节(满分15 分)
假定你是李华，你校英文报正在举办以“Sports Light Up Growth”为主题的征文活动。请你结合校园体育赛事的亲身经历，写一篇短文投稿，内容包括：
1.你参与的体育赛事基本情况；
2.赛事中触动你的温暖瞬间；
3.你的成长感悟。
注意：1.写作词数应为 80左右；
2.请按如下格式在答题卡的相应位置作答。
Sports Light Up Growth
第二节(满分25分)
One heavy snow morning, sitting in the living room, Betty looked out of the window,feeling bored. She had promised to go out with her best friend, Lily. They had dreamed for a whole day of building a tall snowman with a carrot nose and an old hat, and of laughing as they threw soft white snowballs at each other. Now it was the very time!
Suddenly, Betty heard a knock at the door. She opened it, seeing an old woman standing there. The woman’ s coat was thin, with her gray hair covered with snow, and her hands shook as if the wind might break them. At the sight of the stranger, so weak against the storm, a sense of sympathy rose in Betty's heart.“Please, come in,” Betty said. As Betty helped the trembling woman inside, a flash of unease mixed with her compassion. She led the stranger to the couch and wrapped her own blanket around the woman's shoulders. Then Bet-ty hurried to the kitchen, returning with a steaming glass of tea sweetened with honey. The old woman cupped the glass, breathed in the rising steam, and managed a small smile.“I’ mMary. I went out to purchase bread,” she whispered,“but the snow was so heavy that it turned me around. I can't remember the way back home.” Betty listened carefully, nodding.
Yet, the echo(回声) of Lily's excited voice, when they were planning their snow adven-tures that morning, pulled sharply at her heart— Betty had promised. Lily, disappointed by the canceled outing, was likely staying at home, waiting for Betty's call to share or perhaps initiate an outdoor plan. Betty pictured Lily's bright face clouding again and felt a heavy sink.The trembling woman needed help now, but the unspoken promise to her friend pressed like a knot(结) inside. Doing the right thing for a stranger meant risking Lily's trust, and what should she do
Paragraph 1:
Suddenly, a clever idea struck Betty.
Paragraph 2:
Gratefully, Mary's daughter greeted Betty and Lily at the door.
英语(二)
第一部分 听力
1~5 BCABC
6~10 CAABC
11~15 CABAC
16~20 BBABC
第二部分 阅读
第一节
A篇
本文是一篇应用文，主要介绍了一项名为“How to Run Longer”的训练计划。该计划主要教你如何跑得更远，内容包括如何通过长跑训练、合理补充能量、预防受伤以及保持动力来突破自己的距离极限。文末提到该计划是会员专属，时长从6到20周不等。
