2022届四川省成都市石室中学高三下学期3月二轮复习英语收官卷（二）含答案

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 2022届高考英语二轮复习点题收官卷（二）
第一部分 阅读理解（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和D四个选项中，选出最佳选项。
Caregivers Wanted — Weekends Only
Entry-level or experienced caregivers work weekends only at our Mantua location. Care for the children and adults.
$10 starting rate + $ 1 shift differential(工资级差) on the 2nd &3rd shifts
※ Day shift: 6:30 am—7:00 pm every Saturday & Sunday
※ Night shift (Option 1): 6:30 pm—7:00 am every Friday & Saturday
※ Night shift (Option 2): 6:30 pm—7:00 am every Saturday & Sunday
What we offer: Paid Training/Paid Time Off (PTO)/Bonus Cash
Bonus cash: Weekend Warriors who work two 12-hour shifts per weekend receive a payment for an extra 8-hour shift at the starting rate of $ 10 per hour. Shift differential does not apply to bonus cash.
Full-time Housekeeper Wanted
Full-time Housekeeper is needed at Hattie Larlham in Mantua.
$ 10.00/hour starting rate + excellent benefits including free life insurance
※ Full-time, 1st shift: 6:30 am—3:00 pm
※ Full-time, 2nd shift: 3:00 pm—11:30 pm
What we offer: Paid Training/Employee Discounts/Flexible Schedule/PTO
Licensed Practical Nurses (LPNs)Wanted
APPLY NOW to be awarded up to a $ 1,000 BONUS after one year of employment!
※Full-time, 36 hours/week, 6:30 pm—7:00 am
※Full-time, 36 hours/week, 6:30 am—7:00 pm
What we offer: Home-like Work Environment/Competitive Pay/Flexible Schedule/PTO
Food Service Assistant (FSA) Wanted
Food Service Assistant makes a difference in the lives of children and adults with intellectual(智力的) and developmental disabilities.
※ 1st shift: 5:30 am—2:00 pm
※ 2nd shift: 11:30 am—8:00 pm
Every other weekend required
What we offer: Paid Training/Flexible Schedule/PTO
1. How much can Weekend Warriors working 24 hours get per weekend?
A. $240. B. $ 264. C. $320. D. $ 344.
2. What is special about the second job?
A. It is a full-time occupation. B. It offers employee discounts.
C. It needs day and night shifts. D. It allows for working flexibly.
3. Which job involves looking after the disabled?
A. FSA. B. LPN. C. Housekeeper. D. Caregiver.
【全文翻译】
招聘周末护理员
只周末在曼图亚工作的初级或有经验的护理员。照顾孩子和大人。
底薪10美元 + 第二、三轮班有1.5美元的工资级差
※ 白班：每周六和周日早上6:30到晚上7:00
※ 晚班（选项1）：每周五和周六下午6:30到（次日）早上7:00
※ 晚班（选项2）：每周六和周日下午6:30到（次日）早上7:00
我们提供：带薪培训/带薪休假/现金奖金
现金奖金：每周末工作两个12小时轮班（即工作24小时）的周末勇士在获得每小时10美元底薪的基础上，还可额外获得8小时的报酬。工资级差不适用于现金奖金。
招聘全职管家
在曼图亚的Hattie Larlham需要全职管家
底薪每小时10.00美元 + 包括免费人寿保险在内的丰厚福利
※ 全职，第一班：早上6:30 到下午3:00
※ 全职，第二班：下午3:00 到晚上11:30
我们提供：带薪培训/员工折扣/弹性工作时间/带薪休假
招聘执业护士(LPNs)
现在申请，即可在工作一年后获得高达1 000美元的奖金!
※ 全职，每周36小时，下午6:30 到（次日）早上7:00
※ 全职，每周36小时，早上6:30 到晚上7:00
我们提供：家庭般的工作环境/有竞争力的薪酬/弹性工作时间/带薪休假
招聘食品服务助理(FSA)
食品服务助理会对有智力和发育障碍的儿童和成人的生活产生重大影响。
※ 第一班：早上5:30到下午2:00
※ 第二班：上午11:30到晚上8:00
每隔一个周末需要
我们提供：带薪培训/弹性工作时间/带薪休假
【解题导语】本文是应用文，主题语境是“人与自我”。本文是招聘启事，主要介绍了四种工作的工作时间、待遇等。
【熟词新义】1. rate 常用义：n. 比率 文章义：n. 价格，费用
We offer special reduced rates for students. 我们对学生有特惠价格。
2. shift 常用义：v.&n. 转移；转变 文章义：n. 轮班，轮班工作时间
Dave had to work a 12-hour shift yesterday. 戴夫昨天要上一个12小时的班。
【词汇积累】option n. 选择；选修课 paid adj. 带薪的；有偿的 bonus n. 津贴，奖金，红利
discount n. 折扣v.打折；低估 flexible adj. 灵活的；柔韧的 employment n. 工作，职业，受雇
1. C【解析】理解具体信息题。根据第一则招聘广告中的“Bonus cash: Weekend Warriors who work two 12-hour shifts per weekend...Shift differential does not apply to bonus cash”可知，周末工作24小时可以额外获得8小时的薪水，但是轮班工资级差不适用于这一现金奖励，即薪水只能按照每小时10美元计算，故工作24小时的周末勇士可获得10×24+10×8=320（美元）。故选C。
2. B【解析】理解具体信息题。对比四则招聘广告“What we offer”部分的内容可以看出，只有全职管家这个工作提供了Employee Discounts（员工折扣）。故选B。
3. A【解析】理解具体信息题。根据最后一则招聘广告中的“Food Service Assistant makes a difference... developmental disabilities”可知，该工作涉及照顾身有残疾的人。故选A。
B
In May, as our scientific institution began to open back up and whispers about face-to-face lab meetings started to float around, I panicked.
