2024屆浙江省高三年級下冊第二次適應(yīng)性考試英語仿真模擬試題（三模）含答案

2024屆浙江省高三下學(xué)期第二次適應(yīng)性考試英語仿真模擬試題

（三模）

考生須知：

1.本試卷分第I卷（選擇題）和第II卷（非選擇題）。滿分為150分，考試時間為120分

鐘。

2.請用黑色簽字筆將學(xué)校、班級、姓名、考號分別填寫在答題卷和機讀卡的相應(yīng)位置

上。

第I卷（95分）

第一部分：聽力（共兩節(jié)，滿分30分）

做題時，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時間將試卷上的答案

轉(zhuǎn)涂到答題卡上。

第一節(jié)：（共5小題；每小題1.5分，滿分7.5分）

聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最

佳選項。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對

話僅讀一遍。

1.WhatdoesJimprobablydo?

A.Ahost.B.Abusinessman.C?Amusician.

2.Whatarethespeakersmainlytalkingabout?

A.Atrip.B.Afilm.C.Aphoto.

3.Whatdoesthewomanaskthemantodo?

A.Bringagift.B.Returnsomething.C.Havedinner.

4.Whendidthemangethisniece'scall?

A.At5:30.B.At6:00.C.At6:20.

5.Wheredoesthemanmostlikelylive?

A.InCanada.B.InNewYork.C.InCalifornia.

第二節(jié)：（共15小題；每小題1.5分，滿分22.5分）

聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個

選項中選出最佳選項。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘；聽

完后，各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。

聽第6段材料，回答第6、7題。

6.What'stherelationshipbetweenthespeakers?

A.Waiterandcustomer.

B.Professorandstudent.

C.Taxidriverandpassenger.

7.Whatdoweknowaboutthewoman?

A.ShestudiedDramaintheU.K.

B.Shehasthesameaccentastheman.

C.Sheisatourist.

聽第7段材料，回答第8、9題。

8.WhydoesthewomanthinkJulyisthebesttimetomove?

A.Theirbusinessisslow.

B.Theweatherisfavorable.

C.Ifseasytohirepeople.

9.Howwilltheyhandlethemoving?

A.Finishitallatonce.

B.Havethesalessectiongofirst.

C.Doonedepartmentatatime.

聽第8段材料，回答第10至13題。

10.WhatistheonlyproblemofFitzgerald?snewfilmaccordingtotheman?

A.Itisuninteresting.

B.Itlacksmusicalperformances.

C.It'sonlyaimedatoneagegroup.

11.WhatinstrumentdoesFitzgeraldlikebest?

A.Theviolin.B.Thepiano.C.Theguitar.

12.WhydomanyimportantpeopledislikeFitzgerald?

A.Hedoesn'trespectotherpeople.

B.Hechangeshismindquiteoften.

C.Heexpresseshisviewsdirectly.

13.WhatdoesthemanthinkofFitzgerald^personality?

A.Attractive.B.Warm-hearted.C.Outgoing.

聽第9段材料，回答第14至16題。

14.WhatdoesSallyvaluemostaboutafter-schoolactivities?

A.Learningnewskills.B.Openingupnewhorizons.C.Helpinggethighergradesat

school.

15.WhatdoesJasonbenefitfromdoingvoluntarywork?

A.He*sdevelopedhisinterest.

B.Heisemployedbyalawfirm.

C.He*sgotexperienceforhisfuturecareer.

16.WhydoesSallygototheschoolsportscenter?

A.Tomakefriends.B.Toorganizegames.C.Topassthetime.

聽第10段材料，回答第17至20題。

17.Whydoesthewomangotoseetheman?

A.Totellhimaboutherwork.

B.Toaskforahigherpay.

C.Toinformhimofhernewjob.

18.Howisthebusinessofthecompany?

A.Worsethanbefore.B.Asgoodasbefore.C.Betterthanbefore.

19.Whichofthefollowingisonereasonforthewoman'srequirement?

A.Financialpressure.

