2025广州二模（PPT+Word 答案解析）

TEACHING 2025 广州二模 英语试题答案与解析 爱疯大课堂版权所有，更多高中英语资料，尽在爱疯大课堂英语公众号！ TEACHING 阅读理解A篇 第二部分 第二部分 阅读A篇 In order to help international students improve Chinese proficiency (水平) and better understand Chinese culture, our college is launching the 2025-2026 non-degree Chinese course program. GENERAL REQUIREMENTS Target group: non-Chinese citizens with up-to-date ordinary passports, having studied the language in China for up to 2 years Age: 18-55 APPLICATION DOCUMENTS Highest education qualification, original or certified, in Chinese or English A profile (personal information, educational experiences, etc.) in Chinese Passport copy (valid for more than 6 months) All visa copy Colour photo without a hat, same size as the one on the passport Official Chinese Proficiency Test (HSK) Report if available 第二部分 阅读A篇 OFFLINE CURRICULUM Program duration ·Long term: one semester (学期) or one academic year (two semesters) ·Short term: 3 months Course type ·General courses include different language levels, from elementary to advanced. ·Characteristic courses are categorized into intensive Chinese and business Chinese. REGISTRATION DEADLINE Fall semester: August 15th, 2025 Spring semester: January 15th, 2026 第二部分 阅读A篇 FEES Applicants are required to pay: Registration: 420 yuan Insurance: 400 yuan/semester Tuition: 第二部分 阅读A篇 语篇类型 应用文 主题语境 人与社会 语篇内容 本文是一则面向国际学生的招生简章，介绍了2025–2026学年中文非学历项目的相关信息。内容包括招生对象、申请材料、课程类型、申请时间以及各项费用，旨在帮助国际学生提升中文水平并加深对中国文化的理解。 第二部分 阅读A篇 21. What is the purpose of the program? A. To provide HSK training. B. To support pre-college studies. C. To offer Chinese degree courses. D. To develop Chinese language capability. 第一段： In order to help international students improve Chinese proficiency (水平) and better understand Chinese culture, our college is launching the 2025-2026 non-degree Chinese course program. 第二部分 阅读A篇 21. D 细节理解题。询问该项目的设立目的是什么。 文章第一段明确指出：“In order to help international students improve Chinese proficiency and better understand Chinese culture”，即项目旨在帮助国际学生提升中文水平、加深对中国文化的理解。这正说明该课程是为了培养学生的语言能力，而非提供学位或预科课程，也不是专为HSK考试而设。 选项D“To develop Chinese language capability.”（提升中文语言能力）最符合文中表述，故选D项。 第二部分 阅读A篇 22. What must an applicant submit? A. College education qualifications. B. A self-introduction in Chinese. C. Original passport. D. A copy of HSK Report. APPLICATION DOCUMENTS Highest education qualification, original or certified, in Chinese or English A profile (personal information, educational experiences, etc.) in Chinese Passport copy (valid for more than 6 months) All visa copy Colour photo without a hat, same size as the one on the passport Official Chinese Proficiency Test (HSK) Report if available 第二部分 阅读A篇 22. B 细节理解题。询问申请者必须提交哪些材料。 文中“APPLICATION DOCUMENTS”部分列出所需材料，其中包括“A profile (personal information, educational experiences, etc.) in Chinese”，也就是说申请人需提交一份用中文写的个人简介，内容包括基本信息和教育经历，相当于一份中文自我介绍。 B项“中文自我介绍”与之符合，故选B项。 第二部分 阅读A篇 23. What is the total cost of a one-semester general course? A. RMB 8,900. B.RMB9,720. C. RMB 14,620. D. RMB 17,320. 第二部分 阅读A篇 23. B 细节理解题。询问一学期普通课程的总费用是多少。 根据费用表，普通课程一学期的学费是RMB 8,900元，注册费420元，保险费400元。 因此总费用是：8,900 + 420 + 400 = 9,720元。选项B“RMB 9,720”正确。故选B项。 TEACHING 阅读理解B篇 第二部分 第二部分 阅读B篇 As an artist working at Cambridge University Botanic Garden, I am leading a special 14-month project called DYE. My mission is to discover plant-based dyes (染料) and share them with visitors, researchers and artists through events, performances, a colour database and projects linked to the Garden’s plant collections. There are some 8,000 plant species in the Garden. Guided by medieval recipes, I experiment with berries, flowers, and bark (树皮) to uncover colours hidden in nature. For example, I’ve transformed roses into vivid red dyes and turned Jade Vine into pink paint. One of my proudest achievements is creating “Newton’s Gold”—a golden-yellow ink made from the bark of Isaac Newton’s historic apple tree. I thought I’d end up with black but it’s a dark golden yellow—unlike modern methods that chemically force predictable results. These discoveries remind me that nature holds endless surprises, but they demand patience and respect. 第二部分 阅读B篇 My work isn’t just about mixing colours—it’s about storytelling. Collaborations with historians and dancers connect my dyes to broader themes. I dyed feathers for historians to study ancient costumes and created fabrics reflecting nature’s cycles for a dance performance. By reviving forgotten techniques, such as a 15th-century ink recipe, I bridge the past and present, showing how ancient methods can inspire sustainable solutions to today’s environmental issues. Nature’s colours are ever-changing. The fading of dyes reveals the temporary beauty of natural materials, just as ecosystems’ delicate balance which demands protection. In the Botanic Garden, colours from plants and everyday materials teach me to accept change. These colours aren’t just art supplies; they symbolize nature’s strength and remind us to rethink our relationship with the environment. Through workshops and a colour database, I invite people to view nature differently. My work is a return to the old ways of making colour from my garden herbs, establishing a deeper connection between art and nature. 第二部分 阅读B篇 语篇类型 说明文 主题语境 人与自然、人与社会 语篇内容 本文是一位艺术家介绍她在剑桥大学植物园主持的DYE项目。她通过利用园中植物制作天然染料，将其用于艺术创作、历史研究、表演等，探索自然色彩背后的故事与意义。文章不仅强调植物染料的独特性与可持续性，还体现出艺术与自然之间的深度联结，鼓励人们以新的视角理解和保护自然。 第二部分 阅读B篇 24. What does the author do on the DYE project? A. Organize and guide garden tours. B. Collect and classify plant species. C. Design and run a database of artworks. D. Develop and spread plant-based dyes. 第一段： As an artist working at Cambridge University Botanic Garden, I am leading a special 14-month project called DYE. My mission is to discover plant-based dyes (染料) and share them with visitors, researchers and artists through events, performances, a colour database and projects linked to the Garden’s plant collections. 第二部分 阅读B篇 24. D 细节理解题。询问作者在DYE项目中的主要工作是什么。 文章第一段提到：“My mission is to discover plant-based dyes and share them with visitors, researchers and artists through events, performances, a colour database and projects…” 可见她的主要任务是开发植物染料并分享介绍给游客、研究人员、艺术家。 选项D“Develop and spread plant-based dyes.”（开发并传播植物染料）与此一致。故选D项。 第二部分 阅读B篇 25. Why is “Newton’s Gold” ink significant? A. It honors Newton’s great contributions. B. It shows nature’s unpredictable potentials. C. It links apple trees to scientific inspirations. D. It exposes limitations of modern ink production. 第二段： One of my proudest achievements is creating “Newton’s Gold”—a golden-yellow ink made from the bark of Isaac Newton’s historic apple tree. I thought I’d end up with black but it’s a dark golden yellow—unlike modern methods that chemically force predictable results. These discoveries remind me that nature holds endless surprises, but they demand patience and respect. 第二部分 阅读B篇 25. B 推理判断题。询问为何“Newton’s Gold”墨水具有特殊意义。 文章第二段描述，“I thought I’d end up with black but it’s a dark golden yellow—unlike modern methods that chemically force predictable results.” 可见，这种意外的成果打破了对现代化学染料结果可预测性的认知，表现出自然色彩的不可预测性和惊喜。 选项B“It shows nature’s unpredictable potentials.”（它展示了自然不可预测的潜能）准确概括了意义。故选B项。 第二部分 阅读B篇 26. What does the underlined word “reviving” mean in paragraph 3? A. Bringing back. B. Putting away. C. Searching for. D. Reflecting on. 第三段： My work isn’t just about mixing colours—it’s about storytelling. Collaborations with historians and dancers connect my dyes to broader themes. I dyed feathers for historians to study ancient costumes and created fabrics reflecting nature’s cycles for a dance performance. By reviving forgotten techniques, such as a 15th-century ink recipe, I bridge the past and present, showing how ancient methods can inspire sustainable solutions to today’s environmental issues. 第二部分 阅读B篇 26. A 词句猜测题。询问第三段中划线词“reviving”的含义。我们可以通过上下文进行推理： 1、前面的内容提到，作者不仅仅是研究自然燃料，而是通过与历史学家、舞者合作，把染料和更广泛的主题联系起来。 2、这一句说她使用“被遗忘的技术”，例如“15世纪的墨水配方”，并通过这种方式连接过去与现在，说明她是在重新使用旧的做法来制作植物染料。 第二部分 阅读B篇 3、后面的表达“showing how ancient methods can inspire…”进一步证明这些“旧方法”现在又被使用，发挥了新作用。 因此，“reviving”在这个语境中不是简单地“查找”或“放弃”，而是指让这些旧技术重新回到现代使用中。选项A“Bringing back.”（重新带回）最准确地表达了这个意思。故选A项。 第二部分 阅读B篇 27. What is the ultimate goal of the DYE project? A. To improve natural dye stability. B. To protect nature’s ecological balance. C. To strengthen sustainable art-nature bonds. D. To bridge nature and art through gardening. 第五段： Through workshops and a colour database, I invite people to view nature differently. My work is a return to the old ways of making colour from my garden herbs, establishing a deeper connection between art and nature. 第二部分 阅读B篇 27. C 推理判断题。询问DYE项目的最终目标是什么。 最后一段写道：“My work is a return to the old ways of making colour from my garden herbs, establishing a deeper connection between art and nature.” 可知，项目希望通过植物染料这种传统技艺，建立艺术与自然之间更深的可持续联系。 