My hearing loss began when I was in graduate school. At first, I fondly thought I could overcome it with hard work. I began to record every one-on-one meeting because even with the strongest focus I just couldn’t catch everything, and taking notes is not a choice when you rely on lip-reading. In meetings, I sat in the front row, tiring myself as I strained to both hear the speaker and process the science. So, in the fourth year, I decided cochlear implants(耳蜗植入) were the right next step.
The week after I began to hear with both implants, I attended a conference. I looked over every listening environment to plan my equipment and where I needed to be located during the event. It worked OK — but it was still tiring, and I felt excluded from so much.
When meetings were held online, my experience was much better. The sound quality was clear, without the powerful noises of a physical office space or meeting room. I could sit back and let the sound come to me. It was easier to focus, participate, and think deeply about the science. I felt a sense of belonging. I began to leave seminars feeling refreshed rather than needing a short sleep.
I didn’t want to be forced back into struggling to understand. So, with anxiety, I contacted my adviser to make a simple hearing plan which includes asking presenters to use a microphone for our lab meetings. It worked. Now, a few weeks later, my anxiety is gradually giving way to scientific curiosity and questions enabled by feeling included and worthy of belonging. A few of my lab mates have even thanked me because they, too, were unable to hear people without microphones. Maybe instead of rushing back to “normal”, we can all take this opportunity to create environments that are more welcoming — for everyone.
4. Why did the author feel panicked?
A. Her hearing loss got worse. B. She hated social communications.
C. Her institution would open back up. D. She feared returning to in-person meetings.
5. What does the underlined word “strained” in paragraph 2 mean?
A. Failed. B. Struggled. C. Managed. D. Prepared.
6. How did the author feel after online meetings?
A. Energetic. B. Anxious. C. Shocked. D. Sleepy.
7. What message is mainly conveyed in the text?
A. Online meetings work well. B. Cochlears help people with hearing loss.
C. Inclusion and belonging do matter. D. Scientific curiosity leads to development.
【全文翻译】
今年5月，当我们的科学机构重新开张，有关要参加面对面实验室会议的传闻开始四处传播时，我感到恐慌。
我的听力缺失从我读研究生的时候就开始了。 起初，我天真地认为我可以通过努力工作来克服它。 我开始记录每次一对一的会议，因为即使是最专注的时候，我也不能听清楚所有的内容，而且当你依赖唇读时，记笔记不是一个选择。 在研讨会时，我坐在前排，竭尽全力听发言者说话，并处理科学。 所以，在第四年，我决定人工耳蜗植入是要走的下一步。
在我装上人工耳蜗后的一周，我参加了一个会议。 我仔细查看了每一个收听环境从而规划我的设备，以及确定在会议中我需要坐的位置。 这很管用，但还是很累，我觉得自己被排除在外了。
当会议改在网络上开时，我的体验变好了。（网络）音质很清晰，没有公共办公场所或会议室那种巨大的噪音。 我可以坐下来，让声音过来。 专注、参与和深入思考科学更容易了。 我有了归属感。在研讨会结束时我神清气爽，而不是需要打个盹。
我不想重回需要艰难理解的状态。于是带着不安，我联系了我的指导者为实验室会议制订一个听力计划，包括让展示者佩戴麦克风。这生效了。几周后，我的焦虑逐渐被对科学的好奇心和疑问所取代，这些都是由参与感和归属感所激发的。 我的一些实验室同事甚至感谢我，因为他们也无法在没有麦克风的情况下听清别人说话。 也许我们可以抓住这个机会，为每个人创造一个更友好的环境，而不是匆忙回到“正常”状态。
【解题导语】本文是记叙文，主题语境是“人与自我”。作者通过讲述听力丧失的自己参加会议的经历告诉我们：参与感和归属感很重要。
