命题大赛 河南省人教版2025-2026学年高二上学期期末考试英语试卷

**基本信息** 原创素材覆盖健身科技、人际温情、音乐健康、AI教育等时代主题，通过真实情境考查语言理解与表达，融合思维品质与文化意识培育。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读理解|20题/50分|细节理解（如21题APP功能）、词义猜测（如25题“a hard crier”）、主旨概括（如31题标题）|素材源于健康、教育等真实网站，设题梯度从基础信息到推理判断| |语言运用|25题/30分|完形填空考查语境词汇（如44题“flown”）、语法填空涉及时态（57题“are used”）与非谓语（56题“moving”）|故事类语篇（放风筝、苏绣）贴近生活，考查语言综合运用| |写作|2题/40分|应用文“Small Acts, Big Changes”需叙述善举故事，读后续写延续寻猫情节|引导学生联系生活体验，提升叙事逻辑与情感表达能力|

人教版高二下期期末考试英语原创试卷答案 (共20小题；每小题2.5分，满分50分) 文章大意： 本文是一篇应用文。主题语境为人与社会。主题群是科技与健康生活。文章详细介绍了一款名为“Fitness Online”的综合性健身应用程序，其核心功能包括训练计划、3D动画教程、膳食规划以及进度追踪，并特别说明了其14天免费试用、支持多设备使用等优势及可能对新手用户造成的复杂感。 21. 答案 C 命题透析 细节理解题。 思路点拨 根据第一段材料“Fitness Online is a comprehensive fitness training app with meal plans, analysis, and animated tutorials at your fingertips.”可知，该应用被描述为一个集训练计划、膳食安排和动画教程于一体的综合性健身应用。 22. 答案 D 命题透析 细节理解题。 思路点拨 根据第二段材料“Users get 14-day access to top-quality features without having to pay or subscribe upfront.”可知，用户在14天试用期内可以免费使用所有高品质功能，无需预先付费或订阅。 23. 答案 D 命题透析 细节理解题。 思路点拨 根据“Cons”部分“The depth of analysis and features can be overwhelming for casual users at first”可知，其大量的分析和功能可能让随意使用的用户一开始感到无所适从。 文章大意： 本文是一篇记叙文。主题语境为人与社会。主题群是人际沟通与情感理解。文章讲述了作者在洗衣店工作时，遇到一位因失去妻子而悲伤易怒的老人。起初的冲突让作者伤心躲藏，但老人随后返回并真诚道歉，解释了自己的处境。两人的坦诚交流最终化解了误会，这份经历极大地抚慰了作者并重塑了她对人的信任。 24. 答案 C 命题透析 细节理解题。 思路点拨 根据第一段材料“…an elderly man came in and tried to request a cleaning cloth from me (to clean his hands before handling his clothes).” 可知，老人进店的直接目的是索要一块清洁布。 25. 答案 B 命题透析 词义猜测题。 思路点拨 根据第三段材料 “I tried to act like I hadn't been crying, but I'm a hard crier, so it was probably pretty obvious.” 的上下文逻辑，作者试图掩饰哭过但很可能很明显，因此 “a hard crier” 意指“很容易哭的人”。 26. 答案 D 命题透析 细节理解题。 思路点拨 根据第四段材料 “We stayed seated and talked until his laundry was done.” 可知，道歉后两人坐下来聊天，直到洗衣结束。 27. 答案 C 命题透析 细节理解题。 思路点拨 根据最后一段材料 “It restored my faith in people.” 可知，这段经历为作者带来的影响是恢复了她对人的信心，即重拾了对人们善良一面的希望。 文章大意： 本文是一篇科普类研究报告。主题语境为人与社会。主题群是健康生活与科学研究。文章介绍了一项针对澳大利亚70岁以上老年人的研究，探讨持续聆听音乐或演奏乐器与降低痴呆症及认知障碍风险之间的关联，并分析了该发现的潜在意义与作用原理。 28. 答案 A 命题透析 细节理解题。 思路点拨 根据第二段材料“Folks who ‘always’ listened to music... were 39 percent less likely to develop dementia...”可知，“总是”听音乐的主要益处在于显著降低了患痴呆症的风险。 29. 答案 D 命题透析 细节理解题。 思路点拨 根据第三段材料“Those who were regularly picking up an instrument... were 35 percent less likely to develop dementia, but... there was no significant improvement for other kinds of cognitive impairments.”可知，定期演奏乐器主要降低了痴呆症风险，但对其他类型的认知障碍并无显著改善。 30. 答案 C 命题透析 细节理解题。 思路点拨 根据文章最后一段精神病学家Joanne Ryan的解释“Listening to music activates a whole range of regions across your brain... giving you that cognitive stimulation...”可知，音乐通过广泛激活大脑区域，提供认知刺激来帮助大脑。 31. 答案 A 命题透析 标题归纳题。 思路点拨 全文核心围绕一项科学研究展开，重点阐述了老年人参与音乐活动（听或演奏）与降低痴呆症风险、改善认知健康之间的积极关联。选项A“Music Linked to Better Aging Brains”准确、全面地概括了这一核心主题。 文章大意： 本文是一篇说明文。主题语境为人与社会。主题群是科技发展与教育创新。文章以哈佛大学的实践为例，探讨了教育者如何通过有策略地使用AI“导师机器人”，将其从潜在的威胁转变为教学的“思考伙伴”，旨在增强个性化学习与教师能力，而非取代教师。 32. 答案 B 命题透析 细节理解题。 思路点拨 根据文章首句“Educators’ concerns are running high when it comes to AI and how it may destroy teaching and learning.”可知，教育者对AI的主要担忧在于它可能摧毁教学过程。 33. 答案 D 命题透析 细节理解题。 思路点拨 根据第三段Miller的解释“A major reason... is that the AI can be customized to each individual.”可知，学生动力增强的关键原因是AI可以“为每个个体定制学习体验。 34. 答案 C 命题透析 细节理解题。 思路点拨 根据第四段“And the robot should make students think and question, not think for them.”可知，Kestin教授认为AI导师的核心功能是促使学生自己思考和提问，而非代替思考。 35. 答案 A 命题透析 推理判断题。 思路点拨 根据文章末句“The goal is never to replace teachers, but to strengthen their ability... through intelligent support.”可以明确推断，文中对AI与教师关系的最终期望是协作性的。AI的定位是提供智能支持以“增强（strengthen）”教师的能力。 文章大意：本文是一篇记叙文。主题语境为人与社会。主题群是课堂管理与学生发展。文章介绍了奥克兰小学教师的典型工作日安排及教学实践，阐述了分组教学策略对学生参与的促进及教师对学生成长过程的观察与反思。 36. 答案 F 命题透析 考查上下文衔接。 思路点拨 空格前文提到作者提前到校进行当天的规划和准备(“my planning and preparation before the day”)，F项“我在白板上写下教学目标，查看我的教案”(“I'm writing my objectives on the whiteboard, looking through my plans”) 正是对“规划和准备”这一核心动作的具体展开，原词“plans”得到复现，逻辑上紧密承接。 37. 答案 G 命题透析 考查上下文衔接。 思路点拨 空格位于段首，后文紧接着描述了检查对话、做晨间通告等活动。G项“8:30，我接上我的学生们，带他们进入教室，我们以早餐开始一天”(“At 8:30, I get my students, bring them into the classroom, and we start our day with breakfast”) 提供了具体的时间点和事件起点，“At 8:30”与上一段末尾的“7:30 and 8”形成时间顺序上的自然推进。 38. 答案 D 命题透析 考查上下文衔接。 思路点拨 空格前文详细描述了作者观察学生们在课间自由活动时的社交选择和表现(“who plays what sport, who chooses to do what”)，D项“所有这些事情对他们未来会成为什么样的人都至关重要”(“All those things matter for who they will become later in life”) 中的“All those things”指代前文观察到的学生行为，并对此进行了意义总结与升华，与作者认为“非常有趣”的思考形成完整的因果逻辑链。 39. 答案 E 命题透析 考查上下文衔接。 思路点拨 空格前文提到有去年教过的学生请求共进午餐，E项“我确实将其视为一个更好地了解学生的机会”(“I really see it as an opportunity to just get to know the students better”) 中的“it”明确指代前句的“have lunch with me”这一机会。该选项直接解释了作者对共进午餐这一行为的看法，后文的“就像在同一个街区多走了几圈”的比喻正是对“更好地了解”的进一步形象化说明。 40. 答案 C 命题透析 考查上下文衔接。 思路点拨 空格后文提到“所以，有些日子放学后我会参加长达一小时的会议...”(“So, some days after school I'd be in an hourlong meeting...”)，C项“我在学校也参与几个领导团队”(“I'm also on a couple of leadership teams at my site”) 恰好说明了需要参加这些会议的原因。选项中的“leadership teams”与后文会议主题“instructional leadership”形成关键词复现。 (共15小题; 每小题1分, 满分15分) 文章大意：本文是一篇记叙文。主题语境为人与社会。主题群是个人、家庭与社会生活。文章讲述了“我”和伴侣在公园陪孩子放风筝时，得知伴侣因童年艰辛从未有过此经历，而后“我”帮助他第一次放飞风筝，并在后来偶然看到他独自享受放风筝乐趣的故事。故事揭示了简单的快乐同样能带来深刻的幸福与治愈。 41. 答案 C 命题透析 考查名词。 思路点拨 固定短语“on a sudden thought”，意为“灵机一动”，符合“我突然想到拿出风筝”的语境。 42. 答案 B 命题透析 考查形容词。 思路点拨 此处修饰“pleasure”（快乐）。根据全文主旨“简单事物带来幸福”及“ hoping to offer the boy a __ pleasure”的语境，simple（简单的）最能体现这种快乐纯粹、易得的特质。 43. 答案 D 命题透析 考查动词现在分词。 思路点拨 根据语境“we… were just __ on the side”，描述两人在一旁的状态。watching（观看）准确描绘了父母关注孩子玩耍的场景。 44. 答案 C 命题透析 考查动词过去分词。 思路点拨 动词需与“a kite”搭配，表示“放风筝”。flown（放飞）是专门描述“使风筝飞行”的动词。 45. 答案 A 命题透析 考查形容词。 思路点拨 此处修饰“childhood”。根据后文“I could understand why (he had never flown a kite)”可知，其童年经历是导致缺失此项体验的原因。rough（艰难的）能概括地描述困苦不幸的童年。 46. 答案 B 命题透析 考查动词短语。 思路点拨 空格所在部分“some __ that they get to do as kid”是“the many things”的定语从句。take for granted（认为…理所当然）完美契合“一些人童年能做却视若平常，而另一些人从未体验”的对比语境。 47. 答案 D 命题透析 考查副词。 思路点拨 此处副词引导句子，表明后续事件的情感色彩。根据上文“他从未放过风筝”的遗憾，和下文“我正好有一个特别的星战风筝”的巧合，Fortunately（幸运地）最能体现这种转折与庆幸。 48. 答案 A 命题透析 考查形容词。 思路点拨 此处形容词描述组装风筝的特点。根据“I hadn't used because particularly __”可知，原因是负面的、具有阻碍性的。difficult（困难的）最直接表明组装复杂，是未曾使用的原因。 49. 答案 C 命题透析 考查动词。 思路点拨 此处动词需与“didn't… at all”连用，表达“完全不…”。mind（介意）符合“他不介意组装复杂”的语境，与上文“difficult to put together”形成转折。 50. 答案 D 命题透析 考查名词。 思路点拨 此处名词与“had so much”搭配，表示他获得了许多的“某种东西”。fun（乐趣）与全文“放风筝带来快乐”的主题高度一致，且是描述娱乐活动核心体验的常用词。 51. 答案 B 命题透析 考查名词。 思路点拨 此处名词作主语，被“strong”修饰，且是放风筝的必要自然条件。wind（风）是唯一符合逻辑的答案。rain（雨）、cloud（云）、shower（阵雨）均不利于放风筝，与后文看见风筝高飞的场景矛盾。 52. 答案 A 命题透析 考查动词现在分词。 思路点拨 此处现在分词作宾语补足语，描述风筝在空中“翱翔”的状态。sailing（航行）常用来比喻风筝、鸟等在空中轻快滑行，非常生动形象。 53. 答案 C 命题透析 考查动词现在分词。 思路点拨 此处现在分词作后置定语修饰“the person”，表示“操控风筝的人”。piloting（驾驶，操纵）通常用于操控飞机、船只等，此处用于风筝，带有一种正式、专注的幽默感，与“big man”形象形成有趣对比。 54. 答案 D 命题透析 考查名词。 思路点拨 此处名词作“bring someone”的宾语，是全文最终要传递的核心价值。happiness（幸福，快乐）与文中多次提到的“pleasure”、“fun”等词呼应，点明主旨。 55. 答案 B 命题透析 考查名词。 思路点拨 此处名词作宾语，总结全文的象征物。kite（风筝）是贯穿整个故事的线索和带来转变的关键物品，用在此处具有点题效果。 (共15小题; 每小题1分, 满分15分) 文章大意：本文是一篇说明文。主题语境为人与社会，主题群是文化传承与交流。文章介绍了苏绣大师邹英姿及其代表作《竹石图》，通过她自幼学艺、创新针法、将传统刺绣提升为当代艺术形式的经历，展现了千年苏绣技艺在新时代的传承与创新。 51. 答案 moving 命题透析 考查非谓语动词。 思路点拨 介词“by”后接动名词，表示“通过……方式”，故用 “moving”。 52. 答案 are used 命题透析 考查动词时态和语态。 思路点拨 主语“forty techniques”与动词“use”为被动关系，且此处陈述客观事实，需用一般现在时的被动语态“are used”。 53. 答案 that 命题透析 考查同位语从句。 思路点拨 空格后“this ancient craft... can still express...”是一个完整的句子，用来解释说明其前的名词“statement”（陈述，声明），故用连接词“that”引导同位语从句。 54. 答案 Born 命题透析 考查非谓语动词。 思路点拨 过去分词 “born”作状语，构成“be born in”这一固定结构，意为“出生于……”，且置于句首，首字母大写。 55. 答案 The 命题透析 考查冠词。 思路点拨 此处特指上文提到的Su embroidery这一技艺，需用定冠词The，句首大写。 56. 答案 innovator 命题透析 考查名词。 思路点拨 空格前为不定冠词an，需用名词单数形式，innovate的名词为innovator，表示“创新者”。 57. 答案 to create 命题透析 考查非谓语动词。 思路点拨 此处用动词不定式作目的状语，表示“为了创造……”。 58. 答案 pioneering 命题透析 考查形容词。 思路点拨 空格修饰名词“work”，需用形容词形式，“pioneer”的形容词为“pioneering”，意为“开创性的”。 59. 答案 genuinely 命题透析 考查副词。 思路点拨 空格修饰形容词“creative”，需用副词形式，“genuine”的副词为“genuinely”，意为“真正地”。 60. 答案 to 命题透析 考查介词固定搭配。 思路点拨 “raise... from... to...”为固定搭配，意为“将……从……提升至……”。 写作 第一节（满分15分） one possible version： Small Acts, Big Changes Hello, everyone! I'm Li Hua. Today I am more than delighted to have the chance to speak about the topic: Small Acts, Big Changes. Witnessing our school hallway often littered with paper last winter, I decided one morning to pick up a few pieces. A classmate noticed my simple action and immediately joined me. Inspired by this, more students followed the next day. Within a week, a messy passage was transformed into a cleaner space. This experience taught me that meaningful change often begins with the simplest actions. Whether offering a smile or picking up trash can create positive impact. Let us all start today, looking around and asking what small act we can do right now. That’s all. Thanks for your listening. 