2024届甘肃省靖远县第一中学高三下学期模拟预测英语试题(含答案)

这是一份2024届甘肃省靖远县第一中学高三下学期模拟预测英语试题(含答案)，共15页。试卷主要包含了阅读，七选五，语法填空，写作等内容，欢迎下载使用。
一、阅读
A
Texan 81-year-ld gd friends Ellie Hamby and Sandy Hazelip tured the wrld in 80 days, prving that adventure desn’t have an age limit.
Their first stp was a lcatin challenging even many experienced travelers: the Antarctic. Getting t the suthernmst cntinent first required crssing the Drake Passage, the waters between the suthern tip f Suth America and the Antarctic’s Suth Shetland Islands. “Fr almst tw days, we were rcking and rlling, slipping and sliding thrugh the Drake Passage and we were hlding n fr dear life,” Hamby said. The vyage, hwever, faded frm their mind as they set ft n the grund f the Antarctic, fascinated by the breathtaking beauty f penguins, icebergs and glaciers.
Since that first venture, the pair have visited 18 cuntries acrss all seven cntinents. And despite the challenges internatinal travel presented, the gd friends said they had finished their trip withut any argument. Thugh they’re bth independent and stubbrn, they respect each ther’s feelings. And what they remember the mst are the peple that they met. “We met sme f the mst wnderful, kindest, friendliest peple. We just have friends nw all ver the wrld that we lve dearly,” Hamby said.
The tw shared a crucial piece f advice fr travelers wrrying abut the language barrier n their wn adventures. “Yu knw, peple ften ask us abut it,” said Hamby. “We tell them there’s ne universal language, and that’s the smile. We fund it wrked wnders because we were ften aware that English was nt always spken and that the smile culd cver all languages.”
They als encuraged ther lder peple nt t let age hld them back. Aside frm sme minr changes in plans, their age didn’t affect their itinerary (旅程) abrad. They said they felt cnfident that if they were injured during their trip, their children wuld have been at peace knwing that they were ding what they abslutely wanted. And Hazelip described 81 as the perfect age t embark n a trip. “Getting lder des give us a little bit f wisdm f making decisins,” she said.
（ ）1．What might the pair think f their trip t the Antaretic?
A．Brief but exciting. B．Tugh but wrthwhile.
C．Interesting but fruitless. D．Unpleasant but memrable.
（ ）2．What is the highlight f the pair’s adventures fr themselves?
A．Meeting nice peple alng the way.
B．Experiencing many challenging activities.
C．Learning abut different cultures frm travelers.
D．Aviding cnflicts despite their stubbrn nature.
（ ）3．What helped the pair cmmunicate with peple during the adventure?
A．English. B．The smile.C．Crucial advice. D．Universal gestures.
4．What can we infer abut the pair frm the last paragraph?
A．They fell dwn when riding a bike in Bali.
B．They regretted nt explring the wrld earlier.
C．Their children understd and supprted them.
D．Their wisdm saved them lts f time during their trip.
B
On March 7, 1907, the English statistician Francis Galtn published a paper which illustrated what has cme t be knwn as the “wisdm f crwds” effect. The experiment f estimatin he cnducted shwed that in sme cases, the average f a large number f independent estimates culd be quite accurate.
This effect capitalizes n the fact that when peple make errrs, thse errrs aren’t always the same. Sme peple will tend t verestimate, and sme t underestimate. When enugh f these errrs are averaged tgether, they cancel each ther ut, resulting in a mre accurate estimate. If peple are similar and tend t make the same errrs, then their errrs wn’t cancel each ther ut. In mre technical terms, the wisdm f crwds requires that peple’s estimates be independent. If fr whatever reasns, peple’s errrs becme crrelated r dependent, the accuracy f the estimate will g dwn.
But a new study led by Jaquin Navajas ffered an interesting twist (转折) n this classic phenmenn. The key finding f the study was that when crwds were further divided int smaller grups that were allwed t have a discussin, the averages frm these grups were mre accurate than thse frm an equal number f independent individuals. Fr instance, the average btained frm the estimate s f fur discussin grups f five was significantly mre accurate than the average btained frm 20 independent individuals.
In a fllw-up study with 100 university students, the researchers tried t get a better sense f what the grup members actually did in their discussin. Did they tend t g with thse mst cnfident abut their estimates? Did they fllw thse least willing t change their minds? This happened sme f the time, but it wasn’t the dminant respnse. Mst frequently, the grups reprted that they “shared arguments and reasned tgether”. Smehw, these arguments and reasning resulted in a glbal reductin in errr.
Althugh the studies led by Navajas have limitatins and many questins remain, the ptential implicatins fr grup discussin and decisin-making are enrmus.
（ ）5．What is paragraph 2 f the text mainly abut?
A．The methds f estimatin. B．The underlying lgic f the effect.
C．The causes f peple’s errrs. D．The design f Galtn’s experiment.
（ ）6．Navajas’ study fund that the average accuracy culd increase even if ______.
A．the crwds were relatively small B．there were ccasinal underestimates
C．individuals did nt cmmunicate D．estimates were nt fully independent
（ ）7．What did the fllw-up study fcus n?
A．The size f the grups. B．The dminant members.
C．The discussin prcess. D．The individual estimates.
（ ）8．What is the authr’s attitude tward Navajas’ studies?
A．Unclear. B．Dismissive. C．Dubtful. D．Apprving.
C
Language gives us the pwer t describe cuntless actins, prperties and relatins that cmpse ur experiences, real r imagined. As fr hw languages were created, scientists fund icnicity might play a key rle.
Peple can’t bridge language gap and understand each ther withut icnicity. When playing a game f charades (猜字谜), we act ut ur meaning, using ur hands and bdies t describe the sizes and shapes f bjects. The key t this prcess f frming new symbls is the use f icnicity. Nt limited t gesturing, icnicity appears in ur visual cmmunicatin t. Traffic signs, fd packaging, map…wherever there are peple cmmunicating, yu will find icnicity.