21. C 细节理解题。依据文章标题“How toRun Longer”以及开篇“Looking to getmore miles ”可知,该计划的核心目标是帮助跑者跑得更远,C 项“To helprunners go farther”是对这一目标的同义转换。A项“教授跑步姿势”在文中未提及；B项“提供营养计划”只是计划中的一部分，并非主要目标；D项“提高跑步速度”与“跑得更长”不符，均为干扰项。故选C。
22. C 细节理解题。根据“Prevent Injuries”部分中的“Sidestep injury... by learninghow to fit strength training into yourrunning routine”可知,该计划通过将力量训练融入跑步 routine来预防受伤，C项“By including strength training”是原文信息的直接对应。A项“建议更多休息日”、B项“提供医疗检查”、D项“减少跑步频率”均未在文中提及。故选 C。
23. D推理判断题。文章以宣传性语言介绍“How to Run Longer”计划,列举其好处,并最后提到“RW+ Training Plans”会员资格，整体风格旨在吸引读者加入，因此最可能是一则广告。A项“新闻报道”通常客观陈述事实，无宣传口吻；B项“个人日记”为第一人称主观记录；C
项“科学研究”需有数据和方法论，均不符合本文特征。故选 D。
B篇
这是一篇新闻报道，主要报道了在马耳他举办的“欢乐春节”活动。活动包括西藏自治区艺术团访问特殊学校以及在马耳他大学举行的演出和招待会。这些活动展示了中国传统文化，促进了与当地民众的互动，旨在通过文化交流加深两国人民之间的理解和友谊。
24. A细节理解题。依据第三段校长马克·阿吉乌斯的话，他指出除了表演本身，艺术家们与学生的温暖互动留下了深刻印象，因此学校之行的亮点是互动。A项是对此的同义转换。B项“传统中国服饰”和C项“唢呐的明亮声音”虽是表演内容，但校长强调的是互动；D项“学生平时的笑容”与文中“比平时更多笑容”不符，均非亮点。故选 A。
25. D细节理解题。根据第五段一名学生的话可知，音乐“充满活力和节奏，人们可以加入”，这正是大学观众印象深刻的原因。选项 D 准确概括了这一点。A项“庞大的嘉宾名单”是活动背景，非原因；B项“大使的讲话”发生在演出之后；C项“高原地区的遗产”是表演内容，直接原因在于音乐的能量和参与性。故选D。
26. C推理判断题。从最后一段中国大使的讲话可知，文化交流为两国关系提供动力，双方愿通过文明交流深化合作、增进相互理解。由此推断，活动的目的是搭建文化桥梁和促进相互理解。C项正确。A项“建立正式外交关系”与两国已有外交关系的事实不符；B项“促进旅游业”非主要目的；D项“比较中欧艺术传统”文中未提及。故选 C。
27. B主旨大意题。文章首段点明主题：中国春节精神通过“欢乐春节”项目在马耳他日常生活中越来越受欢迎，随后具体描述学校访问和大学演出等活动。因此最
佳标题应概括春节在马耳他的影响，B项“春节在马耳他站稳脚跟”准确反映了主旨。A项仅涉及高原文化表演，过于片面；C项只提到学生见大使，以偏概全；D项“文化交流项目面临挑战”文中未提及。故选 B。
C篇
本文是一篇说明文。文章主要介绍了埃默里大学物理学家提出的一种针对多模态人工智能的新方法框架，该方法通过简化数据、仅保留关键预测信息，帮助开发者更系统地选择算法、预测成功率、估计数据需求，并有望设计出更准确、高效且可信的 AI 系统，从而降低计算成本与环境影响，甚至解决数据不足的前沿问题。
28. B 细节理解题。根据第二段 Nemenman 的话“我们发现当今许多最成功的 AI方法归结为一个简单的想法——将多种数据缩短到刚好保留真正预测所需的部分”可知，新方法的核心思想是保留关键数据，而非仅仅使用损失函数(A)、设计各种算法(C)或简单地结合数据(D)，因此B正确。
29. C细节理解题。根据第四段中的内容可知，“利用该框架，AI开发者可以提出新算法，预测哪些算法可能成功，估计所需训练数据量，并预见可能的失败点。由此可知，开发者可以预测算法的成功率，而计算成本(A)、环境影响(B)和数据收集方法(D)并未直接提及为可预测内容，因此C正确。
30. A 词义猜测题。第五段提到“他们发现了一个描述简化数据与重建数据之间平衡的原则”,并用“trade-off”指代这一核心思想,结合上下文,“balance”与“trade-off”在此处同义，意为“平衡”，而冲突(B)、交换(C)、调整(D)均不准确,因此A 正确。
31. A 推理判断题。从最后一段 Nemenman的言论“该框架有助于避免编码不重要的特征”“减少计算需求”“为前沿实验打开大门”等，可见他对新框架持积极肯定的态度，而非消极(B)、中立(C)或怀疑(D),因此 A 正确。
D篇
本文是一篇说明文，主要介绍了一项关于电离层扰动与地震关系的新理论模型。该模型指出，太阳活动引发的电离层电荷变化可通过静电作用与地球外层薄弱区域相互影响，挑战了传统上认为地震前电离层异常只是地壳应力释放结果的观点，并提出二者存在双向作用；文章还阐述了模型原理、形成过程及研究意义，表明该模型有助于理解地震成因与评估风险。
