精品解析：2026届山东菏泽市高三下学期一模英语试题

保密★启用前 2026年高三一模考试 英语试题 2026.03 注意事项： 1．本试卷满分150分，考试时间120分钟。 2．答题前，考生务必将姓名、考生号等个人信息填写在答题卡指定位置。 3．考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑;非选择题请用直径0.5毫米黑色墨水签字笔在答题卡上各题的答题区域内作答。超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。 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。每段对话读两遍。 1. What will the speakers probably do this weekend? A. Play a ball game. B. Appreciate artworks. C. Make a meal together. 2. What will Ben do at lunchtime? A. Attend a meeting. B. Play chess. C. Practice singing. 3. What does the woman think of the man’s action? A. Unnecessary. B. Dangerous. C. Wise. 4. What do the speakers plan to do? A. Clear up the fallen leaves. B. Cut back an overgrown plant. C. Grow some plants along the path. 5. Why did the woman choose the new major? A. To work in sales. B. To improve her writing skills. C. To help solve people’s personal problems. 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 probable relationship between the speakers? A. Mother and son. B. Teacher and student. C. Manager and employee. 7. Why does the woman mention the old saying? A To stress the share of housework. B. To encourage the man to act now. C. To teach the man about responsibility. 听第7段材料，回答第8至10题。 8. What did Paul bring for Debbie? A. A fitness equipment. B. A bag of books. C. A full bag of candy. 9. What change does Paul notice in Debbie? A. She looks tired. B. She has lost weight. C. She dresses differently. 10. What type of exercise does Paul probably prefer? A. Swimming. B. Running. C. Weightlifting. 听第8段材料，回答第11至13题。 11 What did the man think of his museum trip at first? A. It was worth expecting. B. It was a bit scary. C. It was boring. 12. Which part did the man enjoy most? A. The virtual tour. B. The touch tables. C. The moving dinosaurs. 13. How long can the man use the VR system per week at school? A. 30 minutes. B. 60 minutes. C. 90 minutes. 听第9段材料，回答第14至17题。 14. Where does the conversation probably take place? A. In the library. B. On a beach. C. At a café. 15. What would the woman like to be in the future? A. A doctor. B. A lawyer. C. An actress. 16. What did the man’s cousin do as a volunteer? A. She joined in the clean-ups. B. She worked at a charity shop. C. She helped in the drama club. 17. What does the man offer to do for the woman? A. Introduce her to a new friend. B. Give her a drive at the weekend. C. Text her volunteering information. 听第10段材料，回答第18至20题。 18. What will parents first do on Wednesday? A. Give lessons on careers. B. Talk to the headmaster. C. Attend regular classes. 19. How will the school organize the final small group sessions? A. By subject. B. By grade. C. By class. 20. What can the listeners do if they want more information? A. Ask their class teachers. B. Visit the student government office. C. Listen to tomorrow’s announcement. 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 Leading digital learning platforms Libby and Kanopy conducted a comprehensive 2025 survey of 3,500 undergraduate students across 50 universities in the United States and Canada. The survey, completed in January 2026, set out to identify the dominant learning styles of today’s undergraduates, measure student demand for different types of multimodal (多模态) course materials, and explore the link between multimodal learning and academic performance and engagement. Learning Style Preference This shift in learning styles has directly translated into a growing demand for course materials, as students seek out content that not only conveys information but also engages them in ways that match how they best process and internalize knowledge. The following data quantifies student demand for different types of multimodal course materials accordingly. Demand for Multimodal Course Materials The survey also uncovered a clear link between the use of multimodal learning materials and key educational outcomes, including academic performance and classroom engagement. “This survey confirms that undergraduate learning has entered a new multimodal era — students no longer want to be passive consumers of text-based content. Educators and institutions that adapt to this shift by providing diverse, visual and interactive materials will see significant improvements in student success and engagement, and will better prepare students for the diverse, digital world they will enter upon graduation,” said Overdrive CEO Steve Potash. 1. What percentage do visual and kinesthetic learners account for in 2025? A. 40%. B. 49%. C. 51%. D. 73%. 2. Which multimodal course materials do undergraduate students like most? A. Audio podcasts. B. Video lectures. C. Interactive infographics. D. Traditional print textbooks. 3. What does Steve think of the shift of learning style preference? A. It is worthy to be accepted. B. It relies on text-based materials. C. It is a short-lived tendency. D. It lowers classroom engagement. B Ms. Gupta’s eighth-grade history class were afraid of the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”. His task：every 45 minutes, for an hour after school, he must stop whatever he was doing and perform ten minutes of rapid, repetitive motion — acting out replacing bobbins (纱线筒) on a spinning machine. He set a phone timer. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. By day three, a deep sense of powerlessness set in. He couldn’t immerse in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.” His research into actual doffers revealed more: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “cost”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes. When he presented it, the class was silent. A girl who had embodied a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated a coal carrier described the severe ache in his back. Ms. Gupta’s goal to bridge the gap between historical data and human ache was achieved. The students had moved from memorizing facts to feeling consequence. The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery. 4. What made this year’s Living History project special?​ A. It featured role play. B. It created fine posters. C. It referred to Wikipedia.​ D. It had different themes. 5. How did Sam’s emotional change during the task? A. Curious → calm → excited. B. Doubtful → upset → shocked. C. Frightened → nervous → relieved. D. Uninterested → anxious → disappointed. 6. Why did Sam design the program “The Interruption”? A. To play a trick. B. To share his feeling. C. To learn history. D. To record his discovery. 