Accrding t ur research, icnicity might als exist in ur vices. We rganized a cn test in which we invited cntestants t recrd a set f sunds t express different meanings. The winner f the cntest was determined by hw well listeners culd guess the intended meanings f the sunds based n a set f written ptins. Critically, the sunds that cntestants submitted culdn’t include actual wrds r nmatpcias (拟声词).
Listeners were remarkably gd at interpreting the meanings f the sunds. Yet, all f the cntestants and listeners were speakers f English. Thus, it was pssible that listeners’ success relied n sme cultural knwledge that they shared with the speakers. Did the listeners als understand the speakers frm cmpletely different cultural backgrunds?
Later, an Intermet survey translated int 25 different languages was carried ut. Participants listened t each sund frm the English speakers and guessed the meaning by chsing frm six written wrds. Guessing accuracy fr the different grups ranged frm 74 percent fr English speakers t 34 percent fr Prtuguese speakers. It is far frm perfect, but well abve the chance rate f eight percent expected by us.
Taken tgether, these studies shw that ur capacity fr icnic cmmunicatin has played a critical rle. Withut this special talent, language wuld likely never have gtten ff the grund.
（ ）9．Which f the fllwing can explain “icnicity”?
A．A skill in freign language learning.
B．The prcess f acting ut ur meanings.
C．The cnnectin between frm and meaning.
D．A barrier between different language speakers.
（ ）10．What can we knw abut the cntest?
A．It required sunds cntaining meanings. B．Its winners were creative in recrdings.
C．It aimed t prve icnicity in wrds. D．Its entries were familiar t listeners.
（ ）11．What can be inferred frm paragraph 4?
A．English prnunciatins differ. B．The research has a limitatin.
C．The cultural gap is narrwing. D．Listening skills vary in cultures.
（ ）12．What is the significance f the research?
A．Clarifying the influence f sunds. B．Prving the necessity f exchanges.
C．Uncvering the rigin f languages. D．Identifying the functin f gestures.
D
When cnsuming infrmatin, we try t acquire mre signals and less nise, We fecl like the mre infrmatin we cnsume the mre signals we receive. While this is prbably true n an abslute basis, Nassim Taleb argues in the bk Antifragile that it is nt true n a relative basis. As yu cnsume mre data and the rati (比率) f nise t signals increases, yu knw less abut what’s ging n and yu are likely t cause mre unintentinal truble.
The supply f infrmatin t which we are expsed under mdernity is transfrming humans frm a calm persn t a ncurtic (神经质的) ne. Fr the purpse f ur discussin, the first persn nly reacts t real infrmatin, and the secnd largely t nise. The difference between the tw will shw us the difference between nise and signals. Nise is what yu are suppsed t ignre; signals are what yu need t heed.
In science, nise is a generalizatin beynd the actual sund t describe randm infrmatin that is ttally useless fr any purpse, and that yu need t clean up t make sense f what yu are listening t. Yu can use and take advantage f nise and randmness, but nise and randmness can als use and take advantage f yu, particularly with the data yu get n the Internet r thrugh ther media. The mre frequently yu lk at data, the mre nise yu are likely t get, and the higher the nise-t-signal rati is.
Say yu lk at infrmatin n a yearly basis—the changes yu see will all be large nes. The rati f signals t nise is abut ne t ne—this means that abut half the changes are real imprvements r degradatins, and the ther half cme frm randmness. But if yu lk at the very same data n a daily basis, the cmpsitin wuld change t 95 percent nise and 5 percent signals, and the changes yu see daily will certainly be small.
（ ）13．What pinin des Nassim Taleb prbably hld?
A．It’s hard t knw the real truth.
B．The nise-t-signal rati is changing.
C．The infrmatin explsin can be harmful.
D．Mre infrmatin brings mre signals.
（ ）14．What des the underlined wrd “heed” prbably mean in paragraph 2?
A．Ntice. B．Analyse. C．Slve. D．Describe.
（ ）15．What des paragraph 3 mainly talk abut?
A．Causes and harms f mre nise.
B．The meaning and impact f nise.
C．The relatinship between nise and signals.
D．Advantages and disadvantages f nise.
（ ）16．Hw shuld we handle infrmatin accrding t the authr?
A．Check it frequently. B．Make use f nline data.
C．Lk at key changes. D．Fcus n all changes in it.
二、七选五
Can We Stp Fd Lnging Thrugh Imaginary Eating?
Are yu fighting an urge t reach fr chclate? Then, let it melt in yur mind, nt in yur muth. Accrding t the recent research, imagining eating a specific fd reduces yur interest in that fd, s yu eat less f it.
This reactin t repeated expsure t fd—being less interested in smething because yu’ve experienced it t much—is cailed habituatin. 17
The research is the first t shw that habituatin can ccur thrugh the pwer f the mind.
“If yu just think abut the fd itself—hw it tastes and smells—that will increase yur appetite,” saidCarey Mrewedge, a well-knwn psychlgist. “It might be better t frce yurself t repeatedly think abut chewing and swallwing the fd in rder t reduce yur lnging. 18 Visualizing yurself eating chclate wuldn’t prevent yu frm eating lts f cheese,” he added.
Mrewedge cnducted an interesting experiment. 51 subjects were divided int three grups.
One grup was asked t imagine putting 30 cins int a laundry machine and then eating three chclates. 19 Anther grup was asked t imagine putting three cins int a laundry machine and then eating 30 chclates. Lastly, a cntrl grup imagined just putting 33 cins int the machine—with n chclates. 20 When they said they had finished, these were taken away and weighed. The results shwed the grup that had imagined eating 30 chclates each ate fewer f the chclates than the ther grups.
21 Physical signals—that full stmach feeling—are nly part f what tells us we’ve finished a meal. The research suggests that psychlgical effects, such as habituatin, als influence hw much a persn eats. It may lead t new behaviral techniques fr peple lking t eat mre healthily, r have cntrl ver ther habits.
