精品解析：东北三省重点高中联合体2025-2026学年高三上学期11月适应性模拟考试英语试卷

2025年11月东北三省重点高中联合体 高三适应性模拟考试英语 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. 答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。 如需改动，用橡皮擦干净后，再选涂其它答案标号。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，将答题卡交回。 第Ⅰ卷(选择题　共95分) 第一部分 听力（共两节，满分30分） 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。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. What has caused the delay in the project? A. Budget constraints B. Technical difficulties C. Personnel changes 2. What does the man imply about the conference? A. It was better than expected B. It failed to meet its objectives C. It should have been longer 3. What is the woman's main concern? A. Meeting deadlines B. Maintaining quality C. Reducing costs 4. What will the man probably do next? A. Consult with his supervisor B. Review the document again C. Contact the client directly 5. What does the woman suggest about the new policy? A. It needs further clarification B. It will improve efficiency C. It may cause confusion 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 is the main topic of conversation? A. Career development opportunities B. Workplace communication issues C. Project management strategies 7. What does Dr. Robinson recommend? A. Attending specialized training B. Seeking mentorship C. Changing departments 听第7段材料，回答第8至10题。 8. Why is the research project being reevaluated? A. Ethical concerns B. Funding limitations C. Methodological flaws 9. What alternative approach does the man suggest? A. Extending the timeline B. Reducing the sample size C. Modifying the criteria 10. What is the woman's attitude toward the suggested changes? A. Cautiously optimistic B. Strongly opposed C. Completely indifferent 听第8段材料，回答第11至13题。 11. What problem are the speakers discussing? A. Declining sales figures B. Customer complaints C. Production delays 12. What factor does the man identify as the primary cause? A. Inadequate training B. Equipment failure C. Supply chain issues 13. What immediate action will be taken? A. Implementing quality checks B. Replacing staff members C. Upgrading systems 听第9段材料，回答第14至16题。 14. What is the purpose of the meeting? A. To discuss expansion plans B. To address performance issues C. To introduce new procedures 15. What does the data analysis reveal? A. Seasonal variations B. Emerging trends C. Regional differences 16. What decision is made regarding the marketing strategy? A. To increase digital advertising B. To focus on traditional media C. To conduct more market research 听第10段材料，回答第17至20题。 17. What is the main focus of the presentation? A. Technological innovations B. Environmental sustainability C. Global economic trends 18. According to the speaker, what is the key challenge? A. Balancing competing priorities B. Securing adequate resources C. Managing stakeholder expectations 19. What does the speaker recommend for future planning? A Adopting a flexible approach B. Establishing clear benchmarks C. Developing contingency plans 20. What is the speaker's overall tone? A. Urgent and concerned B. Analytical and pragmatic C. Optimistic and enthusiastic 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 Join the Green Campus Initiative! Make a Difference Today! Are you passionate about protecting our environment? Do you want to help make our school campus greener and more sustainable? The Green Campus Initiative (GCI) is now recruiting new members for the upcoming semester! We are a student-led organization committed to environmental protection and sustainable development right here at our school. What We Do: Our club organizes various environmental activities throughout the semester: · Weekly meetings every Tuesday after school (4:00-5:00 PM) in Room 205 · Campus clean-up events every other Friday afternoon · Managing paper and plastic recycling stations around campus · Maintaining our school garden-planting and caring for vegetables and flowers · Organizing environmental awareness campaigns and guest speaker events Benefits of Joining: By joining GCI, you will: · Meet new friends who share your environmental interests · Learn practical skills in gardening and waste management · Earn community service hours for college applications · Gain leadership experience in organizing green initiatives · Make a visible impact on our school’s environment No previous experience is required — just bring your enthusiasm and willingness to help! Our first meeting will be on September 10th at 4:00 PM in Room 205. Come see what we’re all about and how you can contribute to making our school greener! For more information, please contact our club president, Lisa Wang, at lisa.wang@studentschool.edu or visit our information booth in the school lobby during lunch breaks from September 3rd to 6th. 1. What is the main purpose of this passage? A. To announce new school environmental policies. B. To encourage students to join an environmental club. C. To report on recent environmental projects. D. To introduce gardening techniques to students. 2. How often does the club hold campus clean-up events? A. Every day after school B. Every week on Tuesday C. Every other Friday D. Once a month 3. Which of the following is mentioned as a benefit of joining the club? A. Getting paid for community service. B. Receiving free textbooks. C. Earning community service hours. D. Improving exam scores. 【答案】1. B 2. C 3. C 【解析】 【导语】本文是一篇应用文。主要介绍绿色校园倡议（GCI）学生组织的性质、活动内容、加入福利及招募相关信息，旨在吸引学生加入。 【1题详解】 推理判断题。根据第一段中的“The Green Campus Initiative (GCI) is now recruiting new members for the upcoming semester!(绿色校园倡议（GCI）正在为下学期招募新成员！)”及全文对俱乐部活动、福利和招募方式的介绍可知，文章主要目的是鼓励学生加入这个环保俱乐部。故选B项。 【2题详解】 细节理解题。根据“What We Do”部分中“Campus clean-up events every other Friday afternoon (每隔一周的周五下午举办校园清洁活动)”可知，俱乐部每两周举办一次校园清洁活动。故选C项。 【3题详解】 细节理解题。根据“Benefits of Joining”部分中的“Earn community service hours for college applications(为大学申请赚取社区服务时长)”可知，加入俱乐部的福利之一是获得社区服务时长。故选C项。 B The Power of a Growth Mindset In the world of education and psychology, few concepts have gained as much attention as the idea of “mindset” developed by Stanford psychologist Dr. Carol Dweck. After decades of research, she identified two basic mindsets that shape our lives: a “fixed mindset” and a “growth mindset.” Understanding the difference between them can significantly impact how we approach learning and challenges. People with a fixed mindset operate under the core belief that intelligence, talents, and abilities are static, unchangeable traits. You are born with a certain amount, and that's that. This belief leads to a constant need to prove oneself. Students with this mindset often say things like, “I'm just not a math person.” They tend to avoid challenges for fear of failure and looking unintelligent. When they encounter obstacles, they are quick to give up, seeing effort as fruitless if you're “just not good” at something. Furthermore, they often feel threatened by the success of others and may ignore constructive criticism because it feels like a personal attack. In stark contrast, individuals with a growth mindset believe that intelligence and abilities can be developed through dedication and hard work. They see the brain as a muscle that gets stronger with use. For them, challenges are not threats but exciting opportunities to learn and stretch their abilities. A difficult problem is a puzzle to be solved, not a judgment on their worth. When they face setbacks, they persist, trying different strategies and learning from their mistakes. They also learn from criticism and find inspiration in the success of others, using it as a model for their own learning journey. It's no surprise that Dr. Dweck's research found that students with a growth mindset consistently achieve more than their fixed-mindset peers. The most empowering part of this theory is that a growth mindset is not an innate personality trait; it can be cultivated. For students, this starts with recognizing that they are in control of their own brain's growth. Simple changes in language can make a big difference. Praising the process — like effort, strategy, and perseverance — rather than just the outcome or “smartness,” fosters a growth mindset. Learning to reframe failure not as a definition of one's ability but as a valuable source of feedback and a stepping stone to improvement is the ultimate key to unlocking one's full potential. 4. According to the first two paragraphs, people with a fixed mindset believe that ______. A. they can become smarter through hard work B. their basic intelligence can't be changed much C. challenges help them grow and learn D. effort is the most important part of learning 5. The word "persist" in paragraph 3 is closest in meaning to ______. A. give up B. feel disappointed C. continue firmly D. ask for help 6. According to the passage, which of the following actions best demonstrates a growth mindset? A. John decided to stop playing the piano after failing an exam, believing he had no talent. B. Sarah felt annoyed when her friend scored higher and decided not to study with her anymore. C. After losing a debate competition, Mark analyzed his weak points and practiced his speaking skills. D. Lisa only answers questions in class that she is sure she can answer correctly to look smart. 7. What is the main purpose of the passage? A. To explain that intelligence is the most important factor for success. B. To introduce the two mindsets and show how a growth mindset can be developed. C To criticize the education system for encouraging a fixed mindset. D. To prove that people's personalities cannot be changed. 【答案】4. B 5. C 6. C 7. B 【解析】 【导语】本文是一篇说明文。主要介绍斯坦福大学德韦克博士提出的固定型思维模式与成长型思维模式的差异，以及成长型思维模式的培养方式及其重要性。 【4题详解】 细节理解题。根据第二段中的“People with a fixed mindset operate under the core belief that intelligence, talents, and abilities are static, unchangeable traits. (固定型思维模式的人核心信念是，智力、天赋和能力是固定不变的特质。)”可知，固定型思维模式的人认为自身的基本智力难以改变。故选B项。 【5题详解】 词句猜测题。根据第三段中的“When they face setbacks, they persist, trying different strategies and learning from their mistakes. (当他们遇到挫折时，会persist，尝试不同的策略并从错误中学习。)”可知，他们会尝试不同策略、从错误中学习，所以划线词意为“坚定地继续”，即不轻易放弃。故选C项。 【6题详解】 推理判断题。