B.Thecurrenteconomicsituation.

C.Contributiontothecompany.

20.Whatdoesthewomanthinkoftheman'soffer?

A.Satisfactory.B.Disappointing.C.Justso-so.

第二部分閱讀理解（共兩節(jié)，滿分50分）

第一節(jié)：（共15小題；每小題2.5分，滿分37.5分）

閱讀短文，從每題所給的A、B、C和D四個選項中選出最佳選項，并在答題卡上將該

項涂黑。

A

TheLindaHallLibraryisopentothepublicfreeofchargeduringregularlibraryhours.There

isnochargeforgettingalibrarycard.Patronscanrequestandusematerialsinthelibraryprovided

theitemsareingoodphysicalcondition.

OTosignupforaborrowingaccount,youmustbearesidentoftheKansasCityarea.You

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?AphotoIDplusutilitybillinyournameisneededifthecurrentaddressdiffersfromthaton

theID.

?PatronsmustshowtheirLHL.librarycardoraphotoIDatthetimeofcheck-out.

WhoCanBorrow

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formoreinformationaboutauthorizedborrowingforbusinesses,orfilloutourwebapplication.

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IfyouwishtoborrowfromtheLindaHallLibrarybutdonotmeettheabovecriteria,please

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Formoreinformationonhowtorequestlibrarymaterials,pleaseseethisguideonMaking

RequestsinPrimo.Youmaywishtoregistertoattendanin-person“NavigatingLindaHallLibrary^^

session.

21.Whatisamustforapplyingfortheborrowingaccountofthelibrary?

A.Acurrentlytakenphoto.B.Anin-personlibrarysession.

C.Anaddressinthedefinedarea.D.Anationalborrowingaccount.

22.Whichofthefollowingpersonscanborrowmaterialsfromthelibrary?

A.Astudentstudyinginacollege.B.ApersonworkingacompanyintheKCarea.

C.AnindividuallivinginWashington.D.ApersonworkingforCourtesyCardProgram.

23.Whatshouldyoudoifyoudon'tmeetthecriteriaforthelibrary?

A.Filloutanapplicationonline.B.Borrowsomematerialsonline.

C.Followtheofficialguidance.D.Turntoyourlocallibraryforhelp.

B

Asahockeyparent,whilewatchingmysonplayedfromMitetoBantam,HouseLeagueto

Travel,I'velearnedthatlosingmaybebestforkids.

Inhisthirdseasonin2019,myson'steamneverlostmorethanthreestraightgames.Therewas

happiness,boasting,celebration,pizza.Inshort,itwasatypicallygoodyouthhockeyseason.He

improvedasaplayer,butdidnotmuchchangeasaperson.

However,whathappenedthenextyearaddeditsstorytothelegendsofsportingincompetence.

Notmerelyweakbutprettilybad,thisteamlost40oftheirfirst50games,mostofthedefeats

cominginthecourseoftwolosingstreaks.Foratime,Iworriedthatthesestreakswouldkillmy

child5sloveofthegame.

Butthafsnotwhathappened.Asbadasitgot,thelosingwasclarifying.Itweededoutthekids

whowereinitlessforthegamethantheglory,leavingjustthedie-hardsbehind.Whatstartedasa

listof17oftheteamwascutdownto12.Itwasespeciallyinstructiveforthekids.Ittaughthima

greattruthoftheworld:Foreveryonegood,thereissomeonebetter.

Whafsmore,thekidswerelearningthegameinawaythatonlylosingcanteach.Eachplayer

gottoplayeverywhere,tolearnandappreciatetheroleofeverypositionontheice.Theykeptan

eyeontheiropponentstoo,studyingandincorporatingthetricksofsuccess.Inanefforttobreakthe

streak,theywentbacktobasics,acceptedthewisdomofthehockeyancients:Ifplayinglikeateam,

theycandefeatacollectionofall-stars;Ifdoingsmallandunappreciatedtaskswell,theycangetthe

goal.

