2026届湖南长沙市明德中学高三考前模拟英语试题

**基本信息** 聚焦真实语境与核心素养，适配高三冲刺的综合性英语训练卷，涵盖日常交际、社会热点及文化议题，注重语言运用与思维品质提升。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |听力|20题/30分|日常交际（购物、出行、职场等）|情境真实，从细节理解（如地点判断）到主旨大意（如对话主题），层次分明| |阅读|20题/50分|心理健康（抑郁症康复）、职业故事（警犬训练师）、性别平等（历史课女性缺失）、科学研究（音乐与驾驶）|素材时代性强，考查推理判断（如第25题人物性格分析）与文化意识（如第28题英国女性历史人物）| |语言运用|25题/30分|词汇辨析（如第41题productive）、语法（时态、从句等）|语境化考查语言知识，完形填空聚焦人物传记（作家创作经历）| |写作|2题/40分|邮件（邀请参与活动）、故事续写（情感共鸣）|综合考查应用表达与思维品质，续写要求逻辑连贯与情感深度|

2026届高三冲刺压轴适应性训练·英语 参考答案、提示及评分细则 题号 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 答案 C A B B A B A B C A C A B A B 题号 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 答案 C B B A C A C D B A D D D C A 题号 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 答案 B A. B C D D G F B A D B A C D 题号 46 47 48 49 50 51 52 53 54 55 答案 A B A C D B A B D C 第一部分 听力(共两节，满分30分) 1~5 CABBA 6~10 BABCA 11~15 CABAB 16~20 CBBAC 第二部分 阅读(共两节，满分50分) 第一节(共15小题;每小题2.5分,满分37.5分) 【文章大意】本文是一篇应用文。文章通过四位抑郁者的真实经历，说明只要勇敢求助、找到支持，就能走出阴霾、重拾希望。 21.【答案】A 【解析】细节理解题。根据 Sarah’ s Story 部分的内容“Her anxiety and depression intensified after the loss of a loved one, leaving her feeling completely hopeless.”可知答案。 22.【答案】C 【解析】细节理解题。根据 Jason's Story 部分的内容“At first, he was hesitant, but hearing others share similar struggles made him feel less alone.”可知答案。 23.【答案】D 【解析】细节理解题。根据 David’ s Story 部分的内容“After experiencing a panic attack at work, David realized he needed to make significiant changes in his life. He took a leave of absence and focused on self-care.”可知答案。 【文章大意】本文是一篇记叙文。伊恩在警队服役期间，从警员逐步晋升并在警犬部门担任多种角色，多年致力于警犬训练及指导工作.30年投身警务事业后获警犬试训奖并即将退休。 24.【答案】B 【解析】细节理解题。根据第一段“In 1986, while in the TSG, Ian was promoted to sergeant. Six yearslater he entered into the specialism of the Merseyside Dog Section”可知,1986年 Ian 晋升为中士,六年后即1992年进入默西塞德警犬部门专业领域。 25.【答案】A 【解析】推理判断题。根据第五段“nothing gives him more pleasure than seeing his handlers havingsuccessful deployments”可以推测出：伊恩喜欢看到他的训练员的进步。 26.【答案】D 【解析】推理判断题。Ian奉献了自己的50年生命，其中33年将犬科专业知识全部投入警犬事业并持续传承经验，说明他是投入的，努力工作的。 27.【答案】D 【解析】标题归纳题。本文涵盖了伊恩在警察局工作的50年(31年的警察生涯和19年的文职人员生涯)，这是核心内容。 【文章大意】本文是一篇说明文。英国学校的历史课中女性相关内容严重缺失，慈善机构 ESIS 呼吁增加女性历史人物的教学比重。 28.【答案】D 【解析】细节理解题。根据第二段“history lessons mainly focus on four female figures: Queen Elizabeth I,Queen Mary I, and Suffragettes... Emmeline Pankhurst and Emily Davison”可知, Emmeline Pankhurst是英国学校经常教授的女性人物。 29.【答案】C 【解析】推理判断题。根据第三段“Only 15% of London’ s blue plaques celebrate women, and just one infive statues in the UK are of women.”可知,仅15%的伦敦蓝色匾额和20%的英国雕像纪念女性,由此推测出：女性在公共纪念物中的代表性严重不足。 30.【答案】A 【解析】词义猜测题。第四段中 Kate Mosse主张将“未被记录的 feats”重新纳入历史书和课堂,结合上下文中强调女性对历史的贡献被忽视这一点可以推知，feats应指“重大成就(achievements)”。 31.【答案】B 【解析】细节理解题。根据第五段“ESIS says this gap in lessons has serious consequences, because girlscan't see themselves in history”可知,历史课的差距导致女孩在历史中找不到自己的形象。 【文章大意】本文是一篇说明文。研究表明开车时听音乐利弊共存，新手更易受影响，建议选择熟悉曲目并控制音量以确保安全驾驶。 32.【答案】A 【解析】细节理解题。根据第二段“Researchers have studied the effects of music on driving for many yearsin virtual driving environments.”可知答案。 33.【答案】B 【解析】推理判断题。文章第五段和结论部分明确指出，新手司机(inexperienced drivers)更容易受到音乐的影响，听快节奏音乐时更可能出现超速、反应慢等问题，并建议他们降低音量或在复杂路况下关闭音乐。这可以合理推断出新手司机应该最谨慎。 34.【答案】C 【解析】细节理解题。根据最后一段“For safer driving, it is best to listen to recognizable songs, at amoderate volume, and avoid very loud or aggressive tracks.”可知答案。 35.【答案】D 【解析】写作目的题。文章前半部分详细解释了音乐对驾驶行为的各种影响，包括不同音量、节奏、类型音乐的作用差异；最后一段明确给出“For safer driving...”的实用建议。因此本文主要目的是解释音乐如何影响驾驶并提供实用建议。 第二节(共5小题；每小题2.5分，满分12.5分) 【文章大意】本文是一篇夹叙夹议的文章。文章讲述了作者作为既是艺术家又是教师的双重身份，认为教学不仅没有分散自己的艺术精力，反而通过解释作品、巩固基础、激发勇气等方式，深刻塑造并提升了自己的艺术创作与思考方式。 36.【答案】D 【解析】上文提到“我从未将这两个角色分开看待”，下文说“我相信教学会让我贴近艺术”，D项“Instead”承接上文，进一步说明两者并非分离而是同一整体的不同方面。 37.【答案】G 【解析】上文提到“教学训练我关注自己实际在做什么”，G 项“that”指代上文提到的这种训练，“made memore confident in how I talk about my work”与段首“explain my work”呼应,说明教学带来的具体效果。 38.【答案】F 【解析】本段主旨为“教学让我与基础保持连接”,F 项“basics”与上文“principles like composition, colour,and contrast”及下文“these foundations”形成词汇复现,强调基础的重要性。 39.【答案】B 【解析】下文提到“初学者常常创作时不担心规则或他人评价”，B项“beginners”与下文形成原词复现，“inspire courage”与下文“this freedom encourages me”呼应,点明本段核心。 40.【答案】A 【解析】上文总结教学已成为艺术实践不可分割的部分，下文说“它们共同造就了今天的我”，A项“Theseroles”指代“artist”和“teacher”,“fuel each other”与下文“Together”形成递进,升华全文主题。 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) 【文章大意】本文是一篇人物访谈。作者采访高产且受欢迎的作家詹姆斯·帕特森，他分享了创作经历与理念，其访谈蕴含着不仅关于创意写作，更关乎幸福生活的箴言。 41.【答案】D 【解析】考查形容词。前文提到“over 200 books and 425 million copies sold(超过 200本书,销量达4.25 亿册)”,强调其创作产量高,“productive(多产的)”符合语境。 42.【答案】B 【解析】考查名词。文章开头提及 James Patterson 是“highly creative writer(极具创造力的作家)”,后文围绕其创作方法展开,此处“sustains his creativity(维持他的创造力)”呼应主题。 43.【答案】A 【解析】考查名词。根据后文“I' ll just tell you what I do.(我只告诉你我做了什么。)”