河北省唐山市2024-2025学年高三上学期1月期末英语试卷(含答案)

这是一份河北省唐山市2024-2025学年高三上学期1月期末英语试卷(含答案)，共23页。试卷主要包含了阅读理解，七选五，完形填空，短文填空，书面表达，读后续写等内容，欢迎下载使用。

一、阅读理解
CmmnLit is a widely-used nline learning platfrm designed t enhance reading and writing skills fr students in grades 3 thrugh 12. Its vast library f engaging reading materials cvers diverse styles, including fictin, nn-fictin, petry, and histrical texts. What sets CmmnLit apart is its adaptability, ffering tls fr bth classrm teaching and independent learning. Its missin is t make quality educatin accessible t all, regardless f backgrund r budget.
PURPOSES
1 .Offer students access t high-quality texts acrss types, time perids, and cultures.
2 .Supprt teachers with tls t track prgress, create assignments, and distinguish instructin.
3 .Encurage critical thinking by pairing texts with thught-stimulating questins and discussin cues.
4 .Enhance accessibility thrugh features like text-t-speech, translatins, and guided reading tls.
5 .Prepare students fr standardized tests, cllege, and career-level reading.
COST AND PREMIUM SERVICES
CmmnLit’s cre platfrm is cmpletely free fr all users, making it accessible t schls and students regardless f budget. Hwever, schls and districts lking fr enhanced functinality can chse premium services.
UPCOMING EVENTS
T engage students and educatrs, CmmnLit rganizes events and training sessins designed t help them make the mst f the platfrm. These events are free and pen t participants wrldwide.
1．What is special fr CmmnLit?
A.Being pen t all.
B.Serving different needs.
C.Cvering ten grades.
D.Helping the pr students.
2．What is ne f the main purpses f CmmnLit fr students?
A.T hunt fr a dream jb.
B.T create tracking tls.
C.T give quality speeches.
D.T imprve their thinking.
3．Hw many events are suitable fr students?
A.One.
B.Tw.
C.Three.
D.Fur.
In 2019, Plly Greenblatt set a prfessinal gal t integrate the design thinking prcess int classrm curriculums. This apprach fcuses n creating effective slutins fr thers thrugh deep understanding, rather than emphasizing success r mney.
"I think it’s imprtant t include understanding thers in curriculums because we’ve becme such a glbal sciety, but we all still kind f live in ur wn little bubble. Sme f ur kids dn’t really g utside f ur twn," said Greenblatt.
Greenblatt decided the best prduct t develp with this prcess wuld be a pair f shes. She nticed when first graders tried designing a backpack fr a friend, they wuld fcus n their wn needs. "Shes weren’t t far ut f the wrld f their wn little reality, but they were cmpletely remved frm themselves," she said.
The cncept was that students wuld research the jurney t schl children frm different regins f the wrld experienced, then create a she design fr them.
The students watched dcumentaries, researched and even walked n Legs withut shes t better understand the challenges children in ther regins faced.
T help deepen the learning n a scientific level, Greenblatt encuraged kids t use animal adaptability features. "Elementary kids dn’t have the limitatins in their brain f, ‘Oh, that’ s nt pssible, ‘r’ That’s gnna cst t much mney," Greenblatt said. "One student came up with the idea that like, starfish grw and if we made shes ut f a starfish type skin, that it culd grw with the kid as their ft was grwing. Ideas like that might nt be pssible nw, but they’re ging t be."
Once their ideas were generated, the students were able t put them t the test. If an idea didn’t wrk tward their gal, they were encuraged nt t give up, but instead t g back in the prcess and adjust, r try a new idea.
"Nw, ur kids are able t care abut kids arund the wrld, and literally put them in their shes, we think ur kids will make better glbal citizens fr ur wrld." Greenblatt said prudly.
4．What did Greenblatt intend t d?
A.Distinguish her prfessin.
B.Teach mney-making methds.
C.Prmte the schl beynd the twn.
D.Develp students’ glbal awareness.
5．Why did Greenblatt chse shes fr her students t design?
A.T relate them t thers.
B.T challenge them mentally.
C.T imprve their design ability.
D.T draw their attentin t real life.
6．Hw did the starfish idea sund t Greenblatt?
A.Absurd.
B.Creative.
C.Practical.
D.Cstly.
7．What were the students encuraged t d during testing?
A.Cncentrate.
B.Supervise.
C.Persevere.
D.Cmpete.