【熟词新义】process 常用义：n. 过程，进程 文章义：v. 处理（信息）
The brain processes the information that is taken in by our senses. 大脑处理我们感官接收到的信息。
4. D【解析】推断题。解答本题需要结合文中多处信息。第一段提到“whispers about face-to-face lab meetings started to float around, I panicked”，再结合下文提到的网络会议让作者的与会体验变好可知，作者恐慌是因为她害怕重回面对面的会议。故选D。
【技巧点拨】解答推断题时一定要根据上下文的内在联系，挖掘文章的深层含义。在进行推理时，考生千万不可脱离文章而主观臆断。其次，对于暗含在文章中的人物的行为动机、事件的因果关系及作者未言明的倾向、意图、态度、观点等要进行合乎逻辑的、有依据的推理。
5. B【解析】理解词汇题。作者原以为可以通过努力来克服听力丧失，于是作者开始记录每一次一对一的会议。由此判断，在会上，作者坐在前排，竭尽全力地倾听发言者的讲话并处理科学问题。strain与struggle含义接近，故选B。
6. A【解析】理解具体信息题。根据第四段中的“I began to leave seminars feeling refreshed rather than needing a short sleep”可知，在网络会议之后，作者感到精力充沛。故选A。
7. C【解析】理解主旨要义题。作者听力丧失，以前在参加线下会议时总感觉被排除在外，后来会议在网络上进行，作者能够轻松听清内容，才有了参与感和归属感。恢复线下会议后，作者建议为他们的会议制订听力计划，这一计划在帮助作者的同时，也使其他同事受益，带给他们一个舒适、有参与感的环境。由此可推，作者通过自己的经历来告诉我们：参与感和归属感很重要。文章第四段中的“I felt a sense of belonging”和第五段内容揭示了主旨。故选C。
C
In spite of expert opinion that the use of electronic media while doing schoolwork has a negative influence on learning, recent research has found that students believe they won’t be affected by the ill effects because they are good multitaskers. Researchers have a name for multitasking — like checking social platforms or watching a TV show while studying. It’s known as distracted(注意力分散的) learning and it is on the rise, thanks to the presence of devices.
In a paper published in the Journal of Food Science Education, Shelly J. Schmidt, a professor of the University of Illinois at Urbana-Champaign, reviewed previous studies on distracted learning and suggested ways to help students stay engaged and on task.
Schmidt thinks the restrictions or bans set by some schools or colleges are difficult for students to obey and also put technology into the role of “the enemy”. “Banning technology use in the classroom suggests to our students that they are children who can’t learn to appropriately handle it, rather than young adults we are helping to grow into professionals,” Schmidt said.
Schmidt believes there is opportunity in this situation to encourage students and young people in general to develop an internal locus(核心) of control. “Armed with an internal locus of control, students are able to recognize and control things that limit their success, such as distractions while they’re trying to learn,” she said. According to the studies that Schmidt reviewed, researchers across a range of fields including psychology, cognitive(认知的) science and neuroscience found that media multitasking has a bad influence on both attention and memory when carried out with schoolwork at the same time. Reading comprehension, note-taking ability, test performances and grade point averages all decrease.
Schmidt puts forward other ways to compensate — limiting device time through a work reward system and fostering a “work hard, play hard” mindset to improve brain function and cognitive control. She also favors an environment that promotes active learning, fundamentally removing the need for smartphones and other devices.