可知,他拒绝给出“建议(suggestions)”。 44.【答案】C 【解析】考查动词。后文提到“rejection does not...(拒绝并不……)”,此处对应“他的第一部小说被拒绝了31 次才出版”,“rejected(拒绝)”符合上下文逻辑。 45.【答案】D 【解析】考查动词。句意：从这件事他学到，被拒绝并不意味着你的作品不好。“mean(意味着)”符合语义。 46.【答案】A 【解析】考查形容词。结合前文，被拒绝是创作生涯中“正常的(normal)”一部分。 47.【答案】B 【解析】考查动词。此处指他“分享(shared)”自己的创作经历————初稿通常质量不高。 48.【答案】A 【解析】考查动词。前文说初稿薄弱，真正的质量来自“改写(rewriting)”。其他词均不如“rewriting”精准(创作中初稿后的优化核心是改写)。 49.【答案】C 【解析】考查动词。句意：想出这么多故事灵感，始于留意日常生活中的小瞬间。“noticing(留意)”符合。 50.【答案】D 【解析】考查动词短语。 true creativity lies in finding wonder in ordinary things意为“真正的创造力在于在平凡事物中发现美好”。“lies in(在于)”是固定搭配。 51.【答案】B 【解析】考查动词。前文说“some changes(一些变化)”,结合“with age(随着年龄增长)”,此处指他的注意力可能“减弱(weakened)”。 52.【答案】A 【解析】考查动词。前文提及其注意力随年龄变化，后文转折说明他在塑造人物、写作风格和合作上“进步(improved)”。 53.【答案】B 【解析】考查副词。后文明确提到“Patterson's Maxims for a Happy Life(帕特森的幸福生活箴言)”,此处“live happily(幸福地生活)”与之呼应。 54.【答案】D 【解析】考查名词。句意：拒绝或赞美不能定义你。“define(定义)”符合箴言传递的态度。 55.【答案】C 【解析】考查动词。前文说“Don't live in the past.(不要活在过去)”，后文应是“学习(过往经验)并向前看”,“Learn(学习)”符合逻辑。 第二节(共10小题；每小题1.5分，满分15分) 【文章大意】本文是一篇新闻报道。Zhu Jiongyi 和 Boliyuhai等年轻旅行者春节期间基于个人兴趣出行，这反映了当下中国年轻旅行者的新趋势。 56.【答案】chose 【解析】考查时态。句意：今年春节，来自北京、就读于武汉大学的社会学本科生 Zhu Jiongyi 选择云南省昆明市作为他的度假目的地。根据时间状语“This Chinese New Year”可知，此处描述过去发生的事情，应用一般过去时,故填 chose。 57.【答案】regions 【解析】考查名词复数。句意：他的旅行带他去过中国一些最偏远的地区，包括新疆、西藏、内蒙古和甘肃。region为可数名词,根据“some of”可知应用复数形式,故填 regions。 58.【答案】diversity 【解析】考查词类转换。句意：然而，尽管这些目的地多种多样，正是昆明的多元文化魅力俘获了他的心。此处作 despite的宾语,且前面有定冠词 the修饰,应用名词形式,故填 diversity。 59.【答案】that 【解析】考查强调句。句意：正是昆明的多元文化魅力俘获了他的心，吸引他回来度假。此处为强调句型“Itwas+被强调部分+ that+其他”,强调主语 Kunming's multicultural charm,故填 that。 60.【答案】which 【解析】考查定语从句。句意：这让他有机会品尝各种各样的美食。此处引导非限制性定语从句，先行词为前面整个主句，关系词在从句中作主语，故填 which。 61.【答案】influenced 【解析】考查非谓语动词。句意：例如，佤族菜受缅甸影响，具有独特的缅甸风味。influence与 Wa cuisine之间为被动关系，应用过去分词作后置定语，故填 influenced。 62.【答案】a 【解析】考查冠词。句意：另一位年轻旅行者 Boliyuhai也对深度探索有着相似的偏好。preference为可数名词，此处泛指“一种相似的偏好”，应用不定冠词，且 similar的发音以辅音音素开头，故填a。 63.【答案】of 【解析】考查介词。句意：然而，她的关注点在于香港的多方面吸引力。the appeal of为固定搭配，意为“⋯⋯的吸引力”，故填 of。 64.【答案】to discover 【解析】考查非谓语动词。句意：但我仍然觉得这座城市还有更多值得探索的地方。此处为“there be+名词+ to do”结构,用不定式作后置定语,故填 to discover。 65.【答案】emerging 【解析】考查形容词。句意： Zhu Jiongyi 和 Boliyuhai 的旅行风格反映了中国年轻旅行者中一种新兴趋势。此处修饰名词 trend,应用形容词形式,故填 emerging。 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) One possible version: Dear Tom, I'm writing to share an exciting project from our school's photography club. We' re launching a short video project to capture the charm of Chinese ancient architecture in English. In the coming weeks, we' ll start field trips to famous local ancient building complexes, like ancient temples and courtyards. There, we' ll capture their unique architectural features, pretty carvings, and historical atmospheres through our cameras. After that, we' ll spend time editing the footage to create engaging and informative videos for online sharing. I sincerely invite you to join us. Your passion for photography and excellent English skills will be invaluable. Don't miss this chance! Let me know if you' re in. Yours, Li Hua 第二节 读后续写(满分25 分) One possible version: Just as I was about to leave, feeling comforted, I heard her call out,“Wait!” Turning around, I saw her hurrying towards me, a bunch of fresh pink roses in her hand.“These are for you,” she said, her eyes shining with kindness.“I know it's not much, but I hope they can bring you a little joy tonight.”Overwhelmed by her unexpected generosity, I accepted the flowers with tears welling up in my eyes. In that moment, I felt my mother's presence even stronger, as if she were smiling down on me through this kind stranger. Holding her flowers, I was moved and determined that her kindness should not go unnoticed. After leaving the supermarket, I immediately took out my phone and wrote a heartfelt review about the young woman's thoughtful gesture on the supermarket's official website. I also called the store's manager the next day to express my gratitude and share my story. Her simple act of kindness had not only brightened my day but also reminded me lhat love and compassion can be found in the most ordinary places, connecting us all in the most extraordinary ways. 写作的评分细则 第一节 应用文写作(满分15 分) (一)评分原则 1.本题总分为15分，按5个档次给分。 2.评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量、确定或调整档次，最后给分。 3.词数少于 60词或多于100词的，从总分中减去2分。 4.评分时，应注意的主要内容为：内容要点、应用词汇和语法结构的丰富性和准确性及上下文的连贯性。 5.拼写与标点符号是语言准确性的一个方面，评分时，应视其对交际的影响程度予以考虑。英、美拼写及词汇用法均可接受。 6.若书写较差以致影响交际，酌情扣分。 (二)各档次的给分范围和要求 第五档(13~15分) ——完全完成试题规定的任务。 ——覆盖所有内容要点。 ——应用较多的语法结构和词汇。 ——语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致：具备较强的语言运用能力。 ——有效地使用语句间的连接成分，使全文结构紧凑。 ——完全达到预期的写作目的。 第四档(10~12分) ——完成试题规定的任务。 ——虽漏掉1-2个次重点，但覆盖所有主要内容。 ——应用的语法结构和词汇能满足任务的要求。 ——语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂的语法结构或词汇所致。 ——使用简单的语句间连接成分，使全文结构紧凑。 ——达到预期的写作目的。 第三档(7~9分) ——基本完成试题规定的任务。 ——虽漏掉一些内容，但覆盖所有主要内容。 ——应用的语法结构和词汇能满足任务的要求。 ——有一些语法结构或词汇方面的错误，但不影响理解。 ——使用简单的语句间连接成分，使全文内容连贯。 ——整体而言，基本达到预期的写作目的。 第二档(4~6分) ————未适当完成试题规定的任务。 ————漏掉或未描述清楚一些主要内容，写了一些无关内容。 ———语法结构单调，词汇有限。 ————有一些语法结构或词汇方面的错误，且影响对写作内容的理解。 ————较少使用语句间的连接成分，内容缺乏连贯性。 ———信息未能清楚地传达给读者。 第一档(1~3分) ———未完成试题规定的任务。 ————明显漏掉主要内容，写了一些无关内容，原因可能是未理解试题的要求。 ———语法结构单调，词汇有限。 ————较多语法结构或词汇方面的错误，且影响对写作内容的理解。 ———缺乏语句间的连接成分，内容不连贯。 ———信息未能传达给读者。 0分 ——未能传达给读者任何信息：白卷、内容太少，无法评判；所写内容均与所要求内容无关或所写内容无法看清。 第二节 读后续写(满分25分) (一)评分原则 1.本题总分为25分，按5个档次给分。 2.评分时，先根据所续写短文的内容和语言初步确定其所属档次，然后以该档次的要求来衡量、确定或调整档次，最后给分。 3.词数少于 120词的，酌情扣分：只写一段的原则上不超过10分。 4.评分时，应主要从以下四个方面考虑： (1)与所给短文及段落开头语的衔接程度； (2)内容的丰富性和关键信息的利用情况； (3)应用语法结构和词汇的丰富性和准确性； (4)上下文的连贯性。 5.拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际的影响程度予以考虑。英、美拼写及词汇用法均接受。 6.若书写较差以致影响交际，酌情扣分 (二)各档次的给分范围和要求 第五档(21~25分) ————与所给短文融洽度高，与所提供的各段落开头语衔接合理。 ———内容丰富，利用了文中的关键信息。 ———所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达。 ———有效地使用语句间的连接成分，使所续写短文结构紧凑。 第四档(16~20分) ————与所给短文融洽度较高，与所提供的各段落开头语衔接较为合理。 ———内容比较丰富，基本利用了文中的关键信息。 ———所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义表达。 ———比较有效地使用语句间的连接成分，使所续写的短文结构紧凑。 第三档(11~15分) ———与所给短文关系较为密切，与所提供的各段落开头语有一定程度的衔接。 ———写出了若干有关内容，部分利用了文中的关键信息。 ———应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义表达。 ———使用简单的语句间连接成分，使全文内容连贯。 第二档(6~10分) ————与所给短文有一定的关系，与所提供的各段落开头语有一定程度的衔接。 ————写出了一些有关内容，较少利用文中的关键信息。 ————语法结构单调，词汇有限，有语法结构和词汇方面的错误，且影响了意义的表达。 ————较少使用语句间的连接成分，全文内容缺少连贯性。 第一档(1~5分) ————与所给短文和所提供的各段落开头语的衔接较差。 ————写出的内容较少，很少利用文中的关键信息。 ————语法结构单调，词汇很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。 ————缺乏语句间的连接成分，全文内容不连贯。 0分 ————未能传达给读者任何信息：白卷、内容太少，无法评判或所写内容与所提供内容无关。 听力部分录音材料 (Text 1) W: Tony, look at these advertisements. The hamburger is on sale. We can buy one and get one for free. M: Yes. And the bread is much cheaper than usual. Let's get some after we have lunch here. Hey, what's going on? No one comes to serve us. (Text 2) M: I think I' ll get one of those new T-shirts, you know, with the school picture on both the front and back. W: You' ll regret it. They are expensive, and I' ve heard the printing loses colour easily when you wash them. M: But it's meaningful. I' ll still buy one. (Text 3) W: Henry, why don't we go out. to have lunch today, and then visit some friends? M: And miss today's football game? Washington and Los Angeles are playing. I can't miss that. (Text 4) W: David, I hear you' ve received a scholarship. Congratulations! M: Thanks. Now with the scholarship I can work less and spend more time on my study. W: I really envy you. Could you tell me how to apply for one? (Text 5) W: What are you watching, Tom? M: A documentary about Jacques Cousteau, who pioneered underwater exploration. It's called The SilentWorld: Ocean Adventures. W: Who is the documentary made for? M: It's created for nature lovers and environmentalists. (Text 6) W: Excuse me, which bus should I take to get to the Bell Museum? M: It's not far from here. You can walk there in 10 minutes. But I can give you a ride if you like. I'm going that way to work. W: Thank you. That would be nice. M: You' re welcome. Actually, my office is on the same street as the museum, and there is a cafe between them. W: Really? I'm so lucky. (Text 7) M: Wow! What a wonderful view! This place makes me feel as if I were in a different world. W: How do you like the sunrise from here? M: It's amazing! W: It's really beautiful, isn't it? M: Yes. This is really a tourist attraction. Everything looks different from here. W: Henry, see that vast lake. We can get a fine view of it from the top of the hill. M: Yes. It's very nice. What a bright colour! W: Hey, I have a two-day holiday next week. Do you want to go camping with me and my family? M: I'd love to, Lily. What should I take along? W: Just put on your outdoor shoes and take some warm clothes along. We will prepare the tent, the camera,and enough food and drinks. (Text 8) W: Hi, I'm calling because my online order hasn't arrived yet. The estimated delivery was yesterday. M: I'm sorry to hear that. Could you please provide your order number? W: Yes, it's ORD785209. M: Thank you. I see the order here. It was shipped but delayed due to weather. The new expected delivery is this Friday. W: I have a hirthday gift in that package. Is there any way to get it by Thursday? M: Let me check... We can upgrade the shipping to express at no extra cost for the inconvenience. That should ensure Thursday delivery. W: That would be great! Thank