根据第三段“In stark contrast, individuals with a growth mindset believe that intelligence and abilities can be developed through dedication and hard work. They see the brain as a muscle that gets stronger with use. For them, challenges are not threats but exciting opportunities to learn and stretch their abilities. A difficult problem is a puzzle to be solved, not a judgment on their worth. When they face setbacks, they persist, trying different strategies and learning from their mistakes. (与之形成鲜明对比的是，拥有成长型思维模式的人认为，智力和能力可以通过投入和努力来培养。他们将大脑视为一块肌肉，越使用就越强壮。对他们来说，挑战并非威胁，而是学习和拓展自身能力的绝佳机会。一道难题是待解的谜题，而非对自身价值的评判。当他们遭遇挫折时，会坚持不懈，尝试不同策略并从错误中吸取教训.)”可知，成长型思维的人面对挫折会坚持、尝试不同策略并从错误中学习。C项“马克在辩论比赛失利后，分析自身弱点并练习演讲技巧”，符合成长型思维模式的表现。故选C项。 【7题详解】 推理判断题。通读全文以及第一段“In the world of education and psychology, few concepts have gained as much attention as the idea of “mindset” developed by Stanford psychologist Dr. Carol Dweck. After decades of research, she identified two basic mindsets that shape our lives: a “fixed mindset” and a “growth mindset.” Understanding the difference between them can significantly impact how we approach learning and challenges. (在教育和心理学领域，很少有概念能像斯坦福大学心理学家卡罗尔・德韦克博士提出的“思维模式”理念那样受到广泛关注。经过数十年的研究，她发现了两种塑造我们生活的基本思维模式：“固定型思维模式”和“成长型思维模式”。理解两者之间的差异，会极大地影响我们应对学习和挑战的方式。)”可知，文章开篇介绍德韦克博士提出的两种思维模式，随后分别阐述固定型和成长型思维模式的特点，最后说明成长型思维模式可被培养及具体培养方式。因此，文章的主要目的是介绍两种思维模式，并说明成长型思维模式如何培养。故选B项。 C The Symphony of Coexistence: Rethinking Humanity’s Place in Nature For much of modern history, the dominant narrative in conservation has been one of separation and segregation. The “fortress conservation” model, which emerged from 19th-century American wilderness ideals, established a clear dichotomy: humans were seen as threats to nature, and nature needed protection from human influence. This philosophy led to the creation of protected areas where human presence was either strictly controlled or completely forbidden — a concept beautifully captured in the phrase “wilderness as a place where humans are only visitors”. While this approach successfully preserved many iconic landscapes from immediate destruction, its underlying assumptions are now being rigorously questioned by ecologists, anthropologists, and indigenous communities alike. The fundamental flaw in fortress conservation lies in its philosophical foundation — what environmental historian William Cronon calls “the trouble with wilderness”. By creating an idealized vision of pristine nature untouched by human hands, this model inadvertently suggests that true conservation can only happen in places where humans are absent. This perspective not only ignores the long history of human habitation in what we now call wilderness but also creates an impossible standard for conservation. More troublingly, it has justified the displacement of millions of indigenous peoples from their ancestral lands, severing spiritual connections that had sustained both communities and ecosystems for generations. The ecological consequences of this separation are increasingly evident. In many protected areas managed under the fortress model, the absence of traditional human activities has led to unexpected ecological degradation. The loss of indigenous burning practices has resulted in catastrophic wildfires in places like California and Australia. The exclusion of traditional grazing has diminished grassland biodiversity in European preserves. Even in Africa’s famed national parks, the removal of human communities has disrupted complex ecological relationships that had evolved over centuries. The emerging alternative to this problematic model comes from recognizing what scientists call “biocultural diversity” — the remarkable parallel distribution of biological and cultural richness across our planet. Research consistently shows that regions of high biodiversity overlap significantly with areas of high linguistic and cultural diversity. From the Amazon rainforest, where indigenous territories show lower deforestation rates than strictly protected areas, to the community-managed forests of Nepal that have reversed deforestation trends, evidence mounts that human presence, when guided by appropriate knowledge and governance systems, can enhance rather than diminish ecological richness. This new understanding is giving rise to innovative conservation approaches that embrace rather than exclude human communities. Community-based natural resource management, indigenous-led conservation initiatives, and biocultural heritage programs are demonstrating remarkable success where traditional fortress conservation has failed. In Canada’s Gwaii Haanas National Park Reserve, Haida watchmen serve as guardians of both cultural heritage and natural resources. In the Philippines, the Tagbanua people’s management of their ancestral waters has preserved marine biodiversity while sustaining local livelihoods. These models recognize that effective conservation requires integrating scientific knowledge with traditional ecological knowledge — what anthropologist Fikret Berkes calls “knowledge-practice-belief complexes”. The implications of this paradigm shift extend far beyond conservation biology. They challenge our fundamental understanding of humanity’s relationship with the natural world and offer a more nuanced path forward. Instead of viewing humans as either threats to be excluded or masters to dominate nature, this new perspective sees humans as potential stewards and partners in ecological processes. It suggests that the health of our planet depends not on keeping humans out of nature, but on reintegrating humanity into ecological systems in sustainable and meaningful ways. As we face the interconnected crises of climate change, biodiversity loss, and cultural homogenization, this integrated approach offers hope for addressing multiple challenges simultaneously. By recognizing the intrinsic connections between cultural survival and ecological integrity, we can work toward a future where conservation supports both biological and cultural diversity. The choice is no longer between people and nature, but rather what kind of relationship between people and nature will allow both to thrive in our rapidly changing world. 8. What is the primary limitation of the “fortress conservation” model discussed in the first two paragraphs? A. It creates an artificial separation that ignores historical human-nature relationships. B. It has failed to protect any significant natural areas from development. C. It proves too expensive to implement in most developing countries. D. It focuses exclusively on animal species while ignoring plant conservation. 9. The concept of “biocultural diversity” is significant because it ______. A. demonstrates the interconnectedness of ecological and cultural preservation. B. proves that human activities always enhance environmental quality. C. suggests that cultural diversity is more fragile than biological diversity. D. argues for replacing scientific knowledge with traditional practices. 10. What evidence does the author provide to support the effectiveness of community-based conservation? A. Examples of indigenous communities successfully managing their ancestral lands. B. Statistics showing decreased tourism in fortress conservation areas. C. Data proving that human exclusion always leads to better ecological outcomes. D. Studies demonstrating the superiority of Western conservation methods. 11. What fundamental shift in perspective does the new conservation paradigm require? A. Viewing humans as potential stewards rather than threats to nature. B. Completely eliminating human presence from all protected areas. C. Prioritizing cultural preservation over biological conservation. D. Replacing all traditional knowledge with modern scientific approaches. 【答案】8. A 9. A 10. A 11. A 【解析】 【导语】本文是一篇议论文。文章主要讲述了重新思考人类在自然中的位置，批判“堡垒保护”模式，提出新保护范式及意义。 【8题详解】 细节理解题。根据第二段中“The fundamental flaw in fortress conservation lies in its philosophical foundation — what environmental historian William Cronon calls “the trouble with wilderness”. By creating an idealized vision of pristine nature untouched by human hands, this model inadvertently suggests that true conservation can only happen in places where humans are absent. This perspective not only ignores the long history of human habitation in what we now call wilderness but also creates an impossible standard for conservation.(“堡垒保护”的根本缺陷在于其哲学基础——环境历史学家威廉·克罗农所说的“荒野的麻烦”。通过创造一种未受人类触动的原始自然的理想化愿景，这种模式不经意地表明，真正的保护只能发生在人类不存在的地方。这种观点不仅忽视了我们现在所说的荒野中人类长期居住的历史，而且为保护创造了一个不可能的标准)”以及第二段中“More troublingly, it has justified the displacement of millions of indigenous peoples from their ancestral lands, severing spiritual connections that had sustained both communities and ecosystems for generations.(更令人不安的是，它为数百万土著人民从其祖先的土地上流离失所提供了理由，切断了维系社区和生态系统数代人的精神联系)”可知，“堡垒保护”模式的主要局限性在于它创造了一种人为的分离，忽视了历史上人与自然的关系。故选A。 【9题详解】 细节理解题。根据第四段中“The emerging alternative to this problematic model comes from recognizing what scientists call “biocultural diversity” — the remarkable parallel distribution of biological and cultural richness across our planet. Research consistently shows that regions of high biodiversity overlap significantly with areas of high linguistic and cultural diversity.(这种有问题的模式的新替代方案来自于认识到科学家所说的“生物文化多样性”——我们星球上生物和文化丰富性的显著平行分布。研究一致表明，生物多样性高的地区与语言和文化多样性高的地区有显著重叠)”可知，“生物文化多样性”的概念很重要，因为它展示了生态保护和文化保护之间的相互联系。故选A。 【10题详解】 推理判断题。根据第五段中“In Canada’s Gwaii Haanas National Park Reserve, Haida watchmen serve as guardians of both cultural heritage and natural resources. In the Philippines, the Tagbanua people’s management of their ancestral waters has preserved marine biodiversity while sustaining local livelihoods.(在加拿大的Gwaii Haanas国家公园保护区，海达守望者既是文化遗产的守护者，也是自然资源的守护者。在菲律宾，塔格巴努亚人对祖先水域的管理在维持当地生计的同时保护了海洋生物多样性)”可知，作者提供了土著社区成功管理其祖先土地的例子来支持社区保护的有效性。故选A。 【11题详解】 推理判断题。根据倒数第二段中“Instead of viewing humans as either threats to be excluded or masters to dominate nature, this new perspective sees humans as potential stewards and partners in ecological processes.(这种新观点不再将人类视为要被排除的威胁或主宰自然的主人，而是将人类视为生态过程中的潜在管理者和合作伙伴)”可知，新的保护范式需要从根本上转变视角，将人类视为自然的潜在管理者而非威胁。故选A。 