8. What does recent research find?
A. Electronic media won’t affect students. B. Students may be for distracted learning.
C. Students probably do better in multitasking. D. Electronic media has a bad effect on learning.
9. How does Schmidt find the bans on technology use in class?
A. They’re silly. B. They’re harmful.
C. They’re impractical. D. They’re controversial.
10. What might Schmidt conclude from the studies she reviewed?
A. Multitasking leads to poor memory. B. It’s hard to develop an internal locus of control.
C. Many students are fighting with distracted learning. D. Distracted learning causes bad academic performances.
11. How many ways does Schmidt offer students to focus on their study?
A. Two. B. Three. C. Four. D. Five.
【全文翻译】
尽管专家认为在做作业时使用电子媒介会对学习产生消极影响，但是最近的研究发现，学生们认为他们不会受到这种消极作用的影响，因为他们擅长同时处理多重任务。研究者们为多任务处理取了个名字——比如一边学习，一边查看社交平台或看电视节目。这就是所谓的分心学习。由于一些设备的出现，这种现象正在上升。
伊利诺伊大学的一名教授Shelly J. Schmidt在《食品科学教育期刊》上发表的一篇论文中回顾了近期有关分心学习的研究，并给出了一些帮助学生专心学习的建议。
Schmidt认为一些学校或大学设置的限制或禁令让学生们难以遵守，而且还把科技视为敌人。“禁止在教室里使用科技，对于我们的学生而言，这表明他们是无法学会正确使用科技的孩子，而不是在我们的帮助下正在转变为专业人士的年轻人。”Schmidt说道。
Schmidt认为，在这种情况下，鼓励学生和年轻人培养一种内部控制点是有机会的。她说：“有了内部控制点，学生们就能够识别并控制那些限制他们成功的因素，比如他们正在努力学习时的分神。”根据Schmidt所回顾的研究，心理学、认知科学和神经科学等多个领域的研究人员发现，一边做作业一边进行多项媒体信息任务的处理对注意力和记忆力都有不良影响。学生的阅读理解能力、记笔记的能力、考试成绩和平均成绩都会下降。
Schmidt提出了一系列其它的补偿办法——通过学习奖励机制来限制设备的使用时间和培养一种“努力工作，努力玩耍”的心态，以此来提高大脑的功能和认知控制能力。她还推崇营造一种主动学习的环境，从根本上减少学生对智能手机和其他设备的需求。
【解题导语】本文是说明文，主题语境是“人与社会”。专家认为在做作业时使用电子媒体会对学生的学习产生负面影响，但最近的研究发现，学生们认为他们不会在学习时受到电子媒体的负面影响，因为他们擅长同时处理多项任务。
【核心素养】本文对考生的学习有一定的指导意义。通过阅读本文，考生可以了解一些保持专注的策略，从而更好地学习。
8. B【解析】理解具体信息题。根据第一段中的“In spite of expert opinion… recent research has found that students believe they won’t be affected by the ill effects because they are good multitaskers”可知，尽管专家认为在做作业时使用电子媒体会对学习产生负面影响，但最近的研究发现，学生们认为他们不会受到负面影响，因为他们擅长同时处理多项任务。再结合下文提到的“It’s known as distracted(注意力分散的) learning”可知，学生很可能支持分心学习。be for sth.“支持……”。故B项正确。
9. C【解析】理解观点题。根据第三段中的“Schmidt thinks the restrictions or bans… are difficult for students to obey and also put technology into the role of ‘the enemy’”及Schmidt的话可知，Schmidt认为一些学校或学院设置的限制或禁令让学生很难遵守，把科技置于“敌人”的角色，而且会传达给学生一些消极的思想。由此可推断，Schmidt认为这些禁令不可行。故C项正确。
10. D【解析】理解具体信息题。根据第四段中的“According to the studies that Schmidt reviewed… Reading comprehension, note-taking ability, test performances and grade point averages all decrease”可知，媒体多任务与学业同时进行时，学生的注意力和记忆力会受到影响。他们的阅读理解力、记笔记能力、考试成绩和平均成绩点数都有所下降。由此可知，分心学习会使学生的学习成绩受到影响。故D项正确。
11. C【解析】理解具体信息题。根据第四段中的“Schmidt believes there is opportunity… to develop an internal locus(核心) of control”和最后一段中的“Schmidt puts forward other ways to compensate… She also favors an environment that promotes active learning”可知，Schmidt给出了四个方法。
【易错点拨】本题易误选B项，原因是考生仅根据最后一段内容判断Schmidt给出了三个方法，但是忽略了前面介绍的那个方法。
D
More than 11,000 scientists are warning that the Earth, in their words, “clearly and decidedly faces a climate emergency”. The scientists represent diverse fields of study and come from countries around the world. They approved a report that appeared in the publication BioScience. The new report, titled “World Scientists’ Warning of a Climate Emergency”, warned that the world will face “untold human suffering” if it does not make deep and lasting shifts in human activity that influences climate change.
This is the first time a large group of scientists have jointly used the word “emergency” when talking about climate change. “Despite 40 years of global climate negotiations… we have generally conducted business as usual and have largely failed to address this predicament,” the report said. “The climate crisis has arrived and is accelerating faster than most scientists expected.”
The report identified six areas that the world needs to deal with immediately. The scientists appealed to nations to use energy more efficiently and cut their use of fossil(化石) fuels. They suggested that lawmakers approve taxes on the burning of carbon-based fuels, such as coal, oil and natural gas. The scientists expressed support for women’s rights and “making family planning services available to all people”. They said this would help to reduce sudden or unexpected changes in the size of the world population. The report urged people to move toward more of a plant-based diet. Other areas of concern included preventing the destruction of forests and permanent loss of some plant and animal species. The report noted that the public would most likely require politicians to approve lasting policy changes.
The scientists added, “We believe that prospects(前景) will be the greatest if decision makers and all of humanity promptly respond to this warning and declaration of a climate emergency, and act to sustain life on the planet Earth, our only home.”
