精品解析：2026届北京市石景山区高三二模考试英语试题

第一部分 知识运用（共两节，30分） 第一节 完形填空（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 Last Friday, our class had a chemistry test. Everyone looked ____1____ when Miss Clark walked in. “Turn off your phones and put them in your schoolbags,” she said. When the bell finally rang, I was ____2____ but relieved. I packed my things quickly and left the classroom. On the way home, I suddenly noticed my pocket felt unusually ____3____. “My phone!” I cried. I ran back. When I pushed open the door, I saw only one student inside — David, the quietest boy in our class, holding a phone. For a second, I felt ____4____. “Is that my phone?” I asked sharply. “Oh, yes,” he said quickly. “I was going to take it to the teacher’s office.” His face turned red. There was a small crack on the corner of the phone that only I would ____5____. I took it from him. There was an uncomfortable ____6____. I remembered the stories my classmates sometimes talked about him — that his family was poor and that he never had any nice things. That night, I could not fall asleep. Was he embarrassed because he had been ____7____, or because I did not trust him? The next morning before class, my classmates ____8____ about what had happened to me the day before. David stood up and said in a low voice, “Miss, may I say something?” He explained that he had found a phone and was ____9____ whose it was when I came back. “People think I might take things,” he added. “But I would never do that.” The classroom became completely silent. The teacher looked at him with gentle eyes. “Thank you for being honest, David,” she said. My face ____10____. 1. A. content B. nervous C. honest D. guilty 2. A. driven out B. found out C. left out D. worn out 3. A. light B. shallow C. tight D. neat 4. A. confident B. grateful C. doubtful D. impatient 5. A. recognise B. own C. forget D. treasure 6. A. topic B. truth C. question D. silence 7. A. caught B. told C. hurt D. understood 8. A. complained B. whispered C. worried D. thought 9. A. hoping B. calling C. discussing D. checking 10. A. fell B. softened C. burned D. paled 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 When content creator Sherry, who has more than 9 million followers on TikTok, started uploading ____11____ (humour) how-to videos about everyday Chinese habits online in late 2025, she probably never ____12____ (think) her videos would gain millions of views and turn into a social media trend. Within just two months, her series of more than 20 videos, seen as a practical guide ____13____ “becoming Chinese”, averaged 1 million views each. B 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 The first or last phrase ____14____ (speak) is memorised better than the conversation as a whole. In fact, this effect doesn’t just work for conversations. For example, you may find yourself in a job interview ____15____ you’re competing against other applicants. What matters is ____16____ you can manage to see the hiring manager first or last. If you do, you may leave a stronger impression. Of course, you’ll have to be as good as the other candidates. C 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Science and technology ____17____ (make) their way into competitive sports such as skiing and athletics, almost as quickly as they have in motor racing. Equipment producers are spending increasingly large budgets ____18____ (develop) state-of-the-art materials in the production of a whole range of sports items. At the same time, designers are employing programmes ____19____ (produce) high-performance equipment, which is stretching the capacity of today’s athletes far beyond ____20____ of previous generations. 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A Student Tech Support Desk (STSD) is a school-based volunteer programme in the Digital Learning Centre. It gives students the chance to help schoolmates, with common technology problems connected with classroom learning, such as logging into school platforms, organising shared documents, and checking presentation settings. STSD is for students who enjoy working with people and feel comfortable with everyday digital tasks. Student assistants provide practical help while building communication, teamwork, and problem-solving skills. The programme runs once a week after school during term time. Each support session lasts 45 minutes. Because the centre has a limited number of workstations and only one teacher is available to supervise each session, the number of student assistants is limited each term. Before starting their work, selected students must attend a short training session on visitor support, basic digital problems, and centre rules. Students who complete the programme successfully will receive a school service certificate, and their work will count as volunteer service hours. Registration for Term 1 will open at 8:30 am on 15 February 2027. Waiting list If all places are filled, students may register for the waiting list. They will be contacted by email if a place becomes available or if an extra session is added. Students on the waiting list will receive an email showing their position on the list. Those nearer the top are more likely to be offered a place sooner. Attendance Students must sign the attendance form at each session. If a student misses two sessions in a row without informing the Digital Learning Centre, he or she will be removed from the programme and the place will be offered to someone on the waiting list. 21. What will student assistants do in STSD? A. Train new visitors in centre rules. B. Supervise each support session after school. C. Repair equipment in the Digital Learning Centre. D. Help schoolmates with common technology problems. 22. What will student assistants receive on completing the programme? A. A paid job in the Digital Learning Centre. B. A chance to design extra support sessions. C. A school service certificate and volunteer hours. D. A higher position on the waiting list for next term. 23. Student assistants will be removed from the programme if they ________. A. stay too long on the waiting list B. fail to sign up on 15 February 2027 C. do not complete the short training session on time D. miss two sessions in a row without informing the centre B At 74, Margaret Ellis found herself asking what she should do next to keep both her mind active and her body strong. After retiring from her long career as a literature teacher, she suddenly had more free time than ever before. She could either return to the classroom as a student by taking an art history course, or try an initial training programme in Nordic walking (北欧健走). After thinking it over, she chose the latter. On the first day of the training, Margaret arrived at the park with her new poles under her arm and took her place in the group as if it were part of her usual morning routine. Yet