D The successful return of the Shenzhou-20 crew was more than a routine space mission; it was a dramatic narrative of crisis management, technological innovation, and human resilience, unfolding behind the scenes. While the world saw a smooth landing, the real story began with a threat almost too small to see but large enough to rewrite the mission’s plan. The crisis emerged subtly. Through high-definition cameras during a routine inspection, ground control teams detected an almost invisible anomaly: a hairline crack, merely 2 millimeters long and 3 micrometers wide, on the outer pane of Shenzhou-20’s return capsule window. This tiny flaw, suspected to be caused by the impact of a millimeter-sized space debris piece traveling at hypervelocity, posed a catastrophic risk. Simulations and wind tunnel tests painted a grave picture: during re-entry, the crack could expand rapidly under extreme temperatures exceeding 1,600 degrees Celsius and immense pressure, potentially leading to the catastrophic failure of the entire capsule. Faced with this “invisible killer,” the principle of “life above all” was not just a slogan but the absolute rule. The courageous decision was made to postpone the scheduled return and execute an unprecedented “space swap,” having the crew return in the newly arrived Shenzhou-21 spacecraft. This decision triggered a meticulously choreographed, nine-day orbital rescue operation. The astronauts began the delicate task of transferring crucial payloads — including precious experimental data storage devices and personal items — from Shenzhou-20 to Shenzhou-21. The swap was fraught with challenges. Floating in microgravity, the crew had to adapt to the different cockpit layouts and operational interfaces of the new spacecraft. Meanwhile, on Earth, mission control worked tirelessly, optimizing the new return trajectory and recalculating the landing window for Shenzhou-21. The seamless execution of this plan was underpinned by China’s unique “rolling backup” model, a strategic system where the next manned spacecraft and rocket are always on standby at the launch site. This model, often described as “launch one, backup one,” meant that Shenzhou-21 was already in orbit and ready. Furthermore, the Shenzhou-22 spacecraft and its rocket were in a state of “hot backup” on the ground, prepared for a launch within 8.5 days if a further rescue was needed. This multi-layered safety net transformed a potential disaster into a manageable incident. Beyond the immediate rescue, the mission showcased significant technological leaps. The return utilized China’s first three-orbit autonomous rapid return procedure. The key innovation was shifting critical calculations for the deorbit burn from ground control to the spacecraft’s onboard computer. This advancement slashed the return time by over three hours compared to the previous five-orbit process, not only boosting efficiency but also significantly enhancing the spacecraft’s ability to handle major failures autonomously. The human element of this story is equally compelling. The 204-day mission set a new national record for the longest single crewed flight. For Commander Chen Dong, this mission pushed his cumulative time in space past the 400-day milestone, solidifying his experience and dedication. The crew’s work was vital, involving sophisticated scientific experiments. They grew protein crystals in microgravity, research that could unlock new pathways for tumor treatment. They also tended a “space vegetable garden” and installed critical space debris protection devices during spacewalks, contributing to the station’s long-term safety and sustainability. Perhaps one of the most poignant, lesser-known stories is that of the two Wang Jies. On the ground, a veteran photographer named Wang Jie, who had documented China’s space program for two decades, found a profound personal connection to the mission when he discovered an astronaut shared his name. He embarked on a personal project, “Wang Jie Photographs Wang Jie,” capturing the astronaut’s journey from 出征 (zhēngfú — setting out on a mission) to triumphant return. This narrative of a ground-based storyteller and a spacefaring explorer, linked by name and a shared dream, beautifully illustrates the deep, human-inspired public engagement with the national space program. The Shenzhou-20 mission ultimately transcended its original goals. It was a powerful testament to a mature, resilient, and human-centric space program. The safe return of the crew was a victory not just of technology, but of a philosophy that values caution, preparation, and human life above all else, revealing the profound strength that lies in a system’s ability to adapt and protect its explorers. 12. What was the primary reason for switching the crew from Shenzhou-20 to Shenzhou-21 for return? A. A malfunction in Shenzhou-20’s main engine required using the newer spacecraft. B A tiny crack on Shenzhou-20’s window posed an unacceptable safety risk during re-entry. C. Shenzhou-21 was equipped with a more advanced rapid return system. D. The crew requested a change to test the capabilities of the new spacecraft. 13. The “rolling backup” model mentioned in the passage is characterized by its ability to A. recycle and reuse rocket components to significantly reduce mission costs B. keep the next spacecraft ready to ensure a rapid response to emergencies C. allow two crews to live and work on the space station simultaneously for extended periods D. perform all major spacecraft operations automatically without ground control intervention 14. What key technological achievement was realized during the return of Shenzhou-21? A. The use of a new composite material for the heat shield. B. The first successful night landing in the Gobi Desert. C. The execution of a faster return managed by the spacecraft’s own computer. D. The deployment of a new type of guided parafoil for precise landing. 15. The story of the two Wang Jies is used to illustrate ______. A. the challenges of having identical names in the space industry B. a unique human story connecting public engagement with the space program C. the collaborative spirit between journalists and astronauts during training D. the importance of documentary photography for technical analysis 【答案】12. B 13. B 14. C 15. B 【解析】 【导语】本文是一篇新闻报道。主要讲述神舟二十号乘组遭遇返回舱舷窗裂缝危机，通过换乘神舟二十一号安全返回的全过程，彰显中国航天的危机应对能力、技术创新与人文关怀。 【12题详解】 细节理解题。根据第二段中的“This tiny flaw, suspected to be caused by the impact of a millimeter-sized space debris piece traveling at hypervelocity, posed a catastrophic risk. Simulations and wind tunnel tests painted a grave picture: during re-entry, the crack could expand rapidly under extreme temperatures exceeding 1,600 degrees Celsius and immense pressure, potentially leading to the catastrophic failure of the entire capsule. (这个微小的缺陷疑似由超高速飞行的毫米级太空碎片撞击造成，具有灾难性风险。模拟和风洞测试呈现出严峻画面：再入大气层时，裂缝在超过1600摄氏度的极端温度和巨大压力下会迅速扩大，可能导致整个返回舱灾难性失效。)”可知，换乘的主要原因是神舟二十号返回舱舷窗的微小裂缝在再入时存在极高安全风险，危及乘组生命。故选B项。 【13题详解】 细节理解题。根据第四段中的“The seamless execution of this plan was underpinned by China’s unique “rolling backup” model, a strategic system where the next manned spacecraft and rocket are always on standby at the launch site . This model, often described as “launch one, backup one,” meant that Shenzhou-21 was already in orbit and ready. Furthermore, the Shenzhou-22 spacecraft and its rocket were in a state of “hot backup” on the ground, prepared for a launch within 8.5 days if a further rescue was needed. (该计划的无缝实施依托于中国独特的 “滚动备份” 模式 —— 这是一种战略系统，下一艘载人飞船及运载火箭始终在发射场处于待命状态。这种模式常被描述为 “发射一艘、备份一艘”，意味着神舟二十一号已在轨待命。此外，神舟二十二号飞船及其运载火箭在地面处于 “热备份” 状态，若需进一步救援，可在 8.5 天内准备发射。)”可知，该模式的核心特征是让后续航天器随时待命，确保对紧急情况快速响应。故选B项。 【14题详解】 细节理解题。根据第五段中的“The return utilized China’s first three-orbit autonomous rapid return procedure. The key innovation was shifting critical calculations for the deorbit burn from ground control to the spacecraft’s onboard computer. This advancement slashed the return time by over three hours compared to the previous five-orbit process. (返回采用了中国首个三圈自主快速返回程序。关键创新是将离轨制动的关键计算从地面控制转移到飞船的星载计算机。这一进步相比以往的五圈返回流程，将返回时间缩短了三个多小时。)”可知，神舟二十一号返回的关键技术成就是通过飞船自身计算机实现了更快的自主返回。故选C项。 【15题详解】 细节理解题。根据第七段中的“Perhaps one of the most poignant, lesser-known stories is that of the two Wang Jies. On the ground, a veteran photographer named Wang Jie, who had documented China’s space program for two decades, found a profound personal connection to the mission when he discovered an astronaut shared his name. He embarked on a personal project, “Wang Jie Photographs Wang Jie,” capturing the astronaut’s journey from 出征 (zhēngfú - setting out on a mission) to triumphant return. This narrative of a ground-based storyteller and a spacefaring explorer, linked by name and a shared dream, beautifully illustrates the deep, human-inspired public engagement with the national space program. (也许最令人心酸、也最不为人知的故事之一是两个王杰的故事。在地面上，一位名叫王杰的资深摄影师发现了一名与他同名的宇航员，他发现自己与这项任务有着深刻的个人联系。王杰已经记录了中国的太空计划20年。他开始了一个名为“王杰摄影王杰”的个人项目，捕捉这位宇航员从“出发”（zhēngfú -出发-执行任务）到“凯旋”的旅程。这个关于一个地面说书人和一个太空探索者的故事，通过名字和共同的梦想联系在一起，完美地说明了公众对国家太空计划的深刻的、受人类启发的参与。)”可知，两位王杰的故事是为了展现公众与航天事业之间的独特人文联结，体现大众对航天事业的关注与参与。故选B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。 The Unseen Journey: Redefining Personal Success In a world that often measures success by visible achievements — grades, job titles, salaries, and social media followers — it’s easy to fall into the trap of believing that these external markers are the ultimate goals. We are conditioned to chase after these finish lines, believing that once we cross them, lasting happiness and fulfillment will follow. ____16____The most significant progress often happens internally, in the quiet development of our character, resilience, and self-awareness. Consider the process of learning a complex new skill, like playing a musical instrument. From the outside, success is a flawless performance. However, any accomplished musician will tell you that the real transformation occurs during the countless hours of solitary practice. ____17____ This internal growth — the cultivation of patience, discipline, and the ability to learn from failure — constitutes the real, albeit invisible, success. This concept challenges the very definition of “productivity.” A day spent staring out the window, wrestling with a difficult emotion, or simply allowing the mind to rest, can feel unproductive. ____18____ It is in these moments of quiet reflection that we often achieve profound clarity about our values and direction, making them anything but wasted time. So, how can we shift our focus to honor this inner journey? The first step is to practice self-compassion. We must learn to talk to ourselves with the same kindness and encouragement we would offer a dear friend who is struggling. ____19____This doesn’t mean abandoning ambition, but rather changing the fuel for that ambition from a need for external validation to an internal drive for growth and mastery. Ultimately, embracing the unseen journey allows us to build a sense of self-worth that is unshakable because it is not dependent on outside opinions or fleeting accomplishments. ____20____ When we understand that our value is inherent in the process of learning and growing itself, we become more resilient, more creative, and ultimately, more authentically successful. A. Yet, it is precisely this kind of “unproductive” activity that is crucial for mental and creative renewal. B. Therefore, setting clear and ambitious external goals is the only way to achieve remarkable things in life. C. However, this perspective overlooks a fundamental truth: the most important journey is often the one that happens within. D. It is in these moments that frustration is managed, focus is deepened, and a deeper connection to the music is built. E. Secondly, we can redefine what it means to “win,” celebrating small acts of courage and personal insight as much as we do public achievements. F. Without constant comparison with others, we would have no motivation to improve ourselves. G. We begin to see that setbacks are not definitions of our failure, but essential parts of our growth story. 