Thisnewteamhadcharacterandcouldneverbecountedout,nomatterthescore.Theyhad

learnedthemostimportantlesson:Youcanlosewithoutbeingbeaten.Theysqueakedintothestate

tournament,thenmadeitallthewaytothefinal,wherethewinnerwasdecidedinovertime.When

theylostthatgameandwentintothehandshakeline,itwasnotasrunners-upbutasateamthathad

beenmadeintowinnersintheonlywaythatwillstick-bylosing.

24.Whatdoestheauthorthinkabouttheson'steaminthethirdseasonin2019?

A.Theteamhadabadperformance.

B.Theteamdidn'tliveuptotheauthor9sexpectations.

C.Theteamplayedtypicallywellandwonallthegames.

D.Theteamdidn'thavethespiritoffacingfailure.

25.Whatdoestheunderlinedword""clarifyreferto?

A.Thelosingmadethekidsbetterunderstandhockey.

B.Thelosinghelpedthekidslearnagreattruthoftheworld.

C.Thelosingseparatedtrueplayerfromthoseplayingforglory.

D.Thelosingboostedthekids5teamwork.

26.Accordingtotheauthor,whathavetheson'steamlearned?

A.Foreverythingbig,thereissomethingbigger.

B.Hopeforthebest,butpreparefortheworst.

C.Godhelpsthosewhohelpthemselves.

D.Thehardestbattleyou'regoingtofightisthebattletobejustyou.

27.Whatisthebesttitleforthepassage?

A.HowKidsCanDealWithLosingB.WhatKidsCanLearnFromLosing

C.WhyKidsCanBenefitFromLosingD.HowKidsCanGetOverFromLosing

C

Inthelate1970s,archaeologists（考古學(xué)家）uncoveredtheremainsofawomanandayoung

dog,herhandrestingonthepuppy9schestina12,000-year-oldvillage.

Thefindissomeoftheearliestevidenceofthebondbetweenhumansanddogs.Butevenafter

yearsofstudyresearchersaredividedonhowthisbondbegan.Diditariseoverthousandsofyears,

asearlydogsbecametamer（馴月艮的）andmoreaccustomedtohumanbehaviors?Orwasthisfire

alreadyburningintheancestorsofdogs:thegraywolf?

ChristinaHansenWheat,abehavioralecologistatStockholmUniversity,andworkmateshand-

raised10graywolvesfromthetimetheywere10daysold.Whentheanimalswere23weeksold,a

caregiverledthemoneatatimeintoamostlyemptyroom.Overthecourseofseveralminutes,the

caregiverexitedandenteredtheroom,sometimesleavingthewolfalone,sometimesleavingitwith

acompletestranger.Theteamrepeatedtheexperimentwith1223-week-oldAlaskanhuskies（哈士

奇）,whichthey'draisedsimilarlysincepuppyhood.

Forthemostpart,thescientistssawfewdifferencesbetweenthewolvesandthedogs.When

theircaregiverenteredtheroom,bothspeciesscored4.6onafive-pointscaleof"greeting

behavior^^—adesiretobearoundthehuman.Whenthestrangerentered,doggreetingbehavior

droppedto4.2andwolfto3.5,onaverage,suggestingbothanimalsmadeadistinctionbetweenthe

persontheyknewandtheonetheydidn't.Ifsthisdistinctionthattheteamcountsasasignof

attachment.

Inaddition,dogsbarelypaced-asignofstress-duringthetest,whilewolvespacedatleast

partofthetime.However,thewolvesstoppedpacingalmostentirelywhenastrangerlefttheroom

andtheircaretakerreturned.HansenWheatsaysthafsneverbeenseenbeforeinwolves.Itcouldbe

asign,shesays,thattheanimalsviewthehumanswhoraisedthemasa“socialbuffer”.

Forher,thafsthemostinterestingpartofthestudy.atIfthisistrue,thissortofattachmentisnot

whatseparatesdogsfromwolves,^^shesays.Inotherwords,itdidn'thavetobebredintothemby

humans,butcouldhavebeentheseedweselectedfor,andthenstrengthenedoverthousandsofyears.

