广西南宁市第三中学2025-2026学年度下学期高二4月段考英语试题

**基本信息** 以真实情境与多元主题为载体，融合网络安全、残奥励志、家庭教育等素材，考查语言能力与思维品质，适配高二学生期中能力评估。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |听力|20题/30分|日常对话、社会话题|环保展览、社区项目等情境，考查信息抓取与推理| |阅读|15题/37.5分|网络安全、人物故事、教育研究、脑科学|残奥冠军自我突破、脑体联系科学文，渗透批判性思维| |七选五|5题/12.5分|体验式学习|衔接上下文逻辑，引导主动参与实践| |完形填空|15题/15分|生活感悟|“养鸡健身”故事，考查语境中词汇运用| |语法填空|10题/15分|文化交流|中冰友谊博物馆，融合语法与跨文化意识| |写作|2题/40分|诗歌演讲、社区环保|应用文聚焦诗歌价值，读后续写体现社区责任感，考查表达与创新|

南宁三中2025～2026学年度下学期高二段考 英语试题 2026.4 命题人：聂宏 毛艳霞 罗岚川 审题人：房彬 玉千舟 闫凤强 何瀚智 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段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。 1. What does the woman plan to do this summer? A. Study. B. Volunteer. C. Travel. 2. How does the woman feel about the beach? A. It’s the best she’s visited. B. It’s not worth going to again. C. It’s convenient as it’s close by. 3. Where will the speakers probably go next? A. A large café. B. A school hall. C. A public library. 4. What happened to the man? A. He was late for his flight. B. He didn’t get his suitcase. C. He lost his documents. 5. What are the speakers talking about? A. Changing attitude to work. B. Scheduling work tasks. C. Looking for a satisfying job. 第二节（共15小题：每小题1.5分，满分22.5分） 听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题5秒钟；听完后，每小题都有5秒钟的作答时间。每段录音播放两遍。 听下面的录音，回答第6-7小题。 6. Why does the woman talk to the man? A. He was driving too fast. B. He wasn’t looking carefully. C. He was driving in the wrong area. 7. When does the woman usually leave this area? A. At 2:00 p.m. B. At 3:30 p.m. C. At 5:00 p.m. 听下面的录音，回答第8-10小题。 8. What is the relationship between the speakers? A. Former classmates. B. Former colleagues. C. Family members. 9. What surprises the man? A. The number of people attending. B. The quality of the food. C. The size of the space. 10. Where are the speakers? A. At school. B. At an office. C. At a restaurant. 听下面的录音，回答第11-13小题。 11. What did the woman mostly watch before? A. Series. B. Sports. C. Documentaries. 12. Why did the woman probably change her nightly routine? A. To enjoy sports. B. To learn new things. C. To spend less time watching TV. 13. What subject does the man like? A. Biology. B. Physics. C. History. 听下面的录音，回答第14-17小题。 14. Who is the woman most likely to be? A. A school teacher. B. A government leader. C. A video host. 15. What did the man think would be most popular? A. Business-plan writing. B. Literature. C. Professional training. 16. Where do most students volunteer now? A. On farms. B. In city government offices. C. At local businesses. 17. What is the program’s main goal according to the man? A. Improving students’ lives. B. Providing work experiences. C. Bringing communities together. 听下面的录音，回答第18-20小题。 18. What threatens this city most? A. Wildfires. B. Storms. C. Floods. 19. What was the original purpose of the exhibition? A. To get money donations. B. To grow community art programs. C. To teach others about local issues. 20. What will the speaker do next? A. Invite others to speak. B. Share more local artworks. C. Present information on disasters. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A The online world is like a jungle — full of interesting things to discover, people to meet, and places to explore. However, it’s important to remember that there are hidden dangers that many young people may not notice right away. To better understand these risks, an institute has analyzed 5.6 billion online activities over the past decade, revealing shocking facts about teens’ unsafe online interactions. Here is the result. How To Set Up Privacy Settings Check privacy settings on every app and site you use. Most platforms hide them in the account menu, but these settings help you control who can find you and see your posts. To make things easier, here’s a simple checklist you can use on most social media platforms. Setting What to do Profile visibility Set to friends only Search visibility Turn off public search Photo tagging Approve tags (标记) before they show up Contact sync (同步) Don’t let the app auto-add friends Ad tracking Turn off personalized ads Think Before You Post Once it’s online, it could be there forever — even if you delete it. Screenshots exist, and people can save what you share. So, don’t post personal information for everyone to see, such as your full name, school, home address, phone number, or your current location. Before you post, it is recommended that you ask yourself: ● Would I care if my parents see this? ● Could this mess up my reputation later? ● Am I giving away too much? ● Could someone use this info to find me or hurt me? 21. What online behavior among teens saw the highest growth rate from 2014 to 2025? A. Using personal photos as avatars. B. Sharing private information online. C. Responding to messages from strangers. D. Meeting online-only contacts in person. 22. Which setting allows only your friends to see your posted photos? A. Contact sync. B. Search visibility. C. Photo tagging. D. Profile visibility. 