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、上下文的连贯性及语言的得体性。 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.如书写较差,以至影响交际,将分数降低一个档次。 7.内容要点可用不同方式表达,对紧扣主题的适当发挥不予扣分。 【各档次的给分范围和要求】 第五档:（13—15分） 1.完全完成了试题规定的任务。 2.覆盖所有内容要点。 3.应用了较多的语法结构和词汇。 4.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。 5.有效地使用了语句间的连接成分,使全文结构紧凑。 6. 完全达到了预期的写作目的。 第四档:（10—12分） 1.完全完成了试题规定的任务。 2.虽漏掉1、2个次重点,但覆盖所有主要内容。 3.应用的语法结构和词汇能满足任务的要求。 4.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语法结构或词汇所致。 5.应用简单的语句间的连接成分,使全文结构紧凑。 6.达到了预期的写作目的。 第三档:（7—9分） 1.基本完成了试题规定的任务。 2.虽漏掉一些内容,但覆盖所有主要内容。 3.应用的语法结构和词汇能满足任务的要求。 4.有一些语法结构或词汇方面的错误,但不影响理解。 5.应用简单的语句间的连接成分,使全文内容连贯。 6.整体而言,基本达到了预期的写作目的。 第二档:（4—6分） 1.未恰当完成试题规定的任务。 2.漏掉或未描述清楚一些主要内容,写了一些无关内容。 3.语法结构单调、词汇知识有限。 4.有一些语法结构或词汇方面的错误,影响了对写作内容的理解。 5.较少使用语句间的连接成分, 内容缺少连贯性。 6.信息未能清楚地传达给读者。 第一档:（1—3分） 1.未完成试题规定的任务。 2.明显遗漏主要内容,写了一些无关内容,原因可能是未理解试题要求。 3.语法结构单调、词汇知识有限。 4.较多语法结构或词汇方面的错误,影响对写作内容的理解。 5.缺乏语句间的连接成分, 内容不连贯。 6.信息未能传达给读者。 不得分:（0 分） 未能传达给读者任何信息；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。 写作 第二节（满分25分） With a heavy heart, I finally made the telephone call two days later. A woman named Sarah answered, her voice full of anxiety and nervousness. When I described the cat which had orange fur with white paws and blue eyes, she became very emotional. Hearing my description, he said with a weak but happy voice that it sounded just like his lost friend. She explained that Marigold had slipped out an open window and her two young children were heartbroken. I invited them to come over that evening. Just after dinner, there was a quiet knock. A couple and their two small children stood at the door. The moment we let Sunny into the room, the little girl cried out, "Marigold!" The cat replied happily and ran straight to the children. The couple and their children thanked us, with tears in their eyes. We shared how Sunny loved to chase balls. They then invited Jack to come play with their children and visit Marigold anytime. From that day on, our two families became friends. Sunny, now Marigold again, brought unexpected happiness and a lasting connection to all of us. 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130的,从总分中减去2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； (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。 6.如书写较差以致影响交际，可将分数降低一个档次。 【各档次的给分范围和要求】 第五档：（21—25分） 1.与所给短文融洽度高，与所提供各段落开头语衔接合理。 2.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。 3.有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第四档：（16—20分） 1.与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。 2.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。 3. 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第三档：（11—15分） 1.与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。 2.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。 3.应用简单的语句间连接成分，使全文内容连贯。 第二档：（6—10分） 1.与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接。 2.语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达 。 3. 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） 1.与所提供短文和开头语的衔接较差。 2.语法结构单调，词汇项目很有限，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 。 3.缺乏语句间的连接成分，全文内容不连贯。 不得分：（0分） 白卷、内容太少无法评判或所写内容与所提供内容无关。 2 学科网（北京）股份有限公司 $ 人教版高二下期期末考试英语原创试卷 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（原创） https://www.reviewed.com/health/best-right-now/the-best-workout-apps Fitness Online Whether you're hitting the weights in the gym or at home, a workout app is a great way to guide you toward your fitness goals. There are a lot of apps to choose from, but Fitness Online is a comprehensive fitness training app with meal plans, analysis, and animated tutorials(动画教程) at your fingertips. Whether you’re just starting out or are a dedicated gymgoer, Fitness Online has useful resources like goal-oriented training plans, 850+ exercise animation tutorials with interactive 3D models, and recipes created by professional nutritionists with convenient alternative meal options so you can easily change dishes to suit your preferences and schedule. Unlike other fitness apps, these useful functions aren’t hidden behind a paywall. Users get 14-day access to top-quality features without having to pay or subscribe upfront. Experience progressive workouts and alternative exercise options – including the ability to pick them right from your Apple Watch – so you can make the most out of every session whether you’re in the gym or in your living room. Users can also track their progress using the built-in diary and advanced analysis, as well as receive support from the community. We think Fitness Online works especially well for: • Beginners who need step-by-step guidance and clear exercise animations  • Intermediate gymgoers who are looking for progressive programs that keep them motivated and improving over time  • Those who want comprehensive fitness and nutrition tracking in one platform Pros · Numerous goal-based training plans · Standalone Apple Watch mode for phone-free workouts · 3D Exercise library and custom workout program functionality with free account · Available in 17 languages for a global experience · Progress diary, macro-adaptive meal tracking, analytics and more from one platform Cons · The depth of analysis and features can be overwhelming for casual users at first （原创）21. What is the main feature of the Fitness Online app? A. It sells sportswear and equipment. B. It focuses on recording running distances. C. It is a complete fitness and diet planning app. D. It mainly offers online video calls with trainers. （原创）22. What can users do in the 14-day free trial? A. Make full use of certain session. B. Unlock features by inviting some friends. C. Track the progress using the add-on diary. D. Use all the best functions without paying first. （原创）23. What might be a problem for some users at the beginning? A. Its analysis is of no use at all. B. The app uses too much phone battery. C. Its functions might be not very diverse. D. The number of features might be confusing. B（原创） https://www.sunnyskyz.com/feel-good-story/4696/A-customer-apologized-for-overreacting-and-hugged-me This actually happened to me a while ago, but it's something I think about often. When I was working alone at a small laundry shop, an elderly man came in and tried to request a wash rag from me (to clean his hands before handling his clothes). The interaction was very stressful, as he was angry and unclear about what he needed and my attempts to understand him better were met with obvious frustration from him. Long story short, he said something that was extremely unkind to me, and I wound up hiding - and crying - in the office. While I was back there, I could still see out to the main laundry area and the parking lot. The man went out and sat in his truck for a while, and I saw that he had a dog with him. He patted the dog and seemed to be talking to it. Then, he came back in, walked over to the door to the office, and knocked on it. I tried to act like I hadn't been crying, but I'm a hard crier, so it was probably pretty obvious. He looked at me and said, "Miss, I am very sorry. I'm not at my best today, and you didn't deserve any of that. I'm ashamed of myself." I told him it was okay, but his apology made me even more emotional, so I started crying again, and then apologized to him for crying, and he said, "Don't you apologize because some guy was a jerk（混蛋）to you. You have every right to be upset." We stayed seated and talked until his laundry was done. He told me he'd lost his wife just a few weeks earlier, and he wasn't handling it very well. I think about him a lot. That apology and the conversation that followed meant the world to me, and has helped in ways I couldn't even have predicted since. It restored my faith in people. Wherever he is now, I hope he knows that. （原创）24. Why did the old man first come into the shop? A. To wash some clothes. B. To look for his lost dog. C. To ask for a cleaning cloth. D. To complain about the service. （原创）25. What does the underlined phrase “a hard crier” mean in paragraph 3? A. Someone who looks unhappy. B. Someone who cries very easily. C. Someone who never apologizes. D. Someone who rarely shows feelings. （原创）26. What did the writer and the man do after the apology? A. They cleaned the laundry area together. B. They went outside to play with the dog. C. They called the manager to report the incident. D. They sat and talked