英语二模模拟卷01（广东专用）学易金卷：2026年高考第二次模拟考试

2026年高考第二次模拟考试 英语·答题卡 姓 名： 缺考 贴条形码区 准考证号 标记 0 0 0 0 0 0 0 0 0 0 1 123 1 7 1 注意事项 2 23 2 23 2 2 2 1.答题前，考生先将自己的姓名、准考证号码填写清楚，并 3 3 3 3 3 3 认真检查监考员所粘贴的条形码。 4 2. 选择题必须使用2B铅笔填涂；非选择题必须用0.5m 5 456 5 6 456 456 456 4 5 5 5 黑色字迹的签字笔填写，字体工整。 6 6 3.请按题号顺序在各题的答题区内作答，超出答题区域范围 的答案无效，在草纸、试卷上作答无效。 78 78 78 45678 78 7 7 7 4.保持卡面清洁，不要折叠、不要弄破、弄皱，不准使用涂 8 8 8 8 8 改液、刮纸刀。 9 9 9 9 9 9 9 9 5.正确填涂 选择题 (请用2B铅笔填涂) 1 [AJIBIICI 6 [A][B]IC] 11【A][B]IC] 16【AI[B]IC] 2【AJIBJIC] 1 [AJIBIICI 12 [A][B][C] 17【A1IB]IC] 3[A][B][CJ 8 IAlIBIICI 13【A]IB]IC] 18【A][BJ[C] 4 [AlIBIICI 9AlIBIICI 14[A1[B][C1 19 [A][B][C] 5 [A][B][C] 10 IA][B]IC] 15[A][B][C] 20【AI[BJIC] 21[AJ[B1[C1[D1 26[A][B][C][D] 31[A][B]IC][D] 36 [AJ[BI[CJ[D][EJ[FJ[G] 22 [AJIB]ICJID] 27 [AJ[B]IC][D] 32 [A][B]IC]ID] 37 [AJ[BJICJID]IEJIFJIG] 23[A[B[CI[D 28AI[B[CI[D] 33【AIIB][CI[D] 38 [AJ[B]IC][D][EJ[F][G] 24 [AJIB]ICJID] 29 [A][BJIC][D] 34【AJ[BJICIID] 39 [AJ[BJICJ[D][EJ[FJIG] 25[A][B][C][D 30 [AJBIICIID] 35 [AJ[B][C][D] 40 [AJ[BJICIID][EJ[FJIG] 41 [A][B]IC]ID] 4 [A][B][C][D] 51【A]IB][C]ID] 42[A1[B]IC][D] 47[A][B][C][DI 52【AJIB]ICJID] 43 IAlIBIICIIDI 48 IAlIBIICIIDI 53【AJ[BJICJID] 的日 44[AJ[B][C][D] 49 [A][B]IC][D] 54 [AJ[B][C][D] 45 [AJIB]IC]ID] 50 [A][B][C][D] 55 [A][B][CJ[D] 非选择题（请在各试题的答题区内作答） 第三部分语言运用（共两节，满分30分） 第二节（共10小题；每小题1.5分，满分15分） 56. 57. 58 59 60 61 62 63 64 65 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 英语第1页（共4页） 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 第四部分写作（共两节，满分40分） 第一节（满分15分） Dear Mr.Smith, Yours LiHua 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 英语第2页（共4页） 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 第二节（满分25分） The training was tough. Finally,the big day came. 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 英语第3页（共4页） ■ 请勿在此区域内作答 或者做任何标记 英语第4页（共4页） 2026年高考第二次模拟考试（广东专用） 高三英语·全解全析 （考试时间：120分钟 试卷满分：150分） 注意事项： 1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。 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（略） 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和D四个选项中选出最佳选项。 A A recent survey conducted by an online magazine sought to measure public perception on the potential impact of artificial intelligence on the job market. The questionnaire gathered insights from diverse groups, including high school students, office professionals, assembly line workers, educators, etc. A total of 500 people participated in the study. The findings are illustrated in the accompanying pie chart: The survey also incorporated a section for open commentary: Lily, 17: “AI might automate some repetitive tasks, but that’s kinda a wake-up call for us to learn new skills. Gotta stay relevant, ya know?” Mr. Felix, 35: “As a designer, I see AI as a major workflow booster–not a threat. It’s like having a super-efficient assistant that works 24/7.” Ms. Zhang, 42: “Education systems need to keep up with the times, fr. We should be teaching adaptive and future-proof skills so the next gen is prepared.” Mr. Gang, 48: “AI worries me. After 25 years on the assembly line, I see smarter machines taking over. Too old to learn new tech easily. How will I support my family?” While a majority of respondents foresee major employment shifts from AI, Mr. Liu, the chief editor of the magazine, highlights that active adaptation and a forward-looking mindset are crucial. He emphasizes that strategic preparation can transform these challenges into opportunities for growth and innovation. 21. What is the primary purpose of the survey in the text? A. To show AI’s threat to manufacturing jobs. B. To compare age groups’ attitudes towards AI. C. To present public views on AI’s impact on jobs. D. To advocate educational reforms for the AI trend. 22. Which best describes the participants’ responses? A. Nervous and resistant. B. Indifferent and inactive. C. Optimistic and excited. D. Concerned and open-minded. 23. What message does Mr. Liu intend to convey? A. Adaptation driven by AI is inevitable. B. Opportunities lie in challenges posed by AI. C. A positive mindset is vital for AI adaptation. D. AI sets people thinking about employee patterns. B (原创) The beauty of a book lies not only in its words, but also in the marks left by its readers. I still remember the day I picked up a worn collection of poems from a library sale. Between its pages were tiny notes in pencil, short comments on lines that touched someone’s heart, and small stars drawn beside particularly moving sentences. Those silent marks felt like a quiet conversation with a stranger across years. It was then that I realized annotations are more than just writing in a book—they are bridges connecting hearts. Today, annotating books has become a widespread social trend. On many social media platforms, young readers show off their colorfully annotated books. They use different colored pens to mark themes, underline important sentences, stick notes on pages, and even draw small pictures to express their feelings. This has led to a heated discussion: is making marks in books a sign of respect or disrespect for reading? Some people argue that writing in books destroys the cleanliness of pages and lowers the value of a book. They see annotations as mindless marks that interrupt the smooth reading experience. However, history tells a different story. Great thinkers and writers such as Newton and Virginia Woolf often filled their books with notes, questions and thoughts. Annotations help readers slow down, think deeply and form their own ideas. In classrooms, teachers encourage annotation as a way to improve understanding and critical thinking. It helps readers truly “talk” with the author. Different from academic annotations, online annotations pay more attention to personal feelings. They may look messy or overly designed to others, but they serve the reader’s own joy. A teenager might highlight funny lines; a reader may circle sentences that remind them of their family. These styles are not right or wrong—they simply show how reading touches different lives. I will always value the quiet notes I found in old books. As for the colorful annotations popular online, they should be celebrated, not criticized. Reading is personal, and so are annotations. As long as people love reading and feel connected to books, the way they choose to interact with pages should be respected. 24. What happened to the author in the library sale? A. He made friends with a stranger. B. He experienced a spiritual connection. C. He learned to write poems. D. He bought a perfect new book. 25. What is the function of paragraph 3? A. To support the value of annotations. B. To introduce famous writers’ habits. C. To blame improper reading behaviors. D. To explain how to annotate academically. 26. Which word best describes online annotations? A. Traditional. B. Standard. C. Formal. D. Personal. 27. What does the author want to express in the last paragraph? A. Old books are more valuable than new ones. B. People should keep books clean and tidy. C. Young readers spend too much time online. D. Different annotation styles deserve respect. C (原创) We often hear the same advice from parents, teachers and self-help books: “Think positive, and everything will get better.” For years, I guided my students and friends with this idea. I told them that a positive mind is the key to solving life’s difficulties and that they should never give in to negative feelings. I truly believed that positive thinking could magically fix any problem. Then I started to dig deeper into this so-called “positive thinking culture” as a psychologist. I studied different social groups and interviewed hundreds of people about how they dealt with stress and failure. What I discovered completely changed my mind. Many people nowadays treat positive thinking as a necessary life skill. Especially in difficult times, people are told to focus only on the bright side and avoid sad or angry thoughts. Supporters argue that positive thinking builds confidence, reduces stress, and helps people move on quickly from hard experiences. It has become such a popular idea that we seldom question whether it actually works for everyone. However, my research shows that forcing positivity often does more harm than good. It can exacerbate people’s mental stress and deepen feelings of loneliness. When people are told to “just cheer up” during serious difficulties, they may hide their true feelings and refuse to seek help. Worse still, this culture unfairly blames the victims. If someone remains sad or fails to improve, society often thinks it is their own fault for “not being positive enough”. This creates hidden unfairness toward people who are already struggling in life. What’s more, the “positive thinking only” culture benefits certain groups more. Companies and social media influencers often promote this idea because it makes people accept their difficulties passively instead of asking for real changes. Workers who keep “thinking positive” may silently stand low pay and heavy work without complaining. In this way, the blind positivity that is widely celebrated actually serves the needs of those in power. 28. What did the author advise people to do for years? A. Develop life skills actively. B. Focus on positive thinking. C. Solve problems independently. D. Ask for help when feeling down. 29. How did the author feel after his research on positive thinking? A. Doubtful about further study. B. Satisfied with its wide influence. C. Surprised by its hidden harm. D. Confident of its practical value. 