屆大灣區普通高中畢業年級聯合模擬考試(二)英語本試卷共8頁，滿分120分。考試用時120分鐘。注意事項：1.答卷前，考生務必將自己的學校、班級、姓名、考場號、座位號和準考證號填寫在答題卡上，將條形碼橫貼在答題卡“條形碼粘貼處”。2.作答選擇題時，選出每小題答案后，用2B鉛筆在答題卡上將對應題目選項的答案信息點涂黑；如需改動，用橡皮擦干凈后，再選涂其他答案。答案不能答在試卷上。3.非選擇題必須用黑色字跡的鋼筆或簽字筆作答，答案必須寫在答題卡各題目指定區域內相應位置上；如需改動，先劃掉原來的答案，然后再寫上新答案；不準使用鉛筆和涂改液。不按以上要求作答無效。4..考生必須保證答題卡的整潔。考試結束后，將試卷和答題卡一并交回。第二部分閱讀(共兩節，滿分50分)第一節(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、D四個選項中選出最佳選項。ASetoutonacomprehensiveacademicjourneythroughhistory,analysis,composition,andperformance,andjoinsomeofthemostcelebratedmusicianswhohavestudiedortaughtatStanford.TheEchoesatStanfordcourseisdesignedforthosewhoarepassionateaboutdeepeningtheirunderstandingofmusicanditsvariousaspectswithinanacademicsetting.TEACHINGANDFACILITIESAttheheartofavastnetworkofmusicalstudy,researchandpractice,theDepartmentofMusiciswhereyou’llfindawealthofknowledgeandresources.Ourresearchstudents,lecturers,andwell-respectedinternationalvisitorsexplorediversemusicaltopics,fromearlymodernmusictoopera,popmusic,performancestudies,compositionandscientificapproachestomusic.YouracademicexperiencewillmainlytakeplacewithintheDepartment,whichincludes:·WestRoadConcertHall,aninvitingvenuewith500seats·PendleburyLibrary,offeringabroadcollectionofmusic,booksandrecordings·Afully-equippedrecordingstudio,completewithacontrolroomandrecordingroom·Musiccomputinglaboratories,featuringspecializedsoftwareCOURSEFEES$199perperson.Groupsof5ormoreenjoyadiscountedpriceof$149perperson.COURSECOMPLETIONUponcompletionofthiscourse,youwillearn2ContinuingEducationUnits(CEUs).PleasenotethatCEUscannotbeappliedtowardanyStanforddegree.Thereceivinginstitution'spoliciesdetermineifCEUscanbeacceptedelsewhere.YouwillreceiveanemailwithalinktodownloadyourRecordofCompletionwithin3businessdaysofcoursecompletion.Foranyinquiries,pleasereachouttostanford-educ@.21.WhoisthecourseatStanfordintendedfor?A.Soundanalysts. B.Musicscholars.C.Publicspeakers. D.Historyresearchers.22.WhatdoestheDepartmentofMusicoffer?A.Computerlaboratories. B.Extensivereferences.C.High-endconcerthalls. D.Reliableinternetaccess.23.Whatcanbeexpectedafterfinishingthecourse?A.Arecordingofperformances. B.Alinkforcourseapplication.C.Aproofofcoursecompletion. D.AStanforddegreewith2CEUs.BThepathtosuccessisn’talwaysclear-cut.JuliaGreenknowsthiswell.Justasshegraduatedfromcollege,afinancialcrisissweptthecountry,makingithardtogetajobinjournalism.Despitehergrowingworries,shedidn’tgiveuponherdream;instead,shetriedaglobalvolunteerprogramforherself-growth.Ayearlater,Greenbegantakingrandomwritingjobstomakeendsmeet,whiledreamingofadaywhenshecouldwritefreelyandbepaidforit.Afterwards,sheappliedforthefullyfundedMasterofFineArtsprogram,andwasacceptedtostudyfictionwritingattheUniversityofMichigan.Thoughtheprogramdidn’tendupopeningmanydoorsforher,shewaspaidtowriteandtakeclasses.Greenhasnevershiedawayfromchallengingtopics.Marriage,healthcare,employmentandmorehavefeaturednoticeablyinherwriting,andsheisespeciallyimpressivewhenitcomestomusiccriticism.“I’veintentionallytriedtokeepmylane(道路)verywide,”shesaid.“ItwaswhatIhadtodointhebeginning.Iwantedtobecomeawell-roundedwriter.”Shepennedarticlesforavarietyofwebsites.Slowly,shebegantobuildareputationforfearlessness.“I’vebeenwritingsinceIwas22.Thiscraftrequiresthatyouhaveatoughskin.”saidGreen,whenaskedaboutherwritingjourney.