only when the session began did she realise how long it had been since she had last learned something entirely new. Nordic walking was harder than she had expected. It required rhythm, balance, posture, and coordination between the arms and legs. Several times, she lost the pattern and had to start again. But instead of feeling discouraged, she tried to treat the movements like a performance. Years earlier, she had learned folk dance and enjoyed hiking, and those experiences helped her find the needed rhythm. “I listened for the rhythm,” she said, “and then I let my body follow.” Physical activity had always been an important part of Margaret’s life. She had once been a swimmer, a cyclist, and a teacher who enjoyed organising school sports events. But what drew her most strongly to Nordic walking was something personal. Her father had loved long walks and often said, “Walk first. Answers come later.” Whenever life felt confusing, he would go outdoors and return calmer than before. Remembering him, Margaret felt she was not just learning a new sport. She was reconnecting with an old family habit. Although Margaret joined the programme as a student，she soon became an inspiration to the rest of the group. When younger participants complained about tired arms or cold weather, they noticed her quietly adjusting her poles and starting again. 24. How did Margaret probably feel on the first day of the training? A. Relaxed and confident. B. Proud and certain. C. Excited but nervous. D. Surprised but disappointed. 25. What helped Margaret gradually adjust to the training? A. Her previous teaching experience. B. Her strong wish to win others’ respect. C. Her past experience in dance and hiking. D. Her habit of exercising alone in the park. 26. What can we learn about Margaret from the passage? A. She depended on the instructor’s help. B. She influenced others by the way she acted. C. She cared more about technique than personal growth. D. She joined the training to reconnect with her family habit. 27. What does the passage mainly tell us? A. Practice makes perfect. B. Health always comes first. C. It is never too late to begin. D. Parents shape who we become. C After the school basketball final, Jason sat alone on the playground, staring at his phone. His team had lost by one point, and he had missed the last shot. Then came a message from his friend: “Don’t worry. It’s just one game.” Instead of feeling better, Jason felt even more alone. Most people have probably responded like Jason’s friend at some point. When someone around us is upset, our first instinct (本能) is often to make that person feel better as quickly as possible. As a result, many people turn to familiar expressions such as “It will be fine.” However, researchers have begun to question whether optimism is really what people in distress need most. Dr Laura Chen, a researcher at a Canadian university, has been studying how people respond to different kinds of comforting messages, especially in online exchanges. In one of her studies, more than 1,000 participants were presented with various texting scenarios (场景) and asked to imagine themselves as the receiver of each message. In one example, Alex texted his friend Jamie to say that he had just failed his driving test. Some participants saw Jamie reply, “I’m really sorry. That must feel awful.” Others saw a different response: “Don’t worry, you’ll be fine next time!” They were then asked how understood they would feel in Alex’s situation. Most said the first response made them feel more understood because it acknowledged Alex’s disappointment. By contrast, the second response, though clearly well-intentioned, was often judged less helpful. This is where the idea of validation (认同) becomes important. According to Chen, one possible explanation is that optimistic phrases sometimes create a form of emotional pressure. When people hear “Don’t worry”, they may feel pressured to recover quickly or move beyond their negative feelings before they are ready. Yet emotions such as sadness, anger, or disappointment usually do not disappear on command (指令). Chen further points out that comforting language may sometimes serve the speaker more than the listener. Saying something hopeful can help the comfort-giver feel useful or emotionally in control. For the person in distress, however, the same words may create a sense of isolation (孤立) rather than relief, especially if they suggest that strong feelings are inconvenient. Still, Chen is careful not to overgeneralise. Her research focuses mainly on online communication, and reactions may differ in other settings. In more formal relationships, such as those between doctors and patients, comforting language may function differently. 28. The author mentions Jason at the beginning mainly to ________. A. introduce the topic B. describe the background C. present a social problem D. compare different attitudes 29. According to Chen, a hopeful phrase in comforting messages would ________. A. help the listener feel relieved B. increase validation of the messages C. harm the friendship between friends D. make the one offering comfort feel better 30. Which of the following would Chen most probably agree with? A. People in distress usually prefer advice to sympathy. B. The effect of comforting language varies with context. C. Emotional support should focus on solving the problem first. D. Positive messages are more helpful in offline communication. D There is a great deal of anxiety these days about the dangers of human-AI relationships. Reports of self-harm linked to interactions with chatbots have understandably made headlines. The phrase “AI psychosis” has even been used to describe people who experience delusions (妄想) or dissociation after talking to large language models. Our unease has only grown as studies suggest that many teenagers now talk to AI companions regularly, and a significant number find these conversations as satisfying as, or even more satisfying than, those with real-life friends. But we need to slow down the panic. The risks are real, yet so are the potential benefits. After all, nonhuman relationships have always been part of human life. We have long formed attachments to pets, objects and even machines. In the case of pets, these are real relationships. Our attachments to objects or cars, by contrast, are one-sided. Yet only rarely do such relationships become pathological (致病的). What makes AI relationships unsettling is that language models use fluent language to create the impression of human-like thoughts, feelings and intentions. They also tend to respond in sycophantic ways, reinforcing what users already believe. That combination can push vulnerable (脆弱的) people toward delusion. Even so, an uncomfortable question remains: if some people cannot fully see through the illusion that AI systems are