30. What does the underlined word “exacerbate” in Paragraph 4 most probably mean? A. Reduce. B. Worsen. C. Relieve. D. Cause. 31. What does the author say about the “positive thinking only” culture? A. It helps workers improve their living standards. B. It encourages people to fight for social changes. C. It equally supports every group in modern society. D. It makes people passively accept unfair situations. D The effects of high altitude (海拔) on the human body could protect against obesity (肥胖), according to a study of more than 4 million children across Colombia. The findings support the theory that low oxygen levels drive increased energy consumption, though prior evidence comes mainly from adults. To understand the potential impact on children, Lizcano Losada at the University of La Sabana analysed data on 4.16 million children aged up to 5 years old from 1123 cities. The children were separated into four groups relating to the height above sea level at which they lived: up to 1000 metres, 1001 to 2000 metres, 2001 to 3000 metres or above 3000 metres. In the two lower-altitude regions, around 80 out of every 10,000 children had obesity. However, at altitudes of 2001 to 3000 metres, the prevalence (发生率) of obesity fell to 40 in 10,000. At altitudes above 3000 metres, the prevalence was higher again: 86 out of 10,000. However, the team says this may be a statistical accident, as this data set included fewer cities and children than the other three altitude ranges. “That’s a fair comment,” says David Stensel at Loughborough University. But he also emphasises the study is observational, so it doesn’t prove high altitude prevents obesity. “They’ve tried to make sure they’ve adjusted for the other potential influencing factors,” he says. These include measures of poverty and low income. But “you can’t account for everything”, says Stensel. Assuming high altitude really does make obesity less likely, Stensel says it isn’t clear how this knowledge could be of practical use in reducing the condition. However, Losada argues the findings support the creation of geographically tailored public health strategies. He suggests further studies are needed to better understand the biological pathways linking altitude to childhood obesity, which could lead to more precise health advice for different regions. 32. What was the analysis in Losada’s study mainly based on? A. Grouped data. B. Sample size. C. Children’s age. D. City type. 33. What is the team’s view on the unexpected result of the study? A. It’s a definite trend. B. It’s a misleading signal. C. It’s a chance occurrence. D. It’s a measurement error. 34. What does the author try to illustrate by mentioning Stensel in paragraph 4? A. The importance of health knowledge. B. The necessity of actionable strategies. C. The limitation of the research method. D. The complexity of the influencing factors. 35. Which of the following is the best title for the text? A. Altitude’s Role in Childhood Weight B. Less Oxygen, Healthier Children? C. A New Approach to Fighting Obesity D. Why the Weight Gap in Colombia? 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。 According to a 2024 attention study by King’s College London, 49% of the UK public are experiencing “popcorn (爆米花) brain”, a mental state featuring divided attention and wandering thoughts. ____36____ In response to the findings, psychologist Tina Chummun gives her top tips. Adopt the mind map method. To manage a distracted (分心的) mind, write down everything, like appointments, worries and to - dos, without organizing it initially. Once everything is on paper, group these into life areas like work or emotional wellbeing. ____37____ This creates order and gives your brain permission to concentrate. Every time you feel your thoughts wandering, give yourself three seconds — breathe in, name what you’re feeling, and redirect your focus. ____38____ By doing so, you may turn down the heat when your brain is working overtime. Minimizing tech is also the key to getting back on track in your daily life. A full digital withdrawal is unrealistic. ____39____ Then it could be followed by a five-minute screen time reward. It teaches your brain to tolerate stillness without feeling punished. ____40____ At first, you may feel bored, as popcorn brain likes being ‘go go go’ to feel safe. “Go for a walk without music, or simply stare out your window,” suggests Tina. “Sit in silence and observe your thoughts. Let your brain breathe. It is sometimes exactly what your nervous system needs.” So, are you ready to quiet the mental popcorn and get your focus back? A. Allow space in your day for doing nothing. B. So, what’s making our brains pop like popcorn? C. Instead, go totally screen-free for 25-30 minutes. D. Starving distractions and feeding focus is a nice idea. E. Then ask yourself: what matters now and what can wait? F. They feel their attention less focused and deep thinking rarer. G. This practice enables you to slow down and manage emotions. 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和D四个选项中选出可以填入空白处的最佳选项。 原创（改编自2024年《The Guardian》真实新闻） It was a cold winter morning in St. Louis. A 10-year-old boy named Andy stood 41 at the therapy center’s door, his small hands clutching a teddy bear — his only comfort. Born with a developmental disorder, Andy could barely walk without support and only 42 a few simple words, repeating others’ words like an echo. Every morning, his mom hugged him tightly, her eyes filled with worry, as she 43 him to the therapists promising to help him. At first, Andy 44 the therapy fiercely. He cried when his mom left, kicked equipment and refused to cooperate, feeling scared and alone. His therapist, Ms. Davis, never lost patience. Instead of pushing him, she sat beside him, spoke in a 45 voice, and slowly gained his trust. “You’re stronger than you think,” she said softly. That gentle encouragement 46 Andy’s world entirely. He began looking forward to therapy, working hard even when muscles ached. He practiced walking daily, from holding the wall to taking small steps alone. When he 47 said his first complete sentence—“I can do it”—Ms. Davis and his mom cried for joy. Months later, Andy’s progress was 48 . He could walk freely, speak clearly, and join classmates in simple games. More importantly, he gained a strong sense of 49 , no longer feeling like a burden. Today, 15-year-old Andy often visits the center to help kids in the same 50 he once faced. “Ms. Davis gave me courage,” he says. “Now I want to be that courage for others.” Andy’s journey teaches us adversity is not a dead end, but a 51 to grow. The 52 of one person — a kind word, a patient smile — can spark lifelong change. When we 53 for those struggling, we help them and find our own strength. Andy has 54 many people like Ms. Davis, whose quiet kindness reminds us strength lies in small, steady choices. In the end, what connects us is our willingness to 55 each other’s weaknesses and grow stronger together. 41. A. hesitating B. wandering C. hiding D. resting 42. A. wrote B. spoke C. copied D. remembered 43. A. sent B. pushed C. led D. carried 44. A. accepted B. avoided C. ignored D. feared 45. A. soft B. loud C. firm D. sharp 46. A. entered B. widened C. brightened D. transformed 47. A. finally B. suddenly C. quietly D. quickly 48. A. slow B. steady C. amazing D. slight 49. A. pride B. confidence C. humor D. curiosity 50. A. pain B. difficulty C. journey D. struggle 51. A. chance B. challenge C. barrier D. path 52. A. words B. actions C. presence D. influence 53. A. reach out B. look out C. stand out D. turn out 54. A. met B. noticed C. recognized D. helped 55. A. share B. bear C. embrace D. overcome 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。 (原创) Chinese tea culture, dating back to more than 5,000 years, is an important part of traditional Chinese civilization. In 2022, traditional Chinese tea-making techniques and associated social practices 56 (add) to the UNESCO Intangible Cultural Heritage List. Originally 57 (use) as a medicinal drink, tea gradually evolved into a daily beverage. The process of making tea is far more than a simple action; it reflects people’s pursuit of 58 (relax) and elegance. Different regions in China have developed distinct tea varieties, such as green tea, black tea, and oolong tea, each with 59 (it) unique flavor and preparation methods. Tea drinking is closely connected 60 Chinese people’s daily life. It appears in almost every kind of social occasion, from family gatherings to business meetings. Serving tea to guests is considered 61 polite manner in Chinese culture. Today, 62 modern lifestyles are changing rapidly, the tradition of tea drinking is being preserved and promoted. Many young people are keen 63 (learn) tea art and tea ceremonies, helping bring the ancient culture closer to modern society. Some creative designers combine tea culture with modern design, making it 64 (wide) accepted. Chinese tea culture, 65 connects the past and the present, is not only a treasure of China but also a shared wealth of the world. 第四部分 写作（共两节, 满分40分） 第一节（满分15分） 假定你是李华，你校将为国际留学生组织一日研学活动。现向全校征集研学方案，主题是“传统与现代”（Tradition and Modernity）。请给负责人Mr. Smith写一封邮件，内容包括： 1. 活动方案； 2. 阐明理由。 注意： 1. 词数80左右； 2. 可适当增加细节，以使行文连贯。 Dear Mr. Smith, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第二节（满分25分） 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。 