7. What lesson might Sam and his classmates learn from the project? A. History is a mirror. B. Suffering builds character. C. Walk a mile in someone’s shoes. D. Every cloud has a silver lining. C Ethics (伦理) in Cybersecurity by Marquez, a former cybersecurity analyst for a global tech firm, is a timely exploration of the moral dilemmas that define modern digital life. The book is organized around six “ethical crossroads”, each illustrated with a detailed case study. One of the most striking chapters focuses on the 2025 “SecureData” case, where a major tech company discovered weakness in its popular messaging app — one that could expose users’ private conversations. The company faced a choice: tell users the problem immediately or fix it quietly over six months. Marquez walks readers through the arguments on both sides: the “duty to protect users” versus the “duty to avoid bad reputation”. She doesn’t offer a simple answer — instead, she teaches readers to weigh conflicting values, a skill she calls “ethical reasoning for the digital age”. Marquez also challenges common myths about cybersecurity ethics. She argues against the idea that “the end justifies the means” when it comes to fighting cybercrime, citing a 2024 case where a government accessed a criminal group’s servers to recover stolen data, but in doing so, accidentally obtained the private emails of 10,000 innocent people. “Security without ethics isn’t security — it’s just control,” she writes. This focus on balancing security and ethics makes the book stand out in a field often dominated by technical solutions. Marquez’s engaging style makes the book accessible. She, for instance, compares a company’s decision to hide a software problem to “a teacher knowing a classroom door is broken but not fixing it because he doesn’t want to stop class.” She also includes “Ethical Checklists” at the end of each chapter, which guide readers to apply the book’s lessons to their own lives, for example, should you report a friend who shares your password with others? Overall, Ethics in Cybersecurity is more than a book — it’s a tool for thinking critically about daily digital choices. As Marquez puts it: “In cyberspace, every click is a choice — and every choice has an ethical cost.” 8. What can be inferred from the 2025 “SecureData” case? A. Companies prioritize user privacy. B. User data is hard to protect. C. Cyber ethics involves tough choices. D. Messaging apps are easy to access. 9. Which of the following is Marques probably against according to paragraph 3? A Download papers on the CNKI. B. Polish an article by DeepSeek App. C. Give a thump-up on a friend’s Moments. D. Disclose a friend’s address on the internet. 10. What is a feature of Ethics in Cybersecurity according to the text? A. It is packed with complex theories. B. It provides step-by-step instructions. C. It is intended for cyber professionals. D. It adopts a down-to-earth writing style. 11. What is the author’s purpose in writing the text? A. To publicize cybercrime prevention. B. To honor a talented technical expert. C. To introduce a book on Cybersecurity. D. To recommend an essay on digital life. D Modern society relies heavily on refrigeration technology, from preserving food to cooling data centers. However, widely used vapor-compression (蒸汽压缩) cooling consumes vast amounts of electricity and generates 7.8 percent of the country’s carbon emissions (排放). Solid-state cooling has been considered cleaner, but the solid materials struggle with heat transmission efficiency, restricting their practical use in large-scale applications. The research team, led by Li Bing, a professor at the Chinese Academy of Sciences’ Institute of Metal Research, discovered a way to bypass this limitation by integrating solid cooling effects with liquid flow. In their study, they observed ammonium thiocyanate, a widely-used industrial salt, absorbs massive amounts of heat when it dissolves (溶解) in water. By applying pressure, the process goes backward, separating the salt out and releasing a large amount of heat. This two-way cycle enables continuous cooling as pressure is applied and released in turn, making it an ideal one for refrigeration systems. “Unlike traditional cooling methods, the approach integrates the cooling material and heat-carrying material into a single liquid, facilitating heat conductivity.” Li said. This approach solves what scientists described as the “impossible triangle”, achieving low emissions, high cooling power, and efficient heat transmission all at once. Laboratory experiments demonstrated excellent results. At room temperature, the method achieved a temperature drop of nearly 30℃ in just 20 seconds, while at higher temperatures the cooling reached as high as 54℃, far exceeding that of existing methods. Another experiment proved the process’ stability and instant response to pressure changes — key requirements for practical refrigeration systems. Li emphasized that this technology lays foundation for the commercialization of powerful, zero-emission refrigeration systems for industrial and home use, especially the next-generation artificial intelligence computing centers. He added, however, further efforts are needed for practical application, such as breakthroughs in engineering pressure-tuned changes. 12. What is one problem of traditional cooling systems? A. They consume much energy. B. They’re used in small scale. C. They depend on solid materials. D. They have low cooling efficiency. 13. What plays a key role in solving the “impossible triangle”? A. The solid-state materials. B. The two-way liquid cycle. C. The pressure-tuned changes. D. The traditional cooling method. 14. What is the purpose of listing the data in paragraph 4? A. To illustrate the principle of solid cooling. B. To explain the need for low carbon emission. C. To show impressive effects of the new method. D. To compare the differences of two experiments. 15. Which would be the best title for the passage? A. Salt-based Methods Work Wonders B. Traditional Cooling Meets its Limits C. A Report on Eco-refrigeration Industry D. A Breakthrough in Cooling Technology 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。 My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” ____16____ I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. ____17____ I felt empty, oddly anxious. What was I supposed to do with these moments? Slowly, I started to figure it out. ____18____ For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling. The month ended, and I took my smart phone from the drawer. ____19____ That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up. ____20____ I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us. A. I noticed things I had been missing for years. B. Whether to give it a try or not became a question. C. I didn’t throw it away or promise to give it up forever. D. I missed the happy moments I had experienced before. E. I found only the phone’s tiny screen and limited functions. F. More important than the changes, though, is what I learned. G. I laughed it off at first but decided to go without mine for a month. 