廣東省廣州第二中學(xué)2023-2024學(xué)年高二下學(xué)期期末考試英語試題

廣東省廣州第二中學(xué)2023-2024學(xué)年高二下學(xué)期期末考試英語試題學(xué)校:___________姓名：___________班級(jí)：___________考號(hào)：___________一、閱讀理解Applyforthe2024—2025SchoolYearWearedelightedthatyouarecontemplatingMaristSchoolasthenextsignificantphaseinyourchild’seducationaljourney.Maristofferstwoprincipaljuncturesforstudentenrollment,specificallyforthoseenteringthe7thand9thgrades,withourusualintakebeing150and50students,respectively.Forthemanagementoftheentireadmissionsprocedure,MaristSchoolemploysRavenna,anapplicationstewardshipsoftware.UtilizingRavenna,parentsareabletoaccesstheMaristapplicationform,dispatchaccompanyingdocuments,monitortheprogressionoftheapplication,andperusetheadmissionsverdicts.Theapplicationfortheacademicyearspanning2024to2025willbeaccessiblebylateSeptember,withafinalsubmissiondeadlinesetforJanuary18,2024.ItisimperativetonotethatMaristmaintainsthenecessityoftheSecondarySchoolAdmissionTest(SSAT)asacomponentoftheapplicationprocess.OntheSabbathofJanuary6,2024,MaristwillactasacommunalexaminationvenuefortheSSAT.Thisdaterepresentstheterminalnationaltestingoccasionprecedingourapplicationdeadline,bywhichapreliminarysetofSSATscoresmustbetendered.ImportantDatesSeptember2023—March2024MaristSchooladmissionseventsLateSeptember2023Marist2024—2025applicationavailableinRavennaOctober2023—January2024RequiredSSATtestingDecember3,2023OpenHouseJanuary18,2024DeadlinetoapplytoMarist;preliminary(初步的)applicationandfee,parentandstudentquestionnaires,andafirstsetofSSATscoresaredueFebruary1,2024TheculminatingdateforMaristtobeinreceiptofallpendingancillarydocuments,includingacademicrecords,appraisalsfromeducatorsandadministrativeofficials,andtheecclesiasticalorparishaffirmationform,isimminentandmustbeheededmeticulously.Theseconstituentelementsareintegraltothecomprehensiveevaluationofacandidate'sapplicationandarerequisiteforthefinaldeterminationoftheiradmissionstatus.February12,2024DeadlinetosubmitseparatetuitionassistanceapplicationMarch30,2024AAAIScommonnotificationdateApril11,2024Deadlinetorespondtoofferofadmission1．What'sthetext?A．Abrochureofadmission. B．Aschoolcalender.C．Ascheduleoflectures. D．Atimetableofstudent.2．WhenisitunabletoapplyforMaristSchool?A．LateOctober,2023. B．December,2023.C．AtChristmasof2023. D．LateJanuary,2024.3．Whichistherightwaytosubmittheapplication?A．Inperson. B．Bypost.C．Online. D．Onrecommendation.Similartoyouandyourcaninecompanion,plantsaresentientbeings:theyconsumenutrients,absorbwater,andexpandinsize.Contrarytoyouandyourpet,theylacktheabilitytoflee,engageinphysicalcombat,orseekrefugewhenconfrontedwithdanger.Nevertheless,plantsarenotwithouttheirownmethodsofself-defense.Whatneedwouldaplanthavetodefenditself?Toevadeconsumption?Absolutely!Plantshavedevisedanarrayofmechanismsforself-preservation.Aplantmightopttogrowinasecludedorinaccessiblelocale.Considerthevegetationthatclingstoprecipitous,rockyescarpments.Alternatively,aplantcouldevolvetomakeonlycertainpartsofitsstructureenticingtofamishedpestsandfauna.Forexample,ifaplantgeneratesdelectablefoliage,herbivorouscreaturesmightbeinclinedtoconsumetheleavesratherthantheseeds,whichareessentialfortheplant’spropagation.Someplantsincorporatesharporslickfeaturesthatdeterinsectsandothercreaturesfromapproachingtooclosely,suchasthepricklesonarosebush.However,themostcaptivatingmethodofdefenseemployedbyplantsisthroughtheuseofchemicalcompounds.Plantsextractmineralsfromthesoilandsynthesizethemintofunctionalchemicals.Forinstance,plantsgeneratechlorophyll,asubstancethataidsinthetransformationofsunlightandwaterintothesugarsthatplantsconsumeforsustenance.Inadditiontothis,plantsalsobiosynthesizechemicalsfortheirdefense.Acertainspeciesoftobaccoplantemitsachemicalintotheatmospherewheneveritisbeingnibbledonbydiminutiveinsects.Thischemicalservesasasignaltolargerbugs,effectivelyannouncing,“Afeastawaits!”Thelargerinsectsthenarrivetoconsumethesmallerones,therebysafeguardingtheplant.Mostplants,however,utilizechemicalsinamoreforthrightmanneragainsttheiradversaries.Inessence,plantsmanufacturetoxins.4．Whatwouldbethebesttitleforthepassage?A．Plantinformation. B．Plantenemies.C．Plantpoisons. D．Plantprotection.5．Howmanywaysdoplantsusetoprotectthemselvesaccordingtothepassage?A．Two. B．Three. C．Four. D．Six.6．Whatdoweknowfromthepassage?A．Someplantshideunderthecoverswhenfacedwiththreat.B．Aplantgrowsinahard-to-get-toplacetodrawpeople’sattention.C．Someplantsproducetastyleavestoprotecttheirseeds.D．Plantsproducechemicalstomeettheneedsofbigbugs.7．Whatmaybetalkedaboutfollowingthelastparagraph?A．Differenteffectsthatdifferentplantpoisonscauseonplanteaters.B．Differentkindsofplantsintheworld.C．Whyplantsmakepoison.D．Howtoprotectplants.Theconceptofintellectisamultifacetedandcomplexone;tograspitsessence,onemustconsidertheintricatenatureofcognitionratherthanmerelythephysicaldimensionsofthecerebralorgan.Shouldweassumethatthemagnitudeofthebrainisthesoledeterminantofintelligence,thenthespermwhale,withitscerebralmassweighingapproximately20pounds,wouldarguablybedeemedthemostintellectuallyendowedspeciesonourplanet.However,itismoreplausibletoassertthatthestructuralconnectivityandtheneuralpathwayswithinthebrainarethetrueindicatorsofintellectualprowess.Whenassessedfromthisperspective,intelligencecanbeperceivedastheattributethatequipsalivingentitywiththemostadvantageoussetofcapabilitiestothriveandpersistwithinitsecologicalsetting.Furthermore,thefacultyoflanguage,whichencompassestheabilitytocommunicatecomplexideasandemotions,mayverywellserveasanexemplarymanifestationofsuchintellectualacuity.“Languageallowinghumanstobeamoreadvancedspeciesisahypothesisthatsomebodycameupwithonedaywithoutreallytryingtoproveit,”saysErichJarvis,aprofessorwhostudiestheneuro-biologyofvocallearning.