精品解析：河北省唐山市2025-2026学年高三上学期开学英语试题

唐山市2025—2026学年度高三年级摸底演练 英语 满分150分。考试时长120分钟。 注意事项： 1.答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。 3.考试结束后，将本试卷和答题卡一并交回。 第一部分 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1. Where is probably Cathy? A. At home. B. In the mall. C. In the office. 2. How does the man find his work? A. Boring. B. Rewarding. C. Demanding. 3. Who is the man? A. A cook. B. A reporter. C. A receptionist. 4. What is the woman worried about? A. Adam might be caught in traffic. B. Adam might be late for the practice. C. Adam might forget the soccer training. 5. What are the speakers probably talking about? A. A birthday party. B. A famous star. C. A music festival. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What happened to the woman? A. She missed the train. B. She lost her ticket. C. She took the wrong way. 7. How much more will the woman pay? A. £11.00. B. £7.50. C. £3.50. 听第7段材料，回答第8至10题。 8. Where is Wendy’s garden? A. In front of the room. B. In the backyard. C. On the roof. 9. What motivated Wendy to start a garden? A. A magazine article. B. Her cousin’s garden. C. Advice from her sister. 10. What will Wendy do next? A. Buy seeds. B. Grow flowers. C. Water vegetables. 听第8段材料，回答第11至13题。 11. How does Mike feel when first seeing the woman? A. Happy. B. Confident. C. Nervous. 12. Why is Mike on the program? A. To satisfy his teacher. B. To learn about local culture. C. To prepare for an English test. 13. What does the woman ask Mike to do? A. Listen to music. B. Clean up the kitchen. C. Have dinner. 听第9段材料，回答第14至17题。 14. How many times has the event been held? A.20. B.15. C.10. 15. Why is the event held this year? A. To select fun families. B. To connect the community. C. To raise money for the homeless. 16. How does the woman respond to the man’s proposal? A. With hesitation. B. With enthusiasm. C. With anger. 17. What’s the probable relationship between the speakers? A. Friends. B. Neighbors. C. A couple. 听第10段材料，回答第18至20题。 18 Who inspired Maze to start collecting books? A. A librarian. B. Her niece. C. neighborhood kids. 19. Why did Maze work on the street outside the library? A. To promote the library. B. To help more poor kids. C. To educate local people. 20. What does Maze do for the project? A. She manages to raise money. B. She replaces community bookshelves. C. She invites local leaders to read for kids. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A The 2023 administration of the Community College Survey of Students Engagement investigated how prepared the students were for meeting their career goals. What we learned is that over 90% of the students reported that they had chosen a career path, but when asked more specific questions, many were missing vital information. DO THEY KNOW ENOUGH ABOUT ESSENTIAL SKILLS? Knowing which skills they will need for their chosen career path is clearly important information for students. Almost half of the respondents indicated that their coursework at the college very much provided them with the information they need in their chosen career path, compared to 18% who reported very little or not at all. How much has your coursework at this college provided information about the skills you will need in your chosen career path? Limited to students who reported having chosen a career path WHAT HELPS STUDENTS KNOW MORE? Credit earning Not surprisingly, students with 30 or more credit hours were more likely to report that their coursework had very much equipped them with information about the skills needed for their chosen career path than were students who had earned fewer than 30 credit hours. How much has your coursework at this college provided information about the skills you will need in your chosen career path? Limited to students who reported having chosen a career path Participation in an internship (实习)-type experience Students who engaged in internships or similar experiences were much more likely to report that their coursework provided them with information about the skills they would need in their chosen career path. How much has your coursework at this college provided information about the skills you will need in your chosen career path? Participated in an internship, field experience, co-op experience, or clinical assignment Limited to students who reported having chosen a career path Note: Percentages may not total 100% due to rounding. 1. Where is the text probably from? A. A course plan. B. A survey report. C. A market research. D. A job advertisement. 2. How many students felt their courses very much supplied the information for their chosen career? A. 59,274. B. 32,271. C. 21,734. D. 11,855. 3. What helps students understand more about their future work skills? A. Doing some field work. B. Gaining career information. C Making a clear growing path. D. Taking challenging coursework. B At Broken Hill High School, my Year 9 science class’s crop reports read like death notices, “Tomato plant grew. Then died.”15 identical reports, lacking in curiosity. “Why bother?” Julia kicked dust over her dying young plants, “Google’s got answers.” I realized something was wrong. So I replaced textbooks with tools. “Forget reports. Tend your plot daily-then journal whatever you notice.” No grading rules, no grades. Just earth-covered notebooks. For two weeks, 28 skeptical (持怀疑态度的) teens watered and weeded at the 40°C heat. Then came Julia’s entry, “The cracks in the soil aren’t just dry — they’re thirsty mouths begging. When I pour water, they swallow. Yesterday, an ant drowned in one. Felt like a crime. “Drama queen,” Carlos rolled his eyes. But the next morning, he was bending by his beans, writing “Roots are secret miners. They drill for gold we can’t see.” By harvest month, their journals were filled with sentences like those. “Let’s make a book,” proposed Julia. Using biology lab microscopes, students photographed tiny insects on cabbages. Art class carved lino prints (油粘版画)of root systems. We crowd-funded printing for “Dirt Diaries — True Tales from the School Plot”. My “scientists” sold 200 copies in three hours. Profits went to local farmers. But the true harvest came when Julia handed a copy of “Dirt Diaries” to our librarian. She showed him the “Your Turn” section, which read, “Plant a seed (any seed). When it comes up, write what it whispers. Pass this book on.” Her tomato death notice now reads, “Bye ‘Big Red’ — victim of my ambition (3kg overfed fertilizer). Lesson: More love ≠ more growth. Humans too.” 4. How would you describe the 15 reports? A Short but lively. B. Technical but vivid. C. Detailed and scientific. D. Similar and uninteresting. 5. What can be inferred from Julia’s journal entry? A. She was afraid of insects. B. She was addicted to literature. C. She was deeply engaged with nature. D. She was anxious about writing reports. 6. Why did Julia give the book to the library? A. To make larger profits from it. B. To please the librarian. C. To earn a lot more reputation for her. D. To call on others to plant and journal. 