until the laundry was finished. （原创）27. What did the writer say the experience brought back for her? A. Her plan to get a pet dog. B. Her memory of her own family. C. Her hope in the kindness of people. D. Her love for working in a laundry shop. C（原创） https://www.sciencealert.com/listening-to-music-has-a-surprising-impact-on-dementia-risk-study-shows Listening to music into old age could reduce the risk of dementia（痴呆症）by almost 40 percent, a new study has found. It's based on data from 10,893 Australians aged 70 or older, who, at the time of sign-up, were living in retirement communities and had no diagnosis of dementia. They were asked about their music listening habits and whether they played an instrument. Folks who "always" listened to music (as opposed to never, rarely, or sometimes listeners) were 39 percent less likely to develop dementia after at least three years of follow-up, and were 17 percent less likely to develop milder forms of cognitive impairments（认知障碍）. They also performed better on tests of general cognition and episodic memory, which is important for recalling everyday events. Those who were regularly picking up an instrument to make music were 35 percent less likely to develop dementia, but, unlike in other studies, there was no significant improvement for other kinds of cognitive impairments. People who both listened to and played music had a 33 percent reduced dementia risk, and a 22 percent reduced risk for unrelated cognitive impairments. Education level seemed to play a role, too. "Music engagement benefits were strongest in those with higher education (16+ years) but showed inconsistent results in the middle education group (12–15 years)," the study's authors write. The paper's lead author, public health researcher Emma Jaffa from Monash University in Australia, says these results suggest "music activities may be an accessible strategy for maintaining cognitive health in older adults, though cause-and-effect cannot be established." While we don't know for sure if listening to music can really stave off dementia, hearing loss is a known risk factor for dementia, and research shows hearing aids can reduce cognitive decline. So there’s no harm in keeping your favorite songs on repeat. "Listening to music activates a whole range of regions across your brain," Monash University psychiatrist(精神病学家) and senior author Joanne Ryan explained in a radio interview, "and so that's really giving you that cognitive stimulation, which is beneficial to help reduce your risk of dementia." （原创）28. What benefit did “always” listening to music show? A. It lowered the chance of getting dementia. B. It completely prevented any memory loss. C. It mainly improved physical coordination. D. It worked better than playing instruments. （原创）29. What did the study find about playing instruments regularly? A. It was less effective than just listening. B. It showed no benefits for brain health. C. It reduced risks for all thinking problems. D. It notably cut dementia risk but not others. （原创）30. How does music help the brain according to the text? A. By activating limited brain regions. B. By mainly improving sleep quality. C. By widely stimulating brain activity. D. By replacing other mental exercises. （原创）31. What is the best title for the text? A. Music Linked to Better Aging Brains B. The Critical Role of Formal Education C. The Daily Lives of Elderly Australians D. How to Become a Professional Musician D（原创） https://news.harvard.edu/gazette/story/2025/10/what-if-ai-could-help-students-learn-not-just-do-assignments-for-them/ As Educators’ concerns are running high when it comes to AI and how it may destroy teaching and learning. Harvard professors are pioneering its use to actively enhance learning. Professors Greg Kestin and Kelly Miller are testing AI " tutor robots " in complex courses where personalized instruction is often impractical. These robots form part of a strategic approach that helps students identify knowledge gaps and progress autonomously. When designed with research-backed principles, AI tutors can significantly boost learning outcomes while enriching classroom interactions, Miller emphasizes. Their study compared traditional lecture-based teaching with an AI-supported "flipped classroom" where students learn core lessons from the tailored robot on their own and bring questions to class. Research shows students in AI-supported classes felt much more involved and motivated. A major reason, Miller explains, is that the AI can be customized to each individual. Traditional classrooms often have low engagement and little personal feedback, leaving students passive. With an AI tutor, they can learn at their own pace, ask endless questions anytime, and not worry about being judged. And the robot should make students think and question, not think for them. Kestin warns that letting students freely use tools like ChatGPT for homework often leads to worse test results, because it replaces their own critical thinking. Instead, AI should offer hints, show ideas visually, help with data, or create practice problems. Harvard has now set up its own AI helpers called HUbot and PingPong. Harvard Business School also uses a special tutor bot in its “Financial Reporting and Control” course. Current research is looking at what kinds of student-robot interactions help learning the most. Follow-up studies are checking the long-term effects, including how well students remember what they learn. This work shows that when AI is carefully integrated, it can become more than just a productivity tool—it can become what Kestin calls a "thinking partner." By balancing technical ability with teaching wisdom, educators may turn AI from something seen as a threat into a force that drives more personalized, active, and fair learning experiences. The goal is never to replace teachers, but to strengthen their ability to meet students' diverse needs through intelligent support. （原创）32. What is a major worry about AI in education stated at the beginning? A. It could make teachers completely unemployed. B. It might damage the process of teaching and learning. C. It is not advanced enough to understand student needs. D. It will make education too expensive for many families. （原创）33. What is a key reason students felt more motivated in AI-supported classes? A. There were no tests or exams in those classes. B. They could use their personal smartphones freely. C. The AI teacher was more humorous than human teachers. D. The learning experience could be tailored for each learner. （原创）34. What is a core function the AI tutor should have, according to Professor Kestin? A. It should strictly control the pace of learning for all students. B. It should replace traditional textbooks with interactive videos. C. It should encourage students' own thinking rather than doing it for them. D. It should complete homework assignments for students to save some time. （原创）35. What is the final relationship hoped for between AI and teachers based on the text? A. A cooperative relationship where AI improves teachers' abilities. B. An independent relationship where both work in different fields. C. A short-term relationship until AI can work completely on its own. D. A competitive relationship where one will take the place of the other. 第二节(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,并在答题卡上将该项涂黑。选项中有两项为多余选项。