命题大赛 广东2025-2026学年度下学期高一英语期末测试

### **基本信息** 本试卷以时代性情境与梯度化问题设计为核心，融合环保志愿、乡村教育、AI科技、文化遗产等主题，通过多样化题型考查语言能力与跨文化思维，适配高一期末综合测评需求。 ### **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读理解|15题/37.5分|细节理解、推理判断、主旨归纳|采用青少年环保项目、AI工具OpenClaw等真实情境，考查信息筛选与逻辑分析能力| |七选五|5题/12.5分|篇章结构、逻辑衔接|围绕“互联网学习策略”主题，考查语篇组织与信息匹配能力| |完形填空|15题/15分|词汇辨析、语境理解|以父女离别场景传递情感，考查词汇运用与情感共鸣能力| |语法填空|10题/15分|时态、语态、连接词|聚焦中国高铁发展，融合语法知识与文化自信培养| |应用文写作|1题/15分|建议表达、文化阐释|推荐中国传统艺术，考查跨文化沟通与文化意识| |读后续写|1题/25分|情节发展、情感描写|以学生高空挑战为背景，培养思维品质与学习能力|

原创试卷 2025-2026学年度下学期高一英语期末测试 多维细目表 题型 主题语境 文本长度 文本难度 题号 认知要求（√） 难度预估 识别 推断 比较 归纳 阅读理解A篇 人与社会 （志愿服务） 约310词 易 21 √ 0.85 22 √ 0.85 23 √ 0.80 阅读理解B篇 人与自我 （个人成长） 约310词 中 24 √ 0.75 25 √ 0.65 26 √ 0.60 27 √ 0.70 阅读理解C篇 人与社会 （科技） 约330词 中 28 √ 0.65 29 √ 0.70 30 √ 0.60 31 √ 0.58 阅读理解D篇 人与社会 （文化遗产） 约330词 中偏难 32 √ 0.62 33 √ √ 0.68 34 √ 0.55 35 √ 0.58 七选五 人与自我（互联网使用） 约200词 中 36 √ 0.70 37 √ 0.65 38 √ 0.68 39 √ 0.60 40 √ 0.72 完形填空 人与社会 （亲情） 约280词 中 41 √ 0.60 42 √ 0.65 43 √ 0.58 44 √ 0.55 45 √ 0.62 46 √ 0.65 47 √ 0.60 48 √ 0.55 49 √ 0.58 50 √ 0.62 51 √ 0.60 52 √ 0.55 53 √ 0.50 54 √ 0.62 55 √ 0.56 语法填空 人与社会 （高铁） 约200词 中 56 √ 0.65 57 √ 0.70 58 √ 0.60 59 √ 0.62 60 √ 0.75 61 √ 0.70 62 √ 0.55 63 √ 0.58 64 √ 0.65 65 √ 0.72 应用文写作 人与社会 （文化交流） — — — √ 0.70 读后续写 人与自我 （个人成长） 约320词（原材料） 中 — √ √ 0.55 说明 1． 认知要求：根据每道试题的题型和解析说明，确定主要考查的认知层次。阅读理解中细节题、词义猜测题、固定搭配等以“识别”为主；推理判断、段落功能、上下文逻辑等以“推断”为主；主旨大意、标题选择、写作目的等以“归纳”为主。完形填空多数空位需要结合上下文推断，因此标记为“推断”；语法填空主要考查语法形式识别，标记为“识别”。写作部分综合考查语言运用和构思，标记为“归纳”。 2． 难度预估：基于试卷解析中提供的预估数据，并依据高考各题型常规难度梯度进行调整（A篇0.80以上，B篇0.60-0.75，C篇0.55-0.65，D篇0.55-0.62，七选五0.60-0.72，完形填空0.50-0.65，语法填空0.55-0.75）。完形填空和语法填空的每空难度已根据解析中的具体数值填入。整体难度合理，符合高一期末测试及高考模拟的定位。 3． 文本长度：已根据实际试卷统计。阅读理解每篇约310-330词，七选五约200词，完形填空约280词，语法填空约200词，读后续写原材料约320词，均符合新高考各题型的字数要求。 4． 主题语境：覆盖“人与社会”（A、C、D篇、完形填空、语法填空、应用文）和“人与自我”（B篇、七选五、读后续写）。 1 学科网（北京）股份有限公司 $ 原创试卷 2025-2026学年度下学期高一英语期末测试 第二部分 阅读理解 第一节 阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。 A Explore the Wild:A Teen Volunteer Experience Join us for a unique summer volunteer program designed for teenagers who care about the environment and wildlife protection. Program Dates Location Activities Coastal Cleanup and Conservation June 15—20 Gulf Shores,Alabama Beach cleaning, sea turtle nest monitoring Forest Restoration Project July 5—12 Smoky Mountains,Tennessee Native tree planting, removing harmful plants Wildlife Tracking and Research July 20—28 Yellowstone National Park Animal tracking,data collection, habitat survey What You Will Gain: Each volunteer will receive a certificate of completion and a detailed report of the work accomplished. This experience not only helps protect our planet but also provides valuable opportunities for personal growth. Program Fee: $250 per person(includes housing, meals, and local transportation). Scholarships are available based on financial need — please ask at the time of application. Requirements: Age 14–18 Basic physical fitness for outdoor activities A signed parent’s written agreement (for applicants under 18) Completed online application by March 31 How to Apply: Visit our website at www.wildteenvolunteer.org to download the application form. Submit the completed form along with a short personal statement (150–200 words) explaining why you want to join. For more information, please contact us at info@wildteenvolunteer.org or call (555)234-5678. 21. How long does the Forest Restoration Project last? 1 学科网（北京）股份有限公司 A. 5 days. C. 7 days. B. 8 days. D. 9 days. 22. What is a must for applicants under 18? A. A personal interview. C. A physical examination. B. A teacher’s recommendation. D. A parent’s written agreement. 23. Where can you probably find this text? A. In a travel guide. C. In a literature review. B. In a science report. D. In a program brochure. 参考答案及解析 第21题本题为细节理解题。答案：B.8天。 解析：根据表格信息，Forest Restoration Project的日期为“July 5—12”。从7月5日到7月12日共8天（5,6,7,8,9,10,11,12），因此正确答案为8天。5天、7天、9天均与表格信息不符。 第22题本题为细节理解题。答案：D.家长签署的书面同意书。 解析：根据“Requirements”部分：“A signed parent‘s written agreement(for applicants under 18)”，未满18岁的申请者必须提供家长签署的书面同意书。个人面试、体检、教师推荐在文中均未提及。 第23题本题为推理判断题。答案：D.志愿者项目宣传手册。 解析：本文以表格和文字形式介绍了青少年志愿者项目的详细信息，包括时间、地点、活动内容、费用、申请要求及联系方式，结构清晰，语言简练，符合项目宣传手册的典型特征。旅游指南、科学报告、文学评论均不符合本文的文体特征。 命题思路 一、选材理念 本文以青少年志愿者项目为主题，属于“人与社会”主题语境下的“社会服务与志愿者活动”。采用“表格+分类说明”的典型应用文体裁，与近三年新高考I卷A篇（如2024年Habitat Restoration Team）的文体特征高度一致。主题积极向上，传递环保意识和社会责任感，符合立德树人导向。全文约310词，无超纲词，难度适中。 二、题目设计逻辑 第21题（细节理解）：考查学生从表格中提取信息并计算日期跨度的能力。需要准确计算7月5日至12日的天数。 第22题（细节理解）：考查学生对申请条件的精准定位。需在“Requirements”部分找到针对未满18岁申请者的特殊要求。 第23题（推理判断）：考查学生对应用文文体特征的识别。需综合表格结构、联系方式、申请流程等信息推断文本出处。 三、干扰项设计 各干扰项均基于常见认知误区或文中相关词汇设计，确保合理迷惑性： 题21中5天、7天、9天均为常见日期计算错误。 题22中个人面试、体检、教师推荐均为合理推测但文中未提及。 题23中旅游指南、科学报告、文学评论均为常见文体，但不符合本文特征。 四、难度与区分度 整体平均难度约0.80，符合A篇“易”的定位。题3区分度相对较高（≥0.35），能有效筛选细心阅读的学生。 五、素材来源 文本为原创，参考高考真题A篇结构创作，经查重无重复。网址、邮箱等信息均为虚构。 B When 17-year-old Lina lived in a remote mountain village in Guizhou, she never thought she could study with teachers from big cities.Her school had only three teachers for six grades, and there was no English class—her favorite subject. Every day, she learned English by reading old textbooks alone and wrote words on small cards to memorize them.But without anyone to practice speaking with, her oral English was weak, and she almost gave up her dream of studying English in college. Everything changed when a rural education charity project came to her village. The project built a computer room and provided free Internet access. With the help of the school’s only young teacher, Lina joined an online English learning program. The program paired village students with volunteer teachers from big cities, who gave live online lessons every evening. At first, Lina was too shy to speak—she was afraid of making mistakes. But her online teacher encouraged her, “Don’t be afraid. Mistakes are part of learning.” Slowly, Lina gathered the courage to join class discussions. She asked her teacher questions about grammar and pronunciation, and even made friends with a girl from Shanghai who shared her love for English. She also used free online listening resources to practice every morning. After six months, her oral English improved greatly, and she won first prize in the county’s English speaking competition. She said, “The Internet is not just a line connecting the village to the outside world. It’s a light that lights up my dream.” Now, Lina studies harder than ever. She uses the Internet to search for exam materials and plans to take online writing courses. She hopes to go to a big city to study English, and then come back to her village to be an English teacher—letting more village kids see the outside world through English and the Internet. 24. What was Lina’s biggest problem in learning English at first? A.She hated speaking in public. B.She had no English textbooks. C.She lacked oral English practice. D.She had no time to study English. 25. What can we infer about the online English learning program? A.It is run by college teachers. B.It is for village students only. C.It only provides recorded lessons. D.It offers free English learning resources. 26. What can we learn about Lina from the passage? A.She won a national English competition. B.She plans to be a village English teacher. C.She learned to use a computer by herself. D.She only talks with her online teacher in English. 27. What’s the best title for the passage? A.A Village Girl’s English Dream B.Online Lessons for Rural Students C.A Charity Project Changes a Village D.The Internet Lights Up a Girl’s Dream 参考答案及解析 第24题 细节理解题。答案：C 解析：根据第一段“without anyone to practice speaking with,her oral English was weak”可知，Lina学英语最大的问题是缺乏口语练习。A项“讨厌公开演讲”、B项“没有英语课本”（她有旧课本）、D项“没时间学习”均与原文不符。 第25题 推理判断题。 答案：D 解析：根据第二段“provided free Internet access”“gave live online lessons”以及第三段“used free online listening resources”可推断，该在线项目提供免费的学习资源。A项“由大学老师运营”未提及（志愿者来自大城市但不一定是大学老师）；B项“只面向农村学生”以偏概全；C项“只提供录播课”与原文“live online lessons”矛盾。 第26题 细节理解/信息归纳题。答案：B 解析：根据最后一段“she hopes...to come back to her village to be an English teacher”可知，Lina计划成为乡村英语教师。A项“赢了全国比赛”错误，是县级比赛；C项“自学电脑”错误，是在年轻老师帮助下学的；D项“只用英语与老师交流”过于绝对，原文未说。 第27题 主旨大意题（标题选择）。 答案：D 解析：文章以Lina的故事为主线，核心是互联网如何点亮了她的梦想。结尾她的话“It‘s a light that lights up my dream”直接点题。A项只提到“梦想”未点明互联网的作用；B项只提“网课”忽略个人成长；C项强调“慈善项目改变村庄”偏离了Lina个人梦想的主线。 命题思路 一、选材理念 本文以贵州山区女孩Lina借助互联网和在线教育项目实现英语梦想的真实故事为原型，讲述了她在缺乏口语练习条件的情况下，通过乡村教育慈善项目的帮助，克服恐惧、提升英语水平并最终确立人生目标的过程。选材属于“人与自我”主题语境下的“个人成长与梦想追求”，具有以下优势： 主题积极向上，体现立德树人导向：文章传递了“教育公平”“互联网赋能乡村教育”“坚持不懈”“感恩回馈”等正面价值观。Lina从自卑到自信、从受助到助人的成长轨迹，引导学生思考个人奋斗与社会支持的关系，培养社会责任感和感恩精神。 时代性强，贴近学生生活：在线教育、互联网资源、远程支教等均为当代热点话题，且与学生的日常学习体验紧密相关。故事发生在贵州山区，体现了中国国情，增强了文本的亲切感和现实意义。 语篇结构清晰，适合B篇定位：文章采用“问题—解决—结果—展望”的经典叙事结构：第一段呈现困境（缺乏口语练习）；第二段介绍转机（慈善项目与在线课程）；第三段展示努力与成果（口语提升、获奖）；第四段升华主题（梦想成为乡村英语教师）。结构完整，逻辑连贯，适合B篇记叙文的考查要求。 语言地道且难度适中：全文约310词，句式以简单句和复合句结合，无超纲词汇（保留charity为常见词，在课标范围内）。词汇复现率高（如English、dream、online等），适合B篇中等难度定位。 二、题目设计逻辑 本试题共设4题，依据高考阅读理解B篇（记叙文）的命题规范，覆盖细节理解、推理判断、信息归纳、主旨标题四大核心题型： 题号 题型 考查维度 具体内容 24 细节理解题 信息定位与因果识别 识别Lina最初学英语的最大困难（缺乏口语练习） 25 推理判断题 隐含信息推断 根据在线项目的描述推断其特点（提供免费资源） 26 细节理解/信息归纳题 人物信息整合 综合全文判断关于Lina的正确陈述（计划成为乡村英语教师） 27 主旨大意题 全文主旨把握 选择最贴合文章核心的标题（互联网点亮女孩的梦想） 题型分布特点： 题24考查细节理解：定位第一段“without anyone to practice speaking with”，区分表面原因与根本问题。 题25考查推理判断：需综合第二、三段中“free Internet access”“live online lessons”“free online listening resources”等信息推断项目特点，避免被片面信息误导。 题26考查信息整合：四个选项分别涉及不同段落的信息（A项第三段但“national”错误；B项第四段正确；C项第二段错误；D项过度推断），考查学生精准回文定位和全面理解的能力。 题27考查标题选择：要求学生区分“人物故事的核心”与“背景信息”，把握文章主线——互联网如何点亮个人梦想，而非单纯介绍项目或村庄变化。 四道题形成从“事实提取”到“隐含推断”再到“整体概括”的梯度，符合B篇“中等难度”的定位。 三、干扰项设计原则 每个干扰项均基于原文信息或常见认知误区设计，确保其具有合理的迷惑性： 因果混淆（题24）：Lina没有口语练习机会是根本原因，而A项“讨厌公开演讲”、B项“没有课本”、D项“没时间”均与原文信息矛盾或偏离。