28.WhafsthepurposeofHansenWheat9sexperiment?

A.Tofindoutwhatmakesgraywolvesanddogsdifferent.

B.Toexplainthereasonswhyhumansraiseddogsfromancienttimes.

C.Toarguegraywolvesafterbeingtamedareeasiertokeepthandogs.

D.Toprovewhethergraywolvescanmakedoglikeattachmenttopeople.

29.WhatdoweknowaboutHansenWheat5sexperimentfromparagraph3and4?

A.Researchersbegantoraisegraywolvesfromtheirbirth.

B.Researchersusedequalnumbersofgraywolvesanddogs.

C.Graywolvesfeltmorestressfulthandogswhenastrangercame.

D."Greetingbehavior^^ofthetwoanimalswassignificantlydifferent.

30.Whatdotheunderlinedwords"socialbuffer^^inparagraph5mean?

A.Areminderoffeeding.B.Asignofsocialattachment.

C.Asourceofcomfortandsupport.D.Awarningofstoppingpace.

31.WhatwillHansenWheatprobablyagreewithaccordingtothelastparagraph?

A.Dogsaremoreattachedtohumansthangraywolves.

B.Itistheattachmenttohumansthatsetsgraywolvesapartfromdogs.

C.Theattachmentbetweendogsandhumansistheresultofbeingtamed.

D.Theattachmenttohumansplaysaroleinthechoiceofdogsorgraywolves.

D

Almostallhumansacquireatleastonelanguagebeforetheageoffive.Howdoyoungchildren

understandandproducecomplexsentenceswithcomplicatedmeanings?Doadultslearnlanguage

differentlyfromchildren?Mostlinguistic（語言學(xué)的）researchersagreethatbothnatureand

nurture（后天）areinvolvedinlanguageacquisition.Theydisagree,however,abouthowmuch

linguisticknowledgechildrenhavefrombirth-andthuswhethergeneticsorexperienceismore

importantinlanguageacquisition.

Formanylinguists,biologicalfactorsarethemostimportantinlanguagelearning.Some

arguethatsomelinguisticknowledgemustexistinourbrainsfrombirthbecausechildrencannot

possiblyexperienceeveryfeatureoftheirlanguagebeforetheageoffive.Theselinguistspointout

thatnearlyallchildrencanproducethesamekindsofcomplexsentencestructuresbytheageof

five,evenwithouthavingheardthembefore.

Manyresearchershavetheorizedwhatthisinnate（先天的）linguisticknowledgemustlooklike.

Onepopulartheory（理論）isuniversalgrammar.Thistheorybelievesthatalllanguageshavethe

samebasicstructuralfoundation.Thatfoundationistheinnateknowledgeuniversaltoallhumans.

Whilechildrenarenotgeneticallytendingtospeakaparticularlanguage,auniversalgrammar

givesthemcertainlinguisticinformationasastartingpoint,whichallowsthemtoreadilyacquire

therulesandpatternsofwhicheverlanguagetheyareexposedto.

Notalllinguists,however,believethataninbornabilityforlanguageisthemostimportant

factorinlanguageacquisition.Theseresearchersplacegreateremphasisontheinfluenceofusage

andexperience.Theyarguethatchildrenareexposedtoawealthoflinguisticstructuresoverthe

courseoffiveyears.Theygatherdataanddeterminelanguagepatternsandstructuresfromwhatthey

haveobserved.

Linguistsonbothsidesofthedebatearestillworkingtoexplainthedifferentlanguagelearning

abilitiesofadultsandchildren.Earlychildhoodseemstobeanimportantperiodformastering

certainaspectsoflanguage.Childrenalsotendtohaveaheightenedabilitytolearnsecondlanguages.

