广东省广州第二中学2023-2024学年高二下学期期末考试英语试题

这是一份广东省广州第二中学2023-2024学年高二下学期期末考试英语试题，共23页。试卷主要包含了阅读理解，完形填空，语法填空，书信写作，书面表达等内容，欢迎下载使用。

一、阅读理解
Apply fr the 2024—2025 Schl Year
We are delighted that yu are cntemplating Marist Schl as the next significant phase in yur child’s educatinal jurney. Marist ffers tw principal junctures fr student enrllment, specifically fr thse entering the 7th and 9th grades, with ur usual intake being 150 and 50 students, respectively.
Fr the management f the entire admissins prcedure, Marist Schl emplys Ravenna, an applicatin stewardship sftware. Utilizing Ravenna, parents are able t access the Marist applicatin frm, dispatch accmpanying dcuments, mnitr the prgressin f the applicatin, and peruse the admissins verdicts. The applicatin fr the academic year spanning 2024 t 2025 will be accessible by late September, with a final submissin deadline set fr January 18, 2024.
It is imperative t nte that Marist maintains the necessity f the Secndary Schl Admissin Test (SSAT) as a cmpnent f the applicatin prcess. On the Sabbath f January 6, 2024, Marist will act as a cmmunal examinatin venue fr the SSAT. This date represents the terminal natinal testing ccasin preceding ur applicatin deadline, by which a preliminary set f SSAT scres must be tendered.
Imprtant Dates
1．What's the text?
A．A brchure f admissin.B．A schl calender.
C．A schedule f lectures.D．A timetable f student.
2．When is it unable t apply fr Marist Schl?
A．Late Octber, 2023.B．December, 2023.
C．At Christmas f 2023.D．Late January, 2024.
3．Which is the right way t submit the applicatin?
A．In persn.B．By pst.
C．Online.D．On recmmendatin.
Similar t yu and yur canine cmpanin, plants are sentient beings: they cnsume nutrients, absrb water, and expand in size. Cntrary t yu and yur pet, they lack the ability t flee, engage in physical cmbat, r seek refuge when cnfrnted with danger. Nevertheless, plants are nt withut their wn methds f self-defense.
What need wuld a plant have t defend itself? T evade cnsumptin? Abslutely! Plants have devised an array f mechanisms fr self-preservatin. A plant might pt t grw in a secluded r inaccessible lcale. Cnsider the vegetatin that clings t precipitus, rcky escarpments. Alternatively, a plant culd evlve t make nly certain parts f its structure enticing t famished pests and fauna. Fr example, if a plant generates delectable fliage, herbivrus creatures might be inclined t cnsume the leaves rather than the seeds, which are essential fr the plant’s prpagatin.
Sme plants incrprate sharp r slick features that deter insects and ther creatures frm appraching t clsely, such as the prickles n a rse bush.
Hwever, the mst captivating methd f defense emplyed by plants is thrugh the use f chemical cmpunds. Plants extract minerals frm the sil and synthesize them int functinal chemicals. Fr instance, plants generate chlrphyll, a substance that aids in the transfrmatin f sunlight and water int the sugars that plants cnsume fr sustenance.
In additin t this, plants als bisynthesize chemicals fr their defense. A certain species f tbacc plant emits a chemical int the atmsphere whenever it is being nibbled n by diminutive insects. This chemical serves as a signal t larger bugs, effectively annuncing, “A feast awaits!” The larger insects then arrive t cnsume the smaller nes, thereby safeguarding the plant. Mst plants, hwever, utilize chemicals in a mre frthright manner against their adversaries. In essence, plants manufacture txins.
4．What wuld be the best title fr the passage?
A．Plant infrmatin.B．Plant enemies.
C．Plant pisns.D．Plant prtectin.
5．Hw many ways d plants use t prtect themselves accrding t the passage?
A．Tw.B．Three.C．Fur.D．Six.
6．What d we knw frm the passage?
A．Sme plants hide under the cvers when faced with threat.
B．A plant grws in a hard-t-get-t place t draw peple’s attentin.
C．Sme plants prduce tasty leaves t prtect their seeds.
D．Plants prduce chemicals t meet the needs f big bugs.
7．What may be talked abut fllwing the last paragraph?
A．Different effects that different plant pisns cause n plant eaters.
B．Different kinds f plants in the wrld.
C．Why plants make pisn.
D．Hw t prtect plants.
The cncept f intellect is a multifaceted and cmplex ne; t grasp its essence, ne must cnsider the intricate nature f cgnitin rather than merely the physical dimensins f the cerebral rgan. Shuld we assume that the magnitude f the brain is the sle determinant f intelligence, then the sperm whale, with its cerebral mass weighing apprximately 20 punds, wuld arguably be deemed the mst intellectually endwed species n ur planet. Hwever, it is mre plausible t assert that the structural cnnectivity and the neural pathways within the brain are the true indicatrs f intellectual prwess. When assessed frm this perspective, intelligence can be perceived as the attribute that equips a living entity with the mst advantageus set f capabilities t thrive and persist within its eclgical setting. Furthermre, the faculty f language, which encmpasses the ability t cmmunicate cmplex ideas and emtins, may very well serve as an exemplary manifestatin f such intellectual acuity.
“Language allwing humans t be a mre advanced species is a hypthesis that smebdy came up with ne day withut really trying t prve it,” says Erich Jarvis, a prfessr wh studies the neur-bilgy f vcal learning. “The idea stuck arund, but s have ther cmmn beliefs that are nt really supprted with evidence,” he pints ut.