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 Tom placed the newspaper on the table but the action felt as heavy as a burden. Mary watched her father’s shoulders sink. She took a quick look at the headline: Go for the City Marathon. Tom had run every City Marathon for twenty-three years in a row. This year, after a routine health check, his doctor’s quiet “No marathons” changed everything. When Mary asked why skipping just one race hurt so much, Tom shook his head and said it wasn’t just the race. He didn’t explain further. Mary thought she knew why. For as long as she could remember, her father had trained hard for the event each year. When she was old enough, Tom took her along, always encouraging her: “You can do it.” As she grew older, she stopped running, and those shared moments slipped away. Yet she still remembered the look of accomplishment (成就) on his face after every finish. The marathon was like an annual ritual that kept fueling his ordinary life. The next morning at the table, Mary told Tom she would join the City Marathon. When she added, “And maybe you can coach me,” she caught a flash of brightness in his eyes. “Deal,” he said. Training began the next day. Since Tom was not allowed to run, he brought out his old red motorcycle and became Mary’s moving guide. He planned routes through the quiet roads near their home: first five kilometers, then ten, then fifteen. He shouted numbers over the engine’s noise, threw her water bottles like in a relay, and stuck paper flags on mailboxes: I am strong. I am fast. I am determined. These were the same slogans (口号) he once used to encourage himself. Now, they cheered Mary on. 注意： 1. 所续写短文的词数应为150左右； 2.续写部分分为两段，每段的开头语已为你写好； Paragraph 1: The training was tough. Paragraph 2: Finally, the big day came. 2 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 2026年高考第二次模拟考试（广东专用） 高三英语·参考答案 第一部分 听力（略） 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） A篇 21-23 CDB B篇 24-27 BADD C篇 28-31 BCBD D篇 32-35 ACCA 第二节（共5小题；每小题2. 5分, 满分12. 5分） 七选五 36-40 FEGCAs 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） 41-45 ABCDA 46-50 DACBD 51-55 ADABC 第二节(共10小题；每小题1.5分 ，满分15分） 56. were added 57. used 58. relaxation 59. its 60. with 61. a 62. though/although/while 63. to learn 64. widely 65. which 第四部分 写作（共两节, 满分40分） 第一节（满分15分） 范文 Dear Mr. Smith, For the “Tradition and Modernity” study trip, I recommend a route from a historical museum to a digital art gallery. The journey would begin at the city museum, where a variety of ancient artifacts will immerse students in profound traditional culture. Afterwards, we will proceed to the newly-built gallery and explore how interactive technologies like VR and holograms are used to reinterpret and bring classical masterpieces to life. This past and present dialogue will remind students of the fundamental role tradition plays in nurturing modern creativity and innovation. I believe it will inspire our students to rethink how cultural heritage and modern innovation coexist. Thank you for considering my proposal. Yours, Li Hua 第二节（满分25分） 高分范文 Paragraph 1 The training was tough. Mary’s muscles ached after each session, and there were moments she wanted to quit. But seeing her father’s unwavering support kept her going. Tom adjusted his coaching methods, carefully monitoring her progress while ensuring she didn’t overexert herself. He even mapped out a special route through the park where they used to run together, filling the journey with nostalgic stories of past races. Slowly, Mary’s endurance improved, and the pain turned into pride. Paragraph 2 Finally, the big day came. The streets were packed with runners. Tom waited at the starting line, his eyes shining with pride as he handed Mary a small token for good luck. The race was grueling, but every time she felt like slowing down, she remembered his words: “You can do it.” Crossing the finish line, she turned to see Tom waving excitedly from the sidelines. In that moment, she realized the marathon wasn’t just about running — it was about carrying forward the legacy of perseverance and love they had built together. 2 / 29 1 / 29 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $2026年高考第二次模拟考试 英语·答题卡 姓 名： 缺考 贴条形码区 准考证号 标记 0 0 0 0 0 0 0 0 1 1 1 注意喜项 2 2 1.答题前，考生先将自己的姓名、准考证号码填写清楚，并 3 3 3 3 3 3 3 3 认真检查监考员所粘贴的条形码。 A 2. 选择题必须使用2B铅笔填涂；非选择题必须用0.5mm 黑色字迹的签字笔填写，字体工整。 5 5 5 5 5 5 3.请按题号顺序在各题的答题区内作答，超出答题区域范围 6 6 6 6 6 6 6 6 的答案无效，在草纸、试卷上作答无效。 7 7 7 7 7 7 4.保持卡面清洁，不要折叠、不要弄破、弄皱，不准使用涂 8 8 8 8 8 改液、刮纸刀。 9 9 9 9 9 9 5.正确填涂 选择题 (请用2B铅笔填涂) 1A][B][C1 6[A][B][C] 11【A][B]IC] 16[A1[B][C] 2【AJIB][C] 7【A][BJIC] 12[A][B1[C] 17 [A][B][C] 3[A][B][C] 8 [A][B][C] 13[A][B][C] 18[A][B][C] 4 [A][B][C] 9[A][B][C] 14[A][B1[C] 19[A1[B][C] 5 [A][B][C] 10[A1[B1IC] 15【AJ[B][C] 20IA]【B][C] 21[A]B][C1[D] 26 [A][B][C][D] 31[A][B1IC][D 36 [A][B][C][D][E][F][G] 22 [A][B][C][D] 27 [A][B]IC][D] 32 [A][B][C][D] 37 IA][B]IC][D][E]IF][G] 23[A]IB][C1[D] 28[A][B][C][D] 33[A][B][C1[D1 38 [A][B][C][D][E][F][G] 24[A]IB][C1[D] 29 [A][B][C][D] 34[A][B][C][D] 39 [A][B][C][D]IE][F][G 25【A][B1[C1[D] 30[A][B][C][D] 35[A][B][C][D] 40 [A][B][C][D][E][F][G] 41【A][B][C][D] 46 [A][B][C][D] 51【A]IB]ICJ[D] 蕾 42 [A][B][C][D] 47 [A][B]IC][D] 52【A]IB1[C]ID] 43 [A][B][C][D] 48 [A][B][C][D] 53[A][B][C][DJ 妇 44 [A][B][C][D] 4 [A][B]IC][D] 54[A][B][C][D] 45【A]IB][C]ID] 50[A][B][C]ID] 55【AJIB][C1[D] 非选择题（请在各试题的答题区内作答） 第三部分语言运用（共两节，满分30分） 第二节（共10小题；每小题1.5分，满分15分） 黎 35 57. 58. 59 60. 61. 62. 63. 64 65. 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 英语第1页（共4页） 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 第四部分写作（共两节，满分40分） 第一节（满分15分） Dear Mr.Smith, Yours Li Hua 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 英语第2页（共4页） 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效： 第二节（满分25分） The training was tough. Finally,the big day came. 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 英语第3页（共4页） ■ ■ 请勿在此区域内作答 或者做任何标记 英语第4页（共4页）………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… 此卷只装订不密封 ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… … 学校：______________姓名：_____________班级：_______________考号：______________________ 2026年高考第二次模拟考试（广东专用） 高三英语 （考试时间：120分钟 试卷满分：150分） 注意事项： 1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。 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（略） 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和D四个选项中选出最佳选项。 A A recent survey conducted by an online magazine sought to measure public perception on the potential impact of artificial intelligence on the job market. The questionnaire gathered insights from diverse groups, including high school students, office professionals, assembly line workers, educators, etc. A total of 500 people participated in the study. The findings are illustrated in the accompanying pie chart: The survey also incorporated a section for open commentary: Lily, 17: “AI might automate some repetitive tasks, but that’s kinda a wake-up call for us to learn new skills. Gotta stay relevant, ya know?” Mr. Felix, 35: “As a designer, I see AI as a major workflow booster–not a threat. It’s like having a super-efficient assistant that works 24/7.” Ms. Zhang, 42: “Education systems need to keep up with the times, fr. We should be teaching adaptive and future-proof skills so the next gen is prepared.” Mr. Gang, 48: “AI worries me. After 25 years on the assembly line, I see smarter machines taking over. Too old to learn new tech easily. How will I support my family?” While a majority of respondents foresee major employment shifts from AI, Mr. Liu, the chief editor of the magazine, highlights that active adaptation and a forward-looking mindset are crucial. He emphasizes that strategic preparation can transform these challenges into opportunities for growth and innovation. 21. What is the primary purpose of the survey in the text? A. To show AI’s threat to manufacturing jobs. B. To compare age groups’ attitudes towards AI. C. To present public views on AI’s impact on jobs. D. To advocate educational reforms for the AI trend. 22. Which best describes the participants’ responses? A. Nervous and resistant. B. Indifferent and inactive. C. Optimistic and excited. D. Concerned and open-minded. 23. What message does Mr. Liu intend to convey? A. Adaptation driven by AI is inevitable. B. Opportunities lie in challenges posed by AI. C. A positive mindset is vital for AI adaptation. D. AI sets people thinking about employee patterns. B (原创) The beauty of a book lies not only in its words, but also in the marks left by its readers. I still remember the day I picked up a worn collection of poems from a library sale. Between its pages were tiny notes in pencil, short comments on lines that touched someone’s heart, and small stars drawn beside particularly moving sentences. Those silent marks felt like a quiet conversation with a stranger across years. It was then that I realized annotations are more than just writing in a book—they are bridges connecting hearts. Today, annotating books has become a widespread social trend. On many social media platforms, young readers show off their colorfully annotated books. They use different colored pens to mark themes, underline important sentences, stick notes on pages, and even draw small pictures to express their feelings. This has led to a heated discussion: is making marks in books a sign of respect or disrespect for reading? Some people argue that writing in books destroys the cleanliness of pages and lowers the value of a book. They see annotations as mindless marks that interrupt the smooth reading experience. However, history tells a different story. Great thinkers and writers such as Newton and Virginia Woolf often filled their books with notes, questions and thoughts. Annotations help readers slow down, think deeply and form their own ideas. In classrooms, teachers encourage annotation as a way to improve understanding and critical thinking. It helps readers truly “talk” with the author. Different from academic annotations, online annotations pay more attention to personal feelings. They may look messy or overly designed to others, but they serve the reader’s own joy. A teenager might highlight funny lines; a reader may circle sentences that remind them of their family. These styles are not right or wrong—they simply show how reading touches different lives. I will always value the quiet notes I found in old books. As for the colorful annotations popular online, they should be celebrated, not criticized. Reading is personal, and so are annotations. As long as people love reading and feel connected to books, the way they choose to interact with pages should be respected. 