1 . Buried deep within the cracks of an old, wooden desk, a worn-out notebook lay forgotten. Its pages, yellowed with _________, were scattered with handwritten notes and drawings, each ________ a dream or aspiration of its owner, Emily Dickinson.

Dickinson, a ________ teacher, had passed away peacefully in her sleep, leaving the notebook as one of her few _________. There were drafts of traveling to foreign places, notes about learning a new language, and even a few ________ about publishing her own book of poems in it.

One ________ sketch caught her children’s eye as they looked through the pages. It was a drawing of a small cottage ________ in the hills, surrounded by greenery and a stream. Dickinson had always dreamed of retiring to such a place, a place where she could find peace and ________.

Her children decided to fulfil her mother’s dream. They found a cottage ________ to the one in the sketch and bought it. They ________ it with the furniture and kick-knacks (小摆设) that Dickinson had treasured and turned it into a ________ to her life and her dreams.

The cottage became a place where Dickinson’s family and friends could gather and shared stories about her. It was a place where they could feel her ________ and be inspired by her firm determination. The notebook, now ________ on a small table in the cottage’s living room, remains a constant ________ of Dickinson’s dreams and aspirations. Her children hope that by keeping it there, they can honor her memory and continue to inspire others to ________ their own dreams, just as she had done.

3 . 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 was at the back of a group of eight horse riders when one of my fellow safari (观兽旅行) camp guides called my name, nodding to the spot behind me. I turned to see a male lion, fully grown, not 10 metres away.

I’d been working as a guide at the safari camp in Botswana for a year and had seen lions a few times, usually in the heat of the day. Guests paid to come on guided rides between tented camps 20 miles apart. It was a very remote area. We left at 7 am that morning; it was three hours later when the lion appeared.

Just as I saw it, the horses ran wildly, leaving riders hanging on as the lion began its chase (追逐). I wasn’t in control of my horse, Acaba, which was heading into a much thicker bush, away from the path and the rest of the group. I realised that the lion had chosen to drive Acaba away from the others.

I thought we were going to die together. I screamed in pure panic. Suddenly, Acaba ran into a really thick bush and stopped without control, throwing me into a bush. By the time I got myself out of the low woody plants, the lion was killing him.

Unbelievable! Acaba hid me in the bushes and left himself in extreme danger! It protected me! Scared... shocked... moved... my mind went blank. I was only two metres away! Acaba was on the ground, feet in front of him. He tried to push himself up. But the lion was on top of him, covering his body entirely, his front feet around Acaba’s neck.

I seized a device hanging around my neck, which is known as a bear banger. It has a spring, and when you pull the trigger (扳机) the spring fires off containers that explode when they land. It’s like a small firework but as loud as a shotgun.

Somehow my panic died down. I found myself moving closer to Acaba and the lion.

注意: (1) 续写词数应为150左右；

(2) 请按如下格式在答题卡的相应位置作答。

Paragraph 1:

I pulled the trigger, and it worked.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paragraph 2:

One of the guides gave me a horse and I planned to find Acaba.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Jane and I were college roommates, and our first meet was far from friendly. I, an outgoing and passionate girl, found Jane, a quiet and shy person, difficult to get along with. Our conflicting lifestyles became a headache for both of us. Jane enjoyed early mornings at the library, absorbed in reading, while I preferred my sleep-ins. The sound of her early morning routine, from washing up to organizing the room, really got on my nerves. Jane would actively tidy up our shared space after study, while my desk remained in constant disorder.

One morning, I was unexpectedly awakened by a loud crash, only to discover that Jane had accidentally broken my favorite cup. Imagining all the disagreements, I was getting mad. I lost my temper and yelled a bunch of angry words at her without thinking. “What on earth, Jane! That was my favorite cup!” “I’m so sorry! I’ll clean it up.” “Clean it up? You’ve got to be kidding me!” After my outburst, Jane’s eyes welled up with tears. Silently, she began to clean up the broken pieces before leaving the room with her bag.

That night, as the bell signaling the end of study hours rang, I returned to the room only to find it empty. The roommate, who usually hangs around the room, was nowhere to be seen. It felt a little strange like something wasn’t right. I thought maybe she was still upset about our argument in the morning. I started worrying. Did what I said hurt her feelings? Is she avoiding me now? I kept thinking about our argument. It was then that I noticed the cleanliness Jane had left behind — a dorm so clean you could eat off the floor. I was filled with regret as I became aware of the consequences of my morning outburst. I didn’t want to ruin our friendship. Feeling bad and wanting to fix things, I decided to go to find her.

I was about to walk towards the door when it suddenly opened.

With care, I opened the beautifully wrapped box.

5 . Nick Clegg, one of the most powerful executives, has compared the hype (炒作) over artificial intelligence to the 1980s-era“moral panic” (恐慌) over video games, which gives a warning to international politicians and regulators when they gather for a two-day conference at Bletchley Park on Al safety.