In an endeavr t deepen their understanding f the intricacies f vcal acquisitin and cgnitive prcesses, the researchers delved int the realm f avian vcalizatin, specifically fcusing n the meldius sngbirds. A cmprehensive set f seven cgnitive experiments were cnducted n a sample f 214 sngbirds, representing a diverse array f 23 distinct species. Amng these, the majrity, encmpassing 21 species, were captured frm their natural habitats, while the remaining tw species were f dmesticated rigin.
The behaviral assessments aimed t scrutinize the birds’ capacity fr prblem-slving, exemplified by their ability t devise strategies t vercme bstacles in rder t attain a fd reward. Additinally, the study prbed int tw ther cgnitive faculties frequently crrelated with intelligence: assciative learning, which invlves the acquisitin f knwledge thrugh the cnnectin f stimuli, and reversal learning, a prcess where an animal mdifies its behavir in respnse t changes in reward cntingencies.
Subsequently, the researchers investigated the ptential influence f vcal learning n the develpment f these three cgnitive skills, juxtapsing the capabilities f the 21 bird species that are adept at vcal learning against the tw species that lack this ability.
Jarvis’s recent study has yielded sme f the initial insights suggesting a crrelatin between vcal learning — a fundamental element fr the develpment f spken language — and prblem-slving capabilities. It was bserved that species f birds that are capable f vcal learning exhibited a prpensity fr creativity, as evidenced by their innvative appraches t acquiring seeds r extracting a wrm trapped beneath a cup by emplying tactics such as remving the bstructin r manipulating the envirnment.
Accrding t Jarvis, all three f these cmpetencies — prblem-slving, assciative learning, and reversal learning — are generally regarded as integral cmpnents f intelligence.
Hwever, an unreslved query persists regarding the underlying reasns fr the rbust cnnectin between prblem-slving prficiencies and vcal learning. Michael Gldstein, a psychlgy prfessr at Crnell University wh is engaged in the study f vcal learning in bth sngbirds and humans, albeit nt a participant in the afrementined research, psits that the neural regins respnsible fr vcal learning d nt cincide with thse that are activated during the prcess f trubleshting.
8．Which can prbably define intelligence accrding t Paragraph 1?
A．Language.B．Brain size.C．Brain structure.D．Envirnment.
9．What des the underlined wrd in Paragraph 2 mean?
A．Guarantee.B．Assumptin.C．Categry.D．Distributin.
10．What are Paragraphs 3&4 mainly abut?
A．Habits f sngbirds.
B．Methds f dmesticating sngbirds.
C．Outline f the study.
D．Three phases f displaying intelligence.
11．What may the text talk abut next?
A．The mechanism that bridges all the brain regins.
B．The functins f the brain areas that can trublesht issues.
C．The reasns why sngbirds’ intelligence can nt develp further.
D．The reasns why vcal learning influence prblem-slving abilities.
A maternal caprine creature pssesses the remarkable ability t discern her ffspring’s vcalizatins by the tender age f merely five days pst-birth. Investigatrs frm the University f Lndn cnducted an experiment where they expsed adult female gats t the bleats f their prgeny, subsequently analyzing their reactins. The findings were astnishing: the gats were capable f identifying the unique vices f their wn yung.
Dr. Eldie Briefer, the principal investigatr, elucidated t BBC News, “In the natural envirnment, mthers and their ffspring predminantly rely n lfactry cues fr mutual recgnitin. During the initial week f life, these creatures typically cnceal themselves within the verdant grasses, emitting minimal vcalizatins. This tactic is emplyed t evade ptential predatrs.” She further elabrated, “The maternal figure emits calls t summn her ffspring when she desires them t partake in nurishment, hence we anticipated that the yung wuld be adept at recgnizing the maternal vice.” Interestingly, this phenmenn was als bserved in deer, which similarly emply this cncealment strategy, despite nt being taxnmically related t gats.
Dr. Briefer and her research team dcumented the vcal calls f the juvenile gats and subsequently played these recrdings t the female gats, meticulusly nting their respnses. She nted, “Even when the vcalizatins riginated frm ffspring as yung as five t six days, we bserved the mthers exhibiting a heightened respnsiveness t the vices f their prgeny.” Upn detecting the vcalizatins f their wn ffspring, the female gats wuld direct their gaze twards the surce f the sund, engaging in mvement and vcalizing in reply.
The scientific cmmunity emphasizes the significance f cmprehending the behaviral patterns and cmmunicative methds f gats. Dr. Briefer remarked, “Gaining insight int these aspects aids in appreciating the intellectual capabilities f these creatures.” She suggested, “Agriculturalists might cnsider revising their gat-rearing practices in light f this innate behavir.”
12．What des the underlined wrd “bleats” means?
A．Habits.B．Vices.C．Respnses.D．Vides.
13．During the first few days f the baby deer, the mther and the kid mainly depend n _______ t recgnize each ther when they are hiding in grass.
A．viceB．tuchC．videsD．smell
14．In the experiment, what des a mther gat d when hearing her kids’ vice?
A．Making vice in respnse.B．Jumping ver and ver.
C．Hiding herself smewhere.D．Behaving just as usual.
15．The passage is mainly written fr _______ t read.
A．teachersB．writersC．farmersD．lawyers
In 2017, the dcumentary Spy in the Wild (《荒野间谍》) gave us a chance t lk much mre clsely int the wrld f animals thrugh the eyes f “animal spies”. 16 They “live” tgether with animals in rder t recrd their lives.
Returning fr its secnd seasn, Spy in the Wild fllws the traditin f the first seasn while intrducing new cameras and rbts. 17 Fr example, a spy turtle can lay rbt eggs, a spy squirrel can gather rbt nuts, and mnkeys can play with a spy snwball.