【答案】16. C 17. D 18. A 19. E 20. G 【解析】 【导语】本文是一篇哲理性议论文。文章探讨在注重外在成就的社会中，如何重新定义以内在成长为核心的个人成功。 【16题详解】 根据上文“In a world that often measures success by visible achievements — grades, job titles, salaries, and social media followers — it’s easy to fall into the trap of believing that these external markers are the ultimate goals. We are conditioned to chase after these finish lines, believing that once we cross them, lasting happiness and fulfillment will follow.(在一个以成绩、职称、薪水和社交媒体粉丝等可见成就衡量成功的世界里，我们很容易陷入这样的陷阱：认为这些外在的标志就是最终的目标。我们习惯于追逐这些终点线，相信一旦我们越过它们，持久的幸福和成就感就会随之而来)”及下文“The most significant progress often happens internally, in the quiet development of our character, resilience, and self-awareness.(最重要的进步往往发生在我们的内心，在我们的性格、韧性和自我意识的安静发展中)”可知，上文详细描述了社会普遍以外部成就（工作头衔、荣誉等）来衡量成功的现象，以及人们认为达到这些目标就会获得幸福，下文引出了文章的中心论点即内在品格也很重要。由此可知，选项C. However, this perspective overlooks a fundamental truth: the most important journey is often the one that happens within.(然而，这种观点忽视了一个基本事实：最重要的旅程往往是发生在内心的旅程) 符合语境，此处一个强有力的转折，直接与前文的社会普遍观点形成对比，完美地承接了上文。故选C项。 【17题详解】 根据上文“Consider the process of learning a complex new skill, like playing a musical instrument. From the outside, success is a flawless performance. However, any accomplished musician will tell you that the real transformation occurs during the countless hours of solitary practice.(想想学习一项复杂的新技能的过程，比如演奏一种乐器。从表面上看，成功是一场完美的表演。然而，任何有成就的音乐家都会告诉你，真正的转变发生在无数小时的单独练习中)”及下文“This internal growth — the cultivation of patience, discipline, and the ability to learn from failure — constitutes the real, albeit invisible, success.(这种内在的成长——培养耐心、自律和从失败中学习的能力——构成了真正的成功，尽管是无形的成功)”可知，本段以学习乐器为例，指出外在的成功是舞台上的完美演出，但真正的转变发生在无数独自的练习时刻，而下文指独自练习时这些内在的变化构成了真正的成功。由此可知，D. It is in these moments that frustration is managed, focus is deepened, and a deeper connection to the music is built.(正是在这些时刻，挫败感得到了控制，注意力得到了加深，与音乐建立了更深的联系)承上启下，符合语境，these moments呼应前面the countless hours of solitary practice。故选D项。 【18题详解】 根据上文“This concept challenges the very definition of ‘productivity.’ A day spent staring out the window, wrestling with a difficult emotion, or simply allowing the mind to rest, can feel unproductive. (这个概念挑战了‘生产力’的定义。盯着窗外看一天，与一种困难的情绪搏斗，或者只是让大脑休息一下，都会让人觉得效率低下)”及下文“It is in these moments of quiet reflection that we often achieve profound clarity about our values and direction, making them anything but wasted time.(正是在这些安静反思的时刻，我们常常对自己的价值观和方向有了深刻的认识，而不是浪费时间)”可知，上文指出那些看似“无所事事”的时间（沉思、处理情绪、休息）常被贴上“不高效”的标签，并让人产生愧疚感。而下文解释这些时刻不是浪费时间，而是非常有价值的思考，空格处需要上文进行批驳或修正，需要转折。由此可知，A. Yet, it is precisely this kind of “unproductive” activity that is crucial for mental and creative renewal.(然而，正是这种“非生产性”活动对精神和创造力的恢复至关重要)符合语境。故选A项。 【19题详解】 根据上文“So, how can we shift our focus to honor this inner journey? The first step is to practice self-compassion. We must learn to talk to ourselves with the same kindness and encouragement we would offer a dear friend who is struggling. (那么，我们怎样才能把注意力转移到尊重这段内心旅程上来呢？第一步是练习自我同情。我们必须学会对自己说话，就像对待一个苦苦挣扎的好朋友一样)”及下文“This doesn’t mean abandoning ambition, but rather changing the fuel for that ambition from a need for external validation to an internal drive for growth and mastery.(这并不意味着放弃理想抱负，而是将雄心壮志的动力从对外部认可的需求转变为对成长和掌握的内在驱动)”可知，上文提出具体的解决方案，空格前提出了第一个方法。由此可知，E. Secondly, we can redefine what it means to “win,” celebrating small acts of courage and personal insight as much as we do public achievements.(其次，我们可以重新定义“胜利”的含义，像庆祝公共成就一样庆祝勇气和个人洞察力的小举动)符合语境，与上文形成了顺畅的递进关系。故选E项。 【20题详解】 根据上文“Ultimately, embracing the unseen journey allows us to build a sense of self-worth that is unshakable because it is not dependent on outside opinions or fleeting accomplishments.(最终，拥抱看不见的旅程可以让我们建立一种不可动摇的自我价值感，因为它不依赖于外界的观点或短暂的成就)”及下文“When we understand that our value is inherent in the process of learning and growing itself, we become more resilient, more creative, and ultimately, more authentically successful.(当我们明白我们的价值是在学习和成长的过程中固有的，我们变得更有弹性，更有创造力，最终，更真正的成功)”可知，上文在描述这种自我价值感的特点，下文讲在过程中学习和成长会促成最后成功。由此可知，G. We begin to see that setbacks are not definitions of our failure, but essential parts of our growth story.(我们开始看到，挫折不定义我们失败的，而是我们成长故事的重要组成部分)符合语境，具体阐释了拥有这种内在自我价值感后所带来的认知转变，即如何看待挫折。故选G项。 第三部分 语言知识运用（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，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。 My father’s small restaurant was always filled with warmth, though money was often tight. He held a firm belief that no one should go hungry. One rainy night, a ____21____ man named Thomas entered. His clothes were worn, and he looked exhausted. Without hesitation, my father ____22____ him a hot meal and a place to sleep. The next morning, Thomas insisted on repaying the kindness. To our surprise, he was remarkably ____23____. He fixed broken chairs, repaired a leaky faucet, and even ____24____ the faded sign outside. Seeing his capability, my father offered him a part-time job and a small room above the restaurant. After a moment’s ____25____, Thomas accepted with grateful tears. As months passed, Thomas became a ____26____ member of our restaurant family. He rarely spoke of his past, but we learned he had once been an engineer before personal tragedies ____27____ him into homelessness. The steady work and genuine respect he received here seemed to help him gradually ____28____ his life. One evening, I was struggling with a difficult math problem. Noticing my ____29____, Thomas asked if he could help. I hesitated, doubting a handyman’s ability to understand advanced math. To my astonishment, he not only solved it instantly but provided a crystal-clear ____30____. “I was an engineer in another life,” he said quietly. This was a profound lesson for me. I had ____31____ Thomas only by his current situation, failing to see the accomplished person he had been. He taught me that everyone has a unique story and ____32____ dignity that transcends their present circumstances. This understanding ____33____ my view of people forever. Now, I always try to look beyond the surface and recognize the ____34____ in everyone I meet. It’s amazing how this simple ____35____ has enriched my relationships and broadened my perspective on life. 21. A. confident B. shabby C. cheerful D. familiar 22. A. sold B. promised C. offered D. lent 23. A. clumsy B. capable C. hesitant D. proud 24. A. ignored B. cleaned C. restored D. removed 25. A. protest B. hesitation C. celebration D. argument 26. A. temporary B. valued C. reluctant D. formal 27. A. had plunged B. was pushing C. would send D. had lifted 28. A. abandon B. forget C. rebuild D. describe 29. A. satisfaction B. confidence C. frustration D. excitement 30. A. excuse B. explanation C. question D. summary 31. A. helped B. praised C. defined D. recognized 32. A. conditional B. inherent C. lost D. public 33. A. limited B. transformed C. confirmed D. supported 34. A. weakness B. potential C. mistake D. uniform 35. A. principle B. excuse C. theory D. method 【答案】21. B 22. C 23. B 24. C 25. B 26. B 27. A 28. C 29. C 30. B 31. C 32. B 33. B 34. B 35. A 【解析】 【导语】本文是一篇记叙文。文章主要讲述了作者的父亲收留落魄的托马斯，托马斯凭借自身能力成为餐厅重要一员并逐渐重建生活，而托马斯也从他身上学会不应以现状评判他人、要看见每个人内在价值的道理。 【21题详解】 考查形容词词义辨析。句意：一个雨夜，一个衣衫褴褛名叫托马斯的男人走了进来。A. confident自信的；B. shabby衣衫褴褛的；C. cheerful愉快的；D. familiar熟悉的。根据后文“His clothes were worn”可知，他的衣服破旧。故选B项。 【22题详解】 考查动词词义辨析。句意：父亲毫不犹豫地给了他一顿热饭和一个睡觉的地方。A. sold卖；B. promised承诺；C. offered提供；D. lent借出。根据前文“He held a firm belief that no one should go hungry.”可知，面对落魄的托马斯，父亲是主动“提供”帮助。故选C项。 【23题详解】 考查形容词词义辨析。句意：令我们惊讶的是，他非常能干。A. clumsy笨拙的；B. capable能干的；C. hesitant犹豫的；D. proud骄傲的。根据后文“He fixed broken chairs, repaired a leaky faucet”可知，后文提到他修理椅子、水龙头、修复招牌，这些行为都体现了他“能干”，“capable”与后文“capability”原词呼应。故选B项。 【24题详解】 考查动词词义辨析。句意：他修好了破椅子，修好了漏水的水龙头，甚至还修复了外面褪色的招牌。A. ignored忽视；B. cleaned打扫；C. restored修复；D. removed移除。根据后文“the faded sign outside”以及结合他能干的特点，应是“修复”招牌，使其恢复较好的状态。故选C项。 【25题详解】 考查名词词义辨析。句意：犹豫了片刻，托马斯含着感激的泪水接受了。A. protest抗议；B. hesitation犹豫；C. celebration庆祝；D. argument争论。结合语境可推知，此处指托马斯曾落魄无依，面对父亲提供的工作和住处，可能会因自卑或不确定而“犹豫”。故选B项。 【26题详解】 考查形容词词义辨析。句意：几个月过去了，托马斯成了我们餐厅大家庭中受重视的一员。A. temporary暂时的；B. valued受重视的；C. reluctant不情愿的；D. formal正式的。结合前文他在餐厅的付出和后文大家对他的接纳，他逐渐成为“受重视的”一员，体现彼此关系的融洽。故选B项。 【27题详解】 考查动词短语辨析及时态。句意：我们得知他曾是一名工程师，后来因个人悲剧陷入无家可归的境地。A. had plunged使陷入（过去完成时）；B. was pushing推动（过去进行时）；C. would send发送（过去将来时）；D. had lifted举起（过去完成时）。根据前文“personal tragedies”可知，个人悲剧使他陷入无家可归。plunge into为固定搭配，意为“陷入（困境）”。故选A项。 【28题详解】 考查动词词义辨析。句意：这里稳定的工作和真诚的尊重似乎帮助他逐渐重建了生活。A. abandon放弃；B. forget忘记；C. rebuild重建；D. describe描述。根据前文“The steady work and genuine respect he received here seemed to help him”可知，托马斯从无家可归到有工作、有住处，真诚的尊重是在“重建”自己的生活，符合处境的转变。故选C项。 【29题详解】 考查名词词义辨析。句意：注意到我的沮丧，托马斯问我是否需要帮助。A. satisfaction满意；B. confidence自信；C. frustration沮丧；D. excitement兴奋。根据前文“I was struggling with a difficult math problem.”可知，“我”在攻克数学难题时遇到困难，应是感到“沮丧”，这是面对难题时的常见情绪。故选C项。 【30题详解】 考查动词词义辨析。句意：令我惊讶的是，他不仅立刻解出了答案，还给出了清晰易懂的解释。A. excuse借口；B. explanation解释；C. question问题；D. summary总结。