Whileadultsmayhavesomeadvantageswhenstudyinginaformalclassroom,theyusuallydonot

learnsecondlanguages.Whileadultsmayhavesomeadvantageswhenstudyinginaformal

classroom,theyusuallydonotlearnasquicklyandeasilyaschildren.Arethesedifferentabilitiesa

resultofdifferencesinhowadultsandchildrenareexposedtoanewlanguage?Aretheytheresult

ofbiologicalchanges,ordobothbiologyandexperiencecomeintoplay?

Whileourunderstandingoflanguageacquisitionisincomplete,thispursuitiswellworththe

effort."Westilldon'tunderstandhowachildlearnsitsfirstlanguage,whysomechildrenhave

languagedisorders,orhowchildrenandadultslearnasecondlanguage,9,explainsProfessorJoanMa

ling.

Explainingtheprocessoflanguageacquisitionpromisesnotonlytohelpscientistsanswerthese

questions,butalsotoexplainfundamentalfeaturesoflearningandthehumanbrain.

32.Whatdoesthepassagemainlytalkabout?

A.Thecontrolofnurtureovernatureinlanguageacquisition.

B.Theinfluenceofuniversalgrammarinlanguageacquisition.

C.Thebestmethodsforchildrenandadultstoacquirelanguage.

D.Theroleofbiologicalandenvironmentalfactorsinlanguageacquisition.

33.Whatiscoveredinthesecondpartofthisarticle?

A.Studyinglanguageacquisitionwillhelpunderstandlanguageandthebrainbetter.

B.Someexpertsbelieveinnatefactorsexplainchildren'slanguagedevelopment.

C.Someexpertsfocusontheroleofenvironmentalfactorsinlanguageacquisition.

D.Acquiringalanguageiscomplicated,anditinvolvesbothnatureandnurture.

34.Whatcanweknowaboutwhattheauthorwantsfromthe2and3paragraph.

A.presentageneralargumentandthenexplainaspecifictheory

B.presentaspecifictheoryandthenproposeanewstudytoproveit

C.presentageneralargumentandthendisproveanoppositeargument

D.presentascientificdebateandthendiscusswhatalllinguistsagreeon

35.Whatistheauthor'spurposeofwritingParagraph5andParagraph6?

A.Toraiseopenquestionsthatalllinguistshave.

B.Topresenttwodifferentviewpointsonlanguagelearning.

C.Tostresstheimportanceofexperienceinlanguagelearning

D.Tointroduceadultlanguageacquisitionandshowwhyifsunpopular.

第二節(jié)：（共5小題；每小題2.5分，滿分12.5分）

根據(jù)短文內(nèi)容，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多

余選項。

BeatingBurnoutandCompassionFatigueintheNewYear

Thisyearhascontinuedtobringmanyofusclosertothepain,sufferingandexhaustionof

thoseexperiencingburnoutandcompassionfatigue（疲倦）.Thereisnodoubtthat2021hasbeen

filledwithadditionalchallenges.36

Thedataisclearlyshowingthatourworkforcesharesfeelingsofburnout.ArecentGallup

reportindicatedthat67%ofusfeelburnedouteithersomeormostofthetime.Atanorganizational

level,Hoganreportsthatburnedoutemployeesare18%lessproductiveand2.6timesmorelikelyto

beactivelyseekingadifferentjob.

Fatigueandburnoutarisenotwhenwefailtogetsufficientrestbutwhenwefailtoappreciate

themomentsofpurposeandjoyinourlives.

Thereareafewmythsaroundburnoutandcompassionfatigue:

Myth1:BurnoutisanindividuaFsproblem.

Manypeoplebelievethatburnoutisaboutanindividualwhoneedsto“figureitout”.37

Teamstructureofferscriticalsupportandleadersshouldcreateenvironmentwhereteamburnoutis

addressed.

Myth2:38

Surprisingly,theindividualsmostlikelytoexperienceburnoutarecommittedemployeesand

leaderswholovetheirjobandarehighlyengaged.Thesetopperformersarethepeopleyouaremost

likelytolose.

Myth3:Peoplewhoexperienceburnoutarejustlessresilient.