23. What advice does the author give teenagers about online behavior? A. Accepting parental monitoring. B. Keeping personal information safe. C. Building a good online reputation. D. Deleting posted information regularly. B “I’m Sydney Barta, a girly girl. I love pink, shoes, and everything girly. I only have one foot, but I have so many shoes.” I laughed when being asked in an interview. I wear heels too, though I don’t have a false leg that fits them — I just use tape to put them on. I was six years old when I lost my leg. My twin brother and I were at a fun run. A big metal scaffold (脚手架) blew over in the wind and clipped my ankle. It could have killed me. I just feel so lucky that the only thing I lost that day was my leg. Now I’m a five-time U.S. Paralympic champion and the first disabled athlete to run for Stanford. I’m also a Rhodes Scholar applying to medical school, looking ahead to the 2028 Paralympics. But when I was six, lying in a hospital bed, my mother showed me a photo of a famous disabled athlete to comfort me. He was a man. “It wasn’t girly at all,” I remember thinking. “I was a ballet dancer before the accident, and I love pink.” The summer before my junior year, I was running my last race before the Paralympic trials. I pushed over the finish line and felt my foot crack. I broke the key arch bone in my only foot. I thought my Paralympic dreams were over. But that injury showed me my calling: to be a doctor who understands the athlete’s experience, who knows how a severe injury can be when it threatens to take away your sport and your identity. After I broke my foot, I thought I was done with running. But then I got a call from the head coach of Stanford track. “I put you on the team,” he said. I was thrilled. That just goes to show — you never know. I hope to be a role model for young girls who have lost a leg. I know that if a little girl is going through something like that now, when she scrolls online, she can see someone like me. Maybe even me. 24. What can be learned about the author from paragraph 1? A. She is self-centered. B. She is self-accepting. C. She is fashion-conscious. D. She is DIY-loving. 25. What does the underlined word “clipped” in paragraph 2 most likely mean? A. Held. B. Hit. C. Covered. D. Pushed. 26. Why did the author once decide to become a doctor? A. To start a new personal experience beyond sports. B. To encourage athletes to follow their inner calling. C. To prove her Paralympic dreams were still alive. D. To help athletes facing career-ending injuries like she did. 27. What message does Barta’s story mainly convey? A. Slow and steady wins the race. B. Every cloud has a silver lining. C. Don’t judge a book by its cover. D. Fortune favors the prepared mind. C “You’re so smart!” This encouraging response to children’s math performance is commonly heard. Recently, a new study, conducted by the University of Georgia, found that encouraging children with responses related to their personal characteristics or inborn abilities might weaken their math motivation and achievement over time. Parents who make comments linking their children’s performance to personal characteristics like intelligence are using what’s referred to as person responses. In contrast, parents who link their children’s actions, such as efforts or strategy use, to their performance are using process responses. For the study, researchers asked more than 500 parents to report on how they responded to their children’s math performance and their math beliefs and goals. Children were assessed in two waves across a year to measure their math motivation and achievement. The results show that parents who view math ability as changeable are more likely to give process responses focused on their children’s strategy use and efforts rather than their intelligence or other personal characteristics. In contrast, parents who believe math ability is unchangeable and that math failure can’t be constructive give more person responses. Parents with high expectations for their children give a combination of both responses. While responses highlighting strategy and efforts are not related to any achievement outcomes, children who receive more responses about their personal characteristics — in particular, related to failure — are more likely to avoid harder math problems, exhibit higher levels of math anxiety, and score lower on math achievement tests. Because person responses predict poor math adjustment in children over time, researchers suggest parents limit this type of responses at home. Another recommendation for parents is to think about their own beliefs and goals for their kids and examine how these might lead them to respond in person or process ways. Simply telling parents to avoid talking about math ability may not be enough. Focusing less on how children perform and more on their strategy and enjoyment of math might be a more effective way to enhance motivation. 