12. How should people deal with the climate emergency according to the scientists?
A. Take immediate action. B. Learn about its causes.
C. Understand its influences. D. Have more global negotiations.
13. What does the underlined word “predicament” in paragraph 2 mean?
A. Advocacy. B. Problem. C. Suffering. D. Business.
14. What is paragraph 3 mainly about?
A. Cause for six areas of concern. B. Urgent shifts in human activity.
C. Main contents of the new report. D. Importance of using energy effectively.
15. What is the scientists’ attitude toward the future of the Earth?
A. Uncertain. B. Negative. C. Hopeful. D. Unworried.
【全文翻译】
11,000多名科学家发出警告，用他们的话说，地球“毫无疑问面临着气候紧急状态”。这些科学家来自于全世界不同的国家，其研究涉及到几个不同的领域。他们赞同发表在《生物科学》杂志上的一篇报告的观点。这篇名为“世界科学家对气候紧急状态的警告”的新报告警告世界：如果不对影响气候变化的人类行为进行深入地、持久地改变的话，人类将遭受难言的苦难。
在谈论气候变化时，这是这么多科学家第一次联合使用“紧急状态”一词。该研究指出：“尽管我进行了40年的全球气候变化的谈判与磋商，我们的行为方式整体而言一如既往，没有改变，我们在应对这一问题方面基本上是失败的。”“气候危机已经到来，且以大多数科学家没有预料到的速度加剧发展。”
该报告确定了全世界亟需应对的六个领域。科学家们呼吁所有国家提高能源利用效率，减少化石燃料的使用。他们建议法律制定者批准征收诸如煤炭、石油、天然气等碳基燃料的使用税。科学家们表示支持妇女权益，“使所有人都能享受计划生育的相关服务”，这将有助于减少世界人口规模突然的或意料之外的变化的发生。该报告敦促人们逐步形成以素食为主的饮食结构。其它方面的关切包括阻止破坏森林，避免某些动植物物种的灭绝。该报告指出公众极有可能要求政治家做出永久性的政策改变。
科学家们补充说：“如果决策制定者和所有人都立刻回应这一警告，应对气候紧急状态，行动起来保护我们唯一的地球家园上的生命，我们相信前景是光明的。”
【解题导语】本文是说明文，主题语境是“人与自然”。来自世界各地多个领域的11000多位科学家联合发出警告：地球正面临气候紧急状况，如果人类不改变自己的行为来解决这一问题，人类将遭受难以形容的苦难。
【词汇积累】decidedly adv. 显然；果断地 untold adj. 难以形容的；未讲过的
shift n. 改变；轮班v. 改变；转移 jointly adv. 联合地，共同地
accelerate v.（使）加速，加快 identify v. 发现，找到；确认，认出
destruction n. 摧毁，毁灭，破坏
12. A【解析】推断题。根据第一段中的“The new report… warned that the world will face ‘untold human suffering’ … influences climate change”、第三段中的“The report identified six areas that the world needs to deal with immediately”和最后一段的内容可推知，科学家希望并呼吁人们立刻采取行动应对气候紧急状况。故选A。
13. B【解析】理解词汇题。解答本题需要明白句中的address是动词，表示“处理，应对”。再结合上下文可知，画线词 predicament指的就是文中提到的“climate emergency”或“climate change”，可以理解为“问题”或“困境”。故选B。
14. B【解析】理解主旨要义题。第三段第一句“The report identified six areas that the world needs to deal with immediately”是本段的主题句，即人类要在六个方面立即展开行动，下文具体介绍了人们应该作出怎样的改变。故选B。
15. C【解析】理解态度题。最后一段中的“We believe that prospects(前景) will be the greatest… our only home”表明了科学家对地球未来的看法，他们相信只要人类行动起来，地球的前景还是非常好的。故选C. uncertain“不确定的”；negative“消极的”；hopeful“充满希望的”；unworried“不担忧的，坦然的”。
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。
Almost all of us are guilty about spending too much time on our smart devices and not enough time enjoying the world around us. We know that a little bit of truth might be hard to take in and you might be thinking of shutting off your device now out of guilt. 16 We’ve got some tips on limiting your screen time so you can improve your quality of life.
● One of the keys to cutting down your screen time is to be disciplined. Picking out a period of time each day to step away from your device is a great way to limit screen time. 17 Of course this won’t prevent you from picking up your device. You’d better turn your device off and place it in another room for the amount of time you’d like to stay off of it.
● 18 Many apps will send you a reminder when it’s time to log off. This feature is easy to set up and holds you accountable for managing your time.
● Many devices provide a screen time report for you, which gives you the average hours you spend on your screen. Through the report, you know which apps you are using and how frequently you use them. Monitoring this will help you be aware of the amount of time you spend on your device. 19
We understand that in the digital age, you need to use your devices for schoolwork. However, we also understand how distracting(令人分心的) they can be. 20 In this way, you’re sure to be on the right track for success in your academic and personal life!