real and caring, is that always harmful? Consider loneliness. It is widespread and strongly associated with poor health outcomes. Early research suggests that AI companions may reduce loneliness, not simply as a distraction, but because people experience them as parasocial relationships. There is also evidence that AI can function as a useful therapeutic (治疗的) tool. It may not be as effective as a human therapist, but for people who cannot access therapy at all, something imperfect may still be better than nothing. The problem is that research is still at an early stage, while many AI companions are being developed by profit-driven companies. Such companies have every motivation to downplay risks, highlight benefits and avoid regulation. I remain hopeful that AI companionship may have a place. But that will only be true if it is grounded in science and developed by organisations committed to the public good. These systems should lead vulnerable users to build the social skills needed for real human relationships. The ultimate goal of AI companions should be to make themselves out-of-date, because it will always be better to talk to a real person. 31. Regarding AI companionship, the author is mainly ________. A. negative B. supportive C. balanced D. uncertain 32. What does the word “sycophantic” underlined in Paragraph 3 most probably mean? A. Praising. B. Watchful. C. Caring. D. Critical. 33. What can we learn from the passage? A. AI will replace human therapists. B. AI companions should keep themselves updated. C. Nonhuman relationships rarely develop into unhealthy ones. D. Profit-driven companies tend to underestimate the threats of AI. 34. What is the best title for the passage? A. Can code cure loneliness? B. Are friends electric? C. Will chatbots take our place? D. Who should we trust with AI? 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 Boundaries are the limits we set for ourselves. We usually talk about boundaries with others, but they matter just as much with ourselves. Without boundaries, anxiety can affect every aspect of our lives, making it difficult to focus on anything else when worries arise. ____35____ When worries come up outside that time, you can reinforce this boundary by reminding yourself of the time you’ve put aside to deal with them. ____36____ Breaking it can be equally difficult. People tend to talk to themselves far more harshly than they would to anyone else. Setting boundaries around-self-talk can start with noticing when you say something unkind to yourself and replacing it with something more reasonable. Self-care means a million things to a million people. ____37____ It involves recognizing and meeting our needs in a range of areas. Self-care can take many forms, including time alone, connection with others, physical care, and emotional expression. It also includes practical tasks, such as regular dental checkups. ____38____ Clarifying our values and living by them is a key part of setting boundaries with ourselves. The extent to which our actions reflect our values is a measure of self-respect. Consider what truly matters to you. ____39____ When something crosses your moral compass, or would otherwise compromise your self-respect, notice that and take action. Making and keeping commitments to yourself is another form of self-care. A. This can give you a sense of your priorities. B. It is so easy to fall into a pattern of critical self-talk. C. Self-planning requires consideration of a range of factors. D. Take note of what you need to be at your best, and schedule it. E. It’s much more than getting your nails done or having a sweet coffee. F. This makes it essential for anxiety to be managed through clear boundaries. G. Setting aside time to deal with such concerns is important for peace of mind. 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。 Emma, a Brookfield High School student from Canada, decided that she would devote herself to reducing food waste so that she could make a meaningful difference in her community. To tackle the problem, Emma planned to create a school composting system that could turn cafeteria leftovers into soil for the school garden. Now her plan is becoming a reality. Ten compost bins are scheduled to be installed around campus in early April. As she began researching food waste, Emma discovered an online tool that helped schools estimate how much waste they produced each week. After entering data from her school cafeteria, she realised that hundreds of kilogrammes of food were being thrown away every month. At the suggestion of her biology teacher, Karen Mills, she first conducted a survey among students and staff to learn more about their eating habits and attitudes toward recycling. Then she continued her research, contacting a local environmental group for advice on composting equipment and maintenance. Since she did not have enough money to begin the project, she persuaded Brookfield’s principal to support her after explaining how the system could benefit both the school and the neighbourhood. Because the school provided the initial funding for the bins and basic equipment, the project has grown to include a student volunteer team responsible for collecting and sorting food waste. The finished compost is expected to be used in the school garden, where vegetables and flowers will be grown for science lessons and community events. “It feels amazing to think that an idea I had during lunch one day could turn into something this useful,” said Emma, expressing thanks for Mills’ guidance. 40. What was Emma’s plan for reducing food waste at school? __________________________________________________________________ 41. How did Emma convince the principal to support her project? __________________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. After receiving advice from a local environmental group, Emma conducted a survey among students and staff to learn more about their eating habits and attitudes. __________________________________________________________________ 43. What can you learn from Emma’s story about solving problems in daily life? (In about 40 words) __________________________________________________________________ 第二节（20分） 44. 假设你是红星中学高三学生李华。你校正在举办“最美中国风”的社团活动，你的外国朋友Jim对此很感兴趣。请你用英文给他写一封电子邮件，内容包括： 1.活动情况； 2.你的感受。 注意： 1.词数100字左右； 2.开头和结尾已给出，不计入总词数。 Dear Jim, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $ 第一部分 知识运用（共两节，30分） 第一节 完形填空（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 Last Friday, our class had a chemistry test. Everyone looked ____1____ when Miss Clark walked in. “Turn off your phones and put them in your schoolbags,” she said. When the bell finally rang, I was ____2____ but relieved. I packed my things quickly and left the classroom. On the way home, I suddenly noticed my pocket felt unusually ____3____. “My phone!” I cried. I ran back. When I pushed open the door, I saw only one student inside — David, the quietest boy in our class, holding a phone. For a second, I felt ____4____. “Is that my phone?” I asked sharply. “Oh, yes,” he said quickly. “I was going to take it to the teacher’s office.” His face turned red. There was a small crack on the corner of the phone that only I would ____5____. I took it from him. There was an uncomfortable ____6____. I remembered the stories my classmates sometimes talked about him — that his family was poor and that he never had any nice things. That night, I could not fall asleep. Was he embarrassed because he had been ____7____, or because I did not trust him? The next morning before class, my classmates ____8____ about what had happened to me the day before. David stood up and said in a low voice, “Miss, may I say something?” He explained that he had found a phone and was ____9____ whose it was when I came back. “People think I might take things,” he added. “But I would never do that.” The classroom became completely silent. The teacher looked at him with gentle eyes. “Thank you for being honest, David,” she said. My face ____10____. 1. A. content B. nervous C. honest D. guilty 2. A. driven out B. found out C. left out D. worn out 3. A. light B. shallow C. tight D. neat 4. A. confident B. grateful C. doubtful D. impatient 5. A. recognise B. own C. forget D. treasure 6. A. topic B. truth C. question D. silence 7. A. caught B. told C. hurt D. understood 8. A. complained B. whispered C. worried D. thought 9. A. hoping B. calling C. discussing D. checking 10. A. fell B. softened C. burned D. paled 【答案】1. B 2. D 3. A 4. C 5. A 6. D 7. A 8. B 9. D 10. C 【解析】 【导语】文章主要讲述作者考试后误以为贫穷的同学David偷了自己手机，后来发现真相并感到羞愧的故事。 【1题详解】 考查形容词。句意：当克拉克老师走进来时，每个人看起来都很紧张。A. content满意的；B. nervous紧张的；C. honest诚实的；D. guilty内疚的。根据前文“our class had a chemistry test”可知，考试前学生很紧张。 【2题详解】 考查短语。句意：铃声终于响起，我疲惫却又松了一口气。A. driven out驱赶；B. found out查明；C. left out遗漏；D. worn out疲惫的。根据后文“I packed my things quickly and left the classroom.”可知，考试结束，作者考完试身心疲惫。 【3题详解】 考查形容词。句意：在回家路上，我突然发现口袋异常轻飘飘的。A. light轻的；B. shallow肤浅的；C. tight紧的；D. neat整洁的。根据后文““Is that my phone?” I asked sharply.”可知，作者手机不见了，口袋变轻。 【4题详解】 考查形容词。句意：有那么一瞬间，我充满怀疑。A. confident自信的；B. grateful感激的；C. doubtful怀疑的；D. impatient不耐烦的。根据后文““Is that my phone?” I asked sharply.”可知，作者看到拿着手机的大卫并质问他，说明作者心存怀疑。 【5题详解】 考查动词。句意：手机角上有一个小裂缝，只有我能认出来。A. recognise认出；B. own拥有；C. forget忘记；D. treasure珍惜。根据前文“There was a small crack on the corner of the phone”可知，裂痕特殊且只有作者清楚，此处是认出裂痕。 【6题详解】 考查名词。句意：有一阵令人不舒服的沉默。A. topic话题；B. truth真相；C. question问题；D. silence沉默。根据后文“I remembered the stories my classmates sometimes talked about him — that his family was poor and that he never had any nice things.”可知，作者回忆同学们说的关于David的话，所以两人之间陷入了尴尬的沉默。 【7题详解】 考查动词。句意：他是因为被人撞见而尴尬，还是因为我不信任他？A. caught撞见、抓住；B. told告诉；C. hurt伤害；D. understood理解。根据前文“I saw only one student inside — David, the quietest boy in our class, holding a phone”可知，作者回来时正看到David拿着手机，他因此被“抓到”。 【8题详解】 考查动词。句意：第二天课前，同学们低声议论我昨天发生的事。A. complained抱怨；B. whispered低声说；C. worried担心；D. thought思考。根据后文“about what had happened to me the day before”可知，同学们私下小声议论事情。 【9题详解】 考查动词。句意：他解释说他捡到手机，在我回来时正在核实手机是谁的。A. hoping希望；B. calling呼叫；C. discussing讨论；D. checking核实、检查。根据前文“He explained that he had found a phone”可知，David捡到手机后正在确认手机主人。 【10题详解】 考查动词。句意：我的脸发烫。A. fell落下；B. softened变柔和；C. burned发烫、发烫脸红；D. paled变苍白。根据前文““People think I might take things,” he added. “But I would never do that.””以及文章语境可知，作者误会善良的David，内心愧疚，脸颊发烫。 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 When content creator Sherry, who has more than 9 million followers on TikTok, started uploading ____11____ (humour) how-to videos about everyday Chinese habits online in late 2025, she probably never ____12____ (think) her videos would gain millions of views and turn into a social media trend. Within just two months, her series of more than 20 videos, seen as a practical guide ____13____ “becoming Chinese”, averaged 1 million views each. 【答案】11. humourous##humorous 12. thought 13. to 【解析】 【导语】文章主要讲述了抖音创作者Sherry发布关于中国人日常习惯的幽默教学视频，意外走红并成为社交媒体热点的故事。 【11题详解】 考查形容词。句意：2025年底，抖音上拥有900多万粉丝的内容创作者Sherry开始在网上上传关于中国人日常习惯的幽默教学视频时，她可能从未想到自己的视频会获得数百万播放量并成为社交媒体热点。根据空后的名词how-to videos可知，此处应用形容词修饰名词，humour的形容词形式是humourous/humorous。 【12题详解】 考查动词时态。句意同上。根据时间状语in late 2025及主句谓语started可知，此处描述过去发生的动作，应用一般过去时；think的过去式为thought。 【13题详解】 考查介词。句意：短短两个月内，她这20多个被视为“成为中国人”实用指南的系列视频，每个平均播放量达100万。固定搭配a guide to…表示“……的指南”。 B 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 The first or last phrase ____14____ (speak) is memorised better than the conversation as a whole. In fact, this effect doesn’t just work for conversations. For example, you may find yourself in a job interview ____15____ you’re competing against other applicants. What matters is ____16____ you can manage to see the hiring manager first or last. If you do, you may leave a stronger impression. Of course, you’ll have to be as good as the other candidates. 【答案】14. spoken 15. where 16. whether 【解析】 【导语】文章介绍首因和近因效应，指出首尾出现的人或内容记忆更深刻。 【14题详解】 考查非谓语动词。句意：开头或结尾被说出的短句比整段对话更容易被记住。空处作后置定语修饰名词phrase，它与动词speak为被动关系，需用过去分词。 【15题详解】 考查定语从句。句意：例如，你可能会发现自己在求职面试中与其他申请者竞争。空处引导限制性定语从句，先行词为job interview，且关系词在定语从句中作地点状语，所以用关系副词where引导该从句。 【16题详解】 考查表语从句。句意：重要的是你能否设法第一个或最后一个见到招聘经理。空处引导表语从句，此处表“是否”，只能用whether引导。 C 阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Science and technology ____17____ (make) their way into competitive sports such as skiing and athletics, almost as quickly as they have in motor racing. Equipment producers are spending increasingly large budgets ____18____ (develop) state-of-the-art materials in the production of a whole range of sports items. At the same time, designers are employing programmes ____19____ (produce) high-performance equipment, which is stretching the capacity of today’s athletes far beyond ____20____ of previous generations. 【答案】17. have made 18. developing 19. to produce 20. that 【解析】 【导语】文章主要讲述了科学技术如何快速进入滑雪、田径等竞技体育领域，介绍了装备生产商和设计师如何利用先进材料和计算机程序开发高性能运动装备，从而大幅提升当代运动员的竞技能力。 【17题详解】 考查动词时态。句意：科学技术已经迅速融入了诸如滑雪和田径等竞技体育项目中，其融入速度几乎与在赛车运动中的融入速度相同。设空处为句子谓语动词；根据后文“almost as quickly as they have in motor racing”中的助动词have可知，此处应用现在完成时，表示过去发生并持续到现在的影响；主语“Science and technology”为复数概念，且后文用their way呼应，助动词使用have。 【18题详解】 考查非谓语动词。句意：装备生产商正投入越来越多的预算，以开发用于生产各类体育用品的最先进材料。固定搭配spend+金钱/预算+(in) doing sth.“花费……做某事”，其中in可省略，设空处应用动名词，作宾语。 【19题详解】 考查非谓语动词。句意：与此同时，设计师们正在使用相关程序来制造高性能的设备，这些设备将当今运动员的能力远远超越了前几代运动员的水平。设空处作目的状语，说明“employing programmes”的目的是“produce high-performance equipment”，应用动词不定式，构成employ sth. to do sth.“用某物来做某事”。 【20题详解】 考查代词。句意：与此同时，设计师们正在使用相关程序来制造高性能的设备，这些设备将当今运动员的能力远远超越了前几代运动员的水平。设空处需填代词指代前文出现的不可数名词“the capacity”，以避免重复；that常用于比较结构中，指代前文提到的同类不可数名词或单数可数名词，相当于“the+名词”。 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A Student Tech Support Desk (STSD) is a school-based volunteer programme in the Digital Learning Centre. It gives students the chance to help schoolmates, with common technology problems connected with classroom learning, such as logging into school platforms, organising shared documents, and checking presentation settings. STSD is for students who enjoy working with people and feel comfortable with everyday digital tasks. Student assistants provide practical help while building communication, teamwork, and problem-solving skills. The programme runs once a week after school during term time. Each support session lasts 45 minutes. Because the centre has a limited number of workstations and only one teacher is available to supervise each session, the number of student assistants is limited each term. Before starting their work, selected students must attend a short training session on visitor support, basic digital problems, and centre rules. Students who complete the programme successfully will receive a school service certificate, and their work will count as volunteer service hours. Registration for Term 1 will open at 8:30 am on 15 February 2027. Waiting list If all places are filled, students may register for the waiting list. They will be contacted by email if a place becomes available or if an extra session is added. Students on the waiting list will receive an email showing their position on the list. Those nearer the top are more likely to be offered a place sooner. Attendance Students must sign the attendance form at each session. If a student misses two sessions in a row without informing the Digital Learning Centre, he or she will be removed from the programme and the place will be offered to someone on the waiting list. 21. What will student assistants do in STSD? A. Train new visitors in centre rules. B. Supervise each support session after school. C. Repair equipment in the Digital Learning Centre. D. Help schoolmates with common technology problems. 22. What will student assistants receive on completing the programme? A. A paid job in the Digital Learning Centre. B. A chance to design extra support sessions. C. A school service certificate and volunteer hours. D. A higher position on the waiting list for next term. 23. Student assistants will be removed from the programme if they ________. A. stay too long on the waiting list B. fail to sign up on 15 February 2027 C. do not complete the short training session on time D. miss two sessions in a row without informing the centre 【答案】21. D 22. C 23. D 【解析】 【导语】文章主要介绍了学校数字学习中心的学生技术支持台（STSD）志愿项目的职责内容、报名条件、培训安排、候补制度、出勤要求以及完成项目后的奖励等信息。 【21题详解】 细节理解题。根据第一段“It gives students the chance to help schoolmates, with common technology problems connected with classroom learning, such as logging into school platforms, organising shared documents, and checking presentation settings. (该项目让学生有机会帮助同学解决与课堂学习相关的常见技术问题，例如登录学校平台、整理共享文档以及检查演示设置。)”可知，学生助理的工作是帮助同学处理常见的技术问题。 【22题详解】 细节理解题。根据第三段“Students who complete the programme successfully will receive a school service certificate, and their work will count as volunteer service hours. (成功完成该项目的学生将获得学校服务证书，且其工作将计入志愿服务时长。)”可知，完成项目后学生将获得学校服务证书和志愿服务时长。 【23题详解】 细节理解题。根据Attendance部分“If a student misses two sessions in a row without informing the Digital Learning Centre, he or she will be removed from the programme and the place will be offered to someone on the waiting list. (如果学生连续两次缺课且未通知数字学习中心，他/她将被从项目中除名，其名额将提供给候补名单上的人。)”可知，连续两次无故缺课将导致被除名。 B At 74, Margaret Ellis found herself asking what she should do next to keep both her mind active and her body strong. After retiring from her long career as a literature teacher, she suddenly had more free time than ever before. She could either return to the classroom as a student by taking an art history course, or try an initial training programme in Nordic walking (北欧健走). After thinking it over, she chose the latter. On the first day of the training, Margaret arrived at the park with her new poles under her arm and took her place in the group as if it were part of her usual morning routine. Yet only when the session began did she realise how long it had been since she had last learned something entirely new. Nordic walking was harder than she had expected. It required rhythm, balance, posture, and coordination between the arms and legs. Several times, she lost the pattern and had to start again. But instead of feeling discouraged, she tried to treat the movements like a performance. Years earlier, she had learned folk dance and enjoyed hiking, and those experiences helped her find the needed rhythm. “I listened for the rhythm,” she said, “and then I let my body follow.” Physical activity had always been an important part of Margaret’s life. She had once been a swimmer, a cyclist, and a teacher who enjoyed organising school sports events. But what drew her most strongly to Nordic walking was something personal. Her father had loved long walks and often said, “Walk first. Answers come later.” Whenever life felt confusing, he would go outdoors and return calmer than before. Remembering him, Margaret felt she was not just learning a new sport. She was reconnecting with an old family habit. Although Margaret joined the programme as a student，she soon became an inspiration to the rest of the group. When younger participants complained about tired arms or cold weather, they noticed her quietly adjusting her poles and starting again. 24. How did Margaret probably feel on the first day of the training? A. Relaxed and confident. B. Proud and certain. C. Excited but nervous. D. Surprised but disappointed. 25. What helped Margaret gradually adjust to the training? A. Her previous teaching experience. B. Her strong wish to win others’ respect. C. Her past experience in dance and hiking. D. Her habit of exercising alone in the park. 26. What can we learn about Margaret from the passage? A. She depended on the instructor’s help. B. She influenced others by the way she acted. C. She cared more about technique than personal growth. D. She joined the training to reconnect with her family habit. 27. What does the passage mainly tell us? A. Practice makes perfect. B. Health always comes first. C. It is never too late to begin. D. Parents shape who we become. 【答案】24. A 25. C 26. B 27. C 【解析】 【导语】文章主要讲述了74岁退休教师Margaret学习北欧健走并激励他人的故事。 【24题详解】 推理判断题。根据第二段中“Margaret arrived at the park with her new poles under her arm and took her place in the group as if it were part of her usual morning routine.(玛格丽特胳膊下夹着新的杆子来到公园，在小组中找到了自己的位置，仿佛这是她平时早晨例行活动的一部分)”以及第三段“But instead of feeling discouraged, she tried to treat the movements like a performance.(但她没有感到气馁，而是试图把这些动作当作一场表演)”可知，玛格丽特在训练的第一天放松且自信。 【25题详解】 细节理解题。根据第三段中“Years earlier, she had learned folk dance and enjoyed hiking, and those experiences helped her find the needed rhythm.(几年前，她学过民间舞蹈，也喜欢徒步旅行，这些经历帮助她找到了所需的节奏)”可知，玛格丽特过去学舞蹈和徒步的经历帮助她逐渐适应了训练。 【26题详解】 推理判断题。