7. What is the best title for the passage? A. Why More Love killed Growth B. How crop Reports Improved Creativity C. How dirt Under the Nails Grew Stories D Why Tools Mattered More Than Textbooks C It was a late afternoon in 1986. I was sitting with my tutor, the poet James Dickey. Campus was lively with classes, but the darkness pooling outside made me feel shut off in a place where words were life-or-death matters. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right. Hours later, around 10 o’clock, the right word popped up. Immediately, I called Mr. Dickey, “‘Pale!’ The word is ‘pale’!” I had not thought about that phone call, much less that poem, in many years, but I’ve begun to think about it often. An explosion of “AI assistants” has suddenly taken over my inboxes and Word documents and texts. They appeared out of nowhere, like a crowd of fruit flies around an overripe banana. Everything I type now is thick with robots suggesting unwelcome robot words. I have spent hours trying to kill them in my machine. I can sometimes adjust my settings to disable the AI assistant, but the next software update turns it right back on again. In some cases, I can’t turn it off at all. The robots are relentless. The writing teachers I know struggle to persuade their students not to use these tools. They are everywhere now, impossible to bat away. Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting Siri supply the next word in a text? But letting a robot structure your argument is dangerous. It’s a streamline d way to flatten the human mind. We know who we are, at least in part, by finding the words-messy, imprecise, unexpected-to tell others, and ourselves, how we see the world. The world which no one else sees in exactly that way. I remember very little about that poetry collection. But I remember one poem in which the word “pale” figured clearly. The search for the right word to fill the right place can occupy a lifetime and, I’m convinced, make a self along the way. 8. How did the author feel in the late afternoon? A. Stuck. B. Hopeful. C. Energetic. D. Frightened. 9. Which of the words shows the author’s attitude to robots? A. Poems. B. Flies. C. Bananas. D. Machines. 10. What does the underlined word in paragraph 4 mean? A. Careless. B. Useless. C. Endless. D. Powerless. 11. What does the author intend to tell us? A. Finding the right word shapes identity. B. Banning AI assistants benefits students. C. Searching for a true self lasts a lifetime. D. Using spell check flattens the human mind. D Every day, 22.5 billion gallons of waste flow through America’s wastewater treatment plants. While these facilities clean water for environmental release, they also release large amounts of carbon dioxide. Now, researchers at Johns Hopkins University have developed a new electrochemical process that traps carbon from treated water before it escapes. At the heart of the method is a small device called an electrochemical cell. The cell applies an electrical current to change the pH of treated wastewater. This chemical adjustment transforms bicarbonate ions-dissolved (溶解) forms of carbon-into carbon dioxide gas and solid calcium carbonate. Both are then removed before the water is released into rivers and streams. The researchers tested the cell. They used samples from four treatment plants across the U.S., each with different water chemistry. Their goal was to measure how much inorganic carbon could be removed and how much energy the process would consume. After 50 hours of continuous operation, the system proved stable and effective. By adjusting variables like flow rate and electrode spacing, the researchers improved performance without too much energy cost, which makes the method competitive with current approaches used for air or ocean CO₂ trapping, but with one key advantage: they can use existing facilities instead of building new ones. The method isn’t without limitations. The carbon trapping cells require energy to function, and to ensure the system remains carbon-negative, that power must come from renewable sources like solar or wind. Moreover, wastewater chemistry varies by location, time of day, and season, so some tailoring will be needed for widespread use. “Before any of those plants start noticeably reducing the CO₂ in the atmosphere, it’s going to be a long time, and a lot of money,” Rossi, one of the researchers, said, “But this is a way to make use of what we already have.” 12. What does Johns Hopkins University intend to do? A. Reduce energy use. B. Upgrade the facilities. C. Speed up the releasing process. D. Remove carbon from treated water. 13. What is the core function of the cell? A. Generating electrical currents. B. Adjusting the pH of treated water. C. Improving the performance of the system. D. Measuring the amount of inorganic carbon. 14. What is the major strength of the new method? A. It shows more stability. B. It traps more carbon. C. It uses existing facilities. D. It relies on green power. 15. What does Rossi think of the method? A. Practical. B. Unique. C. Advanced. D. Limited. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 We live in a world filled with constant noise-music, phones, talking, traffic and online messages. For senior students, this noise isn’t just around them; it’s in their minds too. Academic pressure, social expectations, and digital distractions keep the brain in overdrive. ____16____ It gives the mind a chance to rest. Without it, stress builds up, focus weakens, and thinking becomes cloudy. Silence improves students’ mental state. Just two minutes of quiet can lower tension more than soft music. ____17____ They notice how they feel and what they truly think. In that space, self-awareness grows. Some students even find that silent moments bring sudden understanding of a problem they’ve been puzzled by. Imagination becomes active when input stops. ____18____ But knowing the value of silence is only the start. How can students bring it into their busy lives? Start small. After waking up, sit for one minute before touching your phone. Walk between classes without talking or listening to music. During homework breaks, turn everything off and breathe deeply. Before sleep, lie still without devices and just listen to your breath. ____19____ It just means using small moments differently. ____20____ Classrooms are busy, homes may be noisy, and friends might not understand why you want time alone. Some students worry that silence feels boring or awkward. Others feel guilty for “doing nothing”. But silence is not nothing-it’s a way to reset. And like any habit, it takes practice. The more often you try it, the more natural it feels. Choosing silence is choosing care. With practice, silence becomes a strength. A. That’s why silence matters. B. Still, quiet isn’t always easy. C. None of these takes extra time. D. So a quiet mind is a sharp mind. E. In a quiet world, students are happy. F. Short pauses can refresh them physically. G. When they reduce external noise, their thoughts settle. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 A golden mist lay softly over the cornfields as if the sun were settling the land for the night. After days of documenting life in a remote African camp, I was finally ____21____ my camera, longing for quiet reflection rather than another ____22____. But just as I turned to leave, I heard “Photo, photo, photo.” It was a young boy, following me closely, his eyes full of ____23____. I let out a ____24____ sigh. My hands ached. I couldn’t find the ____25____ to lift my camera again. Still, the boy ____26____. “Photo?” His eyes were wide and shining — something about them stayed with me; so open, so certain that he ____27____ to be seen. I paused. Then a perfect ____28____ came to mind. I gently motioned for him to pose. But as soon as I raised the camera, the ____29____ on his face disappeared. His eyes fell. Shyness, then fear. He was suddenly ____30____ of himself. To lift his spirits, I clapped my hands and said cheerfully, “Great! You’re amazing!” With his friends cheering, the boy’s face lit up with the ____31____ joy. I naturally lifted my camera and took the shot — not the one I had planned, but the one that truly ____32____. That moment taught me something deeper. I had come here to take pictures, but I left with something else — how to mirror ____33____ itself. When we let go of ____34____ our needs, our desire to perfect — we make space for real beauty to appear. The boy didn’t need me to turn him into ____35____. He only wanted one thing: to be seen. 21. A. giving away B. putting away C. fixing up D. setting up 22. A. test B. chance C. memory D. picture 23. A. patience B. anger C. hope D. confusion 24. A. tired B. disappointed C. relieved D. shocked 25. A. reason B. way C. honor D. energy 26. A. insisted B. debated C. questioned D. complained 27. A. refused B. deserved C. pretended D. promised 28. A. lecture B. excuse C. image D. world 29. A. respect B. surprise C. eagerness D. calmness 30. A. unsure B. full C. aware D. mindful 31. A. proudest B. purest C. briefest D. strangest 32. A. helped B. changed C. won D. mattered 33. A. success B. luck C. life D. wisdom 34. A. doubt B. control C. regret D. pressure 35. A. art B. power C. history D. love 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 To celebrate International Museum Day, the United Nations Postal Administration recently issued a sheet of 10 commemorative (纪念) stamps, marking the first time it has released a special event sheet stamp for a single museum, the Palace Museum. All the stamps, each ____36____ (value) at $1.65, feature flower designs inspired by the museum’s artifacts (文物) or architecture. The choice of flowers as the stamp theme ____37____ (symbolize) the booming diversity of China’s traditional culture and hopes for its ____38____ (globe) reach. The Palace Museum is committed to prioritizing the conservation of artifacts and exploring their cultural value, with its goal ____39____ (transform) the 600-year-old Forbidden City’s heritage into a ____40____ (drive) force for cultural exchange in the world. Its collections are extraordinary ____41____ diversity, quality, and historical value, ____42____ makes them major attractions for millions of visitors each year. The stamp launch was held in the UN’s New York office on May 19, where ____43____ exhibition displayed the Palace Museum’s cultural and creative products, drawing over 120 ambassadors and representatives of UN agencies ____44____ (eager) attending the event. The exhibition draws ____45____ (inspire) from a philosophical concept in the ancient Chinese classic I Ching (Book of Changes)- “the shared growth and endless continuity of all things”, and displays the museum’s initiatives in many fields, including accessibility for people with disabilities and environmental protection. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是李华。在当地书展上，你选购了几本自己感兴趣的不同类别的课外读物。请给你的英国笔友Emma写封邮件分享此事，内容包括： （1）书籍类别； （2）选择原因。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear Emma, The local book fair last weekend was amazing! ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I can’t wait to read them. What kinds of books inspire you most? Best wishes, Li Hua 第二节（满分25分） 47. 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。 As a teenager, I longed for popularity among my class. The desire to stand out consumed me. Toby’s raised hands always lit up teachers’ eyes. Josh, the basketball star, pulled cheers from the crowd with every shot. And George could walk into a silent room and start conversations with everyone around him. I envied them all. “Maybe I would be visible when I climbed my way to the top of every exam ranking,” I thought. To stand out academically, I doubled my effort. I spent every minute trying to be number one. Whenever classmates asked for help, I would close my textbook and lied. “Sorry, I don’t get it either,” terrified they would outperform me. Mr. White, our head teacher, noticed. “Real respect grows when you lift others up, Vik.” But I dismissed his words-grades were my only currency. The school was organizing a relay race for the upcoming sports day, and our class was making the team. The monitor turned to me with hopeful eyes. “Vik, you have to be on our team!” But I shook my head, “No way, I can’t afford to waste time on that. I have studies to do.” He tried to reason, “It’s just one afternoon, and it’s for the class!” Yet I stood firm, my mind fixed on my academic goals. Mr. White saw the whole exchange and called me aside, “Vik, life isn’t just about books and grades. The relay isn’t just a race; it’s a chance to build teamwork.” I was too blind to see his point. 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。 Eventually, I ranked first in the mid-exam, expecting cheers and congratulations. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I realized what I should do. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $ 唐山市2025—2026学年度高三年级摸底演练 英语 满分150分。考试时长120分钟。 注意事项： 1.答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。 3.考试结束后，将本试卷和答题卡一并交回。 第一部分 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1. Where is probably Cathy? A. At home. B. In the mall. C. In the office. 2. How does the man find his work? A. Boring. B. Rewarding. C. Demanding. 3. Who is the man? A. A cook. B. A reporter. C. A receptionist. 4. What is the woman worried about? A. Adam might be caught in traffic. B. Adam might be late for the practice. C. Adam might forget the soccer training. 5. What are the speakers probably talking about? A. A birthday party. B. A famous star. C. A music festival. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What happened to the woman? A. She missed the train. B. She lost her ticket. C. She took the wrong way. 7. How much more will the woman pay? A. £11.00. B. £7.50. C. £3.50. 听第7段材料，回答第8至10题。 8. Where is Wendy’s garden? A. In front of the room. B. In the backyard. C. On the roof. 9. What motivated Wendy to start a garden? A. A magazine article. B. Her cousin’s garden. C. Advice from her sister. 10. What will Wendy do next? A Buy seeds. B. Grow flowers. C. Water vegetables. 