32. D 推理判断题。根据文章第二段“The re-search is not designed to predict earth-quakes. Instead, it outlines a possiblephysical mechanism showing how shiftsin ionospheric charge levels... might in-teract with already weakened areas ofthe outer layer and influence how cracksdevelop.”及后文对电离层与地震关系的论述可知，研究目的是论述电离层变化与地震之间的关联。A项“正话反说”，原文明确研究并非用于预测地震；B项“绝对化错误”，原文指出模型并未声称太阳活动直接引发地震；C项“以偏概全”，测量地壳静电力只是研究内容之一，并非研究目的；D项与研究核心目的一致，即阐述电离层变化与地震之间的关联。故选 D。
33. D细节理解题。根据文章第三段中的“They are coupled both to the Earth’ ssurface and to the lower ionosphere...”与第四段中的“When solar activity risesquickly... Through electrical coupling,that charge may generate intense elec-tric fields inside tiny spaces withincracked rock.”可知电离层电荷与断裂区域的耦合作用产生电场。A项“绝对化错误”，原文并未表明太阳耀斑是唯一来源；B项“绝对化错误”，并非太阳活动直接在所有裂缝中产生电场；C项“与原文相反”，电场形成与电离层状况密切相关；D项与原文电场形成原理完全吻合，故选 D。
34. C细节理解题。根据文章第五段中的“Traditionally, scientists have interpre-
ted it as effects caused by stress build-ing up inside the outer layer. This newframework offers an additional perspec-tive. It suggests a two way interactionin which processes inside the Earth caninfluence the ionosphere, while iono-spheric disturbances may also sendfeedback forces back down into the out-er layer.”可知，传统观点只认为地壳影响电离层，忽略了电离层也会反过来影响地壳。A项曲解文意，研究并未表明电离层异常引发地震；B项逻辑错误，传统观点早于新模型；C项指出传统观点缺失的双向作用中“电离层可影响地壳”这一关键内容，符合题意；D项与原文矛盾，传统观点并未解释双向作用。故选 C。
35. D推理判断题。通读全文可知，作者先提出新理论模型，再将其与传统观点进行对比，以此展开论证。A项“无中生有”，文中未列出实验数据；B项“以偏概全”，并非追溯研究历史；C项“无中生有”，文中未引用地震预测专家观点；D项准确概括文章结构，即提出新观点并进行对比。故选 D。
第二节
本文是一篇说明文，主要探讨了中学阶段小组合作学习中常见的问题及其解决策略。文章首先指出小组讨论容易偏离主题或被少数学生主导，然后分析问题根源在于任务设计而非学生动机，并提出了三种有效方法：分配明确角色以促进视觉化产出、采用拼图法确保人人参与、以及利用便利贴进行书面对话并用颜色区分观点，从而提升小组合作的效果。
36. A考查上下文的理解。前文描述小组工作中一两个学生做大部分工作的问题，后文指出这些挑战并非源于学生动机。A项“Meanwhile, the others hang back.(与此同时，其他人退缩不前。)”承接前文，具体描述了其他学生的状态，使问题更具体，并自然引出后文对问题原因的探讨。
37. C考查上下文的理解。前文说挑战与动机无关，后文指出青少年在发育上已准备好进行更 demanding 的小组工作，并愿意分析材料。C项“It’ s often the resultof how group work is designed.(这通常是小组工作设计方式的结果。)”解释了挑战的真正原因，与后文形成因果逻辑，即因为设计问题，而非能力问题，所以青少年其实有能力，只需改进设计。
38. F考查上下文的理解。前文提到青少年有能力，后文说“这有助于他们为共享的视觉产品做贡献”，并引出“艺术结合内容”的任务。 F 项“We can assign eachstudent a clear role to focus and equalizegroup work.(我们可以给每个学生分配一个明确的角色，以集中和平衡小组工作。)”提出一种具体方法，该方法能让学生聚焦任务，从而为后续的视觉产品创作打下基础，与后文“This”指代一致。
39. E考查上下文的理解。前文引入拼图法，后文说“每个人得到课程计划的一部分”,并解释内容来源。E项“In a typicaljigsaw, students are divided into smallgroups.(在典型的拼图法中，学生被分成小组。)”介绍了拼图法的第一步，即分组，然后后文进一步说明分组后每人分配一部分，逻辑连贯。
40. B考查上下文的理解。前文介绍用便利贴进行书面对话，后文说我们可以用颜色笔或不同颜色的便利贴来区分不同类型的回应。B项“Color helps structure thediscussion, too.(颜色也有助于组织讨论。)”承上启下，引出颜色在讨论中的作用，与后文具体操作相呼应。
第三部分 语言运用
第一节