you. (Text 9) W: How do you find this study room? M: It's not perfect, but it could work. The desk is a bit narrow for two computers. W: But it should be fine if we keep the space tidy, I think. M: True. The lighting is excellent. It's bright and the lamp is fixed on the wall. W: Yes. The whiteboard is clean. Most of all, I like the bookshelf in the corner. I can't wait to put my reference books on it. M: And it's large enough to hold at least two hundred books. What about the air conditioning? W: Well, it works very well. M: But it can be noisy when running. Sometimes I need quiet to focus on my report. W: That's not a problem. You can use the earplugs in the drawer. M: You' re right. The chair is not so comfortable, but the height is adjustable. W: Same here. Let's get a soft seat cover for it later. (Text 10) W: Do you want to become a better listener in daily communication? A good listener is someone who makes speakers feel valued and understood. When they listen to you, they give you their full attention and respond thoughtfully. Becoming a good listener requires mastering three skills: first, how to show interest; second,how to ask questions; and third, how to give feedback. Showing interest usually begins with positive body language. The best kind of body language is open and welcoming. Smiling and nodding are always effective and will usually encourage the speaker. The last thing speakers need from a listener is checking phones constantly, looking around the room, or interrupting with unrelated stories. But don't try to solve every problem immediately. No one expects instant solutions. Anyway, the truth is, the best way to build trust and keep a dialogue flowing is by being patient and empathetic, and letting speakers know that their feelings truly matter to you. 学科网（北京）股份有限公司 $ 2026届高三冲刺压轴适应性训练 英语 第一部分 听力（共两节，满分30分） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。 1. Where are the speakers probably? A. In a bakery. B. In a supermarket. C. In a restaurant. 2. What does the woman say about the new T-shirts? A. They are of poor quality. B. They are fashionable. C. They are worth buying. 3. When will the football game be held? A. In the morning. B. In the afternoon. C. In the evening. 4. What is the probable relationship between the speakers? A. Teacher and student. B. Classmates. C. Workmates. 5. What are the speakers mainly talking about? A. A documentary. B. An explorer’s invention. C. An environmental protection plan. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. How will the woman go to the Bell Museum? A. By bus. B. By car. C. On foot. 7. What is the man going to do? A. Work. B. Have a coffee. C. Visit the museum. 听第7段材料，回答第8至10题。 8. What does the man think of the view from the top of the hill? A. Familiar. B. Novel. C. Ordinary. 9. What impresses the man about the lake? A. Its size. B. Its shape. C. Its colour. 10. What will the man take along for the camping trip? A. Warm clothes. B. A tent. C. A camera. 听第8段材料，回答第11至13题。 11. Why is the woman calling? A. To cancel an order. B. To change her order details. C. To complain about a late delivery. 12. What caused the original delivery delay? A. Bad weather conditions. B. An error in the order number. C. A problem with the shipping company. 13. How does the man solve the problem? A. By offering a refund. B. By upgrading the shipping for free. C. By sending a replacement immediately. 听第9段材料，回答第14至17题。 14. What is the man’s first concern about the study room? A. The size of the desk. B. The lighting condition. C. The uncomfortable chair. 15. What does the woman like most about the study room? A. The whiteboard. B. The bookshelf. C. The adjustable chair. 16. What is the problem with the air conditioning according to the man? A. It stops working at night. B. It is too slow to cool the room. C. It makes noise when running. 17. What do the speakers plan to do to improve comfort? A. Buy a new desk. B. Add a soft seat cover. C. Replace the bookshelf. 听第10段材料，回答第18至20题。 18. What is the first skill to become a good listener? A. Asking proper questions. B. Showing interest to speakers. C. Giving thoughtful feedback. 19. What is inappropriate when listening to others? A. Trying to solve every problem. B. Asking follow-up questions. C. Giving thoughtful responses. 20. What is the best way to build trust in a conversation? A. Sharing your own experiences. B. Offering practical advice quickly. C. Exercising tolerance and sensitivity. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Depression feels like an endless war. But lots of people who’ve been in deep despair have found hope. Telling stories of beating it can encourage and remind struggling people that recovery is possible. Sarah’s Story For years, Sarah struggled with persistent (持续的) sadness and self-doubt. She felt lonely, even in a room full of friends. Her anxiety and depression intensified after the loss of a loved one, leaving her feeling completely hopeless. After months of hesitation, Sarah decided to seek therapy (治疗). Initially, she was doubtful about talking to a stranger, but over time, her doctor helped her understand her emotions and develop managing mechanisms. Jason’s Story Jason, a former athlete, experienced severe depression after a career-ending injury. Losing his identity as an athlete left him feeling lost and worthless. He withdrew from friends and family, spending days alone. A close friend convinced him to join a local support group for people experiencing depression. At first, he was hesitant, but hearing others share similar struggles made him feel less alone. Emily’s Story Emily grew up in a family where mental health was rarely discussed. When she started experiencing depression, she felt ashamed and alone. Turning to her faith, she sought comfort in spirituality. A trusted friend encouraged her to speak to a counselor (顾问) within her faith community. This conversation was life-changing, giving her the courage to seek professional help as well. David’s Story David’s depression worsened after years of persistent stress at work. The burnout left him tired and unmotivated. After experiencing a panic attack at work, David realized he needed to make significant changes in his life. He took a leave of absence and focused on self-care. 21. What caused Sarah’s depression to worsen? A. The death of a beloved person. B. Being under stress at work. C. Sustaining a career-ending injury. D. Suffering from unfair treatment at work. 22. How did Jason feel less alone after joining the support group? A. By speaking to a counselor. B. By sharing his own story publicly. C. By hearing others’ similar struggles. D. By receiving medical treatment there. 23. What did David do after his panic attack at work? A. He quit his job permanently. B. He joined a sports team again. C. He started attending therapy sessions. D. He took sick leave for self-care focus. B In 1986, while in the TSG, Ian was promoted to sergeant (中士). Six years later he entered into the specialism of the Merseyside Dog Section, and was deployed (部署) to multiple high-threat and high-risk deployments. Ian moved to Wiltshire Police in 1998 as the Dog Section Sergeant, and remained in the Dog Section as a serving handler with all types of police dogs in addition to being a deployable handler. Ian took on the additional task of being the force dog trainer while in the ranks of both sergeant and inspector. Throughout Ian’s career in the two forces, he has deployed operationally to thousands of incidents, to numerous aid requests, and to national events and operations. In 2006, after 31 years of service, Ian retired as a police officer and became the dog section trainer, continuing the role he loved so much. In 2014, he took on the role of dog trainer for the Tri-Force Specialist Operations. Ian was instrumental in not only training dog handlers but also the trainers, many of whom train to this day across three police forces. Throughout this time, Ian has been an active member of the National Police Chiefs’ Council working groups surrounding this area of policing. Supt Steve Cox, who recommended Ian for the award, said, “Ian takes great pride that he has passed and continues to pass on his years of knowledge and skills, and nothing gives him more pleasure than seeing his handlers having successful deployments, winning awards at trials, and quite simply watching them develop and improve. Ian devoted 50 years of his life to the police service, 31 years as a police officer, 19 years as a civilian member of staff, and, amazingly, 33 years within the Dog Section specialism.” Ian was honoured with the award at the National Police Dog Trials and is set to begin his well-earned retirement. 24. When did Ian enter into the specialism of the Merseyside Dog Section? A. In 1986. B. In 1992. C. In 1998. D. In 2006. 25. What conclusion can we draw from Supt Steve Cox’s words? A. Ian enjoys seeing his handlers’ progress. B. Ian won many awards in police dog trials. C. Ian will continue working after retirement. D. Ian is ashamed of his work as a dog trainer. 26. Which of the following can best describe Ian? A. Brave and self-centred. B. Strict and noble-minded. C. Patient and kind-hearted. D. Committed and hard-working. 27. What is the best title for the text? A. The National Police Dog Trials B. Tri-Force Specialist Operations C. A Dog Handler’s Training Skills D. A Police Officer’s 50-Year Career C A new report by the charity End Sexism in Schools (ESIS) has found that women’s stories are largely missing from history lessons in English schools. Their research across 341 schools revealed only 12% of Key Stage 3 history lessons (ages 11-14) focus primarily on women, while 59% include no women at all. The report, called The Great History Heist, found that history lessons mainly focus on four female figures: Queen Elizabeth I, Queen Mary I, and Suffragettes (people who fought for women to be able to vote) Emmeline Pankhurst and Emily Davison. Only 6% of 2023 GCSE history questions focused on women, but 37% were about men. Women of colour are left out too. While 60% of schools teach about Rosa Parks and 46% cover Harriet Tubman, they are Americans. Figures in British history, such as Notting Hill Carnival founder Claudia Jones and Indian suffragette Sophia Duleep Singh are overlooked. The absence of historic women is reflected in wider British culture too. Only 15% of London’s blue plaques (匾) celebrate women, and just one in five statues in the UK are of women. Edinburgh has more statues of animals than women. Kate Mosse, author of Feminist History for Every Day of the Year said, “We need to put all the women and girls whose feats have gone unrecorded back into the history books and into classrooms. Women and men built the world together, and it’s essential that this is reflected.” ESIS says this gap in lessons has serious consequences, because girls can’t see themselves in history and boys miss the chance to develop empathy for women. Debbie Brazil, who runs ESIS, says, “We are teaching a false version of the past.” ESIS recommends that women should feature more often in exams, teacher training materials and education resources. They suggest including women in existing lessons-such as teaching the Norman Conquest through people like Queen Edith and Matilda of Flanders, alongside well-known men, to show that women’s stories are important to history. 28. Which of the following female figures is often taught in British schools? A. Claudia Jones. B. Sophia Duleep Singh. C. Rosa Parks. D. Emmeline Pankhurst. 29. What can be inferred from the data about London’s blue plaques and UK statues? A. Women are equally honoured as men in British culture. B. Most statues in Edinburgh celebrate women’s contributions. C. Historical women are underrepresented in public monuments. D. American women are more frequently honoured than British women. 30. What does the underlined word “feats” in Paragraph 4 probably mean? A. Achievements. B. Problems. C. Activities. D. Works. 31. What consequence does the gap in history lessons bring? A. Boys can’t develop empathy for men. B. Girls fail to find their images in history. C. Students can’t learn about British culture. D. Teachers lack proper training materials. D Listening to music while driving is a common habit for many people. It helps us stay awake, improves our mood, and makes long trips more enjoyable. Over 80% of drivers play music on most journeys, especially younger drivers who find it hard to concentrate without it. Researchers have studied the effects of music on driving for many years in virtual driving environments. They measure things like speed, reaction time, and crash incidents under different music conditions. The results show that music can both help and harm driving performance. Overall, listening to music tends to lead to more simulated (模拟的) crashes, poorer speed control, and less stable following distances compared to driving in silence. However, music can temporarily help tired drivers stay alert on long, dull drives, though this effect fades after 15-25 minutes. Loud or fast-paced music is often thought to be risky, but research shows the picture is more complex. High volume tends to slightly increase speed, while low volume makes people drive more slowly. Fast music does not always make driving worse, but very energetic or aggressive songs can lead to riskier behaviour, especially for young or inexperienced drivers. Music that drivers choose themselves tends to be less distracting (分心的) than music they do not like, as it helps them stay calm and focused. Inexperienced drivers are more easily affected by music. Studies show that when they listen to upbeat or fast music, they are more likely to speed, miss road signs, and react slowly to dangers. In contrast, calm or slow music can help them stay more aware and respond better to dangers on the road. For safer driving, it is best to listen to recognizable songs, at a moderate volume, and avoid very loud or aggressive tracks. New drivers, in particular, may want to lower the volume or even turn off the music in difficult driving conditions. 32. How do most researchers study the effects of music on driving? A. By conducting experiments in driving simulators. B. By analyzing real car crash data involving music. C. By surveying drivers’ personal preferences for music. D. By measuring drivers’ physical health after long trips. 33. Which type of driver should be most cautious about listening to music while driving? A. Drivers who are feeling excited. B. Drivers with little driving experience. C. Drivers who prefer popular music. D. Drivers travelling long distances. 34. What is the safest practice for drivers regarding music? A. Listening to loud music on boring road trips. B. Enjoying fast music to keep the brain active. C. Choosing familiar songs at a medium volume. D. Letting the passengers choose the music to enjoy. 35. What is the main purpose of the text? A. To discourage drivers from listening to music. B. To explore the driving habits between different drivers. C. To criticize young drivers for their bad listening habits. D. To explain how music affects driving and offer advice. 第二节（共5小题：每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 As an artist who also teaches, I never saw these two roles as separate. 36 I believed teaching would keep me close to art, but I didn’t expect how deeply it would reshape me — not just my time, but how I think, see, and create. Through teaching, I’ve become a more grounded and aware artist, and here’s how. First, teaching taught me to explain my work. When I started, I couldn’t just rely on intuition (直觉). I had to slow down and find words for why a piece works. This skill is invaluable, whether writing an artist statement or talking about my process. Teaching trained me to pay attention to what I was actually doing, not just what I thought I was doing. 37 Next, teaching keeps me connected to the basics. As I repeatedly teach principles like composition, colour, and contrast, I’m reminded how essential they remain. 38 When my own work feels off, I return to these foundations — not rigidly, but to check my structure and ensure I haven’t lost the thread. 39 Beginners often create without worrying about rules or reception. Observing this freedom encourages me to step out of my comfort zone, try new things, and avoid becoming too rigid in my methods. Teaching keeps my creativity fresh and prevents me from becoming overly precious with my work. In brief, teaching has become an inseparable part of my art practice. It has sharpened how l communicate, rooted me in fundamentals, and renewed my creative bravery. 40 Together, they have made me the artist I am today. A. These roles don’t just overlap; they fuel each other. B. Finally, my students, especially beginners, inspire courage. C. Advanced techniques are more attractive to professional artists. D. Instead, they feel like different parts of the same conversation. E. Therefore, I usually finish my teaching before I start to create art. F. The basics are often ignored, yet they are the true foundation of great art. G. And over time, that made me more confident in how I talk about my work. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 I recently interviewed the highly creative writer James Patterson. With over 200 books and 425 million copies sold, he is 41 and popular. I hoped to learn how he sustains his 42 and what his artistic methods teach us about life. Patterson started by kindly rejecting the idea of giving 43 , saying, “I’ll just tell you what I do.” I asked about his early career. His first novel, written at age 29, was 44 31 times before being published. It later won a major award and still sells today. From this, he learned that rejection does not 45 your work is bad. It is a 46 part of creative life. He 47 that his first drafts are often weak, stressing that real quality comes from 48 . Coming up with so many story ideas, he explained, starts with 49 small moments in everyday life — a scene in a movie or someone on the street. He believes that true creativity 50 finding wonder in ordinary things. After decades of writing, Patterson notes some changes. While his focus may have 51 with age, he feels he has 52 in developing characters, writing style, and collaboration. His interview implies not just a creative writing philosophy but also a way to live 53 , which I call Patterson’s Maxims (箴言) for a Happy Life: Stay confident but humble. Rejection or praise doesn’t 54 you. Focus on the process, not just outcomes. Don’t live in the past. 55 and move forward. 