“Theideastuckaround,butsohaveothercommonbeliefsthatarenotreallysupportedwithevidence,”hepointsout.Inanendeavortodeepentheirunderstandingoftheintricaciesofvocalacquisitionandcognitiveprocesses,theresearchersdelvedintotherealmofavianvocalization,specificallyfocusingonthemelodioussongbirds.Acomprehensivesetofsevencognitiveexperimentswereconductedonasampleof214songbirds,representingadiversearrayof23distinctspecies.Amongthese,themajority,encompassing21species,werecapturedfromtheirnaturalhabitats,whiletheremainingtwospecieswereofdomesticatedorigin.Thebehavioralassessmentsaimedtoscrutinizethebirds’capacityforproblem-solving,exemplifiedbytheirabilitytodevisestrategiestoovercomeobstaclesinordertoattainafoodreward.Additionally,thestudyprobedintotwoothercognitivefacultiesfrequentlycorrelatedwithintelligence:associativelearning,whichinvolvestheacquisitionofknowledgethroughtheconnectionofstimuli,andreversallearning,aprocesswhereananimalmodifiesitsbehaviorinresponsetochangesinrewardcontingencies.Subsequently,theresearchersinvestigatedthepotentialinfluenceofvocallearningonthedevelopmentofthesethreecognitiveskills,juxtaposingthecapabilitiesofthe21birdspeciesthatareadeptatvocallearningagainstthetwospeciesthatlackthisability.Jarvis’srecentstudyhasyieldedsomeoftheinitialinsightssuggestingacorrelationbetweenvocallearning—afundamentalelementforthedevelopmentofspokenlanguage—andproblem-solvingcapabilities.Itwasobservedthatspeciesofbirdsthatarecapableofvocallearningexhibitedapropensityforcreativity,asevidencedbytheirinnovativeapproachestoacquiringseedsorextractingawormtrappedbeneathacupbyemployingtacticssuchasremovingtheobstructionormanipulatingtheenvironment.AccordingtoJarvis,allthreeofthesecompetencies—problem-solving,associativelearning,andreversallearning—aregenerallyregardedasintegralcomponentsofintelligence.However,anunresolvedquerypersistsregardingtheunderlyingreasonsfortherobustconnectionbetweenproblem-solvingproficienciesandvocallearning.MichaelGoldstein,apsychologyprofessoratCornellUniversitywhoisengagedinthestudyofvocallearninginbothsongbirdsandhumans,albeitnotaparticipantintheaforementionedresearch,positsthattheneuralregionsresponsibleforvocallearningdonotcoincidewiththosethatareactivatedduringtheprocessoftroubleshooting.8．WhichcanprobablydefineintelligenceaccordingtoParagraph1?A．Language. B．Brainsize. C．Brainstructure. D．Environment.9．WhatdoestheunderlinedwordinParagraph2mean?A．Guarantee. B．Assumption. C．Category. D．Distribution.10．WhatareParagraphs3&4mainlyabout?A．Habitsofsongbirds.B．Methodsofdomesticatingsongbirds.C．Outlineofthestudy.D．Threephasesofdisplayingintelligence.11．Whatmaythetexttalkaboutnext?A．Themechanismthatbridgesallthebrainregions.B．Thefunctionsofthebrainareasthatcantroubleshootissues.C．Thereasonswhysongbirds’intelligencecannotdevelopfurther.D．Thereasonswhyvocallearninginfluenceproblem-solvingabilities.Amaternalcaprinecreaturepossessestheremarkableabilitytodiscernheroffspring’svocalizationsbythetenderageofmerelyfivedayspost-birth.InvestigatorsfromtheUniversityofLondonconductedanexperimentwheretheyexposedadultfemalegoatstothebleatsoftheirprogeny,subsequentlyanalyzingtheirreactions.Thefindingswereastonishing:thegoatswerecapableofidentifyingtheuniquevoicesoftheirownyoung.Dr.ElodieBriefer,theprincipalinvestigator,elucidatedtoBBCNews,“Inthenaturalenvironment,mothersandtheiroffspringpredominantlyrelyonolfactorycuesformutualrecognition.Duringtheinitialweekoflife,thesecreaturestypicallyconcealthemselveswithintheverdantgrasses,emittingminimalvocalizations.Thistacticisemployedtoevadepotentialpredators.”Shefurtherelaborated,“Thematernalfigureemitscallstosummonheroffspringwhenshedesiresthemtopartakeinnourishment,henceweanticipatedthattheyoungwouldbeadeptatrecognizingthematernalvoice.”Interestingly,thisphenomenonwasalsoobservedindeer,whichsimilarlyemploythisconcealmentstrategy,despitenotbeingtaxonomicallyrelatedtogoats.Dr.Brieferandherresearchteamdocumentedthevocalcallsofthejuvenilegoatsandsubsequentlyplayedtheserecordingstothefemalegoats,meticulouslynotingtheirresponses.Shenoted,“Evenwhenthevocalizationsoriginatedfromoffspringasyoungasfivetosixdays,weobservedthemothersexhibitingaheightenedresponsivenesstothevoicesoftheirprogeny.”Upondetectingthevocalizationsoftheirownoffspring,thefemalegoatswoulddirecttheirgazetowardsthesourceofthesound,engaginginmovementandvocalizinginreply.Thescientificcommunityemphasizesthesignificanceofcomprehendingthebehavioralpatternsandcommunicativemethodsofgoats.Dr.Brieferremarked,“Gaininginsightintotheseaspectsaidsinappreciatingtheintellectualcapabilitiesofthesecreatures.”Shesuggested,“Agriculturalistsmightconsiderrevisingtheirgoat-rearingpracticesinlightofthisinnatebehavior.”12．Whatdoestheunderlinedword“bleats”means?A．Habits. B．Voices. C．Responses. D．Videos.13．Duringthefirstfewdaysofthebabydeer,themotherandthekidmainlydependon_______torecognizeeachotherwhentheyarehidingingrass.A．voice B．touch C．videos D．smell14．Intheexperiment,whatdoesamothergoatdowhenhearingherkids’voice?A．Makingvoiceinresponse. B．Jumpingoverandover.C．Hidingherselfsomewhere. D．Behavingjustasusual.15．Thepassageismainlywrittenfor_______toread.A．teachers B．writers C．farmers D．lawyersIn2017,thedocumentarySpyintheWild(《荒野間諜》)gaveusachancetolookmuchmorecloselyintotheworldofanimalsthroughtheeyesof“animalspies”.16They“l(fā)ive”togetherwithanimalsinordertorecordtheirlives.Returningforitssecondseason,SpyintheWildfollowsthetraditionofthefirstseasonwhileintroducingnewcamerasandrobots.17Forexample,aspyturtlecanlayroboteggs,aspysquirrelcangatherrobotnuts,andmonkeyscanplaywithaspysnowball.Inthenewseason,morethan50spyrobotsaresenttostudyanimalsinallkindsofenvironments,fromunderthePacificOceantotheArctic.18Theystudytheemotionalconnectionsthataresharedbetweenanimalsfirsthand.Forexample,aspypenguinwasacceptedaspartofagroupinSouthGeorgiaIsland.19“Quiteaccidentally,ourspycreatureisatthecenterofsomethingspecial,capturing(捕捉到)emotionsthathaveseldombeenwatched,”seriesnarrator(旁白)DavidTennanttoldCNET.20“Thewholepointis...tryingtogetcloserthanweeverhavebeforetocapturethoseelusive(難以得到的)momentswhentheystarttoshowthekindofemotionswehave,”directorJohnDownertoldPBS.A．Itwonlotsofpraisefromtheaudience.B．Butthesespiesdon’tjustrecordeverydaygoings-on.C．Thesespiesareactuallyrobotswithcamerasthatlooklikerealanimals.D．Withthehelpoftheserobots,these“animalspies”candomanythings.E．Ituncovershowdifferentwearecomparedtoouranimalcousins.F．Thedocumentaryaimstorecordanimalbehaviorthatwewouldrarelysee.G．Itwatchedonaspenguinparentstriedhardtomakeithometofeedtheirchicks.二、完形填空MyfamilylivedaboutamilefromtheBertramWoodsLibrary.Throughoutmychildhood,mymotherdrovemethereseveraltimesaweek.Ourvisitswerenever21enoughforme.Ilovedwanderingaroundtheshelves,22thespines(書脊）ofthebooksuntilsomethinghappenedto23myeye.Imighthavespenttherestofmylife24librariesthewayIviewed,say,theamusementparkIwenttoasakid.Butthenthe25feelingcamebackintomylifeunexpectedly.OnedayafterwemovedtoLosAngelesin2011,mysonwantedtointerviewa26forhisschoolassignment.Sowewenttotheclosestlibrary.Aswedroveovertomeetthelibrarian,Iexperienceda(n)27ofthissimilarjourneyinmypast-another,parentandchildontheirwaytothelibrary.The28didn'tlookanythingliketheBertramWoods,butwhenwe29inside,ashockofrecognition30me.Decadeshadpassed,butIreallyfeltasifIhad31tothattimeandplace,walkingintothelibrarywithmymother.32hadchanged.Therewasthesamesoftsoundofpencilonpaper,andthe33ofpeopleatthetablesinthecenteroftheroom.Thewoodencheckoutcounters,thelibrarians’desks,thebulletinboard,wereallthesame.Itwasn’tthattime34inthelibrary.Itwasasifithadbeencapturedhere,orcollected.Alibrary,forme,isagatheringpoolof35andofthepeoplewhocometofindthem.21．A．long B．easy C．boring D．interesting22．A．staring B．reading C．watching D．scanning23．A．fill B．catch C．open D．block24．A．wanderingaround B．thinkingabout C．talkingabout D．lookingfor25．A．familiar B．exciting C．funny D．warm26．A．professor B．teacher C．bookseller D．librarian27．A．memory B．a(chǎn)dventure C．hardship D．excitement28．A．school B．building C．desks D．books29．A．looked B．drove C．stepped D．read30．A．stuck B．disappointed C．defeated

D．struck31．A．fallen B．returned C．gone D．devoted32．A．Everybody B．Everything C．Nobody D．Nothing33．A．talking B．laughing C．whispering D．chatting34．A．travelled B．flew C．stopped D．changed35．A．books B．contents C．stories D．a(chǎn)chievements三、語法填空DavidsonBlackwasa36(Canada)doctorwhoorganizedtheexcavationthatledtothediscoveryofthebonesintheZhoukoudian37(cave)nearBeijing.Hewasaspecialistinthestudyofbones38itwashisambitiontofindandidentifybonesofearlyhumans.Hisuniversitywasaware39thesignificanceofhiswork.Atfirsttheygavehimampletimetodohisresearch,but40(late)theyrealizedhewaspreparedtopursueitregardlessofhisstudents’needsandhis41(teach)career,sotheyforbadehim42(travel)thereanymore.Itwashisassistant,PeiWenzhong,43madethediscoveryoftheseprimitivebonesand44(sharpen)tools.DavidsonBlackknewthathissuccesswasalmost45(entire)duetohisassistant’ssystematichardwork.四、書信寫作46．假定你是李華，新華中學(xué)學(xué)生會(huì)主席。你校計(jì)劃舉辦一場(chǎng)關(guān)于科技創(chuàng)新的專題講座，請(qǐng)你寫信邀請(qǐng)張教授來校給同學(xué)們作此次講座。具體內(nèi)容如下：1.