A．What’s mre, this nly wrks with the specific fd yu’ve imagined.
B．Peple were advised t try different methds t perfrm the experiment.
C．Fr example, a tenth bite is desired less than the first bite, accrding t the study.
D．All f them then ate freely frm bwls cntaining the same amunt f chclate each.
E．It meant thse wh repeatedly imagined eating wuld cncern abut sme specific fd.
F．This requires the same mtr skills as eating small chclates frm a packet, the study says.
G．This study is part f the research lking int what makes us eat mre than we actually need.
三、语法填空
Chinese speakers tend t use “spear and shield” 22 (describe) anything that’s cntradictry. Actually, nw the Chinese phrase fr “cntradictin” 23 (call) Ma Dun r “sp ear and shield”.
Nearly 2, 000 years ag, there was a man living in the State f Chu. One day, he went t a market t sell spears and shields—tw mst cmmn 24 (weapn) at that time. When a small crwd gathered arund the seller t lk at his gds, the man 25 (decide) t advertise his shields first. He said, “Please lk at my shields. They are certainly the 26 (strng) nes yu can ever find in the wrld.”
Then sme f the ptential buyers came clser t have a careful examinatin f the shields, 27 they culdn’t see anything special abut them. The seller then mved n t brag abut his spears. “Nw please have a gd lk at my spears. They are the sharpest weapns 28 have ever been prduced. S, n matter hw firm a shield is, my spears will pierce (刺穿) thrugh it 29 (easy).”After listening t the seller’s pitch, a man stepped frward and said, “Yu just tld us that yur shields are the strngest in the wrld and then yu claim yur spears are the sharpest. Hw abut 30 (use) yur spears n yur shields?” The seller was unable t respnd.
S tday, instead f saying “yu are cntradicting yurself”, Chinese will say “yu are attacking yur shield 31 yur wn spear”.
四、写作
A
第一节（满分15分）
假定你是某国际学校学生李华，你的爱尔兰笔友Kelly对你提到的学校“多元文化日”（Multicultural Day）活动很感兴趣。请回信告知他关于该活动的相关信息。内容包括：
1．活动时间；
2．活动目的和内容。
注意：
1．写作词数应为80左右；
2．请按如下格式在答题卡的相应位置作答。
Dear Kelly,
Yurs,
Li Hua
B
第一节（满分15分）
假定你是李华，学校学生会主席。你校学生会正在向全体学生征集以“中国科学家精神”（The Spirit f Chinese Scientists）为主题的短视频。请你用英文拟一则征稿启事，内容包括：
1．活动目的；
2．作品要求；
3．投稿方式及截止时间。
注意：
1．写作词数应为80左右；
2．请按如下格式在答题卡的相应位置作答。
Cntributins Wanted
C
第一节（满分15分）
假定你是李华，英语课上，老师要求大家分组讨论使用电子设备阅读的现象。请你作为小组代表，写一篇短文，内容包括：
1．优点与缺点；
2．合理建议。
注意：
1．写作词数应为80左右；
2．题目和首句已为你写好，不计入总词数。
Make Better Use f Digital Reading
Nwadays, digital reading is becming increasingly ppular.
D
第二节（满分25分）
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。
“Lk!” I said t my husband, Rger, pinting t the branches. “The dves (鸽子) have built a nest!”
On a chilly April day, we watched with hrrr as a hawk dived dwn and tk ne f the dves. By the next mrning the ther parent was gne t. Rger climbed up a ladder t take a lk int the nest. Was it pssible the hawk had spared the yung? Yes, there sat a newly hatched baby dve! We brught him inside and set up the nesting bax with the heat lamps we had used fr raising chickens. Then we rushed t the pet shp t buy the frmula (配方奶) which needed t lk like the mther’s milk. But even with ur care and prayers, we knew that the dve’s chances were slim. We were especially wrried that ur little bird, whm we’d named Hawkeye, hardly ced (咕咕地叫) at all. That had t be a bad sign.
But t ur surprise, Hawkeye nt nly survived but als thrived. Within a mnth, he was able t stand n the edge f a bwl and eat ut f a baby spn. And befre we knew it, he was eating the seeds we gave him. Having the pprtunity t nurture this new life brught me a greater measure f peace with each passing day.
As Hawkeye grew, we nticed that unlike all the ther dves in ur yard, he had a duble breast with a line dividing it. When I did sme research n the dves, I fund ut that females dn’t ften c.
“We gt it all wrng,” I tld Rger. “Hawkeye is a girl!”
We realized that we’d have t teach her t fly. First, we urged her t fly frm a finger t the bttm rung (梯子的横档) f a six-ft ladder, and in n time she was mving quickly t the tp. She lit ut (逃走，溜掉)fr the kitchen whenever she heard the click f the spn n her bwl. By mid-June she’d gained full cnfidence in her wings.
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。
At that time, we knew it was time t set ur Hawkeye free.
But ne May mrning, Hawkeye and the ther dve landed n the rftp.
E
第二节（满分25分）
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。
Ally curled (蜷曲) herself up in his father’s favrite chair “Nthing will ever be the same again.” she whispered, staring at the small American flag n his desk. It was the flag which Chief Rusell had given t her after her father’s death n duty last summer. When he hugged her and tld her hw prud the Plice Department was f her dad’s wrk fr them, his tears had warmed Ally’s cheeks; her wn tears were still frzen inside her heart.
Ally lked at her father’s picture n the bkcase. It was ne f her favrite shts. Dad was sitting in the middle f a stream, wet thrugh but grinning prudly. “I miss yu, Dad,” she said sftly. By this time last year she had already taken dzens f pictures. Ever since she culd remember, she and Dad had been a team, searching the wds behind the huse each weekend fr a glimpse f the special wd warbler (林中莺).