24. What happened to the author in the library sale? A. He made friends with a stranger. B. He experienced a spiritual connection. C. He learned to write poems. D. He bought a perfect new book. 25. What is the function of paragraph 3? A. To support the value of annotations. B. To introduce famous writers’ habits. C. To blame improper reading behaviors. D. To explain how to annotate academically. 26. Which word best describes online annotations? A. Traditional. B. Standard. C. Formal. D. Personal. 27. What does the author want to express in the last paragraph? A. Old books are more valuable than new ones. B. People should keep books clean and tidy. C. Young readers spend too much time online. D. Different annotation styles deserve respect. C (原创) We often hear the same advice from parents, teachers and self-help books: “Think positive, and everything will get better.” For years, I guided my students and friends with this idea. I told them that a positive mind is the key to solving life’s difficulties and that they should never give in to negative feelings. I truly believed that positive thinking could magically fix any problem. Then I started to dig deeper into this so-called “positive thinking culture” as a psychologist. I studied different social groups and interviewed hundreds of people about how they dealt with stress and failure. What I discovered completely changed my mind. Many people nowadays treat positive thinking as a necessary life skill. Especially in difficult times, people are told to focus only on the bright side and avoid sad or angry thoughts. Supporters argue that positive thinking builds confidence, reduces stress, and helps people move on quickly from hard experiences. It has become such a popular idea that we seldom question whether it actually works for everyone. However, my research shows that forcing positivity often does more harm than good. It can exacerbate people’s mental stress and deepen feelings of loneliness. When people are told to “just cheer up” during serious difficulties, they may hide their true feelings and refuse to seek help. Worse still, this culture unfairly blames the victims. If someone remains sad or fails to improve, society often thinks it is their own fault for “not being positive enough”. This creates hidden unfairness toward people who are already struggling in life. What’s more, the “positive thinking only” culture benefits certain groups more. Companies and social media influencers often promote this idea because it makes people accept their difficulties passively instead of asking for real changes. Workers who keep “thinking positive” may silently stand low pay and heavy work without complaining. In this way, the blind positivity that is widely celebrated actually serves the needs of those in power. 28. What did the author advise people to do for years? A. Develop life skills actively. B. Focus on positive thinking. C. Solve problems independently. D. Ask for help when feeling down. 29. How did the author feel after his research on positive thinking? A. Doubtful about further study. B. Satisfied with its wide influence. C. Surprised by its hidden harm. D. Confident of its practical value. 30. What does the underlined word “exacerbate” in Paragraph 4 most probably mean? A. Reduce. B. Worsen. C. Relieve. D. Cause. 31. What does the author say about the “positive thinking only” culture? A. It helps workers improve their living standards. B. It encourages people to fight for social changes. C. It equally supports every group in modern society. D. It makes people passively accept unfair situations.. D The effects of high altitude (海拔) on the human body could protect against obesity (肥胖), according to a study of more than 4 million children across Colombia. The findings support the theory that low oxygen levels drive increased energy consumption, though prior evidence comes mainly from adults. To understand the potential impact on children, Lizcano Losada at the University of La Sabana analysed data on 4.16 million children aged up to 5 years old from 1123 cities. The children were separated into four groups relating to the height above sea level at which they lived: up to 1000 metres, 1001 to 2000 metres, 2001 to 3000 metres or above 3000 metres. In the two lower-altitude regions, around 80 out of every 10,000 children had obesity. However, at altitudes of 2001 to 3000 metres, the prevalence (发生率) of obesity fell to 40 in 10,000. At altitudes above 3000 metres, the prevalence was higher again: 86 out of 10,000. However, the team says this may be a statistical accident, as this data set included fewer cities and children than the other three altitude ranges. “That’s a fair comment,” says David Stensel at Loughborough University. But he also emphasises the study is observational, so it doesn’t prove high altitude prevents obesity. “They’ve tried to make sure they’ve adjusted for the other potential influencing factors,” he says. These include measures of poverty and low income. But “you can’t account for everything”, says Stensel. Assuming high altitude really does make obesity less likely, Stensel says it isn’t clear how this knowledge could be of practical use in reducing the condition. However, Losada argues the findings support the creation of geographically tailored public health strategies. He suggests further studies are needed to better understand the biological pathways linking altitude to childhood obesity, which could lead to more precise health advice for different regions. 32. What was the analysis in Losada’s study mainly based on? A. Grouped data. B. Sample size. C. Children’s age. D. City type. 33. What is the team’s view on the unexpected result of the study? A. It’s a definite trend. B. It’s a misleading signal. C. It’s a chance occurrence. D. It’s a measurement error. 34. What does the author try to illustrate by mentioning Stensel in paragraph 4? A. The importance of health knowledge. B. The necessity of actionable strategies. C. The limitation of the research method. D. The complexity of the influencing factors. 35. Which of the following is the best title for the text? A. Altitude’s Role in Childhood Weight B. Less Oxygen, Healthier Children? C. A New Approach to Fighting Obesity D. Why the Weight Gap in Colombia? 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。 According to a 2024 attention study by King’s College London, 49% of the UK public are experiencing “popcorn (爆米花) brain”, a mental state featuring divided attention and wandering thoughts. ____36____ In response to the findings, psychologist Tina Chummun gives her top tips. Adopt the mind map method. To manage a distracted (分心的) mind, write down everything, like appointments, worries and to - dos, without organizing it initially. Once everything is on paper, group these into life areas like work or emotional wellbeing. ____37____ This creates order and gives your brain permission to concentrate. Every time you feel your thoughts wandering, give yourself three seconds — breathe in, name what you’re feeling, and redirect your focus. ____38____ By doing so, you may turn down the heat when your brain is working overtime. Minimizing tech is also the key to getting back on track in your daily life. A full digital withdrawal is unrealistic. ____39____ Then it could be followed by a five-minute screen time reward. It teaches your brain to tolerate stillness without feeling punished. ____40____ At first, you may feel bored, as popcorn brain likes being ‘go go go’ to feel safe. “Go for a walk without music, or simply stare out your window,” suggests Tina. “Sit in silence and observe your thoughts. Let your brain breathe. It is sometimes exactly what your nervous system needs.” So, are you ready to quiet the mental popcorn and get your focus back? A. Allow space in your day for doing nothing. B. So, what’s making our brains pop like popcorn? C. Instead, go totally screen-free for 25-30 minutes. D. Starving distractions and feeding focus is a nice idea. E. Then ask yourself: what matters now and what can wait? F. They feel their attention less focused and deep thinking rarer. G. This practice enables you to slow down and manage emotions. 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和D四个选项中选出可以填入空白处的最佳选项。 