Every July, the western sandpiper migrates frm Alaska t as far as Peru. The wetlands f Califrnia’s Central Valley ffer sandpipers and many ther species a crucial place t rest and feed alng the way. Hwever, farming develpment have destryed mst f these wetlands, causing a decline in migrating birds. In 2014, the Migratry Bird Cnservatin Partnership launched BirdReturns, a prgram that pays farmers t create "pp-up" wetlands.
Rice farmers in the Central Valley fld their fields when the grwing seasn ends, generally arund Nvember, and keep them flded until February t help the leftver plants break dwn. They plant their crp in the spring. The prgram pays rice farmers t fld their fields a bit earlier in the fall and leave them flded later in the spring. This creates habitat when the migratry birds need it mst.
Daniel Karp, a researcher at UC Davis, sees the prgram as a rare cnservatin slutin. Mst f the time, small farms that grw many different crps d gd t cnserve bidiversity. But althugh rice farmers grw nly ne crp, their large fields are an exceptin. The BirdReturns prgram is far frm a cmplete slutin, but "it’s this strange rare circumstance where yu have a large agricultural system that can supprt wildlife at the same time," Karp says.
T figure ut where these alternative habitats are mst needed, BirdReturns uses data frm eBird — a cmmunity science prject cmpsed f birders’ recrded sightings — t assess where and when migratry birds typically land in the Central Valley. Researchers cmbine that infrmatin with satellite data shwing when and where surface water is mst available, and where it’s needed.
The questin remains f hw this practice can cntinue sustainably, especially as climate-change-fueled drught reduces water availability. "We thught we culd rely n prtected areas t cnserve habitat glbally, and we nw knw that’s nt enugh, and we need t supprt that with a set f different cnservatin strategies," says Natalia Ocamp-Peñuela, a cnservatin eclgist at UC Santa Cruz. Althugh the slutin shuldn’t be the nly answer, she says, it is "a piece f the puzzle."
8．Why was the prgram launched?
A.T prtect wetlands.
B.T attract rare species.
C.T ffer birds resurces.
D.T increase farmers’ prductin.
9．What can be inferred frm Karp abut the prgram?
A.It is a win-win slutin.
B.It is a standardized system.
C.It is prfitable in the lng run.
D.It is suitable fr small farms.
10．Why des the prgram turn t eBird?
A.T make wise decisins.
B.T create a new prject.
C.T bserve bird behavir.
D.T ensure water availability.
11．What des Natalia think is mst imprtant t address cnservatin challenges?
A.Jint prjects.
B.Water surces.
C.Diverse methds.
D.BirdReturns’ mdel.
As a ctch, I generally encurage my MBA students at Stanfrd t keep a jurnal. But even if a jurnal is simply a series f infrmal, private ntes, the cmmn purpse is t ensure that the learning cntinues after the end f the class experience.
I’ve kept a persnal jurnal fr decades. The sum f this experience has cnvinced me f the value f the practice, and it’s unequivcally cnsistent with what I knw abut experiential learning. But what are the hidden prcesses that make jurnal writing a meaningful activity?
The wrk f neurscientist Jseph Ledux suggests sme answers. Ledux’s wrk has fcused n memry, emtins and cgnitin （认知）, and he talked abut memry with The Edge：
Like many scientists in the field f memry, I used t think that a memry is smething stred in the brain and then accessed when used. Then, in 2000, a researcher in my lab, Karim Nader, did an experiment that cnvinced me, and many thers, that ur usual way f thinking was wrng. In a nutshell, what Karim shwed was that each time a memry is used, it has t be restred as a new memry in rder t be accessible later. The ld memry is either nt there r is inaccessible. In shrt, yur memry abut smething is nly as gd as yur last memry abut it.
S jurnaling drives us t access ur memries f an experience, creates anther, mre recent memry f that experience, and creates a physical recrd f thse memries t which we can return in the future.
Ledux’s wrk n emtin and cgnitin suggests an even mre pwerful reasn fr the value f jurnaling. A key theme fr Ledux is the distinctin between emtinal memries, which he defined in an interview with Jhn Brckman as "prcedural memries that are in the brain’s systems, but nt reflected in cnsciusness" and cgnitive memries, which he defined as "the kind f memry we usually have in mind when we use the wrd memry in everyday speech."
S jurnaling after emtinal experiences allws us t prcess them when we can understand them cgnitively and （in sme cases） cnsciusly fr the first time.
12．Which has the similar meaning t "unequivcally" in paragraph 2?
A.Unexpectedly.
B.Entirely.
C.Slightly.