选项C“To strengthen sustainable art-nature bonds.”（加强艺术与自然之间的可持续联系）是正确答案。故选C项。 TEACHING 阅读理解C篇 第二部分 第二部分 阅读C篇 On a hot summer afternoon, a child eagerly watched as their grandmother sliced a sun-ripened tomato topped with sugar—a refreshing summer treat. The sandy, sweet-sour juice with melted sugar always made one lick plates clean. Decades later, that same child, now an adult, finds disappointedly supermarket tomatoes firm to the touch, pale in colour, and totally lacking in the rich flavor. Beyond a mere loss in our childhood memory, the shift is a measurable decline rooted in the farming changes and modern needs. The decline in modern tomato flavor results from disturbed sugar-acid balance. Traditional varieties had higher sugar levels balanced with moderate acidity. A recent study by Shanghai Academy of Agricultural Sciences (SAAS) shows alarming trends: pink tomatoes lost over 26%sugar-acid ratio, while red types dropped 22%, coupled with rising organic acids. This imbalance creates sour-dominated flavors with weakened sweetness. 第二部分 阅读C篇 The situation is made worse by the loss of special taste components. These elements work together to create a rich flavor. They can make our brain sense more sweetness even when the sugar level stays the same. However, in modern farming, people have accidentally removed the genes (基因) for these taste components while focusing on higher output and disease resistance. Commercial pressures also play a role. For easier shipping, tomatoes are harvested before they are mature and subjected to cold storage. These practices unintentionally affect how flavor-giving chemicals are released, leaving tomatoes structurally undamaged but flavorless. 第二部分 阅读C篇 Hope, however, lies in the gene pool of traditional and wild tomato varieties. A 2019comprehensive study on genes, analyzing over 700 tomato types, identified 4,873 previously undocumented genes, including rare genetic variations that improve flavors. By reintroducing these “lost” genetic elements through scientific methods, scientists aim to balance marketability and taste quality. The challenge remains complex, yet the solution is clear： to rediscover the flavors in our childhood memory, we must first understand the genetic codes (密码) left behind in the drive for progress. 第二部分 阅读C篇 语篇类型 说明文 主题语境 人与自然 语篇内容 本文讲述了现代番茄味道逐渐变淡的现象，通过科学研究揭示了味道变化的根本原因，包括糖酸比例的失衡、特定风味成分的流失、商业化采摘与冷藏方式的影响等。同时指出，传统和野生番茄品种中保留了丰富的风味基因，为解决这一问题提供了可能的方向。 第二部分 阅读C篇 28. Why does the author mention the tomato experience in paragraph 1? A. To explain the health benefits of fresh tomatoes. B. To show the change in tomato flavor over time. C. To highlight the significance of a family tradition. D. To illustrate the disappearance of a summer delight. 第一段： On a hot summer afternoon, a child eagerly watched as their grandmother sliced a sun-ripened tomato topped with sugar—a refreshing summer treat. The sandy, sweet-sour juice with melted sugar always made one lick plates clean. Decades later, that same child, now an adult, finds disappointedly supermarket tomatoes firm to the touch, pale in colour, and totally lacking in the rich flavor. Beyond a mere loss in our childhood memory, the shift is a measurable decline rooted in the farming changes and modern needs. 第二部分 阅读C篇 28. B 推理判断题。询问作者为什么在第一段讲述童年吃番茄的经历。 作者先描述了儿时番茄“甜酸适中”“舔盘而尽”的美好味道，然后转而写如今的番茄“firm to the touch, pale in colour, and totally lacking in the rich flavor”，形成鲜明对比。通过这种方式，引出番茄味道变差的主题。可见，作者讲述这个经历是为了表现番茄风味随着时间发生了明显变化。 选项B“to show the change in tomato flavor over time.”符合文意。故选B项。 第二部分 阅读C篇 29. What does SAAS’s recent study find? A. Higher sugar levels in modern tomatoes. B. More organic acids in traditional tomatoes. C. The loss of sweet-sour balance in tomatoes. D. Taste difference between pink and red tomatoes. 第二段： The decline in modern tomato flavor results from disturbed sugar-acid balance. Traditional varieties had higher sugar levels balanced with moderate acidity. A recent study by Shanghai Academy of Agricultural Sciences (SAAS) shows alarming trends: pink tomatoes lost over 26% sugar-acid ratio, while red types dropped 22%, coupled with rising organic acids. This imbalance creates sour-dominated flavors with weakened sweetness. 第二部分 阅读C篇 29. C 细节理解题。询问SAAS研究得出的结论。 第二段提到：“pink tomatoes lost over 26% sugar-acid ratio, while red types dropped 22%... This imbalance creates sour-dominated flavors with weakened sweetness.” 说明现代番茄的糖酸比例失衡，导致味道以酸为主，甜味变弱。 选项C“The loss of sweet-sour balance in tomatoes.”（番茄失去了甜酸平衡）准确反映了研究结果。故选C项。 第二部分 阅读C篇 30. What is paragraph 3 mainly about? A. The advantages of gene selections. B. The roles commercial practices play. C. The challenges tomato farming faces. D. The reasons behind less-flavored tomatoes. 第三段： The situation is made worse by the loss of special taste components. These elements work together to create a rich flavor. They can make our brain sense more sweetness even when the sugar level stays the same. However, in modern farming, people have accidentally removed the genes (基因) for these taste components while focusing on higher output and disease resistance. Commercial pressures also play a role. For easier shipping, tomatoes are harvested before they are mature and subjected to cold storage. These practices unintentionally affect how flavor-giving chemicals are released, leaving tomatoes structurally undamaged but flavorless. 第二部分 阅读C篇 30. D 主旨大意题。 询问第三段的主要内容。该段围绕“why modern tomatoes lack flavor”展开，指出味觉成分的基因被误删，以及提前采摘和冷藏运输方式对风味的影响。所有内容都在解释现代番茄风味下降的原因。 选项D“The reasons behind less-flavored tomatoes.”（番茄风味变差的原因）最能概括该段主旨。故选D项。 第二部分 阅读C篇 31. Which is a potential solution to the core problem discussed in the text? A. Discovering highly productive genes. B. Analyzing different types of tomatoes. C. Introducing disease-resistant elements. D. Using rare genes in wild tomato varieties. 第四段： Hope, however, lies in the gene pool of traditional and wild tomato varieties. A 2019comprehensive study on genes, analyzing over 700 tomato types, identified 4,873 previously undocumented genes, including rare genetic variations that improve flavors. By reintroducing these “lost” genetic elements through scientific methods, scientists aim to balance marketability and taste quality. The challenge remains complex, yet the solution is clear： to rediscover the flavors in our childhood memory, we must first understand the genetic codes (密码) left behind in the drive for progress. 第二部分 阅读C篇 31. D 推理判断题。询问应对番茄风味下降的潜在解决方案。 第四段指出，“identified... rare genetic variations that improve flavors” 和 “By reintroducing these ‘lost’ genetic elements...” 可见，解决方案是通过重新引入野生或传统番茄中“失落的”基因来改善风味。 选项D“Using rare genes in wild tomato varieties.”（使用野生番茄中的稀有基因）正是该方法的核心。故选D项。 TEACHING 阅读理解D篇 第二部分 第二部分 阅读D篇 New research reveals that “intensive domain-specific training” like mathematics fundamentally reshapes brain activity during complex problem solving, offering insights into the cognitive neuroscience(认知神经科学) of concentration. A study published in Cognitive Neuroscience compared graduate students in math-related fields with peers in non-mathematical fields to investigate how long-term specialized practice influences thinking processes. Participants watched video demonstrations of multi-step mathematical problems while wearing brain-wave-monitoring caps to track brain activity. The study found clear differences: non-math students’ front brain areas (linked to memory and focus) worked harder as they struggled to follow logical steps. In contrast, math-intensive students displayed synchronized (同步的) slow brain waves connecting the frontal and upper-back brain areas, which are responsible for abstract reasoning and spatial processing. These slow brain rhythms, typically observed during deep sleep, appeared to facilitate efficient communication between distant neural networks during intense focus. 第二部分 阅读D篇 These findings indicate that repeated exposure to complex problem solving allows math-trained students to automate basic logical steps (e.g. formula application), which saves mental energy for complex analysis. This “neural efficiency”—the brain’s adaptability through training—mirrors patterns in other experts: experienced musicians’ brains show similar slow waves when composing and athletes enter similar “flow states” during competitions. Most importantly, researchers confirm such neural efficiency isn’t inborn but develops through deliberate practice. Students with equal IQs but less math training lacked these distinctive wave patterns. However, those who engaged in repetition and intentional study eventually developed such patterns, becoming more efficient in solving problems. By the same logic, these findings hint at a trade-off that people should keep in mind particularly as artificial intelligence (AI) and other tools offer tempting shortcuts for various forms of problem solving. Dr. Elena Torres, lead researcher of the study, further warns that over-reliance on AI might weaken our brain’s natural problem-solving abilities. “Each time we off-load a problem to a calculator or ask Al to summarize an essay, we are losing an opportunity to improve our own skills and practise deep concentration for ourselves.” Torres urges “a strategic balance—use AI for repetitive labor, thanks to its fast data processing and continuous operation, but reserve complex challenges for deep, tech-free focus.” 