In the new seasn, mre than 50 spy rbts are sent t study animals in all kinds f envirnments, frm under the Pacific Ocean t the Arctic. 18 They study the emtinal cnnectins that are shared between animals firsthand. Fr example, a spy penguin was accepted as part f a grup in Suth Gergia Island. 19 “Quite accidentally, ur spy creature is at the center f smething special, capturing (捕捉到) emtins that have seldm been watched,” series narratr (旁白) David Tennant tld CNET.
20 “The whle pint is ... trying t get clser than we ever have befre t capture thse elusive (难以得到的) mments when they start t shw the kind f emtins we have,”directr Jhn Dwner tld PBS.
A．It wn lts f praise frm the audience.
B．But these spies dn’t just recrd everyday gings-n.
C．These spies are actually rbts with cameras that lk like real animals.
D．With the help f these rbts, these “animal spies” can d many things.
E．It uncvers hw different we are cmpared t ur animal cusins.
F．The dcumentary aims t recrd animal behavir that we wuld rarely see.
G．It watched n as penguin parents tried hard t make it hme t feed their chicks.
二、完形填空
My family lived abut a mile frm the Bertram Wds Library.Thrughut my childhd, my mther drve me there several times a week.
Our visits were never 21 enugh fr me.I lved wandering arund the shelves, 22 the spines(书脊） f the bks until smething happened t 23 my eye.
I might have spent the rest f my life 24 libraries the way I viewed, say, the amusement park I went t as a kid.But then the 25 feeling came back int my life unexpectedly.
One day after we mved t Ls Angeles in 2011, my sn wanted t interview a 26 fr his schl assignment.S we went t the clsest library.
As we drve ver t meet the librarian, I experienced a(n) 27 f this similar jurney in my past - anther,parent and child n their way t the library.The 28 didn't lk anything like the Bertram Wds, but when we 29 inside, a shck f recgnitin 30 me.Decades had passed, but I really felt as if I had 31 t that time and place, walking int the library with my mther. 32 had changed.There was the same sft sund f pencil n paper, and the 33 f peple at the tables in the center f the rm.The wden checkut cunters, the librarians’ desks, the bulletin bard, were all the same.
It wasn’t that time 34 in the library.It was as if it had been captured here, r cllected.A library, fr me, is a gathering pl f 35 and f the peple wh cme t find them.
21．A．lngB．easyC．bringD．interesting
22．A．staringB．readingC．watchingD．scanning
23．A．fillB．catchC．penD．blck
24．A．wandering arundB．thinking abutC．talking abutD．lking fr
25．A．familiarB．excitingC．funnyD．warm
26．A．prfessrB．teacherC．bksellerD．librarian
27．A．memryB．adventureC．hardshipD．excitement
28．A．schlB．buildingC．desksD．bks
29．A．lkedB．drveC．steppedD．read
30．A．stuckB．disappintedC．defeated D．struck
31．A．fallenB．returnedC．gneD．devted
32．A．EverybdyB．EverythingC．NbdyD．Nthing
33．A．talkingB．laughingC．whisperingD．chatting
34．A．travelledB．flewC．stppedD．changed
35．A．bksB．cntentsC．striesD．achievements
三、语法填空
Davidsn Black was a 36 (Canada) dctr wh rganized the excavatin that led t the discvery f the bnes in the Zhukudian 37 (cave) near Beijing. He was a specialist in the study f bnes 38 it was his ambitin t find and identify bnes f early humans. His university was aware 39 the significance f his wrk. At first they gave him ample time t d his research, but 40 (late) they realized he was prepared t pursue it regardless f his students’ needs and his 41 (teach) career, s they frbade him 42 (travel) there any mre. It was his assistant, Pei Wenzhng, 43 made the discvery f these primitive bnes and 44 (sharpen) tls. Davidsn Black knew that his success was almst 45 (entire) due t his assistant’s systematic hard wrk.
四、书信写作
46．假定你是李华，新华中学学生会主席。你校计划举办一场关于科技创新的专题讲座，请你写信邀请张教授来校给同学们作此次讲座。
具体内容如下：
1. 活动目的：激发同学们对科技创新的兴趣，增强他们对科技改变未来的信心。
2. 讲座主题：科技创新如何塑造我们的未来。
3. 讲座时间：2024年9月15日上午9点至11点。
4. 讲座地点：学校礼堂。
注意：
(1)词数 100 左右；
(2)可以适当增加细节，以使内容充实，行文连贯；
(3)开头和结尾已给出，不计入总词数。
Dear Mr. Zhang,
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
五、书面表达
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。
In the tapestry f my educatinal jurney, I have been graced with the presence f numerus exemplary educatrs. Yet, ne figure emerges with unparalleled prminence—Karl Chip. My encunter with him cmmenced during the twilight f my high schl years as I pndered the halls f academia that awaited me. Chip was the unslicited envy fr Wellesley Cllege, a beacn fr aspiring schlars and athletes alike.
Under Chip’s mentrship, there existed a diverse array f yung individuals, each categrized int distinct archetypes. The “academic star type,” thse paragns f schlastic achievement seeking nly a mdest nudge in the right directin. The “internatinal transplant type,” yung suls wh traversed vast distances t immerse themselves in the New England eths, yearning fr a cmpass t navigate their new surrundings. The “geniuses f ecnmics type,” t whm Chip was a guarantr f cmmendatins and a cnduit t prestigius pprtunities. And then, there were the “scratch and dent kids,” thse carrying with them the invisible scars f life’s challenges, brimming with latent ptential yet grappling with the art f decisin-making. If yu bre the dual mantle f an athlete and a “scratch and dent kid,” falling under Chip’s influence was an inescapable destiny.