（原创） https://stanfordmag.org/contents/so-you-want-to-be-a-teacher Do you want to be a teacher? What is it like to work in the classroom? Here is a typical day of my work in an Auckland primary-school classroom. I try to get to work between 7 and 7:30. Our report time is 8:00, but being in the space helps me get ready for the day. I do more of my planning and preparation before the day instead of after the previous day. 36 Other teachers come in sometime between 7:30 and 8, and we’ll summary the previous day. 37 I check in on the conversations. I’ll do morning announcements, and at 9:00, we start with our reading block. As a second-grade teacher, I do foundational literacy, math, and ELA [English language arts]. Students come in at different levels, so in addition to whole-class instruction, I also organize students into smaller teams to meet the needs of all learners, providing extra chances for active participation. At 10 a.m., we go to break, and you can see their identities forming, watching them play. Whatever they choose to do in this free 15 minutes is so interesting. I’m seeing how they socialize themselves—who plays what sport, who chooses to do what. 38 After break, we do math, which is also very cooperative. Next, there is lunchtime. This is my second-year teaching, so a lot of my students from last year will ask if they can have lunch with me. 39 I think it’s like, if we were walking around the same block, I might have walked around that block a couple of more times. After lunch they go to lunch break, and at 12:30, they come back in for ELA, which is like social studies. At 2:45 there’s dismissal and we’ll wait with the students until their parents pick them up. 40 So, some days after school I’d be in an hourlong meeting on topics like instructional leadership, culture, or climate. Meetings are over around 4:15 p.m., and I will leave school, at the latest, 5 o’clock. A. I really encourage cooperation. B. Sometimes we’ll just do personal check-ins. C. I’m also on a couple of leadership teams at my site. D. All those things matter for who they will become later in life. E. I really see it as an opportunity to just get to know the students better. F. I’m writing my objectives on the whiteboard, looking through my plans. G. At 8:30, I get my students, bring them into the classroom, and we start our day with breakfast. 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。（原创） https://www.sunnyskyz.com/feel-good-story/4704/Flying-Kites A few years ago, my partner and I took his young son to the park. On a sudden 41 , I decided to bring out the  kites I had stored in my trunk(后备箱), hoping to offer the boy a 42 pleasure. Then we get our son going and were just 43 on the side. It was then that my partner shared with me that he had never 44 a kite before. He had an extremely 45 childhood so I could understand why. But I still felt so sad to think of the many things some 46 that they get to do as kid, others had never done. 47 , I also had an X-Wing Star Wars kite in the trunk. I hadn't used because particularly 48 to put together, but he didn't 49 at all. He had so much 50 with it and I nearly cried getting to be there for it. Just the other day, a strong 51 swept through town. I noticed a single kite 52 high while driving down the road. I smiled so big but then I starting giggling(咯咯的笑) to see that the person 53 the kite was none other than this big man by himself flying a kite. It truly shows that you don’t always need impressive or costly things to bring someone 54 . Sometimes, you might just need a 55 . （原创） 41. A. wish B. hope C. thought D. fear 42. A. gentle B. simple C. common D. brief 43. A. resting B. talking C. thinking D. watching 44. A. bought B. held C. flown D. made 45. A. rough B. lonely C. peaceful D. busy 46. A. dream of B. take for granted C. hear about D. look forward to 47. A. Clearly B. Honestly C. Naturally D. Fortunately 48. A. difficult B. heavy C. expensive D. boring 49. A. complain B. care C. mind D. know 50. A. trouble B. pride C. confidence D. fun 51. A. rain B. wind C. cloud D. shower 52. A. sailing B. dancing C. falling D. shaking 53. A. drawing B. following C. piloting D. observing 54. A. courage B. wealth C. health D. happiness 55. A. moment B. kite C. hug D. smile 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。（原创） https://en.chinaculture.org/a/202512/16/WS6940803fa310d6866eb2ec30_4.html From a distance, the artwork appears as a peaceful, single-colored picture of bamboo and rock within a classical Suzhou garden window. Only by 56 (move) very close to the silk can one see its true detail. In total, forty techniques 57 (use), squeezing a thousand years of Su embroidery skill into one piece. "It holds my whole life in this art," says Zou Yingzi, 53, the master behind the work. For her, Zhushi Tu (Bamboo and Rock Picture) is a statement 58 this ancient craft, developed over 1,000 years, can still express exciting new ideas. 59 (bear) in Zhenhu, known as the birthplace of Su embroidery, Zou began learning at age 6 by her mother's side. 60 craft dates back more than 3,000 years to the Three Kingdoms Period, with double-sided embroidery being one of its finest forms. "I learned the language of the needle before I fully learned my own," she says. This deep early skill allowed her to become an 61 (innovate). Her special didi stitch uses tiny points very close together 62 (create) a surface that seems alive. Her 63 (pioneer) work has drawn the attention of scholars. "In my view, Zou is one of the most 64 (genuine) creative artists of Su embroidery today," says Shang Gang, a retired Tsinghua University professor. "She has raised needlework from a craft 65 a real art form that expresses thoughts, giving flat embroidery a surprising sense of life and depth." 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）（原创） 假设你是李华。你校英语俱乐部将举办一次英语演讲比赛。请你以“Small Acts, Big Changes”为题写一篇演讲稿，内容包括： 1. 讲述一个因微小善举带来积极变化的故事； 2. 谈谈你的感悟，并鼓励同学们从身边小事做起。 注意： 1. 写作词数应为80左右； 2. 可适当加入细节，使内容充实、行文连贯； 3. 开头结尾已给出，不计入总词数。 Small Acts, Big Changes Hello, everyone! I'm Li Hua. Today I am more than delighted to have the chance to speak about the topic: Small Acts, Big Changes. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thanks for your Listening. 第二节 (满分25分) （原创） 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。 When my son Jack was in sixth grade, he often played basketball after school at the community court near our apartment. One rainy evening in March, he came home carrying a small, wet cat under his jacket. The cat had orange fur with white paws and large, trusting blue eyes. It was shaking from the cold, and Jack immediately asked if we could let it stay. The cat looked young, maybe a year old, and had no identification. I felt torn. I knew the right thing was to check for an owner, but seeing how happy Jack was made me pause. I thought about putting up flyers, but secretly hoped no one would claim her. After all, I reasoned, a responsible owner would not let their pet out in such weather. We dried her off and she settled in quickly. Jack named her Sunny. She was calm and loved to nap in patches of sunlight on the living room floor. A few days later, a feeling I couldn't ignore made me check the online neighborhood group. My heart sank when I saw a post from a family desperately searching for their missing orange cat named Marigold（金盏花）, last seen near the school. The description was a perfect match. For a moment, I closed the webpage without saving it. I didn't tell Jack or my wife. Sunny had already found a place in our home. She followed Jack around and slept at the foot of his bed. But a quiet voice inside kept asking me what was truly right. I knew, deep down, I had to contact that family. 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。 With a heavy heart, I finally made the telephone call two days later. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Just after dinner, there was a quiet knock. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 学科网（北京）股份有限公司 $Sheet1 题号 题型 分值 知识点（考查内容） 难度系数（预估） 21 阅读理解A 2.5 理解文章主旨与主要功能 0.6 22 阅读理解A 2.5 获取细节信息（免费试用内容） 0.65 23 阅读理解A 2.5 理解文中潜在问题（功能复杂可能让用户困惑） 0.6 24 阅读理解B 2.5 理解事件起因（老人进店原因） 0.6 25 阅读理解B 2.5 词义猜测（a hard crier） 0.65 26 阅读理解B 2.5 获取细节信息（道歉后行为） 0.65 27 阅读理解B 2.5 理解作者情感与文章主旨（重拾对人性的信任） 0.6 28 阅读理解C 2.5 理解研究发现（常听音乐的好处） 0.65 29 阅读理解C 2.5 对比信息（演奏乐器的效果） 0.6 30 阅读理解C 2.5 理解机制（音乐如何作用于大脑） 0.55 31 阅读理解C 2.5 文章标题概括 0.6 32 阅读理解D 2.5 理解文章开头的担忧（AI对教育的威胁） 0.65 33 阅读理解D 2.5 理解学生动机提升的原因（个性化学习） 0.6 34 阅读理解D 2.5 理解AI助教的核心功能（促进学生思考） 0.55 35 阅读理解D 2.5 理解AI与教师的关系（合作互补） 0.6 36 七选五 2.5 语篇衔接（教师早晨准备工作） 0.6 37 七选五 2.5 语篇衔接（早晨活动安排） 0.55 38 七选五 2.5 语篇衔接（观察学生社交的意义） 0.58 39 七选五 2.5 语篇衔接（与学生共进午餐的看法） 0.6 40 七选五 2.5 语篇衔接（放学后参加会议） 0.6 41 完形填空 1 名词辨析（thought） 0.65 42 完形填空 1 形容词辨析（simple pleasure） 0.6 43 完形填空 1 动词辨析（watching on the side） 0.55 44 完形填空 1 动词辨析（flown a kite） 0.5 45 完形填空 1 形容词辨析（rough childhood） 0.65 46 完形填空 1 短语辨析（take for granted） 0.65 47 完形填空 1 副词辨析（Fortunately） 0.6 48 完形填空 1 形容词辨析（difficult to put together） 0.6 49 完形填空 1 动词辨析（mind / complain）注意：原文用“didn't mind at all”更合理，但选项中有mind。 0.55 50 完形填空 1 名词辨析（fun） 0.55 51 完形填空 1 名词辨析（wind） 0.6 52 完形填空 1 动词辨析（sailing high） 0.6 53 完形填空 1 动词辨析（piloting the kite，即操控风筝） 0.55 54 完形填空 1 名词辨析（happiness） 0.65 55 完形填空 1 名词辨析（kite，呼应主题） 0.6 56 语法填空 1.5 非谓语动词（moving，作介词宾语） 0.6 57 语法填空 1.5 被动语态（were used） 0.55 58 语法填空 1.5 连接词（that，引导同位语从句） 0.55 59 语法填空 1.5 非谓语动词（Born，过去分词作状语） 0.6 60 语法填空 1.5 冠词（The，特指苏绣工艺） 0.65 61 语法填空 1.5 词性转换（innovator，名词） 0.6 62 语法填空 1.5 非谓语动词（to create，不定式表目的） 0.55 63 语法填空 1.5 词性转换（pioneering，形容词） 0.6 64 语法填空 1.5 词性转换（genuinely，副词修饰形容词creative） 0.55 65 语法填空 1.5 介词（from...to...