第三部分 语言运用(共两节，满分30分) 第一节(共15小题;每小题1分，满分15分) 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 I moved to Portland last spring, knowing no one. To relieve the ____21____ that filled my quiet apartment, I did what many newcomers do: I searched online for a local ____22____ group. “Forest & Friends” promised weekly activities in the Columbia River Gorge. It sounded like a perfect ____23____. On our first group ____24____ — a moderate trail (小径) to a waterfall viewpoint — my enthusiasm outweighed my caution. Halfway up, I ____25____ on a loose rock and hurt my ankle. A sharp pain shot through me, and I ____26____ to the ground, embarrassed and frustrated. What happened next was far from what I had expected. The group’s leader a woman named Sam, ____27____ the hike immediately. But more ____28____, not a single person turned back toward the trailhead. Instead, the dozen ____29____ I had met only an hour earlier gathered around. Someone ____30____ a medical bandage. Another offered water and snacks. As we waited for help, we sat on the forest floor. We shared ____31____ — not just about hiking, but about our reasons for moving here, our jobs, our hopes. Laughter ____32____ under the tree, my aching ankle momentarily forgotten. I had joined the group ____33____ beautiful scenery and perhaps a polite acquaintance or two. I left that day with something far more ____34____. The physical trail was steep, but the human impulse (冲动) to connect, to stay beside someone in difficulty, was a powerful, leveling force. It was a vivid ____35____ that we are never truly alone, even on the most difficult paths life sets before us. 21. A. panic B. sadness C. loneliness D. anxiety 22. A. running B. climbing C. jumping D. hiking 23. A. solution B. situation C. invitation D. explanation 24. A. picnic B. outing C. camp D. journey 25. A. stepped B. slept C. swung D. handed 26. A. bent B. jumped C. lay D. sank 27. A. put off B. called off C. ran into D. looked into 28. A. naturally B. quietly C. strikingly D. horribly 29. A. visitors B. assistants C. organizers D. strangers 30. A. bought B. produced C. borrowed D. carried 31. A. stories B. goals C. secrets D. joys 32. A. paused B. faded C. resounded D. dropped 33. A. seeking B. developing C. chasing D. making 34. A. promising B. necessary C. valuable D. popular 35. A. memory B. symbol C. sign D. reminder 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。 Forty-nine young professionals from different countries recently completed a 10-day training program in China, ____36____ (explore) rural revitalization practices in Yunnan. The program, co-launched by China Agricultural University and Tencent, aimed to share China’s experience in rural development with global ____37____ (young). During their visit to Mengla County, Yunnan, the ____38____ (participant) were impressed by the “agri-tourism integration” model in Hebian Village. They learned how Yao ethnic group’s wooden houses ____39____ (transform) into cozy guesthouses, and how villagers now earn income from rubber tapping, beekeeping, and home-stay management. “We used to think rural areas could only rely on farming,” said Mirembe from Uganda. “But here, culture and nature become treasures — this gives us new ideas ____40____ our villages.” They also visited a smart coffee estate in Jinghong, ____41____ AI and drones are used for pest control and yield prediction. Hakim from Indonesia, who runs a coffee workshop, noted: “China’s way of connecting small farmers to big markets via live-streaming is eye-opening. We can adapt this to sell our Indonesian coffee ____42____ (global).” A key takeaway was China’s focus on “farmer-centered development”. In Manluanzhan Village, the group saw how ____43____ (abandon) water towers were turned into cafes, and how local villagers lead decision-making for tourism projects. “China doesn’t just build pretty villages — it empowers people to own the development,” said Mumbi from Kenya. The program ended with a ____44____ (commit) to apply these lessons at home. As Tanzanian participant Aboli put it: “China’s rural revitalization isn’t a copy-paste model, _____45_____ a mindset of using local strengths. That’s what we need to take back.” 第四部分 写作(共两节，满分40分) 第一节(满分15分) 46. 假定你是李华，外教Lisa计划下周六上午在学校操场举行英语角活动，但是同学们参与积极性不高。请你给她写一封邮件，内容包括： 1．分析问题； 2．提出建议。 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。 Dear Lisa, I’m Li Hua from Class 1. I’m writing to talk about our campus English Corner next Saturday morning. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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，使之构成一篇完整的短文。 Jake was 12 and words had always been his worst enemy. In class, he stuttered (口吃) over sentences when called on; his worksheets came back covered in red marks for misspellings. The joking was constant — kids called him “slow” or “stupid” in the hallway. Jake stopped trying to keep up, skipping homework after school. His only escape was taking apart old toy cars and remote controls, then putting them back together — sometimes even better than before. It was the only thing that made him feel smart, even if no one else noticed. One afternoon, as he sat on the sidewalk outside his school, fixing a neighbor’s broken drone, a voice interrupted his focus. “That’s some impressive work you’ve got there.” Jake looked up to see Mrs. Henderson, the fifth-grade teacher who lived next to the school. He tensed up, ready to grab the drone and run — he didn’t need another person to laugh at him. But Mrs. Henderson sat down beside him, her eyes soft, and asked him to explain how he’d fixed the drone’s motor. For the first time in years, Jake talked without feeling self-conscious. He chatted about how he could “feel” what was wrong with a machine just by touching it. Mrs. Henderson listened carefully, nodding along, then she smiled. “You’re not a slow learner, Jake,” she said. “You’re a different kind of learner. Your gift is in your hands — you’re a born engineer.” She told him about the regional robotics competition in three months, where teams built robots to complete tasks. Jake shook his head immediately. “I can’t,” he said. “I can’t read the rules, and I’ll let the team down.” But Mrs. Henderson refused to let him quit. She offered to read the competition guidelines aloud to him, translating the technical jargon (行话) into simple terms. She talked the school into letting him use the science lab after hours to build his robot. And she even recruited (招募) two classmates — Mia, who loved coding, and Leo, who was good at building structures — to join his team. 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: The road to the competition was filled with obstacles. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: When the final scores were announced, the room went quiet. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $ 保密★启用前 2026年高三一模考试 英语试题 2026.03 注意事项： 1．本试卷满分150分，考试时间120分钟。 2．答题前，考生务必将姓名、考生号等个人信息填写在答题卡指定位置。 3．考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑;非选择题请用直径0.5毫米黑色墨水签字笔在答题卡上各题的答题区域内作答。超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。 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。每段对话读两遍。 1. What will the speakers probably do this weekend? A. Play a ball game. B. Appreciate artworks. C. Make a meal together. 2. What will Ben do at lunchtime? A. Attend a meeting. B. Play chess. C. Practice singing. 3. What does the woman think of the man’s action? A. Unnecessary. B. Dangerous. C. Wise. 4. What do the speakers plan to do? A. Clear up the fallen leaves. B. Cut back an overgrown plant. C. Grow some plants along the path. 5. Why did the woman choose the new major? A. To work in sales. B. To improve her writing skills. C. To help solve people’s personal problems. 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 probable relationship between the speakers? A. Mother and son. B. Teacher and student. C. Manager and employee. 7. Why does the woman mention the old saying? A. To stress the share of housework. B. To encourage the man to act now. C. To teach the man about responsibility. 听第7段材料，回答第8至10题。 8. What did Paul bring for Debbie? A. A fitness equipment. B. A bag of books. C. A full bag of candy. 9. What change does Paul notice in Debbie? A. She looks tired. B. She has lost weight. C. She dresses differently. 10. What type of exercise does Paul probably prefer? A. Swimming. B. Running. C. Weightlifting. 听第8段材料，回答第11至13题。 11. What did the man think of his museum trip at first? A. It was worth expecting. B. It was a bit scary. C. It was boring. 12. Which part did the man enjoy most? A. The virtual tour. B. The touch tables. C. The moving dinosaurs. 13. How long can the man use the VR system per week at school? A. 30 minutes. B. 60 minutes. C. 90 minutes. 听第9段材料，回答第14至17题。 14. Where does the conversation probably take place? A. In the library. B. On a beach. C. At a café. 15. What would the woman like to be in the future? A. A doctor. B. A lawyer. C. An actress. 16. What did the man’s cousin do as a volunteer? A. She joined in the clean-ups. B. She worked at a charity shop. C. She helped in the drama club. 17. What does the man offer to do for the woman? A. Introduce her to a new friend. B. Give her a drive at the weekend. C. Text her volunteering information. 听第10段材料，回答第18至20题。 18. What will parents first do on Wednesday? A. Give lessons on careers. B. Talk to the headmaster. C. Attend regular classes. 19. How will the school organize the final small group sessions? A. By subject. B. By grade. C. By class. 20. What can the listeners do if they want more information? A. Ask their class teachers. B Visit the student government office. C. Listen to tomorrow’s announcement. 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 Leading digital learning platforms Libby and Kanopy conducted a comprehensive 2025 survey of 3,500 undergraduate students across 50 universities in the United States and Canada. The survey, completed in January 2026, set out to identify the dominant learning styles of today’s undergraduates, measure student demand for different types of multimodal (多模态) course materials, and explore the link between multimodal learning and academic performance and engagement. Learning Style Preference This shift in learning styles has directly translated into a growing demand for course materials, as students seek out content that not only conveys information but also engages them in ways that match how they best process and internalize knowledge. The following data quantifies student demand for different types of multimodal course materials accordingly. Demand for Multimodal Course Materials The survey also uncovered a clear link between the use of multimodal learning materials and key educational outcomes, including academic performance and classroom engagement. “This survey confirms that undergraduate learning has entered a new multimodal era — students no longer want to be passive consumers of text-based content. Educators and institutions that adapt to this shift by providing diverse, visual and interactive materials will see significant improvements in student success and engagement, and will better prepare students for the diverse, digital world they will enter upon graduation,” said Overdrive CEO Steve Potash. 1. What percentage do visual and kinesthetic learners account for in 2025? A. 40%. B. 49%. C. 51%. D. 73%. 2. Which multimodal course materials do undergraduate students like most? A. Audio podcasts. B. Video lectures. C. Interactive infographics. D. Traditional print textbooks. 3. What does Steve think of the shift of learning style preference? A. It is worthy to be accepted. B. It relies on text-based materials. C. It is a short-lived tendency. D. It lowers classroom engagement. 【答案】1. D 2. B 3. A 【解析】 【导语】本文是一篇应用文。文章主要介绍了2025年美国和加拿大部分本科生的学习风格分布、对多模态课程材料的需求，以及多模态学习与教育成果的关联。 【1题详解】 细节理解题。根据Learning Style Preference的饼状图数据“Visual learners(videos, infographics, charts)42%(视觉型学习者（视频、信息图、图表）42%；)”以及“Kinesthetic learners(hands-on, interactive, activities)31%(动觉型学习者（亲自动手、互动活动）31%)”可知，两者合计为42% + 31% = 73%。故选D。 【2题详解】 细节理解题。根据Demand for Multimodal Course Materials的柱状图数据，学生对“Video lectures(视频讲座)”的需求占比最高，接近90%，高于其他选项中的材料类型。故选B。 【3题详解】 推理判断题。根据最后一段““This survey confirms that undergraduate learning has entered a new multimodal era — students no longer want to be passive consumers of text-based content. Educators and institutions that adapt to this shift by providing diverse, visual and interactive materials will see significant improvements in student success and engagement, and will better prepare students for the diverse, digital world they will enter upon graduation,” said Overdrive CEO Steve Potash.(“这项调查证实，本科学习已经进入了一个全新的多模态时代——学生不再愿意成为文本内容的被动接受者。通过提供多样化、可视化和互动性材料来适应这一转变的教育者和机构，将看到学生在学业成就和课堂参与度上的显著提升，并能更好地为学生毕业后进入的多元化数字世界做好准备。”Overdrive首席执行官Steve Potash表示。)”可知，他认为适应这种学习风格转变的教育者和机构将获得显著的积极成果，因此这种转变是值得接受的。故选A。 B Ms. Gupta’s eighth-grade history class were afraid of the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”. His task：every 45 minutes, for an hour after school, he must stop whatever he was doing and perform ten minutes of rapid, repetitive motion — acting out replacing bobbins (纱线筒) on a spinning machine. He set a phone timer. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. By day three, a deep sense of powerlessness set in. He couldn’t immerse in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.” His research into actual doffers revealed more: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “cost”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes. When he presented it, the class was silent. A girl who had embodied a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated a coal carrier described the severe ache in his back. Ms. Gupta’s goal to bridge the gap between historical data and human ache was achieved. The students had moved from memorizing facts to feeling consequence. The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery. 4. What made this year’s Living History project special?​ A. It featured role play. B. It created fine posters. C. It referred to Wikipedia.​ D. It had different themes. 5. How did Sam’s emotional change during the task? A. Curious → calm → excited. B. Doubtful → upset → shocked. C. Frightened → nervous → relieved. D. Uninterested → anxious → disappointed. 