41. A. skillfull B. grateful C. cheerful D. productive 42. A. standard B. creativity C. reputation D. business 43. A. suggestions B. orders C. warnings D. chances 44. A. purchased B. translated C. rejected D. praised 45. A. display B. decide C. hide D. mean 46. A. normal B. difficult C. small D. distant 47. A. pretended B. shared C. complained D. promised 48. A. rewriting B. imagining C. copying D. changing 49. A. avoiding B. analyzing C. noticing D. forgetting 50. A. sticks to B. leads to C. consists of D. lies in 51. A. sharpened B. weakened C. shifted D. expanded 52. A. improved B. struggled C. regretted D. hesitated 53. A. simply B. happily C. freely D. actively 54. A. challenge B. surprise C. comfort D. define 55. A. Relax B. Apologize C. Learn D. Appreciate 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 This Chinese New Year, Zhu Jiongyi, a sociology undergraduate from Beijing studying at Wuhan University, 56 (choose) Kunming in Yunnan province as his holiday destination — a city that stands out as his favourite among all the places he visited over the past year. His travels have taken him to some of China’s most remote 57 (region), including Xinjiang, Xizang, Inner Mongolia, and Gansu. Yet despite the 58 (diverse) of these destinations, it was Kunming’s multicultural charm 59 captured his heart and drew him back for the holiday. “Yunnan is home to 25 ethnic groups,” Zhu explained. During his stay at a youth hotel, he shared meals with other guests, 60 gave him the opportunity to sample a wide variety of cuisines. “For example, Wa cuisine, 61 (influence) by Myanmar, has a distinct Burmese (缅甸) flavour. Dai food is sour and refreshing.” Boliyuhai, another young traveller, shares 62 similar preference for in-depth exploration. Her focus, however, is on the multifaceted appeal 63 Hong Kong. “Last year, I visited Hong Kong five times, but I still feel there is so much more 64 (discover) in the city,” she said. Zhu and Boliyuhai’s travel styles reflect an 65 (emerge) trend among young Chinese travellers: choosing destinations based on personal passions and interests. 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，最近，你校摄影社团计划开展“用英语讲述中国古建筑之美”的短视频创作活动。请你给美国留学生朋友Tom写一封邮件，邀请他一同参与。内容包括： 1．活动大致情况； 2．邀请他参加的原因。 注意： 1．写作词数应为80个左右； 2．请按如下格式在答题卡的相应位置作答。 Dear Tom, Yours, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。 The year 2002 marked a loss in my life, as my beloved mother passed away after a long and difficult battle with heart disease. Even now, years later, the feeling of missing her is a constant companion, a quiet undercurrent beneath the rhythms of daily life. One ordinary evening, the simple task of buying groceries for dinner became the setting for an extraordinary moment of connection and comfort, reminding me that love and kindness can appear in the most unexpected forms. I had gone to my local supermarket, my mind preoccupied with thoughts of the upcoming meal. As I stood before the produce section selecting potatoes, a unique shape caught my eye. Resting innocently atop the pile was one potato, perfectly formed like a human heart. In that instant, the boring task faded away. A wave of emotion washed over me, and I was immediately, powerfully reminded of my mother. It felt like a whisper, a small sign in the unlikeliest of places. Deeply moved, I gently picked it up, holding it tightly in my hand as a precious, silent message. After paying for my items, I felt a strong urge to share this discovery. I approached the customer service counter, where a young woman was working. Holding out the heart-shaped potato, I explained, “I lost my mother, and I really needed to find this sign tonight.” Her reaction was one of pure, unguarded warmth. Her face lit up with delight. “A heart-shaped potato!” she cried with genuine wonder, immediately pulling out her phone to take a picture. Then, looking at me with sincere eyes, she asked softly, “Can I hug you? We all need our mums.” That heartfelt offer bridged the gap between strangers. I gladly accepted her hug, feeling a wave of human connection that began to ease the lonely weight of sorrow. 注意： 1．续写词数应为150个左右； 2．请按如下格式在答题卡的相应位置作答。 Just as I was about to leave, feeling comforted, I heard her call out, “Wait!” Holding her flowers, I was moved and determined that her kindness should not go unnoticed. 学科网（北京）股份有限公司 $