Ally reached fr the first pht album she and Dad had put tgether. On the cver a tiny range bird with blue-gray wings and sharp black eyes peered ut f the pht her father had clipped frm a lcal newspaper. Ally smiled, remembering the excited lk n his face when he first shwed her the pretty bird. “Ally, I be t if we search really hard, we’ll see this little bird tgether sme day.”
They’d never sptted the warbler, but her father had an amazing way f making each uting seem special. Staying with Dad, Ally felt cmfrtable, “If nly I culd get that gd feeling back,” she thught, sighing. Staring at the bird, suddenly, she knew exactly what she had t d. Grabbing the little flag, she placed her camera arund her neck and hurried utside. Ally stuck the flag amng the flwers in the garden. “Please let me see the warbler,” she murmured t herself and then set ff int the wds.
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。
Familiar smells f the earth rse up t greet her.
Determined t start ut again the next mrning, she was abut t head hme when a ringing birdsng flated dwn t her.
F
第二节（满分25分）
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。
When I was seven years ld, my family mved frm Mexic t America. In Mexic, I was a cheerful girl wh lved making peple laugh with my jkes and inventing fun games t play with my friends. Hwever, when I arrived in America, I fund it hard t fit in, and I became quieter.
We lived in a small huse with a mdest yard where we grew vegetables—my respnsibility. While I tk pride in watching them grw, there were times when I dreamed f having a beautiful garden like my schlmate Luella’s, with its delicate tulips (郁金香). Althugh Luella lived in the same neighbrhd as me, we barely knew each ther.
It was after a trnad that Luella and I finally became clse friends.
The trnad struck n a Sunday afternn. The gentle breeze transfrmed int a strng wind, and thick gray cluds filled the sky. Gradually, the trnad tk shape, starting as a thin rpe and grwing int a large black funnel (漏斗). My entire family gathered in the bathrm, seeking shelter frm the strm. Terrified, I sat clse t my mm, knees in my chest. After the strm had passed, ur wrries and fears were replaced by relief that we were unharmed and that ur huse had remained undamaged.
As I stepped utside, I witnessed the extent f the damage the trnad had caused t ur neighbrhd. Acrss the street, a tall tree had fallen, crushing Luella’s garden in frnt f her yellw huse. We hurried ver t check n it. Frtunately, her family seemed t be away at the time, and n ne was injured. Hwever, her nce-beautiful garden was in ruins, with the fallen tree destrying the tulips and debris (碎片) spread everywhere. I culd nly imagine hw heartbrken they must feel seeing this.
Then my mm’s usual wrds rang in my ear, “It is mre blessed t give than t receive,” and my family started t think abut hw we culd help.
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。
Just at that mment, Luella’s family returned t their hme.
Even after the debris was cleared, I culd still sense Luella’s upset fr her lst garden.
G
第二节（满分25分）
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。
It was a quiet and peaceful afternn. Cnnie, already hme frm schl, was sitting cmfrtably in a chair at the kitchen table, ding her hmewrk. Baby Sister was in the living rm, building a castle with her bricks and singing sftly t herself.
Suddenly they heard a familiar and unwelcme sund: “La-la-la-la-la-la.”
Cnnie remarked that truble was cming, and she was right. A mment later the back dr flew pen and banged against the kitchen wall. As 8-year-ld Benjy ran int the dining rm, he inquired abut everyne’s whereabuts, accidentally crashing the dr against the wall with such frce that a small vase drpped t the flr and brke int-pieces.
“Benjy, yu naughty by!” cried Cnnie. “Whatever will Mm say?”
“Hi, Cn. What are yu ding here? Yu dn’t want t read anymre, d yu?” said Benjy excitedly. “Let’s play smething. Lk what I fund tday.”
As Benjy emptied his pckets, sticks, rcks, and candies drpped n the flr and rlled in every directin. Hwever, Cnnie refused t play. She mentined that she needed t learn the petry fr a test. T Cnnie’s shck, Benjy suddenly kncked her bk ut f her hand and rdered her t play with him first.
Cnnie was annyed and jumped ut f her chair. “Why did yu d that?” she cried. “Why can’t yu leave peple alne?”
“Oh, stuck-up (趾高气扬的), are yu?” teased Benjy, pulling Cnnie’s hair and kicking her bk acrss the rm. Unfrtunately it hit Baby Sister’s castle and brught it crashing dwn in ruins.
“B-h-h!” cried Baby Sister. “Yu’ve brken my castle, and I wanted Mamma t see it. B-h-h!” She picked up a blck and cast it as hard as she culd at Benjy’s head. He ducked (躲避), and it missed him, striking a picture and breaking the glass.
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。
At this mment the back dr pened again and their mther walked in.
Benjy thught a lt abut Mm’s advice and decided t make a change.
H
第二节（满分25分）
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。
Lani Williams and her mther, Sincerity, have lived in the histric twn f Lahaina n the Hawaiian island f Maui fr mst f their lives.
Last week, as wildfires began t destry their belved twn, bth the mther and daughter jumped in their car t escape.
Embers (灰烬) were already falling dwn n them. S Lani gt her mm int the car. But then the traffic already std still. Then she saw anther fire beside them n a whle huse. Lani thught they were ging t die in the car.
Lani and her mm determined the nly way ut f the fire’s path was t get ut f their car and climb ver a nearby seawall, int the cean water.
That escape rute, thugh, prved t difficult as Sincerity has truble walking and uses a walker fr assistance.
As Lani and Sincerity was thinking what t d, a man, a cmplete stranger, came t their aid.
The man, later identified as Benny Reinicke, tld Sincerity t lean n his back s that he culd carry her ver the seawall and int the water.
He said, “Auntie, put yur weight n me. I gt yu there.”
Reinicke carried Sincerity n his back ver the seawall, and then stayed with Sincerity and her daughter in the cean water fr ver eight hurs as they waited fr the fires t die ut.