活動(dòng)目的：激發(fā)同學(xué)們對(duì)科技創(chuàng)新的興趣，增強(qiáng)他們對(duì)科技改變未來的信心。2.講座主題：科技創(chuàng)新如何塑造我們的未來。3.講座時(shí)間：2024年9月15日上午9點(diǎn)至11點(diǎn)。4.講座地點(diǎn)：學(xué)校禮堂。注意：(1)詞數(shù)100左右；(2)可以適當(dāng)增加細(xì)節(jié)，以使內(nèi)容充實(shí)，行文連貫；(3)開頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。DearMr.Zhang,_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yourssincerely,LiHua五、書面表達(dá)47．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。Inthetapestryofmyeducationaljourney,Ihavebeengracedwiththepresenceofnumerousexemplaryeducators.Yet,onefigureemergeswithunparalleledprominence—KarlChip.MyencounterwithhimcommencedduringthetwilightofmyhighschoolyearsasIponderedthehallsofacademiathatawaitedme.ChipwastheunsolicitedenvoyforWellesleyCollege,abeaconforaspiringscholarsandathletesalike.UnderChip’smentorship,thereexistedadiversearrayofyoungindividuals,eachcategorizedintodistinctarchetypes.The“academicstartype,”thoseparagonsofscholasticachievementseekingonlyamodestnudgeintherightdirection.The“internationaltransplanttype,”youngsoulswhotraversedvastdistancestoimmersethemselvesintheNewEnglandethos,yearningforacompasstonavigatetheirnewsurroundings.The“geniusesofeconomicstype,”towhomChipwasaguarantorofcommendationsandaconduittoprestigiousopportunities.Andthen,therewerethe“scratchanddentkids,”thosecarryingwiththemtheinvisiblescarsoflife’schallenges,brimmingwithlatentpotentialyetgrapplingwiththeartofdecision-making.Ifyouborethedualmantleofanathleteanda“scratchanddentkid,”fallingunderChip’sinfluencewasaninescapabledestiny.IcountmyselfamongtheranksofChip’sproteges,classifiedasoneofthe“scratchanddentkids.”Yet,irrespectiveofthemoldwefit,eachofuswasshoweredwithanequalmeasureofsagacity,affection,solace,andconsideration.MynarrativeisbutasinglethreadintherichtapestryofChip’simpactonhismultitudeofstudents.WhenIfirstsetfootinWellesleyCollegeaquarterofacenturyago,Iwasanunseasonedathlete,myself-assuranceasfragileasafledgling’sfirstflight.Asmytenureattheinstitutiondrewtoaclose,Istoodtall,myconfidencerestored—undoubtedly,atransformationthatmademeamorewell-roundedindividual.MuchofthismetamorphosisIattributetoChipandhisunwaveringdedicationtomygrowthandthatofmyfellowstudents.Thegenesisofthistransformation?Athleticsplayedapivotalrole.TheloresurroundingChip’sbasketballteamofthe1990sisoneofremarkableresurgence.Ateamthat,duringthe1989-1990season,wasmarredbythestingofdefeat,claimingvictoryonlytwiceamidstaseaoftwentylosses.Yet,inthespanoftwoyears,andlargelyduetoChip’sunyieldingencouragementandbeliefinourcapabilities,weascendedtoclaimachampionshipofnote,ourledgerforthatyearastarkcontrasttoourpreviousstruggles,boastingtwenty-fourtriumphsandameretwosetbacks.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。Theotherpartwasacademics._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Chippassedawayafteralongillnesslastyear._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考答案：1．A2．D3．C【導(dǎo)語】這是一篇應(yīng)用文，文章是MaristSchool2024-2025學(xué)年招生信息，介紹了MaristSchool的招生流程、重要日期、申請(qǐng)要求等。1．推理判斷題。第一段中“WearedelightedthatyouarecontemplatingMaristSchoolasthenextsignificantphaseinyourchild’seducationaljourney.(我們很高興您正在考慮將圣母學(xué)校作為您孩子教育旅程的下一個(gè)重要階段)”表明這是一份招生簡章，“Maristofferstwoprincipaljuncturesforstudentenrollment,specificallyforthoseenteringthe7thand9thgrades,withourusualintakebeing150and50students,respectively.(Marist提供兩個(gè)主要的學(xué)生入學(xué)時(shí)間，特別是那些進(jìn)入七年級(jí)和九年級(jí)的學(xué)生，我們通常分別招收150名和50名學(xué)生)”提到了MaristSchool的招生信息，包括招生年級(jí)、招生人數(shù)、申請(qǐng)流程等，因此推斷這是一份招生簡章。故選A。2．細(xì)節(jié)理解題。根據(jù)文中“January18,2024(2024年1月18日)”這一截止日期可知，2024年1月下旬無法申請(qǐng)。第二段中“Theapplicationfortheacademicyearspanning2024to2025willbeaccessiblebylateSeptember,withafinalsubmissiondeadlinesetforJanuary18,2024.(2024至2025學(xué)年的申請(qǐng)將于9月下旬開放，最終提交截止日期為2024年1月18日)”說明了申請(qǐng)的最后期限。故選D。3．細(xì)節(jié)理解題。第二段中“Forthemanagementoftheentireadmissionsprocedure,MaristSchoolemploysRavenna,anapplicationstewardshipsoftware.UtilizingRavenna,parentsareabletoaccesstheMaristapplicationform,dispatchaccompanyingdocuments,monitortheprogressionoftheapplication,andperusetheadmissionsverdicts.(為了管理整個(gè)招生程序，Marist學(xué)校采用了應(yīng)用程序管理軟件Ravenna。利用UtilizingRavenna，家長可以訪問Marist申請(qǐng)表格，發(fā)送隨附文件，監(jiān)控申請(qǐng)的進(jìn)展，并仔細(xì)閱讀錄取裁決)”提到使用Ravenna軟件進(jìn)行在線申請(qǐng)，表明申請(qǐng)是通過在線方式提交的。故選C。4．D5．B6．C7．A【原文】本文是一篇說明文。文章主要介紹了植物的自我保護(hù)機(jī)制，包括生長環(huán)境、化學(xué)防御等。4．主旨大意題。根據(jù)第一段“Nevertheless,plantsarenotwithouttheirownmethodsofself-defense.(然而，植物并非沒有自己的自衛(wèi)方法。)”及全文可知，整篇文章都在討論植物的自我保護(hù)機(jī)制。所以“Plantprotection.(植物保護(hù)。)”作為文章標(biāo)題最為合適。故選D。5．細(xì)節(jié)理解題。根據(jù)第二段“Aplantmightopttogrowinasecludedorinaccessiblelocale.(植物可能會(huì)選擇在僻靜或人跡罕至的地方生長。)”和“Alternatively,aplantcouldevolvetomakeonlycertainpartsofitsstructureenticingtofamishedpestsandfauna.(另一種選擇是，一種植物可以進(jìn)化到只使其結(jié)構(gòu)的某些部分吸引饑餓的害蟲和動(dòng)物。)”和最后一段“Mostplants,however,utilizechemicalsinamoreforthrightmanneragainsttheiradversaries.(然而，大多數(shù)植物以更直接的方式利用化學(xué)物質(zhì)來對(duì)付它們的對(duì)手。)”可知，文中提到了三種保護(hù)方式：生長在難以到達(dá)的地方、產(chǎn)生吸引特定害蟲的部分、使用化學(xué)物質(zhì)。故選B。6．細(xì)節(jié)理解題。根據(jù)第二段“Forexample,ifaplantgeneratesdelectablefoliage,herbivorouscreaturesmightbeinclinedtoconsumetheleavesratherthantheseeds,whichareessentialfortheplant’spropagation.(例如，如果一種植物長出了美味的葉子，食草動(dòng)物可能傾向于吃掉葉子而不是種子，而種子對(duì)植物的繁殖至關(guān)重要。)”可知，植物可能進(jìn)化出美味的葉子以吸引食草動(dòng)物，從而保護(hù)種子。故選C。7．推理判斷題。根據(jù)最后一段“Thelargerinsectsthenarrivetoconsumethesmallerones,therebysafeguardingtheplant.Mostplants,however,utilizechemicalsinamoreforthrightmanneragainsttheiradversaries.Inessence,plantsmanufacturetoxins.(然而，大多數(shù)植物以更直接的方式利用化學(xué)物質(zhì)來對(duì)付它們的對(duì)手。從本質(zhì)上講，植物制造毒素。)”可知，最后一段主要討論了植物如何使用化學(xué)物質(zhì)進(jìn)行防御，暗示了下文可能會(huì)討論這些毒素對(duì)食草動(dòng)物的不同影響。故選A。8．C9．B10．C11．D【導(dǎo)語】這是一篇說明文。主要介紹了智力的定義及其與大腦結(jié)構(gòu)和語言能力的關(guān)系。探討了智力的定義，并通過研究鳥類的叫聲和認(rèn)知能力來探討智力的表現(xiàn)。8．細(xì)節(jié)理解題。根據(jù)第一段中“However,itismoreplausibletoassertthatthestructuralconnectivityandtheneuralpathwayswithinthebrainarethetrueindicatorsofintellectualprowess.”（然而，更可信的說法是，大腦內(nèi)部的結(jié)構(gòu)連接和神經(jīng)通路才是智力的真正指標(biāo)。）可知，根據(jù)第一段，大腦結(jié)構(gòu)可以定義智力。故選C項(xiàng)。9．詞句猜測(cè)題。根據(jù)劃線單詞句中“withoutreallytryingtoproveit”（但并沒有真正去證明它。）以及第二段中““Theideastuckaround,butsohaveothercommonbeliefsthatarenotreallysupportedwithevidence,”hepointsout.”（他指出：“這個(gè)觀點(diǎn)流傳了下來，但其他沒有證據(jù)支持的普遍信念也流傳了下來?！保┯纱丝芍?，此處為這是某個(gè)人在某一天提出的一個(gè)假設(shè)。故可猜測(cè)劃線單詞hypothesis為“假設(shè)”的意思，結(jié)合選項(xiàng)B項(xiàng)Assumption“假設(shè)”意思一致。故選B項(xiàng)。10．主旨大意題。根據(jù)第三段中“Inanendeavortodeepentheirunderstandingoftheintricaciesofvocalacquisitionandcognitiveprocesses,theresearchersdelvedintotherealmofavianvocalization,specificallyfocusingonthemelodioussongbirds.”（為了加深他們對(duì)聲音習(xí)得和認(rèn)知過程的復(fù)雜性的理解，研究人員深入研究了鳥類發(fā)聲的領(lǐng)域，特別關(guān)注了旋律優(yōu)美的鳴禽。）以及第四段中“Thebehavioralassessmentsaimedtoscrutinizethebirds’capacityforproblem-solving,exemplifiedbytheirabilitytodevisestrategiestoovercomeobstaclesinordertoattainafoodreward.”（行為評(píng)估旨在仔細(xì)檢查鳥類解決問題的能力，例如它們?yōu)楂@得食物獎(jiǎng)勵(lì)而制定克服障礙的策略的能力。）可知，第3和4段主要講的是研究的背景、方法和初步發(fā)現(xiàn)，由此可知，說明了研究的大綱。故選C項(xiàng)。11．推理判斷題。根據(jù)最后一段中“However,anunresolvedquerypersistsregardingtheunderlyingreasonsfortherobustconnectionbetweenproblem-solvingproficienciesandvocallearning.”（然而，關(guān)于問題解決能力與聲樂學(xué)習(xí)之間緊密聯(lián)系的潛在原因，一個(gè)未解決的問題仍然存在。）可推知，這篇文章接下來會(huì)討論聲樂學(xué)習(xí)影響解決問題能力的原因。故選D項(xiàng)。12．B13．D14．A15．C【導(dǎo)語】這是一篇新聞報(bào)道，文章是關(guān)于山羊母親如何識(shí)別自己孩子的叫聲，主要描述了一項(xiàng)關(guān)于山羊母親識(shí)別幼崽叫聲的實(shí)驗(yàn)和發(fā)現(xiàn)。12．詞句猜測(cè)題。根據(jù)劃線詞后“Thefindingswereastonishing;thegoatswerecapableofidentifyingtheuniquevoicesoftheirownyoung.(研究結(jié)果令人震驚：山羊能夠識(shí)別出自己孩子的獨(dú)特聲音)”可知，研究人員給成年母山羊聽后代咩咩的叫聲，隨后分析它們的反應(yīng)。bleats意為“咩咩的叫聲”，故選B。13．細(xì)節(jié)理解題。根據(jù)第二段中“Inthenaturalenvironment,mothersandtheiroffspringpredominantlyrelyonolfactorycuesformutualrecognition.Duringtheinitialweekoflife,thesecreaturestypicallyconcealthemselveswithintheverdantgrasses,emittingminimalvocalizations.(在自然環(huán)境中，母親和她們的后代主要依靠嗅覺線索來相互識(shí)別。在生命的最初一周，這些生物通常隱藏在青翠的草叢中，發(fā)出最小的聲音)”和“Interestingly,thisphenomenonwasalsoobservedindeer(有趣的是，這種現(xiàn)象也在鹿身上觀察到)”可知，在小鹿出生的最初幾天里，當(dāng)它們躲在草叢里時(shí)，母鹿和幼鹿主要依靠嗅覺來識(shí)別彼此，故選D。14．細(xì)節(jié)理解題。根據(jù)第三段中“Upondetectingthevocalizationsoftheirownoffspring,thefemalegoatswoulddirecttheirgazetowardsthesourceofthesound,engaginginmovementandvocalizinginreply.(一旦發(fā)現(xiàn)自己的后代發(fā)出聲音，母山羊就會(huì)將目光轉(zhuǎn)向聲音的來源，進(jìn)行運(yùn)動(dòng)并發(fā)出聲音作為回應(yīng))”可知，當(dāng)山羊母親聽到幼崽的聲音時(shí)，會(huì)發(fā)出聲音回應(yīng)，故選A。15．推理判斷題。最后一段中“Agriculturalistsmightconsiderrevisingtheirgoat-rearingpracticesinlightofthisinnatebehavior.(農(nóng)學(xué)家可能會(huì)考慮根據(jù)這種天生的行為來修改他們的山羊飼養(yǎng)方法)”提到了這項(xiàng)研究對(duì)農(nóng)業(yè)實(shí)踐的潛在影響，表明這篇文章主要是為農(nóng)民閱讀而寫的。故選C。16．C17．D18．B19．G20．F【分析】這是一篇說明文。文章講述了紀(jì)錄片《荒野間諜》讓我們有機(jī)會(huì)通過“動(dòng)物間諜”的眼睛近距離地觀察動(dòng)物