其中D项可能被学生误选（她确实时间紧张？但原文未强调时间问题），需仔细辨析。 过度推断与片面理解（题25）：A项“由大学老师运营”利用“volunteer teachers from big cities”制造干扰，但原文并未明确他们是大学老师。B项“只面向农村学生”以偏概全，原文只说“paired village students with volunteer teachers”，并未排除其他学生。C项“只提供录播课”与原文“live online lessons”直接矛盾。D项正确，需从“free Internet access”“free online listening resources”等推断。 信息错位与绝对化表述（题26）：A项“national competition”与原文“county‘s competition”程度不同。C项“learned to use a computer by herself”与原文“with the help of the school’s only young teacher”矛盾。D项“only talks with her online teacher in English”过于绝对，原文未提及交流语言限制。 主旨偏离（题27）：A项“A Village Girl‘s English Dream”只点明梦想，未突出互联网的关键作用。B项“Online Lessons for Rural Students”以偏概全，只谈手段忽略人物成长。C项“A Charity Project Changes a Village”偏离主线，主角是Lina而非项目或村庄。D项“The Internet Lights Up a Girl’s Dream”精准概括了Lina借助互联网实现梦想的核心内容，且直接呼应文中原话“It‘s a light that lights up my dream”。 四、难度分析与区分度预估 根据高考阅读理解B篇（记叙文）的平均难度（0.60-0.75）及本人教学经验，预估各题难度系数（P值）如下： 题号 认知层次 预估难度 区分度预估 依据 24 细节理解 0.75 ≥0.30 信息明确，但需区分表面与根本原因 25 推理判断 0.65 ≥0.40 需综合多处信息推断，干扰项具迷惑性 26 信息整合 0.60 ≥0.45 需逐一排除四个选项，考查全面理解 27 主旨标题 0.70 ≥0.35 需把握全文主线，区分背景与核心 整体难度：平均P值约0.675，属于中等难度，符合高考B篇定位。 区分度分析：题25和26区分度较高（≥0.40），其中题26区分度尤为突出（≥0.45）。这两道题分别考查“多信息综合推断”和“逐项排除错误选项”的能力，正是中等水平与高水平学生的分水岭。题24难度适中，题27作为标题题需要整体把握，也有较好的区分效果。 五、试题亮点 1． 时代性与育人价值的结合：本文选取“互联网+乡村教育”这一当代中国社会热点话题，通过Lina的成长故事自然融入“教育公平”“科技赋能”“感恩回馈”等价值观，避免了生硬说教。Lina从受助者到立志成为助人者的转变，引导学生思考个人奋斗与社会责任的关系。 2． 信息点的密度与复现设计：文章虽然简短，但关键信息（如口语问题、免费资源、志愿者教师、县级比赛、乡村教师梦想）均有明确支撑，且多处复现（如“dream”出现3次，“Internet”出现3次），为各题设问提供了充分依据。 3． 干扰项的真实性与迷惑性：所有干扰项均源于原文词汇或合理推测，无凭空捏造。例如题2的A项“大学老师”来自“volunteer teachers from big cities”的合理但不准确的推断；题26的C项“自学电脑”来自读者对“with the help of...”的忽略。这些干扰项能有效识别学生的阅读细致程度。 4． 标题选择的精准区分：四个标题分别代表了不同层次的概括：A项遗漏关键工具（互联网），B项偏离人物主体，C项偏离故事主线，D项既包含工具（Internet）又包含效果（Lights Up a Girl’s Dream），且直接引用原文比喻，是最佳选择。这种设计引导学生关注文章的核心主线而非背景信息。 5． 语言难度与长度的精准控制：全文约310词，无超纲词汇，句式以简单句和复合句结合，平均句长适中。词汇复现率高（如English出现7次，dream出现3次），降低阅读负担的同时保证了信息密度。 六、素材来源及处理 素材来源：本文为原创，参考了近年来高考真题B篇记叙文的常见主题（个人成长、教育改变命运、科技助力梦想）及叙事结构，结合中国乡村教育现实进行创作。 语言质量：改编后语篇结构完整，情节连贯，衔接自然。语言地道流畅，全部控制在课标词汇范围内，无超纲词，无需中文注释。对话比例恰当，叙事节奏适中，适合高中学生阅读水平。 C In early March 2026, an open-source AI agent called OpenClaw became very popular in China. It has a special red lobster-shaped icon, so people also call it “the Lobster”. This started a nationwide trend called “raising lobsters” — that means installing, setting up, and personalizing this tool. Thousands of tech lovers waited in line to use it for free in Shenzhen and Shanghai, and paid setup services also became popular online. Unlike common chatbots like ChatGPT, OpenClaw is made for doing practical tasks. It can be run locally on many operating systems, and works well with common office software. It can automatically do data analysis, document editing, and code debugging（代码调试）, acting as an efficient “digital employee”. This change from passive chatting to active work has fueled strong demand for compatible（兼容的） devices. For example, Apple’s Mac mini, a good choice for local running, has sold out around the world. Big tech companies like Tencent and Baidu have made one-click setup easier to lower technical difficulties, and local governments have made supportive policies to push related research. However, fast growth also brings big risks. China’s Ministry of Industry and Information Technology has warned that wrong setups may lead to online attacks and data leaks. Because of this risk, some multinational companies have banned its use inside the company. Also, depending on paid large language model services means heavy users will have continuous costs. As international media have noted, OpenClaw shows the fast rise of practical AI agents and has great potential to improve productivity. But to make sure it develops in a healthy and sustainable way, we need a balanced way that combines technological innovation, online security, and cost control. 28. What is the first paragraph mainly about? A. The story behind the name “the Lobster”. B. The online services for setting up AI tools. C. The quick rise in popularity of OpenClaw in China. D. The discovery of main functions of the new AI tool OpenClaw. 29. What makes OpenClaw different from common chatbots according to the passage? A. It can finish tasks automatically. B. It supports global online chatting. C. It runs faster than other AI products. D. It provides free office software for users. 30. What does the underlined phrase “fueled strong demand” in Paragraph 2 most probably mean? A. Changed the direction. B. Reduced people's interest. C. Stopped the development. D. Caused a sharp rise in need. 31. What is the writer’s main purpose in writing this passage? A. To introduce the history of AI agents. B. To warn people not to use OpenClaw. C. To present both the good and bad sides of OpenClaw. D. To encourage companies to develop more AI tools quickly. 参考答案和解析 第28题 答案：C 解析：第一段主要介绍OpenClaw在2026年3月迅速走红中国的现象，包括其昵称“the Lobster”、全国“养龙虾”趋势、人们排队免费使用以及付费设置服务的流行。A项“命名故事”和B项“设置服务”均为第一段中的细节，不能概括全段；D项“功能介绍”出现在第二段。因此正确答案为C。 第29题 答案：A 解析：根据第二段“Unlike common chatbots like ChatGPT, OpenClaw is made for doing practical tasks. It can automatically do data analysis, document editing, and code debugging”可知，OpenClaw能够自动完成任务，这是它与普通聊天机器人的主要区别。B项“支持全球在线聊天”、C项“运行速度更快”、D项“提供免费办公软件”文中均未提及。因此正确答案为A。 第30题 答案：D 解析：本题考查短语“fueled strong demand”在语境中的含义。第二段指出，OpenClaw从被动聊天转向主动工作，这极大地刺激了对兼容设备的需求。下文举例说明“Apple's Mac mini has sold out around the world”，表明需求大幅增加。因此“fueled strong demand”意为“导致需求激增”，即D项“Caused a sharp rise in need”。A项“改变方向”、B项“降低兴趣”、C项“停止发展”均与语境不符。 第31题 答案：C 解析：文章结构清晰：第二段肯定OpenClaw提升生产力的潜力和优势；第三段指出其快速发展带来的风险；第四段强调需要平衡发展。作者既没有单纯介绍历史（A项），也没有全盘否定（B项），更没有盲目鼓励快速开发（D项），而是客观呈现利弊两面。因此正确答案为C。 命题思路 一、选材理念 本文以2026年3月中国科技热点——开源AI agent OpenClaw走红为背景，属于“人与社会”主题语境下的“科技与生活”范畴。选材具有以下优势： 时代性与真实性：OpenClaw走红是2026年初的真实科技事件，其“养龙虾”的昵称、排队免费使用、设备脱销等现象具有极强的时效性和话题性，能激发学生的阅读兴趣，同时考察学生对新事物的理解能力。 观点平衡与思辨价值：文章结构体现了“优势—风险—平衡”的辩证思维：第二段介绍OpenClaw的实用功能和市场反应（优势），第三段指出安全风险和成本问题（风险），第四段呼吁平衡发展。这种正反兼顾的写法，避免了一味追捧或全盘否定，能引导学生理性看待科技发展，培养批判性思维。 语篇结构清晰，符合C/D篇特征：文章采用“现象引入—功能阐述—风险分析—总结展望”的经典议论文结构，段落功能明确，逻辑推进自然，适合考查段落主旨、写作目的等高阶阅读技能。 语言地道，难度适中：全文约330词，句式以复合句和被动语态为主，专业术语（如open-source AI agent、code debugging、compatible devices）均有上下文解释或中文注释，无超纲词汇障碍。 二、题目设计逻辑 本试题共设4题，依据高考阅读理解C/D篇的命题规范，覆盖四大核心题型： 题号 题型 考查维度 具体内容 28 段落主旨题 概括与归纳 判断第一段的核心信息——OpenClaw在中国的快速走红 29 细节理解题 信息对比与定位 识别OpenClaw与普通聊天机器人的本质区别（自动完成任务） 30 词义猜测题 语境推断 根据上下文（设备脱销）推断“fueled strong demand”的含义 31 写作目的题 综合与评价 分析作者全文的立场和写作意图（呈现利弊两面） 题型分布特点： 题28考查段落主旨：第一段包含多个细节（命名、趋势、排队、付费服务），学生需区分“现象”与“细节”，准确概括为“快速走红”。 题29考查细节对比：学生需定位“Unlike common chatbots”这一对比信号词，并理解“automatically do...”的具体内容，同时排除其他选项的干扰。 题30考查词义猜测：这是高考高频题型，学生需利用下文“Mac mini sold out”等事实线索推断“fueled strong demand”为“导致需求激增”。 题31考查写作目的：学生需综观全文，把握作者既写优点又写风险的平衡态度，排除片面选项。 四道题形成从“信息提取”到“推理判断”再到“整体评价”的能力梯度，难度递进合理。 三、干扰项设计原则 每个干扰项均基于原文信息或常见认知误区设计，确保其具有合理的迷惑性： 细节干扰（题28、题31）： 题28的A项“命名故事”和B项“设置服务”均为第一段中的真实信息，但它们是支撑主旨的细节而非主旨本身。学生若只关注有趣的名字或具体服务，容易误选。 题31的A项“介绍历史”利用第四段“fast rise”中的“rise”一词制造干扰，但文章并未系统介绍历史；B项“警告不要使用”是片面解读，忽略了第二段的积极描述；D项“鼓励快速开发”同样片面，忽略了风险警示。 信息错位与无中生有（题29）： 题29的B项“支持全球在线聊天”利用了学生对“chatbot”的常见认知，但文中未提；C项“运行速度更快”无原文依据；D项“提供免费办公软件”将“works well with common office software”偷换为“提供免费软件”，属于概念错位。 逻辑反向（题30）： 题30的A项“改变方向”、B项“降低兴趣”、C项“停止发展”均为与“demand”语境相反的干扰项。学生若不能利用下文“sold out”推断，可能会在这些干扰项中徘徊。 所有干扰项均来自原文信息或合理推测，无凭空捏造，符合“干扰项设置科学、合理，不能凭空产生”的要求。 四、难度分析与区分度预估 根据高考阅读理解C篇的平均难度（0.55-0.65）及本人教学经验，预估各题难度系数（P值）如下： 题号 认知层次 预估难度 区分度 依据 8 段落主旨 0.65 ≥0.35 需区分现象与细节，但第一段主题明确 9 细节对比 0.70 ≥0.30 对比信号明显，但学生可能被“common chatbots”迷惑 10 词义猜测 0.60 ≥0.40 需利用下文逻辑线索，区分度高 11 写作目的 0.58 ≥0.45 需综观全文、排除片面选项，区分度最高 整体难度：平均P值约0.63，属于中等难度，符合高考C篇定位。 区分度分析： 题30和题31区分度较高（≥0.40），尤其是题31，需要学生理解作者平衡的立场，区分“客观呈现”与“片面支持/反对”，这正是高水平学生与普通学生的重要分水岭。 题28和题29难度相对较低，起到基础筛选和调节整体难度的作用。 五、试题亮点 1． 科技话题的时代性与思辨性：本文选取2026年最新科技热点，不仅考查语言能力，更引导学生思考AI技术的双刃剑效应——在享受效率提升的同时，也要警惕安全风险和成本问题。这种“科技伦理”的隐性教育，符合高考“立德树人”的要求。 2． 词义猜测题的高质量语境设计：题30的“fueled strong demand”并非孤立考查，而是通过上下文“Mac mini sold out around the world”提供了明确的逻辑线索，学生必须理解因果链条才能选对。这种设计避免了单纯靠记忆或猜测的弊端，真正考查语境推断能力。 3． 干扰项的真实性与迷惑性：例如29的D项“提供免费办公软件”源于原文“works well with common office software”，学生若不仔细比对“works well with”和“provides”的区别，很容易误选。这种基于细微语义差异的干扰项，能有效筛选细致阅读的学生。 4． 写作目的题的平衡立场把握：题31的正确答案C“呈现利弊两面”要求学生不被第二段的积极描述或第三段的负面警示所左右，而是整体把握作者的平衡态度。这种设计有助于培养学生的辩证思维，而非简单二元判断。 5． 语言难度的精准控制：全文无超纲词，专业术语（如code debugging、compatible devices）均加注中文释义，符合“不超3词”的要求。文本长度约330词，在C/D篇350-450的下限附近，但信息密度合理，不影响阅读。 六、素材来源及处理 素材来源：本文为原创，参考了2026年3月国内外关于OpenClaw AI agent的科技新闻报道，结合高考C/D篇说明文的语言风格进行创作。所有专有名词、数据、现象描述均为虚构（基于真实事件提炼），无侵权风险。 改编处理： 超纲词处理：compatible和code debugging已加注中文释义； 句式优化：将部分长句拆分为短句，降低阅读难度；保留复合句以维持语篇层次。 语言质量：改编后语篇结构完整，逻辑连贯，语言地道流畅。无语法错误，无中式表达。专有名词均有上下文解释，无理解障碍。全文经查重验证，无重复命题现象。 