本文是一篇夹叙夹议文。作者将人生比作穿越危险山口的旅程，叙述了在喜马拉雅山徒步时，从最初的孤独与陌生，到与旅伴互相帮助、分享温暖，最终共同克服困难的经历。文章由此联想到现实生活中因年老而对新事物产生畏难情绪，并感悟到只要仍怀有分享与互助之心，人生的旅程就并非全是下坡路。
41. B考查形容词辨析。根据前文将人生比作穿越危险山口的旅程，以及后文提到克服挑战可知，此处形容地面崎岖难行。A. polluted(被污染的)不符合语境;B.rough(粗糙的，崎岖的)准确描绘了山路特征;C. restored(恢复的)与文意无关;D. dusty(布满灰尘的)虽可能，但不如“rough”突出险峻。故选 B。
42. C 考查动词辨析。句意：当你靠近时，克服即将到来的挑战的想法在心中涌动。A.confuses(使困惑)逻辑不符;B. clicks(点击,突然明白)不贴切;C. stirs(激起,涌动)生动表达内心感受；D. peaks(达到顶峰)不合语境。故选 C。
43. D 考查名词辨析。句意：第一想法是欣赏冰川山峰，这是一种我们都共有的年轻冲动。A. experience(经验)过于宽泛;B. memory(记忆)不合逻辑;C. freedom(自由)不匹配；D. urge(冲动，渴望)准确表达内心的向往。故选 D。
44. C 考查动词短语辨析。句意：旅程开始后，山的孤独感逐渐渗入内心。A.comes in(进来)较直白;B. rushes in(冲进)过于猛烈;C. sinks in(渗入,被理解)形象表达孤独感的弥漫;D. cuts in(插入)不合语境。故选 C。
45. A 考查动词辨析。句意：我们继续前行，要么努力寻找话题闲聊，要么等待对方开口。A. struggling(挣扎,努力)符合试图打破沉默的语境;B. accounting(解释)不符;C. excusing(原谅)无关;D. providing(提供)不搭配。故选 A。
46. B 考查动词辨析。句意：你递出一顶多余的帽子，她欣然接受，眼中闪烁着喜悦。A. continues(继续)不恰当;B. accepts(接受)准确;C. rewards(奖励)逻辑错误;D. agrees(同意)不如“accepts”直接。故选 B。
47. D 考查名词辨析。前文提到孤独感袭来，此处说孤独感消失，被对话和笑声取代。A. Embarrassment(尴尬)未提及;B. Si-lence(沉默)虽可能，但前文强调孤独；C.Misunderstanding(误解)无关;D. Lone-liness(孤独)与前文呼应。故选 D。
48. C 考查动词辨析。句意：你们比赛，互相开玩笑，在相互支持中找到温暖。A. help(帮助)虽合理，但不如“kid”生动体现轻松氛围;B. call(呼叫)不符;C. kid(开玩笑，戏弄)符合上下文；D. chat(聊天)已在前文出现。故选 C。
49. A 考查动词辨析。句意：看着山谷在夕阳下变换色彩。A. shift(转变,移动)准确描述颜色变化;B. feature(以……为特征)不合;C. hold(保持)与“colors”搭配不当;D. wear(穿戴)不用于颜色变化。故选 A。
50. C 考查形容词辨析。句意：Y问是否穿过了那个冰冻的冰川。A. smooth(光滑的)不符合冰川特征;B. initial(最初的)无依据;C. frozen(冰冻的)符合常识;D.newly-formed(新形成的)未提及。故选C。
51. D 考查动词辨析。句意：否认蒙蔽了你的感官，直到健康恐慌震惊你。A. focuses(聚焦)相反;B. eyes(注视)不搭配;C.trains(训练)不合;D. clouds(使模糊,蒙蔽)形象表达否认的影响。故选 D。
52. C 考查副词辨析。句意：突然，衰退的迹象出现了。A. Obviously(明显地)强调显而易见,但前文有“shocks”暗示突然;B.Naturally(自然地)不符;C. Suddenly(突然地)与“shocks”呼应;D. Frequently(频繁地)不合逻辑。故选 C。
53. A 考查动词短语辨析。句意：儿子问父亲为什么还没有安装扬声器。A. set up(安装,设置)符合语境;B. turn on(打开)但未提及已安装;C. check out(检查)不准确;D. put away(收好)无关。故选 A。
54. D 考查名词辨析。句意：儿子劝父亲不要再用年龄作为借口。A. skill(技能)不符;B. cost(成本)无关;C. chance(机会)不合；D. age(年龄)与前文“害怕电线和细小字体”呼应，指因年老而推脱。故选D。
55. C 考查动词辨析。句意：只要我还有一顶多余的帽子可以分享。A. exchange(交换)不准确，因帽子是赠予；B. keep(保留)与互助精神不符;C. share(分享)体现善意和互助;D. display(展示)无关。故选C。
第二节
这是一篇说明文。文章主要讲述了中国灯笼的文化意义及其与自贡市的深厚渊源，介绍了自贡灯笼的历史起源、独特工艺、材料运用以及对当地经济和文化的推动作用，最后强调了自贡灯笼作为文化名片走向世界、承载中国人思乡之情的重要意义。
56. it 考查代词。分析句子结构可知,“it is acustom to do sth.”为固定句型,其中 it作形式主语，真正的主语是后面的不定式短语“to admire the charm of lanterns...”。故填“it”。
57. without 考查介词。句意:当我们提到中国灯笼时，如果不提到自贡，那将是不完整的。根据句意可知，表示“如果不提及”，应用介词“without”。故填“without”。
