2024屆浙江省義烏市高三下學(xué)期5月第二次適應(yīng)性考試英語(yǔ)試卷

義烏市普通高中2024屆第二次適應(yīng)性考試英語(yǔ)注意事項(xiàng)：1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。回答非選擇題時(shí)，將答案寫在答題卡上，寫在本試卷上無(wú)效。3.考試結(jié)束后，將本試卷和答題卡一并交回。第一部分聽力（共兩節(jié)，滿分30分）做題時(shí)，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(shí)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(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。1.WhattimearethespeakersmeetingPaul?A.At6:30. B.At7:30. C.At8:00.2.Whatisthewomanexcitedabout?A.Celebratingherbirthday.B.Visitinghersister.C.Gettingadriver’slicense.3.Whoisresponsiblefortheincidentaccordingtotheman?A.Himself. B.Thewoman. C.Peter.4.Howdoesthemanfeelaboutthewoman’swords?A.Surprised. B.Uninterested. C.Nervous.5.Whatistherelationshipbetweenthespeakers?A.Classmates. B.Colleagues. C.Professorandstudent.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(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。聽第6段材料，回答第6、7題。6.Whyisthewomanlate?A.Shecouldnotfindtheman’scompany.B.Shewaswaitingforanassistant.C.Shehadtoparkfaraway.7.Whatwillthemandointheafternoon?A.Lockaroom. B.Changealight. C.Conductaninterview.聽第7段材料，回答第8、9題。8.Whatarethespeakersdiscussing?A.Planningaschedule.B.Choosingadestination.C.Bookingatrip.9.Howwillthespeakersexplorethecitytoday?A.Bybus. B.Bybike. C.Onfoot.聽第8段材料，回答第10至12題。10.WhatdoesTrudysayaboutthebuyer?A.Hewillpaywhattheownerwants.B.Hethinksthehouseneedsrepairs.C.Hewantsonemoretourofthehouse.11.WhatdidTrudytalkaboutwiththebuyer?A.Themovingdate.B.Thedecorationdetails.C.Theavailablefurniture.12.WhatwillthemandothisFriday?A.Findanewhouse. B.Signadeal. C.Moveout.聽第9段材料，回答第13至16題。13.WhydoesBarbaradoherresearchsecretly?A.Togainfameasajournalist.B.Togetfirsthandexperience.C.Toavoidinterviewswithpeople.14.HowlongdidBarbaraspenddoinglow-wagejobs?A.Onemonth. B.Threemonths. C.Fourmonths.15.WhatdidBarbaradiscoverduringtheresearch?A.Thejobsdidn’trequiremucheffort.B.Thewagescouldn’tcovertherents.C.Theworkers’livesweretough.16.HowdoesBarbaradescribeherbook?A.Informative. B.Profitable. C.Well-structured.聽第10段材料，回答第17至20題。17.Whatdidarecentstudyrevealaboutgardening?A.Olderpeopletendtodogardening.B.Gardeningissuitableforallagegroups.C.Moreyoungpeopleenjoygardeningthantheelderly.18.Whatpercentageofparticipantslikebuyinggardeningitems?A.About60%. B.About67%. C.About78%.19.Wheredotheparticipantslikedoinggardeningthemost?A.Inthelivingrooms. B.Onthebalconies. C.Onthekitchenwindows.20.Whatdoesthespeakermentionatlast?A.Thebenefitsofgardening.B.Thekeytogardening.C.Thetypesofgardening.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）閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中，選出最佳答案。AWouldyouliketocometotheRoyalOperaHousetoexperienceincredibleoperaproductionsforonly￡7.50?Students’applicationsfor2024/25arenowopen!Labohème13May202412:30pmApplicationsopenOPERA（ItalianwithEnglishsurtitles）Paris,1900.PennilesswriterRodolfobelievesthatartisallheneeds-untilhemeetsMimi,thelonelyseamstresswholivesupstairs.Sobeginsatimelesslovestorythatblooms,fades,andrekindleswiththepassingseasons.[ContentWarning:thisproductioncontainsloudnoisesandflashinglights]HanselandGretel9January202511:30amApplicationsopenOPERA（Englishwithsurtitles）Thisfamousfairytaleoftwochildrenwhogetlostintheforestandareluredintothehomeofanevilwitchmakesforamagicalexperienceforyou.WillHanselandGretelescapethewitch’sgingerbreadhouseandmanagetoreturnhome?ThisperformanceincludesaspecialEverybodySingattheendoftheproductionwiththecastandorchestra!Carmen11June202511:30amApplicationsopenOPERA（FrenchwithEnglishsurtitles）Carmenisarebelwithapassionatecause-shewantstoliveandloveinherownway.ThoughCarmenwarnsDonJosénottoloveher,hegivesuphisjob,reputation,andgirlfriendforherwithdisastrousconsequences.[ContentWarning:thisproductioncontainsthemesofmoderateviolence]21.WhatdoLabohèmeandCarmenhaveincommon?A.Theyarebothcomedies. B.Theyarebothlovestories.C.TheyarebothsetinFrance. D.Theyareperformedinthesamelanguage.22.WhatsetsHanselandGretelapartfromtheotherperformances?A.Itisadaptedfromabiography. B.Itincludessomeviolentscenes.C.Itallowsaudienceparticipation. D.Itisavailabletoenjoythisyear.23.Whereisthistextprobablyfrom?A.Aguidebook. B.Awebsite. C.Abrochure. D.Areview.BLastnight,ItoldmyArgentinianfriendthatIhadbeenusingLangAItopracticemySpanish.Itcannotonlycorrectmyerrors,Itoldhim,butalsogivemedifferentregionalexpressionsinthelanguage,includingMexicanSpanish,ArgentinianSpanish,andSpanglish.And,unlikewhenIamchattingwithhimonWhatsApp,Idonothavetofactorintimezonedifferences.Myfriendseemedlessexcited.“So,you’vereplacedme?”hejoked.Ihaven’t,ofcourse.TheconvenienceandwidthofanAIchatbotcan’tcompetewiththepleasuresofchattingwithsomeonewhosepersonalityIhavelearnedoverthecourseofyears.Itis,however,ausefulsupplement.LangAI,onespecificlanguage-learningchatbot,waslaunchedinMarchbyFedericoRuizCassarino.HedrewonhisownexperiencesoflearningEnglishaftermovingfromUruguaytoBritain.Manypeoplegetself-consciousaboutmakingmistakesinalanguagetheybarelyspeak,eventoatutor,RuizCassarinonotes.Butachatbotwon’tjudgeyou.AndthenewwaveofgenerativeAIissoadvancedthatratherthansticktoboringpre-scripted（照本宣科的）role-plays,“youcanspeakaboutthingsthatareinterestingtoyou,whichmakesitfeellikenotasmuchofachoretolearn.”Tothisend,theteamcustomizedLangAI’sinterfacetomatchusers’vocabularylevels,addedtheabilitytomakecorrectionsduringaconversation,andenabledtheconversionofspeechtotext.AI-poweredlanguagelearningappshaveweaknesses.UsersarereportingthatchatbotsarequitecompetentinwidelyspokenEuropeanlanguages,butthequalitysubstantiallyworsensforlanguagesthatarelessrepresentedonlineorthathavedifferentwritingsystems.Evenincommonlanguages,thechatbotsmakeerrors,sometimesinventingwords.Thismaynotbotheradvancedlearnersmuch,butwiththesechatbotsdeliveringtextsoconfidently,itwouldbeeasyforarelativelynewlearnertotakewhattheysayascorrect.24.WhatadvantagesdoesAIhaveovermyfriend?A.Fixeveryerrorinconversations. B.Displaydifferencesinlanguages.C.Provideenjoyableconversations. D.Offerround-the-clockassistance.25.Whatdoestheunderlinedword“It”inparagraph2referto?A.Thecourseofyears. B.PracticesonLangAI.C.ChatsonWhatsApp. D.Thepleasuresofchatting.26.WhyisCassarino’slanguagelearningexperiencementioned?A.TohighlighttheinspirationbehindLangAI’screation.B.Toillustratethechallengesfacedbylanguagelearners.C.Tocomparethedifferencesbetweendifferentlanguages.D.ToshowLangAI’semphasisonpersonalizedexperiences27.WhatcanLangAIdotosupportlanguagelearners?A.Scoringusers’performanceinconversations.B.Generatingspeechaccordingtothegiventext.C.Creatingnewwordsbytherulesofwordformation.D.Providingdialoguesbasedonusers’languageproficiency.CThecorneatenaroundtheworldtodayoriginatedinMexiconearly10,000yearsago.FromtheancientritualsoftheMayanstomodern-daydishesliketortillas,corniscentraltoculture,cuisine,andidentityinthisregion.Toprotectthisheritage,Mexicoisfightingtophaseoutgeneticallymodified（GM）U.S.—growncornthisyear.TheMexicangovernmentclaimsthatbanningGMcornwillprotectthecountry’snativecornvarieties.YettheannouncementarousedstrongobjectionsfromtheU.S.,whoselargestannualcustomerforGMcornisoftenMexico.TheU.S.claimsthattheGMbanbreaksthetradeagreementbetweenthetwocountries.MexicoinsiststhatmodifiedseedsthreatenMexico’sagriculturaltraditionsandculturalidentity.IntheU.S.,mostcornisgrownwithseedproducedbylargecompanies,whichcreatejustahandfulofgeneticallyidenticalcornvarietiesgrownatmassscale.InMexico,however,seedscomefromseed-sharingpracticesamongsmall-scalefarms,whichfacilitatesmorediversityandallowsfarmerstogrowcornthatrangeswidelyincolorandsize.“Traditionalvarietiesmaintainasubstantialamountofgeneticdiversity,”saysJeffreyRoss-Ibarra,anecologistattheUniversityofCalifornia,buthedoesn’tthinkbanningGMcornwillhelppreservethesevarieties,andpointstoadeclineinsmall-scalefarmsasthegreaterthreattonativecorn.“Iftraditionalfarmersabandonsubsistencefarming,we’repotentiallylosingdiversitywhetherthatcropisGMortraditionallybred,soeconomicpolicyhasamuchbiggerimpactontheriskofcorndiversitythananadoptionofGMcorn.”SinceMexicobeganimportingU.S.corn,small-scalefarmshavebeendeclining.MauricioBellon,aresearchprofessorattheSwettCenterforSustainableFoodsSystems,believesthatwhilethreatenedspeciesareoftenstoredingenebanks,therelationshipbetweenafarmerandtheircropplaysacrucialconservationrole.“EvolutionatscalecontinueswithcorninMexicothroughmillionsoffarmers,”sayshim.28.WhyisMexicoprohibitingGMcorn?A.Tosafeguarditsowntypesofcorn. B.Toreducethecostofimportingcorn.C.TogetridofthedependenceontheUS. D.Tostopthedecreaseofsmall-scalefarms.29.WhatisdifferentincornproductionpracticesbetweentheUSandMexicofromparagraph3?A.Thetechnologyoffarming. B.Thesourceofcornseeds.C.Theownershipoffarmland. D.Therelationshipbetweenfarmers.30.What’sJefferey’sattitudetowardtheMexicangovernment’sclaim?A.Approval. B.Concerned. C.Critical. D.Tolerant.31.Whatcanbeinferredfromthelastparagraph?A.GMcornhasnegativeeffectsontraditionalfarms.B.Endangeredspeciesarewellpreservedingenebanks.C.SpeciesdiversitycontributestotheevolutionofspeciesD.Traditionalfarmingpracticeshelpinpreservingcornvarieties.DThecolorfulanemonefish（?？~）,alsoknownasclownfish,possessesacheerfulandcarefreeimageamonghumans.However,theiractualbehaviormightnotalwaysalignwiththefamily-friendlyportrayalseeninaPixarfilm.Theycanaggressivelydefendtheirterritoryagainstotheranemonefishtheyperceiveasthreats.Toinvestigatehowthesefishidentifygroupmembers,ateamfromJapanconductedtwoexperimentswithlab-raisedcommonclownfishthathadneverencounteredanyotherspecies.Inthefirstexperiment,researchersintroduceddifferentspeciesofanemonefish,distinguishablebythenumberofwhitebarsontheirbodies,intoatankinsmallcases.Theyobservedthatthecommonclownfishwereparticularlyhostiletowardmembersoftheirownspeciesthatdisplayedthreewhitebars.Thesefishfought80percentoftheirspecific-targetedfishforuptothreeseconds.Incontrast,invadersfromotherspecies,liketheorangeskunkclownfishwithnosidebarsandawhitelinealongitsback,werebarelyattacked.Thetwo-barredClarke’sclownfishandthree-barredsaddlebackclownfishwere“mildlybullied”,accordingtotheteam.Duringthesecondexperiment,theresearchersexposedacolonyofclownfishtovariousplasticdiscs.Thediscswerepaintedwithanemonefishcolorationandmeasuredthelevelofaggressiontowardstheseartificialmodels.Similartoreactionstolivefish,modelswithtwobarswerelessfrequentlyattacked,andthosewithoutanybarssawtheleastaggression.Accordingtostudyco-authorandecologistKinaHayashi,thefindings“suggestthatclownfishiscapableofcountingthenumberofbarstorecognizethespeciesoftheinvader”.Theteamalsofoundthatarigidhierarchy（社會(huì)等級(jí)）withinclownfishcoloniesdetermineswhichspecificfishattacktheinvader.Earlierstudieshaveshownthatthesocialpositionoftheclownfishisdeterminedbyveryslightdifferencesinsize.Thisstudyusedfishthathadnotmaturedandwereinalabsetting,buttheteamstillobservedthesamesize-basedhierarchy.Thelargestclownfishledthechargeagainsttheinvader.32.Whatdoestheunderlinedword“hostile”meaninthethirdparagraph?A.Unfriendly. B.Tolerant. C.Patient. D.Sympathetic.33.Howisthestudyconducted?A.Byintroducinganewconcept. B.Bycomparingdifferentclownfish.C.Byobservingclownfish’behaviors. D.Byanalyzingstatisticsofpreviousstudies.34.Whatisthefindingofthetwoexperiments?A.Clownfishcan’treachmaturityinalabsetting.B.Skunkclownfishisthemostmodestclownfish.C.Thesocialpositionofaclownfishdependsonitssize.D.Clownfishidentifythreatsbythenumberofverticalbars.35.Whichisthebesttitleofthepassage?A.BarredandBullied:AttacksfromAnemonefish.B.ClownfishandConflicts:StrictSocialHierarchies.C.BeyondtheScreen:TheidentificationofClownfish.D.FromLabtoTank:AggressionAmongAnemonefish.第二節(jié)（共5小題；每小題2.5分，滿分12.5分）閱讀下面短文，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。Iamalwaysconfusedwhenreadingstatementslike“PrincetonUniversityisthenumberonecollegeintheUnitedStates.”ArethosewhoattendPrincetoninherentlybrighterthantheirpeers?36OrisPrincetonthebestacrossallacademicsubjectsoverall?Ididn’tcareaboutcollegerankingsforyearsuntilIrecentlysawsomethingdifferent.ThispastOctober,ShanghaiRankingConsultancyunveiledtheGlobalRankingofAcademicSubjects2023,whichassessesuniversitiesworldwideacross55subjectsinfivedisciplines.37Andthismakesiteasierforprospectivestudentstochoosethebestcollegefortheirspecificsubject.38WhenIdelveddeeperintothemethodologybehindtheserankings,Idiscoveredacomplexwebofcriteria,includingacademicreputation,researchoutput,andinternationalcollaboration.39However,theydonotcapturetheentiretyofthecollegeexperience.Factorslikecampusculture,extracurricularopportunities,andfaculty-studentinteractionscanprofoundlyshapeyourundergraduateyears,yettheyoftenremainunquantifiableinrankingsystems.40Whatmaybetheidealenvironmentforonestudentpursuingengineeringmightnotsuitanotherstudyingliterature.It’scrucialtoconsideryourpersonalpreferences,careeraspirations,andlearningstylewhenevaluatingpotentialcolleges.Whileprestigiousuniversitiesmayofferunparalleledresourcesandnetworkingopportunities,asmaller,lesser-knowncollegemightprovideamorenurturingandsupportiveenvironmentforyourindividualgrowthanddevelopment.Ultimately,thebestcollegeforyouistheonethatalignswithyourvalues,ambitions,andvisionforthefuture.A.Thevalueofauniversityeducationgoesbeyonditsranking.B.IsPrincetonthemostbeautifulcampusallaroundtheworld?C.IsPrincetonabletoproducemoregeniusesupongraduation?D.Thatbeingsaid,howmuchweightshouldbegiventotheserankings?E.Actually,theconceptofa“best”collegeissubjectiveandcontext-dependent.F.Thesemeasuresprovidevaluableinsightsintotheacademicstrengthofuniversities.G.Itissaidtoemployamorein-depthapproachtoevaluatetheperformanceofuniversities.第三部分語(yǔ)言知識(shí)運(yùn)用（共兩節(jié)，滿分30分）第一節(jié)（共15小題；每小題1分，滿分15分）閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)。IntheheartofGaza,a15-year-oldPalestinianteen,HussamAl-Attar,hasbecomeabeaconofhope.Hehasbeen41the’NewtonofGaza’becausehecameupwithabrilliantandpracticalsolutiontoaddressthepower42issueindisplacementsheltersinRafah.Equippedwith43basictools,Hussamgeneratedelectricitytoilluminatethedarkshelters.The44behindhissolutionwassimple-hewantedto45thelonelinessandfearhistwinnephewsexperiencedinthedarktent.Despitethe46ofresources,Hussammanagedtocreatefansthatgenerateelectricity.Firstly,he47componentsfromdamagedelectronicdevices,gatheringessentialelementsforhispowergenerators.Thesecomponentshaveincludedcoils,48,andmagnets.Next,Hussam49asimpleyeteffectiveturbine（渦輪）usinglocally50materials.Theturbine’sblades（葉片）wereconstructedfromlightweightbutstrongmaterialsto51theforceofthewind.Asthewind52theseblades,itactivatedtheturbine.Withdreamsofbecominganinventor,Hussamremains53aboutlife’spossibilitiesdespitePalestine’schallenges.Healsonotesthattherearemany54teenslikehiminGaza.Asthe’NewtonofGaza,’HussamAl-Attarisnotjustbrighteningshelters;heislightingthewayforabrighterfutureinthefaceof55.41.A.rewarded B.nicknamed C.awarded Dmarked42.A.balance B.abuse C.control D.failure43.A.nearly B.almost C.only D.much44.A.instruction B.situation C.motivation D.explanation45.A.overcome B.ease C.release D.escape46.A.supply B.waste C.shortage D.distribution47.A.recycled B.restored C.refreshed D.reformed48.A.wires B.buttons C.switches D.batteries49.A.obtained B.transformed C.repaired D.fashioned50.A.affordable B.sustainable C.available D.organic51.A.resist B.capture C.measure D.generate52.A.interactedwith B.cooperatedwith C.dealtwith D.agreedwith53.A.curious B.optimistic C.amazed D.sympatric54.A.energetic B.bold C.promising D.innovative55.A.change B.adventure C.danger D.adversity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(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。Short-formvideos,whichgainedpopularityontheChineseplatformDouyin,havegivenrisetoanewtrendinentertainment:ultra-short（超短）dramas.56（tailor）toourfast-pacedlifestyles,ultra-shortdramasarefarmorelikelytoattractpeopletotrythemoutthantraditionaltelevisionseries.Inthepast,committing57ashowmeantinvestingupwardsof40minutes,butwithultra-shortdramas,onlyafewminutesisenoughfor58taste.Despitetheinitialsuccessofultra-shortdramas,Chineseauthorities59（tighten）regulationsandintensifyingmonitoringonthem.Currently,mostoftheseultra-shortdramasrevolvearoundclichéd（陳詞濫調(diào)的）romanticplots,often60（feature）awealthyindividualgettingtogetherwithapoorperson.Thisnarrativetrendbearsthepotential61（shape）youngminds’perceptionsofrealityandtheirapproachestoreal-lifechallenges.What’sequallyconcerningis62ultra-shortdramasaredesignedtocatchtheviewers’attentionwithbite-sizedruntimes.Inaworlddominatedbysmartphones,63attentionspansarealreadydeclining,frequent64（expose）toultra-shortvideoscanonlyworsentheissue.It’snaturalforustoseekentertainment.Butit’salsoworthpausingtoconsidertheconsequences65divingintoultra-shortdramas.第四部分寫作（共兩節(jié)，滿分40分）第一節(jié)（滿分15分）假定你是校學(xué)生會(huì)主席李華，你校計(jì)劃與愛爾蘭姊妹學(xué)校在線上舉辦一次以“HarmonyAcrossCultures”為主題的音樂交流會(huì)。請(qǐng)你給該校學(xué)生會(huì)主席John寫一封郵件，商討交流會(huì)的相關(guān)事宜，內(nèi)容包含：1.你的期待；2.活動(dòng)安排。注意：1.寫作詞數(shù)應(yīng)為80左右；2.請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。DearJohn,________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua第二節(jié)（滿分25分）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。DoubtscloudedmymindasIintothatnewworld,ParsonsSchoolofDesign.Butfatehadaplan,introducingmetoKathleen,whowouldbecomemyguidinglight.IrememberfeelingoutofplaceonmyfirstdayatParsons,questioningeverythingfrommyoutfittomyabilities.AsIwalkedinandscannedtheclassroom,myvisionsharplystoppedononeperson.Wow.Shelookedcool.IploppedmyselfdownnexttoherandintroducedmyselfasDorri,thrilledwhenshesmiledandsaid,“Hi.I’mKathleen.”Thatwasallittook.WhatadifferenceKathleenmadeinmyschoollife!Herconfidence,discipline,andresponsibilitywereworldsawayfrommyshaky,wild,andlazynature.Webecameinseparable,signingupforthesameclasses,andIwasalwaystryingtoearnherapproval.Onedaythehomeworkassignmentwastocreateanexcitingillustrationbasedonapairofshoes.Burstingwithideas,Ipulledoutmyfavoritepairofantiquethriftshop“old-ladyshoes”andpouredmyheartintotheproject.Proudofmywork,IrushedtoKathleen’sapartmenttoshowhermycreation,holdingupmypaperwithglowingconfidence.ButKathleen’sreactionwasunexpected,crushingmypridewithasinglequestion:“Isthattheonlydrawingyoudid?”“Well,yes,”Irespondedsheepishly,“Why?”“Comeon,”shesaid.“Let’sgotoWashingtonSquareParkandreallydosomedrawings.”Iwaspuzzled,butwhensheled,Iwillinglyfollowed,withmypadtuckedundermyarm.Aswemadeourwaytothepark,Kathleenenthusiasticallytalkedaboutform,content,andcompositionandstressedthesignificanceofobservingsubjectsclosely.Shedescribedtheshoesinmydrawingasthekindwornbyelderlywomenwhofrequenttheparktofeedpigeons.Thatmoment,shetaughtmetolookcloselyandrecreatediligently.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Atthepark,Kathleenpointedtoabenchwithanappingoldwomanandsaid,“Here,drawhershoesrepeatedly.”___________________________________________________________________________Paragraph2:Thenextdaywastheclassfeedbacksession.___________________________________________________________________________________________________________________________________義烏市普通高中2024屆適應(yīng)性考試英語(yǔ)答案第一部分聽力1-5BCCBA6-10CCABA11-15ABBCC16-20ABBCA第二部分閱讀理解第一節(jié)21-23BCB24-27DBAD28-31ABCD32-35ACDC第二節(jié)36-40CGDFE第三部分語(yǔ)言運(yùn)用第一節(jié)41-45BDCCB46-50CAADC51-55BABDD第二節(jié)56.Tailored57.to58.a59.aretightening60.featuring61.toshape62.that63.where64.exposure65.before/of第四部分寫作第一節(jié)Onepossibleversion:DearJohn,IamLiHua,presidentoftheStudentUnionofourschool.I’mexcitedtodiscussco-hostingtheupcomingonlinemusicexchangethemedHarmonyAcrossCultures.Toensureitssuccess,Iproposeperformancesbyourrespectiveschoolchoirsandbands,highlightingourdistinctivemusicalstyles.WecouldalsofeaturejointperformanceswithtraditionalinstrumentsliketheChineseGuzhengandtheIrishharp,creatinganunforgettablesymphonyofEastmeetsWest.Additionally,weplantooffergenre-specificworkshops,suchastraditionalIrishfolksongsandChinesePekingopera,ledbyexpertsortalentedstudents.Tofacilitateaccessibility,IsuggestschedulingthevirtualeventforJune1stviaZoom.Ieagerlyawaityourresponseandanycommentsyoumayhave.Yours,LiHua第二節(jié)Onepossibleversion:Atthepark,Kathleenpointedtoabenchwithanappingoldwomanandsaid,“Here,drawhershoesrepeatedly.”Eagerly,Isettledontoanearbybench,mysketchpadrestingonmylapandpencilpoisedtocapturetheoldwoman’sshoes.Witheverypencilstroke,IfocusedoneverydetailIwouldhaveoverlookedbefore—thewornleather,thefrayedlacesandthefadedcolor.AsIsketched,itfeltlikeIwasuncoveringstoriesofalifewell-lived,therestoftheworldfadingintothebackground.Kathleen,watchingovermyshoulder,offeredtipsandnewanglestoconsider.Theafternoonsunbegantoset,castinggoldenlightovermypaper,asKathleenandIsharedthoughtsaboutourcreations,ourlaughterminglingwiththesoftrustleofleaves.Thenextdaywastheclassfeedbacksession.AsIpresentedmydrawings,anticipationcurledinmystomach.Initially,ahushfellovertheroom,everyone’sattention,everypairofeyesfixedontheworkIhadpouredmyheartinto.Theteacher,surprised,noddedapprovinglyafterstudyingmypieces.Soontheairbuzzedwithmyclassmates’discussion,describingmyworkas“sensitive,”“accurate,”and“beautifullystylized”.Eachwordwarmedmyheart.GlancingoveratKathleen,Icaughthereye,andsheofferedmeawinkandalovingsmile.Atthatmoment,IknewIhaddrawnanillustrationtobeproudof,onethattouchedsomethinguniversallyhumanandonereflectingthejourneyKathleenandIshared—ajourneyofart,friendship,andmutualappreciation.Onepossibleversion:Atthepark,Kathleenpointedtoabenchwithanappingoldwomanandsaid,“Here,drawhershoesrepeatedly.”Initially,Iwastakenabackbyhersuggestion.Drawingsleepingstrangersfeltinvasive.However,Kathleenassuredmethatobservingpeopleinpublicplaceswascommonpracticeforartistsandvitalforcapturingauthenticity.Reluctantly,Ibegansketching,focusingoneverycreaseanddetailofthewoman’sworn-outshoes.WithKathleen’sgentleguidance,Isoonlostmyselfintheprocess,realizingthevalueofthisexerciseinhoningmyobservationalskills.Thenextdaywastheclassfeedbacksession.Nervously,Ipresentedmyrevisedillustration,nowfeaturingmeticulouslydrawnshoesinspiredbytheelderlywomaninthepark.Asmyclassmatesandteacherpraisedthedepthandrealismofmywork,Icouldn’thelpbutfeelgratefulforKathleen’sguidance.Herunconventionalapproachhadpushedmeoutofmycomfortzone,transformingmyperspectiveonartandinstillinginmeanewfoundappreciationforthebeautyofeverydaylife.Fromthatdayforward,Kathleen’slessonsbecamemorethanjustartisticguidance;theywereatestamenttothetransformativepoweroffriendshipandmentorship.聽力文本（Text1）W:Aren’twemeetingPaulat6:30?M:Wewere,buthesentmeamessageamomentagosuggesting7:30instead.W:ButIwanttograbacoffeetogetherbeforethegame.M:Well,thetwoofusstillcan.Thegamedoesn’tstarttilleight.（Text2）W:Ican’twaitforSunday!M:Ah,yes,it’syourbirthday.W:Oh,don’tremindme.Inevercelebratethat.Iamcelebratingsomethingthough—Ipassedmydriver’stestandmysisteristakingmeout.（Text3）W:YoudestroyedPeter’slaptop.Don’tyouthinkyouowehimanapologyandmaybesomemoney?M:Oh,comeon!Whydidheleaveitopenwithacupoftearightthere?（Text4）W:Please,Ijustneedafewminutesofyourtimetostraightenoutsomeofthefacts.M:I’vealreadydis