I cunt myself amng the ranks f Chip’s prteges, classified as ne f the “scratch and dent kids.” Yet, irrespective f the mld we fit, each f us was shwered with an equal measure f sagacity, affectin, slace, and cnsideratin. My narrative is but a single thread in the rich tapestry f Chip’s impact n his multitude f students.
When I first set ft in Wellesley Cllege a quarter f a century ag, I was an unseasned athlete, my self-assurance as fragile as a fledgling’s first flight. As my tenure at the institutin drew t a clse, I std tall, my cnfidence restred—undubtedly, a transfrmatin that made me a mre well-runded individual. Much f this metamrphsis I attribute t Chip and his unwavering dedicatin t my grwth and that f my fellw students.
The genesis f this transfrmatin? Athletics played a pivtal rle. The lre surrunding Chip’s basketball team f the 1990s is ne f remarkable resurgence. A team that, during the 1989-1990 seasn, was marred by the sting f defeat, claiming victry nly twice amidst a sea f twenty lsses. Yet, in the span f tw years, and largely due t Chip’s unyielding encuragement and belief in ur capabilities, we ascended t claim a champinship f nte, ur ledger fr that year a stark cntrast t ur previus struggles, basting twenty-fur triumphs and a mere tw setbacks.
注意：
（1）续写词数应为 150 左右；
（2）请按如下格式在答题卡的相应位置作答。
The ther part was academics.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chip passed away after a lng illness last year.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
September 2023—March 2024
Marist Schl admissins events
Late September 2023
Marist 2024—2025 applicatin available in Ravenna
Octber 2023—January 2024
Required SSAT testing
December 3, 2023
Open Huse
January 18, 2024
Deadline t apply t Marist; preliminary (初步的) applicatin and fee, parent and student questinnaires, and a first set f SSAT scres are due
February 1, 2024
The culminating date fr Marist t be in receipt f all pending ancillary dcuments, including academic recrds, appraisals frm educatrs and administrative fficials, and the ecclesiastical r parish affirmatin frm, is imminent and must be heeded meticulusly. These cnstituent elements are integral t the cmprehensive evaluatin f a candidate's applicatin and are requisite fr the final determinatin f their admissin status.
February 12, 2024
Deadline t submit separate tuitin assistance applicatin
March 30, 2024
AAAIS cmmn ntificatin date
April 11, 2024
Deadline t respnd t ffer f admissin
参考答案：
1．A 2．D 3．C
【导语】这是一篇应用文，文章是Marist Schl 2024-2025学年招生信息，介绍了Marist Schl的招生流程、重要日期、申请要求等。
1．推理判断题。第一段中“We are delighted that yu are cntemplating Marist Schl as the next significant phase in yur child’s educatinal jurney.(我们很高兴您正在考虑将圣母学校作为您孩子教育旅程的下一个重要阶段)” 表明这是一份招生简章，“Marist ffers tw principal junctures fr student enrllment, specifically fr thse entering the 7th and 9th grades, with ur usual intake being 150 and 50 students, respectively.(Marist提供两个主要的学生入学时间，特别是那些进入七年级和九年级的学生，我们通常分别招收150名和50名学生)”提到了Marist Schl的招生信息，包括招生年级、招生人数、申请流程等，因此推断这是一份招生简章。故选A。
2．细节理解题。根据文中“January 18, 2024(2024年1月18日)”这一截止日期可知，2024年1月下旬无法申请。第二段中“The applicatin fr the academic year spanning 2024 t 2025 will be accessible by late September, with a final submissin deadline set fr January 18, 2024.(2024至2025学年的申请将于9月下旬开放，最终提交截止日期为2024年1月18日)”说明了申请的最后期限。故选D。