Researchshowsacorrelationbetweenhigherlevelsofresilience（復(fù)原力）andlowerlevelsof

burnout.39Butresiliencelooksverydifferentnowfromfiveyearsago,andmyguessis

thatitwillcontinuetoshift.

If2021hastaughtusanything,itisthatwecannotseparateburnoutfromouremotions,whether

theymaybefear,anger,shameorguilt.40

A.Whilefatigueismoresuddenandresultsfromcarryingthepainandsufferingofothers,whatwe

experienceissimilar.

B.Burnoutresultsfromlackofresponsibility.

C.Burnouthurtsindividuals*enthusiasmandpassion.

D.Atthispoint,burnoutandcompassionfatiguehasexpandedintomanyaspectsofourlives.

E.Butburnoutoccursatdifferentlevelsandistheresultfromchallengestoindividuals,teamsand

organizations.

F.Atonepoint,peoplebelievedresiliencewasestablishedby"suckingitup",or'juststaying

positive^^.

G.Andthepathforwardrequiresustodeepentherelationshipwithfeelingsofjoy,passion,pride

andfulfillment.

第三部分：語言運用（共兩節(jié)，滿分30分）

第一節(jié)：完形填空（共15小題；每小題1分，滿分15分）

OnedayIcamehome,frustrated.IaskedmymomtonolongerputMiddleEastern41in

mylunch.

Sheandmyfatherbecamequiet.Myfather42hiscrosswordpuzzleandmymother,

throughquestioning,gotmeto43thattheotherstudentsgavemeaverydifficulttimewhenI

pulledoutfoodthatdidn'tlooklikeeverybodyelse9s.SoIasked,—Fromnowon,couldwedo

peanutbutterandjellyonWonderBreadandanapple?

Andthenmybrotherandsisterwalkedinandsaidthey'dlikethesamebecausetheywere

44itaswell.

Myfather'sfamilywasfromSyria;mymom'sfromPalestine.Wehad45thatweren't

exactlyinagreementwithourschoolmates;wehadfoodthatwas46;wehadholidaycustoms

thatwerenotthesameaseverybodyelse.Sometimeswecould47out.

Mymotherdidn'tsaytoomuchwhenIbroughtupthelunch48.Butaboutaweeklater

theteacher

49thatweshouldnotbringlunchesthefollowingday,norshouldwebringlunch50for

thecafeteria,thatweweregoingtohavesomesortofa51foodevent.

Thenextdayatlunch,in52mymotherwithboxesofMiddleEasternfood.Theteacher

53

her.—ThisisMrs.Nimen.ThisisTom'smom.

Shepulledouttabbouleh,hummus,babaghanoush,andherhomemadebread.Shehadbaked

breadforthe54classtotakehome.

Now,Iwouldliketotellyouthatthis55someofthelow-graderacialissueswefaced.

Andshe,ifIthinkaboutitnow,isaveryearlypioneerofdiversity,inaverysmartway,using

MiddleEasternhospitality.

41.A.meatB.roastC.foodD.bacon

42.A.finishedB.droppedC.raisedD.solved

43.A.revealB.confirmC.advocateD.deny

44.A.diggingthroughB.doingwith

C.goingthroughD.connectingwith

45.A.expressionsB.housesC.looksD.friends

46.A.preservedB.differentC.tastyD.processed

47.A.stickB.figureC.makeD.reach

48.A.boxB.traditionC.recipeD.issue

49.A.announcedB.lecturedC.reportedD.claimed

50.A.equipmentB.hourC.breakD.money

51.A.delicateB.nutritiousC.bitterD.special

52.A.cameB.engagedC.brokeD.went

53.A.greetedB.introducedC.supportedD.told

54.A.briefB.specificC.entireD.private

55.A.interruptedB.endedC.concludedD.raised

第n卷(55分)

第二節(jié)：(共10小題；每小題1.5分，滿分15分)

閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式.