“I just kept thinking t myself, like, this is a yung guy that culd have just left. He culd have swum arund t safety, leaving us behind,” Lani said. “But he didn’t. He stayed with us the whle entire time and made sure that all f us were safe.”
After they made it ut f the cean t safety, Lani and Sincerity lst tuch with Reinicke.
When everything came t nrmal, Sincerity tld her daughter that they shuld find Reinicke and say thank yu t him. Lani tried her neighbrhd fr sme infrmatin abut Reinicke but she fund nthing.
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。
S Lani decided t turn t the scial media.
Lani tld Reinicke that she and her mther wuld arrange a face-t-face meeting with him.
I
第二节（满分25分）
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。
Aubrey, a mm f three, was breastfeeding her 10-mnth-ld daughter in her Maui hme last week when alarms started ging ff and she saw her entire neighbrhd was cvered in black smke.
Aubrey and her husband Alex rushed ut f the hme and int their car, escaping with their 10-mnth-ld daughter as well as their 6-year-ld twin daughters. They didn’t take any necessities. In fact, they had never thught the wildfires wuld ever get t where they lived. After all, they were very far.
While Aubrey and her family eventually made it t safety, a relative’s hme, they later learned their wn hme was burned t the grund.
They were left with n pssessins, s Alex had t g t the neighbrhd surrunding his relative’s hme searching fr supplies fr his baby daughter Blue. He went dr-t-dr, asking if anyne had a baby and if there was a bttle r a diaper (尿布) and sme extra milk.
One neighbr just had a baby s he gave Alex tw bttles. And sme neighbrs gave Alex tw diapers and sme gave her three. Alex later said. “They were hlding nt their wn diapers t, which I understand.”
The disaster turned int a crisis fr cuntless parents like Aubrey and Alex, wh had t escape quickly and nw needed basic supplies t keep their children alive and safe.
The wildfires claimed the lives f ver 100 peple, while many mre remained missing. Official s n Maui warned that their supplies were running ut.
Aubrey and Alex decided t travel t anther island, Oahu, where they culd stay in the hme f Alex’s brther’s. There, they had mre access t supplies like diapers and milk. Then they managed t cntact with vlunteers and left in a lifebat fr Oahu. Thinking thse helpless peple, they cried in pain.
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。
Nw n Maui, situatins were becming wrse.
Tgether with ther vlunteers, Alex and his brther cllected large quantities f supplies n Oahu.
【参考答案】
一、阅读
A
【导语】本文是记叙文。来自得克萨斯州的两位81岁的好友Ellie Hamby和Sandy Hazelip周游世界八十天。
1．B【解析】作出判断推理。根据第二段的“‘Fr almst tw days, we were rcking and rlling, slipping and sliding thrugh the Drake Passage and we were hlding n fr dear life.’ Hamby said. The vyage, hwever, faded frm their mind as they set ft n the grund f the Antarctic, fascinated by the breathtaking beauty f penguins, icebergs and glaciers. （Hamby说：‘在差不多两天的时间里，我们在德雷克海峡里摇晃着，打滑着，我们拼命地坚持着。’然而，当他们踏上南极的土地，被企鹅、冰山和冰川的惊人美景所吸引时，这次航行就从他们的脑海中淡去了。）”可知，Ellie Hamby和Sandy Hazelip前往南极洲的旅程非常艰辛，但见到南极洲的风光后她们又觉得很值得。故选B项。
2．A【解析】理解具体信息。根据第三段中的“And what they remember the mst are the peple that they met. ‘We met sme f the mst wnderful, kindest , friendliest peple. We just have friends nw all ver the wrld that we lve dearly,’ Hamby said. （他们记得最深刻的是他们遇到的人。‘我们遇到了一些最优秀、最善良、最友好的人。我们现在在世界各地都有我们深爱的朋友。’）”可知，这两个人旅行的亮点是沿途遇到一些善良的人。故选A项。
3．B【解析】作出判断推理。根据第四段中的“We tell them there’s ne universal language, and that’s the smile. We fund it wrked wnders because we were ften aware that English was nt always spken and that the smile culd cver all languages. （我们告诉他们世界上有一种通用语言，那就是微笑。我们发现这很有效，因为我们经常意识到英语并不总是被说的，而微笑可以涵盖所有的语言。）”可知，Hamby推荐通用语言“微笑”，因此推断“微笑”有助于她们与人的交流。故选B项。
4．C【解析】作出判断推理。根据最后一段中的“They said they felt cnfident that if they were injured during their trip, their children wuld have been at peace knwing that they were ding what they abslutely wanted. （他们说，他们有信心，如果他们在旅行中受伤，他们的孩子会知道他们在做他们绝对想做的事情。）”可推断，Ellie Hamby和Sandy Hazelip的孩子们是理解并支持她们的。故选C项。
B
【导语】本文是说明文。没有人是一座孤岛，文章陈述了“群体智慧”效应。实验表明，在某些情况下大量独立估计的平均值可能是相当准确的。