听第8段材料，回答第11至13题。 11. How does Mike feel when first seeing the woman? A. Happy. B. Confident. C. Nervous. 12. Why is Mike on the program? A. To satisfy his teacher. B. To learn about local culture. C. To prepare for an English test. 13. What does the woman ask Mike to do? A. Listen to music. B. Clean up the kitchen. C. Have dinner. 听第9段材料，回答第14至17题。 14. How many times has the event been held? A.20. B.15. C.10. 15. Why is the event held this year? A. To select fun families. B. To connect the community. C. To raise money for the homeless. 16. How does the woman respond to the man’s proposal? A. With hesitation. B. With enthusiasm. C. With anger. 17. What’s the probable relationship between the speakers? A. Friends. B. Neighbors. C. A couple. 听第10段材料，回答第18至20题。 18. Who inspired Maze to start collecting books? A. A librarian. B. Her niece. C. neighborhood kids. 19. Why did Maze work on the street outside the library? A. To promote the library. B To help more poor kids. C. To educate local people. 20. What does Maze do for the project? A. She manages to raise money. B. She replaces community bookshelves. C. She invites local leaders to read for kids. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A The 2023 administration of the Community College Survey of Students Engagement investigated how prepared the students were for meeting their career goals. What we learned is that over 90% of the students reported that they had chosen a career path, but when asked more specific questions, many were missing vital information. DO THEY KNOW ENOUGH ABOUT ESSENTIAL SKILLS? Knowing which skills they will need for their chosen career path is clearly important information for students. Almost half of the respondents indicated that their coursework at the college very much provided them with the information they need in their chosen career path, compared to 18% who reported very little or not at all. How much has your coursework at this college provided information about the skills you will need in your chosen career path? Limited to students who reported having chosen a career path WHAT HELPS STUDENTS KNOW MORE? Credit earning Not surprisingly, students with 30 or more credit hours were more likely to report that their coursework had very much equipped them with information about the skills needed for their chosen career path than were students who had earned fewer than 30 credit hours. How much has your coursework at this college provided information about the skills you will need in your chosen career path? Limited to students who reported having chosen a career path Participation in an internship (实习)-type experience Students who engaged in internships or similar experiences were much more likely to report that their coursework provided them with information about the skills they would need in their chosen career path. How much has your coursework at this college provided information about the skills you will need in your chosen career path? Participated in an internship, field experience, co-op experience, or clinical assignment Limited to students who reported having chosen a career path Note: Percentages may not total 100% due to rounding. 1. Where is the text probably from? A. A course plan. B. A survey report. C. A market research. D. A job advertisement. 2. How many students felt their courses very much supplied the information for their chosen career? A. 59,274. B. 32,271. C. 21,734. D. 11,855. 3. What helps students understand more about their future work skills? A. Doing some field work. B. Gaining career information. C. Making a clear growing path. D. Taking challenging coursework. 【答案】1. B 2. B 3. A 【解析】 【导语】本文是一篇应用文，主要围绕2023年社区学院学生参与度调查展开，该调查探究了学生对实现职业目标的准备情况，重点探讨了学生对所选职业所需关键技能的了解程度，以及学分获得情况和实习经历对学生了解职业所需技能的影响。 【1题详解】 推理判断题。根据文章第一段“The 2023 administration of the Community College Survey of Students Engagement investigated how prepared the students were for meeting their career goals. What we learned is that over 90% of the students reported that they had chosen a career path, but when asked more specific questions, many were missing vital information(2023年社区学院学生参与度调查研究了学生对实现职业目标的准备情况。我们了解到，超过90%的学生报告称他们已经选择了职业道路，但当被问到更具体的问题时，许多人缺乏关键信息)”可知，此文本是围绕社区学院学生参与度调查展开的，可推理出文本可能来自一份调查报告。故选B项。 【2题详解】 细节理解题。根据第一幅图上面“How much has your coursework at this college provided information about the skills you will need in your chosen career path?(本院的课程在多大程度上为你提供了与所选职业方向所需技能相关的信息？)”以及图片上的文字“N=65860(总样本量为65860)”、“very much= 49%(极大占49%)”可知，认为本院的课程在极大程度上提供了与所选职业方向所需技能相关的信息的学生人数为：65860×49% = 32271人，故选B项。 【3题详解】 细节理解题。根据文章Participation in an internship (实习)-type experience部分“Students who engaged in internships or similar experiences were much more likely to report that their coursework provided them with information about the skills they would need in their chosen career path(参加实习或类似经历的学生更有可能报告说，他们的课程为他们提供了所选职业道路所需技能的信息)”可知，做一些实地工作（实习或类似经历）有助于学生更多地了解他们未来工作所需的技能。故选A项。 B At Broken Hill High School, my Year 9 science class’s crop reports read like death notices, “Tomato plant grew. Then died.”15 identical reports, lacking in curiosity. “Why bother?” Julia kicked dust over her dying young plants, “Google’s got answers.” I realized something was wrong. So I replaced textbooks with tools. “Forget reports. Tend your plot daily-then journal whatever you notice.” No grading rules, no grades. Just earth-covered notebooks. For two weeks, 28 skeptical (持怀疑态度的) teens watered and weeded at the 40°C heat. Then came Julia’s entry “The cracks in the soil aren’t just dry — they’re thirsty mouths begging. When I pour water, they swallow. Yesterday, an ant drowned in one. Felt like a crime. “Drama queen,” Carlos rolled his eyes. But the next morning, he was bending by his beans, writing “Roots are secret miners. They drill for gold we can’t see.” By harvest month, their journals were filled with sentences like those. “Let’s make a book,” proposed Julia. Using biology lab microscopes, students photographed tiny insects on cabbages. Art class carved lino prints (油粘版画)of root systems. We crowd-funded printing for “Dirt Diaries — True Tales from the School Plot”. My “scientists” sold 200 copies in three hours. Profits went to local farmers. But the true harvest came when Julia handed a copy of “Dirt Diaries” to our librarian. She showed him the “Your Turn” section, which read, “Plant a seed (any seed). When it comes up, write what it whispers. Pass this book on.” Her tomato death notice now reads, “Bye ‘Big Red’ — victim of my ambition (3kg overfed fertilizer). Lesson: More love ≠ more growth. Humans too.” 4. How would you describe the 15 reports? A. Short but lively. B. Technical but vivid. C. Detailed and scientific. D. Similar and uninteresting. 5. What can be inferred from Julia’s journal entry? A. She was afraid of insects. B. She was addicted to literature. C. She was deeply engaged with nature. D. She was anxious about writing reports. 6. Why did Julia give the book to the library? A. To make larger profits from it. B. To please the librarian. C. To earn a lot more reputation for her. D. To call on others to plant and journal. 