根据前文“he not only solved it instantly but provided a crystal-clear”可知，他解出难题后还进行了“解释”，帮助“我”理解，符合逻辑。故选B项。 【31题详解】 考查动词词义辨析。句意：我只凭托马斯现在的处境来定义他，却忽略了他曾经是一个有成就的人。A. helped帮助；B. praised表扬；C. defined定义；D. recognized认出。根据后文“only by his current situation, failing to see the accomplished person he had been”可知，“我”之前因他是杂工而怀疑他的能力，是用当下的身份“定义”他，忽视了他的过去。故选C项。 【32题详解】 考查形容词词义辨析。句意：他教会我，每个人都有独特的故事，都有超越当下处境的内在尊严。A. conditional有条件的；B. inherent内在的；C. lost丢失的；D. public公共的。根据常识可知，尊严是每个人与生俱来的“内在的”品质，不会因处境而改变，符合文章传递的价值观。故选B项。 【33题详解】 考查动词词义辨析。句意：这种理解永远改变了我对人的看法。A. limited限制；B. transformed改变；C. confirmed确认；D. supported支持。根据后文“Now, I always try to look beyond the surface and recognize the ____ in everyone I meet.”可知，“我”学会超越表面看人，可知“我”的看法被“改变”了，体现认知的重大转变。故选B项。 【34题详解】 考查名词词义辨析。句意：现在，我总是努力超越表面，看见我遇到的每个人身上的潜力。A. weakness弱点；B. potential潜力；C. mistake错误；D. uniform制服。托马斯的经历让“我”明白，不能只看当下，要看见每个人未来可能的发展，即“潜力”。故选B项。 【35题详解】 考查名词词义辨析。句意：令人惊讶的是，这个简单的原则丰富了我的人际关系，拓宽了我对生活的视野。A. principle原则；B. excuse借口；C. theory理论；D. method方法。根据前文“Now, I always try to look beyond the surface and recognize the ____ in everyone I meet.”可知，超越表面看人、尊重每个人的内在价值是“我”秉持的“原则”，符合对这一认知的定位。故选A项。 第II卷（非选择题 共55分） 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。 Deep in the mountains of Southwest China, a remarkable conservation story has been unfolding over the past two decades. The crested ibis, once ___36___ (believe) to be extinct in China, is making a spectacular comeback thanks ___37___ dedicated conservation efforts. These elegant birds, ___38___distinctive red faces and curved beaks, were on the brink of extinction in the late 20th century. However, a small population ___39___(discover) in a remote mountain village in 1981, raising hopes for their survival. Since then, Chinese conservationists ___40___(work) tirelessly to protect and breed these rare creatures. The protection program involves ___41___(local) communities in monitoring and guarding nesting sites. Farmers have been encouraged to use ____42____ (little) chemical fertilizer to maintain the ecological balance of the wetlands where the birds feed. Through these coordinated efforts, the crested ibis population ___43___ (grow) from just seven birds to over 5,000 today. What makes this achievement ___44___ (significance) is that it demonstrates how human intervention, when properly guided, can reverse ecological damage. The success story serves as ____45____ powerful example of how conservation awareness and scientific methods can work together to protect our planet's biodiversity. 【答案】36. believed 37. to 38. with 39. was discovered 40. have been working 41. local 42. less 43. has grown 44. significant 45. a 【解析】 【导语】这是一篇说明文。短文介绍了朱鹮曾被认为在中国灭绝，1981年在偏远山村发现少量种群后，通过保护人士努力、当地社区参与及生态平衡维护等措施，其数量从7只增长到5000多只，彰显了人类干预对生态保护的积极作用，为保护生物多样性提供了范例。 【36题详解】 考查非谓语动词。句意：朱鹮，曾经被认为会在中国灭绝，由于坚定的保护努力，正引人注目地回归。句子已有谓语动词is making，此处应用非谓语动词，The crested ibis与believe之间是被动关系，所以用过去分词believed作后置定语。故填believed。 【37题详解】 考查介词。句意：朱鹮，曾经被认为会在中国灭绝，由于坚定的保护努力，正引人注目地回归。thanks to为固定短语，意为“由于，幸亏”，故填to。 【38题详解】 考查介词。句意：这些优雅的鸟儿，有着独特的红脸和弯曲的喙，在20世纪后期濒临灭绝。此处表示“具有，带有”，用介词with，构成“with +名词”结构，作后置定语修饰birds。故填with。 【39题详解】 考查动词时态和语态。句意：然而，1981年在一个偏远的山村发现了一小群，这给它们的生存带来了希望。根据时间状语in 1981可知，此处描述过去发生的事情，应用一般过去时，且a small population与discover之间是被动关系，所以用一般过去时的被动语态，其结构为“was/were +过去分词”，主语是单数，所以用was discovered。故填was discovered。 【40题详解】 考查动词时态。句意：从那时起，中国保护主义者就一直在不知疲倦地努力保护和繁殖这些珍稀生物。根据时间状语Since then可知，此处表示从过去一直持续到现在的动作，且还可能继续下去，应用现在完成进行时，其结构为“have/has + been +现在分词”，主语Chinese conservationists是复数，所以用have been working。故填have been working。 【41题详解】 考查形容词。句意：保护计划让当地社区参与监测和守护筑巢地点。此处修饰名词communities，应用形容词形式，local意为“当地的”，符合语境。故填local。 【42题详解】 考查形容词比较级。句意：农民们被鼓励使用更少的化肥，以维持这些鸟儿觅食的湿地的生态平衡。根据语境，为了保护朱鹮的生存环境，要减少化肥使用，所以用比较级less，意为“更少的”。故填less。 【43题详解】 考查动词时态。句意：通过这些协同努力，朱鹮的数量从仅仅7只增长到如今的5000多只。根据时间状语from just seven birds to over 5,000 today可知，此处强调过去发生的动作对现在造成的影响，应用现在完成时，其结构为“have/has +过去分词”，主语the crested ibis population是单数，所以用has grown。故填has grown。 【44题详解】 考查形容词。句意：这项成就之所以意义重大，是因为它展示了人类的干预在得到正确引导时，如何能够扭转生态破坏。此处位于“makes +宾语+宾语补足语”结构中，作宾语补足语，应用形容词形式，significance的形容词为significant，意为“有意义的，重要的”。故填significant。 【45题详解】 考查冠词。句意：这个成功的故事是一个有力的例子，说明保护意识和科学方法如何共同作用来保护我们星球的生物多样性。此处表示泛指“一个有力的例子”，powerful是以辅音音素开头的单词，所以用不定冠词a。故填a。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假设你是李华，你校将举办一场主题为“健康生活，快乐学习”(Healthy Living, Happy Learning)的英语演讲比赛。请你用英语写一篇演讲稿参赛，内容包括： 1. 健康生活方式对学习的重要性； 2. 你的具体建议(至少两点)； 3. 发出号召。 注意： 1.写作词数应为80左右； 2.请按如下格式在答题卡的相应位置作答。 Hello, everyone! ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Hello, everyone! I’m Li Hua, and it’s a great honor to speak on the topic “Healthy Living, Happy Learning.” There’s no doubt that a healthy lifestyle is the foundation of effective learning. It boosts our energy, improves concentration, and helps us manage stress, directly contributing to academic success. Here are my two suggestions. First, prioritize sufficient sleep. Staying up late cramming often backfires. A well-rested brain absorbs information much more efficiently. Second, incorporate physical activity into your daily routine. A brisk walk, some stretching between study sessions, or playing a sport can work wonders in refreshing your mind and boosting your mood. Let’s make a commitment today! Let’s not sacrifice our health for temporary academic gains. Remember, a healthy body houses a productive mind. Let’s embrace healthy habits and enjoy the journey of learning! Thank you! Yours, Li Hua 【解析】 【导语】本篇书面表达属于应用文。要求考生以李华身份撰写一篇英语演讲稿，阐述健康生活对学习的重要性，提出建议并发出号召。 【详解】1.词汇积累 荣幸：honor→privilege 促进：boost→improve 压力：stress→pressure 足够的：sufficient→adequate 2.句式拓展 合并简单句 原句：Let’s not sacrifice our health for temporary academic gains. Remember, a healthy body houses a productive mind. 拓展句：Let’s not sacrifice our health for temporary academic gains because a healthy body houses a productive mind. 【点睛】【高分句型1】Staying up late cramming often backfires. (运用了动名词短语作主语) 【高分句型2】There’s no doubt that a healthy lifestyle is the foundation of effective learning. (运用了There’s no doubt that固定句型，其中that引导同位语从句) 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，使其构成一篇完整的短文。 The old, leather-bound diary felt cool in Sarah’s hands on that rainy afternoon. She had been looking for old board games in the attic to entertain her younger cousin when she discovered it, tucked away in a dusty wooden chest behind a stack of her grandmother’s faded quilts. The small lock was rusted shut, but her curiosity was too strong to ignore. With careful hands, she used a hairpin to gently pry it open. The pages, yellowed with age, were filled with her grandmother’s elegant, looping handwriting, detailing her life as a young woman in the 1940s. Sarah read about her dreams of becoming a botanist, her love for painting in the garden, and her adventures with friends. But as she flipped towards the end, a single, perfectly pressed four-leaf clover fell into her lap. Taped neatly beside it on the page was a faded black-and-white photograph of a handsome young man in a uniform, with a warm, confident smile — a face Sarah didn't recognize. Beneath it, in slightly smudged ink, were the words: “My dearest Henry. Wherever you are, I will find you. Wait for me.” The entry on that final page was dated June 5, 1944. Sarah’s heart raced. Her grandmother, Eleanor, now a gentle, silver-haired woman who spoke mostly of recipes and garden flowers, had never mentioned a Henry. The serene, contented woman Sarah knew seemed to carry a secret, untold story of love and loss. Who was Henry? What had happened? Did he know how she felt? The questions swirled in her mind. That evening, as her grandmother was quietly knitting by the fireplace, the soft click of the needles the only sound in the cozy room, Sarah gathered her courage. She approached slowly, the diary and the fragile photograph held gently in her trembling hands. 注意： 1.续写词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 Paragraph 1: Grandma Eleanor’s knitting needles fell silent as her eyes fell upon the diary in Sarah’s hands. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Holding the printed email, Sarah approached her grandmother in the sunlit garden._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Paragraph 1 Grandma Eleanor’s knitting needles fell silent as her eyes fell upon the diary in Sarah’s hands. A flicker of surprise, then a deep, nostalgic sadness crossed her face. Sarah softly asked about Henry, showing the photograph. Eleanor’s eyes misted over as she began to speak. Henry was her childhood sweetheart. When World War II broke out, he enlisted. They promised to wait for each other. But after the war, he never returned. She had searched everywhere, but all leads vanished. Over time, she moved on, but Henry always held a special place in her heart. Paragraph 2 Holding the printed email, Sarah approached her grandmother in the sunlit garden. She had found a lead on Henry through online military records. The email said Henry had been injured and taken to a small town in France after the war. He had married there and passed away a few years ago. Sarah gently told her grandmother the news. Eleanor was silent for a long while, then tears rolled down her cheek. But there was also a sense of peace. She was glad to finally know what had happened to her long-lost love. 【解析】 【导语】本文以人物为线索展开，讲述在一个雨天下午，Sarah 在阁楼找旧棋盘游戏时发现了奶奶 Eleanor 的旧日记，日记里提及一个叫 Henry 的人，这引发了 Sarah 的好奇，她拿着日记和照片，鼓起勇气走向正在壁炉边编织的奶奶。 【详解】1.段落续写： ①由第一段首句内容“埃莉诺奶奶的编织针在她目光落在莎拉手中的日记上时，悄然停住”可知，第一段可描写奶奶会讲述关于 Henry 的故事，如他们是童年恋人，Henry 参战未归，奶奶寻找无果等。 ②由第二段首句内容“莎拉拿着打印出来的电子邮件，在洒满阳光的花园里走向她的奶奶”可知，第二段可描写Henry 战后的情况，以及奶奶得知消息后的复杂情绪，虽有悲伤但也因知晓真相而感到平静。 2.续写线索：奶奶讲述往事（奶奶看到日记，回忆起 Henry，讲述他们的过往，Henry 参战未归及自己的寻找）——告知消息与奶奶反应（Sarah 找到 Henry 线索，告知奶奶 Henry 战后在法国受伤、结婚、去世，奶奶虽悲伤但因知晓真相而平静） 3.词汇激活 行为类 ① 发现：find/spot ② 消失：vanish/disappear ③ 告知：tell/inform 情绪类 ①快乐的：glad/pleased ② 怀旧的：nostalgic/reminiscent 【点睛】【高分句型 1】When World War II broke out, he enlisted.（运用了when引导的时间状语从句） 【高分句型 2】She was glad to finally know what had happened to her long-lost love.（运用了 what 引导的宾语从句） 第1页/共1页 学科网（北京）股份有限公司 $ 2025年11月东北三省重点高中联合体 高三适应性模拟考试英语 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. 答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。 如需改动，用橡皮擦干净后，再选涂其它答案标号。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，将答题卡交回。 第Ⅰ卷(选择题　共95分) 第一部分 听力（共两节，满分30分） 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。