第二部分 阅读D篇 语篇类型 说明文 主题语境 人与社会 语篇内容 本文介绍了一项认知神经科学研究，探讨了长期数学训练如何影响大脑活动，特别是在解决复杂问题时的集中力表现。研究发现，经过大量训练的数学学生在解决问题时表现出更高效的大脑模式（称为“神经效率”），而这种效率是通过刻意练习逐步形成的。文章还指出，虽然AI能提高效率，但过度依赖可能削弱大脑的自然能力，强调要平衡使用技术与保持深度专注的能力。 第二部分 阅读D篇 32. What was the main purpose of the new research? A. To study how specialized training affects brains. B. To investigate how AI tools influence learning. C. To compare brain activity among math experts. D. To measure IQ levels across different specialists. 第一段： New research reveals that “intensive domain-specific training” like mathematics fundamentally reshapes brain activity during complex problem solving, offering insights into the cognitive neuroscience(认知神经科学) of concentration. A study published in Cognitive Neuroscience compared graduate students in math-related fields with peers in non-mathematical fields to investigate how long-term specialized practice influences thinking processes. 第二部分 阅读D篇 32. A 主旨大意题。询问这项新研究的主要目的是什么。 文章开头就指出：“New research reveals that ‘intensive domain-specific training’ like mathematics fundamentally reshapes brain activity during complex problem solving...” 紧接着提到研究目的是为了“investigate how long-term specialized practice influences thinking processes”，即研究长期专业训练对思维过程的影响。因此，研究的核心并不是比较IQ，也不是专注于AI工具的使用，而是探究专业训练（如数学）如何改变大脑运作和思考方式。 选项A“To study how specialized training affects brains.”（研究专业训练如何影响大脑）与研究目的完全一致。故选A项。 第二部分 阅读D篇 33. How did non-math students’ brains differ from those of math students in complex problem solving? A. Their front-top parts worked together. B. They showed random sleep-like waves. C. Their front area worked with extra effort. D. They processed information automatically. 第二段： Participants watched video demonstrations of multi-step mathematical problems while wearing brain-wave-monitoring caps to track brain activity. The study found clear differences: non-math students’ front brain areas (linked to memory and focus) worked harder as they struggled to follow logical steps. In contrast, math-intensive students displayed synchronized (同步的) slow brain waves connecting the frontal and upper-back brain areas, which are responsible for abstract reasoning and spatial processing. These slow brain rhythms, typically observed during deep sleep, appeared to facilitate efficient communication between distant neural networks during intense focus. 第二部分 阅读D篇 33. C 细节理解题。询问在解决复杂问题时，非数学学生与数学学生在大脑表现上有什么不同。 根据第二段，“non-math students’ front brain areas (linked to memory and focus) worked harder as they struggled to follow logical steps”，说明非数学学生的大脑额叶区域需要更努力工作，才能跟上逻辑步骤。而数学学生则表现出同步的慢脑波，反映出高效的神经连接。也就是说，非数学学生需要额外努力来集中注意力和记住步骤。 选项C“Their front area worked with extra effort.”（他们的大脑额叶部分更费力）正是文中直接陈述的内容。故选C项。 第二部分 阅读D篇 34. What is crucial to developing “neural efficiency” according to the text? A. Long-term focused practice. B. Inborn abstract reasoning talent. C. Random exposure to complex problems. D. Training on memorizing basic logical steps. 第三段： These findings indicate that repeated exposure to complex problem solving allows math-trained students to automate basic logical steps (e.g. formula application), which saves mental energy for complex analysis. This “neural efficiency”—the brain’s adaptability through training—mirrors patterns in other experts: experienced musicians’ brains show similar slow waves when composing and athletes enter similar “flow states” during competitions. Most importantly, researchers confirm such neural efficiency isn’t inborn but develops through deliberate practice. Students with equal IQs but less math training lacked these distinctive wave patterns. However, those who engaged in repetition and intentional study eventually developed such patterns, becoming more efficient in solving problems. 第二部分 阅读D篇 34. A 细节理解题。询问如何培养“神经效率”。 第三段指出，“neural efficiency isn’t inborn but develops through deliberate practice”，也就是说，这种高效的大脑工作模式不是天生就有的，而是通过有意的、重复的训练（如大量做数学题）逐渐形成的。此外还提到，“those who engaged in repetition and intentional study eventually developed such patterns”，进一步强调专注的、长期的练习是关键。 因此选项A“Long-term focused practice.”（长期的专注训练）最符合文章中的分析。故选A项。 第二部分 阅读D篇 35. What do Dr. Elena Torres’ quotes highlight in the last paragraph? A. AI tools limit independent learning opportunities. B. Technology improves efficiency in complex tasks. C. Overusing shortcuts harms cognitive development. D. AI tools reduce motivation for deep concentration. 第四段： By the same logic, these findings hint at a trade-off that people should keep in mind particularly as artificial intelligence (AI) and other tools offer tempting shortcuts for various forms of problem solving. Dr. Elena Torres, lead researcher of the study, further warns that over-reliance on AI might weaken our brain’s natural problem-solving abilities. “Each time we off-load a problem to a calculator or ask Al to summarize an essay, we are losing an opportunity to improve our own skills and practise deep concentration for ourselves.” Torres urges “a strategic balance—use AI for repetitive labor, thanks to its fast data processing and continuous operation, but reserve complex challenges for deep, tech-free focus.” 第二部分 阅读D篇 35. C 推理判断题。询问Torres博士在文章最后所强调的观点。 最后一段中她说：“Each time we off-load a problem to a calculator or ask AI to summarize an essay, we are losing an opportunity to improve our own skills and practise deep concentration...” 这句话清楚表达了如果我们把问题交给AI来做，我们自己锻炼思维和专注的机会就会被剥夺。她呼吁读者在使用AI的同时，要保留需要思考的任务给自己，防止大脑退化。 选项C“Overusing shortcuts harms cognitive development.”（过度依赖捷径会损害认知能力发展）最准确地概括了她的观点。故选C项。 TEACHING 七选五阅读 第二部分 第二部分 七选五阅读 Have you ever thought that taking short breaks during a walk could actually help you burn more calories? Scientists have discovered that short bursts of activity can burn more energy than continuous exercise. For example, several groups of quick walks or stair climbs for just 10 to 30 seconds use 20% to 60% more energy than walking nonstop for the same distance. 36 Similar to a car using more fuel when starting a journey, our body works harder at the beginning of any movement. This is because it needs to warm up our muscles and get into a rhythm. These short bursts of activity might not last long, but they require a lot of energy. 第二部分 七选五阅读 37 As someone who sits most of the day, I used to think exercise meant hours at the gym. But when I tried replacing my afternoon coffee breaks with three 90-second stair climbs, something surprising happened. 38 My body adjusted to the activity, and what once felt like a struggle gradually turned into a manageable routine. As this happened, I unexpectedly felt more focused and energized throughout the day. These “exercise snacks” fit well into my busy schedule, proving that working out doesn’t require large blocks of time. 39 Every stair climb or short walk wakes up the body. Health isn’t built in a day at the gym—it’s made through small, consistent actions. Simply replace one of your usual sitting breaks with just a single minute of walking, and you’ll be amazed at how small actions can reshape your physical vitality. 40 第二部分 七选五阅读 A. Now I see fitness differently. B. Every step counts, no matter how short it is! C. This finding matches perfectly with my own experience. D. This happens because the body needs extra energy to start moving. E. Actually, short exercise breaks can increase your energy consumption. F. At first, even 20 seconds left me breathless, but over time, it became easier. G. The more time and effort you put into exercise, the more calories you will burn. 第二部分 七选五阅读 语篇类型 说明文 主题语境 人与自然、人与自我 语篇内容 本文介绍了一种新的运动观点，即通过短暂、频繁的活动间歇比持续运动能够燃烧更多的卡路里。作者结合自己的亲身经历，说明短时运动不但更有效率，而且易于坚持，更适合日常繁忙的生活节奏。 第二部分 七选五阅读 Scientists have discovered that short bursts of activity can burn more energy than continuous exercise. For example, several groups of quick walks or stair climbs for just 10 to 30 seconds use 20% to 60% more energy than walking nonstop for the same distance. 36 Similar to a car using more fuel when starting a journey, our body works harder at the beginning of any movement. This is because it needs to warm up our muscles and get into a rhythm. These short bursts of activity might not last long, but they require a lot of energy. 考察段中设空，需结合上下文逻辑判断。 第二部分 七选五阅读 36. D 段中设空，需结合空前空后内容分析。 空前提到短时的活动（如短暂快走或爬楼）消耗的能量比持续不断地走路要高出20%-60%。空后进一步用汽车启动时耗油更多的现象来进行类比说明， 因此设空处应当进一步解释短时活动更费能量的原因。D项“This happens because the body needs extra energy to start moving.”（这是因为身体启动运动时需要额外的能量。）