A. But wait, don’t turn off your device yet!
B. So start managing your screen time wisely.
C. Discipline is a key for you to lock your device.
D. Most devices today have a “Do Not Disturb” setting.
E. It’s also necessary to set a time limit for social media use.
F. It will help you better plan for spending less time on it as well.
G. Monitoring screen time reports will help you limit your time online.
【解题导语】本文是说明文，主题语境是“人与自我”。文章介绍了三个限制屏幕时间的方法。
【核心素养】本文通过介绍限制屏幕时间的方法引导考生反思并学习管理自己的屏幕时间，文章实用性和指导性强，有助于考生自律。
16. A【解析】空前一句提到出于内疚，你可能在考虑关掉你的设备，空后提到我们有一些限制屏幕时间的建议。空处需要一个过渡句，承上启下，故选A项“但是等一等，先不要关掉你的设备”。
17. D【解析】空后一句提到这不能阻止你拿起设备，句中的“this”是解题的关键，指代D项中的“a ‘Do Not Disturb’ setting”。
【易错点拨】C项干扰性较大。假如选C项，则“this”指代“Discipline”，那么空后一句则表示“自律不会阻止你拿起设备”，逻辑不通。
18. E【解析】根据文章结构可知，本空是段落主旨句，是所给的限制屏幕时间的方法之一。空后提到许多应用程序可以发送时间提醒，这一功能很容易设置。E项“为社交媒体使用设置时间限制也是有必要的”是对空后内容的总结。
19. F【解析】空前一句提到监控应用程序使用情况的一个好处，F项“它也有助于你更好地规划（如何）减少屏幕时间”承接上文，介绍了监控应用程序使用情况的另一个好处，符合语境。F项中的“It”指代前一句中的“Monitoring this”。
20. B【解析】本空所在段是总结段。根据空后的“In this way… your academic and personal life”可知，本空应是作者的建议，故选B项“因此开始明智地管理屏幕时间吧”。
第二部分 语言知识运用（共两节，满分45分）
第一节（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。
When I was still in grade school, my father taught me to fold paper cranes(鹤). As a child, I was totally 21 in the simple paper form that magically moved its wings if I pulled the tail. It’s a skill and a memory that has 22 me and that I have taught others. I remember 23 for an awards ceremony for the college where I served as president. We couldn’t
24 flowers for all the tables; we didn’t have much of a budget.
“How about paper cranes?” I 25 . None of these gifted students had 26 with the way to make them, so they all 27 their first paper-folding lesson from me. Almost everyone got the 28 of it, but much discouragement followed when they saw how 29 I could do as they were still doing clumsily. When we first learn a skill it’s often a little 30 , until we practice and eventually gain 31 .
The teacher needs skill, patience and 32 , the students need desire, and the task needs to be meaningful. This process 33 to all education really. Sometimes there is a 34 if the teacher expects the students to progress faster than they are 35 Sometimes the teacher shows strong excitement but the students show no 36 .
Learning can be hard, but it can also make us 37 just like caffeine(咖啡因). When we start with young children, setting off those sparks(火花) of 38 and then tending the flame with love as we 39 it, education works. Repetition and gradual development 40 our fully understanding the skills and knowledge.
21. A. concerned B. occupied C. absorbed D. involved
22. A. got at B. stuck with C. occurred to D. come over
23. A. searching B. waiting C. accounting D. preparing
24. A. afford B. select C. fold D. spare
25. A. mentioned B. responded C. declared D. suggested
26. A. problems B. words C. familiarity D. fun
27. A. sought B. received C. expected D. requested
28. A. advantage B. attention C. chance D. hang
29. A. fluently B. casually C. differently D. cautiously
30. A. attractive B. plain C. awkward D. tiring
31. A. control B. mastery C. advantage D. ground
32. A. courage B. belief C. experience D. enthusiasm
33. A. applies B. turns C. refers D. subscribes
34. A. disorder B. disconnect C. dishonor D. disapproval
35. A. ready B. due C. sure D. able
36. A. interest B. respect C. confidence D. talent
37. A. surprised B. energetic C. intelligent D. pleased
38. A. creativity B. ambition C. curiosity D. wisdom
39. A. feed B. reach C. introduce D. identify
40. A. shape B. witness C. encourage D. present
【解题导语】本文是夹叙夹议文，主题语境是“人与自我”。文章通过作者学习并教别人折纸鹤的经历告诉我们，在教与学的过程中，老师需要具备一定的技能和热情，而学生要有学习兴趣，且学习任务要有意义。