D.Awkwardly.
13．What des Karim’s experiment shw abut memry?
A.It shuld be further explred.
B.It smetimes gives wrng infrmatin.
C.It is imprved with time.
D.It is dynamic and recnstructive.
14．What can be inferred abut emtinal memries?
A.They shuld be defined in anther way.
B.They can be recalled in a cnscius way.
C.They are prcessed in the brain intentinally.
D.They are mre imprtant than cgnitive memries.
15．What is the text mainly abut?
A.The value f jurnaling.
B.The frm f memries.
C.The principle f learning.
D.The nature f cgnitin.
二、七选五
16．
In tday’s digital wrld, having strng infrmatin literacy skills is essential fr high schl students. Infrmatin literacy is mre than just finding infrmatin; it’s abut being able t evaluate, analyze, and use infrmatin effectively and respnsibly. ① Mastering infrmatin literacy helps yu deal with the fld f infrmatin yu encunter every day.
② All infrmatin is nt accurate, s when researching, fcus n surces like academic jurnals, reputable news rganizatins, and trusted bks r websites. Reliable surces are the backbne f research and will prvide yu with slid fundatins fr yur wrk.
Evaluating infrmatin critically means questining the purpse, perspective, and ptential prejudice behind what yu read. Ding this allws yu t judge whether the infrmatin is presented bjectively r carries a specific idea. ③
Infrmatin literacy als invlves using infrmatin respnsibly. This means giving credit t riginal authrs when yu put their ideas r wrds int yur wrk, whether it’s fr a schl prject r a persnal blg. ④ . When yu use smene else’s ideas r wrds, yu shuld put their wrds in qutes t shw yur respect fr their wrk. The mre careful yu are with these practices, the mre cnfidently yu can share yur wrk knwing it’s respnsibly and mrally surced.
⑤ In a wrld where new platfrms and technlgies cnstantly emerge, yu will cntinue learning thrughut yur life t stay infrmed and adaptable. By keeping a curius mind and a critical eye, yu will make infrmed decisins abut the wrld arund yu.
A.This skill ges beynd academics.
B.Infrmatin literacy isn’t a ne-time skill.
C.Mastering infrmatin literacy takes time.
D.It’s imprtant t priritize trustwrthy surces.
E.Prper citatin is essential t academic hnesty.
F.It’s yur respnsibility t have infrmatin literacy.
G.Yu’ll better identify fair accunts and ne-sided interpretatins.
三、完形填空（15空）
I was privileged t attend an event with Jack Canfield. Jack was speaking when suddenly, a cry came frm a wman in the audience. A few medically trained staff 1 t take care f the wman wh needed help. Jack 2 the crwd, asking us t direct ur thughts t helping her. A 3 sense f calm envelped the rm.
In that mment, I decided that when an 4 situatin arse in my life, I wuld meet it with the same 5 .
Little did I knw that a few weeks later, I wuld put that 6 t the test. It was a typical Saturday when I returned hme t find my husband, Ken, n the flr, barely breathing. My first aid training 7 as I called fr help, but that same peaceful calm 8 ver me.
Ken had suffered a severe heart attack. At the hspital, we began frming a plan fr this unexpected 9 in ur lives. I’m nt sure mst peple wuld view their mst difficult times as turning pints, but that is hw I 10 t view ur circumstance. Each family member 11 the respnsibility f supprting Ken as he wrked 12 t regain even the mst basic abilities. The greatest 13 in hme-style care have been patience and lts f lve.
Over the past few years, Ken has made mnumental prgress. He shws us that even the mst 14 gals can be achieved. We’ve gne thrugh the 15 with calm and grace, learning the invaluable lessn that “life is nt an emergency.”
17．
A.begged
B.screamed
C.rushed
D.hesitated
18．
A.sptted
B.quieted
C.encuntered
D.gathered
19．
A.mral
B.pr
C.pwerful
D.fearful
20．
A.engaging
B.inspiring
C.unhappy
D.urgent
21．
A.cncern
B.peacefulness
C.satisfactin
D.cnfusin
22．
A.skill
B.expectatin
C.duty
D.lessn
23．
A.tk ver
B.fell apart
C.picked up
D.slwed dwn
24．
A.frwned
B.washed
C.gt
D.lked
25．
A.phase
B.adventure
C.dilemma
D.pprtunity
26．
A.pretended
B.agreed
C.chse
D.meant
27．
A.recmmended
B.gave
C.denied
D.shared
28．
A.effrtlessly
B.tirelessly
C.fruitlessly
D.meaninglessly
29．
A.ingredients
B.memries
C.beginnings
D.dreams
30．
A.decisive
B.imprtant
C.impssible
D.excellent
31．
A.strm
B.transitin
C.cnflicts
D.breakdwns
四、短文填空
32．
Si Lu Hua Yu (The Silk Rad Flwer Rain) is an influential Chinese dance drama first perfrmed in 1979 by the Gansu Prvincial Dance Cmpany. It tells a fascinating tale f friendship, cultural exchange, and devtin which ① (set) against the backgrund f the ancient Silk Rad. Inspired by the Dunhuang murals (壁画), the drama has attracted audiences fr decades, ② (display) the sul f Chinese art and its histrical cnnectin with the wrld.