与前文内容的紧密衔接，呈解释关系，明确给出了短时运动消耗更多能量的原因，逻辑严密。 故选D项。 第二部分 七选五阅读 37 As someone who sits most of the day, I used to think exercise meant hours at the gym. But when I tried replacing my afternoon coffee breaks with three 90-second stair climbs, something surprising happened. 38 My body adjusted to the activity, and what once felt like a struggle gradually turned into a manageable routine. As this happened, I unexpectedly felt more focused and energized throughout the day. These “exercise snacks” fit well into my busy schedule, proving that working out doesn’t require large blocks of time. 38. 考察段中设空，需结合上下文逻辑判断。 37. 考察段首设空，需根据后文内容判断。 第二部分 七选五阅读 37. C 段首设空，需根据段落整体内容判断。 此段主要讲述作者自身的经历，过去认为锻炼需要大量的时间，但实际尝试短时间的运动后，感受到这种运动方式对自身的明显改善。因此段首需要明确指出上述研究结论与自己的实际体验相吻合，引出下文的个人经历。 C项“This finding matches perfectly with my own experience.”（这一发现与我自己的经历完全吻合。）概括了本段内容，起到引出作者亲身经历的作用，逻辑清晰自然。故选C项。 第二部分 七选五阅读 38. F 段中设空，需结合前后文进行判断。 空前作者提到自己尝试了用三次90秒的爬楼梯代替下午的咖啡休息，发生了一些令人惊讶的变化。空后句表示自己的身体逐渐适应了这种活动，之前感觉困难的事情变得容易。因此设空处应具体描述这种变化的初期阶段，即刚开始感到困难，后来逐渐适应的过程。 F项“At first, even 20 seconds left me breathless, but over time, it became easier.”（刚开始，即使20秒也让我喘不过气来，但随着时间推移，情况变得容易起来。）明确体现了由难到易的变化过程，与空后内容逻辑衔接紧密。故选F项。 第二部分 七选五阅读 39 Every stair climb or short walk wakes up the body. Health isn’t built in a day at the gym—it’s made through small, consistent actions. Simply replace one of your usual sitting breaks with just a single minute of walking, and you’ll be amazed at how small actions can reshape your physical vitality. 40 40. 考察段中设空，需结合上下文逻辑判断。 39. 考察段首设空，需根据后文内容判断。 第二部分 七选五阅读 39. A 段首设空，需根据段落整体内容判断。 该段整体强调短时运动给身体带来的积极改变，并指出健康的养成依靠的是持续而小的行动。因此，本段开头应该是作者对运动观念转变的感悟，作为整个段落的引言和总结。 A项“Now I see fitness differently.”（现在我对健身有了不同的看法。）很好地引出本段作者关于健康和运动的新的理解和看法，概括段落内容，逻辑紧密自然。故选A项。 第二部分 七选五阅读 40. B 文末设空，需总结全文内容。 空前句指出只需用短暂的步行替代平时的久坐休息，就能带来明显的身体活力改善。因此文章结尾需要强调即使是很短的运动，也能带来积极的影响，以鼓励读者采取行动。 B项“Every step counts, no matter how short it is!”（每一步都很重要，不论它多么短暂！）明确强调了小步短时运动的价值，起到激励作用，与全文主旨相呼应，形成积极的结尾。故选B项。 TEACHING 完形填空 第三部分 第三部分 完形填空 Last spring, Clara and I teamed up for a school geology project studying unusual rock formations on Pine Hill. 41 with notebooks and basic tools, we set off eagerly, 42 that this adventure would teach us more than just about rocks. The first two days went smoothly. We drew stone patterns and recorded colour variations. Clara’s artistic abilities 43 well with my systematic data collection skills. However, on Wednesday morning, 44 struck. While climbing to our usual observation spot, I tripped, sending our measurement 45 rolling down the hillside. My heart sank as we watched our only compass (指南针) disappear into thick bushes. 第三部分 完形填空 “Without those tools...” I said, frustration choking my voice. “Wait,” Clara interrupted, 46 the afternoon shadows stretching across the rocks. “Remember what Mr. Evans taught about using natural markers?” Her eyes lit up with a(n) 47 . We spent the afternoon 48 Clara tracked shadow lengths while I compared rock layers. When shadows proved 49 , we used fern (蕨类植物) growth patterns as directional guides. Sometimes we argued about methods, but 50 our approaches came together like building blocks. By Friday, we’d created a(n) 51 mapping system using nature’s clues. Our final presentation surprised everyone. The teachers 52 our creative method, but the real reward was discovering how different ideas combined to create 53 . 第三部分 完形填空 That evening, Clara showed me her project journal. Beside rock sketches, she’d written: “Stones survive storms through 54 . So do good teams.” I smiled, realizing our rocky challenge had taught us a valuable lesson: the strongest 55 doesn’t lie in mountains, but in teamwork. 第三部分 完形填空 41. A. Armed B. Burdened C. Linked D. Rewarded 42. A. proud B. doubtful C. unaware D. worried 43. A. developed B. balanced C. replaced D. competed 44. A. conflict B. disaster C. chance D. inspiration 45. A. ropes B. books C. notes D. tools 46. A. pointing at B. marking down C. running after D. blocking out 47. A. idea B. surprise C. secret D. promise 48. A. reflecting B. experimenting C. planning D. wandering 第三部分 完形填空 49. A. helpful B. dangerous C. unreliable D. interesting 50. A. suddenly B. occasionally C. frequently D. gradually 51. A. interactive B. imaginary C. alternative D. advanced 52. A. tested B. improved C. selected D. praised 53. A. connections B. stories C. solutions D. presentations 54. A. luck B. unity C. silence D. speed 55. A. foundation B. argument C. desire D. system 第三部分 完形填空 语篇类型 说明文 主题语境 人与自然、人与自我 语篇内容 本文讲述了作者和同学Clara一起在松树山进行地质项目调查的经历。他们原本依赖工具进行测量，但在一次意外中丢失了测量工具。在困难面前，他们转而使用自然环境作为导航标志，通过合作与创新解决问题，最终完成项目。过程中他们学会了团队协作和面对挑战的重要意义。 第三部分 完形填空 Last spring, Clara and I teamed up for a school geology project studying unusual rock formations on Pine Hill. 41 with notebooks and basic tools, we set off eagerly, 42 that this adventure would teach us more than just about rocks. 41. A 句子为：“___ with notebooks and basic tools, we set off eagerly...” 空格中为动词的过去分词，作状语修饰主句“we set off eagerly”，表示“我们带着工具和笔记本出发”。选项中“armed with…”为固定搭配，意为“装备着、配备着”，符合语境。B项“burdened（负担着）”语气消极，不符合积极的“eagerly”；C项“linked（连接）”搭配不当；D项“rewarded（被奖励）”语义不通。根据动作背景与搭配判断，应选A项。 第三部分 完形填空 Last spring, Clara and I teamed up for a school geology project studying unusual rock formations on Pine Hill. 41 with notebooks and basic tools, we set off eagerly, 42 that this adventure would teach us more than just about rocks. 42. C 句子为：“...we set off eagerly, ___ that this adventure would teach us more than just about rocks.” 这里是一个分词短语作伴随状语，描述他们对探险的预期。后文表明他们确实学到了比岩石更多的东西，因此他们出发时并未预料这些收获，“unaware”（未意识到）最符合逻辑。A项“proud（自豪）”与“teach us more”语意不符；B项“doubtful（怀疑的）”语气不一致；D项“worried（担忧的）”与“eagerly”冲突。由此推理，应选C项。 第三部分 完形填空 The first two days went smoothly. We drew stone patterns and recorded colour variations. Clara’s artistic abilities 43 well with my systematic data collection skills. However, on Wednesday morning, 44 struck. While climbing to our usual observation spot, I tripped, sending our measurement 45 rolling down the hillside. My heart sank as we watched our only compass (指南针) disappear into thick bushes. 43. B 句子为：“Clara’s artistic abilities ___ well with my systematic data collection skills.” 两人分别擅长不同能力，句中要表达的是他们的技能互相补充。“balanced with”（与…互补）最符合合作语境。A项“developed（发展）”与搭配不顺；C项“replaced（替代）”语义错误；D项“competed（竞争）”与合作场景相悖。根据“artistic abilities”和“systematic skills”的互补性，应选B项。 第三部分 完形填空 The first two days went smoothly. We drew stone patterns and recorded colour variations. Clara’s artistic abilities 43 well with my systematic data collection skills. However, on Wednesday morning, 44 struck. While climbing to our usual observation spot, I tripped, sending our measurement 45 rolling down the hillside. My heart sank as we watched our only compass (指南针) disappear into thick bushes. 44. B 句子为：“On Wednesday morning, ___ struck.” 后文描述了摔倒、工具滚落、指南针丢失等负面事件，这显然是一次突如其来的“灾难”。“disaster（灾难）”最贴切。A项“conflict（冲突）”未出现人际矛盾；C项“chance（机会）”语气不符；D项“inspiration（灵感）”与实际情节相反。结合后文的混乱和问题，应选B项。 第三部分 完形填空 The first two days went smoothly. We drew stone patterns and recorded colour variations. Clara’s artistic abilities 43 well with my systematic data collection skills. However, on Wednesday morning, 44 struck. While climbing to our usual observation spot, I tripped, sending our measurement 45 rolling down the hillside. My heart sank as we watched our only compass (指南针) disappear into thick bushes. 45. D 句子为：“...sending our measurement ___ rolling down the hillside.” 描述的是“我”摔倒导致工具滚落，因此空格应是工具类物品。“tools（工具）”最贴切且逻辑清晰。A项“ropes”未提及；B项“books”一般不会用于测量；C项“notes”可记录但不用于测量。由“measurement”可知，此处应为测量用具，故选D项。 第三部分 完形填空 “Without those tools...” I said, frustration choking my voice. “Wait,” Clara interrupted, 46 the afternoon shadows stretching across the rocks. “Remember what Mr. Evans taught about using natural markers?” Her eyes lit up with a(n) 47 . 46. A 句子为：“Wait,” Clara interrupted, ___ the afternoon shadows stretching across the rocks.” 后文提到了Mr. Evans讲过的自然标记，因此这个afternoon shadows应该是属于自然标记。按照逻辑，应该是Clara打断作者，并“指着”岩石上的影子，引出自然导航的方式。“pointing at（指向）”与shadow构成自然搭配，语义明确。B项“marking down（记下）”不是此处动作；C项“running after（追逐）”与shadow搭配不通顺；D项“blocking out（遮挡）”不符合语境。故选A项。 第三部分 完形填空 “Without those tools...” I said, frustration choking my voice. “Wait,” Clara interrupted, 46 the afternoon shadows stretching across the rocks. “Remember what Mr. Evans taught about using natural markers?” Her eyes lit up with a(n) 47 . 47. A 句子为：“Her eyes lit up with a(n) ___.” 根据上下文，Clara联想到老师教的方法，说明她眼中闪现了“idea（主意）”。“Her eyes lit up”常用于形容灵感或想法突然出现。B项“surprise”语义过轻；C项“secret”无从推断；D项“promise”与前文无逻辑衔接。由此推理，应选A项。 第三部分 完形填空 We spent the afternoon 48 Clara tracked shadow lengths while I compared rock layers. When shadows proved 49 , we used fern (蕨类植物) growth patterns as directional guides. Sometimes we argued about methods, but 50 our approaches came together like building blocks. By Friday, we’d created a(n) 51 mapping system using nature’s clues. 