7. What is the best title for the passage? A. Why More Love killed Growth B. How crop Reports Improved Creativity C. How dirt Under the Nails Grew Stories D. Why Tools Mattered More Than Textbooks 【答案】4. D 5. C 6. D 7. C 【解析】 【导语】这是一篇记叙文，文章讲述了在Broken Hill高中，9年级科学课上学生们的作物报告千篇一律、缺乏新意，老师改变教学方式，让学生们每天照料土地并记录观察内容，学生们逐渐深入自然，最终将记录内容整理成书，不仅收获了成果，还传递了种植和记录的理念。 【4题详解】 细节理解题。根据文章第一段“At Broken Hill High School, my Year 9 science class’s crop reports read like death notices, “Tomato plant grew. Then died.”15 identical reports, lacking in curiosity. (在Broken Hill高中，我9年级科学课的作物报告读起来就像死亡通知，“番茄植株生长了，然后死了。”15份相同的报告，缺乏好奇心。)”可知，这15份报告相似且无趣。故选D项。 【5题详解】 推理判断题。根据文章第三段“Then came Julia’s entry, “The cracks in the soil aren’t just dry — they’re thirsty mouths begging. When I pour water, they swallow. Yesterday, an ant drowned in one. Felt like a crime. (接着是茱莉亚的记录：“土壤中的裂缝不只是干燥——它们是渴望的嘴巴在乞求。当我倒水时，它们就吞咽。昨天，一只蚂蚁在其中一只裂缝里淹死了。感觉就像犯罪。)”可知，茱莉亚对土壤裂缝、蚂蚁等自然现象进行了细致的观察和生动的描述，由此可推断出她深入地融入了自然。故选C项。 【6题详解】 细节理解题。根据文章第五段“But the true harvest came when Julia handed a copy of “Dirt Diaries” to our librarian. She showed him the “Your Turn” section, which read, “Plant a seed (any seed). When it comes up, write what it whispers. Pass this book on.” (但真正的收获是当茱莉亚把一本《泥土日记》交给我们的图书管理员时。她给他看了“该你行动了”这一部分，上面写着：“种下一颗种子（任何种子）。当它发芽时，写下它低语的内容。把这本书传递下去。”)”可知，茱莉亚把书交给图书馆是为了呼吁其他人种植并记录。故选D项。 【7题详解】 主旨大意题。根据文章第一段“At Broken Hill High School, my Year 9 science class’s crop reports read like death notices, “Tomato plant grew. Then died.”15 identical reports, lacking in curiosity. (在Broken Hill高中，我9年级科学课的作物报告读起来就像死亡通知，“番茄植株生长了，然后死了。”15份相同的报告，缺乏好奇心.)”、第三段“Then came Julia’s entry, “The cracks in the soil aren’t just dry-they’re thirsty mouths begging. When I pour water, they swallow. Yesterday, an ant drowned in one. Felt like a crime. (接着是茱莉亚的记录：“土壤中的裂缝不只是干燥——它们是渴望的嘴巴在乞求。当我倒水时，它们就吞咽。昨天，一只蚂蚁在其中一只裂缝里淹死了。感觉就像犯罪.)”以及第五段“But the true harvest came when Julia handed a copy of “Dirt Diaries” to our librarian. She showed him the “Your Turn” section, which read, “Plant a seed (any seed). When it comes up, write what it whispers. Pass this book on.” (但真正的收获是当茱莉亚把一本《泥土日记》交给我们的图书管理员时。她给他看了“轮到你了”这一部分，上面写着：“种下一颗种子（任何种子）。当它发芽时，写下它低语的内容。把这本书传递下去。”)”可知文章讲述了老师改变教学方式后，学生们从最初对作物报告敷衍了事，到后来深入自然进行观察记录，最终将记录内容整理成书，这一过程就像指甲下的泥土孕育出了故事。C项“How dirt Under the Nails Grew Stories (指甲下的泥土如何孕育出故事)”表达的含义符合文章主旨，适合用作本文标题。故选C项。 C It was a late afternoon in 1986. I was sitting with my tutor, the poet James Dickey. Campus was lively with classes, but the darkness pooling outside made me feel shut off in a place where words were life-or-death matters. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right. Hours later, around 10 o’clock, the right word popped up. Immediately, I called Mr. Dickey, “‘Pale!’ The word is ‘pale’!” I had not thought about that phone call, much less that poem, in many years, but I’ve begun to think about it often. An explosion of “AI assistants” has suddenly taken over my inboxes and Word documents and texts. They appeared out of nowhere, like a crowd of fruit flies around an overripe banana. Everything I type now is thick with robots suggesting unwelcome robot words. I have spent hours trying to kill them in my machine. I can sometimes adjust my settings to disable the AI assistant, but the next software update turns it right back on again. In some cases, I can’t turn it off at all. The robots are relentless. The writing teachers I know struggle to persuade their students not to use these tools. They are everywhere now, impossible to bat away. Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting Siri supply the next word in a text? But letting a robot structure your argument is dangerous. It’s a streamline d way to flatten the human mind. We know who we are, at least in part, by finding the words-messy, imprecise, unexpected-to tell others, and ourselves, how we see the world. The world which no one else sees in exactly that way. I remember very little about that poetry collection. But I remember one poem in which the word “pale” figured clearly. The search for the right word to fill the right place can occupy a lifetime and, I’m convinced, make a self along the way. 8. How did the author feel in the late afternoon? A. Stuck. B. Hopeful. C. Energetic. D. Frightened. 9. Which of the words shows the author’s attitude to robots? A. Poems. B. Flies. C. Bananas. D. Machines. 10. What does the underlined word in paragraph 4 mean? A. Careless. B. Useless. C. Endless. D. Powerless. 11. What does the author intend to tell us? A. Finding the right word shapes identity. B. Banning AI assistants benefits students. C. Searching for a true self lasts a lifetime. D. Using spell check flattens the human mind. 【答案】8. A 9. B 10. C 11. A 【解析】 【导语】这是一篇记叙文。作者回忆1986年与导师为诗歌找形容词的经历，对比当下AI助手干扰写作，强调寻找合适词语的过程能塑造自我。 【8题详解】 推理判断题。根据第一段“Campus was lively with classes, but the darkness pooling outside made me feel shut off in a place where words were life-or-death matters. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right.(校园里课堂氛围活跃，但窗外汇聚的黑暗让我感觉自己被困在某个字句关乎生死的地方。一首本已完成的小诗里，有个形容词显然用得不对。我们隔着书桌来回推敲替代词，却始终找不到最恰当的那个。)”可知，作者因找不到合适的形容词陷入困境，“Stuck(卡住的、陷入困境的)”符合其感受。故选A项。 【9题详解】 推理判断题。根据第三段“An explosion of “AI assistants” has suddenly taken over my inboxes and Word documents and texts. They appeared out of nowhere, like a crowd of fruit flies around an overripe banana. (突然间，我的收件箱、Word文档和短信里涌现出大批“AI助手”，宛如熟过头的香蕉周围聚集的果蝇，毫无征兆地凭空出现。)”可知，作者将AI助手比作“果蝇”，而果蝇常给人烦扰、不受欢迎的印象，这体现了作者对AI助手的负面态度。故选B项。 【10题详解】 词句猜测题。根据第四段“I can sometimes adjust my settings to disable the AI assistant, but the next software update turns it right back on again. In some cases, I can’t turn it off at all. (我有时能调整设置关闭AI助手，但下一次软件更新后它又会自动开启。在某些情况下，我根本无法关闭它。)”可知，AI助手总是无法彻底摆脱，relentless应体现“持续不断、无法摆脱”的含义，“Endless(没完没了的)”符合语境。故选C项。 【11题详解】 推理判断题。根据最后一段“I remember very little about that poetry collection. But I remember one poem in which the word “pale” figured clearly. The search for the right word to fill the right place can occupy a lifetime and, I’m convinced, make a self along the way. (关于那本诗集我已印象模糊，但记得其中一首诗里，“苍白”一词格外清晰。寻找恰切的词语填入恰切的位置，这项工作或许要耗费一生——而我确信，正是在这个过程中，我们逐渐塑造了自我。)”可知，作者通过回忆寻找诗歌中形容词的经历，对比AI助手对写作的干扰，意在说明寻找合适的词语能塑造个人身份。故选A项。 