This icnic prductin celebrates the Silk Rad’s histrical rle ③ a bridge between Eastern and Western civilizatins. The drama highlights themes f respect fr each ther and cperatin thrugh the tuching stry f Yingniang, a painter, and her father, ④ save a Persian merchant. Their heric deed presents the universal ideals f kindness and cultural exchange.
This deeply mving stry ⑤ (vivid) brings t life the glry f Dunhuang culture and the develpment f the ancient Silk Rad. The lasting appeal f Si Lu Hua Yu lies in its ability ⑥ (cmbine) artistic heritage with mdern strytelling. It has been praised fr prmting Chinese cultural ⑦ (treasure), such as the Dunhuang art and the spirit f the Silk Rad. The perfrmance is cnsidered a cultural ambassadr, ften ⑧ (include) in freign-related events and internatinal turs.
A British critic nce cmmented, “It’s nt just a dance drama ⑨ a living museum that lets yu experience the glry f ancient China and its ⑩ (pen) t the wrld.”
五、书面表达
33．假定你是李华。为了体验生活,你参加了社区举办的"最美劳动者"摄影大赛。请给你的英国笔友 Jhn写封邮件,分享此次经历。
内容包括：
1.参赛作品介绍；
2.参加活动感受。
注意：
1.写作词数应为80左右；
2.邮件的开头和结尾已为你写好；
3.请在答题卡的相应位置作答。
Dear Jhn,
Hw are yu? Recently, I participated in a phtgraphy cmpetitin rganized by my cmmunity, called "The Mst Beautiful Wrkers".
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I’d lve t hear yur thughts n this tpic. Lking frward t yur reply.
Best wishes,
Li Hua
六、读后续写
34．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。
Tday was Meatlaf Mnday. Again, like every Mnday. My mm knew hw t make seven different meals, ne fr each day f the week. She kept all seven recipes in a pink flder, each ne labeled with a day f the week. And that was ur meal plan.
I stared at the dull mass my mm placed next t my crn. "I’m nt really hungry," I said, pushing my fd back and frth n my plate. "Me neither," said the twins. My mm sighed, lking disappinted.
"Malia," she said, "yu’re eleven. Yu shuld be setting an example fr yur brther and sister. Nw please, just pick up yur frks and eat." Nrmally, I wuld have. But tday I was feeling mean. "All f it tastes awful," I said. My mm’s eyes flashed. But her wrds remained calm. "Malia," she said. "It’s OK if yu dn’t like my cking. But it’s nt OK t be rude."
The next day I was sitting in ur schl’s kitchen classrm, thinking abut what had happened the day befre when Mr. Bruin, ur teacher, interrupted. "I’ve gt exciting news," he said. Exciting news? The class lked expectantly at Mr. Bruin. "T finish ff ur unit n kitchen skills, we’re having a cmpetitin. And the first-place prize is the newest bk in the Cave f the Dragns series," said Mr. Bruin, hlding up a cpy fr everyne t see. The class erupted int cheers.