28. Which of the following is an example of process response? A. You are a lucky dog. B. Running is in your blood. C. What works well for your study? D. Why are you such a math genius? 29. What can be inferred from the study results? A. Parents prefer to give more process responses. B. Children are more likely to be affected by math anxiety. C. Process responses help with children’s math achievement. D. Person responses can discourage children from learning math. 30. What do researchers advise parents to do? A. Restrict person responses. B. Defend their own beliefs. C. Stress children’s performance. D. Ignore children’s math problems. 31. Which can be a suitable title for the text? A. The Strategy Children Adopt to Learn Math Helps B. The Way Parents Talk to Children on Math Matters C. Responses to Enhance Children’s Math Performance D. Suggestions for Parents to Teach Their Children Math D For decades, scientists thought of the brain as the most valuable and consequently most closely guarded part of the body. Locked safely behind the blood-brain barrier, it was broadly free of the harm of viruses and the battles started by the immune system (免疫系统). Then, about 20 years ago, some researchers began to wonder: is the brain really so separated from the body? The answer, according to a growing body of evidence, is no. The list of brain conditions that have been associated with changes elsewhere in the body is long and growing. Changes in the make-up of the microorganisms (微生物) in the digestive system have been linked to disorders such as Parkinson’s disease. There is also a theory that infection during pregnancy (孕期) could lead to brain diseases in babies. The effect is two-way. There is a lengthening list of symptoms not typically viewed as disorders of the nervous system, but the brain plays a large part in them. For example, the development of a fever is influenced by a population of nerve cells that control body temperature and appetite. Evidence is mounting that cancers use nerves to grow and spread. The interconnection between brain and body has promising implications for our ability to both understand and treat illnesses. If some brain disorders start outside the brain, then perhaps treatments for them could also reach in from outside. Treatments that take effect through the digestive system, the heart or other organs, would be much easier and less risky than those that must cross the blood-brain barrier. It also works in the opposite direction. Study shows mice have healthier hearts after receiving stimulation to a brain area involved in positive emotion and motivation. Activation of the brain reward centre — called the ventral tegmental area (VTA) — seems to cause immune changes that contribute to it. Working out how this happens could help to destroy cancers, enhance responses to vaccines (疫苗) and even re-evaluate physical diseases that, for centuries, have not been considered as being psychologically driven. 32. What do the researchers focus on about the brain? A. Its protecting system. B. Its exposure to diseases. C. Its controlling function. D. Its connection to the body. 33. How does the author support his idea in paragraph 2? A. By explaining a theory. B. By providing examples. C. By making comparisons. D. By presenting cause and effect. 34. Which best describes treatments that do not cross the blood-brain barrier? A. Cheaper. B. More specific. C. Safer. D. More direct. 35. What does the study suggest in the last paragraph? A. Brain health depends on immune changes. B. Brain stimulation leads to negative emotions. C. The brain can help enhance psychological health. D. The brain may be key to treating physical diseases. 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。 As a high school student, you’re likely used to learning through reading textbooks. 36 This lies at the heart of “experiential appreciation,” a philosophy that encourages you to engage directly with the world around you. It’s about learning from real-life experiences, and discovering a more profound and engaging way to learn. To practice experiential appreciation, you can start by getting involved in hands-on activities related to your subjects. They will provide a firsthand understanding of the concepts you’re studying, making learning active and meaningful. So, try joining a sports team, picking up a paintbrush, or taking part in a local charity event. 37 As you dive deeper, immerse (沉浸) yourself fully in the surroundings and activities. When you’re in nature, don’t just look around. 38 Touching the leaves, feeling the wind and listening to the birds can enrich your learning and make each moment more memorable. 39 After trying something new, ask yourself what you learned and how it made you feel. Write in a journal or discuss it with friends. This self-discovery turns experiences into life lessons and offers a deeper understanding of the world. Experiential appreciation transforms learning from a task to be completed into a journey to be treasured. 