原创（改编自2024年《The Guardian》真实新闻） It was a cold winter morning in St. Louis. A 10-year-old boy named Andy stood 41 at the therapy center’s door, his small hands clutching a teddy bear — his only comfort. Born with a developmental disorder, Andy could barely walk without support and only 42 a few simple words, repeating others’ words like an echo. Every morning, his mom hugged him tightly, her eyes filled with worry, as she 43 him to the therapists promising to help him. At first, Andy 44 the therapy fiercely. He cried when his mom left, kicked equipment and refused to cooperate, feeling scared and alone. His therapist, Ms. Davis, never lost patience. Instead of pushing him, she sat beside him, spoke in a 45 voice, and slowly gained his trust. “You’re stronger than you think,” she said softly. That gentle encouragement 46 Andy’s world entirely. He began looking forward to therapy, working hard even when muscles ached. He practiced walking daily, from holding the wall to taking small steps alone. When he 47 said his first complete sentence—“I can do it”—Ms. Davis and his mom cried for joy. Months later, Andy’s progress was 48 . He could walk freely, speak clearly, and join classmates in simple games. More importantly, he gained a strong sense of 49 , no longer feeling like a burden. Today, 15-year-old Andy often visits the center to help kids in the same 50 he once faced. “Ms. Davis gave me courage,” he says. “Now I want to be that courage for others.” Andy’s journey teaches us adversity is not a dead end, but a 51 to grow. The 52 of one person — a kind word, a patient smile — can spark lifelong change. When we 53 for those struggling, we help them and find our own strength. Andy has 54 many people like Ms. Davis, whose quiet kindness reminds us strength lies in small, steady choices. In the end, what connects us is our willingness to 55 each other’s weaknesses and grow stronger together. 41. A. hesitating B. wandering C. hiding D. resting 42. A. wrote B. spoke C. copied D. remembered 43. A. sent B. pushed C. led D. carried 44. A. accepted B. avoided C. ignored D. feared 45. A. soft B. loud C. firm D. sharp 46. A. entered B. widened C. brightened D. transformed 47. A. finally B. suddenly C. quietly D. quickly 48. A. slow B. steady C. amazing D. slight 49. A. pride B. confidence C. humor D. curiosity 50. A. pain B. difficulty C. journey D. struggle 51. A. chance B. challenge C. barrier D. path 52. A. words B. actions C. presence D. influence 53. A. reach out B. look out C. stand out D. turn out 54. A. met B. noticed C. recognized D. helped 55. A. share B. bear C. embrace D. overcome 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。 (原创) Chinese tea culture, dating back to more than 5,000 years, is an important part of traditional Chinese civilization. In 2022, traditional Chinese tea-making techniques and associated social practices 56 (add) to the UNESCO Intangible Cultural Heritage List. Originally 57 (use) as a medicinal drink, tea gradually evolved into a daily beverage. The process of making tea is far more than a simple action; it reflects people’s pursuit of 58 (relax) and elegance. Different regions in China have developed distinct tea varieties, such as green tea, black tea, and oolong tea, each with 59 (it) unique flavor and preparation methods. Tea drinking is closely connected 60 Chinese people’s daily life. It appears in almost every kind of social occasion, from family gatherings to business meetings. Serving tea to guests is considered 61 polite manner in Chinese culture. Today, 62 modern lifestyles are changing rapidly, the tradition of tea drinking is being preserved and promoted. Many young people are keen 63 (learn) tea art and tea ceremonies, helping bring the ancient culture closer to modern society. Some creative designers combine tea culture with modern design, making it 64 (wide) accepted. Chinese tea culture, 65 connects the past and the present, is not only a treasure of China but also a shared wealth of the world. 第四部分 写作（共两节, 满分40分） 第一节（满分15分） 假定你是李华，你校将为国际留学生组织一日研学活动。现向全校征集研学方案，主题是“传统与现代”（Tradition and Modernity）。请给负责人Mr. Smith写一封邮件，内容包括： 1. 活动方案； 2. 阐明理由。 注意： 1. 词数80左右； 2. 可适当增加细节，以使行文连贯。 Dear Mr. Smith, _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第二节（满分25分） 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。 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 Tom placed the newspaper on the table but the action felt as heavy as a burden. Mary watched her father’s shoulders sink. She took a quick look at the headline: Go for the City Marathon. Tom had run every City Marathon for twenty-three years in a row. This year, after a routine health check, his doctor’s quiet “No marathons” changed everything. When Mary asked why skipping just one race hurt so much, Tom shook his head and said it wasn’t just the race. He didn’t explain further. Mary thought she knew why. For as long as she could remember, her father had trained hard for the event each year. When she was old enough, Tom took her along, always encouraging her: “You can do it.” As she grew older, she stopped running, and those shared moments slipped away. Yet she still remembered the look of accomplishment (成就) on his face after every finish. The marathon was like an annual ritual that kept fueling his ordinary life. The next morning at the table, Mary told Tom she would join the City Marathon. When she added, “And maybe you can coach me,” she caught a flash of brightness in his eyes. “Deal,” he said. Training began the next day. Since Tom was not allowed to run, he brought out his old red motorcycle and became Mary’s moving guide. He planned routes through the quiet roads near their home: first five kilometers, then ten, then fifteen. He shouted numbers over the engine’s noise, threw her water bottles like in a relay, and stuck paper flags on mailboxes: I am strong. I am fast. I am determined. These were the same slogans (口号) he once used to encourage himself. Now, they cheered Mary on. 注意： 1. 所续写短文的词数应为150左右； 2.续写部分分为两段，每段的开头语已为你写好； Paragraph 1: The training was tough. Paragraph 2: Finally, the big day came. 试题 第7页（共8页） 试题 第8页（共8页） 试题 第5页（共8页） 试题 第6页（共8页） 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 2026年高考第二次模拟考试（广东专用） 高三英语·全解全析 （考试时间：120分钟 试卷满分：150分） 注意事项： 1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。 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（略） 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和D四个选项中选出最佳选项。 A A recent survey conducted by an online magazine sought to measure public perception on the potential impact of artificial intelligence on the job market. The questionnaire gathered insights from diverse groups, including high school students, office professionals, assembly line workers, educators, etc. A total of 500 people participated in the study. The findings are illustrated in the accompanying pie chart: The survey also incorporated a section for open commentary: Lily, 17: “AI might automate some repetitive tasks, but that’s kinda a wake-up call for us to learn new skills. Gotta stay relevant, ya know?” Mr. Felix, 35: “As a designer, I see AI as a major workflow booster–not a threat. It’s like having a super-efficient assistant that works 24/7.” Ms. Zhang, 42: “Education systems need to keep up with the times, fr. We should be teaching adaptive and future-proof skills so the next gen is prepared.” Mr. Gang, 48: “AI worries me. After 25 years on the assembly line, I see smarter machines taking over. Too old to learn new tech easily. How will I support my family?” While a majority of respondents foresee major employment shifts from AI, Mr. Liu, the chief editor of the magazine, highlights that active adaptation and a forward-looking mindset are crucial. He emphasizes that strategic preparation can transform these challenges into opportunities for growth and innovation. 21. What is the primary purpose of the survey in the text? A. To show AI’s threat to manufacturing jobs. B. To compare age groups’ attitudes towards AI. C. To present public views on AI’s impact on jobs. D. To advocate educational reforms for the AI trend. 22. Which best describes the participants’ responses? A. Nervous and resistant. B. Indifferent and inactive. C. Optimistic and excited. D. Concerned and open-minded. 23. What message does Mr. Liu intend to convey? A. Adaptation driven by AI is inevitable. B. Opportunities lie in challenges posed by AI. C. A positive mindset is vital for AI adaptation. D. AI sets people thinking about employee patterns. 答案：21-23 CDB 话题：AI对就业市场的影响与公众态度 文章大意：一项在线调查显示，公众对AI对就业的影响看法多元：年轻人视其为学习新技能的契机，设计师认为它是效率工具，年长工人则担忧失业风险。主编强调积极适应与前瞻思维能将挑战转化为机遇。 【解析】 21. 答案：C 主旨大意题（调查目的概括）。本文首段明确指出，这项调查旨在“衡量公众对人工智能对就业市场潜在影响的看法”（sought to measure public perception on the potential impact of artificial intelligence on the job market），随后通过饼图和人物评论呈现不同群体的观点。C选项“呈现公众对AI就业影响的看法” 精准概括了调查的核心目的；A选项“展示AI对制造业的威胁” 过于片面，仅是Mr. Gang的个人观点；B选项“比较不同年龄段对AI的态度” 虽涉及部分内容，但调查还包含职业维度，且非调查首要目的；D选项“倡导为AI趋势进行教育改革” 是Ms. Zhang的个人建议，非调查本身的目的，排除。 22. 答案：D 观点态度题（受访者反应整体概括）文中受访者观点多样：Lily认为AI是学习新技能的“警钟”，Mr. Felix视其为“工作流程助推器”，Ms. Zhang呼吁教育与时俱进，这些体现了开放心态（open-minded）；而Mr. Gang则表达了对失业的担忧，体现了关切（concerned）。D选项“关切且开放” 准确概括了受访者既看到挑战又积极应对的多元态度；A选项“紧张且抗拒” 仅符合Mr. Gang一人；B选项“冷漠且不积极” 与文中积极讨论的氛围完全相反；C选项“乐观且兴奋” 过于片面，忽略了担忧的声音，排除。 23. 答案：B 人物观点题（主编核心信息把握）主编Mr. Liu在结尾强调：“战略性的准备可以将这些挑战转化为增长与创新的机遇”（strategic preparation can transform these challenges into opportunities for growth and innovation）。B选项“机遇存在于AI带来的挑战中” 直接对应这一核心观点；A选项“AI驱动的适应是不可避免的” 虽符合事实，但非主编强调的重点；C选项“积极心态对适应AI至关重要” 是原文“forward-looking mindset”的转述，但“opportunities”才是主编强调的结果；D选项“AI让人们思考员工模式” 过于空泛，未抓住“挑战转化为机遇”的核心信息，排除。 