6. Why did Sam design the program “The Interruption”? A. To play a trick. B. To share his feeling. C. To learn history. D. To record his discovery. 7. What lesson might Sam and his classmates learn from the project? A. History is a mirror. B. Suffering builds character. C. Walk a mile in someone’s shoes. D. Every cloud has a silver lining. 【答案】4. A 5. B 6. B 7. C 【解析】 【导语】这是一篇记叙文。主要说明了Gupta老师让学生体验工业革命时期工人的重复劳作，Sam通过亲身感受深受震撼，设计程序分享体会。同学们由此理解历史背后的苦难，学会换位思考与共情。 【4题详解】 细节理解题。根据第一段“But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses.(但古普塔女士提出了另一项要求：每位学生都要花一周时间扮演一位特定历史人物的角色，记录下自己在这一过程中身体和情绪上的反应)”可知，今年的“历史再现”项目采用了角色扮演的方式。故选A。 【5题详解】 细节理解题。根据第二段“Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”.(怀疑的萨姆抽到了12 岁的亚麻纺织厂落纱工这一角色)”；“Annoyed, he hit hard at the air. The next during homework. Frustration grew.(他感到十分恼怒，用力地朝空中挥拳。紧接着，在做作业的时候也是如此。他的情绪愈发沮丧了)”以及第三段“A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold.(一个数据让他震惊不已：1830年，一名工厂工人的平均预期寿命仅为42岁)”可知，萨姆在完成任务的过程中情绪变化是：怀疑→沮丧→惊讶。故选B。 【6题详解】 细节理解题。根据第三段“It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes. (那是被偷走的时间、被偷走的专注力、被偷走的童年。山姆的期末作业没有做海报，而是写了一个简单的程序，名叫“中断时刻”。 一旦启动，该程序会每 45 分钟冻结一次屏幕，精准地显示童工的图片并持续整整十分钟。)”以及第四段“When he presented it, the class was silent.(当他展示出来的时候，全班都鸦雀无声)”可知，萨姆设计了“干扰”这个程序是为了分享自己的感受。故选B。 【7题详解】 细节理解题。根据最后一段“The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery.(该项目的真正启示在于：同理心并非仅仅是情感上的感受，而是一种勇敢的行为，即自愿放弃自己的控制权，哪怕只是一瞬间，以便去理解他人的痛苦)”可知，萨姆和他的同学们从这个项目中学会了换位思考、体会他人苦难。故选C。 C Ethics (伦理) in Cybersecurity by Marquez, a former cybersecurity analyst for a global tech firm, is a timely exploration of the moral dilemmas that define modern digital life. The book is organized around six “ethical crossroads”, each illustrated with a detailed case study. One of the most striking chapters focuses on the 2025 “SecureData” case, where a major tech company discovered weakness in its popular messaging app — one that could expose users’ private conversations. The company faced a choice: tell users the problem immediately or fix it quietly over six months. Marquez walks readers through the arguments on both sides: the “duty to protect users” versus the “duty to avoid bad reputation”. She doesn’t offer a simple answer — instead, she teaches readers to weigh conflicting values, a skill she calls “ethical reasoning for the digital age”. Marquez also challenges common myths about cybersecurity ethics. She argues against the idea that “the end justifies the means” when it comes to fighting cybercrime, citing a 2024 case where a government accessed a criminal group’s servers to recover stolen data, but in doing so, accidentally obtained the private emails of 10,000 innocent people. “Security without ethics isn’t security — it’s just control,” she writes. This focus on balancing security and ethics makes the book stand out in a field often dominated by technical solutions. Marquez’s engaging style makes the book accessible. She, for instance, compares a company’s decision to hide a software problem to “a teacher knowing a classroom door is broken but not fixing it because he doesn’t want to stop class.” She also includes “Ethical Checklists” at the end of each chapter, which guide readers to apply the book’s lessons to their own lives, for example, should you report a friend who shares your password with others? Overall, Ethics in Cybersecurity is more than a book — it’s a tool for thinking critically about daily digital choices. As Marquez puts it: “In cyberspace, every click is a choice — and every choice has an ethical cost.” 8. What can be inferred from the 2025 “SecureData” case? A. Companies prioritize user privacy. B. User data is hard to protect. C. Cyber ethics involves tough choices. D. Messaging apps are easy to access. 9 Which of the following is Marques probably against according to paragraph 3? A. Download papers on the CNKI. B. Polish an article by DeepSeek App. C. Give a thump-up on a friend’s Moments. D. Disclose a friend’s address on the internet. 10. What is a feature of Ethics in Cybersecurity according to the text? A. It is packed with complex theories. B. It provides step-by-step instructions. C. It is intended for cyber professionals. D. It adopts a down-to-earth writing style. 11. What is the author’s purpose in writing the text? A. To publicize cybercrime prevention. B. To honor a talented technical expert. C. To introduce a book on Cybersecurity. D. To recommend an essay on digital life. 【答案】8. C 9. D 10. D 11. C 【解析】 【导语】这是一篇说明文。本文介绍Marquez所著《Ethics in Cybersecurity》，以案例解析网络伦理两难，语言通俗，旨在引导读者理性看待数字选择。 【8题详解】 推理判断题。根据第二段“The company faced a choice: tell users the problem immediately or fix it quietly over six months. Marquez walks readers through the arguments on both sides: the “duty to protect users” versus the “duty to avoid bad reputation”. She doesn’t offer a simple answer — instead, she teaches readers to weigh conflicting values, a skill she calls “ethical reasoning for the digital age”.(该公司面临一个抉择：要么立即告知用户问题所在，要么在六个月内悄悄解决。马尔克斯为读者详细阐述了双方的论点：即“保护用户的责任”与“避免不良声誉的责任”之间的对比。她没有给出一个简单的答案——而是教导读者去权衡相互冲突的价值观，她将这一技能称为“数字时代的伦理推理”)”可知，网络伦理涉及艰难的抉择。故选C。 【9题详解】 细节理解题。根据第三段“She argues against the idea that “the end justifies the means” when it comes to fighting cybercrime, citing a 2024 case where a government accessed a criminal group’s servers to recover stolen data, but in doing so, accidentally obtained the private emails of 10,000 innocent people. “Security without ethics isn’t security — it’s just control,” she writes.(她反对“目的可以凌驾于手段之上”这一观点，尤其是在打击网络犯罪方面。她以2024年的一起案例为例进行反驳：政府为了追回被盗数据而访问了一个犯罪团伙的服务器，但在此过程中，意外获取了10000名无辜人士的私人电子邮件。她写道：“没有道德保障的安全并非真正的安全——那不过是控制而已。”)”可知，Marques反对侵犯无辜者隐私、为目的不择手段。故选D。 【10题详解】 推理判断题。根据第四段“Marquez’s engaging style makes the book accessible. She, for instance, compares a company’s decision to hide a software problem to “a teacher knowing a classroom door is broken but not fixing it because he doesn’t want to stop class.”(Marquez独特的写作风格使这本书易于理解。例如，她将一家公司隐瞒软件故障的行为比作“一位老师明知教室的门坏了却不去修理，因为他不想中断上课。”)”可知，网络安全伦理学的一个特点是采用了平实的写作风格。故选D。 【11题详解】 推理判断题。根据第一段“Ethics (伦理) in Cybersecurity by Marquez, a former cybersecurity analyst for a global tech firm, is a timely exploration of the moral dilemmas that define modern digital life.(马尔克斯所著的《网络安全中的伦理问题》一书，作者曾是某全球科技公司的网络安全分析师，该书对界定现代数字生活所面临的道德困境进行了及时的探讨)”以及本文介绍Marquez所著《Ethics in Cybersecurity》，以案例解析网络伦理两难，语言通俗，旨在引导读者理性看待数字选择。可知，作者撰写这篇文章的目的是介绍一本关于网络安全的书籍。故选C。 D Modern society relies heavily on refrigeration technology, from preserving food to cooling data centers. However, widely used vapor-compression (蒸汽压缩) cooling consumes vast amounts of electricity and generates 7.8 percent of the country’s carbon emissions (排放). Solid-state cooling has been considered cleaner, but the solid materials struggle with heat transmission efficiency, restricting their practical use in large-scale applications. The research team, led by Li Bing, a professor at the Chinese Academy of Sciences’ Institute of Metal Research, discovered a way to bypass this limitation by integrating solid cooling effects with liquid flow. In their study, they observed ammonium thiocyanate, a widely-used industrial salt, absorbs massive amounts of heat when it dissolves (溶解) in water. By applying pressure, the process goes backward, separating the salt out and releasing a large amount of heat. This two-way cycle enables continuous cooling as pressure is applied and released in turn, making it an ideal one for refrigeration systems. “Unlike traditional cooling methods, the approach integrates the cooling material and heat-carrying material into a single liquid, facilitating heat conductivity.” Li said. This approach solves what scientists described as the “impossible triangle”, achieving low emissions, high cooling power, and efficient heat transmission all at once. Laboratory experiments demonstrated excellent results. At room temperature, the method achieved a temperature drop of nearly 30℃ in just 20 seconds, while at higher temperatures the cooling reached as high as 54℃, far exceeding that of existing methods. Another experiment proved the process’ stability and instant response to pressure changes — key requirements for practical refrigeration systems. Li emphasized that this technology lays foundation for the commercialization of powerful, zero-emission refrigeration systems for industrial and home use, especially the next-generation artificial intelligence computing centers. He added, however, further efforts are needed for practical application, such as breakthroughs in engineering pressure-tuned changes. 12. What is one problem of traditional cooling systems? A. They consume much energy. B. They’re used in small scale. C. They depend on solid materials. D. They have low cooling efficiency. 13. What plays a key role in solving the “impossible triangle”? A. The solid-state materials. B. The two-way liquid cycle. C. The pressure-tuned changes. D. The traditional cooling method. 14. What is the purpose of listing the data in paragraph 4? A. To illustrate the principle of solid cooling. B. To explain the need for low carbon emission. C. To show impressive effects of the new method. D. To compare the differences of two experiments. 15. Which would be the best title for the passage? A. Salt-based Methods Work Wonders B. Traditional Cooling Meets its Limits C. A Report on Eco-refrigeration Industry D. A Breakthrough in Cooling Technology 【答案】12. A 13. B 14. C 15. D 【解析】 【导语】这是一篇说明文。文章主要介绍了一项突破性的冷却技术。 【12题详解】 细节理解题。根据第一段“However, widely used vapor-compression cooling consumes vast amounts of electricity and generates 7.8 percent of the country’s carbon emissions.(然而，广泛使用的蒸汽压缩冷却消耗大量电力，并产生全国7.8%的碳排放。)”可知，传统冷却系统的一个问题是它们消耗大量能源。故选A。 【13题详解】 细节理解题。根据第三段“This two-way cycle enables continuous cooling as pressure is applied and released in turn, making it an ideal one for refrigeration systems.(这种双向循环使压力在交替应用和释放时能够持续冷却，使其成为制冷系统的理想选择。)”和“This approach solves what scientists described as the “impossible triangle”, achieving low emissions, high cooling power, and efficient heat transmission all at once.(这种方法解决了科学家们所说的“不可能三角”，即同时实现低排放、高冷却能力和高效热传导。)”可知，解决“不可能三角”的关键是双向液体循环。故选B。 【14题详解】 推理判断题。根据第四段“Laboratory experiments demonstrated excellent results. At room temperature, the method achieved a temperature drop of nearly 30℃ in just 20 seconds, while at higher temperatures the cooling reached as high as 54℃, far exceeding that of existing methods. Another experiment proved the process’ stability and instant response to pressure changes — key requirements for practical refrigeration systems.(实验室实验取得了优异的结果。在室温下，该方法在20秒内实现了近30℃的降温，而在较高温度下，降温幅度高达54℃，远远超过了现有方法。另一个实验证明了该过程的稳定性和对压力变化的即时响应——这是实际制冷系统的关键要求。)”可知，列出这些数据是为了展示新方法的显著效果。故选C。 【15题详解】 主旨大意题。通读全文，尤其是第二段“The research team, led by Li Bing, a professor at the Chinese Academy of Sciences’ Institute of Metal Research, discovered a way to bypass this limitation by integrating solid cooling effects with liquid flow.(由中国科学院金属研究所教授卢磊领导的研究团队发现了一种方法，通过将固态冷却效应与液体流动相结合，绕过了这一限制。)”可知，文章主要介绍了一项突破性的冷却技术，该技术通过整合固体冷却效应和液体流动，解决了传统冷却方法中高能耗、高碳排放以及固体材料热传导效率低的问题，实现了低排放、高冷却能力和高效热传导的“不可能三角”，因此选项D“冷却技术的突破”最符合文章主旨，可作为文章标题。故选D。 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。 My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” ____16____ I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. ____17____ I felt empty, oddly anxious. What was I supposed to do with these moments? Slowly, I started to figure it out. ____18____ For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling. The month ended, and I took my smart phone from the drawer. ____19____ That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up. ____20____ I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us. A. I noticed things I had been missing for years. B. Whether to give it a try or not became a question. C. I didn’t throw it away or promise to give it up forever. D. I missed the happy moments I had experienced before. E. I found only the phone’s tiny screen and limited functions. F. More important than the changes, though, is what I learned. G. I laughed it off at first but decided to go without mine for a month. 【答案】16. G 17. E 18. A 19. C 20. F 【解析】 【导语】本文是一篇记叙文，讲述了作者听从女儿建议，停用智能手机一个月，改用功能机，重新感受生活、学会专注当下的经历与感悟。 【16题详解】 上文“My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. ‘You should try it, Mom,’ she said. ‘Just a month. See what happens.’ (我女儿刚从一个禁止使用智能手机的学校夏令营回来，她不停地说那种平静的感觉有多好。‘你应该试试，妈妈，’她说，‘就一个月。看看会发生什么。’)”女儿建议作者停用一个月智能手机。选项G“一开始我一笑置之，但还是决定一个月不用智能手机。”承接上文女儿的提议，交代作者的决定，引出下文的经历。故选G。 【17题详解】 上文“The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. (最初几天很难熬。我总是下意识地去摸手机——等咖啡的时候、等红灯的时候、在杂货店排队的时候。)”写作者刚停用智能机时很不适应。下文“I felt empty, oddly anxious. (我感到空虚，奇怪的焦虑。)”。选项E“我看到的只有手机小小的屏幕和有限的功能。”写出功能机与智能机的落差，呼应下文的空虚焦虑。故选E。 【18题详解】 上文“Slowly, I started to figure it out. (慢慢地，我开始适应了。)”表明作者逐渐找到状态。下文“For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. (例如，阳光照进厨房的样子、办公室外的鸟鸣、街上陌生人的脸庞。)”举例说明作者开始留意身边细节。选项A“我注意到了那些错过多年的小事。”总起下文，与后文举例内容一致。故选A。 【19题详解】 上文“The month ended, and I took my smart phone from the drawer. (一个月结束了，我把智能手机从抽屉里拿了出来。)”写作者重新拿回智能机。下文“That’s not realistic, and it’s not the point. (那不现实，也不是重点。)”表明作者不会彻底放弃智能手机。选项C“我没有把它扔掉，也没有承诺永远不用。”衔接上下文，符合语境。故选C。 【20题详解】 下文“I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. (我明白了无聊并不是什么紧急情况。那些空白的时刻——等待、行走、静坐——并不是需要解决的问题。)”讲述作者的收获。选项F“不过，比这些改变更重要的是我学到的东西。”引出下文的感悟，总领本段。故选F。 第三部分 语言运用(共两节，满分30分) 第一节(共15小题;每小题1分，满分15分) 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 I moved to Portland last spring, knowing no one. To relieve the ____21____ that filled my quiet apartment, I did what many newcomers do: I searched online for a local ____22____ group. “Forest & Friends” promised weekly activities in the Columbia River Gorge. It sounded like a perfect ____23____. On our first group ____24____ — a moderate trail (小径) to a waterfall viewpoint — my enthusiasm outweighed my caution. Halfway up, I ____25____ on a loose rock and hurt my ankle. A sharp pain shot through me, and I ____26____ to the ground, embarrassed and frustrated. What happened next was far from what I had expected. The group’s leader, a woman named Sam, ____27____ the hike immediately. But more ____28____, not a single person turned back toward the trailhead. Instead, the dozen ____29____ I had met only an hour earlier gathered around. Someone ____30____ a medical bandage. Another offered water and snacks. As we waited for help, we sat on the forest floor. We shared ____31____ — not just about hiking, but about our reasons for moving here, our jobs, our hopes. Laughter ____32____ under the tree, my aching ankle momentarily forgotten. I had joined the group ____33____ beautiful scenery and perhaps a polite acquaintance or two. I left that day with something far more ____34____. The physical trail was steep, but the human impulse (冲动) to connect, to stay beside someone in difficulty, was a powerful, leveling force. It was a vivid ____35____ that we are never truly alone, even on the most difficult paths life sets before us. 21. A. panic B. sadness C. loneliness D. anxiety 22. A. running B. climbing C. jumping D. hiking 23. A. solution B. situation C. invitation D. explanation 24. A. picnic B. outing C. camp D. journey 25. A. stepped B. slept C. swung D. handed 26. A. bent B. jumped C. lay D. sank 27. A. put off B. called off C. ran into D. looked into 28. A. naturally B. quietly C. strikingly D. horribly 29. A. visitors B. assistants C. organizers D. strangers 30. A. bought B. produced C. borrowed D. carried 31. A. stories B. goals C. secrets D. joys 32. A. paused B. faded C. resounded D. dropped 33. A. seeking B. developing C. chasing D. making 34. A. promising B. necessary C. valuable D. popular 35. A. memory B. symbol C. sign D. reminder 【答案】21. C 22. D 23. A 24. B 25. A 26. D 27. B 28. C 29. D 30. B 31. A 32. C 33. A 34. C 35. D 【解析】 【导语】本文是一篇记叙文。文章讲述了作者去年春天搬到波特兰后加入了一个徒步旅行团，在一次徒步活动中意外受伤，却得到了团友们的热心帮助，从而深刻体会到人与人之间的联系和互助的重要性。 【21题详解】 考查名词词义辨析。句意：为了缓解充满我安静公寓的孤独感，我做了许多新来者都会做的事：我在网上搜索当地的徒步旅行团。A. panic恐慌；B. sadness悲伤；C. loneliness孤独；D. anxiety焦虑。根据上文“I moved to Portland last spring, knowing no one.”可知，作者谁也不认识，因此会感到孤独。故选C。 【22题详解】 考查动词词义辨析。句意：为了缓解充满我安静公寓孤独感，我做了许多新来者都会做的事：我在网上搜索当地的徒步旅行团。A. running跑步；B. climbing攀爬；C. jumping跳跃；D. hiking徒步旅行。根据下文“On our first group ________ a moderate trail (小径) to a waterfall viewpoint”可知，作者加入的是徒步旅行团。故选D。 【23题详解】 考查名词词义辨析。句意：这听起来是一个完美的解决方案。A. solution解决方案；B. situation情况；C. invitation邀请；D. explanation解释。根据上文“To relieve the1that filled my quiet apartment, I did what many newcomers do: I searched online for a local ________ group.”以及  “‘Forest & Friends’ promised weekly activities in the Columbia River Gorge.” 可知，作者想要缓解孤独，并且“Forest & Friends”承诺每周都进行活动，因此加入徒步旅行团听起来是一个完美的解决方案。故选A。 【24题详解】 考查名词词义辨析。句意：在我们第一次集体出游时 —— 一条通往瀑布观景台中等难度小径 —— 我的热情超过了我的谨慎。A. picnic野餐；B. outing出游；C. camp露营；D. journey旅行。根据下文“a moderate trail (小径) to a waterfall viewpoint”可知，这是一次集体出游。故选B。 【25题详解】 考查动词词义辨析。句意：走到一半时，我踩在一块松动的岩石上，扭伤了脚踝。A. stepped踩；B. slept睡觉；C. swung摇摆；D. handed递。根据下文“on a loose rock and hurt my ankle”可知，作者踩在一块松动的岩石上扭伤了脚踝。故选A。 【26题详解】 考查动词词义辨析。句意：一阵剧痛袭来，我倒在地上，既尴尬又沮丧。A. bent弯曲；B. jumped跳跃；C. lay躺；D. sank倒下；下沉。根据上文“A sharp pain shot through me”可知，作者扭伤了脚踝，剧痛袭来，因此倒在地上。故选D。 【27题详解】 考查动词短语辨析。句意：团队的领队，一个叫萨姆的女人，立即取消了徒步旅行。A. put off推迟；B. called off取消；C. ran into撞上；D. looked into调查。根据上文“I ________on a loose rock and hurt my ankle.”可知，作者扭伤了脚踝，因此领队取消了徒步旅行。故选B。 【28题详解】 考查副词词义辨析。句意：但更引人注目的是，没有一个人转身往回走。A. naturally自然地；B. quietly安静地；C. strikingly引人注目地；D. horribly可怕地。根据上文“What happened next was far from what I had expected.” 和下文“not a single person turned back toward the trailhead”可知，没有一个人转身往回走，这是令人惊讶、引人注目的。故选C。 【29题详解】 考查名词词义辨析。句意：相反，我一个小时前才认识的十几个陌生人围了过来。A. visitors游客；B. assistants助手；C. organizers组织者；D. strangers陌生人。根据下文“I had met only an hour earlier”可知，作者一个小时前才认识这些人，因此他们是陌生人。故选D。 【30题详解】 考查动词词义辨析。句意：有人拿出了医用绷带。A. bought买；B. produced拿出；生产；C. borrowed借；D. carried携带。根据下文“Another offered water and snacks. ”可知，有人拿出了医用绷带。故选B。 【31题详解】 考查名词词义辨析。句意：我们分享故事 —— 不仅仅是关于徒步旅行的故事，还有我们搬到这里的原因、我们的工作、我们的希望。A. stories故事；B. goals目标；C. secrets秘密；D. joys快乐。根据下文“not just about hiking, but about our reasons for moving here, our jobs, our hopes”可知，他们分享了故事。故选A。 【32题详解】 考查动词词义辨析。句意：笑声在树下回荡，我疼痛的脚踝暂时被遗忘了。A. paused暂停；B. faded褪色；C. resounded回荡；D. dropped掉落。根据上文“Laughter”和下文“under the tree”可知，笑声在树下回荡。故选C。 【33题详解】 考查动词词义辨析。句意：我加入这个团体是为了寻找美丽的风景，也许还能结识一两个有礼貌的熟人。A. seeking寻找；B. developing发展；C. chasing追逐；D. making制作。根据下文“beautiful scenery and perhaps a polite acquaintance or two”可知，作者加入这个团体是为了寻找美丽的风景和结识熟人。故选A。 【34题详解】 考查形容词词义辨析。句意：那天我离开时带着更有价值的东西。A. promising有希望的；B. necessary必要的；C. valuable有价值的；D. popular受欢迎的。根据上文“The physical trail was steep, but the human impulse (冲动) to connect, to stay beside someone in difficulty, was a powerful, leveling force.”可知，作者认为人与人之间的联系和互助是更有价值的东西。故选C。 【35题详解】 考查名词词义辨析。句意：这是一个生动的提醒，即使在我们人生中最艰难的道路上，我们也从不孤单。A. memory记忆；B. symbol象征；C. sign标志；D. reminder提醒。根据下文“that we are never truly alone, even on the most difficult paths life sets before us”可知，这是一个生动的提醒。故选D。 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。 Forty-nine young professionals from different countries recently completed a 10-day training program in China, ____36____ (explore) rural revitalization practices in Yunnan. The program, co-launched by China Agricultural University and Tencent, aimed to share China’s experience in rural development with global ____37____ (young). During their visit to Mengla County, Yunnan, the ____38____ (participant) were impressed by the “agri-tourism integration” model in Hebian Village. They learned how Yao ethnic group’s wooden houses ____39____ (transform) into cozy guesthouses, and how villagers now earn income from rubber tapping, beekeeping, and home-stay management. “We used to think rural areas could only rely on farming,” said Mirembe from Uganda. “But here, culture and nature become treasures — this gives us new ideas ____40____ our villages.” They also visited a smart coffee estate in Jinghong, ____41____ AI and drones are used for pest control and yield prediction. Hakim from Indonesia, who runs a coffee workshop, noted: “China’s way of connecting small farmers to big markets via live-streaming is eye-opening. We can adapt this to sell our Indonesian coffee ____42____ (global).” A key takeaway was China’s focus on “farmer-centered development”. In Manluanzhan Village, the group saw how ____43____ (abandon) water towers were turned into cafes, and how local villagers lead decision-making for tourism projects. “China doesn’t just build pretty villages — it empowers people to own the development,” said Mumbi from Kenya. The program ended with a ____44____ (commit) to apply these lessons at home. As Tanzanian participant Aboli put it: “China’s rural revitalization isn’t a copy-paste model, _____45_____ a mindset of using local strengths. That’s what we need to take back.” 【答案】36. exploring 37. youth 38. participants 39. were transformed 40. for 41. where 42. globally 43. abandoned 44. commitment 45. but 【解析】 【导语】本文是一篇新闻报道，介绍了来自不同国家的49名青年专业人士在中国参加为期10天的培训项目，探访云南乡村振兴实践，了解农旅融合、智慧农业等模式，借鉴中国经验，并承诺将所学应用到本国乡村发展中的故事。 