40 So, explore the world around you, let every experience shape you, and discover the endless possibilities that await. This is the core of true learning, where every moment is a step towards a richer, more enlightened life. A. These activities bring learning to life. B. It extends learning far beyond textbooks. C. Take your experiences further by reflecting on them. D. Mind the impact of your actions on the environment. E. Instead, activate your senses for a stronger tie with it. F. Textbooks introduce key concepts and principles systematically. G. Now consider moving from just reading to active participation. 第三部分 语言运用（共两节，满分30分） 第一节 完形填空（共15小题；每小题1分，满分15分） 阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 I knew exercise is good for health — who doesn’t? But 41 were easier. Running bored me, biking sounded risky, and the gym seemed too much to handle. Each offered me a reason to 42 it, so I did. When I worked in Kenya, I came to realize that people there don’t “ 43 ” the way I had thought. Instead, they move with a clear 44 in mind. They move to reach a destination. They move to hunt and to tend crops. There is no such thing as a 45 but they are working out 24-7. Maybe I could take 46 from these people and add meaning to my exercising. I launched my 47 program: “chicken-raising”, with 15 baby chicks and a book on 48 backyard chickens. It turned out that caring for the flightless birds was quite 49 — a full-body workout involving bending, squatting (深蹲), weightlifting and running around. One weekend, my e-watch 50 as many as 145 squats and 10,506 steps! I ended up in better shape than expected and found extra 51 that no gym workout can provide. First, quitting is not a(n) 52 : You can’t put on your “chicken-raising” clothes, sit for a while, and then casually decide not to 53 especially when your feathered friends depend on you to survive. Second, you have unbeatable workout partners, who 54 respond to your appearance with encouragement. Bah-Baaaahk! What’s more? Fresh-from-the-hen eggs! Turning every breakfast into a celebration of my new lifestyle with the best eggs. “Chicken-raising” taught me that movement doesn’t need a gym — it needs 55 . 41 A. actions B. skills C. fares D. excuses 42. A. avoid B. manage C. appreciate D. break 43. A. change B. exercise C. assume D. live 44. A. order B. message C. purpose D. request 45. A. sponsor B. problem C. village D. gym 46. A. dignity B. inspiration C. comfort D. pleasure 47. A. biology B. diet C. fitness D. charity 48. A. keeping B. cooking C. calculating D. protecting 49. A. frightening B. tiring C. amusing D. touching 50. A. read B. took C. meant D. rang 51. A. instructions B. reliability C. bonuses D. responsibility 52. A. guilt B. option C. solution D. error 53. A. show up B. give in C. step aside D. take over 54. A. slowly B. patiently C. enthusiastically D. carefully 55. A. cooperation B. liberty C. attention D. meaning 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。 In the center of Reykjavik, Iceland, stands a museum 56 (create) by Lillian Hopps, which symbolizes the friendship between Icelandic and Chinese people. A passionate admirer of Chinese heritage, Lillian began her journey to learn about China in the 1990s, a time 57 she deeply engaged herself in exploring China’s rich culture. Her passion transformed her home into a place filled with Chinese artifacts,which 58 (eventual) led to the establishment of a museum in Reykjavik. The museum 59 (house) an extensive collection of cultural relics, from ancient clothing 60 contemporary art, displaying thousands of years of Chinese civilization. Lillian’s work goes beyond just 61 (exhibit) these items; she brings the culture alive through highly 62 (interact) activities like tea performances, calligraphy classes, and traditional medicine talks, promoting the Icelandic understanding of China’s rich traditions. Lilian’s museum, attracting thousands of visitors annually from around the world, 63 (recognize) by the Icelandic government in 2021 for its impact. As Marta Jonsdottir, a director at Iceland’s Ministry of Foreign Affairs, put it in an interview, “Lillian, with her enthusiasm and expertise, has developed diverse cultural 64 (link) between Iceland and China. Her museum has not just enabled both peoples to better understand each other 65 strengthened our relations.” 第四部分 写作（共两节，满分40分） 第一节 应用文写作（满分15分） 假如你是李华，你将参加你校英语社举办的英语演讲比赛，主题为“Enjoy Ourselves in the World of Poetry”，请你写一篇演讲稿，内容包括： 1. 读诗的好处； 2. 读诗的方法。 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。 Enjoy Ourselves in the World of Poetry Good evening, everyone! It’s an honor to speak to you all tonight. Thank you! 第二节 读后续写（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。 