3．细节理解题。第二段中“Fr the management f the entire admissins prcedure, Marist Schl emplys Ravenna, an applicatin stewardship sftware. Utilizing Ravenna, parents are able t access the Marist applicatin frm, dispatch accmpanying dcuments, mnitr the prgressin f the applicatin, and peruse the admissins verdicts.(为了管理整个招生程序，Marist学校采用了应用程序管理软件Ravenna。利用Utilizing Ravenna，家长可以访问Marist申请表格，发送随附文件，监控申请的进展，并仔细阅读录取裁决)”提到使用Ravenna软件进行在线申请，表明申请是通过在线方式提交的。故选C。
4．D 5．B 6．C 7．A
【原文】本文是一篇说明文。文章主要介绍了植物的自我保护机制，包括生长环境、化学防御等。
4．主旨大意题。根据第一段“Nevertheless, plants are nt withut their wn methds f self-defense.(然而，植物并非没有自己的自卫方法。)”及全文可知，整篇文章都在讨论植物的自我保护机制。所以“Plant prtectin.(植物保护。)”作为文章标题最为合适。故选D。
5．细节理解题。根据第二段“A plant might pt t grw in a secluded r inaccessible lcale. (植物可能会选择在僻静或人迹罕至的地方生长。)”和“Alternatively, a plant culd evlve t make nly certain parts f its structure enticing t famished pests and fauna. (另一种选择是，一种植物可以进化到只使其结构的某些部分吸引饥饿的害虫和动物。)”和最后一段“Mst plants, hwever, utilize chemicals in a mre frthright manner against their adversaries.( 然而，大多数植物以更直接的方式利用化学物质来对付它们的对手。)”可知，文中提到了三种保护方式：生长在难以到达的地方、产生吸引特定害虫的部分、使用化学物质。故选B。
6．细节理解题。根据第二段“Fr example, if a plant generates delectable fliage, herbivrus creatures might be inclined t cnsume the leaves rather than the seeds, which are essential fr the plant’s prpagatin.(例如，如果一种植物长出了美味的叶子，食草动物可能倾向于吃掉叶子而不是种子，而种子对植物的繁殖至关重要。)”可知，植物可能进化出美味的叶子以吸引食草动物，从而保护种子。故选C。
7．推理判断题。根据最后一段“The larger insects then arrive t cnsume the smaller nes, thereby safeguarding the plant. Mst plants, hwever, utilize chemicals in a mre frthright manner against their adversaries. In essence, plants manufacture txins.(然而，大多数植物以更直接的方式利用化学物质来对付它们的对手。从本质上讲，植物制造毒素。)”可知，最后一段主要讨论了植物如何使用化学物质进行防御，暗示了下文可能会讨论这些毒素对食草动物的不同影响。故选A。
8．C 9．B 10．C 11．D
【导语】这是一篇说明文。主要介绍了智力的定义及其与大脑结构和语言能力的关系。探讨了智力的定义，并通过研究鸟类的叫声和认知能力来探讨智力的表现。
8．细节理解题。根据第一段中“Hwever, it is mre plausible t assert that the structural cnnectivity and the neural pathways within the brain are the true indicatrs f intellectual prwess.”（然而，更可信的说法是，大脑内部的结构连接和神经通路才是智力的真正指标。）可知，根据第一段，大脑结构可以定义智力。故选C项。
9．词句猜测题。根据划线单词句中“withut really trying t prve it”（但并没有真正去证明它。）以及第二段中““The idea stuck arund, but s have ther cmmn beliefs that are nt really supprted with evidence,” he pints ut.”（他指出：“这个观点流传了下来，但其他没有证据支持的普遍信念也流传了下来。”）由此可知，此处为这是某个人在某一天提出的一个假设。故可猜测划线单词hypthesis为“假设”的意思，结合选项B项Assumptin“假设”意思一致。故选B项。
10．主旨大意题。根据第三段中“In an endeavr t deepen their understanding f the intricacies f vcal acquisitin and cgnitive prcesses, the researchers delved int the realm f avian vcalizatin, specifically fcusing n the meldius sngbirds.”（为了加深他们对声音习得和认知过程的复杂性的理解，研究人员深入研究了鸟类发声的领域，特别关注了旋律优美的鸣禽。）以及第四段中“The behaviral assessments aimed t scrutinize the birds’ capacity fr prblem-slving, exemplified by their ability t devise strategies t vercme bstacles in rder t attain a fd reward.”（行为评估旨在仔细检查鸟类解决问题的能力，例如它们为获得食物奖励而制定克服障碍的策略的能力。）可知，第3和4段主要讲的是研究的背景、方法和初步发现，由此可知，说明了研究的大纲。故选C项。
11．推理判断题。根据最后一段中“Hwever, an unreslved query persists regarding the underlying reasns fr the rbust cnnectin between prblem-slving prficiencies and vcal learning.”（然而，关于问题解决能力与声乐学习之间紧密联系的潜在原因，一个未解决的问题仍然存在。）可推知，这篇文章接下来会讨论声乐学习影响解决问题能力的原因。故选D项。
12．B 13．D 14．A 15．C
【导语】这是一篇新闻报道，文章是关于山羊母亲如何识别自己孩子的叫声，主要描述了一项关于山羊母亲识别幼崽叫声的实验和发现。
12．词句猜测题。根据划线词后“The findings were astnishing; the gats were capable f identifying the unique vices f their wn yung.(研究结果令人震惊：山羊能够识别出自己孩子的独特声音)”可知，研究人员给成年母山羊听后代咩咩的叫声，随后分析它们的反应。bleats意为“咩咩的叫声”，故选B。
13．细节理解题。根据第二段中“In the natural envirnment, mthers and their ffspring predminantly rely n lfactry cues fr mutual recgnitin. During the initial week f life, these creatures typically cnceal themselves within the verdant grasses, emitting minimal vcalizatins.(在自然环境中，母亲和她们的后代主要依靠嗅觉线索来相互识别。在生命的最初一周，这些生物通常隐藏在青翠的草丛中，发出最小的声音)”和“Interestingly, this phenmenn was als bserved in deer(有趣的是，这种现象也在鹿身上观察到)”可知，在小鹿出生的最初几天里，当它们躲在草丛里时，母鹿和幼鹿主要依靠嗅觉来识别彼此，故选D。