【36题详解】 考查非谓语动词。句意：近日，49名来自不同国家的青年专业人士在中国完成了为期10天的培训项目，探索云南的乡村振兴实践。句子主语Forty-nine young professionals与动词explore之间为主动关系，需用现在分词作伴随状语，故填exploring。 【37题详解】 考查名词。句意：该项目由中国农业大学和腾讯联合发起，旨在与全球青年分享中国的乡村发展经验。本空作with宾语，用young的名词形式youth，意为“青年”，为集合名词，故填youth。 【38题详解】 考查名词复数。句意：在参观云南勐腊县期间，参与者们对河边村的“农旅融合”模式印象深刻。根据前文“Forty-nine young professionals”及谓语动词were可知，此处主语需用复数形式，participant的复数是participants，故填participants。 【39题详解】 考查动词时态和语态。句意：他们了解到瑶族的木屋如何被改造成舒适的民宿，以及村民们现在如何通过割胶、养蜂和民宿管理获得收入。主语Yao ethnic group’s wooden houses与动词transform之间为被动关系，且描述过去发生的动作，需用一般过去时的被动语态，结构为“was/were + 过去分词”，主语为复数，be动词用were，故填were transformed。 【40题详解】 考查介词。句意：“但在这里，文化和自然成为了宝藏——这给了我们关于我们村庄的新想法。”此处表示“关于，针对”，“ideas for+目标/对象”表示“给……的思路，适用于……的办法”，此处表示“给我们村庄的新想法”，故填for。 【41题详解】 考查定语从句。句意：他们还参观了景洪的一个智能咖啡庄园，在那里人工智能和无人机被用于病虫害防治和产量预测。本空引导非限制定语从句，先行词为a smart coffee estate，表示地点，关系词在从句中作地点状语，需用关系副词where引导，故填where。 【42题详解】 考查副词。句意：“我们可以借鉴这种方式，在全球范围内销售我们印度尼西亚的咖啡。”修饰动词sell，需用副词globally“全球地，在全世界”，作状语，故填globally。 【43题详解】 考查形容词。句意：在曼鸾站村，团队看到了废弃的水塔如何被改造成咖啡馆，以及当地村民如何主导旅游项目的决策。修饰名词短语water towers，用形容词abandoned“废弃的”，作定语，故填abandoned。 【44题详解】 考查名词。句意：项目结束时，参与者们承诺将这些经验应用到本国。句中不定冠词a后需接名词，commit的名词形式是commitment，意为“承诺”，为可数名词，作宾语，故填commitment。 【45题详解】 考查连词。句意：“中国的乡村振兴不是一个照搬照抄的模式，而是一种利用当地优势的思维方式。”“not...but...”为固定搭配，意为“不是……而是……”，符合语境，故填but。 第四部分 写作(共两节，满分40分) 第一节(满分15分) 46. 假定你是李华，外教Lisa计划下周六上午在学校操场举行英语角活动，但是同学们参与积极性不高。请你给她写一封邮件，内容包括： 1．分析问题； 2．提出建议。 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。 Dear Lisa, I’m Li Hua from Class 1. I’m writing to talk about our campus English Corner next Saturday morning. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】 Dear Lisa, I’m Li Hua from Class 1. I’m writing to talk about our campus English Corner next Saturday morning. I’ve noticed that students are not very active in participating. The main reasons are that the activity form is single, usually just free talk, which makes some shy students nervous. Besides, many students think it’s hard to keep up with others if their English is not good. To solve this, I suggest adding interesting activities like English games or song singing. It can reduce pressure and attract more students. Also, we can divide students into small groups according to their English level, so everyone can join in easily. I hope my suggestions will help. Yours, Li Hua 【解析】 【导语】本篇书面表达属于应用文。外教Lisa计划下周六上午在学校操场举行英语角活动，但是同学们参与积极性不高。要求考生以李华的名义给她写一封邮件，分析问题并提出建议。 【详解】1.词汇积累 参与：participate → engage/get involved 紧张的：nervous → tense 减少：reduce → decrease 吸引：attract → appeal to 2.句式拓展 合并句子 原句：To solve this, I suggest adding interesting activities like English games or song singing. It can reduce pressure and attract more students. 拓展句：To solve this, I suggest adding interesting activities like English games or song singing, which can reduce pressure and attract more students. 【点睛】【高分句型1】I’ve noticed that students are not very active in participating. （运用了that引导宾语从句） 【高分句型2】The main reasons are that the activity form is single, usually just free talk, which makes some shy students nervous. （运用了that引导表语从句、which引导非限制性定语从句） 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，使之构成一篇完整的短文。 Jake was 12, and words had always been his worst enemy. In class, he stuttered (口吃) over sentences when called on; his worksheets came back covered in red marks for misspellings. The joking was constant — kids called him “slow” or “stupid” in the hallway. Jake stopped trying to keep up, skipping homework after school. His only escape was taking apart old toy cars and remote controls, then putting them back together — sometimes even better than before. It was the only thing that made him feel smart, even if no one else noticed. One afternoon, as he sat on the sidewalk outside his school, fixing a neighbor’s broken drone, a voice interrupted his focus. “That’s some impressive work you’ve got there.” Jake looked up to see Mrs. Henderson, the fifth-grade teacher who lived next to the school. He tensed up, ready to grab the drone and run — he didn’t need another person to laugh at him. But Mrs. Henderson sat down beside him, her eyes soft, and asked him to explain how he’d fixed the drone’s motor. For the first time in years, Jake talked without feeling self-conscious. He chatted about how he could “feel” what was wrong with a machine just by touching it. Mrs. Henderson listened carefully, nodding along, then she smiled. “You’re not a slow learner, Jake,” she said. “You’re a different kind of learner. Your gift is in your hands — you’re a born engineer.” She told him about the regional robotics competition in three months, where teams built robots to complete tasks. Jake shook his head immediately. “I can’t,” he said. “I can’t read the rules, and I’ll let the team down.” But Mrs. Henderson refused to let him quit. She offered to read the competition guidelines aloud to him, translating the technical jargon (行话) into simple terms. She talked the school into letting him use the science lab after hours to build his robot. And she even recruited (招募) two classmates — Mia, who loved coding, and Leo, who was good at building structures — to join his team. 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: The road to the competition was filled with obstacles. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: When the final scores were announced, the room went quiet. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 The road to the competition was filled with obstacles. But the three partners encouraged each other to keep going. When Leo felt down because of the high pressure, Jake and Mia comforted him with the belief that they were sure to succeed. And they made every effort to do their part. For example, Jake spent a whole night figuring out the guidelines. It was the spirit of never giving up that pushed them to be a good team. When the final scores were announced, the room went quiet. The moment they heard their team’s name, they jumped into the air with excitement. Their hard work eventually paid off. They screamed and hugged each other tightly. Their teacher Mrs. Henderson walked towards them, wearing a shining smile. “Congratulations! You make our school proud!” she said. “Thank you, Mrs. Henderson,” said Jake, still out of breath. “You believed in us and kept encouraging us. Thank you for everything you’ve done.” 【解析】 【导语】本文以人物为线索展开，讲述了五年级学生Jake在老师Mrs. Henderson的鼓励下，和同学们一起参加机器人比赛并最终获胜的故事。 详解】 1. 段落续写： ①由第一段首句内容“通往比赛的道路充满了障碍。”可知，第一段可描写Jake在比赛过程中遇到的困难以及老师和同学们的帮助。 ②由第二段首句内容“当最后分数宣布时，房间里一片寂静。”可知，第二段可描写Jake在听到分数后的激动心情以及感谢。 2. 续写线索：遇到困难—— 帮助—— 成功—— 激动—— 感谢 3.词汇激活 行为类 ① 推动：push/ urge ② 拥抱：hug/ embrace ③ 鼓励：encourage/ motivate 情绪类 ① 心情低落的：down/ frustrated ② 激动：excitement/ thrill 【点睛】【高分句型1】When Leo felt down because of the high pressure, Jake and Mia comforted him with the belief that they were sure to succeed.(运用了when引导的时间状语从句和that引导的同位语从句) 【高分句型2】It was the spirit of never giving up that pushed them to be a good team.(运用了It be… that强调句型) 第1页/共1页 学科网（北京）股份有限公司 $