48. B 句子为：“We spent the afternoon ___.” 后文描述他们观察影子和蕨类植物、对比岩层，是一种探索和试验过程，因此应为“experimenting（实验，尝试）”。A项“reflecting（反思）”语义不符；C项“planning（计划）”不符合具体行为；D项“wandering（漫游）”与目的性工作不符。结合他们开展探索任务，应选B项。 第三部分 完形填空 We spent the afternoon 48 Clara tracked shadow lengths while I compared rock layers. When shadows proved 49 , we used fern (蕨类植物) growth patterns as directional guides. Sometimes we argued about methods, but 50 our approaches came together like building blocks. By Friday, we’d created a(n) 51 mapping system using nature’s clues. 49. C 句子为：“When shadows proved ___, we used fern growth patterns...” 前文提到，我们用影子作为自然指引，但是后文指出我们改用植物的生长模式作为指引。因此，按照逻辑，应该是影子的指引没有用了，此处“unreliable（不可靠的）”才会促使他们换方法。A项“helpful”与转折词“when”矛盾；B项“dangerous”与影子无逻辑联系；D项“interesting”语气不符。推理出前者失败、后者替代，应选C项。 第三部分 完形填空 We spent the afternoon 48 Clara tracked shadow lengths while I compared rock layers. When shadows proved 49 , we used fern (蕨类植物) growth patterns as directional guides. Sometimes we argued about methods, but 50 our approaches came together like building blocks. By Friday, we’d created a(n) 51 mapping system using nature’s clues. 50. D 句子为：“...but ___ our approaches came together like building blocks.” 前半句是“有时我们会争论方法”，后半句为转折，“但最终融合”。“gradually（逐渐地）”表示从争论到融合的过程，逻辑自然。A项“suddenly（突然地）”转折太快；B项“occasionally（偶尔）”和“C项frequently（频繁地）”不适用于描述“融合”的过程。故选D项。 第三部分 完形填空 We spent the afternoon 48 Clara tracked shadow lengths while I compared rock layers. When shadows proved 49 , we used fern (蕨类植物) growth patterns as directional guides. Sometimes we argued about methods, but 50 our approaches came together like building blocks. By Friday, we’d created a(n) 51 mapping system using nature’s clues. 51. C 句子为：“By Friday, we’d created a(n) ___ mapping system...” 此处强调他们发明了一种……的指路系统，不依赖工具而是依赖自然。“alternative（替代的）”最契合，是“替代原有工具的系统”。A项“interactive（互动的）”搭配不顺；B项“imaginary（虚构的）”明显不合适；D项“advanced（先进的）”过于宽泛。由“using nature’s clues”可推出替代含义，故选C项。 第三部分 完形填空 Our final presentation surprised everyone. The teachers 52 our creative method, but the real reward was discovering how different ideas combined to create 53 . 52. D 句子为：“The teachers ___ our creative method...” 前文提到我们的最终成果展示惊艳到了大家，说明这个创新方法是很好的，按照逻辑推理，教师应当是对他们的创新方法作出积极反馈，表示“称赞”。“praised”最符合句意。A项“tested（测试）”和B项“improved（改进）”不是教师动作；C项“selected（选中）”无语境支持。从“creative method”到“real reward”，正面情绪明确，应选D项。 第三部分 完形填空 Our final presentation surprised everyone. The teachers 52 our creative method, but the real reward was discovering how different ideas combined to create 53 . 53. C 句子为：“...the real reward was discovering how different ideas combined to create ___.” 结合上文合作的描述，“不同的方法最终融合”，最终形成的是“solutions（解决方案）”。A项“connections（联系）”语义太广；B项“stories（故事）”不贴合语境；D项“presentations（展示）”太具体。句意强调成果价值，应选C项。 第三部分 完形填空 That evening, Clara showed me her project journal. Beside rock sketches, she’d written: “Stones survive storms through 54 . So do good teams.” I smiled, realizing our rocky challenge had taught us a valuable lesson: the strongest 55 doesn’t lie in mountains, but in teamwork. 54. B 句子为：“Stones survive storms through ___.” 本句为隐喻句，下一句是“So do good teams”，将石头和团队作对比，表达团结才能抗住困难。“unity（团结）”恰好对应“good teams”，形成类比。A项“luck（运气）”、C项“silence（沉默）”、D项“speed（速度）”均不能与“survive storms”和“团队”形成逻辑联系。故选B项。 第三部分 完形填空 That evening, Clara showed me her project journal. Beside rock sketches, she’d written: “Stones survive storms through 54 . So do good teams.” I smiled, realizing our rocky challenge had taught us a valuable lesson: the strongest 55 doesn’t lie in mountains, but in teamwork. 55. A 句子为：“...the strongest ___ doesn’t lie in mountains, but in teamwork.” 此处为全文的个人感悟总结。作者在此句中意图表达团队精神的重要性。B项“argument（争论）”、C项“desire（渴望）”、D项“system（系统）”与之无关，结合上下文结构性隐喻，应选A项。 TEACHING 语法填空 第三部分 第三部分 语法填空 Once a little-known dish from China’s northwest, Lanzhou beef noodle soup is now winning hearts globally. A recent article describes 56 this surprisingly simple meal has become popular in 57 (city) like New York, London, and Sydney. Appealing online photos and videos of the dish stimulate local people’s appetite and arouse their curiosity, driving them to give 58 a try. Diners appreciate both its taste and the experience it offers. In a Manhattan eatery, cooks stretch dough (面团) into noodles right 59 customers eyes. “It’s like magic,” said one diner. Diners are also amazed by the unique and 60 (impressive) chewy texture of Lanzhou noodles, which offers a distinct mouthfeel unlike any other. 第三部分 语法填空 The soup, 61 (cook) for hours with beef bones and spices, has a rich flavor. In Queens, a restaurant prepares a version 62 respects the dishes’ cultural roots and combines 20 spices to produce a hearty soup. The owner even video-calls her grandparents in China for recipes. In Flushing, the owner of a noodle shop adapts the soup based on customer feedback, making it thicker and spicier 63 (suit) local preferences. As food expert C. Doyle notes, “There’s no single ‘correct’ version—it keeps evolving.” From street food to global star, Lanzhou beef noodle soup shows that sharing food 64 (bridge) cultural differences, with each bowl 65 (tell) a story of tradition, creativity, and the delight of flavor discovery. 第三部分 语法填空 语篇类型 说明文 主题语境 人与社会 语篇内容 本文讲述了兰州牛肉面如何从中国西北的地方小吃逐步走向世界各大城市，深受国际食客喜爱。通过美食分享，文化得以传播与融合。 第三部分 语法填空 Once a little-known dish from China’s northwest, Lanzhou beef noodle soup is now winning hearts globally. A recent article describes 56 this surprisingly simple meal has become popular in 57 (city) like New York, London, and Sydney. 56. how 考察：连接副词引导宾语从句。 句中“describes ___ this surprisingly simple meal has become popular...”需要用一个连接词引导宾语从句，“how”可以引导“方式”，表示“它是如何流行起来的”。从语义看，这里强调的是“走红的过程和方式”，因此只能选“how”。若误选 what/why 等连接词，不但语义错误，还无法构成完整句意。 第三部分 语法填空 Once a little-known dish from China’s northwest, Lanzhou beef noodle soup is now winning hearts globally. A recent article describes 56 this surprisingly simple meal has become popular in 57 (city) like New York, London, and Sydney. 57. cities 考察：名词复数。 空格前是介词 in，后跟名词表示“在……中”，空格后列举的是多个城市名称，如 New York, London 和 Sydney，因此必须用复数名词“cities”。若用单数“city”，将与后文并列结构产生语法不一致的问题。 第三部分 语法填空 Appealing online photos and videos of the dish stimulate local people’s appetite and arouse their curiosity, driving them to give 58 a try. Diners appreciate both its taste and the experience it offers. In a Manhattan eatery, cooks stretch dough (面团) into noodles right 59 customers eyes. “It’s like magic,” said one diner. Diners are also amazed by the unique and 60 (impressive) chewy texture of Lanzhou noodles, which offers a distinct mouthfeel unlike any other. 58. it 考察：人称代词作宾语。 短语“give ___ a try”是固定表达，意为“尝试某物”。指代的对象是上文提到的兰州牛肉面（this surprisingly simple meal），应用代词“it”。不能用“this”或“that”，因为固定搭配为“give it a try”，而不是“give this/that a try” 第三部分 语法填空 Appealing online photos and videos of the dish stimulate local people’s appetite and arouse their curiosity, driving them to give 58 a try. Diners appreciate both its taste and the experience it offers. In a Manhattan eatery, cooks stretch dough (面团) into noodles right 59 customers eyes. “It’s like magic,” said one diner. Diners are also amazed by the unique and 60 (impressive) chewy texture of Lanzhou noodles, which offers a distinct mouthfeel unlike any other. 59. before 考察：介词使用。 空格处描述的是“在顾客眼前”，即“在他们的面前”表演拉面的过程。“before one’s eyes”是常见表达，表示“在某人面前”，语义和搭配都准确。若用 in front of 则结构上需要加限定词（如 the eyes of the customers），略显冗长；“under”、“behind”等空间方位意义与语境不符。 第三部分 语法填空 Appealing online photos and videos of the dish stimulate local people’s appetite and arouse their curiosity, driving them to give 58 a try. Diners appreciate both its taste and the experience it offers. In a Manhattan eatery, cooks stretch dough (面团) into noodles right 59 customers eyes. “It’s like magic,” said one diner. Diners are also amazed by the unique and 60 (impressive) chewy texture of Lanzhou noodles, which offers a distinct mouthfeel unlike any other. 60. impressively 考察：副词修饰形容词的结构。 空格后是形容词“chewy”，需要用副词修饰。“Impressively”表示“令人印象深刻地”，放在前面修饰“chewy texture”，强调兰州拉面的口感令人惊艳，是副词修饰形容词的常见用法。若用形容词“impressive”修饰另一个形容词，会构成语法错误。 第三部分 语法填空 The soup, 61 (cook) for hours with beef bones and spices, has a rich flavor. In Queens, a restaurant prepares a version 62 respects the dishes’ cultural roots and combines 20 spices to produce a hearty soup. The owner even video-calls her grandparents in China for recipes. In Flushing, the owner of a noodle shop adapts the soup based on customer feedback, making it thicker and spicier 63 (suit) local preferences. As food expert C. Doyle notes, “There’s no single ‘correct’ version—it keeps evolving.” 61. cooked 考察：过去分词作后置定语。 空格处修饰名词“soup”，表示“被熬制数小时的汤”。主语“soup”是动作的承受者，因此使用被动语态的过去分词“cooked”。这是典型的过去分词作后置定语结构，“the soup cooked for hours with beef bones and spices”逻辑和语法完整。 