D Every day, 22.5 billion gallons of waste flow through America’s wastewater treatment plants. While these facilities clean water for environmental release, they also release large amounts of carbon dioxide. Now, researchers at Johns Hopkins University have developed a new electrochemical process that traps carbon from treated water before it escapes. At the heart of the method is a small device called an electrochemical cell. The cell applies an electrical current to change the pH of treated wastewater. This chemical adjustment transforms bicarbonate ions-dissolved (溶解) forms of carbon-into carbon dioxide gas and solid calcium carbonate. Both are then removed before the water is released into rivers and streams. The researchers tested the cell. They used samples from four treatment plants across the U.S., each with different water chemistry. Their goal was to measure how much inorganic carbon could be removed and how much energy the process would consume. After 50 hours of continuous operation, the system proved stable and effective. By adjusting variables like flow rate and electrode spacing, the researchers improved performance without too much energy cost, which makes the method competitive with current approaches used for air or ocean CO₂ trapping, but with one key advantage: they can use existing facilities instead of building new ones. The method isn’t without limitations. The carbon trapping cells require energy to function, and to ensure the system remains carbon-negative, that power must come from renewable sources like solar or wind. Moreover, wastewater chemistry varies by location, time of day, and season, so some tailoring will be needed for widespread use. “Before any of those plants start noticeably reducing the CO₂ in the atmosphere, it’s going to be a long time, and a lot of money,” Rossi, one of the researchers, said, “But this is a way to make use of what we already have.” 12. What does Johns Hopkins University intend to do? A. Reduce energy use. B. Upgrade the facilities. C. Speed up the releasing process. D. Remove carbon from treated water. 13. What is the core function of the cell? A. Generating electrical currents. B. Adjusting the pH of treated water. C. Improving the performance of the system. D Measuring the amount of inorganic carbon. 14. What is the major strength of the new method? A. It shows more stability. B. It traps more carbon. C. It uses existing facilities. D. It relies on green power. 15. What does Rossi think of the method? A. Practical. B. Unique. C. Advanced. D. Limited. 【答案】12. D 13. B 14. C 15. A 【解析】 【导语】这是一篇说明文。短文介绍了约翰・霍普金斯大学研新工艺捕废水碳，有效实用但有局限。 【12题详解】 细节理解题。根据第一段“Now, researchers at Johns Hopkins University have developed a new electrochemical process that traps carbon from treated water before it escapes. (现在，约翰・霍普金斯大学的研究人员开发了一种新的电化学工艺，能在处理后的水中的碳逃逸前将其捕获。)”可知，该大学的目的是从处理后的水中去除碳。故选D项。 【13题详解】 细节理解题。根据第二段“At the heart of the method is a small device called an electrochemical cell. The cell applies an electrical current to change the pH of treated wastewater. (该方法的核心是一种名为电化学电池的小型装置。这种电池通过施加电流来改变处理后废水的 pH 值。)”可知，电化学电池的核心功能是调节处理后废水的pH值。故选B项。 【14题详解】 细节理解题。根据第四段“By adjusting variables like flow rate and electrode spacing, the researchers improved performance without too much energy costs, which makes the method competitive with current approaches used for air or ocean CO₂ trapping, but with one key advantage: they can use existing facilities instead of building new ones.(研究人员通过调整流速、电极间距等变量，在未显著增加能耗的情况下提升了性能。这使得该方法可与当前用于捕获空气或海洋中二氧化碳的技术相媲美，且有一个关键优势：无需新建设施，可利用现有设备。)”可知，新方法的主要优势是利用现有设施。故选C项。 【15题详解】 推理判断题。根据最后一段““Before any of those plants start noticeably reducing the CO₂ in the atmosphere, it’s going to be a long time, and a lot of money,” Rossi, one of the researchers, said, “But this is a way to make use of what we already have.” (研究人员之一罗西说：“要让这些工厂开始显著减少大气中的二氧化碳，还需要很长时间和大量资金，但这是一种利用我们现有资源的方法。”)”可知，罗西认为该方法能利用现有资源，具有实用性。故选A项。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 We live in a world filled with constant noise-music, phones, talking, traffic and online messages. For senior students, this noise isn’t just around them; it’s in their minds too. Academic pressure, social expectations, and digital distractions keep the brain in overdrive. ____16____ It gives the mind a chance to rest. Without it, stress builds up, focus weakens, and thinking becomes cloudy. Silence improves students’ mental state. Just two minutes of quiet can lower tension more than soft music. ____17____ They notice how they feel and what they truly think. In that space, self-awareness grows. Some students even find that silent moments bring sudden understanding of a problem they’ve been puzzled by. Imagination becomes active when input stops. ____18____ But knowing the value of silence is only the start. How can students bring it into their busy lives? Start small. After waking up, sit for one minute before touching your phone. Walk between classes without talking or listening to music. During homework breaks, turn everything off and breathe deeply. Before sleep, lie still without devices and just listen to your breath. ____19____ It just means using small moments differently. ____20____ Classrooms are busy, homes may be noisy, and friends might not understand why you want time alone. Some students worry that silence feels boring or awkward. Others feel guilty for “doing nothing”. But silence is not nothing-it’s a way to reset. And like any habit, it takes practice. The more often you try it, the more natural it feels. Choosing silence is choosing care. With practice, silence becomes a strength. A. That’s why silence matters. B. Still, quiet isn’t always easy. C. None of these takes extra time. D. So a quiet mind is a sharp mind. E. In a quiet world, students are happy. F. Short pauses can refresh them physically. G. When they reduce external noise, their thoughts settle. 【答案】16. A 17. G 18. D 19. C 20. B 【解析】 【导语】本文是一篇说明文，介绍了在充满噪音的世界中，沉默对高中生的重要性，它能帮助学生放松大脑、改善精神状态，同时也提供了将沉默融入繁忙生活的方法，并指出培养沉默习惯并非易事。 【16题详解】 根据上文 “Academic pressure, social expectations, and digital distractions keep the brain in overdrive. (学业压力、社交期望和数字干扰使大脑超负荷运转。)”以及下文“It gives the mind a chance to rest. Without it, stress builds up, focus weakens, and thinking becomes cloudy. (它给大脑一个休息的机会。没有它，压力会累积，注意力会减弱，思维会变得模糊。)”可知，上文说的是大脑超负荷运转，下文说的是它给大脑一个休息的机会。没有它，压力会累积，注意力会减弱，思维会变得模糊，可推理出空格处需要一个过渡句，引出“沉默”的重要性，与A项“That’s why silence matters. (这就是沉默如此重要的原因。)” 表达的含义一致，故选 A 项。 【17题详解】 根据上文“Just two minutes of quiet can lower tension more than soft music. (仅仅两分钟的安静比轻音乐更能缓解紧张。)”以及下文“They notice how they feel and what they truly think. In that space, self-awareness grows. (他们会注意到自己的感受和真实想法。在这个过程中，自我意识会增强。)”可知，上文提到了安静能缓解紧张，下文说的是他们会注意到自己的感受和真实想法。在这个过程中，自我意识会增强，可推理出空格处应解释安静如何让学生关注自身感受，与G项“When they reduce external noise, their thoughts settle .(当他们减少外部噪音时，他们的思绪会平静下来。)”表达的意思一致，故选G项。 【18题详解】 根据上文“Some students even find that silent moments bring sudden understanding of a problem they’ve been puzzled by. Imagination becomes active when input stops. (一些学生甚至发现，沉默的时刻能让他们突然理解一直困惑的问题。当外部信息输入停止时，想象力会变得活跃。)”可知，下文提到了沉默的时刻能让他们突然理解一直困惑的问题。当外部信息输入停止时，想象力会变得活跃，可推理出空格处应总结沉默对思维的积极影响，与D项“So a quiet mind is a sharp mind. (所以平静的头脑是敏锐的头脑。)”表达的含义一致，故选D项。 【19题详解】 根据上文“Start small. After waking up, sit for one minute before touching your phone. Walk between classes without talking or listening to music. During homework breaks, turn everything off and breathe deeply. Before sleep, lie still without devices and just listen to your breath. (从小处着手。醒来后，在碰手机前先坐一分钟。课间走路时不说话、不听音乐。做作业休息时，关掉所有设备，深呼吸。睡觉前，静静地躺着，不使用电子设备，只听自己的呼吸声。)”以及下文“It just means using small moments differently. (这只是意味着以不同的方式利用这些微小的时刻。)” 可知，上文说的是从小处着手，下文提到了微小的时刻，可推理出空格处应说明这些融入沉默的方法不会占用额外时间，与C项“None of these takes extra time. (这些都不需要额外的时间。)”表达的意思一致，故选C项。 