14．细节理解题。根据第三段中“Upn detecting the vcalizatins f their wn ffspring, the female gats wuld direct their gaze twards the surce f the sund, engaging in mvement and vcalizing in reply.(一旦发现自己的后代发出声音，母山羊就会将目光转向声音的来源，进行运动并发出声音作为回应)”可知，当山羊母亲听到幼崽的声音时，会发出声音回应，故选A。
15．推理判断题。最后一段中“Agriculturalists might cnsider revising their gat-rearing practices in light f this innate behavir.(农学家可能会考虑根据这种天生的行为来修改他们的山羊饲养方法)”提到了这项研究对农业实践的潜在影响，表明这篇文章主要是为农民阅读而写的。故选C。
16．C 17．D 18．B 19．G 20．F
【分析】这是一篇说明文。文章讲述了纪录片《荒野间谍》让我们有机会通过“动物间谍”的眼睛近距离地观察动物世界。这部纪录片旨在记录我们很少看到的动物行为。
16．根据文章In 2017, the dcumentary Spy in the Wild (《荒野间谍》) gave us a chance t lk much mre clsely int the wrld f animals thrugh the eyes f “animal spies”.可知，2017年， 纪录片《荒野间谍》让我们有机会通过“动物间谍”的眼睛近距离地观察动物世界。和下句They “live” tgether with animals in rder t recrd their lives.可知，他们和动物一起“生活”，以便记录他们的生活。所以段中应该有一个过渡句，所以C项These spies are actually rbts with cameras that lk like real animals.（这些间谍实际上是带有摄像头的机器人，看起来像真正的动物。）符合题意，故选C。
17．段中过渡句，根据文章Returning fr its secnd seasn, Spy in the Wild fllws the traditin f the first seasn while intrducing new cameras and rbts.可知，《荒野间谍》第二季回归，延续了第一季的传统，同时引入了新相机和机器人。再因Fr example, a spy turtle can lay rbt eggs, a spy squirrel can gather rbt nuts, and mnkeys can play with a spy snwball.可知，例如，一只间谍龟可以产下机器人蛋，一只间谍松鼠可以收集机器人坚果，猴子可以玩一个间谍雪球。所以中间需要一个过渡句来顺承，所以D项With the help f these rbts, these “animal spies” can d many things.（在这些机器人的帮助下，这些“动物间谍”可以做很多事情。）符合，故选D。
18．根据文章In the new seasn, mre than 50 spy rbts are sent t study animals in all kinds f envirnments, frm under the Pacific Ocean t the Arctic.可知，在新的一季中，50多个间谍机器人被派去研究各种环境中的动物，从太平洋底到北极。段中理解，注意后文的they的回指，只有B和C选项涉及名词复数，C选项已经用过，所以B项But these spies dn’t just recrd everyday gings-n.（但是这些间谍不仅仅记录每天发生的事情，他们第一手研究动物之间共享的情感联系。）符合题意，故选B。
19．根据文章Fr example, a spy penguin was accepted as part f a grup in Suth Gergia Island.可知，例如，一只间谍企鹅被南乔治亚岛的一个企鹅群体接受。以及后文Quite accidentally, ur spy creature is at the center f smething special, capturing (捕捉到) emtins that have seldm been watched 可知，“非常偶然地，我们的间谍生物正处于某种特殊事物的中心，捕捉到很少被人关注的情感。”所以应该有一个过渡句，所以G项It watched n as penguin parents tried hard t make it hme t feed their chicks.（当企鹅爸妈赶回家去给他们的宝宝喂食时，他负责站岗。）故选G。
20．根据文章The whle pint is ... trying t get clser than we ever have befre t capture thse elusive (难以得到的) mments when they start t shw the kind f emtins we have,”directr Jhn Dwner tld PBS. 可知，“关键是它试图比以往任何时候都更接近捕捉那些难以得到的情感，”导演告诉PBS。所以设空处应该是考段落主旨大意，故F项The dcumentary aims t recrd animal behavir that we wuld rarely see.（这部纪录片旨在记录我们很少看到的动物行为。）符合题意，故选F。
21．A 22．D 23．B 24．B 25．A 26．D 27．A 28．B 29．C 30．D 31．B 32．D 33．C 34．C 35．C
【分析】这是一篇记叙文。文章讲述了作者和图书馆的故事，在很多年以后，作者又来到了一个充满着小时候回忆的图书馆之中。
21．考查形容词词义辨析。句意：我们呆在图书馆的时间永远是不够长的。A. lng长的； B. easy容易的；C. bring无聊的；D. interesting有趣的。根据句意及下文对图书馆的热爱可知，我从来都不觉得长，也就觉得在图书馆的时间过得快。故选A项 。
22．考查动词词义辨析。句意：我喜欢在书架间走动，双眼在书脊间扫描，直到某本书吸引住我的眼睛。A. staring盯着； B. reading读； C. watching观看； D. scanning扫描。 这里表示我会用眼睛扫过书脊，寻找我喜欢的书，速度应该是比较快的，所以选择scan（快速扫描）。故选D项 。
23．考查动词词义辨析。句意：我喜欢在书架间走动，双眼在书脊间扫描，直到某本书吸引住我的眼睛。 A. fill填入； B. catch抓住； C. pen打开； D. blck堵住。catch my eyes 表示抓住我的眼球，这里是作者扫过书脊等待某一个本书抓住他的眼球。故选B项 。
24．考查动词短语辨析。句意：我可能会在余生里思考，以看书的思考方式把图书馆看成是小时候玩的游乐场。A. wandering arund徘徊； B. thinking abut思考，认为； C. talking abut谈论； D. lking fr寻找。 这里表示对于作者余生一直会觉得图书馆和游乐场差不多，认为，应该用thinking abut，故选B项 。
25．考查形容词词义辨析。句意：但是后来， 有一种熟悉的感觉在不经意间来到我的生活中。A. familiar熟悉的； B. exciting兴奋的； C. funny有趣的； D. warm温暖的。 这里讲到有一种熟悉的感觉（小时候在图书馆里的熟悉感觉）在不经意间来了，选择familiar，故选A项 。