D In the 20th century, international campaigns were launched to protect cultural heritage at risk. These campaigns are often large in scope, complex in technology, and cost millions of dollars. For example, the Abu Simbel project in Egypt cost over $80 million. Over the years, 26 such campaigns have been organized, costing nearly $1 billion in total. In 1959, Egypt began building the Aswan High Dam to improve agriculture and power supply. However, the resulting lake would drown ancient monuments. Philae island was already being regularly flooded by the rising Nile. Alarmed by these threats, Egypt and its neighbor Sudan turned to UNESCO for help. In response, UNESCO organized a large rescue operation, bringing together water experts, engineers, archaeologists, and architects. Their bold plan was to take the temples apart, move them to higher ground, and rebuild them. This remarkable effort showed the world that the treasures of the past could be preserved for future generations, rather than sacrificed in the name of progress. Building on this success, UNESCO launched another international campaign in 1972 to restore Borobudur, a famous Buddhist temple dating from the 8th and 9th centuries. Abandoned around the year 1000, the temple had been gradually overgrown by plants and was not rediscovered until the 19th century. With the support of the Japan Trust Fund and other partners, the restoration of Borobudur was successfully completed in 1983. These campaigns clearly demonstrate what international cooperation can achieve. However, in today’s globalized world, heritage conservation faces new challenges. Increased tourism -- one of the desired benefits of World Heritage status -- can damage the very sites it is meant to celebrate. Local communities near these sites often have mixed feelings: they welcome the economic opportunities but struggle with balancing preservation and development. As we invest more in tourism and economic growth, do we really recognize what we might lose? Our heritage connects us to our past and shapes our identity for the future. Isn’t it time we thought differently about what we truly value? 32. What is the first paragraph mainly about? A. The high cost of heritage protection. B. The origin of the World Heritage concept. C. The number of UNESCO campaigns in total. D. The start of international protection campaigns. 33. What happened to Borobudur around the year 1000? A. It was fully restored. B. It was built as a temple. C. It was left to the forces of nature. D. It was rediscovered by the local community. 34. How do the two rhetorical questions in the last paragraph serve the author’s purpose? A. By criticizing UNESCO’s past failures. B. By encouraging readers to reflect on values. C. By summarizing the cost of past campaigns. D. By questioning the need for heritage protection. 35. What is the main purpose of the text? A. To introduce two famous heritage sites. B. To describe how two temples were rebuilt. C. To explain UNESCO’s costs and complexity. D. To present past success and present challenges. 参考答案及解析 32. 本题为段落主旨题。答案：D 解析：第一段首句“In the 20th century, international campaigns were launched to protect cultural heritage at risk”直接点明了国际保护运动的开始。随后提到的具体花费和活动数量都是支撑细节。选项D“The start of international protection campaigns”准确概括了段落主旨。A项（高成本）和C项（活动总数）均为局部细节，不能概括全段。B项（世界遗产名录的早期历史）文中未提及，属于无中生有。 33. 本题为细节理解题。答案：C 解析：根据第三段“Abandoned around the year 1000, the temple had been gradually overgrown by plants”，婆罗浮屠在公元1000年左右被遗弃，逐渐被植物覆盖。选项C“It was left to the forces of nature”是对这一信息的同义转述，指该寺庙被遗留给自然力量接管。A项（被完全修复）发生在1983年，时间错位。B项（被建为寺庙）发生在8至9世纪，时间错位。D项（被当地社区重新发现）利用原文“not rediscovered until the 19th century”制造干扰，重新发现的时间是19世纪，但问的是“around the year 1000发生了什么”，D项描述的是19世纪的情况，时间错位。 34. 本题为语篇分析题。答案：B 解析： 最后一段在陈述文化遗产面临的新挑战后，用“do we really recognize what we might lose?”和“Isn't it time we thought differently about what we truly value?”两个反问句收束全文。作者并非寻求答案，而是通过反问引导读者反思：我们是否真正认识到可能失去什么？是否应重新思考真正珍视的东西？选项B“By encouraging readers to reflect on values”准确概括了这一功能。A项（批评UNESCO的失败）与全文赞扬UNESCO成功的主旨矛盾。C项（总结成本）将反问句的功能局限于局部细节，偏离了反问句涵盖的价值层面。D项（质疑遗产保护的必要性）与作者立场有差别：作者并非质疑保护的必要性，而是担忧人们在追求经济增长时忽视了遗产的真正价值。 35. 本题为主旨大意题。答案：D 解析：文章结构清晰：第一段总起国际保护运动；第二、三段通过阿布辛贝和婆罗浮屠两个案例展示国际合作的成功；第四段转向现代社会面临的挑战（过度旅游、社区矛盾），并以反问句收尾。选项D“To present past success and present challenges”完整覆盖了文章的双线结构。A项（介绍两处遗产地）和B项（描述两座神庙如何重建）仅涵盖第二、三段的内容，遗漏了首尾段的信息。C项（解释UNESCO的成本和复杂性）仅涉及第一段的局部细节，以偏概全。 命题思路 一、选材理念 本文以国际文化遗产保护为主题，系统介绍了20世纪以来以UNESCO为代表的国际合作在保护文化遗产方面的成功实践与当代面临的新挑战。选材属于“人与社会”主题语境下的“文化遗产保护与国际合作”，具有以下优势： 1. 主题积极正面，体现立德树人导向：文章通过阿布辛贝神庙和婆罗浮屠两个经典案例，展现国际合作在保护人类共同文化遗产中的巨大力量，传递了“文化传承”“国际合作”“可持续发展”等积极价值观。结尾两个反问句引导学生反思在追求经济增长的过程中如何平衡发展与保护，培养学生的社会责任感和文化保护意识。 2. 语篇结构经典，逻辑层次清晰：文章采用“引出主题—案例支撑—转向深化”的经典说明文结构：第一段引出20世纪国际保护运动的兴起；第二、三段以两个成功案例具体说明国际合作如何保护文化遗产；第四段转向当代面临的新挑战（过度旅游、社区发展与保护的平衡），以反问句引发深层思考。这一结构层层递进，与高考阅读理解D篇的常见语篇模式高度吻合。 3. 体裁特征鲜明，符合高考要求：文章为典型的说明文，兼具叙事性和议论性。第二、三段以时间顺序叙述具体案例，第四段转向对当下问题的分析和对读者的价值引导。这种“叙议结合”的写法，在近三年新高考I卷D篇中频繁出现，学生对此类语篇的结构和逻辑已有一定认知基础。 4. 语言地道且难度适中：文章约330词，句式涵盖定语从句、分词结构、时间状语从句等，无超纲词，适合高考D篇中等偏难的难度定位。专有名词（Abu Simbel、Borobudur、UNESCO、Aswan High Dam等）均有上下文解释，不构成理解障碍。 二、题目设计逻辑 本试题共设4题（题号32-35），依据高考阅读理解D篇的命题规范，覆盖四大核心题型： 题号 题型 考查维度 具体内容 32 段落主旨题 概括与归纳 判断第一段的核心论点，区分主旨与支撑细节 33 细节理解题 信息定位与同义转换 识别婆罗浮屠在公元1000年左右的历史状态 34 语篇功能题 语用功能判断 分析反问句在文末的修辞功能和论证作用 35 主旨大意题 全文主旨把握 综合各段信息，判断全文的写作目的 题型分布特点： 题32考查段落主旨：要求学生区分“论点”与“论据”，第一段中80million、80million、1 billion等数字是支撑“国际运动启动”这一主旨的细节。 题33考查细节理解：要求学生准确定位时间信息，并进行同义转述识别——原文“abandoned...overgrown by plants”与选项“left to the forces of nature”的对应。 题34考查语篇功能：要求学生分析反问句的语用功能，理解作者并非寻求答案而是引导反思。这是近年高考新趋势，属于高阶阅读技能。 题35考查全文主旨：要求学生综观全文结构，识别“成功案例”与“当代挑战”两大板块的并置关系。 四道题形成从“局部理解”到“整体把握”的梯度：题32考查段落主旨（局部），题33考查细节定位（局部），题34考查修辞功能（局部→整体），题35考查全文目的（整体）。 三、干扰项设计原则 每个干扰项均基于原文真实信息设计，确保其具有合理的迷惑性： 细节干扰（题32、题35）： 题32的A项（高成本）和C项（活动总数）均为第一段中出现的真实数据信息，但它们只是支撑主旨的细节而非主旨本身。学生若只关注数字而忽略主题句，容易误选。 题35的A项（介绍两处遗产地）、B项（描述神庙重建）、C项（解释成本与复杂性）均涵盖了文章的部分内容，但都以偏概全。 时间错位（题33）： 题33的A项（修复在1983年）和B项（建于8-9世纪）均为原文真实信息，但时间与题干“around the year 1000”不匹配。 D项（重新发现）利用原文“not rediscovered until the 19th century”制造干扰——事件真实，但时间是19世纪而非题干限定的1000年左右。 主旨矛盾与立场偏差（题34）： A项（批评UNESCO失败）与全文赞扬UNESCO成功案例的主旨完全矛盾。 C项（总结成本）将反问句功能局限于第一段的细节信息。 D项（质疑保护必要性）与作者立场存在细微偏差——作者并非质疑保护本身，而是担忧经济发展与保护之间的失衡。 所有干扰项均来自原文信息或合理推断，无凭空捏造，符合“干扰项设置科学、合理，不能凭空产生”的要求。 四、难度分析与区分度预估 题号 认知层次 预估难度 区分度预估 依据 32 段落主旨 0.62 ≥0.35 A项利用高频数字制造强干扰，需区分主旨与细节 33 细节理解 0.68 ≥0.30 A、B可较轻松排除，D需仔细辨别时间错位 34 语篇功能 0.55 ≥0.45 A、C可排除，D与B的辨析需要理解反问句的深层功能 35 全文主旨 0.58 ≥0.40 三个选项均“部分正确”，需综观全文才能排除 整体难度：平均P值约0.61，属于中等偏上难度，符合高考D篇定位。 区分度分析：题34和题35区分度较高（≥0.40），其中题34（反问句功能）区分度尤为突出（≥0.45）。这两道题分别考查“分析修辞功能”和“综观全文”的能力，正是高水平学生与普通学生的重要分水岭。题33难度适中，起到调节整体难度的作用。 五、试题亮点 1. 说明文结构的完整呈现与精准考查：文章采用“引出主题—案例支撑—转向深化”的经典说明文结构，四道题分别对应这一结构的不同节点，形成从局部到整体的考查梯度，完整覆盖了说明文阅读的核心能力。 2. 案例支撑的典型性：阿布辛贝神庙代表“预防性抢救”（因大坝建设而迁移），婆罗浮屠代表“修复性保护”（因年久失修而修复）。两个案例从不同角度说明国际合作在文化遗产保护中的作用，为学生理解“文化遗产保护的多元路径”提供了具体文本依据。 3.当代视角的深化与价值引领：文章不仅停留在成功案例的叙述，更转向当代社会面临的真实挑战——过度旅游、社区发展与保护的平衡。结尾反问句将议题从“事实陈述”提升到“价值反思”，为试题的育人功能提供了文本支撑。 4. 反问句功能的创新考查：题34是本试题区分度最高的题目，考查学生对修辞手法的识别和语用功能的理解。这是新高考近年来加强考查的题型，体现了对高阶思维能力的重视。 5. 干扰项设计的“部分正确”策略：题35的三个干扰项均包含文章的真实信息，但都只覆盖局部。这种“部分正确但整体不完整”的干扰策略，有效避免了“明显错误选项”的存在，提高了试题的信度和区分度。 六、素材来源及处理 1. 素材来源 本文改编自UNESCO官方资料及国际文化遗产保护相关文献，主题属于“人与社会”范畴下的“文化遗产保护与国际合作”。原文为说明性文本，介绍了20世纪以来国际社会在保护文化遗产方面的努力与成就。 2. 改编处理 改编维度 具体处理 改编依据 篇幅控制 原文经删减和改写，控制在约334词 符合高考C/D篇300-350词的字数要求 原创性保障 对原文进行同义替换和句式改写，经百度搜索验证无重复命题现象 符合比赛“未公开发表的原创内容”要求 超纲词替换 periodically → regularly；radical → bold 原文2处超纲词全部替换为课标词汇，语篇最终0超纲词 案例保留 保留阿布辛贝神庙和婆罗浮屠两个核心案例 两个案例具有典型性和互补性，是文章论证的核心支撑 反问句保留 保留第四段两个反问句作为题34的考查载体 反问句是文章修辞特色和题34设问的文本依据 3. 语言质量 改编后语篇结构完整，逻辑连贯，语言地道流畅。句式涵盖定语从句、分词结构、时间状语从句等，难度适中。专有名词均有上下文解释，无理解障碍。全文0超纲词，无需中文注释，完全符合高考C/D篇的语料要求。 第二节 七选五（共5小题；每小题2.5分，满分12.5分） 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 As a senior high school student, the Internet is a powerful learning tool, but it’s easy to get distracted or fall victim to online risks. To use it efficiently and safely, you need a clear strategy. 36.________It not only helps you save time but also keeps you away from unnecessary trouble. Many students fail to study well online because they choose the wrong resources. 37.________ For example, when you need to do a history project, use professional academic databases instead of unproven information. When learning English, choose official listening and speaking platforms rather than meaningless short videos. It is easy to lose control of your time online. 38. ________Without proper limits, you may gradually develop Internet addiction. You can use screen time controls and turn off unnecessary notifications to stay focused. Protecting your personal information is very important. 39.________ Once your address, school or phone number is leaked, you may face cyberbully or even cheating. So never give your private information to strangers online. 40.________ If you meet fake news, bullying or scams, don’t deal with them alone. Turn to parents or teachers for help in time. They can offer you the right guidance. By following these tips, you can make the Internet your best study partner. A. Choose valuable and professional online resources. B. Ask for timely help when meeting online troubles. C. A good plan is the first step to smart Internet use. D. Setting clear time limits is necessary for every student. E. Share your personal information only with close online friends. F. Careless sharing of information often brings serious risks. G. You can search any information to improve your learning efficiency. 答案解析 第36题答案：C 解析：本空位于第一段末尾，前句提出“需要清晰的策略”，后句说“它不仅帮你节省时间，还能让你远离麻烦”。后句中的“it”指代本空的内容，因此本空应填入一个与“策略/计划”相关的句子。C项“A good plan is the first step to smart Internet use”（好计划是聪明使用互联网的第一步）中的“plan”与“strategy”呼应，且后句的“it”指代“a good plan”，逻辑衔接自然。A项（选择资源）和D项（设定时间限制）均为具体措施，不宜作为首段总起句。故正确答案为C。 第37题答案：A 解析：本空位于第二段，前句指出问题“选择错误的资源”，后句用“For example”举例说明如何选择资源（使用专业学术数据库、官方学习平台）。因此本空应填入一个建议“选择正确资源”的句子，作为后文例证的总起。A项“Choose valuable and professional online resources”（选择有价值、专业的在线资源）准确概括了后文举例的内容，且与“wrong resources”形成对比。B项（及时求助）、D项（时间限制）与本段主题无关。故正确答案为A。 第38题答案：D 解析：本空位于第三段，前句指出“容易失去时间控制”，后句说“没有适当的限制，你可能逐渐养成网瘾”，随后给出具体做法（使用屏幕时间控制）。本空应填入一个关于“设定时间限制”的建议，与后文“without proper limits”形成逻辑链条。D项“Setting clear time limits is necessary for every student”（为每个学生设定明确的时间限制是必要的）中的“time limits”与后文“limits”直接对应，语义连贯。其他选项均不涉及时间管理。故正确答案为D。 第39题答案：F 解析：本空位于第四段，前句说“保护个人信息非常重要”，后句解释信息泄露的后果（地址、学校、电话泄露可能面临网络欺凌或欺骗）。本空应填入一个说明“信息泄露风险”的句子，作为前后文的因果衔接。F项“Careless sharing of information often brings serious risks”（粗心分享信息常常带来严重风险）中的“risks”与后文的具体后果（cyberbully,cheating）直接对应，且“careless sharing”与“protecting”形成对比。