Morethan300participants56werefrominternationalorganizations,researchinstitutes,

universitiesandenterprisescametogetheratthe6thInternationalAgriculturalResearchConference

inBeijingonDecember15,2022toexchangeideasonhowtomakea57(contribute)toglobal

foodsecurity,callingformoreinternationalcooperationinagriculture.

Themed"strengtheningagriculturalscienceandtechnologycooperationtojointlypromote

globalfoodsecurity,9,theconferencewashostedbytheCenterforInternationalAgricultural

Research(CIAR)andtheDepartmentofInternationalCooperationoftheChineseAcademyof

AgriculturalSciences(CAAS),58

(adopt)theformofvirtuallecturesandonlinebroadcast.

WuKongming,presidentofCAAS,saidthatCAASremainscommittedtoprovidingChinese

59

(solution)andwisdomtohelpaddressglobalchallengessuchasfoodsecurity,povertyreductionand

greendevelopment,andtodosothroughmultilateralandbilateralinternationalcooperation

mechanisms.

AccordingtoCarlosWatson,theFoodandAgricultureOrganizationoftheUnitedNations

(FAO)RepresentativeinChina,theconferenceoffered60greatandtimelyopportunityto

facilitate(使便利)constructivediscussiononinternationaljointactionsconcerningglobalagricultural

developmentandfoodsecurity,61thefaceofchallengesposedbythepandemicand

climatechange.

“GivenChina's62(success)experienceintheeradication(消除)ofextremepoverty,

digitalinnovations,andagriculturalandruraldevelopment,Chinais63(unique)

positionedtoshareitsinnovationexperience,innovativetechnologies,andbestpracticeswiththe

restoftheworld,“hesaid.

Duringtheconference,expertsdiscussedthecurrentsituationandfutureprospectsof

internationalcooperationinagriculturalscienceandtechnology.Theyalsodiscussedthepolicy

environment,marketenvironment,investmentmodelandservicedemandforoverseasagricultural

investment,aswellasstrategiesandmeasures64(ensure)globalfoodsecurity.

TheInternationalAgriculturalResearchConference65(hold)forsixconsecutive(連續(xù)的)

yearssince2017.

第四部分：寫作(共兩節(jié)，滿分40分)

第一節(jié)：應(yīng)用文寫作(滿分15分)

66.假如你是李華，你校將要舉辦一場以“ThePowerofaRoleModel”為主題的英語演講比賽。

請結(jié)合一位對你有影響的中國杰出人物，寫一篇演講稿參賽，內(nèi)容包括：

1.你對“榜樣”的理解；2.該人物對你的影響。

注意：

I.詞數(shù)100左右；2.可適當(dāng)增加細(xì)節(jié)，以使行文連貫。

Goodmorning,everyone!

Thankyouforyourlistening.

第二節(jié)：讀后續(xù)寫（滿分25分）

67.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

"I'llbetAnjaliknows.Right,Anjali?Whydon'tyoushowussinceyou'rethestarstudent/9

Deepaktaunted（奚落）.

Anjaliwasconfused.Shewasn'ttryingtoshowoff.Shewasjustplayingtabla卸度塔不拉鼓）,

likeeveryoneelse.AndwhywasDeepakbeingsomeanlately?Isitbecausetablaisaboy'sthing?

Shedidn'tcarethatpeoplethoughtitwasaboys9instrument.Anjaliknewtherewasnosuchthing.

Shedancedherfingersacrossthetablatoperformthecompositioninconfusion."Ugh!"Anjali

heardsomeonegroan,andshestoppedplaying.

“IguessIdon'tknowitthatwellafterall,“Anjalisaidsheepishlytotheteacher,Mr.Zakir.Her

stomachwasdoingflip-flops.Thatwasn'ttrue.Notevenalittle.Mr.Zakir'seyesnarrowed.He

lookedlikehewasabouttosaysomething,butchangedhismind."Therecital（演奏會）isnextweek,

everyone.Keeppracticing.Iwillbeannouncingwhowillgettoperformonstagewithmea