B (原创) The beauty of a book lies not only in its words, but also in the marks left by its readers. I still remember the day I picked up a worn collection of poems from a library sale. Between its pages were tiny notes in pencil, short comments on lines that touched someone’s heart, and small stars drawn beside particularly moving sentences. Those silent marks felt like a quiet conversation with a stranger across years. It was then that I realized annotations are more than just writing in a book—they are bridges connecting hearts. Today, annotating books has become a widespread social trend. On many social media platforms, young readers show off their colorfully annotated books. They use different colored pens to mark themes, underline important sentences, stick notes on pages, and even draw small pictures to express their feelings. This has led to a heated discussion: is making marks in books a sign of respect or disrespect for reading? Some people argue that writing in books destroys the cleanliness of pages and lowers the value of a book. They see annotations as mindless marks that interrupt the smooth reading experience. However, history tells a different story. Great thinkers and writers such as Newton and Virginia Woolf often filled their books with notes, questions and thoughts. Annotations help readers slow down, think deeply and form their own ideas. In classrooms, teachers encourage annotation as a way to improve understanding and critical thinking. It helps readers truly “talk” with the author. Different from academic annotations, online annotations pay more attention to personal feelings. They may look messy or overly designed to others, but they serve the reader’s own joy. A teenager might highlight funny lines; a reader may circle sentences that remind them of their family. These styles are not right or wrong—they simply show how reading touches different lives. I will always value the quiet notes I found in old books. As for the colorful annotations popular online, they should be celebrated, not criticized. Reading is personal, and so are annotations. As long as people love reading and feel connected to books, the way they choose to interact with pages should be respected. 24. What happened to the author in the library sale? A. He made friends with a stranger. B. He experienced a spiritual connection. C. He learned to write poems. D. He bought a perfect new book. 25. What is the function of paragraph 3? A. To support the value of annotations. B. To introduce famous writers’ habits. C. To blame improper reading behaviors. D. To explain how to annotate academically. 26. Which word best describes online annotations? A. Traditional. B. Standard. C. Formal. D. Personal. 27. What does the author want to express in the last paragraph? A. Old books are more valuable than new ones. B. People should keep books clean and tidy. C. Young readers spend too much time online. D. Different annotation styles deserve respect. 答案：24-27 BADD 话题: 书中做批注的阅读习惯及其争议 【文章大意】: 这篇文章讲述了作者从旧书批注中获得心灵交流的经历，介绍了社交媒体上流行的个性化批注及其引发的争议。作者指出批注在历史与学习中具有重要价值，认为不同形式的批注都是个人阅读的体现，都应该得到理解与尊重。 【解析】 24.答案：B 细节理解题。问作者在旧书销售活动中发生了什么。根据第一段“felt like a quiet conversation with a stranger across years”和“bridges connecting hearts”，答案B“他体验了一种精神上的联结”准确反映了这种跨越时空的情感共鸣。解析明确指出A、C、D的排除理由，逻辑清晰。 25.答案：A 段落目的题。 该段先提出反对声音，再用历史名人和学术学习证明批注的价值。答案A“支持批注的价值”正确概括了段落功能。解析指出B“只是举例，不是目的”，C、D“与段落态度相反”，分析到位。 26.答案：D 推理判断题 定位原文第四段“online annotations pay more attention to personal feelings”“they serve the reader's own joy”“These styles are not right or wrong—they simply show how reading touches different lives”，可合理推断网上批注具有高度个人化特征；A项“传统的”与原文“Different from academic annotations”相悖，B项“标准的”与原文“not right or wrong”相悖，C项“正式的”与原文描述的色彩丰富、形式自由特点相悖，故排除。 27.答案：D 主旨态度题。最后一段的核心是“colorful annotations… should be celebrated, not criticized”和“the way they choose to interact with pages should be respected”，答案D“不同的批注风格都应得到尊重”准确概括了作者态度。解析正确指出A、B、C的偏离之处。 C (原创) We often hear the same advice from parents, teachers and self-help books: “Think positive, and everything will get better.” For years, I guided my students and friends with this idea. I told them that a positive mind is the key to solving life’s difficulties and that they should never give in to negative feelings. I truly believed that positive thinking could magically fix any problem. Then I started to dig deeper into this so-called “positive thinking culture” as a psychologist. I studied different social groups and interviewed hundreds of people about how they dealt with stress and failure. What I discovered completely changed my mind. Many people nowadays treat positive thinking as a necessary life skill. Especially in difficult times, people are told to focus only on the bright side and avoid sad or angry thoughts. Supporters argue that positive thinking builds confidence, reduces stress, and helps people move on quickly from hard experiences. It has become such a popular idea that we seldom question whether it actually works for everyone. However, my research shows that forcing positivity often does more harm than good. It can exacerbate people’s mental stress and deepen feelings of loneliness. When people are told to “just cheer up” during serious difficulties, they may hide their true feelings and refuse to seek help. Worse still, this culture unfairly blames the victims. If someone remains sad or fails to improve, society often thinks it is their own fault for “not being positive enough”. This creates hidden unfairness toward people who are already struggling in life. What’s more, the “positive thinking only” culture benefits certain groups more. Companies and social media influencers often promote this idea because it makes people accept their difficulties passively instead of asking for real changes. Workers who keep “thinking positive” may silently stand low pay and heavy work without complaining. In this way, the blind positivity that is widely celebrated actually serves the needs of those in power. 28. What did the author advise people to do for years? A. Develop life skills actively. B. Focus on positive thinking. C. Solve problems independently. D. Ask for help when feeling down. 29. How did the author feel after his research on positive thinking? A. Doubtful about further study. B. Satisfied with its wide influence. C. Surprised by its hidden harm. D. Confident of its practical value. 30. What does the underlined word “exacerbate” in Paragraph 4 most probably mean? A. Reduce. B. Worsen. C. Relieve. D. Cause. 31. What does the author say about the “positive thinking only” culture? A. It helps workers improve their living standards. B. It encourages people to fight for social changes. C. It equally supports every group in modern society. D. It makes people passively accept unfair situations. 答案：28-31 BCBD 话题：积极思考文化的反思 【文章大意】：本文讲述了作者作为一名心理学家，从最初信奉“积极思考能解决一切”的观念，到通过研究发现盲目推崇积极思考可能带来隐藏危害的过程。文章指出，强迫性积极不仅会加剧人们的心理压力，还可能使人们被动接受不公，最终服务于特定群体的利益。 【解析】 28. 答案：B 细节理解题。定位原文第一段“For years, I guided my students and friends with this idea. I told them that a positive mind is the key...”，可知作者多年来一直建议人们专注于积极思考；A项“积极培养生活技能”、C项“独立解决问题”、D项“情绪低落时寻求帮助”在原文均未提及，故排除。 29.答案：C 观点态度题。定位原文第二段“What I discovered completely changed my mind”及第四段揭示积极思维危害的内容，可知作者在研究后发现积极思考存在隐藏危害，感到惊讶；A项“怀疑进一步研究”无依据，B项“满意其广泛影响”与作者批判态度相反，D项“相信其实用价值”是作者过去的观点而非研究后的感受，故排除。 30.答案：B 词义猜测题。 定位原文第四段“It can exacerbate people’s mental stress and deepen feelings of loneliness.”，前句说“forcing positivity often does more harm than good”，后文提到导致人们隐藏真实感受、加深孤独，可合理推断exacerbate意为“加剧、恶化”；A项“减少”、C项“缓解”与上下文逻辑相反，D项“导致”虽有一定干扰性，但“加剧压力”比“导致压力”更符合语境——压力本就存在，积极思维使其更严重，故排除。 31.答案：D 推理判断题。定位原文最后一段“it makes people accept their difficulties passively instead of asking for real changes”及“serves the needs of those in power”，可知“唯积极论”文化让人们被动接受不公平处境；A项“帮助工人提高生活水平”与原文“silently stand low pay”相悖，B项“鼓励人们争取社会变革”与“passively”相悖，C项“平等支持每个群体”与“serves those in power”相悖，故排除。 D The effects of high altitude (海拔) on the human body could protect against obesity (肥胖), according to a study of more than 4 million children across Colombia. The findings support the theory that low oxygen levels drive increased energy consumption, though prior evidence comes mainly from adults. To understand the potential impact on children, Lizcano Losada at the University of La Sabana analysed data on 4.16 million children aged up to 5 years old from 1123 cities. The children were separated into four groups relating to the height above sea level at which they lived: up to 1000 metres, 1001 to 2000 metres, 2001 to 3000 metres or above 3000 metres. In the two lower-altitude regions, around 80 out of every 10,000 children had obesity. However, at altitudes of 2001 to 3000 metres, the prevalence (发生率) of obesity fell to 40 in 10,000. At altitudes above 3000 metres, the prevalence was higher again: 86 out of 10,000. However, the team says this may be a statistical accident, as this data set included fewer cities and children than the other three altitude ranges. “That’s a fair comment,” says David Stensel at Loughborough University. But he also emphasises the study is observational, so it doesn’t prove high altitude prevents obesity. “They’ve tried to make sure they’ve adjusted for the other potential influencing factors,” he says. These include measures of poverty and low income. But “you can’t account for everything”, says Stensel. Assuming high altitude really does make obesity less likely, Stensel says it isn’t clear how this knowledge could be of practical use in reducing the condition. However, Losada argues the findings support the creation of geographically tailored public health strategies. He suggests further studies are needed to better understand the biological pathways linking altitude to childhood obesity, which could lead to more precise health advice for different regions. 