On a hot September afternoon, Peter and his friend Isabel were on their way to the library. When they passed by Tubman park, Isabel suggested cutting through it to get to the library. As they entered the park, the sight of the swings (秋千) and the merry-go-round brought back a flood of memories of their childhood spent there. But now everything looked so old, sad, and dirty. Litter lay on the ground next to an overflowing trash bin. Some young schoolchildren were still playing there but they had to avoid the trash that littered the playground. A little boy told them that the city took the other trash cans away and the only one left hardly ever got emptied. As they headed toward the library, the two high school students felt heavy with concern. In the library, they met Mrs. Evans, their kind-hearted fifth-grade teacher, retired yet still cared deeply about the community. They eagerly told her what they had seen in the park. Mrs. Evans listened carefully and then suggested they go to the City Hall to speak up. The next day, Isabel and Peter went into the City Hall, but were met with an impatient officer. He told them that the city had a tight budget, so there was nothing they could do. Discouraged but not ready to give up, the two turned back to Mrs. Evans for advice. She recommended they reach out to Go Green, a non-profit organization focused on protecting the environment. “They’re great at raising money for projects just like yours,” she said. She promised to set up a meeting where they could present their ideas. Their faces lit up with hope. Two big tasks lay ahead: researching a practical solution and preparing a convincing presentation. As Isabel was good at researching while Peter always had a talent for speaking, they cooperated quite well. Isabel learned from a science magazine that a new type of trash bin can squeeze the trash down without being emptied often, which saves time, money, and energy. Based on this, Peter practiced his presentation over and over again. 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。 A week later, Peter stood in front of the Go Green committee, nervous but ready. After the meeting, the head of Go Green walked over to Peter and Isabel with a smile. 高二段考 英语试题 第1页 共10页 学科网（北京）股份有限公司 南宁三中2025～2026学年度下学期高二段考 英语试题参考答案 第一部分 听力（共两节，满分 30 分） 1-5 CBABA 6~10 BCBAC 11~15 ABCCA 16~20 BCCBA 第二部分 阅读（共两节，满分50分） 21-23 CDB 24-27 BBDB 28-31CDAB 32-35 DBCD 第3部分 语言运用（共两节，满分30分） 36-40 GAECB 第一节 完形填空（共15小题；每小题1分，满分15分） 41-45 DABCD 46-50 BCABA 51-55 CBACD 第二节（共10小题；每小题1. 5分, 满分15分） 56. created 57. when 58. eventually 59. houses 60. to 61. exhibiting 62. interactive 63. was recognized 64. links 65. but 第四部分 写作（共两节，满分40分） 第一节 应用文写作（满分15分） Enjoy Ourselves in the World of Poetry Good evening, everyone! It’s an honor to speak to you all tonight. Poetry offers a unique way to enjoy ourselves. Poems present vivid pictures and convey thoughts and emotions, transcending time and space. Reading poems transports us to a world full of imagination. To truly experience the charm of poems, firstly, read aloud. Let the rhyme and rhythm guide us. Secondly, look for the imagery — the roaring river, the fallen blossom. Learning how poetic devices like metaphors and repetition work also helps. Besides, dig deep about the background and the poets to gain more insight. Most importantly, be open-minded, for poetry speaks differently to every heart. Together, let’s embark on the journey to the world of poetry, where we find joy, comfort, and love! (114 words) Thank you! 第二节 读后续写 A week later, Peter stood in front of the Go Green committee, nervous but ready. He spotted Isabel in the audience, who gave him an encouraging nod. Taking a deep breath, he began. In a steady and sincere voice, he described what the Park was like in his memory and how severely it was polluted, as he clicked through his slides to show pictures like an overflowing trash bin and garbage scattered across the ground. Then Peter demonstrated how the new trash bin could help change the situation, his tone calm yet passionate. At the end, Peter concluded, “This park is more than just a playground. It’s where our good memories are shaped.” When his last word landed, the room was quiet for a moment, then broke into applause. (114 words) After the meeting, the head of Go Green walked over to Peter and Isabel with a smile. “That was very convincing,” she said. “We’ll fund your project.” The two friends hugged each other, eyes shining with disbelief and joy. With the money, the new bins were successfully installed. People learned the news and volunteered to help with the cleanup. Soon, the park restored its beauty. Children spent their time there free of litter. One sunny afternoon, Peter and Isabel took a walk with Mrs. Evans through the park. The little boy who once complained about trash now ran past them, laughing. “You didn’t just clean a park,” Mrs Evans said. “You brought a community back to life.” Peter and Isabel exchanged a proud smile, knowing she was right. (111 words) A篇 这是一篇应用文。文章指出网络存在隐藏危险，通过数据揭示青少年不安全网络行为的增长趋势，并提供了设置隐私选项、谨慎发帖等保护个人隐私的建议。 