【20题详解】 根据下文“Classrooms are busy, homes may be noisy, and friends might not understand why you want time alone. Some students worry that silence feels boring or awkward. Others feel guilty for “doing nothing” (教室很嘈杂，家里可能也不安静，朋友们可能不理解你为什么需要独处的时间。一些学生担心沉默会让人感到无聊或尴尬。另一些人则会因为“无所事事”而感到内疚。)”可知，上文说的是教室很嘈杂，家里可能也不安静，而且你的沉默可能不被理解，可推理出空格处应指出营造安静环境或享受沉默并非易事，与B项“Still, quiet isn’t always easy .(然而，安静并不总是那么容易获得。)”表达的含义一致，故选B项。 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 A golden mist lay softly over the cornfields, as if the sun were settling the land for the night. After days of documenting life in a remote African camp, I was finally ____21____ my camera, longing for quiet reflection rather than another ____22____. But just as I turned to leave, I heard “Photo, photo, photo.” It was a young boy, following me closely, his eyes full of ____23____. I let out a ____24____ sigh. My hands ached. I couldn’t find the ____25____ to lift my camera again. Still, the boy ____26____. “Photo?” His eyes were wide and shining — something about them stayed with me; so open, so certain that he ____27____ to be seen. I paused. Then a perfect ____28____ came to mind. I gently motioned for him to pose. But as soon as I raised the camera, the ____29____ on his face disappeared. His eyes fell. Shyness, then fear. He was suddenly ____30____ of himself. To lift his spirits, I clapped my hands and said cheerfully, “Great! You’re amazing!” With his friends cheering, the boy’s face lit up with the ____31____ joy. I naturally lifted my camera and took the shot — not the one I had planned, but the one that truly ____32____. That moment taught me something deeper. I had come here to take pictures, but I left with something else — how to mirror ____33____ itself. When we let go of ____34____ our needs, our desire to perfect — we make space for real beauty to appear. The boy didn’t need me to turn him into ____35____. He only wanted one thing: to be seen. 21. A. giving away B. putting away C. fixing up D. setting up 22. A. test B. chance C. memory D. picture 23. A. patience B. anger C. hope D. confusion 24. A. tired B. disappointed C. relieved D. shocked 25. A. reason B. way C. honor D. energy 26. A. insisted B. debated C. questioned D. complained 27. A. refused B. deserved C. pretended D. promised 28. A. lecture B. excuse C. image D. world 29. A. respect B. surprise C. eagerness D. calmness 30. A. unsure B. full C. aware D. mindful 31. A. proudest B. purest C. briefest D. strangest 32. A. helped B. changed C. won D. mattered 33. A. success B. luck C. life D. wisdom 34. A. doubt B. control C. regret D. pressure 35. A. art B. power C. history D. love 【答案】21. B 22. D 23. C 24. A 25. D 26. A 27. B 28. C 29. C 30. A 31. B 32. D 33. C 34. B 35. A 【解析】 【导语】这是一篇记叙文。作者在非洲营地记录生活后想收相机，却被男孩请求拍照。男孩从急切变羞怯，作者鼓励后拍下有意义的照片，领悟放下掌控才见真实美好。 【21题详解】 考查动词短语辨析。句意：在非洲一个偏远营地记录生活数日后，我终于收起相机，渴望安静地沉思，而不是再拍一张照片。A. giving away赠送；B. putting away收起、放好；C. fixing up修理；D. setting up建立。根据下文“longing for quiet reflection”可知，作者不想再拍照，因此收起相机，putting away符合语境。故选B项。 【22题详解】 考查名词词义辨析。句意：在非洲一个偏远营地记录生活数日后，我终于收起相机，渴望安静地沉思，而不是再拍一张照片。A. test测试；B. chance机会；C. memory记忆；D. picture照片。根据上文“my camera”以及语境可知，作者在用相机记录非洲生活，而此处指不想再拍照片，想安静地沉思，picture符合语境。故选D项。 【23题详解】 考查名词词义辨析。句意：是一个小男孩，紧紧跟着我，眼里满是期待。A. patience耐心；B. anger愤怒；C. hope期待、希望；D. confusion困惑。根据下文“I heard “Photo, photo, photo.””以及语境可知，男孩反复请求“Photo, photo”，说明他渴望被拍照，眼里充满期待，hope符合语境。故选C项。 【24题详解】 考查形容词词义辨析。句意：我疲惫地叹了口气。A. tired疲惫的；B. disappointed失望的；C. relieved宽慰的；D. shocked震惊的。根据下文“My hands ached. I couldn’t find the ____ to lift my camera again”可知，作者手部酸痛、无力再拍照，因此疲惫地叹气，tired符合语境。故选A项。 【25题详解】 考查名词词义辨析。句意：我找不到力气再举起相机了。A. reason理由；B. way方法；C. honor荣誉；D. energy力气、精力。根据上文“My hands ached”以及语境可知，作者体力不支，没有力气举相机，energy符合语境。故选D项。 【26题详解】 考查动词词义辨析。句意：但男孩仍坚持着。A. insisted坚持；B. debat辩论；C. questioned质疑；D. complained抱怨。根据下文““Photo?” His eyes were wide and shining-something about them stayed with me”可知，尽管作者叹气、无力举相机，男孩仍继续请求“Photo?”，体现他的坚持，insisted符合语境。故选A项。 【27题详解】 考查动词词义辨析。句意：他的眼睛又大又亮 —— 那双眼睛里有种特质让我难以忘怀：如此坦率，如此笃定自己值得被看见。A. refused拒绝；B. deserved值得；C. pretended假装；D. promised承诺。根据下文“to be seen”以及语境可知，男孩执着请求拍照，暗含“希望被关注、值得被记录”的心理，deserved符合“应得被看见”的语境。故选B项。 【28题详解】 考查名词词义辨析。句意：我顿了顿，随后脑海中浮现出一个完美的画面。A. lecture讲座；B. excuse借口；C. image画面、影像；D. world世界。根据下文“motioned for him to pose”可知，这里指作者开始构思拍照的画面，image符合语境。故选C项。 【29题详解】 考查名词词义辨析。句意：但我一举起相机，他脸上的急切就消失了。A. respect尊重；B. surprise惊讶；C. eagerness急切、渴望；D. calmness平静。根据上文“I heard “Photo, photo, photo.” It was a young boy, following me closely”可知，前文男孩反复请求拍照，体现出急切的心情，举起相机后他却退缩，因此急切消失，eagerness符合语境。故选C项。 【30题详解】 考查形容词词义辨析。句意：他突然对自己没了信心。A. unsure不确定的、没信心的；B. full满的；C. aware意识到的；D. mindful留意的。根据上文“Shyness, then fear”可知，男孩变得害羞、恐惧，对自己没信心，unsure符合语境。故选A项。 【31题详解】 考查形容词词义辨析。句意：在朋友们的欢呼声中，男孩的脸上绽放出纯粹的喜悦。A. proudest最骄傲的；B. purest最纯粹的；C. briefest最短暂的；D. strangest最奇怪的。根据上文“With his friends cheering”以及语境可知，男孩因鼓励和欢呼重拾快乐，这种喜悦没有杂质，是纯粹的，purest符合题意。故选B项。 【32题详解】 考查动词词义辨析。句意：我自然而然地举起相机按下快门 —— 这张照片并非我最初计划的样子，却是真正有意义的一张。A. helped帮助；B. changed改变；C. won赢得；D. mattered重要、有意义。根据下文“That moment taught me something deeper”可知，这张照片带来了深刻感悟，因此有意义，mattered符合语境。故选D项。 【33题详解】 考查名词词义辨析。句意：我来这里是为了拍照，却带着别的收获离开 —— 学会如何反映生活本身。A. success成功；B. luck运气；C. life生活、人生；D. wisdom智慧。根据上文“ I left with something else-how to mirror”以及语境可知，作者通过记录男孩的瞬间，领悟到拍照应贴近真实生活，而非刻意设计，life符合语境。故选C项。 【34题详解】 考查名词词义辨析。句意：当我们放下对掌控的执念 —— 对自身需求的掌控、对完美的渴望 —— 真正的美好便有了出现的空间。A. doubt怀疑；B. control控制、掌控；C. regret后悔；D. pressure压力。根据上文“let go of”和下文“our desire to perfect”可知，作者此前想设计完美拍照画面，是对拍摄的掌控，放下这种执念后才捕捉到真实美好，control符合语境。故选B项。 【35题详解】 考查名词词义辨析。句意：男孩不需要我把他变成艺术品。A. art艺术、艺术品；B. power力量；C. history历史；D. love爱。根据上文“The boy didn’t need me to turn him into”以及语境可知，作者最初想拍完美画面，试图将男孩塑造成艺术品，但最终发现真实更重要，art符合语境。故选A项。 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 To celebrate International Museum Day, the United Nations Postal Administration recently issued a sheet of 10 commemorative (纪念) stamps, marking the first time it has released a special event sheet stamp for a single museum, the Palace Museum. All the stamps, each ____36____ (value) at $1.65, feature flower designs inspired by the museum’s artifacts (文物) or architecture. The choice of flowers as the stamp theme ____37____ (symbolize) the booming diversity of China’s traditional culture and hopes for its ____38____ (globe) reach. The Palace Museum is committed to prioritizing the conservation of artifacts and exploring their cultural value, with its goal ____39____ (transform) the 600-year-old Forbidden City’s heritage into a ____40____ (drive) force for cultural exchange in the world. Its collections are extraordinary ____41____ diversity, quality, and historical value, ____42____ makes them major attractions for millions of visitors each year. The stamp launch was held in the UN’s New York office on May 19, where ____43____ exhibition displayed the Palace Museum’s cultural and creative products, drawing over 120 ambassadors and representatives of UN agencies ____44____ (eager) attending the event. The exhibition draws ____45____ (inspire) from a philosophical concept in the ancient Chinese classic I Ching (Book of Changes)- “the shared growth and endless continuity of all things”, and displays the museum’s initiatives in many fields, including accessibility for people with disabilities and environmental protection. 