第三部分 语法填空 The soup, 61 (cook) for hours with beef bones and spices, has a rich flavor. In Queens, a restaurant prepares a version 62 respects the dishes’ cultural roots and combines 20 spices to produce a hearty soup. The owner even video-calls her grandparents in China for recipes. In Flushing, the owner of a noodle shop adapts the soup based on customer feedback, making it thicker and spicier 63 (suit) local preferences. As food expert C. Doyle notes, “There’s no single ‘correct’ version—it keeps evolving.” 62. that / which 考察：关系代词引导定语从句。 先行词是“a version”，空格处引导限制性定语从句，描述这种做法“尊重菜品的文化根源”。在这种结构中，“that”是最常见的关系代词，用于限制性定语从句中；“which”在书面语中也可接受，表达一样的语义。由于该从句是不可缺省的重要信息，两者都可以，但口语/新闻更偏向用“that”，正式写作“which”也常见。 第三部分 语法填空 The soup, 61 (cook) for hours with beef bones and spices, has a rich flavor. In Queens, a restaurant prepares a version 62 respects the dishes’ cultural roots and combines 20 spices to produce a hearty soup. The owner even video-calls her grandparents in China for recipes. In Flushing, the owner of a noodle shop adapts the soup based on customer feedback, making it thicker and spicier 63 (suit) local preferences. As food expert C. Doyle notes, “There’s no single ‘correct’ version—it keeps evolving.” 63. to suit 考察：动词不定式表目的。 空格前是“making it thicker and spicier（让它变得更浓更辣）”，而原因是“based on customer feedback（基于顾客反馈）”，所以这是一种“为了适应当地口味”的调整，用动词不定式“to suit”表示目的最恰当。不能用 suits、suiting，因为不表示目的关系。 第三部分 语法填空 From street food to global star, Lanzhou beef noodle soup shows that sharing food 64 (bridge) cultural differences, with each bowl 65 (tell) a story of tradition, creativity, and the delight of flavor discovery. 64. bridges 考察：主谓一致 + 一般现在时。 主语是动名词短语“sharing food”，在句中作单数主语。“Bridge”作为动词时表示“弥合”，这里强调的是“美食能够拉近文化距离”，需使用一般现在时三单形式“bridges”，语义明确，结构完整。不能用 can bridge 或 bridge，这里描述的是事实性陈述，而非推测或能力。 第三部分 语法填空 From street food to global star, Lanzhou beef noodle soup shows that sharing food 64 (bridge) cultural differences, with each bowl 65 (tell) a story of tradition, creativity, and the delight of flavor discovery. 65. tells 考察：主谓一致中的动词单三形式。 主语是“each bowl”，是单数形式，因此动词也应使用三单形式“tells”。这句话强调的是“每一碗面都在讲述一个关于传统、创意与美味的故事”，结构上“tells a story of...”是完整表达。不能用动词原形或动名词形式。 TEACHING 应用文写作 第四部分 第四部分 应用文写作 一、文体分析 本题为书信类应用文，在高考英语中常见的应用文文体包括：通知、邀请信、建议信、道歉信、感谢信、求助信、投稿等。本题属于咨询类信件（咨询+分享），主要用于向他人说明情况并征求意见，适用于对等关系如朋友、同学。 书信类应用文的通用五段式结构如下： （一）问候语 + 写信目的 常用句式：I’m writing to…, I hope this email finds you well. （二）背景介绍（交代事件起因或现象背景） 常用句式：Recently…, As you may know…, Since we… 第四部分 应用文写作 （三）具体描述（详细说明计划、做法、问题、建议等核心内容） 常用句式：We plan to…, Our idea is to…, One possible solution is… （四）征求建议 / 表达期望 常用句式：What’s your opinion on this? Do you have any suggestions? （五）结尾祝福 + 表达感谢或期待回复 常用句式：Looking forward to your reply. Thank you in advance. Best wishes. 第四部分 应用文写作 二、话题剖析 ·话题类别： 校园生活类 · 文化情感表达类 ·核心任务： 分享毕业赠礼计划（计划性写作） 咨询朋友建议（征询性表达） ·考查重点： 能否清晰表达背景和礼物设想 是否能得体地征求对方建议 语言是否符合书信语境，表达自然 第四部分 应用文写作 三、写作方向及构思 本题属于咨询类书信，要求“表达设想+征求建议”，要注意内容丰富、逻辑清晰、语言自然。构思时可以从四个方面展开：背景交代、礼物设想、情感表达、咨询建议。 （一）背景交代（为何送礼） 开篇要简洁交代写信的背景和目的，自然引出赠礼设想： 1、毕业时间临近，表达对母校的不舍与感激； 2、班级集体决定准备一份特殊的礼物留作纪念； 3、写信是为了分享这个想法并希望获得朋友建议。 ·表达参考： We are going to graduate next month… To express our gratitude to the school, our class decided to prepare a special gift. 第四部分 应用文写作 三、写作方向及构思 （二）礼物设想（送什么礼） 这是信件的核心信息，需要详细、具体地描写赠礼的内容、形式、象征意义。 可以从以下角度扩展构思： 1、手绘画册——绘制校园角落和师生生活——记录回忆、展示成长轨迹 2、校园雕塑——例如“梦想起航”或“感恩树”——寄托未来、传承精神 3、留言墙——同学手写寄语 + 班级合影——留住青春、展现情感 4、毕业纪念视频——合作制作校园生活剪影——传递温情、强化班级认同 5、电子感恩相册——利用多媒体，展示成长——融合现代技术与情感表达 ·表达参考： We’re thinking of creating a memory book filled with photos, drawings, and messages. Our idea is to make a sculpture named “Roots and Wings”, meaning our school gives us strength and freedom. 第四部分 应用文写作 三、写作方向及构思 （三）情感表达（表达初衷） 在描述设想时，穿插表达对母校、老师、同学的感谢或情感回顾，体现情感真挚，让语言更打动人： 1、表达对老师、学校培养的感激； 2、表达对三年校园生活的珍惜； 3、表达希望留下属于这一届毕业生的印记。 ·表达参考： We want the gift to show our appreciation for what the school has done for us. It will carry our best wishes and deepest thanks. 第四部分 应用文写作 三、写作方向及构思 （四）咨询建议（征求看法） 最后，自然过渡到征求建议部分，用语要礼貌、真诚，并留下开放空间： 1、可以直接提问对方对计划的看法； 2、可以请对方提供创意或建议，甚至分享他母校的类似经验。 ·表达参考： What do you think of our idea? Do you have any suggestions? We’d love to hear your opinion. Maybe your school had something similar? 第四部分 应用文写作 四、范文参考 Dear David, I hope this email finds you well. As graduation is approaching, our class has decided to prepare a special gift for our beloved school to express our gratitude. We’re planning to create a handmade photo album filled with class pictures, campus sketches, and our personal messages. It will be placed in the school library as a memory of our time here. We want it to reflect our deep appreciation and the unforgettable moments we've shared over the past three years. I wonder what you think of this idea. Do you have any suggestions to make it more meaningful or creative? Looking forward to your thoughts. Thanks in advance for your help! Best wishes, Li Hua TEACHING 读后续写 第四部分 第四部分 读后续写 Mike是班级中深受欢迎的班长，不仅富有创意，还乐于助人，多次通过创新方式激发同学兴趣、帮助他人学习。临近考试时，他被委派组织一次特别的班会，在充分听取同学意见后，努力寻找一个既能复习又能放松的创意方案。 一、读懂原文 1、文本大意： 第四部分 读后续写 2、基本要素： 人物： Mike：班长，富有创意、乐于助人，事件的核心人物 Mrs. Blake：班主任，布置班会任务给Mike Tom：生病的同学，曾接受Mike的帮助 Susan：提议玩游戏的同学 全班同学：提出各自需求的对象，也是班会活动的参与者 第四部分 读后续写 2、基本要素： 时间： 期末考试临近的阶段 地点： 学校，主要在教室及班会场景中展开 Tom家（在帮助Tom时出现） 第四部分 读后续写 2、基本要素： 做了什么： Mike是一个有责任心又有创意的班长。英语课上，他用表演的方式让枯燥的展示变得有趣，得到了老师的表扬。上学期，他每天放学后去生病的同学Tom家里，耐心地帮他补习功课，让他顺利赶上学习进度。临近期末考试时，班主任请他组织一次特别的班会，他认真听取同学的意见，准备想出一个大家都满意的安排。 第四部分 读后续写 原文线索： 1.Mike was always full of creative ideas. 2.Once, when the English teacher asked the class to make a presentation on a topic that all students found a bit boring, Mike came up with a fun idea. He suggested turning the presentation into a short play... and everyone was interested in it. 二、文章伏笔分析 伏笔1：Mike善于创新，能把平凡变有趣 第四部分 读后续写 伏笔分析： 这组句子展现了Mike的创造力和表达能力，他不仅能发现问题（内容无趣），还能提出有效、吸引人的解决方案。这为后续他构思班会活动、化解无趣与压力的矛盾打下基础。 我可以在续写中写什么： 他设计了一个融合复习与趣味的活动形式，比如知识抢答游戏、情景演练复习题、课堂小游戏等，延续“把无趣变有趣”的风格。 第四部分 读后续写 原文线索： 1.Mike was also a very helpful person. 2.He voluntarily went to Tom’s house after school every day to help him with his homework. He tried his best to explain the lessons in his own words, with patience and clarity. 伏笔2：Mike有责任感，乐于助人 第四部分 读后续写 伏笔分析： 这些句子说明Mike不仅愿意花时间帮助别人，还具备良好的沟通能力和学习组织能力。他不只是热心，还“会教”，这在组织学习型班会中极具优势。 我可以在续写中写什么： 他可能设计了学生之间互帮互学的小组挑战环节，或把“你来讲一道题”加入游戏中，利用自己讲解清晰的优势带动班级整体复习氛围。 第四部分 读后续写 原文线索： 1.Mike knew that the students were all busy preparing for the exam, and they might not be interested. 2.He thought hard, but nothing that came to mind seemed to meet his expectations. 3.He then decided to seek advice from his classmates and asked them what they would like to do in the class meeting. Some said they actually preferred to review the lessons, and others expressed their wishes to relax. 伏笔3：我心里的态度 第四部分 读后续写 伏笔分析： Mike在面对挑战时，不是一味依靠自己，而是善于收集意见并寻求平衡。这种“统筹协调”的行为为他最终制定出一个合理、有吸引力的班会形式埋下伏笔。 我可以在续写中写什么： 他最终整合了大家的意见，比如设置“复习小游戏”“知识闯关”“放松演讲”等，班会安排紧凑合理，满足不同需求，展现出领导力和组织力。 第四部分 读后续写 文章展现了Mike作为班长，不仅富有创造力，能用创新方式激发同学兴趣；也具备责任感，乐于助人，愿意倾听他人意见。在面对困难任务时，他没有独断，而是积极整合意见，体现了从“个人能力”向“组织协调能力”的成长过程。 三、文章主题归纳 个人→责任感与创造力，促进个人成长 第四部分 读后续写 故事通过Mike与同学、老师之间的互动，传达出良好班级氛围下“彼此理解、共同努力”的价值。当集体成员有不同需求时，倾听、协作、包容成为实现目标的关键，也体现出在集体中个体的责任与作用。 三、文章主题归纳 社会→理解与协作促成集体共赢 第四部分 读后续写 Finally, Mike had a clever idea for the class committee to discuss. He proposed organizing a class meeting that would be both meaningful and relaxing. Inspired by his past experience of turning an English presentation into a short play, Mike suggested designing a “review challenge game.” Each group would create short quiz questions from recent lessons, and teams would take turns answering them. To make it more fun, he added small prizes and relaxing breaks between rounds, such as a “funny sentence translation” or a “speed spelling match.” The class committee members were impressed. They worked together to refine the rules and prepare the materials. As the meeting day approached, excitement quietly grew, even among the most stressed students. 四、范文参考 第四部分 读后续写 When the meeting started, the whole class was very happy with its arrangements. Laughter filled the room as students competed in review games, cheered for each other, and learned from their mistakes in a relaxed way. Even Mrs. Blake, who had been observing from the back, smiled and nodded in approval. What made the meeting special was not just the activity itself, but the way Mike had respected everyone’s ideas and turned them into something memorable. After the meeting, several classmates thanked him, saying it had helped them feel more confident and less anxious. Mike simply replied, “We work best when we work together.” And in that moment, the class wasn’t just preparing for exams—they were growing as a team. 四、范文参考 感谢观看 THANKS EDUCATIONAL AND TEACHING 爱疯大课堂版权所有，更多高中英语资料，尽在爱疯大课堂英语公众号！ $$ 2025年广州二模 英语试题答案与解析 第二部分 阅读 第一节 A篇 语篇类型 应用文 主题语境 人与社会 语篇内容 本文是一则面向国际学生的招生简章，介绍了2025–2026学年中文非学历项目的相关信息。内容包括招生对象、申请材料、课程类型、申请时间以及各项费用，旨在帮助国际学生提升中文水平并加深对中国文化的理解。 21. D 细节理解题。询问该项目的设立目的是什么。文章第一段明确指出：“In order to help international students improve Chinese proficiency and better understand Chinese culture”，即项目旨在帮助国际学生提升中文水平、加深对中国文化的理解。这正说明该课程是为了培养学生的语言能力，而非提供学位或预科课程，也不是专为HSK考试而设。选项D“To develop Chinese language capability.”（提升中文语言能力）最符合文中表述，故选D项。 22. B 细节理解题。询问申请者必须提交哪些材料。文中“APPLICATION DOCUMENTS”部分列出所需材料，其中包括“A profile (personal information, educational experiences, etc.) in Chinese”，也就是说申请人需提交一份用中文写的个人简介，内容包括基本信息和教育经历，相当于一份中文自我介绍。B项“中文自我介绍”与之符合，故选B项。 23. B 细节理解题。询问一学期普通课程的总费用是多少。根据费用表，普通课程一学期的学费是RMB 8,900元，注册费420元，保险费400元。因此总费用是：8,900 + 420 + 400 = 9,720元。选项B“RMB 9,720”正确。故选B项。 B篇 语篇类型 说明文 主题语境 人与自然、人与社会 语篇内容 本文是一位艺术家介绍她在剑桥大学植物园主持的DYE项目。她通过利用园中植物制作天然染料，将其用于艺术创作、历史研究、表演等，探索自然色彩背后的故事与意义。文章不仅强调植物染料的独特性与可持续性，还体现出艺术与自然之间的深度联结，鼓励人们以新的视角理解和保护自然。 24. D 细节理解题。询问作者在DYE项目中的主要工作是什么。文章第一段提到：“My mission is to discover plant-based dyes and share them with visitors, researchers and artists through events, performances, a colour database and projects…” 可见她的主要任务是开发植物染料并分享介绍给游客、研究人员、艺术家。选项D“Develop and spread plant-based dyes.”（开发并传播植物染料）与此一致。故选D项。 25. B 推理判断题。询问为何“Newton’s Gold”墨水具有特殊意义。文章第二段描述，“I thought I’d end up with black but it’s a dark golden yellow—unlike modern methods that chemically force predictable results.” 可见，这种意外的成果打破了对现代化学染料结果可预测性的认知，表现出自然色彩的不可预测性和惊喜。选项B“It shows nature’s unpredictable potentials.”（它展示了自然不可预测的潜能）准确概括了意义。故选B项。 26. A 词句猜测题。询问第三段中划线词“reviving”的含义。我们可以通过上下文进行推理：1、前面的内容提到，作者不仅仅是研究自然燃料，而是通过与历史学家、舞者合作，把染料和更广泛的主题联系起来。2、这一句说她使用“被遗忘的技术”，例如“15世纪的墨水配方”，并通过这种方式连接过去与现在，说明她是在重新使用旧的做法来制作植物染料。3、后面的表达“showing how ancient methods can inspire…”进一步证明这些“旧方法”现在又被使用，发挥了新作用。 因此，“reviving”在这个语境中不是简单地“查找”或“放弃”，而是指让这些旧技术重新回到现代使用中。选项A“Bringing back.”（重新带回）最准确地表达了这个意思。故选A项。 27. C 推理判断题。询问DYE项目的最终目标是什么。最后一段写道：“My work is a return to the old ways of making colour from my garden herbs, establishing a deeper connection between art and nature.” 可知，项目希望通过植物染料这种传统技艺，建立艺术与自然之间更深的可持续联系。选项C“To strengthen sustainable art-nature bonds.”（加强艺术与自然之间的可持续联系）是正确答案。故选C项。 C篇 语篇类型 说明文 主题语境 人与自然 语篇内容 本文讲述了现代番茄味道逐渐变淡的现象，通过科学研究揭示了味道变化的根本原因，包括糖酸比例的失衡、特定风味成分的流失、商业化采摘与冷藏方式的影响等。同时指出，传统和野生番茄品种中保留了丰富的风味基因，为解决这一问题提供了可能的方向。 28. B 推理判断题。询问作者为什么在第一段讲述童年吃番茄的经历。作者先描述了儿时番茄“甜酸适中”“舔盘而尽”的美好味道，然后转而写如今的番茄“firm to the touch, pale in colour, and totally lacking in the rich flavor”，形成鲜明对比。通过这种方式，引出番茄味道变差的主题。可见，作者讲述这个经历是为了表现番茄风味随着时间发生了明显变化。选项B“to show the change in tomato flavor over time.”符合文意。故选B项。 29. C 细节理解题。询问SAAS研究得出的结论。第二段提到：“pink tomatoes lost over 26% sugar-acid ratio, while red types dropped 22%... This imbalance creates sour-dominated flavors with weakened sweetness.” 说明现代番茄的糖酸比例失衡，导致味道以酸为主，甜味变弱。选项C“The loss of sweet-sour balance in tomatoes.”（番茄失去了甜酸平衡）准确反映了研究结果。故选C项。 30. D 主旨大意题。询问第三段的主要内容。该段围绕“why modern tomatoes lack flavor”展开，指出味觉成分的基因被误删，以及提前采摘和冷藏运输方式对风味的影响。所有内容都在解释现代番茄风味下降的原因。选项D“The reasons behind less-flavored tomatoes.”（番茄风味变差的原因）最能概括该段主旨。故选D项。 31. D 推理判断题。询问应对番茄风味下降的潜在解决方案。第四段指出，“identified... rare genetic variations that improve flavors” 和 “By reintroducing these ‘lost’ genetic elements...” 可见，解决方案是通过重新引入野生或传统番茄中“失落的”基因来改善风味。选项D“Using rare genes in wild tomato varieties.”（使用野生番茄中的稀有基因）正是该方法的核心。故选D项。 D篇 语篇类型 说明文 主题语境 人与社会 语篇内容 本文介绍了一项认知神经科学研究，探讨了长期数学训练如何影响大脑活动，特别是在解决复杂问题时的集中力表现。研究发现，经过大量训练的数学学生在解决问题时表现出更高效的大脑模式（称为“神经效率”），而这种效率是通过刻意练习逐步形成的。文章还指出，虽然AI能提高效率，但过度依赖可能削弱大脑的自然能力，强调要平衡使用技术与保持深度专注的能力。 32. A 主旨大意题。询问这项新研究的主要目的是什么。文章开头就指出：“New research reveals that ‘intensive domain-specific training’ like mathematics fundamentally reshapes brain activity during complex problem solving...” 紧接着提到研究目的是为了“investigate how long-term specialized practice influences thinking processes”，即研究长期专业训练对思维过程的影响。因此，研究的核心并不是比较IQ，也不是专注于AI工具的使用，而是探究专业训练（如数学）如何改变大脑运作和思考方式。选项A“To study how specialized training affects brains.”（研究专业训练如何影响大脑）与研究目的完全一致。故选A项。 33. C 细节理解题。询问在解决复杂问题时，非数学学生与数学学生在大脑表现上有什么不同。根据第二段，“non-math students’ front brain areas (linked to memory and focus) worked harder as they struggled to follow logical steps”，说明非数学学生的大脑额叶区域需要更努力工作，才能跟上逻辑步骤。而数学学生则表现出同步的慢脑波，反映出高效的神经连接。也就是说，非数学学生需要额外努力来集中注意力和记住步骤。选项C“Their front area worked with extra effort.”（他们的大脑额叶部分更费力）正是文中直接陈述的内容。故选C项。 34. A 细节理解题。询问如何培养“神经效率”。第三段指出，“neural efficiency isn’t inborn but develops through deliberate practice”，也就是说，这种高效的大脑工作模式不是天生就有的，而是通过有意的、重复的训练（如大量做数学题）逐渐形成的。此外还提到，“those who engaged in repetition and intentional study eventually developed such patterns”，进一步强调专注的、长期的练习是关键。因此选项A“Long-term focused practice.”（长期的专注训练）最符合文章中的分析。故选A项。 35. C 推理判断题。询问Torres博士在文章最后所强调的观点。最后一段中她说：“Each time we off-load a problem to a calculator or ask AI to summarize an essay, we are losing an opportunity to improve our own skills and practise deep concentration...” 这句话清楚表达了如果我们把问题交给AI来做，我们自己锻炼思维和专注的机会就会被剥夺。她呼吁读者在使用AI的同时，要保留需要思考的任务给自己，防止大脑退化。选项C“Overusing shortcuts harms cognitive development.”（过度依赖捷径会损害认知能力发展）最准确地概括了她的观点。故选C项。 第二节 语篇类型 说明文 主题语境 人与自然、人与自我 语篇内容 本文介绍了一种新的运动观点，即通过短暂、频繁的活动间歇比持续运动能够燃烧更多的卡路里。作者结合自己的亲身经历，说明短时运动不但更有效率，而且易于坚持，更适合日常繁忙的生活节奏。 36. D 段中设空，需结合空前空后内容分析。空前提到短时的活动（如短暂快走或爬楼）消耗的能量比持续不断地走路要高出20%-60%。空后进一步用汽车启动时耗油更多的现象来进行类比说明，因此设空处应当进一步解释短时活动更费能量的原因。D项“This happens because the body needs extra energy to start moving.”（这是因为身体启动运动时需要额外的能量。）与前文内容的紧密衔接，呈解释关系，明确给出了短时运动消耗更多能量的原因，逻辑严密。故选D项。 37. C 段首设空，需根据段落整体内容判断。此段主要讲述作者自身的经历，过去认为锻炼需要大量的时间，但实际尝试短时间的运动后，感受到这种运动方式对自身的明显改善。因此段首需要明确指出上述研究结论与自己的实际体验相吻合，引出下文的个人经历。C项“This finding matches perfectly with my own experience.”（这一发现与我自己的经历完全吻合。）概括了本段内容，起到引出作者亲身经历的作用，逻辑清晰自然。故选C项。 38. F 段中设空，需结合前后文进行判断。空前作者提到自己尝试了用三次90秒的爬楼梯代替下午的咖啡休息，发生了一些令人惊讶的变化。空后句表示自己的身体逐渐适应了这种活动，之前感觉困难的事情变得容易。因此设空处应具体描述这种变化的初期阶段，即刚开始感到困难，后来逐渐适应的过程。F项“At first, even 20 seconds left me breathless, but over time, it became easier.”（刚开始，即使20秒也让我喘不过气来，但随着时间推移，情况变得容易起来。）明确体现了由难到易的变化过程，与空后内容逻辑衔接紧密。故选F项。 39. A 段首设空，需根据段落整体内容判断。该段整体强调短时运动给身体带来的积极改变，并指出健康的养成依靠的是持续而小的行动。因此，本段开头应该是作者对运动观念转变的感悟，作为整个段落的引言和总结。A项“Now I see fitness differently.”（现在我对健身有了不同的看法。）很好地引出本段作者关于健康和运动的新的理解和看法，概括段落内容，逻辑紧密自然。故选A项。 40. B 文末设空，需总结全文内容。空前句指出只需用短暂的步行替代平时的久坐休息，就能带来明显的身体活力改善。因此文章结尾需要强调即使是很短的运动，也能带来积极的影响，以鼓励读者采取行动。B项“Every step counts, no matter how short it is!”（每一步都很重要，不论它多么短暂！）明确强调了小步短时运动的价值，起到激励作用，与全文主旨相呼应，形成积极的结尾。故选B项。 第三部分 语言运用 第一节 语篇类型 说明文 主题语境 人与自然、人与社会 语篇内容 本文讲述了作者和同学Clara一起在松树山进行地质项目调查的经历。他们原本依赖工具进行测量，但在一次意外中丢失了测量工具。在困难面前，他们转而使用自然环境作为导航标志，通过合作与创新解决问题，最终完成项目。过程中他们学会了团队协作和面对挑战的重要意义。 41. A 句子为：“___ with notebooks and basic tools, we set off eagerly...” 空格中为动词的过去分词，作状语修饰主句“we set off eagerly”，表示“我们带着工具和笔记本出发”。选项中“armed with…”为固定搭配，意为“装备着、配备着”，符合语境。B项“burdened（负担着）”语气消极，不符合积极的“eagerly”；C项“linked（连接）”搭配不当；D项“rewarded（被奖励）”语义不通。根据动作背景与搭配判断，应选A项。 42. C 句子为：“...we set off eagerly, ___ that this adventure would teach us more than just about rocks.” 这里是一个分词短语作伴随状语，描述他们对探险的预期。后文表明他们确实学到了比岩石更多的东西，因此他们出发时并未预料这些收获，“unaware”（未意识到）最符合逻辑。A项“proud（自豪）”与“teach us more”语意不符；B项“doubtful（怀疑的）”语气不一致；D项“worried（担忧的）”与“eagerly”冲突。由此推理，应选C项。 43. B 句子为：“Clara’s artistic abilities ___ well with my systematic data collection skills.” 两人分别擅长不同能力，句中要表达的是他们的技能互相补充。“balanced with”（与…互补）最符合合作语境。A项“developed（发展）”与搭配不顺；C项“replaced（替代）”语义错误；D项“competed（竞争）”与合作场景相悖。根据“artistic abilities”和“systematic skills”的互补性，应选B项。 44. B 句子为：“On Wednesday morning, ___ struck.” 后文描述了摔倒、工具滚落、指南针丢失等负面事件，这显然是一次突如其来的“灾难”。“disaster（灾难）”最贴切。A项“conflict（冲突）”未出现人际矛盾；C项“chance（机会）”语气不符；D项“inspiration（灵感）”与实际情节相反。结合后文的混乱和问题，应选B项。 45. D 句子为：“...sending our measurement ___ rolling down the hillside.” 描述的是“我”摔倒导致工具滚落，因此空格应是工具类物品。“tools（工具）”最贴切且逻辑清晰。A项“ropes”未提及；B项“books”一般不会用于测量；C项“notes”可记录但不用于测量。由“measurement”可知，此处应为测量用具，故选D项。 46. A 句子为：“Wait,” Clara interrupted, ___ the afternoon shadows stretching across the rocks.” 后文提到了Mr. Evans讲过的自然标记，因此这个afternoon shadows应该是属于自然标记。按照逻辑，应该是Clara打断作者，并“指着”岩石上的影子，引出自然导航的方式。“pointing at（指向）”与shadow构成自然搭配，语义明确。B项“marking down（记下）”不是此处动作；C项“running after（追逐）”与shadow搭配不通顺；D项“blocking out（遮挡）”不符合语境。故选A项。 47. A 句子为：“Her eyes lit up with a(n) ___.” 根据上下文，Clara联想到老师教的方法，说明她眼中闪现了“idea（主意）”。“Her eyes lit up”常用于形容灵感或想法突然出现。B项“surprise”语义过轻；C项“secret”无从推断；D项“promise”与前文无逻辑衔接。由此推理，应选A项。 48. B 句子为：“We spent the afternoon ___.” 后文描述他们观察影子和蕨类植物、对比岩层，是一种探索和试验过程，因此应为“experimenting（实验，尝试）”。A项“reflecting（反思）”语义不符；C项“planning（计划）”不符合具体行为；D项“wandering（漫游）”与目的性工作不符。结合他们开展探索任务，应选B项。 49. C 句子为：“When shadows proved ___, we used fern growth patterns...” 前文提到，我们用影子作为自然指引，但是后文指出我们改用植物的生长模式作为指引。因此，按照逻辑，应该是影子的指引没有用了，此处“unreliable（不可靠的）”才会促使他们换方法。A项“helpful”与转折词“when”矛盾；B项“dangerous”与影子无逻辑联系；D项“interesting”语气不符。推理出前者失败、后者替代，应选C项。 50. D 句子为：“...but ___ our approaches came together like building blocks.” 前半句是“有时我们会争论方法”，后半句为转折，“但最终融合”。“gradually（逐渐地）”表示从争论到融合的过程，逻辑自然。A项“suddenly（突然地）”转折太快；B项“occasionally（偶尔）”和“C项frequently（频繁地）”不适用于描述“融合”的过程。故选D项。 51. C 句子为：“By Friday, we’d created a(n) ___ mapping system...” 此处强调他们发明了一种……的指路系统，不依赖工具而是依赖自然。“alternative（替代的）”最契合，是“替代原有工具的系统”。A项“interactive（互动的）”搭配不顺；B项“imaginary（虚构的）”明显不合适；D项“advanced（先进的）”过于宽泛。由“using nature’s clues”可推出替代含义，故选C项。 52. D 句子为：“The teachers ___ our creative method...” 