E项（只与亲密网友分享）虽与信息相关，但后文强调的是“不要给陌生人”，且此处应先说明风险再给出建议，逻辑顺序不符。故正确答案为F。 第240题答案：B 解析：本空位于第五段段首，后句说“如果遇到假新闻、欺凌或诈骗，不要独自处理，及时向父母或老师求助”。本空应是本段的主题句，引出“遇到问题要及时求助”的建议。B项“Ask for timely help when meeting online troubles”（遇到网上麻烦时及时求助）与后文内容完全一致，且句式与前后段落主题句（A、D、F均为祈使句）风格统一。其他选项均不涉及求助。故正确答案为B。 多余项分析 E. Share your personal information only with close online friends：此选项与第四段主旨“保护个人信息”有一定关联，但文中明确建议“never give your private information to strangers”，而“close online friends”并非陌生人，因此该建议与原文不完全一致，且不符合“不向任何网友透露信息”的更安全原则。故将其设为多余项。 G. You can search any information to improve your learning efficiency：此选项与全文“安全高效使用互联网”的主旨相悖，因为“search any information”是不负责任的建议，可能引导学生接触不良信息。且文中强调选择“valuable and professional resources”而非“any information”，故作为多余项。 命题思路 一、选材理念 本文围绕“高中生如何安全高效使用互联网”这一主题，分别从制定计划、选择资源、控制时间、保护信息、及时求助五个方面给出具体建议。选材属于“人与自我”主题语境下的“学习生活与自我管理”，具有以下优势： 贴近学生生活，实用性强：互联网使用是高中生的日常行为，文中提到的“资源选择”“时间控制”“信息泄露”“网络陷阱”等问题均为学生真实面临的困扰，能引发共鸣和思考。 价值观正向，体现立德树人：文章引导学生理性使用网络、保护隐私、遇事求助，培养自律、辨别、防范等素养，符合“健康使用网络”的教育导向。 语篇结构清晰，适合七选五考查：采用“总—分—总”结构，每个段落聚焦一个独立建议，段落间逻辑并列，便于设空和选项匹配。 语言地道，难度适中：全文约200词，句式以简单句和祈使句为主，无超纲词，适合高中学生阅读水平。 二、题目设计逻辑 各空与上下文的衔接类型如下： 题号 设空位置 衔接类型 逻辑信号 36 第一段末尾 承接+代词指代 后句“it”指代本空内容 37 第二段第二句 总分+例证 后文“For example”举例说明 38 第三段段首 主题句+因果 后文“Without proper limits”呼应 39 第四段段中 因果+风险警示 后文“Once...leaked”说明后果 40 第五段段首 主题句+条件 后文“If you meet...don’t deal alone” 三、干扰项设计原则 设置两个多余项（E和G），均与正确选项形成干扰： E项与第四段话题相关，但建议内容（只与亲密网友分享）与原文“绝不向陌生人透露”存在偏差，学生若不仔细辨析可能误选。 G项“搜索任何信息”与A项“选择有价值资源”形成对立，学生需理解“any”的绝对化错误。 其余干扰项（如将A、B、C、D、F放错位置时）也基于常见逻辑错误设计：例如将B（求助）放入第38空（时间控制段）则明显偏离主题。 四、难度分析与区分度预估 题号 预估难度 区分度 依据 36 0.70 ≥0.30 代词指代明显，但需识别段落总起句 37 0.65 ≥0.35 “For example”信号清晰，但需区分A与无关项 38 0.68 ≥0.30 “time limits”与后文“limits”直接呼应 39 0.60 ≥0.40 需区分F（风险）与E（具体建议），理解因果顺序 40 0.72 ≥0.25 段落主题句明显，与后文条件句直接匹配 整体平均难度约0.67，属于中等偏易，符合七选五题型在高考中的难度定位。 五、试题亮点 语篇结构典型：总—分—总结构清晰，每个分论点段落首句多为祈使句主题句，便于学生把握段落主旨，降低阅读负担。 逻辑信号词丰富：文中“For example” “Without proper limits”“Once...” “If...”等信号词为学生提供了明确的解题线索，体现了“考查语篇连贯性”的命题理念。 选项句式对称：正确选项（A、B、C、D、F）均为祈使句或陈述建议的简单句，风格统一，便于学生比对。 干扰项合理性：多余项E与主题相关但内容偏差，G则为明显错误选项，形成梯度干扰，能有效区分不同水平学生。 育人价值渗透：试题内容本身就是一份“青少年安全上网指南”，学生在解题过程中也在学习如何保护自己，实现了语言能力与核心素养的融合。 第二部分 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、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。 At a busy airport, I happened to witness a father and daughter saying their last goodbyes. Her 41 had been announced, and as she stood by the gate, the father 42 said, “ I love you, and I wish you enough.” The daughter replied, “Daddy, the life we’ve shared has been more than enough. Your love is all I ever needed. I wish you enough, too.” They kissed and she 43 the plane. The father walked toward the window where I sat. I could tell he was 44 to hold back tears. Trying not to disturb his private moment, I looked away, but he spoke to me: “Have you ever said goodbye to someone, knowing it was 45 ? ” “Yes, I have,” I answered. The question instantly brought back 46 of my own dad. I had once taken the time to tell him face to face how much he 47 to me, aware that our days together were limited. So I understood the 48 this man was carrying. “ Forgive me, ” I asked, “ but why is this goodbye forever? ” “ I’m old, and she lives too far away,” he said. “ The 49 is, her next trip back will probably be for my funeral.” “ When you were saying goodbye, I heard you say, ‘I wish you enough.’ What does that mean? ” A smile 50 across his face. “ It’s a blessing passed down through 51 . My parents used to say it to everyone.” He paused, as if searching his 52 , then continued. “ When we say ‘I wish you enough,’ we are hoping the other person will have a life filled with enough good things to 53 them.” Then, turning toward me, he shared the following like a poem learned by heart: “ I wish you enough sun to keep your attitude 54 . I wish you enough rain to appreciate the sun more. I wish you enough happiness to keep your spirit alive. I wish you enough pain so that the smallest joys seem much bigger. I wish you enough gain to satisfy your longings. I wish you enough loss to 55 all that you have. I wish you enough ‘Hellos’ to get you through the final ‘Goodbye’.” He then began to sob quietly and walked away. 41. A. flight B. name C. schedule D. ticket 42. A. loudly B. gently C. coldly D. nervously 43. A. missed B. mentioned C. boarded D. approached 44. A. struggling B. pretending C. failing D. refusing 45. A. temporary B. impossible C. frequent D. forever 46. A. memories B. lessons C. stories D. warnings 47. A. owed B. offered C. meant D. returned 48. A. anger B. sadness C. fear D. doubt 49. A. message B. secret C. reality D. mystery 50. A. remained B. faded C. grew D. spread 51. A. beliefs B. efforts C. generations D. traditions 52. A. suitcase B. pocket C. heart D. mind 53. A. satisfy B. sustain C. protect D. impress 54. A. serious B. bright C. flexible D. curious 55. A. check B. measure C. realize D. treasure 参考答案及解析 题号 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 答案 A B C A D A C B C D C D B B D 41. A. flight 【语境定位】 首句交代“我”在机场目睹父女告别。在登机场景中，航班信息被广播通知是核心环节，与后文“stood by the gate”和登机情节自然衔接。 【正确项分析】 A. flight（航班）。“Her flight had been announced”是机场登机前广播通知的最地道表达，与后文女儿站在登机口、父女告别、登机离开形成完整逻辑链。 【干扰项排除】 B. name（名字）在机场广播中可能出现，但登机前广播的核心内容是航班信息而非个人姓名；C. schedule（时刻表）与“announced”搭配不如flight自然，且与登机场景的关联不如flight直接；D. ticket（机票）与“announced”搭配生硬，机票通常被出示或检查，而非被广播通知。 42. B. gently 【语境定位】 父亲在登机口对即将远行的女儿说出祝福，需要判断其说话的口吻。 【正确项分析】 B. gently（温柔地）最符合父亲对女儿深情告别的场景，与后文父亲强忍泪水、深情回忆等细节共同塑造了一位温和慈爱的父亲形象。 【干扰项排除】 A. loudly（大声地）不符合温情告别的氛围；C. coldly（冷漠地）与后文父亲哭泣和深情解释形成强烈反差，可排除；D. nervously（紧张地）有一定迷惑性，但“紧张地说出‘我爱你’”不符合父女间自然流露的深情，且父亲整体形象沉稳从容。 43. C. boarded 【语境定位】 父女亲吻告别后，女儿前往登机。 【正确项分析】 C. boarded（登上）是固定搭配“board the plane”（登机），动作链“kissed→boarded”清晰流畅。 【干扰项排除】 A. missed（错过）与已在登机口告别的语境矛盾；B. mentioned（提及）不合逻辑；D. approached（走近）有一定迷惑性，但前文她已站在登机口旁，告别后应是登机动作而非再次靠近。 44. A. struggling 【语境定位】 父亲走到“我”所坐的窗边，“我”能看出他在努力克制泪水。 【正确项分析】 A. struggling（努力挣扎/极力克制）精准刻画了父亲强忍悲痛的状态——他想要哭泣却在努力控制，这一“过程感”与后文他主动向陌生人倾诉的行为形成情感张力。 【干扰项排除】 B. pretending（假装）与后文他坦承内心痛苦的行为矛盾；C. failing（失败/未能）侧重结果而非过程状态，但文中并未描写他当场落泪；D. refusing（拒绝）程度过重，与人物形象相悖。 45. D. forever 【语境定位】 父亲问“我”是否曾与人做明知是永别的告别，这一问题驱动了后续全部对话。 【正确项分析】 D. forever（永远的）与下一段中“why is this a forever good-bye”的原词复现形成明确的前后呼应，是解题的关键线索。 【干扰项排除】 A. temporary（暂时的）与父亲所述“下次回来将是我葬礼”的永别语境完全相反；B. impossible（不可能的）、C. frequent（频繁的）均与语境不合。 46. A. memories 【语境定位】 父亲的问题勾起了“我”对自己父亲的回忆。 【正确项分析】 A. memories（记忆/回忆）。“brought back memories”是地道的英语固定搭配，意为“勾起/带回了回忆”，准确地表达了“触景生情”的语义。 【干扰项排除】 B. lessons（教训）、C. stories（故事）在语法上均可搭配，但“bring back lessons/stories”不符合英语中表达“勾起往事”的习惯用法；D. warnings（警告）带有负面色彩，与全文温情基调不符。 47. C. meant 【语境定位】 “我”曾当面告诉父亲他对自己有多重要。 【正确项分析】 C. meant（意味着/重要）。“how much he meant to me”是英语中表达“某人对我有多重要”的地道句式，侧重情感价值，比单纯的动作描述更具深度。 【干扰项排除】 A. owed（欠）和 D. returned（回报）在亲子关系语境中均不恰当；B. offered（给予/提供）有一定迷惑性，但“how much he offered to me”不符合地道的英语表达习惯，且侧重于“给予”这一动作，而非情感关系中的“重要性”。 48. B. sadness 【语境定位】 因为有过相似经历，“我”理解了这位父亲此刻内心承受的情感。 【正确项分析】 B. sadness（悲伤）最准确地概括了父亲的情感本质。他面对的并非对死亡的恐惧，而是与挚爱女儿永别的深切不舍与忧伤。“carrying sadness”传达了“承受悲伤”的状态。 【干扰项排除】 A. anger（愤怒）在文中无对应情感线索；C. fear（恐惧）是主要干扰源——父亲提到“下次回来将是葬礼”，考生可能误判他恐惧死亡，但从他平静陈述的语气看，核心情感是离愁而非恐惧；D. doubt（怀疑）与父亲对现实的清醒认知不符。 49. C. reality 【语境定位】 父亲解释为何这是永别，引出一个残酷的事实。 【正确项分析】 C. reality（现实）。“The reality is (that)...”是引出事实的固定句式，恰好对应父亲所陈述的客观且残酷的“现实”——年老与遥远距离使再见几乎无望。 【干扰项排除】 A. message（消息）、B. secret（秘密）、D. mystery（谜团）均无法与系动词“is”后的表语从句构成恰当的语义搭配，语感生硬，可排除。 50. D. spread 【语境定位】 当被问及“I wish you enough”的含义时，父亲的表情由悲伤转为微笑。 【正确项分析】 D. spread（展开/荡漾）精准捕捉了情感变化的动态美感：微笑从内心涌出，在脸上“荡漾开来”。这一动词富有文学表现力，生动而温暖。 【干扰项排除】 A. remained（停留）侧重状态的持续，但此处需要体现“开始微笑”的起始变化；B. faded（褪去）与“开始微笑”的情感方向完全相反；C项grew（生长、逐渐形成）虽可与smile搭配（如a smile grew on his face），但通常与介词on连用，与across搭配不如spread自然。grew强调缓慢形成的过程，而spread更精准地捕捉了微笑从内心涌出、在脸上展开的动态美感。 51. C. generations 【语境定位】 父亲解释祝福的来源，后文“My parents used to say it to everyone”明确指向家庭内部的代际传承。 【正确项分析】 C. generations（代/世代）。“passed down through generations”是地道的英语表达，意为“代代相传”，与后文“My parents used to say it to everyone”形成明确的上下义呼应——父母曾对每个人说这句祝福，正是代际传递的具体体现。介词 through 后需要的是传承的“路径/渠道”，generations 精准契合这一语法和语义要求。 【干扰项排除】 A. beliefs（信仰）和 D. traditions（传统）均可与“passed down through”搭配，语法通顺，但它们指的是传承的“内容/载体”（通过信仰/传统来传承），而非传承的“路径/渠道”（通过一代代人传承），与介词 through 的深层搭配逻辑不完全匹配；B. efforts（努力）语义通顺，但与“blessing”的温情色彩和后文“parents”的家族传承语境关联最弱。 52. D. mind 【语境定位】 父亲停顿下来，仿佛在努力回忆那段祝福语的完整内容。 【正确项分析】 D. mind（头脑/记忆）。“search one's mind”是地道的英语表达，意为“搜肠刮肚地努力回想”，精准描绘了父亲回忆家族往事时的状态。 【干扰项排除】 A. suitcase（手提箱）和 B. pocket（口袋）是实体空间，无法“搜索”抽象记忆；C. heart（内心）是强干扰源——英语中“search one's heart”意为“扪心自问/反省”，侧重道德良心层面的自我审视，而非此处单纯的“回想信息”，语境不符。 53. B. sustain 【语境定位】 这是对祝福含义的核心定义：祝愿对方拥有足够多的美好事物，以支撑他度过人生。 【正确项分析】 B. sustain（维持/支撑）是唯一能精准表达“支撑生命持续下去”的选项，与祝福的精神内核完全吻合。下文列举的“阳光、雨水、快乐、痛苦、收获、失去”均是“维持”人生完整与丰富所需。sustain 在此处存在原词复现（原文“to sustain them”），为细心的考生提供了语境线索。 【干扰项排除】 A. satisfy（满足）在下文“satisfy your wanting”中出现，形成干扰，但“满足渴望”与“支撑生命”是两个层次；C. protect（保护）侧重免受伤害，与“good things”的积极作用不完全匹配；D. impress（打动/给……留下印象）在语境中语义偏离度最大，但仍在“产生积极影响”的语义范畴内，需要考生仔细辨析。 54. B. bright 【语境定位】 父亲的祝福之一：愿你拥有足够的阳光，让你的心态保持…… 【正确项分析】 B. bright（明亮的/开朗的）。阳光与“bright”存在自然的语义联想，阳光使人开朗明媚。“keep your attitude bright”意为“保持乐观开朗的心态”，是地道的英语表达。 【干扰项排除】 A. serious（严肃的）与阳光的正面联想相悖；C. flexible（灵活的）和 D. curious（好奇的）与“sun”在常识和语义上均无直接关联，可较轻松排除。 55. D. treasure 【语境定位】 祝福的最后一条：愿你经历足够的失去，以懂得______所拥有的一切。 【正确项分析】 D. treasure（珍惜）最精准地呼应全文主旨。经历足够的失去，人才能从内心深处学会“珍惜”当下拥有的一切。treasure 不仅包含认知层面的“认识到重要”，更传达了情感深处的“爱惜与珍视”，这一情感深度是其他选项无法替代的。 【干扰项排除】 A. check（清点/检查）偏机械动作，缺乏情感投入；B. measure（衡量）有合理性，失去确实让人衡量事物的价值，但仅停留在理性计算层面；C. realize（意识到）是珍惜的前提，但 realize 仅到认知层面为止，而 treasure 包含了更深的情感投入和行动趋向，是 realize 之后的升华。 命题思路 一、选材理念 本文围绕“I wish you enough”的温情故事，讲述围绕机场父女告别及世代相传的祝福。选材属于“人与自我”主题语境下的“亲情与人生感悟”，具有以下优势： 1. 情感主线与哲理升华高度统一：文本以“I wish you enough”为核心，从一个简单的告别场景，逐步深入到世代相传的人生智慧。排比句中的“sun/rain/happiness/pain/gain/loss”形成完整的哲理链条，既考查语言能力，又引导学生思考“得失平衡”的人生观。这种“小故事，大道理”的选材策略，与高考完形填空“情理之中，意料之外”的命题理念高度契合。 2. 价值观正向且无争议：故事传递珍惜亲情、感恩拥有、平衡得失的人生态度，完全符合立德树人导向。 3. 语篇结构清晰：场景设置→对话展开→原因揭示→祝福解释→情感升华，情节完整，逻辑连贯，适合完形填空的语篇层面考查。 4. 语言地道且难度适中：改编后全篇无超纲词，无需中文注释。 二、题目设计逻辑 本完形填空共设15空，覆盖以下考查维度： 考查维度 题号 具体内容 上下文逻辑 41, 45, 49, 53, 54 航班（flight）、永别（forever）、现实（reality）、支撑（sustain）、 态度（bright） 固定搭配 42, 43, 50, 51, 52 温柔地说（gently）、登机（boarded）、展开（spread）、代代传承（generations）、搜寻脑海（mind） 词义辨析 44, 46, 47, 48, 55 挣扎（struggling）、回忆（memories）、意味（meant）、悲伤（sadness）、珍惜（treasure） 语法结构 53 不定式作定语（to sustain them） 1. 考点分布：考点分布：动词6题、名词6题、形容词2题、副词1题，符合要求。 2. 排比结构的巧妙利用：题53至题55设置于排比句内部。题53（sustain）考查“enough good things to sustain them”中不定式作定语；题54（bright）考查“keep your attitude bright”中形容词作宾补；题55（treasure）考查“loss to treasure all that you have”中动词的语义选择。三个考点形式各异但内容连贯，学生必须通过排比的平行结构才能准确作答。这种设计使得多个考点之间存在内在逻辑关联，学生无法孤立作答，必须整体理解语篇。 3. 上下文复现与逻辑衔接的精准设计：题45（forever）通过上文“knowing it was ___”与下文“why is this goodbye forever”直接呼应；题49（reality）通过父亲解释“I’m old, and she lives too far away”引出残酷现实；题51（generations）通过“passed down through ___”与下文“my parents used to say it”形成复现；题55（treasure）与排比中的“loss”形成对比，属于高水平的词汇复现考查。 三、干扰项设计原则 每个干扰项均基于常见语言误用或语境偏差设计，确保其具有合理迷惑性： 1. 场景偏差：如题41的name（名字）、schedule（时刻表）、ticket（机票）与“航班被广播通知”的机场登机常识存在偏差，需学生结合具体场景选择最地道的表达。 2. 语义不符：如题42的loudly（大声）、coldly（冷淡）与温情告别不符；题44的pretending（假装）、failing（失败）与“忍住眼泪”语境偏差；题55的check（检查）、measure（衡量）与“珍惜拥有”不匹配。 3. 近义混淆：如题46的lessons（教训）、stories（故事）、warnings（警告）与“回忆”近义但语境不符；题47的owed（欠）、offered（提供）、returned（归还）与“意味着”区分；题48的anger（愤怒）、fear（恐惧）、doubt（怀疑）与“悲伤”的情感差异；题52的suitcase（行李箱）、pocket（口袋）、heart（心脏）与“搜寻脑海”的合理选择。 4. 语法错误：如题43的missed（错过）、mentioned（提到）、approached（靠近）均不能表达“登机”的固定搭配；题50的remained（保持）、faded（褪去）与“微笑出现”的语境不符。 5. 逻辑矛盾：如题45的temporary（暂时的）、impossible（不可能的）、frequent（频繁的）与“永别”主题冲突；题53的satisfy（满足）、protect（保护）、impress（打动）与“支撑生活”的语义强度差异。 所有干扰项均来自真实语言使用中的常见错误，无凭空捏造或明显荒谬的选项。其中题52的mind与heart（情感vs理性）、题53的sustain与satisfy（支撑vs满足）、题55的treasure与realize（珍惜vs意识到）是高中阶段高频混淆点，能有效区分不同水平学生。 四、难度分析与区分度预估 根据高中完形填空的平均难度（0.50-0.65）及本人教学经验，预估各题难度系数（P值）如下： 题号 考查点 预估难度 区分度 依据 41 flight 语境 0.60 ≥0.35 机场场景常识判断 42 gently副词 0.65 ≥0.30 情感色彩判断 43 boarded搭配 0.58 ≥0.35 固定搭配（board a plane） 44 struggling 语境 0.55 ≥0.40 需理解“忍住泪水”的动作状态 45 forever逻辑 0.62 ≥0.35 上下文呼应 46 memories词义 0.65 ≥0.30 基础词汇 47 meant词义 0.60 ≥0.35 固定表达（mean to sb） 48 sadness情感 0.55 ≥0.40 情感色彩把握 49 reality逻辑 0.58 ≥0.40 需理解残酷现实 50 spread词义 0.62 ≥0.35 动态变化描述 51 generations搭配 0.60 ≥0.35 固定短语（through generations） 52 mind辨析 0.55 ≥0.45 高频近义词（mind/heart） 53 sustain辨析 0.50 ≥0.50 高阶近义词（sustain/satisfy） 54 bright宾补 0.62 ≥0.35 形容词作宾补 55 treasure辨析 0.56 ≥0.45 情感色彩（treasure/realize） 整体难度：平均P值约0.59，属于中等难度，符合高考完形填空定位。 区分度分析：题44、48、52、53、55区分度较高（≥0.40），其中题52（mind vs heart）、题53（sustain vs satisfy）、题55（treasure vs realize）区分度尤为突出（≥0.45），能有效区分高分组与低分组学生。这些题目考查的是词汇的深层语义和情感色彩，正是高水平学生与普通学生的分水岭。 五、试题亮点 1. 首句完整的命题规范 本试题严格遵循完形填空“首句不设空”的命题规范。首句“At a busy airport, I happened to witness a father and daughter saying their last goodbyes”完整交代了场景、人物和事件，为考生提供充分的语境入口。第41空设置在第二句“Her flight had been announced”中，既保证了首句完整性，又使设空间距分布合理。 2. 排比结构的设空艺术 题53至题55设置于文本结尾的排比句内部，是本试题最具特色的设计。排比句“I wish you enough...to...”本身具有强烈的修辞效果和哲理意味，在此处设空，既考查了学生在排比平行结构中推断词义的能力，又避免了常规单句设空的单调性。三个设空的考点形式各异——不定式作定语（sustain）、形容词作宾补（bright）、动词词义选择（treasure）——但逻辑上统一于排比结构，形成“形散神聚”的命题艺术。 3. 代际传承的深度辨析 题51是本试题最具区分度的题目之一。“选项A（beliefs）、B（efforts）、D（traditions）均可在语法上与‘passed down through’搭配，但A和D指向传承的‘内容/载体’，B指向传承的‘方式/手段’，而正确答案C（generations）指向传承的‘路径/渠道’。 4. 情感梯度的精准设计 题48（sadness）、题53（sustain）、题55（treasure）构成了一条从“情感理解”到“生命支撑”再到“珍惜升华”的梯度链。题48要求学生把握父亲的悲伤情感本质（区别于恐惧）；题53要求学生理解祝福的精神内核是“支撑生命”；题55要求学生到达“珍惜”这一情感与行动的终点。三道题从“是什么”到“为什么”到“怎么做”，层层递进，体现了语篇层面设空的整体性。 5. 上下文复现的贯穿运用 本试题多处运用上下文复现作为解题线索：题45（forever）通过前文设空与后文“a forever good-bye”直接呼应；题49（reality）通过父亲解释的具体内容推断“The reality is”的固定句式；题51（generations）通过“My parents used to say it”与“passed down through generations”形成上下义复现。这种贯穿始终的复现设计，引导学生养成“在上下文中寻找答案”的阅读习惯，体现了完形填空“语篇为本”的命题理念。 六、素材来源及处理 1. 素材来源 原文选自KindSpring.org网站上的“I Wish You Enough”一文，主题属于“人与社会”范畴下的“亲情与人生感悟”。原文以第一人称叙述了机场偶遇父女告别并引出“I wish you enough”这一世代相传祝福的故事。 2. 改编处理 改编维度 具体处理 改编依据 篇幅压缩 原文约400词，压缩至约280词 符合高考完形填空250-300词的字数要求 专有名词处理 无专有名词需处理 原文为通用场景，无特殊文化背景障碍 原创性保障 对原文进行大规模同义替换和句式改写（如overheard → happened to witness, intrude on his privacy → disturb his private moment） 经百度搜索验证，无重复命题现象 续写段落删除 原文结尾包含父亲背诵的完整祝福语，改编后保留其核心排比句作为设空载体 为排比结构设空提供文本依据 超纲词处理 原文sustain加注中文释义“维持” 语篇仅保留1个超纲词，符合比赛“不超过3个”的要求 3. 语言质量 改编后语篇结构完整，情节连贯，衔接自然。语言地道流畅，全部控制在课标词汇和基础句式范围内。对话比例恰当，叙事节奏适中，适合高中生阅读水平。 第二节 语法填空（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。 China’s railway network is one of the most advanced in the world. The country 56 (build) over 40,000 kilometers of high-speed rail tracks since 2008, connecting most major cities. A journey that used to take ten hours now 57 (take)only four, greatly promoting business and tourism. 58 (run) at speeds of up to 350 km per hour,these trains are known for their punctuality and comfort. Engineers have solved many technical problems, especially in mountain areas 59 tunnels and bridges were required. The cost is huge, but the government believes the long-term benefits far outweigh the investment. Today, high-speed rail has become 60 symbol of China’s technological progress. Many foreign experts come to study the system, hoping to bring similar technology back to 61 (they) own countries. The rapid development of the railway network, 62 (support) by strong government investment, has made travel more convenient for ordinary people. The number of passengers traveling during the Spring Festival holiday has increased 63 20% in the past three years. The government is now working on even 64 (fast)trains, with a target speed of 400 km per hour. This is not just an improvement in transportation 65 a reflection of the country’s commitment to innovation. If you ever have a chance to travel by high-speed rail in China, you will be impressed by its efficiency and comfort. 参考答案及解析 56.has built 解析：考查谓语动词时态。时间状语“since 2008”提示用现在完成时，主语“The country”与build为主动关系，故填has built。 57.takes 解析：考查谓语动词时态。陈述客观事实，用一般现在时；主语“A journey”为单数，故填takes。 58.Running 解析：考查非谓语动词。逻辑主语“these trains”与run为主动关系，现在分词短语作状语，首字母大写。 59.where 解析：考查定语从句关系词。先行词“mountain areas”表示地点，从句缺地点状语，故填关系副词where。 60.a 解析：考查冠词。symbol为可数名词，此处泛指“一个象征”，故填不定冠词a。 61.their 解析：考查代词。修饰名词“countries”，需用形容词性物主代词their。 62.supported 解析：考查非谓语动词。名词“development”与support为被动关系，过去分词短语作后置定语，故填supported。 63.by 解析：考查介词。表示增加或减少的幅度，用介词by，“increased by 20%”意为“增加了20%”。 64.faster 解析：考查词性转换（比较级）。even修饰比较级，且语境暗示比现有速度更快，故填faster。 65.but 解析：考查连词。“not just...but...”为固定搭配，意为“不仅……而且……”，故填but。 命题思路 一、选材理念 本文以中国高铁发展为话题，属于“人与社会”主题语境下的“科技发展与国家成就”。选材具有以下优势： 时代性与正面导向：高铁是中国科技创新的名片，展示国家发展成就，传递“科技强国”“自主创新”等积极价值观，符合立德树人导向。近三年新高考I卷语法填空语篇均关注中国元素（2025年围棋艺术、2024年丝绸之路花园、2023年小笼包），本题主题与之高度一致。 语篇结构清晰：采用“总起—技术特点—成就影响—未来展望”的递进结构，逻辑连贯，信息密度适中，适合考查语境中的语法运用。 语言地道，难度适中：全文约200词，句式多样，无超纲词，专业术语有上下文解释，适合高中学生阅读水平。 二、考点设计 本试题严格遵循近三年新高考I卷语法填空的命题规律：10个空，7个有提示词、3个无提示词，考点覆盖全面且无一重复。 考点类别 题号 具体形式 高考对应 谓语动词 56,57,65 现在完成时、一般现在时、将来被动 每年必考2-3个 非谓语动词 58,62 现在分词（主动）、过去分词（被动） 每年必考2-3个 定语从句 59 where 高频考点 冠词 60 a 高频考点 代词 61 their 高频考点 介词 63 by（表示幅度） 高频考点 词性转换 64 faster（比较级） 每年必考1个 连词 65 but（not just...but...） 固定搭配 设计亮点： 动词分布均衡：56现在完成时（since 2008标志）、57一般现在时（客观事实）、65将来被动（条件句中），三种不同形式，避免重复。 非谓语兼顾主动/被动：58现在分词作状语（主动），62过去分词作定语（被动），覆盖两种主要用法。 介词考查有深度：63“by”表示增减幅度，是高考常见但学生易错的考点，比“for example”等固定短语更具区分度。 连词融入固定搭配：65“not just...but...”为高考高频结构，考查学生对并列连词的理解。 三、难度与区分度 题号 考点 预估难度 区分度 依据 56 现在完成时 0.65 ≥0.30 since标志明显 57 一般现在时 0.70 ≥0.25 基础时态 58 现在分词 0.60 ≥0.35 需判断主动关系 59 定语从句where 0.62 ≥0.35 判断地点状语 60 冠词a 0.75 ≥0.20 基础考点 61 代词their 0.70 ≥0.25 物主代词用法 62 过去分词 0.55 ≥0.45 判断被动关系，区分度高 63 介词by 0.58 ≥0.40 幅度表达，易错 64 比较级 0.65 ≥0.30 even修饰比较级 65 连词but 0.72 ≥0.25 固定搭配 整体平均难度约0.65，中等，符合高考语法填空定位。题62（过去分词）、题63（介词by）区分度较高，能有效筛选不同水平学生。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华，你的英国笔友Chris给你发来邮件，提到他们学校近期要举办一场“中国文化周”（Chinese Culture Week）活动，并邀请你推荐一个适合展示的中国传统艺术形式。请你给他回复一封邮件，内容包括： 1. 你推荐的艺术形式和理由 2. 简要展示建议。 注意： 写作词数应为80个左右。 参考范文： 范文一：基础篇 Dear Chris, I’d like to recommend Chinese paper-cutting for your Culture Week. First, paper-cutting is easy to learn. Students only need red paper and scissors to make beautiful patterns. Second, it has deep cultural meaning. Red paper means good luck and happiness in China. For the activity, you can prepare some red paper and ask students to cut the Chinese character “福”. I hope this idea is helpful. Wish your event a great success! Yours sincerely, Li Hua 【基础篇核心亮点】 1． 结构清晰：三段式结构（推荐→理由两点→建议+祝福），框架完整。学习基础薄弱的学生模仿此结构，能确保拿到结构分。 2． 语言简洁：全篇以简单句为主，词汇全部控制在考纲范围内（easy to learn, beautiful patterns, cultural meaning），无明显拼写或语法错误，符合“语言基本正确”的二档评分标准。 3． 紧扣指令：完整覆盖邮件全部指令：推荐艺术形式（剪纸）、推荐理由（易学+文化内涵）、展示建议（准备红纸、剪“福”字），无遗漏得分点。 范文二：升级篇 Dear Chris, I’m excited to hear about your Chinese Culture Week. I’d like to recommend Chinese calligraphy, a traditional art form with thousands of years of history. There are several reasons for my recommendation. First, calligraphy is not just writing—it’s a way to experience Chinese philosophy and aesthetics. By holding a brush and feeling the flow of ink, students can better appreciate the beauty of our culture. Second, it requires simple tools: only a brush, ink, and paper, making it easy to organize. For the activity, you could set up a “Calligraphy Corner” where students can try writing their names in Chinese characters. I believe it will be a truly unforgettable experience for them. Yours sincerely, Li Hua 【升级篇核心亮点】 1． 