At break times, all anyne culd talk abut was the upcming cking cmpetitin. "I’m ttally ging t win！" "My dad’s the best ck ever. I’ve gt talent in my genes （基因）！"
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。
I thught abut my genes, but I still wanted t participate in this cmpetitin.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
On the way hme after failing the cmpetitin, I thught f my mum’s meatlaf.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
1．答案： B
解析： 细节理解题。根据第一段中"What sets CmmnLit apart is its adaptability, ffering tls fr bth classrm teaching and independent learning.（CmmnLit的特别之处在于其适应性,它为课堂教学和自主学习提供了工具）"可知,CmmnLit的特别之处在于它能满足不同的需求,既适用于课堂教学,也适用于自主学习。故选B项。
2．答案： D
解析： 细节理解题。根据PURPOSES部分中"3 Encurage critical thinking by pairing texts with thught-stimulating questins and discussin cues.（3通过将与思维激发问题和讨论提示相配对的文本,鼓励批判性思维）"可知,CmmnLit的主要目的之一是提高学生的思维能力。故选D项。
3．答案： C
解析： 细节理解题。根据UPCOMING EVENTS部分中"March 20,2025 Webinar：' Critical Thinking Thrugh Texts' Students and teachers（2025年3月20日网络研讨会：‘通过文本的批判性思维’,学生和老师"、"May 5,2025 Student Wrkshp：' Mastering Reading Cmprehensin' Senir high students（2025年5月5日学生研讨会：‘掌握阅读理解’,高中学生）"和"July 18,2025 Live Q&；A Sessin：' Getting the Mst frm CmmnLit 'Students, teachers, and parents（2025年7月18日现场问答环节：‘从普通文学中获得最多',学生、老师和家长）"可知,适合学生参加的活动有三个,分别是2025年3月20日的网络研讨会"通过文本进行批判性思维"、2025年5月5日的学生工作坊"掌握阅读理解"和2025年7月18日的现场问答环节："从普通文学中获得最多"。故选C项。
4．答案： D
解析：
5．答案： A
解析：
6．答案： B
解析：
7．答案： C
解析：
8．答案： C
解析： 该项目旨在为候鸟提供秋季和春季的栖息地,因此答案为C（为鸟类提供资源）。
9．答案： A
解析： Karp认为该项目是大型农业系统支持野生动物的罕见案例,表明这是一个双赢的解决方案,答案为A（这是一个双赢的解决方案）。
10．答案： A
解析： 该项目利用eBird数据来确定候鸟栖息地的最佳位置,因此答案为A（做出
明智的决策）。
11．答案： C
解析： Natalia认为仅依靠保护区不足以解决保护问题,需要多种方法,因此答案为C（多样化的方法）。
12．答案： B
解析： 词句猜测题。根据划线词上文"I've kept a persnal jurnal fr decades. The sum f this experience has cnvinced me f the value f the practice（我写日记已经有几十年了。这些经验的总结使我确信实践的价值）"和下文"…cnsistent with what I knw abut experiential learning（……与我对体验式学习的理解是完全一致的）"可知,作者是通过自己的实践证实了写日记的价值,这与他对体验式学习的理解完全一致。由此推知,修饰形容词cnsistent（一致的）的副词unequivcally是再次强调这种一致性,意为"毫不含糊地,完全地",与entirely意思相近。故选B项。
13．答案： D
解析： 推理判断题。根据第四段中" In a nutshell, what Karim shwed was that each time a memry is used, it has t be restred as a new memry in rder t be accessible later. The ld memry is either nt there r is inaccessible. In shrt, yur memry abut smething is nly as gd as yur last memry abut it. （简而言之,Karim所表明的是,每次使用记忆时,都必须将其恢复为新的记忆,以便以后能够访问。旧的记忆要么不存在,要么无法访问。简而言之,你对某件事的记忆只和你最后一次对它的记忆一样好）"可知,每次使用记忆时,都必须将其恢复为新的记忆,且你对某件事的记忆只和你最后一次记起它一样。由此推知,Karim的实验表明记忆是动态可变的,可以进行重构。故选D项。
14．答案： B
解析： 推理判断题。根据最后一段中"S jurnaling after emtinal experiences allws us t prcess them when we can understand them cgnitively and （in sme cases）cnsciusly fr the first time.（因此,在情感体验后写日记可以让我们在首次能够从认知上以及（在某些情况下）有意识地理解它们时对其进行处理）"可推知,情感记忆可以以一种有意识的方式被回忆起来。故选B项。
15．答案： A