前文提到我们的最终成果展示惊艳到了大家，说明这个创新方法是很好的，按照逻辑推理，教师应当是对他们的创新方法作出积极反馈，表示“称赞”。“praised”最符合句意。A项“tested（测试）”和B项“improved（改进）”不是教师动作；C项“selected（选中）”无语境支持。从“creative method”到“real reward”，正面情绪明确，应选D项。 53. C 句子为：“...the real reward was discovering how different ideas combined to create ___.” 结合上文合作的描述，“不同的方法最终融合”，最终形成的是“solutions（解决方案）”。A项“connections（联系）”语义太广；B项“stories（故事）”不贴合语境；D项“presentations（展示）”太具体。句意强调成果价值，应选C项。 54. B 句子为：“Stones survive storms through ___.” 本句为隐喻句，下一句是“So do good teams”，将石头和团队作对比，表达团结才能抗住困难。“unity（团结）”恰好对应“good teams”，形成类比。A项“luck（运气）”、C项“silence（沉默）”、D项“speed（速度）”均不能与“survive storms”和“团队”形成逻辑联系。故选B项。 55. A 句子为：“...the strongest ___ doesn’t lie in mountains, but in teamwork.” 此处为全文的个人感悟总结。作者在此句中意图表达团队精神的重要性。B项“argument（争论）”、C项“desire（渴望）”、D项“system（系统）”与之无关，结合上下文结构性隐喻，应选A项。 第二节 语篇类型 说明文 主题语境 人与社会 语篇内容 本文讲述了兰州牛肉面如何从中国西北的地方小吃逐步走向世界各大城市，深受国际食客喜爱。通过美食分享，文化得以传播与融合。 56. how 考察：连接副词引导宾语从句。 句中“describes ___ this surprisingly simple meal has become popular...”需要用一个连接词引导宾语从句，“how”可以引导“方式”，表示“它是如何流行起来的”。从语义看，这里强调的是“走红的过程和方式”，因此只能选“how”。若误选 what/why 等连接词，不但语义错误，还无法构成完整句意。 57. cities 考察：名词复数。 空格前是介词 in，后跟名词表示“在……中”，空格后列举的是多个城市名称，如 New York, London 和 Sydney，因此必须用复数名词“cities”。若用单数“city”，将与后文并列结构产生语法不一致的问题。 58. it 考察：人称代词作宾语。 短语“give ___ a try”是固定表达，意为“尝试某物”。指代的对象是上文提到的兰州牛肉面（this surprisingly simple meal），应用代词“it”。不能用“this”或“that”，因为固定搭配为“give it a try”，而不是“give this/that a try”。 59. before 考察：介词使用。 空格处描述的是“在顾客眼前”，即“在他们的面前”表演拉面的过程。“before one’s eyes”是常见表达，表示“在某人面前”，语义和搭配都准确。若用 in front of 则结构上需要加限定词（如 the eyes of the customers），略显冗长；“under”、“behind”等空间方位意义与语境不符。 60. impressively 考察：副词修饰形容词的结构。 空格后是形容词“chewy”，需要用副词修饰。“Impressively”表示“令人印象深刻地”，放在前面修饰“chewy texture”，强调兰州拉面的口感令人惊艳，是副词修饰形容词的常见用法。若用形容词“impressive”修饰另一个形容词，会构成语法错误。 61. cooked 考察：过去分词作后置定语。 空格处修饰名词“soup”，表示“被熬制数小时的汤”。主语“soup”是动作的承受者，因此使用被动语态的过去分词“cooked”。这是典型的过去分词作后置定语结构，“the soup cooked for hours with beef bones and spices”逻辑和语法完整。 62. that / which 考察：关系代词引导定语从句。 先行词是“a version”，空格处引导限制性定语从句，描述这种做法“尊重菜品的文化根源”。在这种结构中，“that”是最常见的关系代词，用于限制性定语从句中；“which”在书面语中也可接受，表达一样的语义。由于该从句是不可缺省的重要信息，两者都可以，但口语/新闻更偏向用“that”，正式写作“which”也常见。 63. to suit 考察：动词不定式表目的。 空格前是“making it thicker and spicier（让它变得更浓更辣）”，而原因是“based on customer feedback（基于顾客反馈）”，所以这是一种“为了适应当地口味”的调整，用动词不定式“to suit”表示目的最恰当。不能用 suits、suiting，因为不表示目的关系。 64. bridges 考察：主谓一致 + 一般现在时。 主语是动名词短语“sharing food”，在句中作单数主语。“Bridge”作为动词时表示“弥合”，这里强调的是“美食能够拉近文化距离”，需使用一般现在时三单形式“bridges”，语义明确，结构完整。不能用 can bridge 或 bridge，这里描述的是事实性陈述，而非推测或能力。 65. tells 考察：主谓一致中的动词单三形式。 主语是“each bowl”，是单数形式，因此动词也应使用三单形式“tells”。这句话强调的是“每一碗面都在讲述一个关于传统、创意与美味的故事”，结构上“tells a story of...”是完整表达。不能用动词原形或动名词形式。 第四部分 写作 第一节 应用文写作详解 一、文体分析 本题为书信类应用文，在高考英语中常见的应用文文体包括：通知、邀请信、建议信、道歉信、感谢信、求助信、投稿等。本题属于咨询类信件（咨询+分享），主要用于向他人说明情况并征求意见，适用于对等关系如朋友、同学。 书信类应用文的通用五段式结构如下： （一）问候语 + 写信目的 常用句式：I’m writing to…, I hope this email finds you well. （二）背景介绍（交代事件起因或现象背景） 常用句式：Recently…, As you may know…, Since we… （三）具体描述（详细说明计划、做法、问题、建议等核心内容） 常用句式：We plan to…, Our idea is to…, One possible solution is… （四）征求建议 / 表达期望 常用句式：What’s your opinion on this? Do you have any suggestions? （五）结尾祝福 + 表达感谢或期待回复 常用句式：Looking forward to your reply. Thank you in advance. Best wishes. 二、话题剖析 ·话题类别： 校园生活类 · 文化情感表达类 ·核心任务： 分享毕业赠礼计划（计划性写作） 咨询朋友建议（征询性表达） ·考查重点： 能否清晰表达背景和礼物设想 是否能得体地征求对方建议 语言是否符合书信语境，表达自然 三、写作方向及构思 本题属于咨询类书信，要求“表达设想+征求建议”，要注意内容丰富、逻辑清晰、语言自然。构思时可以从四个方面展开：背景交代、礼物设想、情感表达、咨询建议。 （一）背景交代（为何送礼） 开篇要简洁交代写信的背景和目的，自然引出赠礼设想： 1、毕业时间临近，表达对母校的不舍与感激； 2、班级集体决定准备一份特殊的礼物留作纪念； 3、写信是为了分享这个想法并希望获得朋友建议。 ·表达参考： We are going to graduate next month… To express our gratitude to the school, our class decided to prepare a special gift. （二）礼物设想（送什么礼） 这是信件的核心信息，需要详细、具体地描写赠礼的内容、形式、象征意义。 可以从以下角度扩展构思： 1、手绘画册——绘制校园角落和师生生活——记录回忆、展示成长轨迹 2、校园雕塑——例如“梦想起航”或“感恩树”——寄托未来、传承精神 3、留言墙——同学手写寄语 + 班级合影——留住青春、展现情感 4、毕业纪念视频——合作制作校园生活剪影——传递温情、强化班级认同 5、电子感恩相册——利用多媒体，展示成长——融合现代技术与情感表达 ·表达参考： We’re thinking of creating a memory book filled with photos, drawings, and messages. Our idea is to make a sculpture named “Roots and Wings”, meaning our school gives us strength and freedom. （三）情感表达（表达初衷） 在描述设想时，穿插表达对母校、老师、同学的感谢或情感回顾，体现情感真挚，让语言更打动人： 1、表达对老师、学校培养的感激； 2、表达对三年校园生活的珍惜； 3、表达希望留下属于这一届毕业生的印记。 ·表达参考： We want the gift to show our appreciation for what the school has done for us. It will carry our best wishes and deepest thanks. （四）咨询建议（征求看法） 最后，自然过渡到征求建议部分，用语要礼貌、真诚，并留下开放空间： 1、可以直接提问对方对计划的看法； 2、可以请对方提供创意或建议，甚至分享他母校的类似经验。 ·表达参考： What do you think of our idea? Do you have any suggestions? We’d love to hear your opinion. Maybe your school had something similar? 四、范文参考 Dear David, I hope this email finds you well. As graduation is approaching, our class has decided to prepare a special gift for our beloved school to express our gratitude. We’re planning to create a handmade photo album filled with class pictures, campus sketches, and our personal messages. It will be placed in the school library as a memory of our time here. We want it to reflect our deep appreciation and the unforgettable moments we've shared over the past three years. I wonder what you think of this idea. Do you have any suggestions to make it more meaningful or creative? Looking forward to your thoughts. Thanks in advance for your help! Best wishes, Li Hua 第二节 读后续写写作详解 一、读懂原文 1、文本大意： Mike是班级中深受欢迎的班长，不仅富有创意，还乐于助人，多次通过创新方式激发同学兴趣、帮助他人学习。临近考试时，他被委派组织一次特别的班会，在充分听取同学意见后，努力寻找一个既能复习又能放松的创意方案。 2、基本要素： 人物： Mike：班长，富有创意、乐于助人，事件的核心人物 Mrs. Blake：班主任，布置班会任务给Mike Tom：生病的同学，曾接受Mike的帮助 Susan：提议玩游戏的同学 全班同学：提出各自需求的对象，也是班会活动的参与者 时间： 期末考试临近的阶段 地点： 学校，主要在教室及班会场景中展开 Tom家（在帮助Tom时出现） 做了什么： Mike是一个有责任心又有创意的班长。英语课上，他用表演的方式让枯燥的展示变得有趣，得到了老师的表扬。上学期，他每天放学后去生病的同学Tom家里，耐心地帮他补习功课，让他顺利赶上学习进度。临近期末考试时，班主任请他组织一次特别的班会，他认真听取同学的意见，准备想出一个大家都满意的安排。 二、文章伏笔分析 ·伏笔1：Mike善于创新，能把平凡变有趣 原文线索： 1. Mike was always full of creative ideas. 2. Once, when the English teacher asked the class to make a presentation on a topic that all students found a bit boring, Mike came up with a fun idea. 3. He suggested turning the presentation into a short play... and everyone was interested in it. 伏笔分析： 这组句子展现了Mike的创造力和表达能力，他不仅能发现问题（内容无趣），还能提出有效、吸引人的解决方案。这为后续他构思班会活动、化解无趣与压力的矛盾打下基础。 我可以在续写中写什么： 他设计了一个融合复习与趣味的活动形式，比如知识抢答游戏、情景演练复习题、课堂小游戏等，延续“把无趣变有趣”的风格。 ·伏笔2：Mike有责任感，乐于助人 原文线索： 1. Mike was also a very helpful person. 2. He voluntarily went to Tom’s house after school every day to help him with his homework. 3. He tried his best to explain the lessons in his own words, with patience and clarity. 伏笔分析： 这些句子说明Mike不仅愿意花时间帮助别人，还具备良好的沟通能力和学习组织能力。他不只是热心，还“会教”，这在组织学习型班会中极具优势。 我可以在续写中写什么： 他可能设计了学生之间互帮互学的小组挑战环节，或把“你来讲一道题”加入游戏中，利用自己讲解清晰的优势带动班级整体复习氛围。 ·伏笔3：我心里的态度 原文线索： 1. Mike knew that the students were all busy preparing for the exam, and they might not be interested. 2. He thought hard, but nothing that came to mind seemed to meet his expectations. 3. He then decided to seek advice from his classmates and asked them what they would like to do in the class meeting. 4. Some said they actually preferred to review the lessons, and others expressed their wishes to relax. 伏笔分析： Mike在面对挑战时，不是一味依靠自己，而是善于收集意见并寻求平衡。这种“统筹协调”的行为为他最终制定出一个合理、有吸引力的班会形式埋下伏笔。 我可以在续写中写什么： 他最终整合了大家的意见，比如设置“复习小游戏”“知识闯关”“放松演讲”等，班会安排紧凑合理，满足不同需求，展现出领导力和组织力。 三、文章主题归纳 个人→责任感与创造力，促进个人成长 文章展现了Mike作为班长，不仅富有创造力，能用创新方式激发同学兴趣；也具备责任感，乐于助人，愿意倾听他人意见。在面对困难任务时，他没有独断，而是积极整合意见，体现了从“个人能力”向“组织协调能力”的成长过程。 社会→理解与协作促成集体共赢 故事通过Mike与同学、老师之间的互动，传达出良好班级氛围下“彼此理解、共同努力”的价值。当集体成员有不同需求时，倾听、协作、包容成为实现目标的关键，也体现出在集体中个体的责任与作用。 四、范文参考 Finally, Mike had a clever idea for the class committee to discuss. He proposed organizing a class meeting that would be both meaningful and relaxing. Inspired by his past experience of turning an English presentation into a short play, Mike suggested designing a “review challenge game.” Each group would create short quiz questions from recent lessons, and teams would take turns answering them. To make it more fun, he added small prizes and relaxing breaks between rounds, such as a “funny sentence translation” or a “speed spelling match.” The class committee members were impressed. They worked together to refine the rules and prepare the materials. As the meeting day approached, excitement quietly grew, even among the most stressed students. When the meeting started, the whole class was very happy with its arrangements. Laughter filled the room as students competed in review games, cheered for each other, and learned from their mistakes in a relaxed way. Even Mrs. Blake, who had been observing from the back, smiled and nodded in approval. What made the meeting special was not just the activity itself, but the way Mike had respected everyone’s ideas and turned them into something memorable. After the meeting, several classmates thanked him, saying it had helped them feel more confident and less anxious. Mike simply replied, “We work best when we work together.” And in that moment, the class wasn’t just preparing for exams—they were growing as a team. 学科网（北京）股份有限公司 $$