5．B【解析】理解主旨要义。根据第二段内容“This effect capitalizes n the fact that when peple make errrs, thse errrs aren’t always the same. Sme peple will tend t verestimate, and cme t underestimate. When enugh f these errrs are averaged tgether, they cancel each ther ut, resulting in a mre accurate estimate. If peple are similar and tend t make the same errrs, then their errrs wn’t cancel each ther ut. In mre technical terms, the wisdm f crwds requires that peple’s estimates be independent. If fr whatever reasns, peple’s errrs becme crrelated r dependent, the accuracy f the estimate will g dwn. （这种效应利用了这样一个事实，即当人们犯错误时，这些错误并不总是相同的。有些人常常会高估，或者低估。当这些误差中有足够多的误差被平均在一起时，它们会相互抵消，从而产生更准确的估计。如果相似的人倾向于犯同样的错误，那么他们的错误不会相互抵消。从更专业的角度来说，群众的智慧要求人们的估计是独立的。如果由于任何原因，人们的错误变得相关或依赖，估计的准确性就会下降。）”可知，本段阐述了人们所犯的错误不总是相同的，各不相同的误差平均在一起，相互抵消就会产生更准确的估计，讨论了独立估计的平均如何由于误差的消除而导致更准确的预测。因此本段主要解释了“群体智慧”效应这一现象的基本逻辑。故选B项。
6．D【解析】理解具体信息。根据第二段的“In mre technical terms, the wisdm f crwds requires that peple’s estimates be independent. （从更专业的角度来说, 群众的智慧要求人们的估计是独立的。）”和第三段的“The key finding f the study was that when crwds were further divided int smaller grups that were allwed t have a discussin, the averages frm these grups were mre accurate than thse frm an equal number f independent individuals. Fr instance, the average btained frm the estimates f fur discussin grups f five was significantly mre accurate than the average btained frm 20 independent individuals. （这项研究的关键发现是，当人群被进一步划分为允许进行讨论的小组时，这些小组的平均值比同等数量的独立个体的平均值更准确。例如，从四个五人讨论组的估计中获得的平均值明显比从20个独立个体获得的平均值更准确。）”可知，人们在没有独立的情况下，分成更小群体，平均值是更准确的，说明即使在估计数字并非完全独立的情况下，准确率提高也是可以做到的。故选D项。
7．C【解析】作出判断推理。根据第四段的“In a fllw-up study with 100 university students, the researchers tried t get a better sense f what the grup members actually did in their discussin. Did they tend t g with thse mst cnfident abut their estimates? Did they fllw thse least willing t change their minds? （在一项针对100名大学生的后续研究中，研究人员试图更好地了解小组成员在讨论中的实际行为。他们是否倾向于选择那些对自己的估计最有信心的人?他们追随那些最不愿意改变主意的人吗？）”可知，在后续研究中，研究人员试图更好地了解小组成员在讨论中实际做了什么。结合两个问题，因此可知后续研究的重点是小组内的讨论过程。故选C项。
8．D【解析】作出判断推理。根据最后一段内容“Althugh the studies led by Navajas have limitatins and many questins remain, the ptential implicatins fr grup discussin and decisin-making are enrmus. （尽管 Navajas领导的研究有局限性，仍存在许多问题，但对小组讨论和决策的潜在影响是巨大的。）”可知，作者认为虽然Navajas领导的研究有局限性也存在许多问题，但对小组讨论和决策的潜在影响巨大。因此推断作者对于 Navajas的研究表示一定的赞许和支持。故选D项。
C
【导语】本文是说明文。文章主要解释了语言的起源与象似性有关，解释了象似性的概念以及研究开展的情况。
9．C【解析】根据“The key t this prcess f frming new symbls is the use f icnicity.”形成新符号的关键过程是使用象似性，即形式和意之间的联系。“icnicity”可以解释为形式和意义之间的联系。故选C项。
10．A【解析】根据“The winner f the cntest was determined by hw well listeners culd guess the intended meanings f the sunds based n a set f written ptins.”比赛的胜者是根据听众能够根据一组书面选项猜测声音的含义来决定的。关于比赛的信息表明，它需要声音包含意义。故选A项。
11．B【解析】文章提到“Yet, all f the cntestants and listeners were speakers f English.”这句话指出所有的参赛者和听众都是英语使用者。这暗示了研究可能有一个局限性，即没有考虑到不同语言背景的人。故选B项。
12．C【解析】文章中“Taken tgether, these studies shw that ur capacity fr icnic cmmunicatin has played a critical rle.”这些研究表明，我们进行象似性交流的能力发挥了关键作用。研究的重要性在于揭示了语言的起源。故选C项。
D
【导语】本文是议论文。现代化让我们得以接触到大量的信息，但过量的信息不一定是有益的。那么我们该如何应对信息爆炸？如何在海量的信息“噪声”中识别出“信号”呢？
13．C【解析】根据第一段中的“We feel like the mre infrmatin we cnsume the mre signals we receive”和“Nassim Taleb argues…yu knw less abut what’s ging n and yu are likely t cause mre unintentinal truble”可知，Nassim Taleb认为接触到过多的信息反而会使人们更不知道发生了什么，也可能引发更多无意识的麻烦。故选C项。
14．A【解析】根据第二段中的“Fr the purpse f ur discussin, the first persn nly reacts t real infrmatin, and the secnd largely t nise. The difference between the tw will shw us the difference between nise and signals. Nise is what yu are suppsed t ignre”可知，本段提到这两种人的不同会向我们展示信息“噪声”和“信号”的区别，信息“噪声”是我们应该忽视的，因此与之相对的“信号”应是需要我们留意或关注的信息。故选A项。
15．B【解析】根据第三段内容可知，本段第一句“In science, nise is a generalizatin beynd the actual sund t describe randm infrmatin that is ttally useless fr any purpse, and that yu need t clean up t make sense f what yu are listening t”主要介绍了噪声在科学中的定义，后面的内容讲述了它会干扰信息处理，频繁查看数据会增加噪声和降低信噪比。故选B项。
16．C【解析】根据最后一段中作者假设的两种情况“Say yu lk at infrmatin n a yearly basis…the changes yu see daily will certainly be small”可知，假设每年查看一次数据，你看到的变化都会是大变化，信噪比大约是1：1。如果每天查看一次同样的数据，信噪比就会变为5：95，你每天看到的变化都会是小变化。由此可推知，作者的建议是在应对大量信息（想从中获取真正的有价值的信息）时，应该关注数据的大变化（重要变化），忽略一些细微的变化（不重要的变化）。故选C项。
二、七选五
【导语】本篇介绍了一个关于“通过反复想象自己吃某一事物的过程”来“抑制自己对该食物的食欲”的实验，反映出影响我们吃的比身体需要的更多的原因的一部分。
17．C【解析】根据前一句“being less interested in smething because yu’ve experienced it t much”可知，文章想介绍的是关于通过不断想象自己吃某样东西来让自己减少对某样食物的渴望的研究。下文才开始具体介绍这个研究，因此这一空应该还是和“habituatin”有关。故选C项。