，短语from a craft to a real art form） 0.6 应用文 写作（应用文） 15 演讲稿写作：内容完整性、语言表达、结构逻辑（“小事大变化”主题） 0.6 读后续写 写作（读后续写） 25 情节发展、语言连贯、情感表达、逻辑衔接（归还小猫的故事） 0.6 $ 人教版高二上期期末考试英语原创试卷答案 (共20小题；每小题2.5分，满分50分) 文章大意： 本文是一篇应用文。主题语境为人与社会。主题群是科技与健康生活。文章详细介绍了一款名为“Fitness Online”的综合性健身应用程序，其核心功能包括训练计划、3D动画教程、膳食规划以及进度追踪，并特别说明了其14天免费试用、支持多设备使用等优势及可能对新手用户造成的复杂感。 21. 答案 C 命题透析 细节理解题。 思路点拨 根据第一段材料“Fitness Online is a comprehensive fitness training app with meal plans, analysis, and animated tutorials at your fingertips.”可知，该应用被描述为一个集训练计划、膳食安排和动画教程于一体的综合性健身应用。 22. 答案 D 命题透析 细节理解题。 思路点拨 根据第二段材料“Users get 14-day access to top-quality features without having to pay or subscribe upfront.”可知，用户在14天试用期内可以免费使用所有高品质功能，无需预先付费或订阅。 23. 答案 D 命题透析 细节理解题。 思路点拨 根据“Cons”部分“The depth of analysis and features can be overwhelming for casual users at first”可知，其大量的分析和功能可能让随意使用的用户一开始感到无所适从。 文章大意： 本文是一篇记叙文。主题语境为人与社会。主题群是人际沟通与情感理解。文章讲述了作者在洗衣店工作时，遇到一位因失去妻子而悲伤易怒的老人。起初的冲突让作者伤心躲藏，但老人随后返回并真诚道歉，解释了自己的处境。两人的坦诚交流最终化解了误会，这份经历极大地抚慰了作者并重塑了她对人的信任。 24. 答案 C 命题透析 细节理解题。 思路点拨 根据第一段材料“…an elderly man came in and tried to request a cleaning cloth from me (to clean his hands before handling his clothes).” 可知，老人进店的直接目的是索要一块清洁布。 25. 答案 B 命题透析 词义猜测题。 思路点拨 根据第三段材料 “I tried to act like I hadn't been crying, but I'm a hard crier, so it was probably pretty obvious.” 的上下文逻辑，作者试图掩饰哭过但很可能很明显，因此 “a hard crier” 意指“很容易哭的人”。 26. 答案 D 命题透析 细节理解题。 思路点拨 根据第四段材料 “We stayed seated and talked until his laundry was done.” 可知，道歉后两人坐下来聊天，直到洗衣结束。 27. 答案 C 命题透析 细节理解题。 思路点拨 根据最后一段材料 “It restored my faith in people.” 可知，这段经历为作者带来的影响是恢复了她对人的信心，即重拾了对人们善良一面的希望。 文章大意： 本文是一篇科普类研究报告。主题语境为人与社会。主题群是健康生活与科学研究。文章介绍了一项针对澳大利亚70岁以上老年人的研究，探讨持续聆听音乐或演奏乐器与降低痴呆症及认知障碍风险之间的关联，并分析了该发现的潜在意义与作用原理。 28. 答案 A 命题透析 细节理解题。 思路点拨 根据第二段材料“Folks who ‘always’ listened to music... were 39 percent less likely to develop dementia...”可知，“总是”听音乐的主要益处在于显著降低了患痴呆症的风险。 29. 答案 D 命题透析 细节理解题。 思路点拨 根据第三段材料“Those who were regularly picking up an instrument... were 35 percent less likely to develop dementia, but... there was no significant improvement for other kinds of cognitive impairments.”可知，定期演奏乐器主要降低了痴呆症风险，但对其他类型的认知障碍并无显著改善。 30. 答案 C 命题透析 细节理解题。 思路点拨 根据文章最后一段精神病学家Joanne Ryan的解释“Listening to music activates a whole range of regions across your brain... giving you that cognitive stimulation...”可知，音乐通过广泛激活大脑区域，提供认知刺激来帮助大脑。 31. 答案 A 命题透析 标题归纳题。 思路点拨 全文核心围绕一项科学研究展开，重点阐述了老年人参与音乐活动（听或演奏）与降低痴呆症风险、改善认知健康之间的积极关联。选项A“Music Linked to Better Aging Brains”准确、全面地概括了这一核心主题。 文章大意： 本文是一篇说明文。主题语境为人与社会。主题群是科技发展与教育创新。文章以哈佛大学的实践为例，探讨了教育者如何通过有策略地使用AI“导师机器人”，将其从潜在的威胁转变为教学的“思考伙伴”，旨在增强个性化学习与教师能力，而非取代教师。 32. 答案 B 命题透析 细节理解题。 思路点拨 根据文章首句“Educators’ concerns are running high when it comes to AI and how it may destroy teaching and learning.”可知，教育者对AI的主要担忧在于它可能摧毁教学过程。 33. 答案 D 命题透析 细节理解题。 思路点拨 根据第三段Miller的解释“A major reason... is that the AI can be customized to each individual.”可知，学生动力增强的关键原因是AI可以“为每个个体定制学习体验。 34. 答案 C 命题透析 细节理解题。 思路点拨 根据第四段“And the robot should make students think and question, not think for them.”可知，Kestin教授认为AI导师的核心功能是促使学生自己思考和提问，而非代替思考。 35. 答案 A 命题透析 推理判断题。 思路点拨 根据文章末句“The goal is never to replace teachers, but to strengthen their ability... through intelligent support.”可以明确推断，文中对AI与教师关系的最终期望是协作性的。AI的定位是提供智能支持以“增强（strengthen）”教师的能力。 文章大意：本文是一篇记叙文。主题语境为人与社会。主题群是课堂管理与学生发展。文章介绍了奥克兰小学教师的典型工作日安排及教学实践，阐述了分组教学策略对学生参与的促进及教师对学生成长过程的观察与反思。 36. 答案 F 命题透析 考查上下文衔接。 思路点拨 空格前文提到作者提前到校进行当天的规划和准备(“my planning and preparation before the day”)，F项“我在白板上写下教学目标，查看我的教案”(“I'm writing my objectives on the whiteboard, looking through my plans”) 正是对“规划和准备”这一核心动作的具体展开，原词“plans”得到复现，逻辑上紧密承接。 37. 答案 G 命题透析 考查上下文衔接。 思路点拨 空格位于段首，后文紧接着描述了检查对话、做晨间通告等活动。G项“8:30，我接上我的学生们，带他们进入教室，我们以早餐开始一天”(“At 8:30, I get my students, bring them into the classroom, and we start our day with breakfast”) 提供了具体的时间点和事件起点，“At 8:30”与上一段末尾的“7:30 and 8”形成时间顺序上的自然推进。 38. 答案 D 命题透析 考查上下文衔接。 思路点拨 空格前文详细描述了作者观察学生们在课间自由活动时的社交选择和表现(“who plays what sport, who chooses to do what”)，D项“所有这些事情对他们未来会成为什么样的人都至关重要”(“All those things matter for who they will become later in life”) 中的“All those things”指代前文观察到的学生行为，并对此进行了意义总结与升华，与作者认为“非常有趣”的思考形成完整的因果逻辑链。 39. 答案 E 命题透析 考查上下文衔接。 思路点拨 空格前文提到有去年教过的学生请求共进午餐，E项“我确实将其视为一个更好地了解学生的机会”(“I really see it as an opportunity to just get to know the students better”) 中的“it”明确指代前句的“have lunch with me”这一机会。该选项直接解释了作者对共进午餐这一行为的看法，后文的“就像在同一个街区多走了几圈”的比喻正是对“更好地了解”的进一步形象化说明。 40. 答案 C 命题透析 考查上下文衔接。 思路点拨 空格后文提到“所以，有些日子放学后我会参加长达一小时的会议...”(“So, some days after school I'd be in an hourlong meeting...”)，C项“我在学校也参与几个领导团队”(“I'm also on a couple of leadership teams at my site”) 恰好说明了需要参加这些会议的原因。选项中的“leadership teams”与后文会议主题“instructional leadership”形成关键词复现。 (共15小题; 每小题1分, 满分15分) 文章大意：本文是一篇记叙文。主题语境为人与社会。主题群是个人、家庭与社会生活。文章讲述了“我”和伴侣在公园陪孩子放风筝时，得知伴侣因童年艰辛从未有过此经历，而后“我”帮助他第一次放飞风筝，并在后来偶然看到他独自享受放风筝乐趣的故事。故事揭示了简单的快乐同样能带来深刻的幸福与治愈。 41. 答案 C 命题透析 考查名词。 思路点拨 固定短语“on a sudden thought”，意为“灵机一动”，符合“我突然想到拿出风筝”的语境。 42. 答案 B 命题透析 考查形容词。 思路点拨 此处修饰“pleasure”（快乐）。根据全文主旨“简单事物带来幸福”及“ hoping to offer the boy a __ pleasure”的语境，simple（简单的）最能体现这种快乐纯粹、易得的特质。 43. 答案 D 命题透析 考查动词现在分词。 思路点拨 根据语境“we… were just __ on the side”，描述两人在一旁的状态。watching（观看）准确描绘了父母关注孩子玩耍的场景。 44. 答案 C 命题透析 考查动词过去分词。 思路点拨 动词需与“a kite”搭配，表示“放风筝”。flown（放飞）是专门描述“使风筝飞行”的动词。 45. 答案 A 命题透析 考查形容词。 思路点拨 此处修饰“childhood”。根据后文“I could understand why (he had never flown a kite)”可知，其童年经历是导致缺失此项体验的原因。rough（艰难的）能概括地描述困苦不幸的童年。 46. 答案 B 命题透析 考查动词短语。 思路点拨 空格所在部分“some __ that they get to do as kid”是“the many things”的定语从句。take for granted（认为…理所当然）完美契合“一些人童年能做却视若平常，而另一些人从未体验”的对比语境。 47. 答案 D 命题透析 考查副词。 思路点拨 此处副词引导句子，表明后续事件的情感色彩。根据上文“他从未放过风筝”的遗憾，和下文“我正好有一个特别的星战风筝”的巧合，Fortunately（幸运地）最能体现这种转折与庆幸。 48. 答案 A 命题透析 考查形容词。 思路点拨 此处形容词描述组装风筝的特点。根据“I hadn't used because particularly __”可知，原因是负面的、具有阻碍性的。difficult（困难的）最直接表明组装复杂，是未曾使用的原因。 49. 答案 C 命题透析 考查动词。 思路点拨 此处动词需与“didn't… at all”连用，表达“完全不…”。mind（介意）符合“他不介意组装复杂”的语境，与上文“difficult to put together”形成转折。 50. 答案 D 命题透析 考查名词。 思路点拨 此处名词与“had so much”搭配，表示他获得了许多的“某种东西”。fun（乐趣）与全文“放风筝带来快乐”的主题高度一致，且是描述娱乐活动核心体验的常用词。 51. 答案 B 命题透析 考查名词。 思路点拨 此处名词作主语，被“strong”修饰，且是放风筝的必要自然条件。wind（风）是唯一符合逻辑的答案。rain（雨）、cloud（云）、shower（阵雨）均不利于放风筝，与后文看见风筝高飞的场景矛盾。 52. 答案 A 命题透析 考查动词现在分词。 思路点拨 此处现在分词作宾语补足语，描述风筝在空中“翱翔”的状态。sailing（航行）常用来比喻风筝、鸟等在空中轻快滑行，非常生动形象。 53. 答案 C 命题透析 考查动词现在分词。 思路点拨 此处现在分词作后置定语修饰“the person”，表示“操控风筝的人”。piloting（驾驶，操纵）通常用于操控飞机、船只等，此处用于风筝，带有一种正式、专注的幽默感，与“big man”形象形成有趣对比。 54. 答案 D 命题透析 考查名词。 思路点拨 此处名词作“bring someone”的宾语，是全文最终要传递的核心价值。happiness（幸福，快乐）与文中多次提到的“pleasure”、“fun”等词呼应，点明主旨。 55. 答案 B 命题透析 考查名词。 思路点拨 此处名词作宾语，总结全文的象征物。kite（风筝）是贯穿整个故事的线索和带来转变的关键物品，用在此处具有点题效果。 (共15小题; 每小题1分, 满分15分) 文章大意：本文是一篇说明文。主题语境为人与社会，主题群是文化传承与交流。文章介绍了苏绣大师邹英姿及其代表作《竹石图》，通过她自幼学艺、创新针法、将传统刺绣提升为当代艺术形式的经历，展现了千年苏绣技艺在新时代的传承与创新。 51. 答案 moving 命题透析 考查非谓语动词。 思路点拨 介词“by”后接动名词，表示“通过……方式”，故用 “moving”。 52. 答案 are used 命题透析 考查动词时态和语态。 思路点拨 主语“forty techniques”与动词“use”为被动关系，且此处陈述客观事实，需用一般现在时的被动语态“are used”。 53. 答案 that 命题透析 考查同位语从句。 思路点拨 空格后“this ancient craft... can still express...”是一个完整的句子，用来解释说明其前的名词“statement”（陈述，声明），故用连接词“that”引导同位语从句。 54. 答案 Born 命题透析 考查非谓语动词。 思路点拨 过去分词 “born”作状语，构成“be born in”这一固定结构，意为“出生于……”，且置于句首，首字母大写。 55. 答案 The 命题透析 考查冠词。 思路点拨 此处特指上文提到的Su embroidery这一技艺，需用定冠词The，句首大写。 56. 答案 innovator 命题透析 考查名词。 思路点拨 空格前为不定冠词an，需用名词单数形式，innovate的名词为innovator，表示“创新者”。 57. 答案 to create 命题透析 考查非谓语动词。 思路点拨 此处用动词不定式作目的状语，表示“为了创造……”。 58. 答案 pioneering 命题透析 考查形容词。 思路点拨 空格修饰名词“work”，需用形容词形式，“pioneer”的形容词为“pioneering”，意为“开创性的”。 59. 答案 genuinely 命题透析 考查副词。 思路点拨 空格修饰形容词“creative”，需用副词形式，“genuine”的副词为“genuinely”，意为“真正地”。 60. 答案 to 命题透析 考查介词固定搭配。 思路点拨 “raise... from... to...”为固定搭配，意为“将……从……提升至……”。 写作 第一节（满分15分） one possible version： Small Acts, Big Changes Hello, everyone! I'm Li Hua. Today I am more than delighted to have the chance to speak about the topic: Small Acts, Big Changes. Witnessing our school hallway often littered with paper last winter, I decided one morning to pick up a few pieces. A classmate noticed my simple action and immediately joined me. Inspired by this, more students followed the next day. Within a week, a messy passage was transformed into a cleaner space. This experience taught me that meaningful change often begins with the simplest actions. Whether offering a smile or picking up trash can create positive impact. Let us all start today, looking around and asking what small act we can do right now. That’s all. Thanks for your listening. 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、上下文的连贯性及语言的得体性。 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.