解析： 主旨大意题。通读全文,结合第一段中"But even if a jurnal is simply a series f infrmal, private ntes, the cmmn purpse is t ensure that the learning cntinues after the end f the class experience. （但即使日记只是一系列非正式的私人笔记,其共同目的也是确保学习在课堂体验结束后可以继续进行）"、第五段中"S jurnaling drives us t access ur memries f an experience, creates anther, mre recent memry f that experience, and creates a physical recrd f thse memries t which we can return in the future. （因此,写日记会促使我们获取对某一经历的记忆,创造出另一种,更近期的记忆,并将这些记忆记录下来,以便我们在未来能够回到这些记忆中）"和最后一段中"S jurnaling after emtinal experiences allws us t prcess them when we can understand them cgnitively and （in sme cases） cnsciusly fr the first time. （因此,在情感体验后写日记可以让我们在首次能够从认知上以及（在某些情况下）有意识地理解它们时对其进行处理）"可知,文章主要介绍了写日记的价值,通过神经科学家Jseph Ledux的研究来阐述写日记如何帮助我们处理和记忆经历,特别是情感经历。可知,文章的主要内容是写日记的价值。故选A项。
16．答案： A； D； G； E； B
解析： ①前文"In tday’s digital wrld, having strng infrmatin literacy skills is essential fr high schl students. Infrmatin literacy is mre than just finding infrmatin； it’s abut being able t evaluate, analyze, and use infrmatin effectively and respnsibly. （在当今的数字世界中,对于高中生来说,具备较强的信息素养技能至关重要。信息素养不仅仅是查找信息,它还涉及能够有效且负责任地评估、分析和使用信息）"指出信息素养技能可以帮助高中生查找、评估、分析和使用信息,至关重要,后文"Mastering infrmatin literacy helps yu deal with the fld f infrmatin yu encunter every day.（掌握信息素养有助于你应对每天遇到的海量信息）"指出信息素养技能在日常生活中也很重要。A项"This skill ges beynd academics.（这种技能超出了学业范畴）"承上启下,说明信息素养技能的作用不局限于学术方面,符合语境。故选A项。
②下文"All infrmatin is nt accurate, s when researching, fcus n surces like academic jurnals, reputable news rganizatins, and trusted bks r websites. （并非所有信息都是准确的,因此,在研究时,要关注学术期刊、知名新闻机构以及可信赖的书籍或网站等来源）"强调了信息来源的重要性,建议选择可靠的信息来源。D选项"It's imprtant t priritize trustwrthy surces.（优先考虑可信赖的来源很重要）"与下文观点一致,都强调了选择可靠信息来源的重要性,是段首主题句。故选D项。
③上文"Evaluating infrmatin critically means questining the purpse, perspective, and ptential prejudice behind what yu read. Ding this allws yu t judge whether the infrmatin is presented bjectively r carries a specific idea. （批判性地评估信息意味着质疑你所读到的内容背后的目的、观点和潜在偏见。这样做可以让你判断信息是以客观的方式呈现,还是带有特定的观点）"解释了批判性评估信息的重要性。G选项"Yu'll better identify fair accunts and ne-sided interpretatins.（你将更好地识别公正的叙述和片面的解释）"承接上文,说明通过批判性评估信息,你将能够更好地识别信息的公正性和片面性,上下文语意一致。故选G项。
④上文"This means giving credit t riginal authrs when yu put their ideas r wrds int yur wrk, whether it’s fr a schl prject r a persnal blg. （这意味着,当你将他人的想法或话语融入到你的作品中时,无论是学校项目还是个人博客,都要给予原作者应有的认可）"提到了在使用他人想法或话语时要给予原作者认可。E选项"Prper citatin is essential t academic hnesty.（适当的引用对于学术诚信至关重要）"进一步强调了正确引用的重要性,与上文观点相呼应。且下文"When yu use smene else’s ideas r wrds, yu shuld put their wrds in qutes t shw yur respect fr their wrk. （当你使用别人的想法或话语时,你应该用引号把他们的话引起来,以表示你对他们工作的尊重）"也提到了引用他人话语的做法。故选E项。
⑤下文" In a wrld where new platfrms and technlgies cnstantly emerge, yu will cntinue learning thrughut yur life t stay infrmed and adaptable. （在一个新平台和技术不断涌现的世界里,你将终身学习,以保持知情和适应能力）"提到了信息素养技能需要终身学习。B选项"Infrmatin literacy isn't a ne-time skill.（信息素养不是一次性的技能）"与下文观点一致,都强调了信息素养技能需要不断学习和提高。故选B项。
17．答案： C
解析： 考查动词词义辨析。句意：几名受过医疗培训的工作人员冲过去照顾那位需要帮助的女士。A.begged乞求；B.screamed尖叫；C.rushed冲过去；D.hesitated犹豫。根据前文"a cry came frm a wman in the audience"和后文"t take care f the wman wh needed help"可知,有观众呼救,所以工作人员应该是冲过去帮忙。故选C项。
18．答案： B
解析： 考查动词词义辨析。句意：Jack让人群安静下来,要求我们集中精力帮助她。A.sptted发现；B.quieted使安静；C.encuntered遇到；D.gathered聚集。根据后文"asking us t direct ur thughts t helping her"可知,Jack要让人群安静下来,才能让大家集中精力帮助那位女士。故选B项。
19．答案： C
解析： 考查形容词词义辨析。句意：一种强大的平静感笼罩了整个房间。A.mral道德的；B.pr贫穷的；C.pwerful强大的；D.fearful可怕的。根据后文"envelped the rm"可知,这是一种强大的平静感,笼罩了整个房间。故选C项。
20．答案： D
解析： 考查形容词词义辨析。句意：在那一刻,我决定,当我的生活中出现紧急情况时,我会以同样的平和心态去面对。A.engaging吸引人的；B.inspiring鼓舞人心的；C.unhappy不快乐的；D.urgent紧急的。根据前文"a cry came frm a wman in the audience"和"A few medically trained staff__1__t take care f the wman wh needed help. Jack__2__the crwd, asking us t direct ur thughts t helping her. "可知,这里指的是与前文相似的紧急情况。故选D项。
21．答案： B
解析： 考查名词词义辨析。句意：在那一刻,我决定,当我的生活中出现紧急情况时,我会以同样的平和心态去面对。A.cncern关心；B.peacefulness平和；C.satisfactin满意；D.cnfusin困惑。根据前文"A__3__sense f calm envelped the rm. "和"I wuld meet it with the same"及后文"but that same peaceful calm__8__ver me"可知,作者受到启发,决定要以同样的平和心态去面对生活中的紧急情况。故选B项。
22．答案： D
解析： 考查名词词义辨析。句意：我不知道,几周后,我就会把这一经验付诸实践。A.skill技能；B.expectatin期待；C.duty职责；D.lessn经验,教训。根据前文"I decided that when an __4__ situatin arse in my life, I wuld meet it with the same__5__."可知,从上次的急救行动中作者得到"以平和心态去面对生活中的紧急情况"的经验教训,结合后文"t the test"可推知,很快就到了检验这一经验教训的时刻。故选D项。
23．答案： A
解析： 考查动词短语辨析。句意：当我呼救时,我的急救训练开始发挥作用,但那种平静仍席卷着我。A.tk ver接手,接管；B.fell apart崩溃；C.picked up捡起,学会（技能等）；D.slwed dwn放慢速度。根据前文"My first aid training"可推知,面对丈夫的紧急情况,作者的急救训练开始发挥作用；动词短语take ver本意为"接手,接管",文中指受过急救训练的作者开始处理紧急情况,即急救训练开始发挥作用。故选A项。
24．答案： B
解析： 考查动词词义辨析。句意：当我呼救时,我的急救训练开始发挥作用,但那种平静仍席卷着我。A.frwned皱眉；B.washed（情绪）冲击；C.gt得到；D.lked看。根据前文"that same peaceful calm"结合空后"ver me"可知,作者现在遇到突发情况时,那种平静的感觉席卷而来,wash ver sb用来形容某种情绪或感受以一种几乎无法抵抗的方式迅速且强烈地影响某人,让人感到被这种情绪包围或淹没。故选B项。
25．答案： A
解析： 考查名词词义辨析。句意：在医院,我们开始为我们生活中这个意想不到的阶段制定计划。A.phase阶段；B.adventure冒险；C.dilemma困境；D.pprtunity机会。根据前文"Ken had suffered a severe heart attack."可知,Ken突发心脏病,这是他们生活中一个意想不到的阶段。故选A项。
26．答案： C
解析： 考查动词词义辨析。句意：我不确定大多数人是否会把他们最困难的时期视为转折点,但这就是我选择看待我们处境的方式。A.pretended假装；B.agreed同意；C.chse选择；D.meant意味着。根据前文"I'm nt sure mst peple wuld view their mst difficult times as turning pints"可知,这是作者选择看待他们处境的方式。故选C项。
27．答案： D
解析： 考查动词词义辨析。句意：当Ken不屈不挠地努力恢复哪怕是最基本的能力时,每个家庭成员都分担起了支持他的责任。A.recmmended推荐；B.gave给予；C.denied否认；D.shared分担。根据后文"the respnsibility f supprting Ken"可知,家庭成员共同分担支持Ken的责任。故选D项。
28．答案： B
解析： 考查副词词义辨析。句意：当Ken不屈不挠地努力恢复哪怕是最基本的能力时,每个家庭成员都分担起了支持他的责任。A.effrtlessly毫不费力地；B.tirelessly不屈不挠地；C.fruitlessly徒劳地；D.meaninglessly无意义地。根据前文"Ken had suffered a severe heart attack."和"regain even the mst basic abilities"可知,Ken在努力恢复能力,所以应该是不屈不挠地。故选B项。
29．答案： A
解析： 考查名词词义辨析。句意：家庭护理中最重要的成分是耐心和大量的爱。A.ingredients成分,要素；B.memries记忆；C.beginnings开始；D.dreams梦想。根据后文"patience and lts f lve"可知,这是家庭护理中的重要成分或要素。故选A项。
30．答案： C