18．A【解析】根据下一句“Visualizing yurself eating chclate wuldn’t prevent yu frm eating lts f cheese”可知前一句想表达的是这么做只能让你对特定的一种食物没有兴趣，而对其他食物都无效。故选A项。
19．F【解析】根据下文介绍第二组的想象内容可知这一句还是关于第一组实验者，因此只有F的内容可以与之对应。故选F项。
20．D【解析】根据下文When they said they had finished可以推断该空大概讲的是受试者被要求吃巧克力，因此选择D最合适。故选D项。
21．G【解析】最后一段对这个研究进行了总结，根据下文分析的告诉我们已经吃够了的身体信号可知，这个研究是关于“什么让我们吃的比我们实际上需要的更多”的因素的一部分。故选G项。
三、语法填空
【导语】本文是说明文。本文简要讲述了中文里的“自相矛盾”这一成语典故。
22．t describe【解析】考查非谓语动词。句意：中国人喜欢用“矛和盾”来形容任何矛盾的东西。此处为固定搭配：use sth. t d sth.意为“用某物做某事”。故填t describe。
23．is called【解析】考查动词时态和语态。句意：实际上，现在汉语中的“矛盾”一词被称为“矛盾”或“矛盾”，call作本句位于，和主语Chinese phrase之间是被动关系，描述客观事实，用一般现在时，主语为第三人称单数。故填is called。
24．weapns【解析】考查名词。句意：一天。他去市场卖矛和盾——这是当时最常见的两种武器。空前是形容词，所以空处应填名词，根据tw可知，用复数形式。故填weapns。
25．decided【解析】考查动词时态。句意：当一小群人围着卖主看他的商品时，卖主决定先为他的盾牌做广告。本句是when引导的时间状语从句，decide作主句的谓语，描述的是已发生的事，用一般过去时。故填decided。
26．strngest【解析】考查形容词。句意：它们肯定是你能找到的世界上最强壮的。空后是代词，代指前文提到的盾牌，所以空处应填形容词作定语，本句下文的“yu can ever find in the wrd”暗示此处用形容词的最高级形式。故填strngest。
27．but【解析】考查连词。句意：然后，一些潜在的买家走近仔细地检查了盾牌，但他们看不出盾牌有什么特别之处。前后两个分句之间存在转折关系，因此用并列连词but。故填but。
28．that【解析】考查定语从句。句意：它们是有史以来最锋利的武器。分析句子结构可知，空处引导定语从句，先行词是weapns，在从句中作主语，又因先行词前有最高级修饰时，只能用that引导。故填that。
29．easily【解析】考查副词。句意。所以，无论多么坚固的盾牌，我的矛都能轻易地刺穿它，空处修饰空前的动词pierce，用副词修饰。故填easily。
30．using【解析】考查非谓语动词。句意：把你们的矛用在你们的盾上会是怎么样？abut是介词，后接动名词作宾语。故填using。
31．with【解析】考查介词。句意：所以今天，中国人不会说“你在自相矛盾”，而是会说“你在用自己的矛攻击自己的盾”。“attack yur shield with yur wn spear”表示“用你自己的矛攻击你的盾”。with意为“用”，符合语境。故填with。
四、写作
A
参考范文（一）
Dear Kelly,
Hw have yu been these days in Ireland? Knwing yu are interested in Multicultural Day in ur schl, I’m delighted t share with yu sme infrmatin.
The Day started five years ag and annually it takes place n 22 Octber. As fr the aim f the event, it is expected t prmte understanding amng students frm different cultures and establish their respnsibility t bridging the culture gap. Varius activities are held n the day, ranging frm watching freign mvies t a singing party t Culture Saln. The Day has been a hit n campus.
Hpe this brief intrductin has given yu a general idea f the Multicultural Day. Hw des yur schl carry ut Multicultural Day activity? Eagerly lking frward t yur early reply!
Yurs,
Li Hua
参考范文（二）
Dear Kelly,
Learning that yu are interested in Multicultural Day that tk place in ur schl last Friday, I’m willing t share with yu sme f the shining mments.
The Day started five years ag and annually it takes place n 22 Octber. Meant t help students better understand and learn t tlerate different cultures, varius activities are rganized the highlight f which was the theme lecture delivered by a crss-culture schlar, deepening ur insight int the cultural diversity. Als wrthy f nte was the live perfrmance displaying distinctive qualities f each culture.
The event was really a cultural feast and eye-pener. T learn mre, cme t next year’s Multicultural Day here!
Yurs,
Li Hua
B
Cntributins Wanted
Aiming t carry frward the spirit f Chinese scientists and demnstrate the pwer f mral examples, the Student Unin is cllecting shrt vides with the theme f “The Spirit f Chinese Scientists”.
The vide is suppsed t be riginal, psitive and t the pint, including scientists’ majr experiences, achievements and the spirit they shw n the rad t success. As a cnsequence, if yu admire a scientist fr the abve-mentined aspects, feel free t submit yur excellent wrk t student-unin@163.cm befre May 20th. What deserves yur special attentin is that yur wrk shuld be limited t 3 minutes.
Yur active participatin is highly anticipated!
The Student Unin
C
Make Better Use f Digital Reading
Nwadays, digital reading is becming increasingly ppular. It ffers several advantages and drawbacks.
On ne hand, digital reading prvides great cnvenience, allwing us t carry an entire library with us. Additinally, it enhances the experience with interactive elements such as vides. Hwever, ptential distractins frm ther apps n the device can be a drawback. Furthermre, sme argue that the lack f physical bks takes away the sensry experience and emtinal cnnectin with reading.
In my pinin, we shuld develp digital discipline and strike a balance by ccasinally incrprating traditinal bks int ur reading. By enjying the benefits and minimizing the drawbacks, we can fully enjy digital reading.