32. What was the analysis in Losada’s study mainly based on? A. Grouped data. B. Sample size. C. Children’s age. D. City type. 33. What is the team’s view on the unexpected result of the study? A. It’s a definite trend. B. It’s a misleading signal. C. It’s a chance occurrence. D. It’s a measurement error. 34. What does the author try to illustrate by mentioning Stensel in paragraph 4? A. The importance of health knowledge. B. The necessity of actionable strategies. C. The limitation of the research method. D. The complexity of the influencing factors. 35. Which of the following is the best title for the text? A. Altitude’s Role in Childhood Weight B. Less Oxygen, Healthier Children? C. A New Approach to Fighting Obesity D. Why the Weight Gap in Colombia? 答案：32-35 ACCA 话题: 高海拔与儿童肥胖关系的研究 【文章大意】: 一项基于哥伦比亚400多万儿童的研究发现，中等海拔地区（2001-3000米）的儿童肥胖率显著低于低海拔地区，但更高海拔地区的数据异常。专家指出该研究仅为观察性研究，存在局限性，不能证明因果关系。研究者则呼吁根据不同海拔制定针对性的公共卫生策略。 【解析】 32答案：A细节理解题。 定位原文第二段“The children were separated into four groups relating to the height above sea level at which they lived”，可知Losada的研究分析主要基于将儿童按居住海拔分为四组进行对比，即基于“分组数据”；B项“样本量”是研究的基础但并非分析的主要依据，C项“儿童年龄”在文中未作为分组标准，D项“城市类型”文中未提及，故排除。 33.答案：C 观点态度题。定位原文第三段“At altitudes above 3000 metres, the prevalence was higher again... However, the team says this may be a statistical accident, as this data set included fewer cities and children”，可知研究团队认为海拔3000米以上地区肥胖率反弹可能是“统计上的偶然事件”；A项“明确的趋势”与原文“may be”相悖，B项“误导性信号”和D项“测量错误”在文中未提及，故排除。 34.答案：C 推理判断题。定位原文第四段Stensel的评论“the study is observational, so it doesn’t prove high altitude prevents obesity”“you can’t account for everything”，可知作者引用Stensel是为了说明该研究方法的局限性；A项“健康知识的重要性”、B项“可行策略的必要性”、D项“影响因素的复杂性”虽在文中有所涉及，但Stensel言论的核心是指出研究本身无法证明因果关系、无法排除所有变量，意在点明方法的局限，故排除。 35.答案：A 主旨大意题。全文围绕“高海拔与儿童肥胖率关系”这一核心展开：开篇提出低氧可能增加能量消耗的假设，中间呈现不同海拔区间的数据对比，结尾讨论研究意义与局限。A项“Altitude’s Role in Childhood Weight”准确概括了这一主题，即“海拔在儿童体重中的作用”；B项“Less Oxygen, Healthier Children?”虽涉及低氧因素，但以问句形式强调因果关系，而原文明确指出研究仅为观察性、不能证明因果，且高海拔地区数据异常，故该标题过于绝对化；C项“A New Approach to Fighting Obesity”过度推断，文中并未提出任何对抗肥胖的新方法；D项“Why the Weight Gap in Colombia?”范围过大，文中仅聚焦海拔单一因素，未涉及其他可能导致体重差距的原因，故排除。 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。 According to a 2024 attention study by King’s College London, 49% of the UK public are experiencing “popcorn (爆米花) brain”, a mental state featuring divided attention and wandering thoughts. ____36____ In response to the findings, psychologist Tina Chummun gives her top tips. Adopt the mind map method. To manage a distracted (分心的) mind, write down everything, like appointments, worries and to - dos, without organizing it initially. Once everything is on paper, group these into life areas like work or emotional wellbeing. ____37____ This creates order and gives your brain permission to concentrate. Every time you feel your thoughts wandering, give yourself three seconds — breathe in, name what you’re feeling, and redirect your focus. ____38____ By doing so, you may turn down the heat when your brain is working overtime. Minimizing tech is also the key to getting back on track in your daily life. A full digital withdrawal is unrealistic. ____39____ Then it could be followed by a five-minute screen time reward. It teaches your brain to tolerate stillness without feeling punished. ____40____ At first, you may feel bored, as popcorn brain likes being ‘go go go’ to feel safe. “Go for a walk without music, or simply stare out your window,” suggests Tina. “Sit in silence and observe your thoughts. Let your brain breathe. It is sometimes exactly what your nervous system needs.” So, are you ready to quiet the mental popcorn and get your focus back? A. Allow space in your day for doing nothing. B. So, what’s making our brains pop like popcorn? C. Instead, go totally screen-free for 25-30 minutes. D. Starving distractions and feeding focus is a nice idea. E. Then ask yourself: what matters now and what can wait? F. They feel their attention less focused and deep thinking rarer. G. This practice enables you to slow down and manage emotions. 答案: 36-40 FEGCA 话题：“爆米花脑”现象及应对建议 【文章大意】：文章以伦敦国王学院2024年的一项注意力研究为切入点，指出英国49%的公众正受“爆米花大脑”（注意力分散、思绪飘忽的精神状态）困扰，随后心理学家蒂娜·丘蒙针对该问题提出了思维导图法、思绪回归训练、减少科技使用、留白独处等四条实用解决建议。 【解析】 36. 答案：F 考点： 段中句（逻辑衔接） 解析： 定位空格前后逻辑——前文提出“爆米花脑”的定义（注意力分散、思绪游走的精神状态），后文引出心理学家对此给出建议，空格需具体描述这一状态的表现。F项“They feel their attention less focused and deep thinking rarer”承接定义，具体说明人们的感受，为后文建议提供铺垫；A项是后文具体建议，B项虽能衔接定义但后文未探讨原因，逻辑不顺，故排除。 37. 答案：E 考点： 段中句（步骤衔接） 解析： 聚焦空格前后步骤逻辑——前文建议“写下所有事项”并“按生活领域分组”，后文强调“This creates order”，空格需是分组后的下一步操作。E项“Then ask yourself: what matters now and what can wait?”精准衔接“分组”与“创造秩序”之间的逻辑，是思维导图法的关键一步；C项与本段话题无关，D项过于抽象且不具操作性，故排除。 38. 答案：G 考点： 段中句（因果衔接） 解析： 分析空格前后因果关系——前文描述“三秒呼吸法”的具体操作（呼吸、命名感受、重新集中），后文说“By doing so, you may turn down the heat”，空格需说明这一做法的作用。G项“This practice enables you to slow down and manage emotions”直接呼应“操作”与“降温”的因果关联，是做法效果的总结；A项是另一条建议，不在本段逻辑链内，F项重复前文状态，故排除。 39. 答案：C 考点： 段中句（转折衔接） 解析： 梳理空格前后转折逻辑——前文说“A full digital withdrawal is unrealistic”（完全断网不现实），后文说“Then it could be followed by a five-minute screen time reward”（然后奖励5分钟屏幕时间），空格需给出一个折中的可行做法。C项“Instead, go totally screen-free for 25-30 minutes”精准对应“先无屏、后奖励”的操作逻辑，形成“不现实→可行做法→奖励”的完整链条；B项与本段话题无关，D项未体现具体操作，故排除。 40. 答案：A 考点： 段首句（段落主旨） 解析： 提炼段落核心内容——后文围绕“散步时不听音乐、凝视窗外、静坐观察思绪”展开，核心是让大脑休息、呼吸。A项“Allow space in your day for doing nothing”简洁明了，概括了“留出空白时间”的段落主旨，符合段首句命题要求；E项是前文思维导图法的步骤，G项是对具体做法的效果总结，不适合作为段首主旨句，故排除。 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和D四个选项中选出可以填入空白处的最佳选项。 原创（改编自2024年《The Guardian》真实新闻） It was a cold winter morning in St. Louis. A 10-year-old boy named Andy stood 41 at the therapy center’s door, his small hands clutching a teddy bear — his only comfort. Born with a developmental disorder, Andy could barely walk without support and only 42 a few simple words, repeating others’ words like an echo. Every morning, his mom hugged him tightly, her eyes filled with worry, as she 43 him to the therapists promising to help him. At first, Andy 44 the therapy fiercely. He cried when his mom left, kicked equipment and refused to cooperate, feeling scared and alone. His therapist, Ms. Davis, never lost patience. Instead of pushing him, she sat beside him, spoke in a 45 voice, and slowly gained his trust. “You’re stronger than you think,” she said softly. That gentle encouragement 46 Andy’s world entirely. He began looking forward to therapy, working hard even when muscles ached. He practiced walking daily, from holding the wall to taking small steps alone. When he 47 said his first complete sentence—“I can do it”—Ms. Davis and his mom cried for joy. Months later, Andy’s progress was 48 . He could walk freely, speak clearly, and join classmates in simple games. More importantly, he gained a strong sense of 49 , no longer feeling like a burden. Today, 15-year-old Andy often visits the center to help kids in the same 50 he once faced. “Ms. Davis gave me courage,” he says. “Now I want to be that courage for others.” Andy’s journey teaches us adversity is not a dead end, but a 51 to grow. The 52 of one person — a kind word, a patient smile — can spark lifelong change. When we 53 for those struggling, we help them and find our own strength. Andy has 54 many people like Ms. Davis, whose quiet kindness reminds us strength lies in small, steady choices. In the end, what connects us is our willingness to 55 each other’s weaknesses and grow stronger together. 41. A. hesitating B. wandering C. hiding D. resting 42. A. wrote B. spoke C. copied D. remembered 43. A. sent B. pushed C. led D. carried 44. A. accepted B. avoided C. ignored D. feared 45. A. soft B. loud C. firm D. sharp 46. A. entered B. widened C. brightened D. transformed 47. A. finally B. suddenly C. quietly D. quickly 48. A. slow B. steady C. amazing D. slight 49. A. pride B. confidence C. humor D. curiosity 50. A. pain B. difficulty C. journey D. struggle 51. A. chance B. challenge C. barrier D. path 52. A. words B. actions C. presence D. influence 53. A. reach out B. look out C. stand out D. turn out 54. A. met B. noticed C. recognized D. helped 55. A. share B. bear C. embrace D. overcome 答案：41-45 ABCDA 46-50 DACBD 51-55 ADABC 话题：善意传递与个人成长 【文章大意】：患发育障碍的男孩Andy恐惧治疗，治疗师Ms. Davis用耐心与温柔的话语鼓励他，使他重获信心并取得惊人进步。多年后Andy回到中心帮助其他孩子，将善意与勇气传递下去。 41. A　动词辨析（语境情感精准匹配）小男孩Andy站在治疗中心门口，手中紧抱泰迪熊，面对陌生环境内心充满不安与迟疑，hesitating（犹豫） 精准刻画了他因恐惧而不敢迈步的心理状态；wandering（徘徊） 强调无目的地走动，与“站在门口”静态不符；hiding（躲藏） 意味着刻意躲避，而他是被妈妈带来；resting（歇息），语境完全不符—— 孩子内心无助害怕，不可能在门口休息，故排除。 42. B　动词辨析（动作场景适配）Andy因发育障碍，语言能力有限，只能 spoke（说） 出几个简单词语，后文“repeating others’ words”进一步说明其语言特点；wrote（写） 与年龄和障碍不符；copied（复制） 虽与重复有关，但此处强调自身表达能力，而非模仿行为；remembered（记住） 与语言表达无关，排除。 43. C　动词辨析（动作细节精准）母亲因担心而紧紧拥抱儿子，随后 led（带领） 他走向治疗师，这一动作体现了对行动不便的孩子的搀扶与引导；sent（派遣） 意味着让儿子独自前往，与母亲陪伴不符；pushed（推） 暗示使用轮椅，文中无此信息；carried（抱） 对于10岁孩子不现实，且与“带领”场景不符，排除。 44. D　动词辨析（情感逻辑一致性）起初Andy对治疗充满恐惧，哭闹踢打，拒绝合作，feared（害怕） 准确揭示了他内心深处的恐惧，与后文“feeling scared”直接呼应；accepted（接受） 与事实相反；avoided（避免） 侧重逃避行为，但他是直接反抗；ignored（忽视）不能体现 “激烈反抗” 的语境。故排除。 45. A　形容词辨析（情感色彩契合）治疗师Ms. Davis没有强迫他，而是坐在身边，用 soft（轻柔的） 声音说话，从而慢慢赢得信任，温柔语调是安抚的关键；loud（大声的） 会加剧恐惧；firm（坚定的） 可能用于要求，不符合耐心安抚；sharp（尖锐的） 与语境完全相反，排除。 46. D　动词辨析（主题升华程度匹配）这句温柔的鼓励彻底 transformed（改变） 了Andy的世界，使他从抗拒转为积极努力，与后文“began looking forward”形成鲜明对比；entered（进入） 无改变之意；widened（拓宽） 片面；brightened（照亮） 虽比喻，但不如transform体现根本性转变，排除。 47. A　副词辨析（时间逻辑精准）经过日复一日的练习，当Andy finally（终于） 说出第一句完整句子时，老师和他妈妈激动落泪，强调长期努力后的突破；suddenly（突然） 与渐进过程矛盾；quietly（安静地） 不强调时间；quickly（快速地） 与“几个月后”不符，排除。 48. C　形容词辨析（程度匹配）几个月后，Andy的进步 amazing（惊人的），他能自由行走、清晰说话，与起初的困难形成巨大反差；slow（缓慢的） 与事实相反；steady（稳定的） 虽可能，但不足以体现飞跃；slight（轻微的） 与结果不符，排除。 49. B　名词辨析（情感核心匹配）更重要的是，他获得了强烈的 confidence（自信），不再觉得自己是负担，这体现了自我价值的提升；pride（自豪） 可能带有骄傲，不如自信贴切；humor（幽默）、curiosity（好奇） 与语境无关，排除。 50. D　名词辨析（语境复现）如今Andy常去中心帮助那些面临同样 struggle（挣扎） 的孩子，与他曾经经历的艰难奋斗形成呼应；pain（痛苦） 侧重情感，但不够全面；difficulty（困难） 客观，缺少主观努力；journey（旅程） 宽泛，不如struggle精准，排除。 51. A　名词辨析（比喻修辞）Andy的经历告诉我们，逆境不是死路，而是成长的 chance（机会），强调困境中的契机；challenge（挑战） 本身是困难，不是出路；barrier（障碍） 与dead end同义；path（道路） 虽可，但不如chance直接点明机遇，排除。 52. D　名词辨析（主题概括）一个人的 influence（影响力）——一句善良的话，一个耐心的微笑——能引发终身改变，概括了言行所产生的深远作用；words（话语） 仅涵盖部分；actions（行动） 可包括微笑，但不如influence抽象全面；presence（在场） 过于宽泛，排除。 53. A　动词短语辨析（动作力度匹配）当我们向那些挣扎的人 reach out（伸出援手），既帮助了他们，也找到了自己的力量，强调主动介入；look out（当心） 无关；stand out（突出） 不符；turn out（结果是） 不合语境，排除。 54. B　动词辨析（动作自然性）Andy noticed（留意到） 许多像Ms. Davis一样默默行善的人，她们的善良提醒我们力量源于微小选择，体现日常观察中的发现；met（遇见） 只是相遇，未突出观察；recognized（认出） 需预设认识；helped（帮助） 与事实相反，排除。 55. C　动词辨析（主题升华情感聚焦）最终连接我们的是我们愿意 embrace（拥抱/接纳） 彼此的弱点，并一起成长，强调包容与共同进步；share（分享） 不贴切；bear（忍受） 消极；overcome（克服） 通常针对自身，而非彼此，排除。 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。 (原创) Chinese tea culture, dating back to more than 5,000 years, is an important part of traditional Chinese civilization. In 2022, traditional Chinese tea-making techniques and associated social practices 56 (add) to the UNESCO Intangible Cultural Heritage List. Originally 57 (use) as a medicinal drink, tea gradually evolved into a daily beverage. The process of making tea is far more than a simple action; it reflects people’s pursuit of 58 (relax) and elegance. Different regions in China have developed distinct tea varieties, such as green tea, black tea, and oolong tea, each with 59 (it) unique flavor and preparation methods. Tea drinking is closely connected 60 Chinese people’s daily life. It appears in almost every kind of social occasion, from family gatherings to business meetings. Serving tea to guests is considered 61 polite manner in Chinese culture. Today, 62 modern lifestyles are changing rapidly, the tradition of tea drinking is being preserved and promoted. Many young people are keen 63 (learn) tea art and tea ceremonies, helping bring the ancient culture closer to modern society. Some creative designers combine tea culture with modern design, making it 64 (wide) accepted. Chinese tea culture, 65 connects the past and the present, is not only a treasure of China but also a shared wealth of the world. 话题：中国茶文化的历史传承与当代发展 文章大意：中国茶文化拥有五千多年悠久历史，是中华文明的重要组成部分。文章介绍了中国传统制茶技艺及其相关习俗入选世界非物质文化遗产、茶文化的内涵与社交功能，并讲述在现代生活快速变迁的背景下，茶文化通过创新融合重新受到年轻人喜爱，成为连接古今、沟通世界的文化瑰宝。 56. were added考点：谓语动词・一般过去时的被动语态 解析：时间状语 In 2022 表明动作发生在过去，主语 traditional Chinese tea-making techniques and associated social practices 为复数，且与 add 为被动关系，表示 “被列入”，故用 were added。 57. used考点：非谓语动词・过去分词作状语 解析：逻辑主语 tea 与 use 为被动关系，表示 “（茶）被用作”，故用过去分词 used 作状语。 58. relaxation 考点：词形转换・动词变名词解析：介词 of 后需接名词，与 elegance 构成并列宾语；relax 的名词形式为 relaxation，表示 “放松、闲适”。 59. its 考点：代词・形容词性物主代词 解析：修饰名词 flavor and preparation methods，指代 each (tea variety)，表示 “它的”，故用 its。 60. with 考点：介词・固定搭配 解析：固定搭配 be connected with 意为 “与…… 相关联”，此处表示 “饮茶与中国人的日常生活紧密相连”。 61. a 冠词・不定冠词表泛指 解析：manner 此处为可数名词单数，表示 “一种礼仪”；polite 以辅音音素开头，表泛指用不定冠词 a。 62. though/although/while 考点：连词・让步状语从句 解析：前后语义存在让步关系 ——“现代生活方式快速变化” 与 “饮茶传统仍被传承弘扬”，三者均可引导让步状语从句。 63. to learn 考点：非谓语动词・不定式 解析：固定搭配 be keen to do sth 意为 “渴望做某事”，此处用不定式 to learn 作宾语。 64. widely 考点：词形转换・副词 解析：修饰过去分词 accepted，需用副词形式，wide 的副词为 widely，表示 “广泛地”。 65. which 考点：定语从句・非限制性定语从句 解析：此处为非限制性定语从句，先行词为 Chinese tea culture（指物），关系词在从句中作主语，故用关系代词 which。 第四部分 写作（共两节, 满分40分） 第一节（满分15分） 假定你是李华，你校将为国际留学生组织一日研学活动。现向全校征集研学方案，主题是“传统与现代”（Tradition and Modernity）。请给负责人Mr. Smith写一封邮件，内容包括： 1. 活动方案； 2. 阐明理由。 注意： 1. 词数80左右； 2. 可适当增加细节，以使行文连贯。 Dear Mr. Smith, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 范文 Dear Mr. Smith, For the “Tradition and Modernity” study trip, I recommend a route from a historical museum to a digital art gallery. The journey would begin at the city museum, where a variety of ancient artifacts will immerse students in profound traditional culture. Afterwards, we will proceed to the newly-built gallery and explore how interactive technologies like VR and holograms are used to reinterpret and bring classical masterpieces to life. This past and present dialogue will remind students of the fundamental role tradition plays in nurturing modern creativity and innovation. I believe it will inspire our students to rethink how cultural heritage and modern innovation coexist. Thank you for considering my proposal. Yours, Li Hua 话题：给Mr. Smith写邮件，征集国际留学生“传统与现代”主题一日研学方案。 写作思路：李华以邮件形式给负责人Mr. Smith提交研学方案，明确推荐“历史博物馆—数字艺术馆”的研学路线，详细说明活动流程，阐明该路线能让国际留学生感受传统与现代的碰撞、理解文化传承与创新关系的理由，礼貌收尾并期待方案被采纳。 命题解析： 1. 主题聚焦“传统与现代+跨文化传播”，符合高考卷“主题覆盖广泛（文化、科技、校园、社会）”的命题原则；贴合考纲趋势，近年来全国卷高频考查“文化传承”“跨文化交流”相关话题，本题紧扣“立德树人”导向，引导学生传播中华优秀传统文化、思考传统与创新的共生关系。 2. 格式规范：严格遵循邮件“称呼—开篇点题—主体（活动方案、理由）—结尾致谢”结构，格式要求清晰，贴合高考应用文“格式优先”的评分标准，同时限定词数80左右，考查学生语言精炼表达能力。 3. 内容完整性：明确要求涵盖“活动方案”“阐明理由”两大核心要点，需适当增加细节；适配国际留学生研学的场景，方案设计兼顾传统文化传播与留学生接受度，补充VR、全息投影等具体细节，语气礼貌得体，符合跨文化交际语境和邮件写作要求。 评分标准: 内容完整（5分）：涵盖所有必写要点，活动方案具体、理由阐述充分，细节补充合理，不偏离主题； 语言表达（8分）：语法正确，句型多样（定语从句、宾语从句、不定式），词汇恰当（immerse, reinterpret, nurture, bring...to life等高频高级词），词数控制精准，兼顾精炼性与高级感； 连贯流畅（2分）：使用“Afterwards”“which”等连接词，善用指代衔接上下文，行文逻辑清晰、流畅无断层。 第二节（满分25分） 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。 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 Tom placed the newspaper on the table but the action felt as heavy as a burden. Mary watched her father’s shoulders sink. She took a quick look at the headline: Go for the City Marathon. Tom had run every City Marathon for twenty-three years in a row. This year, after a routine health check, his doctor’s quiet “No marathons” changed everything. When Mary asked why skipping just one race hurt so much, Tom shook his head and said it wasn’t just the race. He didn’t explain further. Mary thought she knew why. For as long as she could remember, her father had trained hard for the event each year. When she was old enough, Tom took her along, always encouraging her: “You can do it.” As she grew older, she stopped running, and those shared moments slipped away. Yet she still remembered the look of accomplishment (成就) on his face after every finish. The marathon was like an annual ritual that kept fueling his ordinary life. The next morning at the table, Mary told Tom she would join the City Marathon. When she added, “And maybe you can coach me,” she caught a flash of brightness in his eyes. “Deal,” he said. Training began the next day. Since Tom was not allowed to run, he brought out his old red motorcycle and became Mary’s moving guide. He planned routes through the quiet roads near their home: first five kilometers, then ten, then fifteen. He shouted numbers over the engine’s noise, threw her water bottles like in a relay, and stuck paper flags on mailboxes: I am strong. I am fast. I am determined. These were the same slogans (口号) he once used to encourage himself. Now, they cheered Mary on. 注意： 1. 所续写短文的词数应为150左右； 2.续写部分分为两段，每段的开头语已为你写好； Paragraph 1: The training was tough. Paragraph 2: Finally, the big day came. 范文 Paragraph 1 The training was tough. Mary’s muscles ached after each session, and there were moments she wanted to quit. But seeing her father’s unwavering support kept her going. Tom adjusted his coaching methods, carefully monitoring her progress while ensuring she didn’t overexert herself. He even mapped out a special route through the park where they used to run together, filling the journey with nostalgic stories of past races. Slowly, Mary’s endurance improved, and the pain turned into pride. Paragraph 2 Finally, the big day came. The streets were packed with runners. Tom waited at the starting line, his eyes shining with pride as he handed Mary a small token for good luck. The race was grueling, but every time she felt like slowing down, she remembered his words: “You can do it.” Crossing the finish line, she turned to see Tom waving excitedly from the sidelines. In that moment, she realized the marathon wasn’t just about running — it was about carrying forward the legacy of perseverance and love they had built together. 命题解析: 档次 分值区间 核心评分标准 一档 21-25分 1. 情节：紧扣原文所有伏笔（Tom不能参赛、摩托车陪练、鼓励口号、父女马拉松回忆），衔接自然流畅，完整呈现“训练艰苦→想放弃→父亲陪伴鼓励→能力提升→比赛日→坚持冲线→主题升华”逻辑链，无任何断层和逻辑漏洞，完美承接上文“Deal”的约定。 2. 语言：无考纲外词汇，用词精准贴切（tough、unwavering、endurance、grueling等），句式多样（简单句、并列句、复合句合理搭配），语法零失误；动作（handed、waving）、心理（wanted to quit、pride）描写生动，画面感强，贴合原文情感基调。 3. 主题：鲜明体现“坚持、父爱、梦想传承”的核心，升华自然（马拉松是父女间 perseverance 和 love 的传承），价值导向积极，高度贴合原文情感内核。 4. 字数：140-160词，完全符合要求 二档 16-20分 1. 情节：衔接基本合理，涵盖核心情节（训练艰苦、Tom教练指导、参加比赛、成功冲线），但细节稍显单薄，未提及原文“摩托车陪练、鼓励口号、父女旧回忆”等伏笔，逻辑链完整但不够丰满。 2. 语言：用词准确，无生僻词，仅有少量语法错误（如时态不一致、介词误用），不影响句意理解；有简单的动作、心理描写（如tired、tried her best），但不够生动，句式变化较少。 3. 主题：贴合“坚持、父爱”的题意，无偏离，能体现基本的情感内核，但主题升华不够自然。 4. 字数：120-139词或161-180词 三档 11-15分 1. 情节：有基本续写内容，提及训练和比赛，但与原文衔接生硬，逻辑存在漏洞（如未说明Tom如何指导Mary，直接写Mary参加比赛；未呼应“医生禁止Tom参赛”的前提，出现Tom陪跑的不合理情节），未完整呈现核心逻辑链。 2. 语言：词汇使用有限，多为简单词汇，语法错误较多（如主谓不一致、句式杂糅），缺乏动作、心理等描写元素，表达较为平淡。 3. 主题：基本扣题，能隐约体现“坚持”的主题，但“父爱、梦想传承”未体现，主题不鲜明。 4. 字数：90-119词或181-200词 四档 6-10分 1. 情节：内容碎片化，与原文主线脱节，无合理情节发展（如仅简单写“Mary训练了很久，然后参加了比赛，跑完全程”，未提及Tom的作用，未体现训练的艰苦，与原文伏笔无任何关联）。 2. 语言：大量语法错误，用词不当（如用hardly代替hard，用succeed代替success），表意模糊不清，多为简单句堆砌，无任何描写元素。 3. 主题：明显偏离原文“坚持、父爱、梦想传承”的核心，仅提及马拉松，未体现任何情感和价值导向。 4. 字数：50-89词 五档 0-5分 1. 未续写、内容抄袭或与原文完全无关 2. 字数不足50词；字迹潦草无法辨认 2 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $