英语试卷
考试时间：120分钟 满 分：150分
第一部分 听力 (共两节，满分 30 分)
第一节（共 5 小题；每小题 1.5 分，共 7.5 分）
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。
听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. Which place is the woman leaving for?
A. A shop. B. Jack’s home. C. A tailor’s.
2. What is the weather like now?
A. Rainy. B. Sunny. C. Cloudy.
3. How does the man sound?
A. Embarrassed. B. Grateful. C. Nervous.
4. What are the speakers mainly talking about?
A. Traffic accidents. B. Sci-fi movies. C. Flying ambulances.
5. Why does the man talk to Dr. Simpson?
A. To discuss his studies. B. To ask for help. C. To make an apology.
第二节 (共 15 小题; 每小题 1.5 分，满分 22.5 分)
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项中选
出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒
钟；听完后，各小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
6. What is the probable relationship between the speakers?
A. Coworkers. B. Classmates. C. Neighbors.
7. How did the woman respond to the man’s invitation?
A. She declined it. B. She accepted it. C. She hesitated.
听第 7 段材料，回答第 8 至 10 题。
8. When did the earthquake happen?
A. On Thursday afternoon. B. On Thursday morning. C. On Wednesday night.
9. What damage did the earthquake cause?
A. Forty people lost their lives.
B. At least 140 people were injured.
C. A railway was nearly destroyed.
10. What will the man do next?
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Using Gen Z Era as their case study, students will meet and study under the people who decide what
topics are relevant and valuable to the audience and who determine the overall editorial strategy, ensuring that
the content meets the standards and tone of the publication.
Course Highlights
Visit the media city and attend lectures by award-winning guest speakers.
Assess articles as well as question and coach the authors to get the best piece possible.
Connect with professionals who manage the development and publication of accurate and worthy
content.
Edit one piece into a well-written and fact-checked article in the style of Gen Z Era.
Price
Residential Program (Students live on campus): $6,600
Day Program (Students commute to class every day): $5,500
(Graduating seniors can have a $400 discount if applying before May 2, 2024.)
Term Date: July 9 — July 21, 2024
Application Deadline: Friday, May 31, 2024
Contact Admission: info@gzeeditor.net
21. Which is the probable name of the course?
A. Career Development in Media. B. Editorial Decision-making.
C. Fundamentals of Editing. D. Introduction to Publication.
22. What will students do in the course?
A. Interview award-winning guests. B. Edit one article for Gen Z Era.
C. Connect with professional publishers. D. Help authors improve their articles.
23. A graduating senior applying for a Day Program on April 30, 2024 should pay _______.
A. $5,100 B. $5,500 C. $6,200 D. $6,600
B
As a boy, I wanted to go to the South Pole. As a teenager, I decided I’d like to go to the North Pole too. And
yet, I haven’t done either. It had taken me 31 years to just make it to the Arctic.
I was traveling with a film crew from Northern Ireland, following the footsteps of Lord Dufferin who, in the
1850s, sailed from Scotland to the Arctic. As an early adventure tourist, he was driven by the desire to see what lay
at the ends of the world.
As we sailed north, icebergs of the size of buses floated past our small boat. Finally, we reached our destination
— English Bay, where Dufferin landed — and stepped off onto the horseshoe-shaped beach.
This was what I’d dreamt of: standing somewhere so pure and primitive. However, for many early polar
explorers, the results were far less pleasant. The south, in particular, was source of extreme danger.
My childhood interest in the South Pole was fueled by the unsuccessful yet heroic adventures of
Ernest Shackleton. He died in 1922 while preparing for his fourth adventure. The stories of Robert Falcon Scott are
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also well-known: he and four companions died on their way back from the South Pole.
So why do explorers put themselves at such risk?
Much of it seems to lie in the purity of the challenge. Scott talked of the appeal of a place that had been
“unreached and unseen by humans.” “With a view over shining lands covered by ice-sheets of inconceivable extent,
you have the feeling of living over the control of death,” said Fridtjof Nansen, a Norwegian explorer.
On the homeward journey the weather turned, and we were left for a few days at the mercy of a storm.
We experienced a small taste of helplessness when faced with the raw power of nature. We should be grateful for
the great explorers’ spirit and stories. I know I am.
24. Why did the author begin his adventure tour?
A. To assist a film crew. B. To realize a childhood dream.
C. To memorize Lord Dufferin. D. To challenge a world record.
25. Which of the following best explains the underlined word “inconceivable” in paragraph 7?
A. Hard to control. B. Too far to reach.
C. Hard to imagine. D. Too bright to view.
26. What happened during the writer’s journey?
A. They were trapped in icebergs. B. They were kept off the destination.
C. They were attacked by a storm. D. They were rescued by explorers.
27. Which of the following is the best title for the text?
A. The Appeal of the Ends of the World B. The Dream of Traveling to the Arctic
C. The Victory over the Control of Death D. The Gratitude to Great Explorers’ Spirit
C
Evolution can perform extraordinary makeovers: today’s airborne songbirds evolved from the wingless,
earthbound dinosaurs that wandered millions of years ago. But some organisms seem to be unchanged — in
other words, escape natural selection. The coelacanth, a modern-day fish, is nearly identical to its 410-million-
year-old fossils.
Scientists have long wondered how these species do so. It has been assumed that natural selection keeps
some species unchanged by selecting for moderate or average qualities (stabilizing selection) rather than
selecting for more extreme qualities that would cause a species to change (directional selection).
But a study published in the National Academy of Sciences USA contradicts this idea, showing that
evolution constantly favors different qualities in seemingly unchanging animals to improve short-term survival.
In the long term, though, “all that evolution cancels out and leads to no change,” says the study’s lead author,
James Stroud.
Stroud and his colleagues studied four lizard species, all relatively unchanged for 20 million years. The
researchers caught members of these populations every six months for three years. They measured each lizard’s
head size, leg length, mass and height, as well as the size of its sticky toes, noting which individuals survived.
Stroud expected to observe stabilizing selection at work preserving moderate qualities. Instead he saw clearer
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evidence of directional selection: some lizards with unique characteristics, such as stickier toes, survived better.
The study offers “a good explanation for why we see what we think is stabilizing selection,” says Tadashi
Fukami, an ecologist studying evolution at Stanford University. Many new qualities are evolving in the short
term, but they don’t provide a crucial advantage over the long term. In other words, species staying unchanged
may simply have found the best possible combination of qualities for lasting success in their environment. So
what happens when the lizards’ environment changes more dramatically? To help answer this bigger question,
Stroud is still making trips to visit the lizards.
28. Why does the author mention the “coelacanth fish” in paragraph 1?
A. To add evidence to natural selection.
B. To demonstrate the power of evolution.
C. To give an example of unchanged species.
D. To prove species’ extraordinary makeovers.
29. What’s the focus of paragraph 2?
A. A common belief. B. Unsolved mysteries.
C. A sharp contrast. D. Unique characteristics.
30. How did Stroud conduct his research?
A. By analyzing lizard fossils. B. By tracking research objects.
C. By illustrating stabilizing selection. D. By categorizing qualities of lizards.
31. What will Stroud probably do in the future?
A. Make trips to visit lizard experts. B. Summarize average features of lizards.
C. Reveal the best combinations of qualities. D. Examine lizards under extreme conditions.
D
On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come
to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some
cases, the average of a large number of independent estimates could be quite accurate.
This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some
people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together,
they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same
errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that
people’s estimates be independent. If for whatever reason, people’s errors become correlated or dependent, the
accuracy of the estimate will go down.
But a new study led by Joaquin Navajas offered an interesting twist on this classic phenomenon. The key
finding of the study was that when crowds were further divided into smaller groups that were allowed to have a
discussion, the average from these groups were more accurate than those from an equal number of independent
individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly
more accurate than the average obtained from 20 independent individuals.
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In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group
members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did
they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant
response. Most frequently, the groups reported that they “shared arguments and reasoned together.” Somehow, these
arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations
and many questions remain, the potential implications for group discussion and decision-making are enormous.
32. What is paragraph 2 of the text mainly about?
A. The methods of estimation. B. The causes of people’s errors.
C. The design of Galton’s experiment. D. The underlying logic of the effect.
33. Navajas’ study found that the average accuracy could increase even if _______.
A. individuals did not communicate
B. the crowds were relatively small
C. estimates were not fully independent
D. there were occasional underestimates
34. What did the follow-up study focus on?
A. The size of the groups. B. The discussion process.
C. The dominant members. D. The individual estimates.
35. What is the author’s attitude toward Navajas’ studies?
A. Unclear. B. Cautious. C. Doubtful. D. Approving.
第二节 （共 5 小题, 每小题 2. 5 分, 共 12. 5 分）
阅读下面短文, 从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
As a high school student, you’re likely used to learning through reading textbooks. 36 This lies at the
heart of experiential appreciation, a philosophy that encourages you to engage directly with the world around you.
It’s about learning from real-life experiences, and discovering a more profound and engaging way to learn.
To practice experiential appreciation, you can start by getting involved in hands-on activities related to your
subjects. They will provide a firsthand understanding of the concepts you’re studying, making learning active and
meaningful. So, try joining a sports team, picking up a paintbrush, or taking part in a local charity event. 37
As you dive deeper, immerse yourself fully in the surroundings and activities. When you’re in nature, don’t
just look around. 38 Touching the leaves, feeling the wind and listening to the birds can enrich your
learning and make each moment more memorable.
39 After trying something new, ask yourself what you learned and how it made you feel. Write in a
journal or discuss it with friends. This self-discovery turns experiences into life lessons and offers a deeper
understanding of the world.
Experiential appreciation transforms learning from a task to be completed into a journey to be treasured.
40 So, explore the world around you, let every experience shape you, and discover the endless possibilities that
await. This is the core of true learning, where every moment is a step towards a richer, more enlightened life.
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A. These activities bring learning to life.
B. It extends learning far beyond textbooks.
C. Take your experiences further by reflecting on them.
D. Mind the impact of your actions on the environment.
E. Instead, activate your senses for a stronger tie with it.
F. Textbooks offer a systematic introduction to essential concepts and principles.
G. Now consider expanding your learning from just reading to actively participating.
第三部分 语言知识运用（共两节，满分 30 分）
第一节（共 15 小题；每小题 1 分，满分 15 分）
阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
When I was 24, I moved to America, 11,000 kilometers away from my homeland. This was 41 ,
especially fitting into an unfamiliar environment. Working from home increased my 42 , as I was cut off
from social interactions. However, serving as a volunteer at a local animal shelter 43 everything.
Upon arriving at the shelter, I was 44 to a small, grey and white cat named Luna immediately. Found
abandoned and terrified of humans, Luna 45 in the corner, shaking. Her lonely green eyes seemed to
46 my own sense of displacement in this foreign land. My task was to slowly gain Luna’s 47 and help
her adjust, which felt similar to my efforts to 48 this new place.
As days turned into weeks, Luna and I developed a 49 .The process of feeding her, speaking softly,
and the 50 required to look after her made this little creature gradually open her heart to me. Her 51
encouraged me to step outside, make new friends, and become part of the community.
My time at the shelter provided a valuable 52 into settling down in a new country. It is an inspiring
experience of 53 gaps of language and culture and a journey of personal growth. From it, I realized the
value of time, and a(n) 54 heart in forming meaningful relationships. The journey aided me in finding a
sense of 55 in an unfamiliar land.
41. A. tough B. dangerous C. exciting D. rewarding
42. A. happiness B. interest C. guilt D. loneliness
43. A. upset B. cost C. changed D. challenged
44. A. compared B. drawn C. driven D. devoted
45. A. hid B. played C. slept D. relaxed
46. A. reject B. control C. cover D. mirror
47. A. praise B. sympathy C. trust D. forgiveness
48. A. escape from B. adapt to C. get around D. search for
49. A. bond B. plan C. habit D. skill
50. A. guidance B. independence C. confidence D. patience
51. A. courage B. acceptance C. assistance D. curiosity
52. A. insight B. innovation C. investigation D. investment
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53. A. leaving B. widening C. creating D. bridging
54. A. open B. simple C. strong D. innocent
55. A. responsibility B. security C. belonging D. freedom
第二节（共 10 小题；每小题 1.5 分，满分 15 分）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
“With your fingers crossed, inhale; then slowly lift your arms above your head.” Lu Jing, 66, is
demonstrating a Ba Duan Jin exercise in a video she posted on the Douyin video app. As one of a handful of
high-level professionals in China, Lu 56 (teach) Ba Duan Jin since 2005. Each morning from 7 to 8:30,
she organizes offline exercise sessions, attracting many a 57 (participate) every day.
Ba Duan Jin is 58 easy-to-learn indoor exercise 59 (consist) of a sequence of eight qigong
movements that strengthen the muscles, improve circulation and respiration, and boost the immune system.
Such health benefits appeal 60 Lu’s followers aged 16 to 70. “Losing weight is difficult for women at
my age, but my ‘love handles’ have gone!” one says. “I need to be 61 (high) concentrated on the
coordination of my movements and breathing so I feel 62 (liberate) from anxiety,” says another.
Lu is keen 63 (collect) feedback from viewers and interact with experienced practitioners. In Lu’s
opinion, Ba Duan Jin is not a rigid fitness regime. It’s important to listen to people’s responses, so that the
traditional exercise can 64 (tailor) to meet modern people’s needs. That is 65 we truly inherit
the treasure of Chinese culture.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
假定你是李华。你校英文校刊将增设“讲好中国故事”专栏，你是该栏目负责人。请你给外教 John 写
电子邮件，咨询建议。内容包括：
1. 介绍构想；
2. 咨询建议。
注意：1. 词数 80 左右；
2. 可适当增加细节，以使行文连贯。
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。
I didn’t like Del so much. He always called me by the nickname “Germy” which meant “dirty”, instead
of my real name “Jamie”. Besides, he was known as a trouble-maker in school. So when the head teacher Mr.
Smith asked Del to come to his office, I naturally thought that Del had done something mean to someone.
Through the window, I caught sight of a smaller boy crying. Del seemed unhappy, too.
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He did not return to class that day. All of us were discussing what had happened to him. What else could
such an annoying boy do? “He must have hit the boy and was sent home,” I whispered to my friends. Their
eyes widened. It felt good to see them so interested in what I said.
The next morning, the whole school was talking about Del being expelled (开除) for beating up a kid. I
was surprised that my assumptions were passed on so quickly. So when Del walked into the classroom, all the
kids were shocked. The kids next to him shifted their desks away. “What is your problem?” Del asked. “I don’t
want you to attack me,” one kid said. Some laughed. “Yeah, I might,” said Del. I could tell he was joking, but
many kids thought he admitted he did beat up someone.
During recess (课间休息), Del tried to join the kickball game. “Neither team wants you,” one of the
players said. “Why?” Del asked, looking confused. “I always play with you guys.” They ignored him and went
on playing. Del sat by himself while the rest of the school enjoyed their recess away from him. Del looked
lonely and sad, much different from before. I started to feel sorry for him.
Later that day, I learned what really happened. The kid was Del’s little brother and he was crying because
their mother fell ill and was sent to hospital. I felt even sorrier for what I said before. I started a rumor.
注意:
1. 所续写短文的词数应为 150 左右；
2. 续写部分分为两段，每段的开头语已为你写好。
Paragraph 1: At recess the next day, I saw Del sitting alone watching the kickball game. _______________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Paragraph 2: Now that Del had forgiven me, I decided to do more before the recess was over. ____________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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高2025届2023-2024学年度下期6月阶段性测试
英语参考答案
听力 1-5 CBBCC 6-10 BACBC 11-15 BCABA 16-20 CAACC
阅读理解 21-23 CDA 24-27 BCCA 28-31 CABD 32-35 DCBD
七选五 36-40 GAECB
完形填空 41-45 ADCBA 46-50 DCBAD 51-55 BADAC
语法填空
56. has been teaching 57. participant 58. an 59. consisting 60. to
61. highly 62. liberated 63. to collect 64. be tailored 65. how
写作
略
听力文本
Text 1
M: Are you going out, Melisa?
W: Yes. I bought these pants for Jack, but they are a bit long for him. I need to find Mr. Brown to
make them fitter for him.
Text 2
M: We couldn't ask for a better day, could we, Barbara?
W: I know, Steve. There isn't a cloud in the sky. I love this time of year.
M: Me too. The flowers are beautiful but calling for rain.
Text 3
W: How is your Maths course?
M: I was very anxious about it before. But luckily, I met Mr Brown, who always encouraged me
to use different ways to deal with the same problem. Now my Maths has improved a lot.
Text 4
W: Steve, I've heard that you're working on a flying ambulance. I only saw that in sci-fi movies.
M: Yes. The average ambulances sometimes get stuck in the traffic jams. But this ambulance
won't have that problem. It'll be able to fly straight to the accident and take care of people who are
hurt.
Text 5
M: I’m sorry I was late for class today, Dr. Simpson.
W: Well, I’ll let it go this time. But you saw it disturbed the rest of the class.
M: Yes, I realized that. I won’t let it happen again.
Text 6
M: Hey, Jenny. Saturday is my birthday and I was wondering if you’d like to come to my party.
You can come along with your brother.
W: Oh, I’m sorry. I think I may already have plans …to visit my grandparents with my father.
M: OK. What a pity! Hope you have a good time.
W: Thank you. And I hope your party's fun. Anyway, see you in class next Monday.
M: Sure! Bye.
Text 7
M: Anna, there was a strong earthquake in Japan.
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