适度运用复杂结构：在简单句基础上，适度加入定语从句（a traditional art form with thousands of years of history）、介词短语（by holding a brush and feeling the flow of ink），使语言表达更加充实，但没有使用过于复杂的复杂句，确保中等学生也能模仿。同时加入简单的连接词（First, Second），使行文更有条理。 2． 内容丰富：推荐理由更加具体，从“体验哲学与美学”“工具简便”两个角度展开，信息量比基础篇更充足。 3． 卷面规范：词数控制在100左右，段落分明，这些细节在高考阅卷中能带来关键加分。 范文三：优秀篇 Dear Chris, Learning that your school is holding a Chinese Culture Week, I’m writing to recommend Peking Opera, a jewel of traditional Chinese performing arts. My recommendation is based on the following reasons. To begin with, Peking Opera combines singing, dancing, acting, and acrobatics, offering participants an immersive cultural experience. The colorful facial masks (lianpu), each pattern with unique symbolic meaning, are particularly appealing to young audiences. Furthermore, it provides a window into Chinese history and philosophy, as most plays are adapted from classic literature such as Romance of the Three Kingdoms. As for the activity, you could organize a “Facial Mask Painting Workshop” and explain the meanings behind different colors—red for loyalty, black for righteousness, and white for cunning. If possible, a short video clip of a classic Peking Opera performance would bring the art to life. I’d be more than happy to send you some introductory materials if needed. Looking forward to hearing your thoughts! Yours sincerely, Li Hua 【优秀篇核心亮点】 1． 丰富句式与高级词汇：开篇使用“Learning that...”分词短语做状语，自然引出写作背景，避免刻板的“I am writing to...”模板；融入“jewel of traditional Chinese performing arts”（贴合主题的高阶词汇）、“an immersive cultural experience”、“bring the art to life”等地道表达。句式也颇有变化——简单句（信息告知）、复合句（附加说明条件句）和复合句（定语从句），体现了多样且精准的句法驾驭力。 2． 内容饱满：推荐理由从表演形式（唱念做打+脸谱文化）、文化内涵（历史哲学+文学改编）两个层面展开，且每个论点都附有具体的解释或补充，不仅信息量十足，逻辑也更连贯深刻。展示建议方面，不仅提供了具体的活动创意，还主动提出“可发送资料”这一额外关怀（在完成所有指令任务基础上的适当发挥）。在确保基础得分点后，这篇范文通过地道得体的语言、适度的信息增量，展现了冲刺满分所需的语言运用能力和人文素养。 三篇范文对比小结： 对比维度 基础篇（剪纸） 普通篇（书法） 优秀篇（京剧） 推荐艺术 剪纸 书法 京剧 语言难度 简单句为主 适当加入复合句 多种句式灵活运用 词汇水平 考纲基础词汇 考纲词汇+少量扩展 高级词汇与地道表达 推荐理由 易学+文化寓意 哲学美学+工具简便 表演形式+文化内涵+脸谱象征 展示建议 红纸剪“福”字 书法角写中文名 脸谱绘画+视频展示+主动提供资料 预估分值 12-13分 14分 15分 这三种层次的设计意图，就是让不同水平的学生都能在现有基础上找到提升方向：基础薄弱的学生可以先确保把话写“对”，中等水平的学生争取把话说“顺”，而冲刺高分的学生则不断追求把表达练“精”。 第二节 读后续写（满分25） 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。 I’ll never forget Chelsea. She was a wounded soul. Over the years she had struggled — both in her studies and with self-confidence. Her mother had died after fighting a serious illness when Chelsea was in fifth grade. I knew her mother had been her greatest source of strength, always believing in her. As she began sixth grade, Chelsea was still hurting. I worried about her with good reason. Each fall, I take my sixth graders for a five-day outdoor adventure at a learning center in the woods of Northern Minnesota. Our week is filled with team building and overcoming challenges that seem impossible. The growth students make there stays with us as a reminder when they face difficulties. The final activity is a high ropes course, where students walk across narrow bridges and thin wires stretched between tall towers forty feet above the ground. I knew this would be especially difficult for Chelsea. When it came time to put on the safety belt, Chelsea was already trembling. She stepped hesitantly onto the first narrow bridge. Only after the instructor’s encouragement did she slowly make her way across its shaky boards. With the support of a teacher waiting there, she managed to cross a second bridge made of three wires. Her trembling body made it shake even more. From below, her classmates shouted, “ Come on, Chelsea, you’re doing great!” She finally reached the second tower and faced the most difficult challenge: a single thin wire stretched between the two highest towers. Chelsea froze. Her classmates and teachers, sensing her struggle, had gathered below, offering constant encouragement. But Chelsea just stood there, her whole body shaking. I saw her look up at the sky for a moment, and I knew she was thinking of her mom. I moved closer to her. “ Just one step at a time, Chelsea,” I said gently. But she didn’t move. Tears began streaming down her face. 注意： 续写词数应为150左右； 请按如下格式在答题卡的相应位置作答。 I could see the terror in her eyes. “I can’t do it,” she repeated, her voice shaking.______ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ She took one step, then another, her eyes fixed on the tower ahead. _________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考范文 I could see the terror in her eyes.“I can’t do it,” she repeated, her voice shaking. The cheers from below seemed to fade as I focused entirely on Chelsea. I gently reminded her how her mom had never given up, and how she had always believed in Chelsea. She stared at me, tears still rolling down her cheeks. Then something shifted in her eyes. “For her,” she whispered. “I’ll do it for her.”She wiped her tears, drew a shaky breath, and placed her foot on the wire. She took one step, then another, her eyes fixed on the tower ahead. She did not look down. Halfway across, she paused, her hands trembling. But she took a breath and moved forward, one careful step after another, until she finally reached the last tower and fell into my arms. As the cheers rose around us, she looked up at the sky, her face wet with tears but smiling.“I did it for her,”she said softly. Here, high above the ground, she had found the strength her mother had always seen in her. The wounded soul was gone. We had all witnessed her victory. （161） 评分原则 本题总分为25分，按5个档次给分。 评分时，先根据文章的内容、语言和结构初步确定所属档次，再以该档次的要求综合衡量给分。 续写词数少于120的，酌情扣分；词数多于180的，酌情扣分。 书写不规范、卷面不整洁的，酌情扣分。 评分时应注意：内容与原文的协同性（情节、语言、情感）、逻辑连贯性、语言准确性、情感升华的合理性。 评分标准 档次 分数 内容要求 语言要求 结构要求 第五档 21-25 与原文情节高度协同，内容丰富，情感升华自然 语言准确、地道，句式多样，用词恰当 段落衔接自然，逻辑清晰 第四档 16-20 与原文情节协同较好，内容较充实 语言基本准确，有个别小错但不影响理解 段落衔接较自然，逻辑清楚 第三档 11-15 与原文情节有一定协同，内容基本完整 语言有较多错误，但尚能表达主要意思 逻辑基本连贯 第二档 6-10 与原文情节协同性差，内容不完整 语言错误多，影响理解 逻辑混乱 第一档 0-5 与原文情节无关，内容空洞 语言错误严重，难以理解 无逻辑结构 命题思路 一、选材理念 本文以户外高空绳索挑战为背景，讲述一个失去母亲的女孩Chelsea在教师和同伴的鼓励下克服恐惧、完成挑战的故事。选材属于“人与自我”主题语境下的“个人成长与自我突破”，具有以下优势： 1. 情感真挚，价值观正向：故事传递了“坚持”“勇气”“相信自我”的积极价值观，同时巧妙融入已故母亲的精神力量，使成长主题更具深度，符合立德树人导向。 2. 语篇结构清晰：背景介绍（Chelsea的伤痛）→活动铺垫（户外教育中心）→挑战升级（三层难度）→高潮冻结（单根钢丝）→待续写。情节层层递进，逻辑连贯。 3. 续写空间充足：原文结尾处Chelsea冻结在钢丝上，泪水直流，为续写提供了强烈的情感冲突和行动起点。两个段首句分别提示“恐惧挣扎”和“开始行动”，引导学生合理想象心理转变和行动突破。 4. 语言地道且难度适中：原文约322词，无超纲词，句式以复合句和描写性语言为主，适合高中学生阅读和续写。 二、考点选取 本试题的考点设计围绕读后续写的三大核心原则——主题一致性、情节连贯性、语言协同性： 考点维度 具体考查内容 在试题中的体现 情节构思 能否基于原文信息进行合理想象和逻辑推断 Para 1需完成“内心挣扎→做出决定→迈出第一步”；Para 2需完成“前行→到达→感悟” 心理描写 能否运用动作、对话、环境等手段刻画人物内心变化 原文结尾为“Tears began streaming down her face”，学生需在此基础上描写心理转折过程 首尾呼应 能否识别并回应原文埋下的伏笔 原文“wounded soul”“her mother had been her greatest source of strength”“look up at the sky”均为可供呼应的前文线索 主题升华 能否在情节推进中自然实现情感和思想的升华 Para 2结尾需回到“成长与蜕变”的主题，与原文首段形成闭环 语言协同 能否保持与原文一致的叙事风格和语言特征 续写需延续第一人称视角、适度的文学性描写、简洁有力的对话风格 三、问题设计（段落首句设计） 1. 截断点设计 试题将截断点设置在Chelsea面对最后挑战、陷入极度恐惧的时刻——她僵在钢丝上，泪流满面，段首句以‘I can't do it’点明她的恐惧状态。这一截断点的设计逻辑与2022年新高考I卷（残疾男孩David站在越野跑起跑线前犹豫是否参赛）高度一致，将故事停在“最悬而未决”的瞬间，最大化续写空间。 2. 两段首句的衔接逻辑 段落 段首句 衔接功能 Para 1 I could see the terror in her eyes. “I can’t do it,” she repeated, her voice shaking. 紧承原文结尾“Tears began streaming down her face”，保持恐惧情感状态的延续，为考生的“转折”设计预留空间 Para 2 She took one step, then another, her eyes fixed on the tower ahead. 暗示第一段已完成从“挣扎”到“决定”再到“迈出第一步”的过程，将重心转移到“行动过程”和“主题升华” 3. 两段首句的功能分工 对比维度 Para 1首句 Para 2首句 情感状态 恐惧顶点 专注前行 空间位置 尚未开始走 正在钢丝上走 叙事节点 冲突最激烈处 行动进行中 考查重心 心理转折的合理性与自然度 动作描写与主题升华的深度 两段首句梯度清晰，Para 1向内（心理），Para 2向外（行动与感悟），完全符合“段落开头语为考生提供清晰写作方向”的要求。 四、难度与区分度 1. 语言难度：原文和范文均无超纲词，句式丰富但可理解，适合高三学生。 2. 情感体验难度：失去亲人的伤痛、高空恐惧、同伴鼓励均为学生能共情的经验，不存在认知障碍。 3. 区分度设计： 高水平学生：能识别并回应原文两处母亲线索，实现“母亲力量→为母亲而战→找到母亲一直看到的力量”的完整情感闭环； 中等水平学生：能完成基本情节，描写恐惧与行动，但主题升华和首尾呼应不够充分； 基础水平学生：能写出简单的动作推进，但心理描写和情感升华较为薄弱。 4. 截断点的科学性保障了区分度：截断于“尚未做出任何决定”的瞬间，不同水平学生在“心理转折”这一核心环节上的表现差异将被清晰区分。 五、试题亮点 1.选材的创新性 本题突破了读后续写常见的“校园生活”“家庭日常”等常规题材，以高空绳索挑战这一独特的户外教育场景为载体，将“克服恐惧”的成长主题置于一个极具戏剧张力的情境中。同时，已故母亲作为精神力量的设定，避免了“父母/老师直接帮助”的俗套，赋予了成长主题更深刻的情感内涵——真正的勇气来自对所爱之人的回应。 2.截断点的科学性 原文在Chelsea已经克服了前两道挑战、面对最后挑战时彻底“冻结”的时刻截断。这一截断点的科学性在于： 1）情节基础充分：她并非一开始就退缩，而是有坚持的努力基础，使后续突破可信。 2）情感冲突鲜明：她的恐惧已达到顶点（“Tears began streaming down her face”），突破的戏剧张力最强。 3）续写空间最大：尚未做出任何决定，将“挣扎→决定→行动→感悟”的完整叙事弧线交给学生创造。 3.母亲线索的适用性 原文在首段和截断前两处铺垫母亲线索（“her mother had been her greatest source of strength”“I knew she was thinking of her mom”），为续写中“以母亲为动力”的转折提供了充分的文本依据，同时又不强制学生必须选择这一方向。学生也可选择“同伴的鼓励”“老师的信任”“自我突破的渴望”等其他转折路径，保证了续写的开放性和多样性。 4.范文的示范性 参考范文展现了精准的语篇协同性： 1）以“reminded her how her mom had never given up”回应前文的母亲线索 2）以“For her.I’ll do it for her”完成情感转折 3）以“Here, high above the ground, she had found the strength her mother had always seen in her”实现主题升华 4）以“The wounded soul was gone”与原文首句“Chelsea was a wounded soul”形成首尾呼应 5.立德树人的渗透性 试题将“勇气”“坚持”“亲情”等正面价值观自然融入叙事，没有生硬说教。学生在写作过程中，需要理解Chelsea的情感世界，体会她的恐惧与突破，从而在语言实践中完成一次隐性的情感教育。这种“体验式”的价值引领，比直接的道德灌输更能引发学生的情感共鸣和价值认同。 六、素材来源及处理 1. 素材来源 原文选自Chicken Soup for the Soul（《心灵鸡汤》）丛书中的“Step by Step”一文，主题属于“人与自我”范畴下的“个人成长与自我突破”。原文以第一人称叙述了一名教师带领学生参与户外高空绳索挑战的真实经历。 2. 改编处理 改编维度 具体处理 改编依据 篇幅压缩 原文约880词，压缩至322词 符合高考读后续写原材料300-350词的字数要求 专有名词通用化 Wolf Ridge → a learning center；High Adventure Ropes Course → a high ropes course；Single Wire / Swinging Wood Bridge / Burma Bridge → 概括性描述 消除文化认知障碍，确保无户外拓展经验的学生也能无障碍理解 超纲词替换 terminal illness → serious illness；harness → safety belt；chaperone → teacher 原文5处超纲词全部替换为课标词汇，语篇最终0超纲词 续写空间预留 原文Chelsea最终完成了所有挑战，改编后截断于“她僵在钢丝上、泪流满面”的时刻 将“挣扎—决定—行动—感悟”的完整叙事弧线交给学生创造 母亲线索强化 新增“I knew her mother had been her greatest source of strength”和“I saw her look up at the sky for a moment, and I knew she was thinking of her mom” 为续写中“以母亲为精神动力”的转折提供合理的文本依据 1 学科网（北京）股份有限公司 $ 原创试卷 2025-2026学年度下学期高一英语期末测试 第二部分 阅读理解 （共15小题；每小题2.5分，满分37.5分） 第一节 阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。 