D
At that time, we knew it was time t set ur Hawkeye free. We tk her utside, but she nly flew abut the yard, even when we left her and went back inside. My heart brke as she watched us thrugh the windw. Finally, after several minutes, she flew t the tree and then tk ff int the sky. I ften stared ut the back windw, hping t catch just a glimpse f her. “If I culd nly see her ne mre time,” I tld Rger, “I’d knw everything wuld be kay.” I had nearly given up hpe.
But ne May mrning, Hawkeye and the ther dve landed n the rftp. The smaller ne bre Hawkeye’s distinctive chest markings. She had nt nly returned, but she’d als brught her mate with her! They built a nest n the very same branch where Hawkeye had been brn. Several weeks later we watched Hawkeye feed her wn tw babies. And every time she flew int the sky, I felt my wn heart fly with her—light and filled with grace.
E
Familiar smells f the earth rse up t greet her. Sme things never change, Ally thught. Quickening her pace, she hurried t the rck by the stream where she and her father used t g. She sat n it, with her face tward the sun. Overhead the sky was filled with birds busily diving t gather dried grass t place in their nests. Their sweet sngs eched thrughut the wds. Ally felt cntent fr the first time in a lng while. She culd almst hear her father’s laughter in the gentle breeze as she listened fr the sweet sng f the special bird. All t sn, the sun disappeared and she was disappinted.
Determined t start ut again the next mrning, she was abut t head hme when a ringing birdsng flated dwn t her. It was prettier than any she had heard befre. An excited feeling bubbled up inside Ally as she searched the sky. A flash f range dashed dwn and rested n a nearby branch. Fr a mment Ally culdn’t believe her eyes, but it was true. The tiny wd warbler just sat there, lking arund as if it were waiting fr smething. Ally blinked back tears, “Thanks, Dad,” she whispered slwly lifting her camera and taking careful aim. “Things will be different withut yu. I’ll always miss ur times tgether but I feel better nw.”
F
Just at that mment, Luella’s family returned t their hme. Empathy surged within me as I saw their shck and disbelief. Appraching Luella, I tightly held her hands and said, “I’m s srry fr yur lss, but thankfully yu’re all right.” She weakly ndded, still puzzled by the devastating scene. My family vlunteered t help clean up the mess, cutting dwn the branches and remving the fallen trees. T uplift Luella’s spirits and bring her cmfrt, I tried my best t cheer her up while tidying the garden with her, during which my wn jyful persnality seemed t revive a bit.
Even after the debris was cleared, I culd still sense Luella’s upset fr her lst garden. My heart went ut i her, knwing her devtin t thse tulips she had nurtured. Determined t restre the beauty that nce thrived, I suggested that we rebuild the garden, which Luella delightedly embraced. With each bulb carefully planted and watered, the new tulip seedlings nce again filled the garden, which symblized the spruting f a new friendship between us, as well as the turning that I finally gt embraced by this new envirnment. My mm was right: it’s mre blessed t give than t receive because when yu give, yu may receive smething unexpected in return.
G
At this mment the back dr pened again and their mther walked in. She was shcked. Learning abut what had happened, Mm thught it was time t talk with Benjy. “Yu must behave yurself,” Mm said with a kind vice. “Yu are s wild and naughty that n ne wants t be arund yu.”Benjy felt ashamed, explaining he just wanted t play with them, but they appeared nt t like him. Mm came up with an idea. She suggested Benjy think f smething nice t say and d, and try t make them happy instead f upsetting them. Then Benjy were lst in thught.
Benjy thught a lt abut Mm’s ad vice and decided t make a change. The next day when he arrived hme frm schl, he tipted acrss the rm and surprised Cnnie and Baby Sister by putting sme candies under their nses and aplgized. T shcked t knw what t say, the girls sat there with their muths pen. Frm that day n, Benjy wuld either plan pleasant surprises fr his sisters r tell jkes t amuse them. Sn, instead f his sisters unhappily saying, “Oh dear, Benjy’s cming!” they began t say cheerfully, “Hurrah! Benjy will sn be hme!”
H
S Lani decided t turn t the scial media. She psted the stry abut hw Reinicke had helped her and her mther survive the fire. Three days later, a netizen frm Big Island f Hawaii respnded that Reinicke was his neighbr, wh wrked fr a car sales cmpany. Lani managed t get Reinicke’s telephne number. Lani cntacted Reinicke withut delay. It turned ut that n the day f the fire, Reinicke was in Maui n business. When he saw Lani and her mther were in truble, he chse t lend them a hand.
Lani tld Reinicke that she and her mther wuld arrange a face-t-face meeting with him. A week later the three peple gathered. “I wuldn’t have made it withut yu,” Sincerity said t Reinicke as they hugged. Reinicke said he had n hesitatin when it came t helping save them. “There’s n way mrally I culd just walk past that and just save myself. It’s the rule in my head,” he respnded. Seeing Lani’s next pst abut their meeting with Reinicke, netizens sang high praise fr Reinicke.
I
Nw n Maui, situatins were becming wrse. Many mre huses were burnt dwn, leaving cuntless peple hmeless. Peple lacked drinking water, fd and clthes. Sme began t fall ill and what’s wrse, it was hard fr them t get access t medicine, which was mre challenging fr parents with children. They were in great need f help. The gvernment were taking actin. But urgent need fr fd, medicine and shelter was still hard t be achieved. S mre and mre vlunteers were jining.
Tgether with ther vlunteers, Alex and his brther cllected large quantities f supplies n Oahu. Cnsidering thse helpless parents with children, Alex mainly cllected baby supplies , including milk and diapers. His brther and ther vlunteers cllected lts f tents, clthes and medicine. They arranged bats t deliver the necessities t Maui as quickly as pssible. Many dctrs and nurses n Oahu vlunteered t head fr Maui t ffer timely medical assistance. Thanks t the effrts frm thse dedicated peple, peple in need n Maui were getting ut f truble.