【词汇积累】get the hang of sth.掌握……的要领，了解……的用法，找到了诀窍
discouragement n. 泄气，灰心 clumsily adv. 笨拙地
mastery n. 精通，熟练掌握 disconnect n. 脱节，不相干
21. C【解析】根据下文中的“the simple paper form that magically moved its wings if I pulled the tail”可知，作者小时候对折纸鹤很着迷。absorbed“被……吸引住，极感兴趣的”，符合语境。be concerned in“与……有关联”；be occupied in“忙于”；be involved in“参加，参与”。
22. B【解析】根据下文中的“I have taught others”可知，作者一直记得折纸鹤的窍门。stick with“紧跟，不离开”，符合语境。get at sb.“接近某人”；occur to sb.“被想到，出现在头脑中”；come over sb.“影响某人”。
23. D【解析】根据语境可知，此处指作者在为颁奖仪式做准备工作。prepare“筹备，（为……）做准备”，符合语境。search for“寻找”；wait for“等待”；account for“解释，了解，查明”。
24. A【解析】根据下文中的“we didn’t have much of a budget”可知，作者他们没有足够的资金去购买足够的鲜花。afford“买得起”，符合语境。select“挑选”；spare“匀出”。
25. D【解析】根据空前的“How about paper cranes?”可知，作者是在提建议。suggest“建议，提议”，符合语境。mention“提及”；respond“回答，回应”；declare“宣布”。
26. C【解析】根据下文中的＂they all 27 their first paper-folding lesson from me"可知，学生们都不了解怎么折纸鹤。familiarity“了解，熟悉”，符合语境。
27. B【解析】因为学生们不知道怎么折纸鹤，所以作者教了他们。receive“得到，收到”，符合语境。seek“争取，寻求”；expect“期待”；request“请求，要求”。
28. D【解析】根据语境可知，在作者的指导下，几乎每个人都掌握了折纸鹤的窍门，但当他们看到作者做得非常流畅熟练而自己仍然做得很笨拙时，他们感到非常沮丧。get the hang of sth.“掌握……的要领，找到了诀窍”，符合语境。
29. A【解析】参见上题解析。fluently“流畅熟练地”；casually“不经意地，随便地”；differently“不同地”；cautiously“谨慎地，小心地”。
30. C【解析】根据上文中的“doing clumsily”和下文中的“Learning can be hard”可知，当我们刚开始学习一种技能时，这通常有点难。awkward“难对付的，难应付的”，符合语境。
31. B【解析】根据上文中的“we practice and eventually”和下文中的“fully understanding the skills and knowledge”可知，此处指最终掌握这一技能。mastery“熟练掌握”，符合语境。gain ground“变得更强大（或更有成效、更成功）”。
32. D【解析】根据下文中的“the teacher shows strong excitement”可知，此处指老师需要有技能、耐心和热情。enthusiasm“热情”，符合语境。
33. A【解析】这个过程适用于所有的教育。apply“（对……）适用，有效”，apply to“适用于”，符合语境。turn to“求助于，开始使用”；refer to“描述，涉及”；subscribe to“同意，赞成”。
34. B【解析】有时，如果老师期望学生的进步速度超过他们的能力，就会产生脱节。disconnect“脱节”，符合语境。disorder“杂乱，混乱”；dishonor“耻辱，丢脸”；disapproval“不赞同，反对”。
35. D【解析】参见上题解析。ready“准备好的”；due“合适的”；sure“肯定的”；able“有能力的，能够”。
36. A【解析】根据空前的“the teacher shows strong excitement but”可知，此处指学生没有表现出一点儿兴趣。interest“兴趣”，符合语境。respect“尊重”；confidence“信心”；talent“天赋”。
37. B【解析】学习可能是困难的，但它也可以像咖啡因一样让人充满活力。energetic“充满活力的”，符合语境。
38. C【解析】此处指的应是激发孩子的求知欲。curiosity“求知欲”，符合语境。creativity“创造力”；ambition“雄心，抱负”；wisdom“智慧”。
39. A【解析】根据上文中的“tending the flame”可知，此处指滋养“火焰”。feed“喂养”，符合语境，在此处是一种比喻的用法。reach“到达，实现”；introduce“介绍”；identify“确认，发现”。
40. C【解析】根据上文中的“Repetition and gradual development”及下文中的“fully understanding the skills and knowledge”可知，重复和循序渐进促使我们完全理解知识和技能。encourage“促进，助长”，符合语境。
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。
The Qinling Mountains are one of the most biodiverse mountain ranges. According to an announcement from the Shaanxi government, local authorities 41. (shut) over 200 mines and hydropower(水力发电) plants down in key areas of the Qinling Mountains since an official rule 42. (design) to protect the rich ecosystem went into effect.
The Qinling Mountains 43. (think) to be home to several organisms found only in China. The scenery is amazing there, varying 44. the season and geography. Wang Fang, a conservation biologist at Fudan University, said 45. would be affected by the mine and hydropower projects are not only animals but also the region’s climate patterns in the long run. He added such constructions may help the local economy, 46. it shouldn’t come at the cost of the environment.
Before the 47. (prohibit) of mining started, a series of activities had damaged its ecosystem. However, Wang was optimistic that the damage could be repaired. Referring to how forest areas 48. (severe) damaged by unregulated logging in the 1990s bounced back, he believed stricter laws could prove 49. (benefit) this time, too. “The species at the Qinling Mountains are quite tough, so maybe we’ll see 50. (they) recovery in 20 or 30 years,” he said.