根据最后一段中“When younger participants complained about tired arms or cold weather, they noticed her quietly adjusting her poles and starting again.(当年轻的参与者抱怨手臂酸痛或天气寒冷时，他们注意到她默默地调整手杖，重新开始)”可知，玛格丽特通过自己的行动而非言语影响了周围的人。 【27题详解】 主旨大意题。根据第一段中“At 74, Margaret Ellis found herself asking what she should do next to keep both her mind active and her body strong.(74岁时，Margaret Ellis在思考接下来该做什么来保持思维活跃和身体强壮)”以及全文可知，全文讲述74岁高龄的老人依旧学习新运动、不断突破自我的故事，传达活到老学到老，何时开始都不晚的道理。 C After the school basketball final, Jason sat alone on the playground, staring at his phone. His team had lost by one point, and he had missed the last shot. Then came a message from his friend: “Don’t worry. It’s just one game.” Instead of feeling better, Jason felt even more alone. Most people have probably responded like Jason’s friend at some point. When someone around us is upset, our first instinct (本能) is often to make that person feel better as quickly as possible. As a result, many people turn to familiar expressions such as “It will be fine.” However, researchers have begun to question whether optimism is really what people in distress need most. Dr Laura Chen, a researcher at a Canadian university, has been studying how people respond to different kinds of comforting messages, especially in online exchanges. In one of her studies, more than 1,000 participants were presented with various texting scenarios (场景) and asked to imagine themselves as the receiver of each message. In one example, Alex texted his friend Jamie to say that he had just failed his driving test. Some participants saw Jamie reply, “I’m really sorry. That must feel awful.” Others saw a different response: “Don’t worry, you’ll be fine next time!” They were then asked how understood they would feel in Alex’s situation. Most said the first response made them feel more understood because it acknowledged Alex’s disappointment. By contrast, the second response, though clearly well-intentioned, was often judged less helpful. This is where the idea of validation (认同) becomes important. According to Chen, one possible explanation is that optimistic phrases sometimes create a form of emotional pressure. When people hear “Don’t worry”, they may feel pressured to recover quickly or move beyond their negative feelings before they are ready. Yet emotions such as sadness, anger, or disappointment usually do not disappear on command (指令). Chen further points out that comforting language may sometimes serve the speaker more than the listener. Saying something hopeful can help the comfort-giver feel useful or emotionally in control. For the person in distress, however, the same words may create a sense of isolation (孤立) rather than relief, especially if they suggest that strong feelings are inconvenient. Still, Chen is careful not to overgeneralise. Her research focuses mainly on online communication, and reactions may differ in other settings. In more formal relationships, such as those between doctors and patients, comforting language may function differently. 28. The author mentions Jason at the beginning mainly to ________. A. introduce the topic B. describe the background C. present a social problem D. compare different attitudes 29. According to Chen, a hopeful phrase in comforting messages would ________. A. help the listener feel relieved B. increase validation of the messages C. harm the friendship between friends D. make the one offering comfort feel better 30. Which of the following would Chen most probably agree with? A. People in distress usually prefer advice to sympathy. B. The effect of comforting language varies with context. C. Emotional support should focus on solving the problem first. D. Positive messages are more helpful in offline communication. 【答案】28. A 29. D 30. B 【解析】 【导语】文章主要讲述了研究表明安慰性话语中的乐观表达未必最有效，认同对方感受更重要。 【28题详解】 推理判断题。根据第一段中“After the school basketball final, Jason sat alone on the playground, staring at his phone. His team had lost by one point, and he had missed the last shot. Then came a message from his friend: “Don’t worry. It’s just one game.” Instead of feeling better, Jason felt even more alone.(学校篮球决赛后，杰森独自坐在操场上，盯着手机。他的球队输了一分，他错过了最后一球。然后，他的朋友发来一条信息：“别担心。这只是一场比赛。”杰森非但没有感觉好一些，反而感到更加孤独)”可知，作者用Jason的例子引出下文对安慰方式的讨论，即朋友说“Don’t worry. It’s just one game”反而让Jason更孤独，从而引出“乐观安慰是否有效”这一话题。 【29题详解】 细节理解题。根据第五段中“Saying something hopeful can help the comfort-giver feel useful or emotionally in control.(说些充满希望的话可以帮助安慰者觉得自己有用或情绪上能掌控局面)”可知，Chen认为乐观的安慰话语主要让给予安慰的人自己感觉更好，而非帮助被安慰者。 【30题详解】 推理判断题。根据最后一段中“Chen is careful not to overgeneralise. Her research focuses mainly on online communication, and reactions may differ in other settings. In more formal relationships, such as those between doctors and patients, comforting language may function differently.(Chen小心地不过度概括。她的研究主要关注线上交流，其他场合反应可能不同。在更正式的关系中，如医患之间，安慰性语言可能起不同作用)”可知，Chen认为安慰语言的效果因语境不同而不同。 D There is a great deal of anxiety these days about the dangers of human-AI relationships. Reports of self-harm linked to interactions with chatbots have understandably made headlines. The phrase “AI psychosis” has even been used to describe people who experience delusions (妄想) or dissociation after talking to large language models. Our unease has only grown as studies suggest that many teenagers now talk to AI companions regularly, and a significant number find these conversations as satisfying as, or even more satisfying than, those with real-life friends. But we need to slow down the panic. The risks are real, yet so are the potential benefits. After all, nonhuman relationships have always been part of human life. We have long formed attachments to pets, objects and even machines. In the case of pets, these are real relationships. Our attachments to objects or cars, by contrast, are one-sided. Yet only rarely do such relationships become pathological (致病的). What makes AI relationships unsettling is that language models use fluent language to create the impression of human-like thoughts, feelings and intentions. They also tend to respond in sycophantic ways, reinforcing what users already believe. That combination can push vulnerable (脆弱的) people toward delusion. Even so, an uncomfortable question remains: if some people cannot fully see through the illusion that AI systems are real and caring, is that always harmful? Consider loneliness. It is widespread and strongly associated with poor health outcomes. Early research suggests that AI companions may reduce loneliness, not simply as a distraction, but because people experience them as parasocial relationships. There is also evidence that AI can function as a useful therapeutic (治疗的) tool. It may not be as effective as a human therapist, but for people who cannot access therapy at all, something imperfect may still be better than nothing. The problem is that research is still at an early stage, while many AI companions are being developed by profit-driven companies. Such companies have every motivation to downplay risks, highlight benefits and avoid regulation. I remain hopeful that AI companionship may have a place. But that will only be true if it is grounded in science and developed by organisations committed to the public good. These systems should lead vulnerable users to build the social skills needed for real human relationships. The ultimate goal of AI companions should be to make themselves out-of-date, because it will always be better to talk to a real person. 