21. C细节理解题。根据图表内容可知，Revealing home addresses and private locations（泄露家庭住址和私人行踪）从58%增加到80%，增加了22个百分点；Using real personal photos as social media avatars（使用真实的个人照片作为社交媒体头像）从8%增加到28%，增加了20个百分点；Responding to messages from strangers（回复来自陌生人的消息）从31%增加到60%，增加了29个百分点；Meeting face-to-face with online-only contacts（与仅通过网络联系的对方进行面对面会面）从18%增加到30%，增加12个百分点。可知，从2014年到2025年，青少年回复陌生人消息的增长率最高。故选C。 22. D细节理解题。根据Setting部分“Profile visibility: Set to friends only(个人资料可见度：仅对好友可见)”可知，个人资料可见性能仅让好友看到你发布的照片。故选D。 23 B推理判断题。根据How To Set Up Privacy Settings部分“Check privacy settings on every app and site you use. Most platforms hide them in the account menu, but these settings help you control who can find you and see your posts. To make things easier, here’s a simple checklist you can use on most social media platforms.(请检查你使用的所有应用程序和网站的隐私设置。大多数平台将这些设置隐藏在账户菜单中，但这些设置有助于你控制谁能够找到你以及查看你的帖子。为了使操作更简便，这里为你提供了一份适用于大多数社交媒体平台的简单检查清单)”以及Think Before You Post部分“ So, don’t post personal information for everyone to see, such as your full name, school, home address, phone number, or your current location.(所以，不要将个人资料公之于众，比如你的全名、就读学校、家庭住址、电话号码或者你现在的所在位置等)”可知，作者给青少年关于网络行为的建议是保护个人信息安全。故选B。 B篇 24. B解析： 推理判断题。第一段中，作者笑着坦言自己只有一只脚，却依然热爱收集鞋子、穿高跟鞋，用轻松幽默的话语看待自身缺憾，坦然面对生活中的不便。A 项 “以自我为中心” 原文无依据；C 项 “注重时尚” 并非段落核心；D 项 “DIY爱好者” 曲解细节，用胶带固定鞋子只是无奈之举。文段重在体现她乐观豁达的心态，坦然接纳自身的不同，因此“自我接纳”是本段最核心、最贴合主旨的概括。 25. B词句猜测题.第二段中，作者描述事故发生经过：一个金属脚手架在风中倒塌，“clipped”了她的脚踝，随后她失去了那条腿。结合后果（失去腿）可知，“clipped”在这里表示脚手架“击中”了她的脚踝并造成伤害。四个选项均为单词或短语：A“握住”、B“击中”、C“盖住”、D“推动”。其中 B“Hit”最符合语境，表示外力接触并造成伤害。C“Covered”动作不准确；A“Held”程度过轻；D“Pushed”不符合实际。 26. D 细节理解题。根据第四段内容，脚部重伤让她找到了自身使命，立志成为一名医生。她能够共情运动员的遭遇，深知严重伤病会夺走热爱的运动、摧毁个人身份，带来巨大打击。因此她决心帮助那些和自己一样，遭遇足以终结运动生涯伤病的运动员。A 项“开启一段运动以外的新体验”，脱离原文，B 项“鼓励运动员遵从内心志向，”曲解文意，C 项“证明自己的残奥梦想仍在延续”，并非她立志学医的原因。 27 B：主旨大意题。通读全文可知，作者幼年不幸失去一条腿，之后唯一的脚又意外受伤，一度认为自己的残奥梦想就此破灭。但一次次困境并未将她打倒，反而让她收获成就、明确人生方向，还收获了斯坦福大学的宝贵机会。文章重在表达困境之中总会暗藏希望与转机。A 项 “稳扎稳打方能成功” 侧重循序渐进；C 项 “不要以貌取人” 在文中无对应内容；D 项 “机遇偏爱有准备的人” 侧重提前储备与努力，三项均偏离文章主旨。只有 B 项贴合全文逆境逢生、困境藏希望的核心内涵。 C篇 本文是一篇说明文，主要介绍了家长对孩子的数学学习给予不同反馈方式会对孩子的数学学习产生影响。考查学生甄别具体信息和对信息进行辩证思考的思辨能力和对语篇主旨的归纳能力。核心价值在于关注家庭教育，认识到家庭教育在培养社会人才方面的基础性和重要性。 28. C。细节理解题，根据题干问题定位文章第二段的“In contrast, parents who link their children’s actions, such as effort or strategy use, to their performance are using process responses. ”可知答案为 C。 29. D。推理判断题，根据题干中的关键词“results”定位文章第四段，根据最后一句“While responses highlighting strategy and effort were not related to any achievement outcomes, children who received more responses about their personal characteristics — in particular, related to failure — were more likely to avoid harder math problems, exhibited higher levels of math anxiety, and scored lower on math achievement tests.”可知答案为 D。 30. A。细节理解题，根据题干问题定位文章最后一段第一句“Because person responses predict poor math adjustment in children over time, researchers suggest parents limit this type of responses at home.”可知答案为 A。 31.  答案：B。主旨大意题，通过对文章内容的分析可知这篇文章主要介绍了家长对孩子的数学学习给予不同反馈方式会对孩子的数学学习产生影响，因此答案为 B。 D篇 本文是一篇说明文，主要介绍了人脑和身体在病理上的紧密联系以及给我们治疗疾病带来的 启示。考查考生对语篇细节信息的理解能力和基于信息进行推断的能力。核心价值在于引导考生 关注医学研究领域的最新信息，培养学生辩证看待事物的关系的能力以及探究问题的科学精神。 32. D。细节理解题，根据文章第一段的“Then, about 20 years ago, some researchers began to wonder: is the brain really so separated from the body?”可知，研究人员想知道大脑跟身 体是不是真的如此分离开，也就是他们是否联系紧密，因此答案为 D。 33. B。推理判断题，根据本段内容可知，作者先提出“有许多脑部疾病与身体其他 部分改变相关” ，然后例举了帕金森病和婴儿脑部疾病，都与身体其他部位的感染有关，因此答 案为 B。 34. C。细节理解题，根据文章第四段的“Treatments that take effect through the digestive system, heart or other organs, would be much easier and less risky than those that must cross the blood-brain barrier.”可知答案为 C。 35. D 。推理判断题，根据最后一段内容可知，实验室中接受特定大脑区域刺激的小 老鼠能拥有更健康的心脏，这给我们启示：我们不认为是大脑造成的身体疾病有可能跟大脑 有关，这些身体疾病的治疗也可以从大脑入手，因此答案为 D。 七选五 本篇文章鼓励学生通过实践体验和参与真实世界的活动来深化学习，从而使得学习过程变得更加生动、有意义并提升个人成长。 36. G。段中句，考查递进关系。根据前句“you’re likely used to learning through reading textbooks.”和后句中“This lies at the heart of “experiential appreciation”可知，从设空处开始，作 者以阅读教材作为对比，引入积极参与，进而提出“体验式欣赏”这一概念，故选 G。 37. A 。段尾句，考查了句间的代词指代逻辑。本段介绍，要练习体验式欣赏，首 先要参与实践活动。根据上一句“So, try joining a sports team, picking up a paintbrush, or taking part in a local charity event.”，正是这些活动让我们的学习变得生动，“these activities”是对上文 的概括。答案为 A。 38. E 。段中句，考查转折关系。本段介绍，要更加深入地练习体验式欣赏，我们 要沉浸在环境中。根据设空位置前一句“When you’re in nature, don’t just look around.”可知和 “Touching the leaves, feeling the wind and listening to the birds” ，选项中的“instead” 与前文形成 转折关系，而“your senses”与后文的“touching” 、“feeling”和“listening”对应，表示我们要激活 感官，以此获得与自然更紧密的联系。我们可以进一步通过反思经历来加深体会。答案为 E。 39. C。段首句，考查段落主题句。根据后文以及“This self-discovery turns experiences into life lessons and offers a deeper understanding of the world.”可知，我们可以进一步通过反思 经历来加深体会。答案为 C。 40. B 。段中句 ，考查顺承逻辑 。这句话是对全文的总结 ， 强调 “experiential appreciation” 能够将学习从一项任务转变为一段宝贵的旅程。选项中的 it 指的是上一句中的 “experiential appreciation” ，表示这种学习方式超越了教科书，让人在探索世界的过程中不断 成长，发现无限的可能性，从而迈向更丰富、更明智的生活，故选 B。 完形填空 本文是一篇记叙文。主要讲述作者原本对锻炼找各种借口逃避，在肯尼亚工作时受当地人启发，开展“养鸡健身”项目，不仅锻炼了身体还收获了额外好处，意识到锻炼需要的是意义。 【41题详解】考查名词词义辨析。句意：但借口更容易找。A. actions行动；B. skills技能；C. fares票价；D. excuses借口。