A Explore the Wild:A Teen Volunteer Experience Join us for a unique summer volunteer program designed for teenagers who care about the environment and wildlife protection. Program Dates Location Activities Coastal Cleanup and Conservation June 15—20 Gulf Shores,Alabama Beach cleaning, sea turtle nest monitoring Forest Restoration Project July 5—12 Smoky Mountains,Tennessee Native tree planting, removing harmful plants Wildlife Tracking and Research July 20—28 Yellowstone National Park Animal tracking,data collection, habitat survey What You Will Gain: Each volunteer will receive a certificate of completion and a detailed report of the work accomplished. This experience not only helps protect our planet but also provides valuable opportunities for personal growth. Program Fee: $250 per person(includes housing, meals, and local transportation). Scholarships are available based on financial need — please ask at the time of application. Requirements: Age 14–18 Basic physical fitness for outdoor activities A signed parent’s written agreement (for applicants under 18) Completed online application by March 31 How to Apply: Visit our website at www.wildteenvolunteer.org to download the application form. Submit the completed form along with a short personal statement (150–200 words) explaining why you want to join. For more information, please contact us at info@wildteenvolunteer.org or call (555)234-5678. 21. How long does the Forest Restoration Project last? 1 学科网（北京）股份有限公司 A. 5 days. C. 7 days. B. 8 days. D. 9 days. 22. What is a must for applicants under 18? A. A personal interview. C. A physical examination. B. A teacher’s recommendation. D. A parent’s written agreement. 23. Where can you probably find this text? A. In a travel guide. C. In a literature review. B. In a science report. D. In a program brochure. B When 17-year-old Lina lived in a remote mountain village in Guizhou, she never thought she could study with teachers from big cities. Her school had only three teachers for six grades, and there was no English class — her favorite subject. Every day, she learned English by reading old textbooks alone and wrote words on small cards to memorize them. But without anyone to practice speaking with, her oral English was weak, and she almost gave up her dream of studying English in college. Everything changed when a rural education charity project came to her village. The project built a computer room and provided free Internet access. With the help of the school’s only young teacher, Lina joined an online English learning program. The program paired village students with volunteer teachers from big cities, who gave live online lessons every evening. At first, Lina was too shy to speak — she was afraid of making mistakes. But her online teacher encouraged her, “Don’t be afraid. Mistakes are part of learning.” Slowly, Lina gathered the courage to join class discussions. She asked her teacher questions about grammar and pronunciation, and even made friends with a girl from Shanghai who shared her love for English. She also used free online listening resources to practice every morning. After six months, her oral English improved greatly, and she won first prize in the county’s English speaking competition. She said, “The Internet is not just a line connecting the village to the outside world. It’s a light that lights up my dream.” Now, Lina studies harder than ever. She uses the Internet to search for exam materials and plans to take online writing courses. She hopes to go to a big city to study English, and then come back to her village to be an English teacher — letting more village kids see the outside world through English and the Internet. 24. What was Lina’s biggest problem in learning English at first? A. She hated speaking in public. B. She had no English textbooks. C. She lacked oral English practice. D. She had no time to study English. 25. What can we infer about the online English learning program? A. It is run by college teachers. B. It is for village students only. C. It only provides recorded lessons. D. It offers free English learning resources. 26. What can we learn about Lina from the passage? A. She won a national English competition. B. She plans to be a village English teacher. C. She learned to use a computer by herself. D. She only talks with her online teacher in English. 27. What’s the best title for the passage? A. A Village Girl’s English Dream B. Online Lessons for Rural Students C. A Charity Project Changes a Village D. The Internet Lights Up a Girl’s Dream C In early March 2026, an open-source AI agent called OpenClaw became very popular in China. It has a special red lobster-shaped icon, so people also call it “the Lobster”. This started a nationwide trend called “raising lobsters” — that means installing, setting up, and personalizing this tool. Thousands of tech lovers waited in line to use it for free in Shenzhen and Shanghai, and paid setup services also became popular online. Unlike common chatbots like ChatGPT, OpenClaw is made for doing practical tasks. It can be run locally on many operating systems, and works well with common office software. It can automatically do data analysis, document editing, and code debugging（代码调试）, acting as an efficient “digital employee”. This change from passive chatting to active work has fueled strong demand for compatible（兼容的） devices. For example, Apple’s Mac mini, a good choice for local running, has sold out around the world. Big tech companies like Tencent and Baidu have made one-click setup easier to lower technical difficulties, and local governments have made supportive policies to push related research. However, fast growth also brings big risks. China’s Ministry of Industry and Information Technology has warned that wrong setups may lead to online attacks and data leaks. Because of this risk, some multinational companies have banned its use inside the company. Also, depending on paid large language model services means heavy users will have continuous costs. As international media have noted, OpenClaw shows the fast rise of practical AI agents and has great potential to improve productivity. But to make sure it develops in a healthy and sustainable way, we need a balanced way that combines technological innovation, online security, and cost control. 28. What is the first paragraph mainly about? A. The story behind the name “the Lobster”. B. The online services for setting up AI tools. C. The quick rise in popularity of OpenClaw in China. D. The discovery of main functions of the new AI tool OpenClaw. 29. What makes OpenClaw different from common chatbots according to the passage? A. It can finish tasks automatically. B. It supports global online chatting. C. It runs faster than other AI products. D. It provides free office software for users. 30. What does the underlined phrase “fueled strong demand” in Paragraph 2 most probably mean? A. Changed the direction. B. Reduced people's interest. C. Stopped the development. D. Caused a sharp rise in need. 31. What is the writer’s main purpose in writing this passage? A. To introduce the history of AI agents. B. To warn people not to use OpenClaw. C. To present both the good and bad sides of OpenClaw. D. To encourage companies to develop more AI tools quickly. D In the 20th century, international campaigns were launched to protect cultural heritage at risk. These campaigns are often large in scope, complex in technology, and cost millions of dollars. For example, the Abu Simbel project in Egypt cost over $80 million. Over the years, 26 such campaigns have been organized, costing nearly $1 billion in total. In 1959, Egypt began building the Aswan High Dam to improve agriculture and power supply. However, the resulting lake would drown ancient monuments. Philae island was already being regularly flooded by the rising Nile. Alarmed by these threats, Egypt and its neighbor Sudan turned to UNESCO for help. In response, UNESCO organized a large rescue operation, bringing together water experts, engineers, archaeologists, and architects. Their bold plan was to take the temples apart, move them to higher ground, and rebuild them. This remarkable effort showed the world that the treasures of the past could be preserved for future generations, rather than sacrificed in the name of progress. Building on this success, UNESCO launched another international campaign in 1972 to restore Borobudur, a famous Buddhist temple dating from the 8th and 9th centuries. Abandoned around the year 1000, the temple had been gradually overgrown by plants and was not rediscovered until the 19th century. With the support of the Japan Trust Fund and other partners, the restoration of Borobudur was successfully completed in 1983. These campaigns clearly demonstrate what international cooperation can achieve. However, in today’s globalized world, heritage conservation faces new challenges. Increased tourism—one of the desired benefits of World Heritage status—can damage the very sites it is meant to celebrate. Local communities near these sites often have mixed feelings: they welcome the economic opportunities but struggle with balancing preservation and development. As we invest more in tourism and economic growth, do we really recognize what we might lose? Our heritage connects us to our past and shapes our identity for the future. Isn’t it time we thought differently about what we truly value? 32. What is the first paragraph mainly about? A. The high cost of heritage protection. B. The origin of the World Heritage concept. C. The number of UNESCO campaigns in total. D. The start of international protection campaigns. 33. What happened to Borobudur around the year 1000? A. It was fully restored. B. It was built as a temple. C. It was left to the forces of nature. D. It was rediscovered by the local community. 34. How do the two rhetorical questions in the last paragraph serve the author’s purpose? A. By criticizing UNESCO’s past failures. B. By encouraging readers to reflect on values. C. By summarizing the cost of past campaigns. D. By questioning the need for heritage protection. 35. What is the main purpose of the text? A. To introduce two famous heritage sites. B. To describe how two temples were rebuilt. C. To explain UNESCO’s costs and complexity. D. To present past success and present challenges. 第二节 七选五（共5小题；每小题2.5分，满分12.5分） 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 As a senior high school student, the Internet is a powerful learning tool, but it’s easy to get distracted or fall victim to online risks. To use it efficiently and safely, you need a clear strategy. 36.________It not only helps you save time but also keeps you away from unnecessary trouble. Many students fail to study well online because they choose the wrong resources. 37.________ For example, when you need to do a history project, use professional academic databases instead of unproven information. When learning English, choose official listening and speaking platforms rather than meaningless short videos. It is easy to lose control of your time online. 38. ________Without proper limits, you may gradually develop Internet addiction. You can use screen time controls and turn off unnecessary notifications to stay focused. Protecting your personal information is very important. 39.________ Once your address, school or phone number is leaked, you may face cyberbully or even cheating. So never give your private information to strangers online. 40.________ If you meet fake news, bullying or scams, don’t deal with them alone. Turn to parents or teachers for help in time. They can offer you the right guidance. By following these tips, you can make the Internet your best study partner. A. Choose valuable and professional online resources B. Ask for timely help when meeting online troubles C. A good plan is the first step to smart Internet use D. Setting clear time limits is necessary for every student E. Share your personal information only with close online friends F. Careless sharing of information often brings serious risks G. You can search any information to improve your learning efficiency 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。 At a busy airport, I happened to witness a father and daughter saying their last goodbyes. Her 41 had been announced, and as she stood by the gate, the father 42 said, “ I love you, and I wish you enough.” The daughter replied, “Daddy, the life we’ve shared has been more than enough. Your love is all I ever needed. I wish you enough, too.” They kissed and she 43 the plane. The father walked toward the window where I sat. I could tell he was 44 to hold back tears. Trying not to disturb his private moment, I looked away, but he spoke to me: “Have you ever said goodbye to someone, knowing it was 45 ? ” “Yes, I have,” I answered. The question instantly brought back 46 of my own dad. I had once taken the time to tell him face to face how much he 47 to me, aware that our days together were limited. So I understood the 48 this man was carrying. “ Forgive me, ” I asked, “ but why is this goodbye forever? ” “ I’m old, and she lives too far away,” he said. “ The 49 is, her next trip back will probably be for my funeral.” “ When you were saying goodbye, I heard you say, ‘I wish you enough.’ What does that mean? ” A smile 50 across his face. “ It’s a blessing passed down through 51 . My parents used to say it to everyone.” He paused, as if searching his 52 , then continued. “ When we say ‘I wish you enough,’ we are hoping the other person will have a life filled with enough good things to 53 them.” Then, turning toward me, he shared the following like a poem learned by heart: “ I wish you enough sun to keep your attitude 54 . I wish you enough rain to appreciate the sun more. I wish you enough happiness to keep your spirit alive. I wish you enough pain so that the smallest joys seem much bigger. I wish you enough gain to satisfy your longings. I wish you enough loss to 55 all that you have. I wish you enough ‘Hellos’ to get you through the final ‘Goodbye’.” He then began to sob quietly and walked away. 41. A. flight B. name C. schedule D. ticket 42. A. loudly B. gently C. coldly D. nervously 43. A. missed B. mentioned C. boarded D. approached 44. A. struggling B. pretending C. failing D. refusing 45. A. temporary B. impossible C. frequent D. forever 46. A. memories B. lessons C. stories D. warnings 47. A. owed B. offered C. meant D. returned 48. A. anger B. sadness C. fear D. doubt 49. A. message B. secret C. reality D. mystery 50. A. remained B. faded C. grew D. spread 51. A. beliefs B. efforts C. generations D. traditions 52. A. suitcase B. pocket C. heart D. mind 53. A. satisfy B. sustain C. protect D. impress 54. A. serious B. bright C. flexible D. curious 55. A. check B. measure C. realize D. treasure 第二节 语法填空（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。 China’s railway network is one of the most advanced in the world. The country ____56____(build) over 40,000 kilometers of high-speed rail tracks since 2008, connecting most major cities. A journey that used to take ten hours now 57 (take) only four, greatly promoting business and tourism. 58 (run) at speeds of up to 350 km per hour,these trains are known for their punctuality and comfort. Engineers have solved many technical problems, especially in mountain areas 59 tunnels and bridges were required. The cost is huge, but the government believes the long-term benefits far outweigh the investment. Today, high-speed rail has become 60 symbol of China’s technological progress. Many foreign experts come to study the system, hoping to bring similar technology back to 61 (they) own countries. The rapid development of the railway network, 62 (support) by strong government investment, has made travel more convenient for ordinary people. The number of passengers traveling during the Spring Festival holiday has increased 63 20% in the past three years. The government is now working on even 64 (fast)trains, with a target speed of 400 km per hour. This is not just an improvement in transportation 65 a reflection of the country’s commitment to innovation. If you ever have a chance to travel by high-speed rail in China, you will be impressed by its efficiency and comfort. 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） 假定你是李华，你的英国笔友Chris给你发来邮件，提到他们学校近期要举办一场“中国文化周”（Chinese Culture Week）活动，并邀请你推荐一个适合展示的中国传统艺术形式。请你给他回复一封邮件，内容包括： 1. 你推荐的艺术形式和理由 2. 简要展示建议。 注意： 写作词数应为80个左右。 Dear Chris, ______________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 第二节 读后续写（满分25） 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。 I’ll never forget Chelsea. She was a wounded soul. Over the years she had struggled — both in her studies and with self-confidence. Her mother had died after fighting a serious illness when Chelsea was in fifth grade. I knew her mother had been her greatest source of strength, always believing in her. As she began sixth grade, Chelsea was still hurting. I worried about her with good reason. Each fall, I take my sixth graders for a five-day outdoor adventure at a learning center in the woods of Northern Minnesota. Our week is filled with team building and overcoming challenges that seem impossible. The growth students make there stays with us as a reminder when they face difficulties. The final activity is a high ropes course, where students walk across narrow bridges and thin wires stretched between tall towers forty feet above the ground. I knew this would be especially difficult for Chelsea. When it came time to put on the safety belt, Chelsea was already trembling. She stepped hesitantly onto the first narrow bridge. Only after the instructor’s encouragement did she slowly make her way across its shaky boards. With the support of a teacher waiting there, she managed to cross a second bridge made of three wires. Her trembling body made it shake even more. From below, her classmates shouted, “ Come on, Chelsea, you’re doing great!” She finally reached the second tower and faced the most difficult challenge: a single thin wire stretched between the two highest towers. Chelsea froze. Her classmates and teachers, sensing her struggle, had gathered below, offering constant encouragement. But Chelsea just stood there, her whole body shaking. I saw her look up at the sky for a moment, and I knew she was thinking of her mom. I moved closer to her. “ Just one step at a time, Chelsea,” I said gently. But she didn’t move. Tears began streaming down her face. 注意： 续写词数应为150左右； 请按如下格式在答题卡的相应位置作答。 I could see the terror in her eyes. “I can’t do it,” she repeated, her voice shaking.______ ______________________________________________________________________________________________________________________________________________________ She took one step, then another, her eyes fixed on the tower ahead. _________________ ______________________________________________________________________________________________________________________________________________________ $