26．考查名词词义辨析。句意：为了完成学校的作业任务，我儿子要去采访一个图书管理员。 A. prfessr教授； B. teacher教师； C. bkseller售书者； D. librarian图书管理员。根据句意及下文可知，访问的是一个图书管理员，故选D项 。
27．考查名词词义辨析。句意：当我驱车去见图书管理员时，我经历了与小时候相似的一个旅程的记忆。 A. memry记忆； B. adventure冒险；C. hardship艰辛；D. excitement激动。 根据句意，我再次经历了我儿时的关于图书馆的回忆，应该用experience the memry，故选A项 。
28．考查名词词义辨析。句意：这个图书馆的建筑和小时作者常去的Bertram Wds 图书馆的建筑一点也不一样，但是当走进去时，一种熟悉的认识感使我内心触动感到震惊 。A. schl学校；B. building建筑（大楼）；C. desks书桌； D. bks书本。这里是作者说这个图书馆的建筑和原来小时Bertram Wds 图书馆的建筑一点也不一样，故选B项 。
29．考查动词词义辨析。句意：这个图书馆的建筑和小时作者常去的Bertram Wds 图书馆的建筑一点也不一样，但是当走进去时，一种熟悉的认识感使我内心触动感到震惊 。 A. lked看；B. drve驾驶； C. stepped步入； D. read读。step inside表示踏进，走进去，但是当我们走进图书馆的时候，内心触动感到震惊，故选C项 。
30．考查动词词义辨析。句意：这个图书馆的建筑和小时作者常去的Bertram Wds 图书馆的建筑一点也不一样，但是当走进去时，一种熟悉的认识感使我内心触动感到震惊 。 A. stuck坚持，粘住； B. disappinted失望的； C. defeated 击败； D. struck打击，撞击。我们走进图书馆的时候我被震惊了，应该是内心里感到撞击，被震惊了，故选D项 。
31．考查动词词义辨析。句意：尽管几十年过去了，但我觉得自己好像又返回到小时候在图书馆里的那个时间那个地方里。 A. fallen落下； B. returned归还 ; C. gne走，去； D. devted投入，专注。根据“a shck f recgnitin”得知，让我感觉我有一种回到过去的时光和地点，return t Sp，故选B项 。
32．考查不定代词词义辨析。句意：什么也没变化。 A. Everybdy每个人；B. Everything每件事（物）； C. Nbdy没人； D. Nthing没有事（物）。结合下一句中的“the same”可知，作者觉得这里和过去没有一丝变化，（nthing have changed 一点都没有改变），故选D项 。
33．考查动词词义辨析。句意：图书馆里人们轻轻的在纸上写字的铅笔声音，人们在房间角落里小声说话，这些场景都与以前的图书馆里的场景一模一样。 A. talking谈； B. laughing笑；C. whispering小声说，耳语； D. chatting聊天。根据句意可知，因为是在图书馆里，人们在桌边低声耳语，而不是大声说笑，故选C项 。
34．考查动词词义辨析。句意：感觉眼前的时光不是儿时的时光停止在这里，而是好像是儿时的时光在这里被捕获，被收集。A. travelled旅行； B. flew飞；C. stpped停下，拦下； D. changed改变。根据句意，对照后半句的“时光在这里被捕获被收集”可知，前半句是说“感觉眼前的时光不是儿时的时光停止在这里”，这里的stpped是过去分词作定语修饰前面的time,故选C项 。
35．考查名词词义辨析。句意：对我来说，图书馆是一个故事的汇集地，也是那些来寻找它们的人的汇集地。A. bks书； B. cntents内容； C. stries故事； D. achievements成就。根据 可知，图书馆是故事和人的汇集之地，故选C项 。
【点睛】本文属对过去的回忆，你有类似的去图书馆里阅读学习的经历吗？相信你也会爱上阅读爱上泡图书馆。另外，本文用了两个虚拟语气句子：第一个是 “I might have spent the rest f my life thinking abut libraries the way I viewed, say, the amusement park。” 第二个是 “ It was as if it had been captured here, r cllected。”解题时，要精准理解虚拟语气用法。
36．Canadian 37．caves 38．and 39．f 40．later 41．teaching 42．t travel 43．wh/that 44．sharpened 45．entirely
【导语】本文是一篇说明文。文章主要讲了加拿大的博士戴维森·布莱克发现北京周口店洞穴的过程。
36．考查形容词。句意：戴维森·布莱克是一位加拿大博士，他组织了挖掘工作，最终在北京附近的周口店洞穴发现了这些骨头。修饰名词dctr用形容词，Canada的形容词是Canadian，意为“加拿大的”，故填Canadian。
37．考查名词复数。句意：戴维森·布莱克是一位加拿大博士，他组织了挖掘工作，最终在北京附近的周口店洞穴发现了这些骨头。洞穴不止一个，因此空格处用复数，故填caves。
38．考查连词。句意：他是研究骨骼的专家，他的雄心壮志是寻找和识别早期人类的骨骼。“He was a specialist in the study f bnes”和“it was his ambitin t find and identify bnes f early humans”是并列关系，因此空格处用表并列的连词and，故填and。
39．考查介词。句意：他的大学意识到他工作的重要性。be aware f是固定短语，意为“意识到”，故填f。
40．考查副词。句意：起初，他们给了他充足的时间去做研究，但后来他们意识到，他准备不顾学生的需求和他的教学事业去做研究，所以他们禁止他再去那里旅行。根据语境可知，空格处意为“后来”，应用副词later。故填later。
41．考查名词。句意：起初，他们给了他充足的时间去做研究，但后来他们意识到，他准备不顾学生的需求和他的教学事业去做研究，所以他们禁止他再去那里旅行。根据语境可知，此处表示“他的教学事业”，应用名词teaching，修饰名词career，作定语，故填teaching。
42．考查非谓语动词。句意：起初，他们给了他充足的时间去做研究，但后来他们意识到，他准备不顾学生的需求和他的教学事业去做研究，所以他们禁止他再去那里旅行。frbid sb. t d是固定短语，意为“禁止某人做某事”，故填t travel。
43．考查强调句。句意：正是他的助手裴文忠发现了这些原始的骨头和锋利的工具。根据句意和It was可知，句子是强调句，结构是“it is/was+被强调的部分+wh/that+其他部分”，句中被强调的是his assistant, Pei Wenzhng，是人，因此空格处是wh/that。故填wh或that。
44．考查形容词。句意：正是他的助手裴文忠发现了这些原始的骨头和锋利的工具。空格处用形容词作定语，修饰名词tls，根据语境可知，此处表示“锋利的工具”，空格处是“锋利的”，形容词是sharpened，故填sharpened。
45．考查副词。句意：戴维森·布莱克知道他的成功几乎完全归功于他的助手系统的辛勤工作。空格处修饰介词短语“due t his assistant’s systematic hard wrk”，应用副词entirely，意为“完全地”，故填entirely。
46．Dear Mr. Zhang,
I’m Li Hua, the president f the student unin f Xinhua Middle Schl. I’m writing t invite yu t give a lecture n technlgical innvatin t ur students.