根据后文“Running bored me, biking sounded risky, and the gym seemed too much to handle.”可知，作者为不锻炼找了诸如跑步无聊、骑车危险、去健身房难以应付等各种理由，所以这里指找借口更容易，故选D项。 【42题详解】考查动词词义辨析。句意：每一项（运动）都给了我一个避开它的理由，所以我避开了。A. avoid避开；B. manage管理，处理；C. appreciate欣赏，感激；D. break 打破。根据前文“Running bored me, biking sounded risky, and the gym seemed too much to handle.”可知，作者列举的跑步无聊、骑车危险、去健身房难以应付等理由，所以作者借此避开锻炼，故选A项。 【43题详解】考查动词词义辨析。句意：当我在肯尼亚工作时，我开始意识到那里的人并不像我以前认为的那样“锻炼”。A. change改变；B. exercise锻炼；C. assume 假设；D. live生活。根据下文“but they are working out 24-7”可知，肯尼亚的当地人全天候都在锻炼，这与作者理解的“锻炼”方式不同，故选B项。 【44题详解】考查名词词义辨析。句意：相反，他们行动时心里有一个明确的目的。A. order命令，顺序；B. message信息；C. purpose目的；D. request请求。根据后文“They move to reach a destination. They move to hunt and to tend crops.”可知，他们行动是为了到达目的地、打猎、照料庄稼等，是有明确目的的，故选C项。 【45题详解】考查名词词义辨析。句意：那里没有健身房这样的东西，但他们无时无刻不在锻炼。A. sponsor赞助商；B. problem问题；C. village村庄；D. gym健身房。结合前文提到肯尼亚人的锻炼方式和后文“but they are working out 24-7”以及后文“gym”可知，他们没有像作者认知中的那种专门用于锻炼的健身房，故选D项。 【46题详解】考查名词词义辨析。句意：也许我可以从这些人身上获得灵感，给我的锻炼赋予意义。A. dignity尊严；B. inspiration灵感；C. comfort安慰；D. pleasure快乐。根据下文““chicken-raising,” with 15 baby chicks and a book on ____8____ backyard chickens”可知，作者计划通过养鸡来健身，因此是从这些人身上得到灵感。故选B项。 【47题详解】考查名词词义辨析。句意：我启动了我的健身计划：“养鸡健身”，养了15只小鸡，还买了一本关于在后院养鸡的书。A. biology生物学；B. diet饮食；C. fitness健身；D. charity慈善。根据前文“add meaning to my exercising”可知，作者想为自己的锻炼增添意义，因此是启动了健身计划，故选C项。 【48题详解】考查动词词义辨析。句意：我启动了我的健身计划：“养鸡健身”，养了15只小鸡，还买了一本关于在后院养鸡的书。A. keeping饲养；B. cooking烹饪；C. calculating计算；D. protecting保护。根据后文“caring for the flightless birds”可知，作者得照顾这些小鸡，因此这书是一本庭院养鸡指南，故选A项。 【49题详解】考查形容词词义辨析。句意：结果发现，照顾这些不会飞的小鸟相当累人——这是一项全身锻炼，包括弯腰、深蹲、举重和四处奔跑。A. frightening令人害怕的；B. tiring累人的；C. amusing有趣的；D. touching感人的。根据下文“a full - body workout involving bending, squatting (深蹲), weightlifting and running around”可知，这是全身锻炼，会让人觉得累，故选B项。 【50题详解】考查动词词义辨析。句意：一个周末，我的电子手表记录到多达145次深蹲和10506步！A. read读取，显示；B. took拿，取；C. meant意味着；D. rang响起。根据下文“as many as 145 squats and 10,506 steps!”可知，这里指电子手表记录下作者锻炼的数据，read有“读数为”的意思，故选A项。 【51题详解】考查名词词义辨析。句意：最后我的身材比预期的要好，还发现了没有健身房锻炼能提供的额外好处。A. instructions指示；B. reliability可靠性；C. bonuses好处，额外收获；D. responsibility责任。根据后文列举的不轻易放弃、有绝佳的锻炼伙伴、能得到新鲜鸡蛋等内容可知，这些是额外的好处，故选C项。 【52题详解】考查名词词义辨析。句意：首先，放弃不是一个选项。A. guilt内疚；B. option选择，选项；C. solution对策；D. error错误。根据后文“especially when your feathered friends depend on you to survive”可知，因为小鸡依赖作者生存，所以放弃不是一个可选择的事，故选B项。 【53题详解】考查动词短语辨析。句意：你不能穿上“养鸡健身”的衣服，坐一会儿，然后就决定不出现了，尤其是当你的这些长羽毛的朋友们依赖你生存的时候。A. show up出现；B. give in 屈服；C. step aside走到一边；D. take over接管。根据前文“You can’t put on your “chicken-raising” clothes, sit for a while”可知，作者用诙谐的口吻描述类似穿上专门运动的衣服，在出发前犹豫是否去运动，最终决定不出现的情景，故选A项。 【54题详解】考查副词词义辨析。句意：其次，你有无与伦比的锻炼伙伴，它们会热情地对你的出现给予鼓励。A. slowly缓慢地；B. patiently耐心地；C. enthusiastically热情地；D. carefully仔细地。根据前文“unbeatable workout partners”以及后文“respond to your appearance with encouragement”可知，这里形容小鸡会热情地对作者的出现给予鼓励，故选C项。 【55题详解】考查名词词义辨析。句意：“养鸡健身”教会我，运动不需要健身房——它需要意义。A. cooperation合作；B. liberty自由；C. attention注意力；D. meaning意义。根据前文“Maybe I could take inspiration from these people and add meaning to my exercising.”可知，作者从肯尼亚人锻炼方式得到启发，给锻炼赋予意义，所以这里总结运动需要意义，故选D项。 语法填空 莉莲 · 霍普斯建立了象征冰岛与中国友谊的博物馆，展示中国千年文明。博物馆现在每年 吸引大量游客，获得了冰岛政府的认可。莉莲在互动中促进冰岛人民理解中国文化，她的努 力加强了冰岛与中国的文化联系，促进了两国人民的相互理解。 56.created 【分析】本题考查非谓语。museum 与 create 是被动关系，故填 created 57.when【分析】本题考查定语从句的引导词 when ，莉莲在 20 世纪 90 年代开始了她了 解中国的旅程，那时她全身心地投入到探索中国丰富文化的活动中。在本句中，“a time when she deeply engaged herself in exploring China’s rich culture” 是一个关系副词“when” 引导的定语 从句，修饰先行词“a time”。 58.eventually 【分析】本题考查形容词到副词的转化。副词 eventually 修饰后面的动词 led; 59.houses【分析】本题考查谓语动词的主动语态。“这座博物馆收藏有大量的文物，”本 句时态为一般现在时，所以这里填 houses。 60.to【分析】“这个博物馆收藏了大量文化遗物，从古代服饰到当代艺术，展示了中国数 千年的文明。” 其中，“from ancient clothing to contemporary art”是一个范围状语，表示博物 馆的收藏范围从古代服饰一直到当代艺术，故填 to。     61.exhibiting 【分析】 “ 莉莲的工作不仅仅是展出这些物品； 这里“exhibiting” 是动词 “exhibit” 的现在分词形式，作为介词“beyond” 的宾语，表示莉莲的工作不仅仅是展出这些物品， 故填“exhibiting”。 62.interactive【分析】本题考查动词变形容词，修饰名词 activities； 由于本空前有副词 highly 的修饰，本空只能填形容词 interactive。 63.was recognized \ was recognised【分析】本题考查谓语动词的被动语态。2021 年，莉 莲建立的博物馆因其影响力得到了冰岛政府的认可。本句主语为单数，时态为一般过去时，这里意为“被认可” ，故填 was recognized \ was recognised。 64. links【分析】本题考查名词的复数。意为中国和冰岛之间多元的(diverse)文化联系，故填 links。 65. but【分析】本题考查并列连词。她的博物馆不仅(not just)使两国人民更好地相互理 解，而且(but)增强了我们的关系, 故填 but。not only...but also...不但……，而且……相当于not just...but also...，相同的意思还可用以下词组表达：not merely...but also...，not just...but...，not only...but...。 高二段考 英语答案 第1页 共7页 学科网（北京）股份有限公司 【听力材料】 Text 1. W: I spent the past two summers on classes and charity work. This will be my first chance to explore a new place alone. M: How long will your trip be? W: I’ll leave a week after break starts and return a few weeks before school begins. Text 2. M: It’s been a good beach day, but I’m not sure this beach was worth the long drive. W: I agree. It’s far from the best, even compared with others nearby. This spot isn’t worth revisiting! Text 3. W: If it were earlier, we’d use the campus study hall. But we’ll need to go elsewhere now. M: The public library is closed. Let’s go to a big place that sells tea or coffee. W: Perfect, we’ll buy drinks and study there. Text 4. M: I made it to London, but my things didn’t make the flight. W: We’ll check where your suitcase was last found. Were you late to check in? Any important documents inside? M: Just clothes, and I was on time. I’m not sure what happened. Text 5. W: I’d struggled with work until I learned to look on the bright side. Now I see it as a chance to learn, grow, and give back. M: That’s a mature shift. How? W: I stopped hating every task and started finding what I could gain from each one. Text 6. W: Do you know why I stopped you? M: I don’t usually drive through this area, so I’m sorry if I was above the speed limit. W: It wasn’t your speed. This is a school zone. Many children use this crossing. You didn’t notice the students waiting to cross. M: Sorry. I was focused on getting back to work and didn’t check carefully. W: Schools close at 3:30 p. m., and I always stay for another hour and a half after that. During this time, all drivers must slow down and stop for people crossing. Text 7. W: Jack, I’m surprised to see you! I was only expecting people from my school to be here. How do you know the host? M: She’s an old classmate. It’s funny seeing you outside the office after all these years. W: Right! I forgot you two went to school together. We must’ve talked about that while we were working together. M: True. And she throws the best parties. I knew this place was famous for great food and a big hall. But I had no idea there’d be this many guests! W: Totally agree. We should catch up more. I want to hear about your new job. M: I haven’t even seen the birthday girl yet. I’d better track her down and thank her for inviting me. W: I’ll grab a plate, and let’s talk later. Text 8. W: I’ve completely changed my nightly routine. M: Did you cut back on TV play series? W: Exactly. I still watch sports matches or movies sometimes, though I used to spend hours every night watching series. But I didn’t really gain anything. M: So, how did you change? W: Now I’ve replaced series with documentaries. It’s turned relaxation time into learning time. M: I’ve never thought of that. I usually watch comedies for laughs, not learning. W: Positive feelings matter too, especially if you share them with others. Still, mixing in something informative helps. Here, this one explores ancient history and culture. M: Great, I’d love to. Though those subjects sound closer to my interests than yours. W: You’re right. I’m more into the environment, biology, and physics. But I want to find something related to the subjects you love! Text 9. W: Before my recording team arrives, I’d love to gain a clearer idea of what your program is about. That will help me ask better questions during our interview. M: Great idea. Local government leaders launched this to make our school a place for everyone in the community. As a teacher, I help connect people and create opportunities through the program. W: Now, workers and parents come in the late afternoons and evenings. Do they take specialty night classes related to their jobs? M: Of course! We expected business-plan writing to be most popular, but the surprise hits have been both literature and professional skills. Most adults want a space to read novels and discuss them together. W: That’s inspiring. And part of the exchange is that while adults study here, students volunteer and learn at local workplaces. Is that right? M: Yes. For now, most students donate time at city hall and other public offices. Over time, we’ll add placements with businesses and even agriculture projects. W: What a valuable way for students to meet decision-makers and build real connections! M: Exactly. Beyond teaching career skills, we aim to act as a bridge between different local groups. Text 10 W: Thanks for coming to this art gallery opening. As you can see, all the art here has been painted and created to represent and celebrate local natural beauty. We come from such a beautiful place, so it is very important to realize how at risk it is. I’m not saying this to scare anyone, but to remind us how much we love our planet and how important it is to protect what we love. Here, you’ll see images of hills on fire, powerful typhoons, and rising floods. Within our coastal city, the biggest danger is sea-level rise. Many local artists have painted our streets and train stations underwater to show how real these risks are. Before we open the room to guests, I want to share the origin of this show. The initial idea was not fundraising or even climate messaging. We simply wanted to expand art classes in our community centers. That modest goal grew into this exhibition as students, teachers, and neighbors offered their talent, stories, and support. Because of everyone of you, more workshops will launch next month. To thank you for helping us reach this moment, I’d like to invite several of our lead supporters to say a few words about the student program. $