“New technologies always lead to hype,” Clegg stated, “they often lead to excessive (过度的) passion among the advocates and excessive pessimism (悲观) among the critics. I remember the 80s. There was this moral panic about video games. There were moral panics about radio, the bicycle, and the internet.”

Much of the conversation this week will focus on longer-term risks, including the potential for an AI system to escape human control, with many experts warning that a sufficiently advanced system could even pose a threat to humanity itself.

“The risks posed by frontier Al are serious and it is critical that we work together to recognise these risks.” Michelle Donelan, the UK’s science and technology secretary, said before the conference. “This conference provides an opportunity for us to ensure we have the right people gathered around the table to discuss how we can mitigate these risks moving forward. Only then will we be able to truly harvest the benefits of this innovative technology in a responsible manner.”

Officials say one of the main aims of the conference is to persuade those at the cutting edge of developing AI technology to slow down their efforts to build the most advanced models.

But Clegg’s comments suggest that is likely to be a hard challenge. He said too much government involvement may stand in the way of AI innovation. “In this area, it is really important to allow innovators, builders to develop these technologies without immediately assuming that whatever they do next is going to pose some existential risk.”

6 . In the Pixar movie Up, a fun cartoon dog called Dug wears a magical collar which can detect and translate his barks and cries into fluent human speech. Humans have always been fascinated by the potential to communicate with the animals. This week, an article in the New York Times documented major efforts from a group of researchers using machine-learning algorithms (算法) to analyze the different calls of whales, chickens, bats, cats, and more.

There are several ways to train AI systems now. Typically, Al systems learn through training with labeled data of human language which can be well supplied by the Internet. But analyzing animal language is different. Scientists have to instruct software programs on what to look for, and how to organize the data. This process requires matching gained vocal (发声的) recordings with the visual social behaviors of animals. A group studying Egyptian fruit bats, for example, also used video cameras to record the bats themselves to provide context for the calls.

Many critics of this approach point out two weaknesses of current AI language models: being unable to truly understand the relationships between words and the objects in the real world, and scientists’ little understanding of animal societies. Al language models for humans rely on a computer mapping out the relationship between words and the contexts they could appear in. But these models have their own weak points, and can sometimes be a black box—researchers know what goes in and comes out, but don’t quite understand how the algorithm is arriving at the conclusion.

Another factor that researchers should take into account is that animal communications might not work at all like human communications. There might be unique elements to animal language due to physiological and behavioral differences.

Making a Translator for animals has been a popular project that’s been in the works for the last decade. Although some software has shown some success in identifying the basic vocabulary of certain animals, it’s still a far cry from understanding the complex animal languages.

9 . When Warrick Dunn was a sophomore(大二学生), he led his team to the state championship. When he was a senior, his mother _______, leaving Warrick to care for his five brothers and sisters.

It’s a lot of _______ to put on a young man’s shoulders, but Warrick _______ it well, still graduating from high school and earning a scholarship to Florida State. _______, Warrick had to grow up fast and take on adult _______ while still charting his own course. He used his mother’s life insurance to fulfill one of his mother’s _______: to buy a house for the family. And as a freshman, he led Florida State to a national championship.

His _______ paid off with a NFL contract, and in his first year for the Tampa Bay Buccaneers, Warrick not only _______ to take care of his siblings(兄弟姐妹), but he also began Warrick Dunn Charities to help single mothers achieve first-time homeownership. He spent 12 years in the NFL, even though many thought he was too _______. Perhaps being underrated (低估) drove him, or maybe it was the need to provide for his family that made his mother ________. Whatever his motivations, Warrick achieved rare ________ as an athlete and as a human being.

________ conditions come in many forms. Warrick’s ________ and example not only help single mothers but also ________ them to continue their upward journey. Over 90% of them are still in their homes, working hard, getting an education, and ________ for the start that Warrick Dunn gave each of them.

10 . Several years ago, teacher Jennifer Thiessen was writing report cards. Something _______ her. Her third-grade students were judged on _______ such as math and science. But life skills like social responsibility and _______ were missing. “That’s the very thing that I feel is really _______ for them to learn,” Thiessen said. She mentioned her _______ to a colleague.

They created a plan. They gave their students a project that wasn’t _______ to regular school subjects. _______, it concentrated on spreading kindness in the community. They called it the “Kindness Project.”

Students from two third-grade classes were _______ to take part in the project during the first year. They made cupcakes and _______ them during bake (烤制食品) sales at school. They ________ about $400 and then used the money to buy small gifts, like flowers, dog treats or candies, and handed them out to ________ in the community nearby. “The students felt happy, because they did something ________,” Thiessen said.

For the past five years, third-graders have hosted bake sales to raise more money. Each class developed its own ________. During the pandemic, some students made care packages for hospital workers and gift boxes filled with goodies for teachers. Students learnt to care for others and became more ________ through this project. “This is a ________ we can’t teach in a classroom,” Thiessen said.