解析： 考查形容词词义辨析。句意：他向我们展示了,即使是最不可能的目标也可以实现。A.decisive决定性的；B.imprtant重要的；C.impssible不可能的；D.excellent优秀的。根据前文"Ken has made mnumental prgress."可知,Ken取得了巨大的进步,这说明即使是最不可能的目标也可以实现。故选C项。`
31．答案： A
解析： 考查名词词义辨析。句意：我们冷静而优雅地经历了这场暴风雨,学到了宝贵的一课："生活不是紧急情况。"。A.strm暴风雨；B.transitin过渡,转变；C.cnflicts冲突；D.breakdwns故障。根据前文"Ken had suffered a severe heart attack."和"We've gne thrugh"可推知,Ken患重病,所以作者和丈夫一起经历了暴风雨,这是一种比喻用法,指"困难或灾难"。故选A项。
32．答案： is set； displaying； as； wh； vividly； t cmbine； treasures； included； but； penness
解析：
33．答案： Dear Jhn,
Hw are yu? Recently, I participated in a phtgraphy cmpetitin rganized by my cmmunity, called "The Mst Beautiful Wrkers".
My pht was abut a street cleaner. It shwed him sweeping the streets early in the mrning. The sun was cming up, and the light made everything lk warm. The cleaner was very fcused n his wrk, cleaning every part f the street. Yu culd see the dirt and leaves he had swept up beside him.
Taking part in this activity made me deeply appreciate the hard wrk f all labrers. I realized hw much they cntribute t ur daily lives. It was a meaningful experience that inspired me t see beauty in everyday wrk.
I’d lve t hear yur thughts n this tpic. Lking frward t yur reply.
Best wishes,
Li Hua
解析：
34．答案：
I thught abut my genes, but I still wanted t participate in this cmpetitin. I knew my mm’s cking wasn’t great, but I wanted t prve that I culd d better. I started t practice at hme, using the basic skills that Mr. Bruin had taught us in class. The day f the cmpetitin arrived. I felt nervus and excited. I cmbined the ingredients with creativity, turning them int a dish that represented my grwth as a ck. But as the cmpetitin ended and the results were annunced, I didn’t win first place.
On the way hme after failing the cmpetitin, I thught f my mum’s meatlaf. As I walked thrugh the dr, the smell f my mm’s cking filled the huse. It was cmfrting and familiar. Seeing my expressin, mther knew the result. She hugged me and said, "It’s kay, Malia. It’s nt abut winning r lsing, it’s abut trying yur best and learning frm the experience." Her wrds made me feel better. I realized that even thugh I didn’t win, I had gained smething mre valuable： the knwledge and lve f cking.
解析： 本文以人物为线索展开。作者决定参加班里举行的烹饪比赛,尽管自己没有烹饪的基因。作者运用课堂上所学的知识进行训练,但比赛时作者没有得奖。回家后,妈妈给作者以安慰。作者意识到,尽管自己没有获胜,但获得了更有价值的东西：对烹饪的知识和热爱。
1.段落续写：
①由第一段首句内容"我想到了我的基因,但我还是想参加这个比赛。"可知,第一段可描写作者准备比赛、参加比赛和比赛的结果。
②由第二段首句内容"在比赛失败后回家的路上,我想起了妈妈做的烘肉卷。"可知,第二段可描写作者回家后得到妈妈的安慰以及作者的感受。
2.续写线索：准备比赛—参加比赛—失败—回家—妈妈安慰—感悟
3.词汇激活
行为类
①把…变成...：
②拥抱：hug/embrace
情绪类
①紧张的：nervus/tense
②安慰的：cmfrting/reassuring
[高分句型1]I started t practice at hme, using the basic skills that Mr.Bruin had taught us in class.（运用了现在分词作状语和关系代词that引导的定语从句）
[高分句型2]I realized that even thugh I didn't win, I had gained smething mre valuable： the knwledge and lve f cking.（运用了连词that引导的宾语从句和even thugh引导的让步状语从句）
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