如书写较差,以至影响交际,将分数降低一个档次。 7.内容要点可用不同方式表达,对紧扣主题的适当发挥不予扣分。 【各档次的给分范围和要求】 第五档:（13—15分） 1.完全完成了试题规定的任务。 2.覆盖所有内容要点。 3.应用了较多的语法结构和词汇。 4.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。 5.有效地使用了语句间的连接成分,使全文结构紧凑。 6. 完全达到了预期的写作目的。 第四档:（10—12分） 1.完全完成了试题规定的任务。 2.虽漏掉1、2个次重点,但覆盖所有主要内容。 3.应用的语法结构和词汇能满足任务的要求。 4.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语法结构或词汇所致。 5.应用简单的语句间的连接成分,使全文结构紧凑。 6.达到了预期的写作目的。 第三档:（7—9分） 1.基本完成了试题规定的任务。 2.虽漏掉一些内容,但覆盖所有主要内容。 3.应用的语法结构和词汇能满足任务的要求。 4.有一些语法结构或词汇方面的错误,但不影响理解。 5.应用简单的语句间的连接成分,使全文内容连贯。 6.整体而言,基本达到了预期的写作目的。 第二档:（4—6分） 1.未恰当完成试题规定的任务。 2.漏掉或未描述清楚一些主要内容,写了一些无关内容。 3.语法结构单调、词汇知识有限。 4.有一些语法结构或词汇方面的错误,影响了对写作内容的理解。 5.较少使用语句间的连接成分, 内容缺少连贯性。 6.信息未能清楚地传达给读者。 第一档:（1—3分） 1.未完成试题规定的任务。 2.明显遗漏主要内容,写了一些无关内容,原因可能是未理解试题要求。 3.语法结构单调、词汇知识有限。 4.较多语法结构或词汇方面的错误,影响对写作内容的理解。 5.缺乏语句间的连接成分, 内容不连贯。 6.信息未能传达给读者。 不得分:（0 分） 未能传达给读者任何信息；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。 写作 第二节（满分25分） With a heavy heart, I finally made the telephone call two days later. A woman named Sarah answered, her voice full of anxiety and nervousness. When I described the cat which had orange fur with white paws and blue eyes, she became very emotional. Hearing my description, he said with a weak but happy voice that it sounded just like his lost friend. She explained that Marigold had slipped out an open window and her two young children were heartbroken. I invited them to come over that evening. Just after dinner, there was a quiet knock. A couple and their two small children stood at the door. The moment we let Sunny into the room, the little girl cried out, "Marigold!" The cat replied happily and ran straight to the children. The couple and their children thanked us, with tears in their eyes. We shared how Sunny loved to chase balls. They then invited Jack to come play with their children and visit Marigold anytime. From that day on, our two families became friends. Sunny, now Marigold again, brought unexpected happiness and a lasting connection to all of us. 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130的,从总分中减去2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； (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。 6.如书写较差以致影响交际，可将分数降低一个档次。 【各档次的给分范围和要求】 第五档：（21—25分） 1.与所给短文融洽度高，与所提供各段落开头语衔接合理。 2.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。 3.有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第四档：（16—20分） 1.与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。 2.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。 3. 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第三档：（11—15分） 1.与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。 2.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。 3.应用简单的语句间连接成分，使全文内容连贯。 第二档：（6—10分） 1.与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接。 2.语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达 。 3. 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） 1.与所提供短文和开头语的衔接较差。 2.语法结构单调，词汇项目很有限，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 。 3.缺乏语句间的连接成分，全文内容不连贯。 不得分：（0分） 白卷、内容太少无法评判或所写内容与所提供内容无关。 2 学科网（北京）股份有限公司 $Sheet1 题号 题型 分值 知识点（考查内容） 难度系数（预估） 21 阅读理解A 2.5 理解文章主旨与主要功能 0.6 22 阅读理解A 2.5 获取细节信息（免费试用内容） 0.65 23 阅读理解A 2.5 理解文中潜在问题（功能复杂可能让用户困惑） 0.6 24 阅读理解B 2.5 理解事件起因（老人进店原因） 0.6 25 阅读理解B 2.5 词义猜测（a hard crier） 0.65 26 阅读理解B 2.5 获取细节信息（道歉后行为） 0.65 27 阅读理解B 2.5 理解作者情感与文章主旨（重拾对人性的信任） 0.6 28 阅读理解C 2.5 理解研究发现（常听音乐的好处） 0.65 29 阅读理解C 2.5 对比信息（演奏乐器的效果） 0.6 30 阅读理解C 2.5 理解机制（音乐如何作用于大脑） 0.55 31 阅读理解C 2.5 文章标题概括 0.6 32 阅读理解D 2.5 理解文章开头的担忧（AI对教育的威胁） 0.65 33 阅读理解D 2.5 理解学生动机提升的原因（个性化学习） 0.6 34 阅读理解D 2.5 理解AI助教的核心功能（促进学生思考） 0.55 35 阅读理解D 2.5 理解AI与教师的关系（合作互补） 0.6 36 七选五 2.5 语篇衔接（教师早晨准备工作） 0.6 37 七选五 2.5 语篇衔接（早晨活动安排） 0.55 38 七选五 2.5 语篇衔接（观察学生社交的意义） 0.58 39 七选五 2.5 语篇衔接（与学生共进午餐的看法） 0.6 40 七选五 2.5 语篇衔接（放学后参加会议） 0.6 41 完形填空 1 名词辨析（thought） 0.65 42 完形填空 1 形容词辨析（simple pleasure） 0.6 43 完形填空 1 动词辨析（watching on the side） 0.55 44 完形填空 1 动词辨析（flown a kite） 0.5 45 完形填空 1 形容词辨析（rough childhood） 0.65 46 完形填空 1 短语辨析（take for granted） 0.65 47 完形填空 1 副词辨析（Fortunately） 0.6 48 完形填空 1 形容词辨析（difficult to put together） 0.6 49 完形填空 1 动词辨析（mind / complain）注意：原文用“didn't mind at all”更合理，但选项中有mind。 0.55 50 完形填空 1 名词辨析（fun） 0.55 51 完形填空 1 名词辨析（wind） 0.6 52 完形填空 1 动词辨析（sailing high） 0.6 53 完形填空 1 动词辨析（piloting the kite，即操控风筝） 0.55 54 完形填空 1 名词辨析（happiness） 0.65 55 完形填空 1 名词辨析（kite，呼应主题） 0.6 56 语法填空 1.5 非谓语动词（moving，作介词宾语） 0.6 57 语法填空 1.5 被动语态（were used） 0.55 58 语法填空 1.5 连接词（that，引导同位语从句） 0.55 59 语法填空 1.5 非谓语动词（Born，过去分词作状语） 0.6 60 语法填空 1.5 冠词（The，特指苏绣工艺） 0.65 61 语法填空 1.5 词性转换（innovator，名词） 0.6 62 语法填空 1.5 非谓语动词（to create，不定式表目的） 0.55 63 语法填空 1.5 词性转换（pioneering，形容词） 0.6 64 语法填空 1.5 词性转换（genuinely，副词修饰形容词creative） 0.55 65 语法填空 1.5 介词（from...to...，短语from a craft to a real art form） 0.6 应用文 写作（应用文） 15 演讲稿写作：内容完整性、语言表达、结构逻辑（“小事大变化”主题） 0.6 读后续写 写作（读后续写） 25 情节发展、语言连贯、情感表达、逻辑衔接（归还小猫的故事） 0.6 $ 人教版高二上期期末考试英语原创试卷 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（原创） https://www.reviewed.com/health/best-right-now/the-best-workout-apps Fitness Online Whether you're hitting the weights in the gym or at home, a workout app is a great way to guide you toward your fitness goals. There are a lot of apps to choose from, but Fitness Online is a comprehensive fitness training app with meal plans, analysis, and animated tutorials(动画教程) at your fingertips. Whether you’re just starting out or are a dedicated gymgoer, Fitness Online has useful resources like goal-oriented training plans, 850+ exercise animation tutorials with interactive 3D models, and recipes created by professional nutritionists with convenient alternative meal options so you can easily change dishes to suit your preferences and schedule. Unlike other fitness apps, these useful functions aren’t hidden behind a paywall. Users get 14-day access to top-quality features without having to pay or subscribe upfront. Experience progressive workouts and alternative exercise options – including the ability to pick them right from your Apple Watch – so you can make the most out of every session whether you’re in the gym or in your living room. Users can also track their progress using the built-in diary and advanced analysis, as well as receive support from the community. We think Fitness Online works especially well for: • Beginners who need step-by-step guidance and clear exercise animations  • Intermediate gymgoers who are looking for progressive programs that keep them motivated and improving over time  • Those who want comprehensive fitness and nutrition tracking in one platform Pros · Numerous goal-based training plans · Standalone Apple Watch mode for phone-free workouts · 3D Exercise library and custom workout program functionality with free account · Available in 17 languages for a global experience · Progress diary, macro-adaptive meal tracking, analytics and more from one platform Cons · The depth of analysis and features can be overwhelming for casual users at first （原创）21. What is the main feature of the Fitness Online app? A. It sells sportswear and equipment. B. It focuses on recording running distances. C. It is a complete fitness and diet planning app. D. It mainly offers online video calls with trainers. （原创）22. What can users do in the 14-day free trial? A. Make full use of certain session. B. Unlock features by inviting some friends. C. Track the progress using the add-on diary. D. Use all the best functions without paying first. （原创）23. What might be a problem for some users at the beginning? A. Its analysis is of no use at all. B. The app uses too much phone battery. C. Its functions might be not very diverse. D. The number of features might be confusing. B（原创） https://www.sunnyskyz.com/feel-good-story/4696/A-customer-apologized-for-overreacting-and-hugged-me This actually happened to me a while ago, but it's something I think about often. When I was working alone at a small laundry shop, an elderly man came in and tried to request a wash rag from me (to clean his hands before handling his clothes). The interaction was very stressful, as he was angry and unclear about what he needed and my attempts to understand him better were met with obvious frustration from him. Long story short, he said something that was extremely unkind to me, and I wound up hiding - and crying - in the office. While I was back there, I could still see out to the main laundry area and the parking lot. The man went out and sat in his truck for a while, and I saw that he had a dog with him. He patted the dog and seemed to be talking to it. Then, he