“Asawriter,youarenotwellservedbycaringwhatotherpeoplethinkaboutyou.Youhavetobeemotionallypreparedtofacerejection.”Inthepastdecade,Green,lackingmanyexamplestomodelafter,hasachievedremarkablesuccessthroughgreateffort.Shelandedregularwritingpositions,hadworkedinrespectedjournals,madetheForbes30Under30list,andwroteaworld-classbestseller.Byanyyoungjournalist’sdefinition,Greenhadarrived.24.WhatdoweknowaboutGreenfromthefirsttwoparagraphs?A.Afinancialcrisisruinedherdream. B.Furthereducationmadeheroptimistic.C.Volunteeringbroughthernewjobs. D.Herpassionforwritingdidnotchange.25.WhydidGreenpursueadiversepath?A.Toshowoffhercreativity. B.Topleasecriticalreaders.C.Todevelopheradaptability. D.Tobuildherareputation.26.WhatmattersmosttohercareeraccordingtoGreen?A.Handlingcriticismbravely. B.Maintainingyouthfulskin.C.Gainingpublicrecognition. D.Writingaboutherjourney.27.WhichwordscanbestdescribeGreen?A.Independentandconsiderate. B.Generousandcreative.C.Hard-workinganddetermined. D.Ambitiousandmodest.CPicturethis:You’resittingatyourdesk,finallygettingtothetaskthathasbeenputoffforages.Youhaveputyourphoneinyourbag.Despitetheurgetocheckitonceinawhile,youfeelfocused.Doyouthinkyou’rehavingaproductivetime?Thinkagain.Wetendtobelieveputtingourphoneface-sidedownonourdeskorinourbagisenoughtopreventusfrombeingdistracted(干擾).However,arecentstudyrevealsthatthemerepresenceofyourphone,evenifit’soutofsight,canbeadistractiontoyourbrain-aconceptknownas“braindrain”.Totestthe“braindrain”theory,548collegestudentsattheUniversityofTexasweredividedintothreegroupsandaskedtocompleteasetofbrainperformancetests,withtheirphonesfacingdownontheirdesk,intheirbag,oroutsidetheroom.Researchersfoundthatthegroupwiththeirphonesinanotherroomscoredsignificantlyhigher.Ananalysisof22studiesextendsthislineofresearch,indicatingthemerepresenceofsmartphonescreatesa“braindrain”andthatthefartherawaytheyarefromtheusers,theeasieritisforthemtoconcentrate.Why?Ourbrainscanonlyfocusonasmallamountofinformationatonce,andneedtoprioritizewhatisthemostever-presentandrelevant,likesmartphones.Infact,weengagewiththedeviceanaverageofmorethan150timesaday,whichmeanswearerarelyfocusedonataskformorethanafewminuteswithoutourattentionbeingdivided.Thisover-relianceonsmartphonestrainsourbraintobeinattentive，leavinglessspaceforothertasks.Asourphonesconstantlybattleforourattention,howcanwepreventthemfromnegativelyimpactingourperformanceatwork?Agoodstartingpointistoeducateourselvesontheimpactofphoneusageonourbrainssowecanmakemoreinformeddecisionswhenworkingonatask.Tofurtherimproveourproductivity,weshouldalsoremembertoplaceourphoneoutsidetheroom,ratherthansimplyturnitupsidedownorsilenceitrightbesideus.28.Whatdoestheauthoropenthetextwith?A.Aheateddiscussion. B.Avividly-describedpainting.C.Awell-knowntheory. D.Acommonmisunderstanding.29.Whyistheanalysisof22studiescited?A.Toconfirmpreviousfindings. B.Toanalyzestudies’outcomes.C.Tocompareresearchmethods. D.Totracksubjects’performances.30.Whatcausesa“braindrain”accordingtothetext?A.Thelackofconcentrationtraining. B.Thelimitedcapacityofourbrains.C.Theoverloadofonlineinformation. D.Themindfuluseofdigitaldevices.31.Howcanweavoiddistractionsfromphonesatwork?A.Byreducingourphone’susage. B.Byswitchingsmartphonestosilentmode.C.Bycoveringourphone’sscreen. D.Byseparatingworkzonesandphonezones.DThelong-heldassumptionthatintelligenceistheprimarydriverofacademicachievementischallengedbyarecentstudyinHumanBehavior.Thestudy,ledbyDr.MalanfromUniversityofLondonandjointlycarriedoutbyagroupofinternationalexperts,hasrevealedthatnon-cognitive(非認知的)skills,suchasmotivation,self-regulationandacademicinterest,arenolessimportantthanintelligenceindeterminingacademicsuccess.Theinfluenceoftheseskillsaccruesthroughoutachild’seducation,withgenetic(基因的)factorsplayingasignificantroleinshapingthisdevelopmentalpath.Thestudytrackedover10,000childrenfromage7to16inEnglandandWalesandusedtwinstudiesandDNAanalysistoinvestigatetheimpactofnon-cognitiveskillsonacademicoutcomesaswellastheinfluentialfactors,likegenesandenvironment,thataffecttheseskills.Onestrikingfindingisthegrowingroleofgeneticsinshapingnon-cognitiveskillsandtheirimpactonacademicachievement.Researcherscreatedaspecialmethodknownasthe“polygenicscore”tomeasuretheseskillsandfoundthatgeneticeffectsassociatedwithnon-cognitiveskillsbecameincreasinglypredictiveofacademicachievement,nearlydoublingbetweentheagesof7and16.Bytheendofrequiredschooling,geneticinfluenceonnon-cognitiveskillswasasstrongasthatoncognitiveskillsinpredictingacademicsuccess.Besides,bycomparingchildrenfromthesamefamily,researcherscouldseparatetheimpactofsharedfamilyenvironmentfromgeneticfactors.“Wefoundthathowchildrenwereraisedinthefamilyplayedasignificantrole,althoughtheincreasinginfluenceofnon-cognitivegeneticsonacademicachievementwasstillevident,”saidDr.Alleg,aco-researcherinthestudy.Thefindingshavefar-reachingimplicationsforeducation.Thestudysuggeststhatschoolsshoulddevelopprogramstosupportstudents’emotionalandsocialdevelopment.Dr.Malansaid,“Bydoingso,wecancreateamoreinclusiveandeffectivelearningenvironmentforstudents.”Thestudyalsohighlightstheneedforfurtherresearchintothecomplexinteractionbetweengenes,environmentandeducation.Byunderstandingthesefactors,educatorsandpolicymakerscandevelopmoreeffectivestrategiestosupportstudents’overalldevelopmentandachievebettereducationaloutcomes.32.Whatdoestheunderlinedword“accrues”inparagraph1mean?A.Mounts. B.Remains. C.Varies. D.Surfaces.33.Whywasthespecialmethodusedinthestudy?A.Topredictstudents’academicachievement.B.Tomeasuretheroleofenvironmentinlearning.C.Toevaluatethegeneticimpactonnon-cognitiveskills.D.Toassesstheacademicinfluenceofcognitiveabilities.34.Whataretheresearchersmostlikelytorecommend?A.Advancedmathcourses. B.AIprogrammingworkshops.C.Writingtrainingprograms. D.Communityserviceprojects.35.Whatisthebesttitleforthetext?A.PromotingEffectiveLearning B.TheOverlookedBenefitsofGenesC.UnlockingAcademicPotential D.TheHiddenKeytoAcademicSuccess第二節(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。Booksoftenstruggletoengagemodernreaders,andthiscanbeespeciallytruefornonfiction.Formanypeople,it’slessexcitingandlessemotionalthanfiction.However,theproblemmaynotbewithnonfiction,buthowtheyreadit.Somepeoplestartanonfictionbookbutquitafterreadingafewchapters.Theyreadprobablybecausesomeonegivesthemthebookoreveryoneisreadingit.That’snothelpfultostayinacommittedrelationshipwithnonfiction.36Nomatterwhatyoursis,writeitdownbeforestartingtoread.It’llprepareyourmindonwhattolookforinthatbook.Ifyou’realreadyafictionreader,startwithnarrativenonfiction,whichcarriesastrongstorytellingelement.Thiskindofwritingissoengagingthatyoumayalmostforgetthestorybeingtoldisfactual.37However,ifyoustillfeelburdenedbyanentirebook,ananthology(選集)mightbeaperfectsolution.Ascollectionsofshorterpieces,anthologiesaimtobringtogetherthebestwritingonaparticularsubject.38Onceyou’redrawnin,you’llfindmoretoread.39Forthosewhopreferhighlightingandtakingnotes,aphysicalbookmaybeanicechoice.Incontrast,e-booksareidealifportability(便攜性)ortheabilitytoadjustthetextareyourpriorities.However,ifyou’realreadyalistenertononfictionrecordedprograms,audiobooksmightbetheperfectfitforyou.Readingnonfictioncanbechallenging,butrememberthere’salwaysabookonthetopicthatinterestsyou.Itmaybeabouthistoricaleventsthatshapeourlivesorstorieswheretruthoutshinesfiction.40A.Soitrequiresapersonalinsightintothebook.B.Someofthepiecesaresuretograbyourinterest.C.It’sanaturalbridgebetweenfictionandnonfiction.D.Instead,youshouldhaveaclearobjectiveofreading.E.Readinghabitsaffectourselectionsofnonfictiontopics.F.Choosingsuitableformatsisalsokeytoenjoyingnonfiction.G.Whicheveritis,thetimespentonnonfictioncanberewarding.