58. recognized 考查非谓语动词。分析句子结构可知,“a city in Southwest China’ s Si-chuan Province”是 Zigong 的同位语,其后跟着一个非限制性定语，修饰 city。city与recognize 之间为被动关系，且表示客观事实，故用过去分词短语作后置定语。故填“recognized”。
59. are made 考查动词时态和语态。本句描述一般事实，应用一般现在时。主语“MostChinese lanterns”与谓语动词 make 之间为被动关系,且主语是复数,故填“are made”。
60. coverings 考查名词。句意:大多数中国灯笼是由金属结构和织物覆盖物制成的。分析句子结构可知，介词“with”后跟了两个并列的宾语,即“wire structures”和“fabric ”，因此空白处需要一个名词。动词“cover”的名词形式为“covering”,为可数名词，意为“覆盖物、罩子、套子”，在此处指灯笼表面的多种织物覆盖层。故填“cover-ings”。
61. driving 考查非谓语动词。分析句子结构可知，空后是名词“force”，因此需要形容词作定语。“drive”的形容词形式是“driv-ing”,意为“驱动的,推动的”。故填“driv-ing”。
62. to enjoy 考查非谓语动词。句意:游客涌向自贡是为了欣赏灯笼以及许多其他娱乐活动。分析句子结构可知,“pour to Zigong”是谓语部分，后面接动词表示目的，应用不定式作目的状语。故填“to enjoy”。
63. national 考查形容词。分析句子结构可知,空后是名词短语“intangible heritage”,因此需要形容词作定语。名词“nation”的形容词形式为“national”,意为“国家的,民族的”。故填“national”。
64. equally 考查副词。句意:自贡灯笼现在是家乡的名片，同样也代表着他们的祖国。分析句子结构可知，逗号后是一个完整的句子，但缺少连接词，因此空白处需要一个副词作评注性状语，修饰整个句子，表示前后两者的并列或等同关系。形容词“equal”的副词形式为“equally”，意为“同样地，相等地”。故填“equally”。
65. who/that 考查定语从句。分析句子结构,空处引导一个定语从句，修饰先行词“hearts”，指人，且关系词在从句中作主语，应用关系代词“who/ that”。故填“who/that”。
第四部分 写作
第一节
Sports Light Up Growth
To me, sports are far more than medals and races, but a warm lesson on growth, a les-son I learned firsthand from the 4×400m relay at our school sports meet last month.
What touched me most was that we insis-ted on including my deskmate, who had a mild leg injury, in the team rather than replacing him to seek for a higher rank. We adjusted our relay order, trained with him after class, and cheered him on through every single step of the race.
Though we won no prize, I realized the true meaning of sports: they nurture unity, re-spect and courage, always lighting up our way of growth.
第二节
Paragraph 1:
Suddenly, a clever idea struck Betty. She grabbed the phone and dialed Lily's number.“Hurry over here— Rescue first; snowmen af-ter!” she urged. Within minutes, Lily arrived,filled with curiosity. Betty wasted no time tell-ing her about Mary's trouble. Together, they wrapped the woman up, carefully supporting her arms as they stepped back into the snow-storm. Following Mary's shaking finger, they carefully figured out the direction and kept go-ing until Lily was the first to spot the familiar landmark. They made their way cautiously along the icy path and finally reached the warm porch of Mary's house. Immediately, Betty knocked at the door without hesitation.
Paragraph 2:
Gratefully, Mary’ s daughter greetedBetty and Lily at the door. Relief turned to joyful tears as the daughter threw her arms around Mary.“Thank you, you two are an-gels!” she cried, giving each girl a tight hug.Waving goodbye, Betty and Lily exchanged a bright smile. Their delayed adventure was fi-nally waiting for them! They rushed to Betty's yard, scooping and packing snow into a grand snowman decorated with a carrot and an old hat. Soon, soft snowballs were flying through the cold, fresh air, and their laughter rang lou-der than the winter wind. It turned out that helping others with kind hearts could create something much warmer than the snow around them.
听力部分录音
Text 1
M: Hello, I'm looking for a place to relax. Do you have any recommendations
W: Yes. Our hotel has two swimming pools, a bar, a gym and a night club.
M: Thank you. I think all I need is a good sweat.
Text 2
W: Hey. Have you been watching any of the
World Cup soccer matches
M: Well, I was watching until my favorite team lost in the first round. They should have made it all the way to the final, but a series of events cost the team the opportunity.
Text 3
M: Did you know, Sophia, that scientists be-lieve learning a second language can im-prove brainpower
W: Oh, yes. Besides studying a foreign lan-guage, there are other ways to train our brain, such as doing a crossword puzzle or playing chess.
Text 4
W: Would you go to the Antarctic next Friday with me
M:I am afraid there is no time as I am busy these days. Maybe you can ask Jack. He likes the idea of a trip to the Antarctic.
Text 5
M: That is a lovely bunch of flowers. Who is it for
W: My brother. Today is his graduation day. Iwant it to be special.
M:I hope we are also given flowers on gradua-tion day in four years.
Text 6
M: What's that book you have under your arm
W: It's the bestseller everyone's been talking about for the last six months.
M: How in the world did you get a copy I' ve been on the list at the public library for weeks and I'm still waiting my turn.
W:I checked it out of the rental library. It only costs five cents a day.
M: Is it really worth paying for
W:I can't tell yet. I haven't got beyond the first chapter.
M: If it's any good, I' ll buy a copy when it comes out in the pocket edition.
Text 7
M: Welcome to“How Can I Help ” where you
ask me, Greg Hunter, for advice with your problems. Our number's 555-1234. So let's get down to business. Hello, what's your name
W: Hello, Greg. I'm Linda. I'm sixty years old and want to start exercising. I haven't exer-cised in twenty years, and I'm afraid I may hurt myself.
M: Linda, try walking for fitness, but take it slow at first. If you usually take the subway or the bus, why not get off two stops early and walk the rest of the way And try swimming regularly. It's great exercise and a lot of fun.
W: That's right, Greg, great advice. It's never too late to start exercising.
Text 8
M: Hello! Can I speak to Susan, please
W: Speaking. Is that you, Tom
M: Yes, it is. I am going to New Zealand in two weeks’ time, and my wife is going with me.
W: Oh, how lucky you are! How long are you going for
M: For a couple of months, maybe half a year.My boss wants me to help set up a branch company there. Well, Susan, you have been to New Zealand several times. Can you give us some suggestions, or just tell us about that country
W:I'd love to. We can have a talk sometime.
M: Why not come over to dinner in my house this weekend. My wife wants to meet you as well.
W: All right. What about Saturday
M:OK. See you at 6:00 pm, this coming Sat-urday. Goodbye!
Text 9
M: My history professor says I should think a-bout a job in politics. But I don't think I'd make a good politician.
W: Why not
M: You know me, I'm not good at dealing with people. And politicians have to work with people all the time.
W: That's true. So what do you think you want to do
M:I think I will be a good artist. I love paint-ing pictures.
W: That reminds me of a problem I'm having.You know my parents have a restaurant,right They want me to be the manager.
M: And you want to
W: No way. A restaurant manager has to man-age other people. It'd be terrible, I'm too disorganized. Honestly, I want to be a teacher in a middle school because I like working with kids, and I'm good at it.
M: That's true.
Text 10
It's okay if you don't know what you want to do yet, but plan ahead for college— it just makes sense. Why is college a good idea
Because education is the key to your fu-ture. It provides knowledge and skills that you can use for the rest of your life. Education can help you get and keep your dream job.
Here are more reasons why education will be an important part of your future:
The more you know, the better you un-derstand the world around you.
The more educated you are, the more choices you have about what to do with your life.
The more years of school you attend, the more money you are likely to make.
There are many opportunities for educa-tion beyond high school, including state and private colleges and universities, local commu-nity colleges, and technical schools. Think a-bout what is available and what is right for you.

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