【答案】36. valued 37. symbolizes 38. global 39. to transform 40. driving 41. in 42. which 43. an 44. eagerly 45. inspiration 【解析】 【导语】本文是一篇说明文。文章主要介绍了联合国邮政管理局发行了一套纪念邮票，以庆祝国际博物馆日，并详细介绍了邮票的设计理念、发行意义以及故宫博物院的相关情况。 【36题详解】 考查非谓语动词。句意：所有邮票每枚价值1.65美元，其花卉图案的灵感均来自故宫博物院的文物或建筑。分析句子可知，“value(给……定价)”作后置定语修饰名词stamps，用非谓语形式，与其逻辑主语stamps之间是被动关系，用过去分词表被动。故填valued。 【37题详解】 考查动词时态和主谓一致。句意：选择花卉作为邮票主题，象征着中国传统文化蓬勃发展的多样性，并希望其能够遍布全球。“symbolize(象征)”是谓语动词，根据句意可知，描述客观事实用一般现在时态，主语choice是单数名词，谓语动词用单数形式。故填symbolizes。 【38题详解】 考查形容词。句意：选择花卉作为邮票主题，象征着中国传统文化蓬勃发展的多样性，并希望其能够遍布全球。形容词global作定语修饰名词reach，意为“全球的”。故填global。 【39题详解】 考查非谓语动词。句意：故宫博物院致力于优先保护文物，探索其文化价值，目标是把这座有着600年历史的紫禁城遗产转化为世界文化交流的驱动力。“(transform) the 600-year-old Forbidden City’s heritage into”作后置定语修饰名词goal，表示要去实现的目的，用不定式作后置定语。故填to transform。 【40题详解】 考查非谓语动词。句意：故宫博物院致力于优先保护文物，探索其文化价值，目标是把这座有着600年历史的紫禁城的遗产转化为世界文化交流的驱动力。drive(驱动)作定语修饰名词force，用非谓语形式，与其逻辑主语force之间是主动关系，用现在分词表主动。故填driving。 【41题详解】 考查介词。句意：其藏品在多样性、质量和历史价值方面都非常出色，每年吸引数百万游客前来参观。根据句意可知，句中涉及固定短语“be extraordinary in...”，意为“在……方面非常出色”，故空格处应用介词in。故填in。 【42题详解】 考查定语从句。句意：其藏品在多样性、质量和历史价值方面都非常出色，每年吸引数百万游客前来参观。空格处引导非限制性定语从句，修饰先行词collections，指物，关系词代替先行词在定语从句中作主语，应使用关系代词which引导该从句。故填which。 【43题详解】 考查冠词。句意：5月19日，邮票发行仪式在联合国纽约办公室举行，一场展览展示了故宫博物院的文化创意产品，吸引了120多位大使和联合国机构代表踊跃参加。根据句意可知，句中“exhibition”意为“展览”，为可数名词单数形式，泛指一场展览，空格处应用不定冠词修饰，且exhibition发音以元音音素开头，应用不定冠词an。故填an。 【44题详解】 考查副词。句意：5月19日，邮票发行仪式在联合国纽约办公室举行，一场展览展示了故宫博物院的文化创意产品，吸引了120多位大使和联合国机构代表踊跃参加。修饰动词attending应用副词eagerly，作状语，意为“热切地，渴望地”。故填eagerly。 【45题详解】 考查名词。句意：此次展览灵感来自中国古代经典《易经》中的哲学概念——“万物共生、生生不息”，展示了故宫博物院在包括残疾人无障碍和环境保护在内的许多领域的举措。提示词作宾语，用名词inspiration，意为“灵感”，不可数名词。故填inspiration。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是李华。在当地书展上，你选购了几本自己感兴趣的不同类别的课外读物。请给你的英国笔友Emma写封邮件分享此事，内容包括： （1）书籍类别； （2）选择原因。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear Emma, The local book fair last weekend was amazing! ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I can’t wait to read them. What kinds of books inspire you most? Best wishes, Li Hua 【答案】 Dear Emma, The local book fair last weekend was amazing! I browsed through countless stalls and finally picked three books of different types. One is a science-fiction novel about space exploration, as I’ve always dreamed of uncovering the mysteries of the universe. Another is a collection of short stories by a renowned Chinese writer; its vivid descriptions of ordinary people’s daily lives and touching emotions really drew me in. The third is a history book focusing on ancient Egypt — I’ve long been curious about its magnificent pyramids, mysterious pharaohs and unique burial customs. I can’t wait to dive into these books and lose myself in the fascinating stories. What kinds of books inspire you most? Best wishes, Li Hua 【解析】 【导语】本篇书面表达属于应用文，要求考生给英国笔友Emma写封邮件，分享自己在当地书展上选购了几本自己感兴趣的不同类别的课外读物的事情。 【详解】1.词汇积累 最终：finally→eventually 不同的：different →various 著名的：renowned→famous 令人感动的：touching→moving 2.句式拓展 并列句变复合句 原句： I browsed through countless stalls and finally picked three books of different types. 拓展句：After I browsed through countless stalls, I finally picked three books of different types. 【点睛】【高分句型1】 One is a science-fiction novel about space exploration, as I’ve always dreamed of uncovering the mysteries of the universe. （运用了as引导的原因状语从句） 【高分句型2】 The third is a history book focusing on ancient Egypt — I’ve long been curious about its magnificent pyramids, mysterious pharaohs and unique burial customs.（运用了现在分词作后置定语） 第二节（满分25分） 47. 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。 As a teenager, I longed for popularity among my class. The desire to stand out consumed me. Toby’s raised hands always lit up teachers’ eyes. Josh, the basketball star, pulled cheers from the crowd with every shot. And George could walk into a silent room and start conversations with everyone around him. I envied them all. “Maybe I would be visible when I climbed my way to the top of every exam ranking,” I thought. To stand out academically, I doubled my effort. I spent every minute trying to be number one. Whenever classmates asked for help, I would close my textbook and lied. “Sorry, I don’t get it either,” terrified they would outperform me. Mr. White, our head teacher, noticed. “Real respect grows when you lift others up, Vik.” But I dismissed his words-grades were my only currency. The school was organizing a relay race for the upcoming sports day, and our class was making the team. The monitor turned to me with hopeful eyes. “Vik, you have to be on our team!” But I shook my head, “No way, I can’t afford to waste time on that. I have studies to do.” He tried to reason, “It’s just one afternoon, and it’s for the class!” Yet I stood firm, my mind fixed on my academic goals. Mr. White saw the whole exchange and called me aside, “Vik, life isn’t just about books and grades. The relay isn’t just a race; it’s a chance to build teamwork.” I was too blind to see his point. 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。 Eventually, I ranked first in the mid-exam, expecting cheers and congratulations. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I realized what I should do. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 Eventually, I ranked first in the mid-exam, expecting cheers and congratulations. When the teacher read my name aloud, I sat up straight, waiting for the excitement I’d dreamed of. But the classroom stayed quiet—no cheers, no pats on the back. I stared at my paper, the red “1st” now feeling cold. For the first time, I realized the top rank I’d fought so hard for hadn’t brought me the respect I wanted. Mr. White’s words echoed in my head again, and this time, they hit home. I realized what I should do. The next break, I walked to the monitor, my heart beating fast. “Is there still a spot on the relay team?” His eyes widened in surprise, then lit up. At practice, I pushed through sore legs to keep up, and after class, I pulled out my notes to help classmates who struggled with math. On sports day, when I passed the baton to Josh, the whole class screamed. We finished second, but as we hugged one another, I felt warmer than I ever had holding a top exam paper. Popularity wasn’t about standing above others—it was about standing with them. 【解析】 【导语】本文以人物为线索展开，作者渴望在班级中受关注，羡慕Toby、Josh等人的受欢迎。他认为考第一能让自己突出，便加倍努力学习，还因怕同学超越而拒绝帮忙，也不愿参加班级接力赛，即便班主任怀特老师提醒他互助与团队的重要性，他也未能理解。 【详解】1.段落续写： ①由第一段首句内容“最终，我在期中考试中拔得头筹，满心期待着欢呼与祝贺。”可以预测这段主要内容：作者中考第一却未获关注，才悟榜首未带来渴望的尊重，懂了怀特老师的话。 ②由第二段首句内容“我终于明白自己该做些什么了。”可以预测这段主要内容：作者醒悟后，主动加入接力队坚持训练、帮同学补数学；运动会接力获第二，相拥时他倍感温暖，终懂受欢迎是与他人并肩。 2.续写线索： 作者期中考第一——仍未获关注——懂得怀特老师的话—— 融入同学——感悟 3.词汇激活 行为类 ①理解到：realize/understand/recognize ②帮助：help/assist/aid ③大叫：scream/shout/yell 情绪类 ①兴奋：excitement/thrill ②惊讶：surprise/astonishment/amazement 【点睛】[高分句型1]. When the teacher read my name aloud, I sat up straight, waiting for the excitement I’d dreamed of. （运用了现在分词作状语和省略which或that的定语从句） [高分句型2]. I stared at my paper, the red “1st” now feeling cold.（运用了独立主格结构） 第1页/共1页 学科网（北京）股份有限公司 $