第三部分語言運用(共兩節，滿分30分)第一節(共15小題；每小題1分，滿分15分)閱讀下面短文，從每題所給的A、B、C、D四個選項中選出可以填入空白處的最佳選項。Iusedtobeanambitiousresolution-maker.EveryJanuary1st,Iwoulddutifullysitdownandwriteoutmy41resolutionslikelanding100newclients,gettingpromoted,orbeingthetopseller.However,Inever42thosegoals.ByMarch,I’dlosemywillpowerand43myoldhabits,andeverywinter,I’dfeelextremelyashamed,lookingbackatalloftheamazingthingsIdidn’tdo.Eventually,Iwastiredofthiscycle.Fueledbytheweightofyearsof44,adesireforsomething45begantogrowwithinme.Idecidedto46.Iquitmyjobandpursuedmypassionfor47.Itwasn’tagrandexit,butabravedecision.Thistransformation,ofcourse,wasn’t48.Financialanxietyandself-doubt49myeverystep.Itriedto50myworldshotbyshot.Isharpenedmyskills,builtaphotocollection,andconnectedwithotherartists.Insteadofaiming51,Isetachievablegoals.Witheachonecheckedoffthelist,Ifeel52.Icansaythisdecisionhascompletelyshiftedmy53on“success”and“failure”.Before,IalwaysfeltlikeIwasfailing,butnowsimplyphotographingabeautifulmomentorcheeringupsomeonewithaphotographcountsasahuge54.Now,myshinygoalsneverturnto55!41.A.practical B.grand C.creative D.strange42.A.met B.raised C.set D.shared43.A.fightfor B.giveup C.slideinto D.shakeoff44.A.arguing B.planning C.waiting D.failing45.A.different B.relevant C.complex D.difficult46.A.work B.continue C.change D.stay47.A.shooting B.investment C.photography D.painting48.A.complete B.easy C.rapid D.real49.A.shadowed B.simplified C.outlined D.decided50.A.shake B.define C.rule D.rebuild51.A.ahead B.straight C.high D.right52.A.respected B.amused C.shocked D.satisfied53.A.view B.strategy C.emphasis D.attention54.A.impact B.success C.burden D.advantage55.A.gold B.poison C.light D.dust第二節(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個適當的單詞或括號內單詞的正確形式。Inthelate18thcentury,aformofdramacalled“FrenchLightandShadow”gainedwidespreadpopularityinParisandMarseilles.ThisartformwasinspiredbytraditionalChineseshadowplaydatingbackover2,000years,which,often56(refer)toastheworld’searliest“movieart”,combinesliveperformancewithvoiceeffects.BytheSongDynasty,it57(grow)intoahighly-developedartcapableofrelatingstoriesoftheThreeKingdomsbeforetheriseoftraditionalChineseopera.DuringtheMingDynasty,shadowplaysbecame58popularformofentertainment,especiallyincitieslikeBeijing.Eventoday,itsinfluencecanstillbeseeninmodernfilm-making,59(shape)howstoriesaretold.Creatingshadow-playpuppets(木偶)requiresbothchoice60(material)andskills.Donkeyhide(驢皮)iscarvedintotheheads,limbsandbodiesofthefigures,thenpaintedandjoinedusingthreadsandlinks.Thetruemagicofshadowplayliesnotjustinitsmaking,61initsliveperformance,62ateamofpuppeteers(木偶操縱師),narrators,andmusiciansworktogetherinharmony.Duringtheperformance,aslightshinesonthehumanfigures,vividshadows63(project)ontoascreen.Thepuppeteers,standing64thescreen,movethefigureswithfivebamboosticks,whilethenarratorssingandthemusiciansplayinstrumentslikedrumsandgongs.Ontheoppositeside,audiencesseethefiguresonthescreencometolifethroughtheshadows,whosemovementsareso65(express)thatpeopleforgetthey’rejustwatchingshadows.第四部分寫作(共兩節，滿分40分)第一節(滿分15分)最近，你班越來越多的同學使用AI助手完成學習任務，請你就該現象寫一篇短文投稿校英文報，內容包括：(1)你的看法；(2)你的建議。注意：(1)寫作詞數應為80個左右；(2)請按如下格式在答題紙的相應位置作答。MyViewsontheUseofAIAssistantsinLearning第二節(滿分25分)閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。Theli