The aim f this activity is t stimulate students’ interest in technlgical innvatin and enhance their cnfidence in hw technlgy can change the future. The tpic f the lecture is “Hw Technlgical Innvatin Shapes Our Future”. It will be held frm 9:00 a.m. t 11:00 a.m. n September 15, 2024, in the schl auditrium.
We believe that yur expertise and knwledge will greatly inspire ur students. We lk frward t yur presence.
Yurs sincerely,
Li Hua
【导语】本篇书面表达属于应用文写作中的邀请信。要求考生写信邀请张教授来校给同学们作一场关于科技创新的专题讲座。
【详解】1.词汇积累
做演讲：give a lecture→ address a lecture
目的：aim→ purpse
提高：enhance→ prmte
改变：change→ make a change t
2.句式拓展
简单句变复合句
原句：The tpic f the lecture is “Hw Technlgical Innvatin Shapes Our Future”. It will be held frm 9:00 a.m. t 11:00 a.m. n September 15, 2024, in the schl auditrium.
拓展句：The tpic f the lecture, which will be held frm 9:00 a.m. t 11:00 a.m. n September 15, 2024, in the schl auditrium, is “Hw Technlgical Innvatin Shapes Our Future”.
【点睛】【高分句型1】The aim f this activity is t stimulate students’ interest in technlgical innvatin and enhance their cnfidence in hw technlgy can change the future.（运用了hw引导的宾语从句）
【高分句型2】We believe that yur expertise and knwledge will greatly inspire ur students.（运用了that引导的宾语从句）
47．The ther part was academics. It was a realm where my cnfidence lagged even further behind. The halls f Wellesley eched with the whispers f intellectual prwess, and I ften felt dwarfed by the twering expectatins. Yet, Chip’s guidance transfrmed thse daunting lecture halls int arenas f discvery. He patiently dissected cmplex theries, weaving them int narratives that ignited my curisity. His encuragement t questin and explre beynd textbks nurtured a thirst fr knwledge within me. Mrever, he recgnized my struggles and tailred his supprt, ensuring I never felt lst in the sea f academic rigr. Slwly but surely, my academic jurney blssmed under his watchful eye, mirrring the transfrmatin in my athletic pursuits.
Chip passed away after a lng illness last year, leaving behind a legacy that transcends time. His absence is a vid in the hearts f cuntless students, including mine, where he planted seeds f resilience, passin, and unwavering belief in neself. Even nw, as I reflect n my jurney, I can hear his vice eching in the chambers f my mind, urging me t strive, t dream, and t never give up. Chip’s life was a testament t the prfund impact ne individual can have n the lives f thers. Thugh he may be physically gne, his spirit lives n thrugh the cuntless stries f success and triumph shared by thse he tuched. He remains a beacn f light, guiding us thrugh life’s challenges, reminding us that with the right mentr and an unyielding spirit, anything is pssible.
【导语】文章以人物为线索展开，讲述了作者在教育旅程中遇到的一位杰出导师——卡尔·奇普，他是韦尔斯利学院的一位不请自来的使者，为渴望学术和体育成就的学子们指明了方向。在奇普的指导下，有一个多样化的学生群体，他们被分为不同的类型，包括学术明星、国际留学生、经济学天才以及那些面临生活挑战但潜力巨大的“有缺陷的孩子”。作者自视为“有缺陷的孩子”中的一员，但在奇普的平等关怀和指导下，每个学生都得到了智慧、关爱、安慰和考虑。文章还回顾了作者自己从一名不自信的新手运动员到在韦尔斯利学院学习期间逐渐成长为一个更加自信和全面的人的过程，强调了奇普的导师作用对作者及众多学生的深远影响。
【详解】1.段落续写
①由第一段首句内容“另一部分是学术。”可知，第一段可描写奇普对作者学术上的帮助。
②由第二段首句内容“去年，奇普在长期患病后去世，留下了超越时间的遗产。”可知，第二段可描写作者对奇普的赞美以及怀念。
2.续写线索：指导——鼓励作者探索——支持并帮助作者——回忆并赞美奇普——感悟
3.词汇激活
行为类
①把……变成：transfrm…int…/turn…int…
②探索：explre/prbe
③确保：ensure/make sure
④引导：guide/instruct
情绪类
①不屈的：unyielding/unbending
②留心的：watchful/attentive
【点睛】[高分句型1]
It was a realm where my cnfidence lagged even further behind.（运用了where引导定语从句）
[高分句型2]
He remains a beacn f light, guiding us thrugh life’s challenges, reminding us that with the right mentr and an unyielding spirit, anything is pssible.（运用了现在分词作定语，that引导宾语从句）