31. Regarding AI companionship, the author is mainly ________. A. negative B. supportive C. balanced D. uncertain 32. What does the word “sycophantic” underlined in Paragraph 3 most probably mean? A. Praising. B. Watchful. C. Caring. D. Critical. 33. What can we learn from the passage? A. AI will replace human therapists. B. AI companions should keep themselves updated. C. Nonhuman relationships rarely develop into unhealthy ones. D. Profit-driven companies tend to underestimate the threats of AI. 34. What is the best title for the passage? A. Can code cure loneliness? B. Are friends electric? C. Will chatbots take our place? D. Who should we trust with AI? 【答案】31. C 32. A 33. D 34. B 【解析】 【导语】文章主要介绍了人们对人机关系隐患的担忧，作者辩证分析人工智能陪伴既存在诱发心理问题的风险，也有缓解孤独、辅助心理治疗等益处，并指出相关研究尚不成熟、逐利企业淡化风险，呼吁人工智能陪伴应立足科学、服务公众，最终助力人们建立真实人际交往。 【31题详解】 推理判断题。根据原文第二段“The risks are real, yet so are the potential benefits. After all, nonhuman relationships have always been part of human life.(风险是真实存在的，但潜在的益处也同样真实。毕竟，非人际的情感关系一直都是人类生活的一部分。)”可知，作者认识到人工智能陪伴的风险与益处并存，持客观平衡的态度。 【32题详解】 词句猜测题。根据原文第四段“They also tend to respond in sycophantic ways, reinforcing what users already believe.(它们还往往以sycophantic方式回应，强化用户原本就认同的观点。)”及“language models use fluent language to create the impression of human-like thoughts, feelings and intentions.(语言模型能用流畅的语言，营造出拥有类人思维、情感和意图的假象。)”可知，语言模型能营造出拥有类人思维、情感和意图的假象，它们的回应能强化用户原本就认同的观点，说明它们的回应是附和用户，夸赞式的，故sycophantic意为“奉承、一味夸赞的”。 【33题详解】 细节理解题。根据原文第六段“The problem is that research is still at an early stage, while many AI companions are being developed by profit-driven companies. Such companies have every motivation to downplay risks, highlight benefits and avoid regulation.(问题在于相关研究仍处于初期阶段，而许多人工智能陪伴产品却由逐利企业开发。这类企业完全有动机淡化风险、夸大益处并规避监管。)”可知，逐利的公司往往会低估人工智能带来的隐患威胁。 【34题详解】 主旨大意题。根据原文第一段“There is a great deal of anxiety these days about the dangers of human-AI relationships.(如今，人们对人机关系的危险存在着极大的焦虑)”，第二段“The risks are real, yet so are the potential benefits. After all, nonhuman relationships have always been part of human life.(风险是真实存在的，但潜在的益处也同样真实。毕竟，非人际的情感关系一直都是人类生活的一部分。)”及原文最后一段“I remain hopeful that AI companionship may have a place.(我仍然对人工智能陪伴抱有希望，认为它可以拥有一席之地。)”并结合全文内容可知，文章围绕人工智能能否充当人类朋友、人机陪伴利弊展开探讨，探讨人工智能能否成为人类情感陪伴这一核心话题，故“Are friends electric?(电子智能能否成为朋友？)”最适合作为文章标题。 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 Boundaries are the limits we set for ourselves. We usually talk about boundaries with others, but they matter just as much with ourselves. Without boundaries, anxiety can affect every aspect of our lives, making it difficult to focus on anything else when worries arise. ____35____ When worries come up outside that time, you can reinforce this boundary by reminding yourself of the time you’ve put aside to deal with them. ____36____ Breaking it can be equally difficult. People tend to talk to themselves far more harshly than they would to anyone else. Setting boundaries around-self-talk can start with noticing when you say something unkind to yourself and replacing it with something more reasonable. Self-care means a million things to a million people. ____37____ It involves recognizing and meeting our needs in a range of areas. Self-care can take many forms, including time alone, connection with others, physical care, and emotional expression. It also includes practical tasks, such as regular dental checkups. ____38____ Clarifying our values and living by them is a key part of setting boundaries with ourselves. The extent to which our actions reflect our values is a measure of self-respect. Consider what truly matters to you. ____39____ When something crosses your moral compass, or would otherwise compromise your self-respect, notice that and take action. Making and keeping commitments to yourself is another form of self-care. A. This can give you a sense of your priorities. B. It is so easy to fall into a pattern of critical self-talk. C. Self-planning requires consideration of a range of factors. D. Take note of what you need to be at your best, and schedule it. E. It’s much more than getting your nails done or having a sweet coffee. F. This makes it essential for anxiety to be managed through clear boundaries. G. Setting aside time to deal with such concerns is important for peace of mind. 【答案】35. G 36. B 37. E 38. D 39. A 【解析】 【导语】文章介绍设立自我边界的方法，包括焦虑管控、自我对话、自我关怀以及坚守价值观。 【35题详解】 上文“Without boundaries, anxiety can affect every aspect of our lives, making it difficult to focus on anything else when worries arise. (没有界限，焦虑会影响我们生活的方方面面，当担忧出现时，我们很难专注于其他事情。)”说明没有边界时焦虑会影响生活的方方面面。下文“When worries come up outside that time, you can reinforce this boundary by reminding yourself of the time you’ve put aside to deal with them. (当担忧出现在这段时间之外时，你可以通过提醒自己留出的时间来处理它们，从而强化这一界限。)”提及需要预留时间，空处承上启下，说明空处需要引出“留出时间处理担忧”这一做法。所以G项“留出时间处理这些担忧对内心平静很重要。”符合语境，其中“such concerns”与上文worries呼应，“setting aside time”与下文“that time”衔接。 【36题详解】 下文“Breaking it can be equally difficult. People tend to talk to themselves far more harshly than they would to anyone else. Setting boundaries around-self-talk can start with noticing when you say something unkind to yourself and replacing it with something more reasonable. (打破它可能同样困难。人们倾向于对自己说话比对别人严厉得多。围绕自我对话设定界限可以从注意到你什么时候对自己说了一些不友善的话开始，并用更合理的话取而代之。)”说明打破某种模式很困难，人们对自己比对他人更严厉，需从注意不友善的自我对话开始设定边界。空处为段落的主旨句，需引出这种易陷入的模式。所以B项“人们很容易陷入批判性自我对话的模式。”符合语境。其中“pattern”与下文“Breaking it”中的it形成指代关系，“critical self-talk”与下文“talk to themselves far more harshly”相呼应。 【37题详解】 上文“Self-care means a million things to a million people. (自我关怀对一百万人来说意味着一百万件事。)”说明自我关怀因人而异。下文“It involves recognizing and meeting our needs in a range of areas .(它涉及认识和满足我们在一系列领域的需求。)”说明自我关怀涉及多方面需求。空处需承接上文并引出下文的深层解释。所以E项“它远不止做美甲、喝甜咖啡这类小事。”符合语境。该项中It指代“Self-care”，“much more than”与下文“a range of areas”形成递进，说明自我关怀远不止表面享受，还包括深层需求，符合语境。 【38题详解】 上文“Self-care can take many forms, including time alone, connection with others, physical care, and emotional expression. It also includes practical tasks, such as regular dental checkups. (自我护理可以采取多种形式，包括独处时间、与他人的联系、身体护理和情感表达。它还包括实际任务，如定期牙科检查。)”说明自我关怀包括实际任务。说明自我关怀形式多样。空处位于段尾，需要总结做法，所以D项“记下保持最佳状态所需的事物并做好安排。”符合语境。 【39题详解】 上文“Consider what truly matters to you. (思考对你真正重要的事物。)”说明要明确自身看重的事物。空处承接上文，说明该做法的作用。所以A项“这能让你分清事情的优先顺序。”符合语境。 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。 