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. What has caused the delay in the project? A. Budget constraints B. Technical difficulties C. Personnel changes 2. What does the man imply about the conference? A. It was better than expected B. It failed to meet its objectives C. It should have been longer 3. What is the woman's main concern? A. Meeting deadlines B. Maintaining quality C. Reducing costs 4. What will the man probably do next? A. Consult with his supervisor B. Review the document again C. Contact the client directly 5. What does the woman suggest about the new policy? A. It needs further clarification B. It will improve efficiency C. It may cause confusion 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 is the main topic of conversation? A. Career development opportunities B. Workplace communication issues C. Project management strategies 7. What does Dr. Robinson recommend? A. Attending specialized training B. Seeking mentorship C. Changing departments 听第7段材料，回答第8至10题。 8. Why is the research project being reevaluated? A Ethical concerns B. Funding limitations C. Methodological flaws 9. What alternative approach does the man suggest? A. Extending the timeline B. Reducing the sample size C. Modifying the criteria 10. What is the woman's attitude toward the suggested changes? A. Cautiously optimistic B. Strongly opposed C. Completely indifferent 听第8段材料，回答第11至13题。 11. What problem are the speakers discussing? A. Declining sales figures B. Customer complaints C. Production delays 12. What factor does the man identify as the primary cause? A. Inadequate training B. Equipment failure C. Supply chain issues 13. What immediate action will be taken? A. Implementing quality checks B. Replacing staff members C. Upgrading systems 听第9段材料，回答第14至16题。 14. What is the purpose of the meeting? A. To discuss expansion plans B. To address performance issues C. To introduce new procedures 15. What does the data analysis reveal? A. Seasonal variations B. Emerging trends C. Regional differences 16. What decision is made regarding the marketing strategy? A. To increase digital advertising B. To focus on traditional media C. To conduct more market research 听第10段材料，回答第17至20题。 17. What is the main focus of the presentation? A. Technological innovations B. Environmental sustainability C. Global economic trends 18. According to the speaker, what is the key challenge? A. Balancing competing priorities B. Securing adequate resources C. Managing stakeholder expectations 19. What does the speaker recommend for future planning? A. Adopting a flexible approach B. Establishing clear benchmarks C. Developing contingency plans 20. What is the speaker's overall tone? A. Urgent and concerned B. Analytical and pragmatic C. Optimistic and enthusiastic 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 Join the Green Campus Initiative! Make a Difference Today! Are you passionate about protecting our environment? Do you want to help make our school campus greener and more sustainable? The Green Campus Initiative (GCI) is now recruiting new members for the upcoming semester! We are a student-led organization committed to environmental protection and sustainable development right here at our school. What We Do: Our club organizes various environmental activities throughout the semester: · Weekly meetings every Tuesday after school (4:00-5:00 PM) in Room 205 · Campus clean-up events every other Friday afternoon · Managing paper and plastic recycling stations around campus · Maintaining our school garden-planting and caring for vegetables and flowers · Organizing environmental awareness campaigns and guest speaker events Benefits of Joining: By joining GCI, you will: · Meet new friends who share your environmental interests · Learn practical skills in gardening and waste management · Earn community service hours for college applications · Gain leadership experience in organizing green initiatives · Make a visible impact on our school’s environment No previous experience is required — just bring your enthusiasm and willingness to help! Our first meeting will be on September 10th at 4:00 PM in Room 205. Come see what we’re all about and how you can contribute to making our school greener! For more information, please contact our club president, Lisa Wang, at lisa.wang@studentschool.edu or visit our information booth in the school lobby during lunch breaks from September 3rd to 6th. 1. What is the main purpose of this passage? A. To announce new school environmental policies. B To encourage students to join an environmental club. C. To report on recent environmental projects. D. To introduce gardening techniques to students. 2. How often does the club hold campus clean-up events? A. Every day after school B. Every week on Tuesday C. Every other Friday D. Once a month 3. Which of the following is mentioned as a benefit of joining the club? A. Getting paid for community service. B. Receiving free textbooks. C. Earning community service hours. D. Improving exam scores. B The Power of a Growth Mindset In the world of education and psychology, few concepts have gained as much attention as the idea of “mindset” developed by Stanford psychologist Dr. Carol Dweck. After decades of research, she identified two basic mindsets that shape our lives: a “fixed mindset” and a “growth mindset.” Understanding the difference between them can significantly impact how we approach learning and challenges. People with a fixed mindset operate under the core belief that intelligence, talents, and abilities are static, unchangeable traits. You are born with a certain amount, and that's that. This belief leads to a constant need to prove oneself. Students with this mindset often say things like, “I'm just not a math person.” They tend to avoid challenges for fear of failure and looking unintelligent. When they encounter obstacles, they are quick to give up, seeing effort as fruitless if you're “just not good” at something. Furthermore, they often feel threatened by the success of others and may ignore constructive criticism because it feels like a personal attack. In stark contrast, individuals with a growth mindset believe that intelligence and abilities can be developed through dedication and hard work. They see the brain as a muscle that gets stronger with use. For them, challenges are not threats but exciting opportunities to learn and stretch their abilities. A difficult problem is a puzzle to be solved, not a judgment on their worth. When they face setbacks, they persist, trying different strategies and learning from their mistakes. They also learn from criticism and find inspiration in the success of others, using it as a model for their own learning journey. It's no surprise that Dr. Dweck's research found that students with a growth mindset consistently achieve more than their fixed-mindset peers. The most empowering part of this theory is that a growth mindset is not an innate personality trait; it can be cultivated. For students, this starts with recognizing that they are in control of their own brain's growth. Simple changes in language can make a big difference. Praising the process — like effort, strategy, and perseverance — rather than just the outcome or “smartness,” fosters a growth mindset. Learning to reframe failure not as a definition of one's ability but as a valuable source of feedback and a stepping stone to improvement is the ultimate key to unlocking one's full potential. 4. According to the first two paragraphs, people with a fixed mindset believe that ______. A. they can become smarter through hard work B. their basic intelligence can't be changed much C. challenges help them grow and learn D. effort is the most important part of learning 5. The word "persist" in paragraph 3 is closest in meaning to ______. A. give up B. feel disappointed C. continue firmly D. ask for help 6. According to the passage, which of the following actions best demonstrates a growth mindset? A. John decided to stop playing the piano after failing an exam, believing he had no talent. B. Sarah felt annoyed when her friend scored higher and decided not to study with her anymore. C. After losing a debate competition, Mark analyzed his weak points and practiced his speaking skills. D Lisa only answers questions in class that she is sure she can answer correctly to look smart. 7. What is the main purpose of the passage? A. To explain that intelligence is the most important factor for success. B. To introduce the two mindsets and show how a growth mindset can be developed. C. To criticize the education system for encouraging a fixed mindset. D. To prove that people's personalities cannot be changed. C The Symphony of Coexistence: Rethinking Humanity’s Place in Nature For much of modern history, the dominant narrative in conservation has been one of separation and segregation. The “fortress conservation” model, which emerged from 19th-century American wilderness ideals, established a clear dichotomy: humans were seen as threats to nature, and nature needed protection from human influence. This philosophy led to the creation of protected areas where human presence was either strictly controlled or completely forbidden — a concept beautifully captured in the phrase “wilderness as a place where humans are only visitors”. While this approach successfully preserved many iconic landscapes from immediate destruction, its underlying assumptions are now being rigorously questioned by ecologists, anthropologists, and indigenous communities alike. The fundamental flaw in fortress conservation lies in its philosophical foundation — what environmental historian William Cronon calls “the trouble with wilderness”. By creating an idealized vision of pristine nature untouched by human hands, this model inadvertently suggests that true conservation can only happen in places where humans are absent. This perspective not only ignores the long history of human habitation in what we now call wilderness but also creates an impossible standard for conservation. More troublingly, it has justified the displacement of millions of indigenous peoples from their ancestral lands, severing spiritual connections that had sustained both communities and ecosystems for generations. The ecological consequences of this separation are increasingly