came back in, walked over to the door to the office, and knocked on it. I tried to act like I hadn't been crying, but I'm a hard crier, so it was probably pretty obvious. He looked at me and said, "Miss, I am very sorry. I'm not at my best today, and you didn't deserve any of that. I'm ashamed of myself." I told him it was okay, but his apology made me even more emotional, so I started crying again, and then apologized to him for crying, and he said, "Don't you apologize because some guy was a jerk（混蛋）to you. You have every right to be upset." We stayed seated and talked until his laundry was done. He told me he'd lost his wife just a few weeks earlier, and he wasn't handling it very well. I think about him a lot. That apology and the conversation that followed meant the world to me, and has helped in ways I couldn't even have predicted since. It restored my faith in people. Wherever he is now, I hope he knows that. （原创）24. Why did the old man first come into the shop? A. To wash some clothes. B. To look for his lost dog. C. To ask for a cleaning cloth. D. To complain about the service. （原创）25. What does the underlined phrase “a hard crier” mean in paragraph 3? A. Someone who looks unhappy. B. Someone who cries very easily. C. Someone who never apologizes. D. Someone who rarely shows feelings. （原创）26. What did the writer and the man do after the apology? A. They cleaned the laundry area together. B. They went outside to play with the dog. C. They called the manager to report the incident. D. They sat and talked until the laundry was finished. （原创）27. What did the writer say the experience brought back for her? A. Her plan to get a pet dog. B. Her memory of her own family. C. Her hope in the kindness of people. D. Her love for working in a laundry shop. C（原创） https://www.sciencealert.com/listening-to-music-has-a-surprising-impact-on-dementia-risk-study-shows Listening to music into old age could reduce the risk of dementia（痴呆症）by almost 40 percent, a new study has found. It's based on data from 10,893 Australians aged 70 or older, who, at the time of sign-up, were living in retirement communities and had no diagnosis of dementia. They were asked about their music listening habits and whether they played an instrument. Folks who "always" listened to music (as opposed to never, rarely, or sometimes listeners) were 39 percent less likely to develop dementia after at least three years of follow-up, and were 17 percent less likely to develop milder forms of cognitive impairments（认知障碍）. They also performed better on tests of general cognition and episodic memory, which is important for recalling everyday events. Those who were regularly picking up an instrument to make music were 35 percent less likely to develop dementia, but, unlike in other studies, there was no significant improvement for other kinds of cognitive impairments. People who both listened to and played music had a 33 percent reduced dementia risk, and a 22 percent reduced risk for unrelated cognitive impairments. Education level seemed to play a role, too. "Music engagement benefits were strongest in those with higher education (16+ years) but showed inconsistent results in the middle education group (12–15 years)," the study's authors write. The paper's lead author, public health researcher Emma Jaffa from Monash University in Australia, says these results suggest "music activities may be an accessible strategy for maintaining cognitive health in older adults, though cause-and-effect cannot be established." While we don't know for sure if listening to music can really stave off dementia, hearing loss is a known risk factor for dementia, and research shows hearing aids can reduce cognitive decline. So there’s no harm in keeping your favorite songs on repeat. "Listening to music activates a whole range of regions across your brain," Monash University psychiatrist(精神病学家) and senior author Joanne Ryan explained in a radio interview, "and so that's really giving you that cognitive stimulation, which is beneficial to help reduce your risk of dementia." （原创）28. What benefit did “always” listening to music show? A. It lowered the chance of getting dementia. B. It completely prevented any memory loss. C. It mainly improved physical coordination. D. It worked better than playing instruments. （原创）29. What did the study find about playing instruments regularly? A. It was less effective than just listening. B. It showed no benefits for brain health. C. It reduced risks for all thinking problems. D. It notably cut dementia risk but not others. （原创）30. How does music help the brain according to the text? A. By activating limited brain regions. B. By mainly improving sleep quality. C. By widely stimulating brain activity. D. By replacing other mental exercises. （原创）31. What is the best title for the text? A. Music Linked to Better Aging Brains B. The Critical Role of Formal Education C. The Daily Lives of Elderly Australians D. How to Become a Professional Musician D（原创） https://news.harvard.edu/gazette/story/2025/10/what-if-ai-could-help-students-learn-not-just-do-assignments-for-them/ As Educators’ concerns are running high when it comes to AI and how it may destroy teaching and learning. Harvard professors are pioneering its use to actively enhance learning. Professors Greg Kestin and Kelly Miller are testing AI " tutor robots " in complex courses where personalized instruction is often impractical. These robots form part of a strategic approach that helps students identify knowledge gaps and progress autonomously. When designed with research-backed principles, AI tutors can significantly boost learning outcomes while enriching classroom interactions, Miller emphasizes. Their study compared traditional lecture-based teaching with an AI-supported "flipped classroom" where students learn core lessons from the tailored robot on their own and bring questions to class. Research shows students in AI-supported classes felt much more involved and motivated. A major reason, Miller explains, is that the AI can be customized to each individual. Traditional classrooms often have low engagement and little personal feedback, leaving students passive. With an AI tutor, they can learn at their own pace, ask endless questions anytime, and not worry about being judged. And the robot should make students think and question, not think for them. Kestin warns that letting students freely use tools like ChatGPT for homework often leads to worse test results, because it replaces their own critical thinking. Instead, AI should offer hints, show ideas visually, help with data, or create practice problems. Harvard has now set up its own AI helpers called HUbot and PingPong. Harvard Business School also uses a special tutor bot in its “Financial Reporting and Control” course. Current research is looking at what kinds of student-robot interactions help learning the most. Follow-up studies are checking the long-term effects, including how well students remember what they learn. This work shows that when AI is carefully integrated, it can become more than just a productivity tool—it can become what Kestin calls a "thinking partner." By balancing technical ability with teaching wisdom, educators may turn AI from something seen as a threat into a force that drives more personalized, active, and fair learning experiences. The goal is never to replace teachers, but to strengthen their ability to meet students' diverse needs through intelligent support. （原创）32. What is a major worry about AI in education stated at the beginning? A. It could make teachers completely unemployed. B. It might damage the process of teaching and learning. C. It is not advanced enough to understand student needs. D. It will make education too expensive for many families. （原创）33. What is a key reason students felt more motivated in AI-supported classes? A. There were no tests or exams in those classes. B. They could use their personal smartphones freely. C. The AI teacher was more humorous than human teachers. D. The learning experience could be tailored for each learner. （原创）34. What is a core function the AI tutor should have, according to Professor Kestin? A. It should strictly control the pace of learning for all students. B. It should replace traditional textbooks with interactive videos. C. It should encourage students' own thinking rather than doing it for them. D. It should complete homework assignments for students to save some time. （原创）35. What is the final relationship hoped for between AI and teachers based on the text? A. A cooperative relationship where AI improves teachers' abilities. B. An independent relationship where both work in different fields. C. A short-term relationship until AI can work completely on its own. D. A competitive relationship where one will take the place of the other. 第二节(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,并在答题卡上将该项涂黑。选项中有两项为多余选项。（原创） https://stanfordmag.org/contents/so-you-want-to-be-a-teacher Do you want to be a teacher? What is it like to work in the classroom? Here is a typical day of my work in an Auckland primary-school classroom. I try to get to work between 7 and 7:30. Our report time is 8:00, but being in the space helps me get ready for the day. I do more of my planning and preparation before the day instead of after the previous day. 36 Other teachers come in sometime between 7:30 and 8, and we’ll summary the previous day. 37 I check in on the conversations. I’ll do morning announcements, and at 9:00, we start with our reading block. As a second-grade teacher, I do foundational literacy, math, and ELA [English language arts]. Students come in at different levels, so in addition to whole-class instruction, I also organize students into smaller teams to meet the needs of all learners, providing extra chances for active participation. At 10 a.m., we go to break, and you can see their identities forming, watching them play. Whatever they choose to do in this free 15 minutes is so interesting. I’m seeing how they socialize themselves—who plays what sport, who chooses to do what. 38 After break, we do math, which is also very cooperative. Next, there is lunchtime. This is my second-year teaching, so a lot of my students from last year will ask if they can have lunch with me. 39 I think it’s like, if we were walking around the same block, I might have walked around that block a couple of more times. After lunch they go to lunch break, and at 12:30, they come back in for ELA, which is like social studies. At 2:45 there’s dismissal and we’ll wait with the students until their parents pick them up. 40 So, some days after school I’d be in an hourlong meeting on topics like instructional leadership, culture, or climate. Meetings are over around 4:15 p.m., and I will leave school, at the latest, 5 o’clock. A. I really encourage cooperation. B. Sometimes we’ll just do personal check-ins. C. I’m also on a couple of leadership teams at my site. D. All those things matter for who they will become later in life. E. I really see it as an opportunity to just get to know the students better. F. I’m writing my objectives on the whiteboard, looking through my plans. G. At 8:30, I get my students, bring them into the classroom, and we start our day with breakfast. 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。（原创） https://www.sunnyskyz.com/feel-good-story/4704/Flying-Kites A few years ago, my partner and I took his young son to the park. On a sudden 41 , I decided to bring out the  kites I had stored in my trunk(后备箱), hoping to offer the boy a 42 pleasure. Then we get our son going and were just 43 on the side. It was then that my partner shared with me that he had never 44 a kite before. He had an extremely 45 childhood so I could understand why. But I still felt so sad to think of the many things some 46 that they get to do as kid, others had never done. 47 , I also had an X-Wing Star Wars kite in the trunk. I hadn't used because particularly 48 to put together, but he didn't 49 at all. He had so much 50 with it and I nearly cried getting to be there for it. Just the other day, a strong 51 swept through town. I noticed a single kite 52 high while driving down the road. I smiled so big but then I starting giggling(咯咯的笑) to see that the person 53 the kite was none other than this big man by himself flying a kite. It truly shows that you don’t always need impressive or costly things to bring someone 54 . Sometimes, you might just need a 55 . （原创） 41. A. wish B. hope C. thought D. fear 42. A. gentle B. simple C. common D. brief 43. A. resting B. talking C. thinking D. watching 44. A. bought B. held C. flown D. made 45. A. rough B. lonely C. peaceful D. busy 46. A. dream of B. take for granted C. hear about D. look forward to 47. A. Clearly B. Honestly C. Naturally D. Fortunately 48. A. difficult B. heavy C. expensive D. boring 49. A. complain B. care C. mind D. know 50. A. trouble B. pride C. confidence D. fun 51. A. rain B. wind C. cloud D. shower 52. A. sailing B. dancing C. falling D. shaking 53. A. drawing B. following C. piloting D. observing 54. A. courage B. wealth C. health D. happiness 55. A. moment B. kite C. hug D. smile 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。（原创） https://en.chinaculture.org/a/202512/16/WS6940803fa310d6866eb2ec30_4.html From a distance, the artwork appears as a peaceful, single-colored picture of bamboo and rock within a classical Suzhou garden window. Only by 56 (move) very close to the silk can one see its true detail. In total, forty techniques 57 (use), squeezing a thousand years of Su embroidery skill into one piece. "It holds my whole life in this art," says Zou Yingzi, 53, the master behind the work. For her, Zhushi Tu (Bamboo and Rock Picture) is a statement 58 this ancient craft, developed over 1,000 years, can still express exciting new ideas. 59 (bear) in Zhenhu, known as the birthplace of Su embroidery, Zou began learning at age 6 by her mother's side. 60 craft dates back more than 3,000 years to the Three Kingdoms Period, with double-sided embroidery being one of its finest forms. "I learned the language of the needle before I fully learned my own," she says. This deep early skill allowed her to become an 61 (innovate). Her special didi stitch uses tiny points very close together 62 (create) a surface that seems alive. Her 63 (pioneer) work has drawn the attention of scholars. "In my view, Zou is one of the most 64 (genuine) creative artists of Su embroidery today," says Shang Gang, a retired Tsinghua University professor. "She has raised needlework from a craft 65 a real art form that expresses thoughts, giving flat embroidery a surprising sense of life and depth." 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）（原创） 假设你是李华。你校英语俱乐部将举办一次英语演讲比赛。请你以“Small Acts, Big Changes”为题写一篇演讲稿，内容包括： 1. 讲述一个因微小善举带来积极变化的故事； 2. 谈谈你的感悟，并鼓励同学们从身边小事做起。 注意： 1. 写作词数应为80左右； 2. 可适当加入细节，使内容充实、行文连贯； 3. 开头结尾已给出，不计入总词数。 Small Acts, Big Changes Hello, everyone! I'm Li Hua. Today I am more than delighted to have the chance to speak about the topic: Small Acts, Big Changes. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thanks for your Listening. 第二节 (满分25分) （原创） 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。 When my son Jack was in sixth grade, he often played basketball after school at the community court near our apartment. One rainy evening in March, he came home carrying a small, wet cat under his jacket. The cat had orange fur with white paws and large, trusting blue eyes. It was shaking from the cold, and Jack immediately asked if we could let it stay. The cat looked young, maybe a year old, and had no identification. I felt torn. I knew the right thing was to check for an owner, but seeing how happy Jack was made me pause. I thought about putting up flyers, but secretly hoped no one would claim her. After all, I reasoned, a responsible owner would not let their pet out in such weather. We dried her off and she settled in quickly. Jack named her Sunny. She was calm and loved to nap in patches of sunlight on the living room floor. A few days later, a feeling I couldn't ignore made me check the online neighborhood group. My heart sank when I saw a post from a family desperately searching for their missing orange cat named Marigold（金盏花）, last seen near the school. The description was a perfect match. For a moment, I closed the webpage without saving it. I didn't tell Jack or my wife. Sunny had already found a place in our home. She followed Jack around and slept at the foot of his bed. But a quiet voice inside kept asking me what was truly right. I knew, deep down, I had to contact that family. 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。 With a heavy heart, I finally made the telephone call two days later. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Just after dinner, there was a quiet knock. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 学科网（北京）股份有限公司 $