【解题导语】本文是说明文，主题语境是“人与自然”。秦岭生物多样性丰富，为了保护秦岭山脉的生态环境，当地的200多座矿和水电厂被关闭。
41. have shut【解析】考查时态和主谓一致。自一项旨在保护秦岭山脉丰富的生态系统的法规生效以来，地方当局在秦岭山脉的重点地区关闭了200多座矿和水电厂。since引导时间状语从句，主句用现在完成时，从句用一般过去时。主语local authorities 为复数，故填have shut。
42. designed【解析】考查过去分词。since所在从句中已有谓语动词went，故空处应用非谓语动词作定语。be designed to do sth.“目的是做某事”，是固定用法。
43. are thought【解析】考查时态、语态和主谓一致。秦岭山脉被认为是多种中国独有的生物的栖息地。该句描述客观情况，主语为复数名词，且与think之间为被动关系，故填are thought。
44. with【解析】考查介词。那里的景色很美，随季节和地形而异。结合句意可知，此处为 vary with sth.结构，表示“根据……变化／变更／改变”。
45. what【解析】考查名词性从句。空处引导主语从句，且在从句中作主语，表示“……的事物”，故填what。
46. but/yet【解析】考查并列连词。他补充说，此类建筑有利于当地经济，但不应以环境为代价。前后分句之间为转折关系，故填but/yet。
47. prohibition【解析】考查名词。在开始禁止采矿之前，一系列活动已经破坏了其生态系统。根据空前的the和空后的of可知，空处应用名词。prohibition“禁止，阻止”。
48. severely【解析】考查副词。他查阅了20世纪90年代因不受管制的采伐而严重受损的森林区域是如何恢复的，认为这次更严格的法律也可以证明是有益的。空处修饰非谓语动词damaged，故应用副词形式。severely“严重地”。
49. beneficial【解析】考查形容词。prove“证明是，被发现是，显示出是”在句中作系动词，应用所给词的形容词形式作表语，故填beneficial“有利的，有帮助的，有用的”。
50. their【解析】考查代词。秦岭的物种非常顽强，所以也许我们会在20或30年后看到它们的恢复。
第三部分 写作（共两节，满分35分）
第一节 短文改错（共10小题；每小题1分，满分10分）
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
One Sunday afternoon, I was reading when a package comes to Mum. Opening it, I found there were an instruction book together with some wooden boards and iron parts for the flower shelf. Mum suggested leaving the work to Dad, but I decided do it myself. After two hours of hard work, I completed it. Mum and I were pleasing and we started putting potted plant onto the shelf. When Dad came back, knowing that I had done, he praised me. At that moment, his feeling of content and pride was beyond description. Beside, this experience taught me that as for a student, I still could do something for my family.
第一处：comes → came【解析】时态错误。根据句中的“One Sunday afternoon”“I was reading”可知，此处描述发生在过去的动作，应用一般过去时，故把comes改为came。
第二处：were → was【解析】主谓一致错误。there be句型中的主谓一致采用“就近一致”原则。根据句中的“an instruction book”可知，谓语动词应用第三人称单数，故把were改为was。
第三处：the → a【解析】冠词错误。flower shelf在文中第一次出现，此处表示泛指，应用不定冠词。
第四处：decided后加to【解析】非谓语动词错误。decide to do sth.“决定做某事”是固定搭配。
第五处：pleasing → pleased【解析】形容词错误。根据语境可知，此处描述作者和妈妈的感受，应用-ed形容词。pleased“高兴，满意”。注意：-ing形容词一般修饰物，表示事物本身的性质，意为“令人……的”。
第六处：plant → plants【解析】名词单复数错误。根据语境可知，此处指不止一盆盆栽植物，应用名词复数。
第七处：that → what【解析】连词错误。此处在句中引导宾语从句，且在从句中作宾语，表示“……的事”，故应用what。
第八处：his → my【解析】代词错误。根据语境可知，此处描述作者而不是作者父亲的感受，故应把his改为my。
第九处：Beside → Besides【解析】副词错误。此处表示“而且”，应用副词 Besides。beside是介词，意为“在……旁边”。
第十处：删除a student前的for【解析】介词多用。此处表示作为学生，作者仍可以为家庭做些什么。故应用介词as，表示“作为”。as for表示“对于，关于”，不符合语境。
第二节 书面表达（满分25分）
你校将于本周末组织一次追寻红色足迹（Follow the Red Footprint）的校外远足活动.请你在校英语报上写封倡议书，号召同学们踊跃参与。内容包括：
1. 活动目的；
2. 注意事项；
3. 呼吁参加。
注意：1. 词数100左右；
2. 可以适当增加细节，以使行文连贯。
参考词汇：爱国的 patriotic；爱国精神 patriotism
【写作思路】
主题语境：人与自我——校园生活——追寻红色足迹；
写作内容：（1）活动目的（适当扩展）：丰富校园生活、培养爱国精神等；（2）注意事项（适当扩展）：穿舒适的衣物、听从安排等；（3）呼吁参加（一两句话即可）：期待积极参与等
【佳作展台】
With the aim of helping us students release the pressure of study and heightening our patriotic awareness, our school has decided to organize a special hiking themed with “Follow the Red Footprint” (过去分词作后置定语) this Saturday.
As we all know (非限制性定语从句), hiking can be a little tiring, so we should wear comfortable clothes and shoes. In addition, during the hiking, please follow our teachers’ orders to make sure of our own safety. Last but not least, bring a notebook to set down what we will see (宾语从句) in case of the writing task.
Following the red footprint by hiking will surely be an unforgettable and educational experience. Don’t hesitate to participate, and we’ll have a wonderful time together (祈使句＋and＋陈述句)!