evident. In many protected areas managed under the fortress model, the absence of traditional human activities has led to unexpected ecological degradation. The loss of indigenous burning practices has resulted in catastrophic wildfires in places like California and Australia. The exclusion of traditional grazing has diminished grassland biodiversity in European preserves. Even in Africa’s famed national parks, the removal of human communities has disrupted complex ecological relationships that had evolved over centuries. The emerging alternative to this problematic model comes from recognizing what scientists call “biocultural diversity” — the remarkable parallel distribution of biological and cultural richness across our planet. Research consistently shows that regions of high biodiversity overlap significantly with areas of high linguistic and cultural diversity. From the Amazon rainforest, where indigenous territories show lower deforestation rates than strictly protected areas, to the community-managed forests of Nepal that have reversed deforestation trends, evidence mounts that human presence, when guided by appropriate knowledge and governance systems, can enhance rather than diminish ecological richness. This new understanding is giving rise to innovative conservation approaches that embrace rather than exclude human communities. Community-based natural resource management, indigenous-led conservation initiatives, and biocultural heritage programs are demonstrating remarkable success where traditional fortress conservation has failed. In Canada’s Gwaii Haanas National Park Reserve, Haida watchmen serve as guardians of both cultural heritage and natural resources. In the Philippines, the Tagbanua people’s management of their ancestral waters has preserved marine biodiversity while sustaining local livelihoods. These models recognize that effective conservation requires integrating scientific knowledge with traditional ecological knowledge — what anthropologist Fikret Berkes calls “knowledge-practice-belief complexes”. The implications of this paradigm shift extend far beyond conservation biology. They challenge our fundamental understanding of humanity’s relationship with the natural world and offer a more nuanced path forward. Instead of viewing humans as either threats to be excluded or masters to dominate nature, this new perspective sees humans as potential stewards and partners in ecological processes. It suggests that the health of our planet depends not on keeping humans out of nature, but on reintegrating humanity into ecological systems in sustainable and meaningful ways. As we face the interconnected crises of climate change, biodiversity loss, and cultural homogenization, this integrated approach offers hope for addressing multiple challenges simultaneously. By recognizing the intrinsic connections between cultural survival and ecological integrity, we can work toward a future where conservation supports both biological and cultural diversity. The choice is no longer between people and nature, but rather what kind of relationship between people and nature will allow both to thrive in our rapidly changing world. 8. What is the primary limitation of the “fortress conservation” model discussed in the first two paragraphs? A. It creates an artificial separation that ignores historical human-nature relationships. B. It has failed to protect any significant natural areas from development. C. It proves too expensive to implement in most developing countries. D. It focuses exclusively on animal species while ignoring plant conservation. 9. The concept of “biocultural diversity” is significant because it ______. A. demonstrates the interconnectedness of ecological and cultural preservation. B. proves that human activities always enhance environmental quality. C. suggests that cultural diversity is more fragile than biological diversity. D. argues for replacing scientific knowledge with traditional practices. 10. What evidence does the author provide to support the effectiveness of community-based conservation? A. Examples of indigenous communities successfully managing their ancestral lands. B. Statistics showing decreased tourism in fortress conservation areas. C. Data proving that human exclusion always leads to better ecological outcomes. D. Studies demonstrating the superiority of Western conservation methods. 11. What fundamental shift in perspective does the new conservation paradigm require? A. Viewing humans as potential stewards rather than threats to nature. B. Completely eliminating human presence from all protected areas. C. Prioritizing cultural preservation over biological conservation. D. Replacing all traditional knowledge with modern scientific approaches. D The successful return of the Shenzhou-20 crew was more than a routine space mission; it was a dramatic narrative of crisis management, technological innovation, and human resilience, unfolding behind the scenes. While the world saw a smooth landing, the real story began with a threat almost too small to see but large enough to rewrite the mission’s plan. The crisis emerged subtly. Through high-definition cameras during a routine inspection, ground control teams detected an almost invisible anomaly: a hairline crack, merely 2 millimeters long and 3 micrometers wide, on the outer pane of Shenzhou-20’s return capsule window. This tiny flaw, suspected to be caused by the impact of a millimeter-sized space debris piece traveling at hypervelocity, posed a catastrophic risk. Simulations and wind tunnel tests painted a grave picture: during re-entry, the crack could expand rapidly under extreme temperatures exceeding 1,600 degrees Celsius and immense pressure, potentially leading to the catastrophic failure of the entire capsule. Faced with this “invisible killer,” the principle of “life above all” was not just a slogan but the absolute rule. The courageous decision was made to postpone the scheduled return and execute an unprecedented “space swap,” having the crew return in the newly arrived Shenzhou-21 spacecraft. This decision triggered a meticulously choreographed, nine-day orbital rescue operation. The astronauts began the delicate task of transferring crucial payloads — including precious experimental data storage devices and personal items — from Shenzhou-20 to Shenzhou-21. The swap was fraught with challenges. Floating in microgravity, the crew had to adapt to the different cockpit layouts and operational interfaces of the new spacecraft. Meanwhile, on Earth, mission control worked tirelessly, optimizing the new return trajectory and recalculating the landing window for Shenzhou-21. The seamless execution of this plan was underpinned by China’s unique “rolling backup” model, a strategic system where the next manned spacecraft and rocket are always on standby at the launch site. This model, often described as “launch one, backup one,” meant that Shenzhou-21 was already in orbit and ready. Furthermore, the Shenzhou-22 spacecraft and its rocket were in a state of “hot backup” on the ground, prepared for a launch within 8.5 days if a further rescue was needed. This multi-layered safety net transformed a potential disaster into a manageable incident. Beyond the immediate rescue, the mission showcased significant technological leaps. The return utilized China’s first three-orbit autonomous rapid return procedure. The key innovation was shifting critical calculations for the deorbit burn from ground control to the spacecraft’s onboard computer. This advancement slashed the return time by over three hours compared to the previous five-orbit process, not only boosting efficiency but also significantly enhancing the spacecraft’s ability to handle major failures autonomously. The human element of this story is equally compelling. The 204-day mission set a new national record for the longest single crewed flight. For Commander Chen Dong, this mission pushed his cumulative time in space past the 400-day milestone, solidifying his experience and dedication. The crew’s work was vital, involving sophisticated scientific experiments. They grew protein crystals in microgravity, research that could unlock new pathways for tumor treatment. They also tended a “space vegetable garden” and installed critical space debris protection devices during spacewalks, contributing to the station’s long-term safety and sustainability. Perhaps one of the most poignant, lesser-known stories is that of the two Wang Jies. On the ground, a veteran photographer named Wang Jie, who had documented China’s space program for two decades, found a profound personal connection to the mission when he discovered an astronaut shared his name. He embarked on a personal project, “Wang Jie Photographs Wang Jie,” capturing the astronaut’s journey from 出征 (zhēngfú — setting out on a mission) to triumphant return. This narrative of a ground-based storyteller and a spacefaring explorer, linked by name and a shared dream, beautifully illustrates the deep, human-inspired public engagement with the national space program. The Shenzhou-20 mission ultimately transcended its original goals. It was a powerful testament to a mature, resilient, and human-centric space program. The safe return of the crew was a victory not just of technology, but of a philosophy that values caution, preparation, and human life above all else, revealing the profound strength that lies in a system’s ability to adapt and protect its explorers. 12. What was the primary reason for switching the crew from Shenzhou-20 to Shenzhou-21 for return? A. A malfunction in Shenzhou-20’s main engine required using the newer spacecraft. B. A tiny crack on Shenzhou-20’s window posed an unacceptable safety risk during re-entry. C. Shenzhou-21 was equipped with a more advanced rapid return system. D. The crew requested a change to test the capabilities of the new spacecraft. 