Emma, a Brookfield High School student from Canada, decided that she would devote herself to reducing food waste so that she could make a meaningful difference in her community. To tackle the problem, Emma planned to create a school composting system that could turn cafeteria leftovers into soil for the school garden. Now her plan is becoming a reality. Ten compost bins are scheduled to be installed around campus in early April. As she began researching food waste, Emma discovered an online tool that helped schools estimate how much waste they produced each week. After entering data from her school cafeteria, she realised that hundreds of kilogrammes of food were being thrown away every month. At the suggestion of her biology teacher, Karen Mills, she first conducted a survey among students and staff to learn more about their eating habits and attitudes toward recycling. Then she continued her research, contacting a local environmental group for advice on composting equipment and maintenance. Since she did not have enough money to begin the project, she persuaded Brookfield’s principal to support her after explaining how the system could benefit both the school and the neighbourhood. Because the school provided the initial funding for the bins and basic equipment, the project has grown to include a student volunteer team responsible for collecting and sorting food waste. The finished compost is expected to be used in the school garden, where vegetables and flowers will be grown for science lessons and community events. “It feels amazing to think that an idea I had during lunch one day could turn into something this useful,” said Emma, expressing thanks for Mills’ guidance. 40. What was Emma’s plan for reducing food waste at school? __________________________________________________________________ 41. How did Emma convince the principal to support her project? __________________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. After receiving advice from a local environmental group, Emma conducted a survey among students and staff to learn more about their eating habits and attitudes. __________________________________________________________________ 43. What can you learn from Emma’s story about solving problems in daily life? (In about 40 words) __________________________________________________________________ 【答案】40. Her plan was to create a school composting system that could turn cafeteria leftovers into soil for the school garden. 41. She persuaded the principal by explaining how the system could benefit both the school and the neighbourhood. 42. After receiving advice from a local environmental group, Emma conducted a survey among students and staff to learn more about their eating habits and attitudes. Because she conducted the survey before contacting the local environmental group. 43. From Emma's story, I learn that solving daily problems requires initiative and perseverance. By researching thoroughly, seeking guidance from teachers, and communicating effectively with decision-makers, we can turn small ideas into meaningful changes that benefit our community. 【解析】 【导语】文章主要讲述了Emma在校推行堆肥计划减少食物浪费并取得成功的故事。 【40题详解】 考查细节理解。根据第二段中“Emma planned to create a school composting system that could turn cafeteria leftovers into soil for the school garden.(Emma计划创建一个学校堆肥系统，将食堂剩菜变成学校花园的土壤)”可知，Emma的计划是建立校园堆肥系统，把食堂残余食物转化为花园用土。故答案为Her plan was to create a school composting system that could turn cafeteria leftovers into soil for the school garden. 【41题详解】 考查细节理解。根据第三段中“Since she did not have enough money to begin the project, she persuaded Brookfield’s principal to support her after explaining how the system could benefit both the school and the neighbourhood.(由于她没有足够的钱开始这个项目，她在解释了该系统如何使学校和社区受益后，说服Brookfield的校长支持她)”以及第四段中“Because the school provided the initial funding for the bins and basic equipment, the project has grown to include a student volunteer team responsible for collecting and sorting food waste.(由于学校为垃圾箱和基本设备提供了初始资金，该项目已经发展到包括一个负责收集和分类食物垃圾的学生志愿者团队)”可知，Emma向校长解释了系统对学校和社区的双重好处，并指出学校只需提供初始资金。故答案为She persuaded the principal by explaining how the system could benefit both the school and the neighbourhood. 【42题详解】 考查细节理解。根据第三段中“After entering data from her school cafeteria, she realised that hundreds of kilogrammes of food were being thrown away every month. At the suggestion of her biology teacher, Karen Mills, she first conducted a survey among students and staff to learn more about their eating habits and attitudes toward recycling. Then she continued her research, contacting a local environmental group for advice on composting equipment and maintenance.(在输入学校自助餐厅的数据后，她意识到每个月都有数百公斤的食物被扔掉。在生物老师凯伦·米尔斯的建议下，她首先对学生和教职员工进行了一项调查，以了解他们的饮食习惯和对回收的态度。然后，她继续她的研究，联系当地一个环保组织，寻求堆肥设备和维护方面的建议)”可知，Emma做调查在前，联系环保组织需求意见在后，原句颠倒了时间顺序。故答案为After receiving advice from a local environmental group, Emma conducted a survey among students and staff to learn more about their eating habits and attitudes. Because she conducted the survey before contacting the local environmental group. 【43题详解】 开放性试题。本题为开放性试题，答案不唯一，合理即可。根据全文，Emma发现食物浪费问题后，主动研究、做调查、联系专家、说服校长，最终将想法变成现实。故事告诉我们解决日常问题需要主动性、调查研究、寻求帮助和有效沟通。故答案为From Emma’s story, I learn that solving daily problems requires initiative and perseverance. By researching thoroughly, seeking guidance from teachers, and communicating effectively with decision-makers, we can turn small ideas into meaningful changes that benefit our community. 第二节（20分） 44. 假设你是红星中学高三学生李华。你校正在举办“最美中国风”的社团活动，你的外国朋友Jim对此很感兴趣。请你用英文给他写一封电子邮件，内容包括： 1.活动情况； 2.你的感受。 注意： 1.词数100字左右； 2.开头和结尾已给出，不计入总词数。 Dear Jim, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Jim, Hearing you’re keen on our school’s “Most Beautiful Chinese Style” club activity, I’m more than glad to give you a brief introduction. Held in the school hall recently, the activity includes tea art, calligraphy shows, and traditional costume displays, attracting crowds of students to appreciate the charm of Chinese culture. With elegant music floating in the air, every participant felt immersed in a peaceful and artistic atmosphere. It is the beauty of traditional culture that makes the activity so impressive. It not only enriches our campus life, but also strengthens our pride in our own culture. I’m sure you’ll enjoy it if you join us. Yours, Li Hua 【解析】 【导语】本篇书面表达要求考生以李华的身份，给外国朋友Jim写一封电子邮件，介绍学校“最美中国风”社团活动，包括活动情况和个人感受。 【详解】1.词汇积累 介绍：introduction→description 吸引：attract→appeal to/fascinate 沉浸的：immersed→absorbed 增强：strengthen→reinforce/boost/deepen 2.句式拓展 同义句转换 原句：It not only enriches our campus life, but also strengthens our pride in our own culture. 拓展句：Not only does it enrich our campus life, but it also strengthens our pride in our own culture. 【点睛】【高分句型1】Hearing you’re keen on our school’s “Most Beautiful Chinese Style” club activity, I’m more than glad to give you a brief introduction. (运用了现在分词作状语) 【高分句型2】It is the beauty of traditional culture that makes the activity so impressive. (运用了强调句型：It is+被强调部分+that+剩余部分) 第1页/共1页 学科网（北京）股份有限公司 $