13. The “rolling backup” model mentioned in the passage is characterized by its ability to A. recycle and reuse rocket components to significantly reduce mission costs B. keep the next spacecraft ready to ensure a rapid response to emergencies C. allow two crews to live and work on the space station simultaneously for extended periods D. perform all major spacecraft operations automatically without ground control intervention 14. What key technological achievement was realized during the return of Shenzhou-21? A. The use of a new composite material for the heat shield. B. The first successful night landing in the Gobi Desert. C. The execution of a faster return managed by the spacecraft’s own computer. D. The deployment of a new type of guided parafoil for precise landing. 15. The story of the two Wang Jies is used to illustrate ______. A. the challenges of having identical names in the space industry B. a unique human story connecting public engagement with the space program C. the collaborative spirit between journalists and astronauts during training D. the importance of documentary photography for technical analysis 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。 The Unseen Journey: Redefining Personal Success In a world that often measures success by visible achievements — grades, job titles, salaries, and social media followers — it’s easy to fall into the trap of believing that these external markers are the ultimate goals. We are conditioned to chase after these finish lines, believing that once we cross them, lasting happiness and fulfillment will follow. ____16____The most significant progress often happens internally, in the quiet development of our character, resilience, and self-awareness. Consider the process of learning a complex new skill, like playing a musical instrument. From the outside, success is a flawless performance. However, any accomplished musician will tell you that the real transformation occurs during the countless hours of solitary practice. ____17____ This internal growth — the cultivation of patience, discipline, and the ability to learn from failure — constitutes the real, albeit invisible, success. This concept challenges the very definition of “productivity.” A day spent staring out the window, wrestling with a difficult emotion, or simply allowing the mind to rest, can feel unproductive. ____18____ It is in these moments of quiet reflection that we often achieve profound clarity about our values and direction, making them anything but wasted time. So, how can we shift our focus to honor this inner journey? The first step is to practice self-compassion. We must learn to talk to ourselves with the same kindness and encouragement we would offer a dear friend who is struggling. ____19____This doesn’t mean abandoning ambition, but rather changing the fuel for that ambition from a need for external validation to an internal drive for growth and mastery. Ultimately, embracing the unseen journey allows us to build a sense of self-worth that is unshakable because it is not dependent on outside opinions or fleeting accomplishments. ____20____ When we understand that our value is inherent in the process of learning and growing itself, we become more resilient, more creative, and ultimately, more authentically successful. A. Yet, it is precisely this kind of “unproductive” activity that is crucial for mental and creative renewal. B. Therefore, setting clear and ambitious external goals is the only way to achieve remarkable things in life. C. However, this perspective overlooks a fundamental truth: the most important journey is often the one that happens within. D. It is in these moments that frustration is managed, focus is deepened, and a deeper connection to the music is built. E. Secondly, we can redefine what it means to “win,” celebrating small acts of courage and personal insight as much as we do public achievements. F. Without constant comparison with others, we would have no motivation to improve ourselves. G. We begin to see that setbacks are not definitions of our failure, but essential parts of our growth story. 第三部分 语言知识运用（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，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。 My father’s small restaurant was always filled with warmth, though money was often tight. He held a firm belief that no one should go hungry. One rainy night, a ____21____ man named Thomas entered. His clothes were worn, and he looked exhausted. Without hesitation, my father ____22____ him a hot meal and a place to sleep. The next morning, Thomas insisted on repaying the kindness. To our surprise, he was remarkably ____23____. He fixed broken chairs, repaired a leaky faucet, and even ____24____ the faded sign outside. Seeing his capability, my father offered him a part-time job and a small room above the restaurant. After a moment’s ____25____, Thomas accepted with grateful tears. As months passed, Thomas became a ____26____ member of our restaurant family. He rarely spoke of his past, but we learned he had once been an engineer before personal tragedies ____27____ him into homelessness. The steady work and genuine respect he received here seemed to help him gradually ____28____ his life. One evening, I was struggling with a difficult math problem. Noticing my ____29____, Thomas asked if he could help. I hesitated, doubting a handyman’s ability to understand advanced math. To my astonishment, he not only solved it instantly but provided a crystal-clear ____30____. “I was an engineer in another life,” he said quietly. This was a profound lesson for me. I had ____31____ Thomas only by his current situation, failing to see the accomplished person he had been. He taught me that everyone has a unique story and ____32____ dignity that transcends their present circumstances. This understanding ____33____ my view of people forever. Now, I always try to look beyond the surface and recognize the ____34____ in everyone I meet. It’s amazing how this simple ____35____ has enriched my relationships and broadened my perspective on life. 21. A. confident B. shabby C. cheerful D. familiar 22 A. sold B. promised C. offered D. lent 23. A. clumsy B. capable C. hesitant D. proud 24. A. ignored B. cleaned C. restored D. removed 25. A. protest B. hesitation C. celebration D. argument 26. A. temporary B. valued C. reluctant D. formal 27. A. had plunged B. was pushing C. would send D. had lifted 28. A. abandon B. forget C. rebuild D. describe 29. A. satisfaction B. confidence C. frustration D. excitement 30. A. excuse B. explanation C. question D. summary 31. A. helped B. praised C. defined D. recognized 32. A. conditional B. inherent C. lost D. public 33. A. limited B. transformed C. confirmed D. supported 34. A. weakness B. potential C. mistake D. uniform 35. A. principle B. excuse C. theory D. method 第II卷（非选择题 共55分） 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。 Deep in the mountains of Southwest China, a remarkable conservation story has been unfolding over the past two decades. The crested ibis, once ___36___ (believe) to be extinct in China, is making a spectacular comeback thanks ___37___ dedicated conservation efforts. These elegant birds, ___38___distinctive red faces and curved beaks, were on the brink of extinction in the late 20th century. However, a small population ___39___(discover) in a remote mountain village in 1981, raising hopes for their survival. Since then, Chinese conservationists ___40___(work) tirelessly to protect and breed these rare creatures. The protection program involves ___41___(local) communities in monitoring and guarding nesting sites. Farmers have been encouraged to use ____42____ (little) chemical fertilizer to maintain the ecological balance of the wetlands where the birds feed. Through these coordinated efforts, the crested ibis population ___43___ (grow) from just seven birds to over 5,000 today. What makes this achievement ___44___ (significance) is that it demonstrates how human intervention when properly guided, can reverse ecological damage. The success story serves as ____45____ powerful example of how conservation awareness and scientific methods can work together to protect our planet's biodiversity. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假设你是李华，你校将举办一场主题为“健康生活，快乐学习”(Healthy Living, Happy Learning)的英语演讲比赛。请你用英语写一篇演讲稿参赛，内容包括： 1. 健康生活方式对学习的重要性； 2. 你的具体建议(至少两点)； 3. 发出号召。 注意： 1.写作词数应为80左右； 2.请按如下格式在答题卡的相应位置作答。 Hello, everyone! ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, 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，使其构成一篇完整的短文。 The old, leather-bound diary felt cool in Sarah’s hands on that rainy afternoon. She had been looking for old board games in the attic to entertain her younger cousin when she discovered it, tucked away in a dusty wooden chest behind a stack of her grandmother’s faded quilts. The small lock was rusted shut, but her curiosity was too strong to ignore. With careful hands, she used a hairpin to gently pry it open. The pages, yellowed with age, were filled with her grandmother’s elegant, looping handwriting, detailing her life as a young woman in the 1940s. Sarah read about her dreams of becoming a botanist, her love for painting in the garden, and her adventures with friends. But as she flipped towards the end, a single, perfectly pressed four-leaf clover fell into her lap. Taped neatly beside it on the page was a faded black-and-white photograph of a handsome young man in a uniform, with a warm, confident smile — a face Sarah didn't recognize. Beneath it, in slightly smudged ink, were the words: “My dearest Henry. Wherever you are, I will find you. Wait for me.” The entry on that final page was dated June 5, 1944. Sarah’s heart raced. Her grandmother, Eleanor, now a gentle, silver-haired woman who spoke mostly of recipes and garden flowers, had never mentioned a Henry. The serene, contented woman Sarah knew seemed to carry a secret, untold story of love and loss. Who was Henry? What had happened? Did he know how she felt? The questions swirled in her mind. That evening, as her grandmother was quietly knitting by the fireplace, the soft click of the needles the only sound in the cozy room, Sarah gathered her courage. She approached slowly, the diary and the fragile photograph held gently in her trembling hands. 注意： 1.续写词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 Paragraph 1: Grandma Eleanor’s knitting needles fell silent as her eyes fell upon the diary in Sarah’s hands. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Holding the printed email, Sarah approached her grandmother in the sunlit garden._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $