精品解析：2026届山西晋中市榆次区第二中学高三考前模拟预测英语试题

高三英语 （120分钟 150分） 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 will the man probably go to relax? A. The night club. B. The gym. C. The bar. 2. How does the man feel about the team’s performance? A. Encouraged. B. Unconcerned. C. Disappointed. 3. What are the speakers mainly talking about? A. Brain training. B. Language learning. C. Game playing. 4. Why is Jack mentioned in the conversation? A. He may have a good idea. B. He might want to go to Antarctic. C. He can help the man with his work. 5. What is the probable relationship between the speakers? A. Strangers. B. Relatives. C. Classmates. 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. Why does the woman read the book? A. The book is very interesting. B. She has waited for it for a long time. C. The book is very popular recently. 7. Where did the woman get the book? A. She rented it from the library. B. She borrowed it from the man. C. She bought it in the shop. 听第7段材料，回答第8至10题。 8. What is the phone number of Greg Hunter? A. 555-1234. B. 555-2134. C. 555-1243. 9. What does the woman mainly worry about? A. Her age. B. Her health. C. The cost. 10. What does the man suggest the woman do? A. Walk faster. B. Take the subway. C. Go swimming regularly. 听第8段材料，回答第11至13题。 11. Who answers the telephone? A. Tom. B. Susan’s husband. C. Susan. 12. When are Tom and his wife going to New Zealand? A. In two weeks. B. In a couple of months. C. In half a year. 13. Where are Tom and Susan going to meet? A. At Susan’s. B. At Tom’s. C. In New Zealand. 听第9段材料，回答第14至17题。 14. What are the speakers mainly talking about? A. What job to do in the future. B. Which professor to follow. C. What abilities to possess. 15. What subject does the man probably prefer? A. History. B. Politics. C. Art. 16. What do the woman’s parents expect her to be? A. A politician. B. A restaurant manager. C. A middle school teacher. 17. What is the woman good at? A. Dealing with people. B. Working with kids. C. Painting pictures. 听第10段材料，回答第18至20题。 18. What does the speaker really want to do? A. She wants to give some advice to middle school students. B. She is announcing an advertisement. C. She wants to tell us how to choose a university. 19. What is the speaker’s suggestion? A. To earn money after middle school. B. To go on to study. C. She doesn’t know what to do yet. 20. Which of the following is NOT true? A. The more years of school you attend, the more money you are likely to make. B. The more educated you are, the more choices you have. C. You can only choose colleges to study further beyond middle school. 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，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。 A How to Run Longer About the Program Looking to get more miles? No matter what “running longer” means for you, we bet it’s a goal you think about often — and with our latest program, it’s finally within reach. In How to Run Longer, we’ll break down everything you need to know about tackling your longest distance yet, from building a necessary base to mastering the important long run. We’ll also help you determine your on-the-run fueling needs, ensure adequate recovery in between workouts, and maintain motivation all throughout the journey. Finally, our program will guide you through your goal race distance with mental strategies and pacing techniques to get you to the finish line feeling strong. Who Is This Program For? How to Run Longer is for any athlete looking to overcome a new distance barrier or time goal. How This Program Will Help You Go Longer ●Embrace the Long Run: A cornerstone of any distance training plan, we’ll help work up to your peak long run according to your goal race distance. ●Redefine Your Limits: Running longer isn’t just about hitting specific distance targets. It’s about building confidence as an athlete so you know how to push through discomfort and keep going. ●Beat Boredom: Manage the mental side of long-distance training so you’re able to stay motivated and avoid burnout during a boring workout. ●Prevent Injuries: Sidestep injury as you increase your mileage by learning how to fit strength training into your running routine. ●Master Fueling: Mid-run nutrition is a must for any workout lasting longer than 60 minutes. Maintain the energy you need to keep going by making a fueling strategy for before, during, and after your runs. RW+ Training Plans The plans last from 6 to 20 weeks, and vary depending on your goals. Runner’s World+ members get access to these training plans (along with our guided strength workouts… plus other great membership benefits!). 1. What is the primary goal of the program? A. To teach running form. B. To offer nutrition plans. C. To help runners go farther. D. To improve running speed. 2. How does the program help runners avoid injuries? A. By suggesting more rest days. B. By offering medical checkups. C. By including strength training. D. By reducing running frequency. 3. What is the text probably? A. A news report. B. A personal diary. C. A scientific study. D. An advertisement. 【答案】1. C 2. C 3. D 【解析】 【导语】文章主要介绍了一个帮助跑者突破距离限制的训练项目及相关福利。 【1题详解】 细节理解题。 根据About the Program部分中的“No matter what “running longer” means for you, we bet it’s a goal you think about often — and with our latest program, it’s finally within reach.(无论你心中“跑得更远”有着怎样的标准，想必这都是你时常为之努力的目标。而这套全新课程，将帮你如愿以偿。)”以及“Finally, our program will guide you through your goal race distance with mental strategies and pacing techniques to get you to the finish line feeling strong.(最后，课程还会结合心理调节方法与配速技巧，带你稳步备战目标赛事，全力完赛并保持良好状态。)”可知，该计划的主要目的是帮助跑步者跑得更远。 【2题详解】 细节理解题。 根据How This Program Will Help You Go Longer部分中的“Prevent Injuries: Sidestep injury as you increase your mileage by learning how to fit strength training into your running routine.(预防受伤：通过将力量训练融入日常跑步计划中，在你增加里程数的同时避免受伤。)”可知，该计划通过包含力量训练来帮助跑步者避免受伤。 【3题详解】 推理判断题。文章介绍课程内容、受众、优势及会员权益，目的是推广课程，属于广告。 B From classrooms to concert halls, from stone streets to the cinema screen, the spirit of China’s Spring Festival is increasingly finding a place in everyday life in Malta through this year’s “Happy Chinese New Year” program. The festivities began on the morning of Feb 6 local time, when the China Xizang autonomous region Art Troupe visited San Miguel Special School. Lively dances, the bright sound of the suona, a traditional Chinese wind instrument, and colorful ethnic costumes brought a festive atmosphere to the campus. “The children are smiling even more than usual today,” said headmaster Mark Agius, noting that beyond the performance itself, it was the artists’ warm interaction that left a lasting impression. By inviting students onto the stage and dancing hand in hand, the performers helped them feel respected, understood and included, he said. The celebration continued that evening at the Sir Temi Zammit Hall of the University of Malta, where a “Happy Chinese New Year” performance and Spring Festival reception hosted by the Chinese Embassy in Malta drew more than 400 guests from various sectors, along with representatives of Chinese-funded institutions and members of the local Chinese community. The program featured dynamic folk dances, traditional music and costume displays that highlighted the cultural heritage of China’s plateau (高原) regions. Applause filled the hall as energetic rhythms mixed with more lyrical (抒情的) pieces, offering the audience a vivid look of diverse artistic traditions. Students in attendance said they were impressed by both the vitality of the music and the interactive elements. “It’s full of energy and rhythm, and people can join in,” one student said after the show. In his remarks, Chinese Ambassador to Malta Zhang Zuo said cultural and people-to-people exchanges have provided sustained momentum for two-sided relations since the establishment of diplomatic ties. He said both sides are willing to further deepen cooperation and enhance mutual understanding through exchanges among civilizations. 4. What was the highlight of the school visit for the headmaster? A. The artists’ interaction with students. B. The traditional Chinese costumes. C. The bright sound of the suona. D. The students’ usual smiles. 5. Why were the university audience members impressed? A. Because of the large guest list. B. Because of the ambassador’s speech. C. Because of the plateau region’s heritage. D. Because of the music’s energy and participation. 6. What can be inferred about the purpose of the events? A. To establish formal diplomatic ties with Malta. B. To promote tourism to China’s plateau regions. C. To build cultural bridges and mutual understanding. D. To compare Chinese and European artistic traditions. 7. Which is the best title for the passage? A. Chinese Artists Show Plateau Culture B. Spring Festival Gains a Foothold in Malta C. Malta Students Meet Chinese Ambassador D. Cultural Exchange Programs Face Challenges 【答案】4. A 5. D 6. C 7. B 【解析】 【导语】文章聚焦中国“欢乐春节”活动在马耳他的开展情况，通过多场景呈现与人物采访，展现中马文化交流的成果与意义。 【4题详解】 细节理解题。根据文章第三段中的“The children are smiling even more than usual today,” said headmaster Mark Agius, noting that beyond the performance itself, it was the artists’ warm interaction that left a lasting impression. (校长马克·阿吉乌斯说：“孩子们今天比平时笑得更开心了。”他指出，除了表演本身，艺术家们的热情互动给人留下了持久的印象。)”可知，对校长来说，学校访问的亮点是艺术家与学生的互动。 【5题详解】 细节理解题。根据文章第五段“Students in attendance said they were impressed by both the vitality of the music and the interactive elements. ‘It’s full of energy and rhythm, and people can join in,’ one student said after the show. (到场的学生表示，音乐的活力和互动元素给他们留下了深刻印象。一名学生在演出后说：“它充满了活力和节奏，人们可以参与其中。”)”可知，大学观众印象深刻是因为音乐的活力和参与性。 【6题详解】 推理判断题。根据文章最后一段“In his remarks, Chinese Ambassador to Malta Zhang Zuo said cultural and people-to-people exchanges have provided sustained momentum for two-sided relations since the establishment of diplomatic ties. He said both sides are willing to further deepen cooperation and enhance mutual understanding through exchanges among civilizations. (中国驻马耳他大使张佐在致辞中说，自两国建交以来，文化和人文交流为双边关系提供了持续动力。他表示，双方愿通过文明交流进一步深化合作，增进相互理解。)”可知，这些活动的目的是搭建文化桥梁，增进相互理解。 【7题详解】 主旨大意题。根据文章第一段“From classrooms to concert halls, from stone streets to the cinema screen, the spirit of China’s Spring Festival is increasingly finding a place in everyday life in Malta through this year’s “Happy Chinese New Year” program. (从教室到音乐厅，从石板路到电影院屏幕，通过今年的“欢乐春节”活动，中国春节的精神正越来越多地融入马耳他的日常生活。)”以及全文内容可知，这篇文章的最佳标题是“春节在马耳他站稳脚跟”。 C Artificial intelligence is now routinely used to combine and interpret different kinds of information. Yet one major obstacle remains. Developers must decide which algorithm (算法) is best suited for a specific task, and that choice is often complicated and time consuming in the fast growing field of multi-modal (多模态) AI. Physicists at Emory University have proposed a clearer, more systematic approach. “We found that many of today’s most successful AI methods boil down to a single, simple idea — shorten multiple kinds of data just enough to keep the pieces that truly predict what you need,” says Nemenman, senior author of the study. “People have created hundreds of different loss functions for multi-modal AI systems and some may be better than others, depending on the situation,” Nemenman says. “We wondered if there was a simpler way than starting from nothing each time you face a problem in multi-modal AI.” To address that question, the team created a general mathematical structure for building problem-specific loss functions. Their method focuses on deciding what information should be preserved and what can be removed. Using the framework, AI developers can propose new algorithms, predict which ones are likely to succeed, estimate how much training data they will need, and anticipate possible failure points. “Just as important,” Nemenman says, “it may let us design new AI methods that are more accurate, efficient and trustworthy.” Their breakthrough came when they identified a single principle describing the balance between simplifying data and reconstructing it. The idea captured the trade-off at the heart of many AI methods. To evaluate their approach, the team applied the framework to dozens of existing AI methods. “By helping guide the best AI approach, the framework helps avoid encoding features that are not important,” Nemenman says. “The less data required for a system, the less computational power required to run it, making it less environmentally harmful. That may also open the door to frontier experiments for problems that we cannot solve now because there is not enough existing data.” 8. What is the key idea of the new approach? A. Using loss functions. B. Keeping the essential data. C. Designing various algorithms. D. Combining different data types. 9. What can AI developers expect from the new framework? A. Computational costs. B. Environmental impact. C. Algorithm success rates. D. Data collection methods. 10. What does the word “trade-off” in Paragraph 5 probably mean? A. Balance. B. Conflict. C. Exchange. D. Adjustment. 11. What is Nemenman’s attitude towards the new framework? A. Positive. B. Negative. C. Neutral. D. Doubtful. 【答案】8. B 9. C 10. A 11. A 【解析】 【导语】文章聚焦多模态AI领域的算法选择难题，介绍了埃默里大学物理学家提出的系统性解决方案。 【8题详解】 细节理解题。根据文章第二段中的“We found that many of today’s most successful AI methods boil down to a single, simple idea — shorten multiple kinds of data just enough to keep the pieces that truly predict what you need (我们发现，当今许多最成功的人工智能方法都可以归结为一个简单的想法——将多种数据精简到只保留那些真正能预测你所需内容的部分)”可知，新方法的关键思想是保留关键数据。 【9题详解】 推理判断题。根据文章第四段中的“Using the framework, AI developers can propose new algorithms, predict which ones are likely to succeed, estimate how much training data they will need, and anticipate possible failure points. (使用这个框架，人工智能开发人员可以提出新算法，预测哪些算法可能成功，估计他们需要多少训练数据，并预测可能的失败点。)”可知，人工智能开发人员可以从新框架中预测算法成功率。 【10题详解】 词句猜测题。根据文章第五段中的“Their breakthrough came when they identified a single principle describing the balance between simplifying data and reconstructing it. The idea captured the trade-off at the heart of many AI methods. (当他们确定了一个描述简化数据和重建数据之间平衡的单一原则时，他们取得了突破。这个想法抓住了许多人工智能方法的核心trade-off。)”可知，这个想法抓住了许多人工智能方法的核心平衡，trade-off在这里的意思是“平衡”，与Balance意思相近。 【11题详解】 推理判断题。根据文章最后一段中的“By helping guide the best AI approach, the framework helps avoid encoding features that are not important,” Nemenman says. “The less data required for a system, the less computational power required to run it, making it less environmentally harmful. That may also open the door to frontier experiments for problems that we cannot solve now because there is not enough existing data. (Nemenman说：“通过帮助指导最佳的人工智能方法，这个框架有助于避免编码不重要的特征。系统所需的数据越少，运行它所需的计算能力就越少，对环境的危害也就越小。这也可能为目前由于现有数据不足而无法解决的问题的前沿实验打开大门。”)”可知，Nemenman对新框架的态度是积极的。 D Scientists recently have developed a theoretical model examining whether disturbances in the ionosphere (电离层) could apply electrostatic (静电) forces deep within the Earth’s outer layer. Under certain conditions, these forces might contribute to the start of large earthquakes. The research is not designed to predict earthquakes. Instead, it outlines a possible physical mechanism showing how shifts in ionospheric charge levels caused by intense solar activity such as solar flares — might interact with already weakened areas of the outer layer and influence how cracks develop. In this model, cracked regions of the outer layer are thought to contain water at extremely high temperatures and pressures, possibly in a supercritical (超临界的) state. Electrically, these cracked zones may act like capacitors (电容器). They are coupled (连接) both to the Earth’s surface and to the lower ionosphere, creating a vast electrostatic system that links the ground to the upper atmosphere. When solar activity rises quickly, the number of electrons (电子) in the ionosphere can rise significantly. This can produce a negatively charged layer in the lower ionosphere. Through electrical coupling, that charge may generate intense electric fields inside tiny spaces within cracked rock. The resulting static electric pressure could approach levels similar to tidal or gravitational stresses that are already known to influence crack line stability. According to the team’s calculations, ionospheric disturbances tied to major solar flares might create static electric pressures of several units of pressure within these tiny spaces. Unusual ionospheric behavior has often been detected before powerful earthquakes. Traditionally, scientists have interpreted it as effects caused by stress building up inside the outer layer. This new framework offers an additional perspective. It suggests a two-way interaction in which processes inside the Earth can influence the ionosphere, while ionospheric disturbances may also send feedback forces back down into the outer layer. The model connects space weather and earthquake activity without claiming that solar activity directly causes earthquakes. The findings indicate that tracking ionospheric conditions alongside underground measurements could improve understanding of how earthquakes begin and how earthquake risk is assessed. Future work will determine when and how ionospheric disturbances might exert meaningful static electric effects on the Earth’s outer layer. 12. What is the main purpose of the research? A. To predict earthquake timing. B. To show solar flares cause earthquakes. C. To measure electrostatic forces in Earth’s out layer. D. To describe a link between ionospheric shifts and earthquakes. 13. How do electric fields form in cracked rock according to the model? A. Solar flares are the only source of such fields. B. Solar activity directly creates them in all cracks. C. They occur regardless of ionospheric conditions. D. They arise from coupling of ionospheric charge and cracked zones. 14. What did the traditional view of pre-earthquake ionospheric changes miss? A. They might cause earthquakes. B. They were based on the new model. C. The ionosphere could also affect the surface. D. The two-way interaction was fully explained. 15. How does the author present the argument? A. By listing experimental data. B. By tracing the research history. C. By quoting experts on earthquake prediction. D. By proposing a new idea and making comparisons. 【答案】12. D 13. D 14. C 15. D 【解析】 【导语】主要介绍科学家提出的理论模型，探究电离层扰动与地震之间的关联，并对比新旧观点阐述相关研究价值。 【12题详解】 细节理解题。根据第二段中的“The research is not designed to predict earthquakes. Instead, it outlines a possible physical mechanism showing how shifts in ionospheric charge levels caused by intense solar activity such as solar flares — might interact with already weakened areas of the outer layer and influence how cracks develop.(这项研究并非用于预测地震，而是阐述一种物理机制，说明太阳耀斑等剧烈太阳活动引发的电离层电荷变化，如何与地壳薄弱区域相互作用并影响裂缝发展。)”可知，该研究旨在阐释电离层变化与地震之间的联系。 【13题详解】 细节理解题。根据第三段中的“They are coupled (连接) both to the Earth’s surface and to the lower ionosphere, creating a vast electrostatic system that links the ground to the upper atmosphere.(这些裂缝区域同时连接地表与低层电离层，形成连接地表和高层大气的庞大静电系统。)”以及第四段中的“When solar activity rises quickly, the number of electrons (电子) in the ionosphere can rise significantly.(当太阳活动急剧增强时，电离层中的电子数量会大幅增加。)”和“Through electrical coupling, that charge may generate intense electric fields inside tiny spaces within cracked rock.(通过电耦合作用，该电荷会在岩石裂缝的微小空间内产生强电场。)”可知，电场由电离层电荷与裂缝区域的耦合作用产生。 【14题详解】 细节理解题。根据第五段中的“Traditionally, scientists have interpreted it as effects caused by stress building up inside the outer layer. This new framework offers an additional perspective. It suggests a two-way interaction in which processes inside the Earth can influence the ionosphere, while ionospheric disturbances may also send feedback forces back down into the outer layer.(传统观点认为电离层异常是地壳内部压力累积造成的。新理论提出双向相互作用，地球内部活动会影响电离层，电离层扰动也会反向作用于地壳。)”可知，传统观点忽略了电离层也会对地表及地壳产生影响。 【15题详解】 推理判断题。根据第五段中的“Traditionally, scientists have interpreted it as effects caused by stress building up inside the outer layer. This new framework offers an additional perspective. It suggests a two-way interaction in which processes inside the Earth can influence the ionosphere, while ionospheric disturbances may also send feedback forces back down into the outer layer.(传统上，科学家将其解释为地壳内部应力不断累积所产生的影响。这一新研究思路提供了另一种观点。该观点认为二者存在双向相互作用：地球内部的活动会影响电离层，而电离层扰动也可能反过来向地壳传回作用力。)”可知，文章先提出新的研究观点，再将其与传统看法进行对比，以此展开论述。 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。选项中有两项为多余选项。 In middle and high school, group work can quickly go off the rails. Discussions meant to deepen understanding drift off-topic or become controlled by a few voices. Instead of spreading the thinking across the group, one or two students end up doing most of the work. ____16____ But research shows these challenges aren’t necessarily related to student motivation. ____17____ Adolescents are developmentally ready to do more demanding group work. Research suggests teens are naturally willing to analyze materials, deal with complex questions, and explore messy ideas with partners. ____18____ This will help them contribute to a shared visual product. These “art-meets-content” tasks help students build shared understanding while gathering evidence, modeling processes, or representing key ideas visually. The finished products can also serve as visual anchors (锚点) for gallery walks, reviews, or formative assessment. The jigsaw method creates shared responsibility for learning by making each student an expert on one piece of the material — reducing dominant voices in group work and ensuring all kids are engaged. ____19____ And each person receives a separate part of a lesson plan. Content could be taken from a textbook chapter, a handout, or an online resource, and should be divided into the same number of parts as there are students. To give every student a voice in group work — especially those who hesitate to speak up — we can let students hold written conversations using sticky notes on poster paper. Instead of talking, students silently add ideas, questions, and evidence to a shared topic, forcing them to slow down their thinking and ensuring everyone participates. ____20____ We can assign colors to different types of responses using colored pens or different colored sticky notes. In other classrooms, different colors could represent claims, evidence, or clarifying questions. The goal is to create conditions for students to read carefully and respond to each other’s ideas with clear, traceable contributions. A. Meanwhile, the others hang back. B. Color helps structure the discussion, too. C. It’s often the result of how group work is designed. D. Instead, students study their own part independently. E. In a typical jigsaw, students are divided into small groups. F. We can assign each student a clear role to focus and equalize group work. G. In the jigsaw system, each student receives one small part of a bigger lesson. 【答案】16. A 17. C 18. F 19. E 20. B 【解析】 【导语】本文聚焦中学小组作业的常见问题，系统分析了问题根源并提出针对性解决方案。 【16题详解】 空格前“Instead of spreading the thinking across the group, one or two students end up doing most of the work. (不是让全组人都参与思考，而是一两个学生完成了大部分工作。)”提到小组作业中存在的“少数人干活”的问题，空格后说“But research shows these challenges aren’t necessarily related to student motivation.(但研究表明，这些挑战不一定与学生的积极性有关。)”。A选项“Meanwhile, the others hang back. (与此同时，其他人却退缩了。)”中的“Meanwhile, the others”正好指代前文的“the group”，承接了“少数人干活”的问题，又能自然引出后文“挑战与积极性无关”的观点，完美衔接上下文。 【17题详解】 空格前“But research shows these challenges aren’t necessarily related to student motivation.(但研究表明，这些挑战不一定与学生的积极性有关。)”否定了“学生积极性差”的原因，空格后说“Adolescents are developmentally ready to do more demanding group work. (青少年在发展上已经准备好做更具挑战性的小组作业。)”。C选项“It’s often the result of how group work is designed. (这往往是小组作业设计方式的结果。)”中的“It”指代前文的“challenges”，直接点明了“小组作业设计不当”的核心原因，完美衔接了“与积极性无关”和“青少年有能力完成”的逻辑转折。 【18题详解】 空格后“This will help them contribute to a shared visual product. These “art-meets-content” tasks help students build shared understanding while gathering evidence, modeling processes, or representing key ideas visually. (这将帮助他们为一个共享的视觉产品做出贡献。这些“艺术与内容结合”的任务帮助学生在收集证据、建模过程或直观呈现关键思想的同时建立共同理解。)”提到了“视觉产品”和“共同理解”，说明空格处的建议是让学生共同参与任务。F选项“We can assign each student a clear role to focus and equalize group work. (我们可以给每个学生分配一个明确的角色，以集中精力并平衡小组作业。)”中的“assign each student a clear role”正好对应后文的“contribute to a shared visual product”，说明明确角色能让学生共同参与任务，完美衔接上下文。 【19题详解】 空格前“The jigsaw method creates shared responsibility for learning by making each student an expert on one piece of the material—reducing dominant voices in group work and ensuring all kids are engaged. (拼图式学习法通过让每个学生成为某一部分内容的专家，创造了学习的共同责任——减少小组作业中的主导声音，确保所有孩子都参与其中。)”介绍了拼图式学习法，空格后说“And each person receives a separate part of a lesson plan.(每个人都收到教案的一部分。)”。E选项“In a typical jigsaw, students are divided into small groups. (在典型的拼图式学习中，学生被分成小组。)”中的“divided into small groups”正好对应后文的“each person receives a separate part”，说明分组后每个学生负责一部分内容，完美衔接上下文。 【20题详解】 空格前“Instead of talking, students silently add ideas, questions, and evidence to a shared topic, forcing them to slow down their thinking and ensuring everyone participates. (学生们不说话，而是默默地在一个共同的话题上添加想法、问题和证据，迫使他们放慢思考速度，确保每个人都参与进来。)”提到了“书面对话”的方法，空格后说“We can assign colors to different types of responses using colored pens or different colored sticky notes. (我们可以用彩色笔或不同颜色的便利贴为不同类型的回答分配颜色。)”。B选项“Color helps structure the discussion, too. (颜色也有助于组织讨论。)”中的“Color”正好对应后文的“colored pens or different colored sticky notes”，说明颜色可以帮助组织讨论，完美衔接上下文。 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） 阅读下面的短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。 Life is like a journey through a dangerous mountain pass, such as the ones I travelled the Himalayas last year. The vast ____21____ ground calls from afar, yet the thought of overcoming its upcoming challenges ____22____ as you draw near. Your first thought is to admire the brilliant glacier peaks, a youthful ____23____ we all share. But once the journey begins, the mountains’ loneliness ____24____ in, and you want a companion to ask, “So, how do you find it?” We keep on, either ____25____ for small talk or waiting for the other to start. When the sun shines bright, you turn to your new companion: “This is fantastic, isn’t it? I’m X, from Bangalore.” “Hi, I’m Y, from Imphal.” You offer an extra hat; she ____26____, eyes shining with joy. ____27____ fades, replaced by dialogues and laughter. You race, ____28____ each other, and find warmth in mutual support. Together, you cross glacial streams and flying rocks, watching the valleys ____29____ colors as the sun leans. “Did we cross that ____30____ glacier?” Y asks. “We have miles to go,” you say poetically, ignoring the downhill truth. Denial ____31____ your senses until a health scare shocks you. ____32____, signs of decline appear. “Dad, why haven’t you ____33____ the speaker?” my son asks from Germany. Once eager to build gadgets, I now fear wires and tiny print. “Stop using ____34____ as an excuse.” he urges. “You hiked the Himalayas!” I sigh, recalling that mountain journey. As spring comes, the mountains call again. After all, life isn’t all downhill — so long as I still have an extra hat to ____35____. 21. A. polluted B. rough C. restored D. dusty 22. A. confuses B. clicks C. stirs D. peaks 23. A. experience B. memory C. freedom D. urge 24. A. comes B. rushes C. sinks D. cuts 25. A. struggling B. accounting C. excusing D. providing 26. A. continues B. accepts C. rewards D. agrees 27. A. Embarrassment B. Silence C. Misunderstanding D. Loneliness 28. A. help B. call C. kid D. chat 29. A. shift B. feature C. hold D. wear 30. A. smooth B. initial C. frozen D. newly-formed 31. A. focuses B. eyes C. trains D. clouds 32. A. Obviously B. Naturally C. Suddenly D. Frequently 33. A. set up B. turn on C. check out D. put away 34. A. skill B. cost C. chance D. age 35. A. exchange B. keep C. share D. display 【答案】21. B 22. C 23. D 24. C 25. A 26. B 27. D 28. C 29. A 30. C 31. D 32. C 33. A 34. D 35. C 【解析】 【导语】这篇文章主要讲述了作者将人生比作艰险的喜马拉雅徒步之旅，途中与陌生同伴相伴互助、驱散孤独。晚年的他常以年老为借口畏于尝试，回忆旅途后感悟：心怀分享与善意，人生便不会一路下坡。 【21题详解】 考查形容词。句意：那片广袤崎岖的大地在远方呼唤着你，但当你逐渐靠近时，克服即将到来的挑战的想法便会油然而生。A. polluted 被污染的；B. rough崎岖不平的；C. restored修复的；D. dusty布满灰尘的。根据前文“dangerous mountain pass”以及“Himalayas”明确提到危险的山口和喜马拉雅山，可知，喜马拉雅山区的地形特征是崎岖险峻，只有崎岖不平的能准确描述这种地貌。 【22题详解】 考查动词。句意：那片广袤崎岖的大地在远方呼唤着你，但当你逐渐靠近时，克服即将到来的挑战的想法便会油然而生。A. confuses使困惑；B. clicks点击，突然明白；C. stirs激起，唤醒；D. peaks达到顶峰。根据句意以及下文“as you draw near”可知，当你走近时，克服即将到来的挑战的念头便被激起。 【23题详解】 考查名词。句意：你的第一反应是欣赏那璀璨的冰川山峰，这是我们所有人共同拥有的年轻冲动。A. experience经历；B. memory记忆；C. freedom自由；D. urge强烈的冲动，渴望。根据上文“Your first thought is to admire the brilliant glacier peaks”可知，看到壮丽的冰川山峰，人们首先会产生欣赏和向往的冲动，这是年轻人共有的特质。 【24题详解】 考查动词。句意：但是，一旦旅程开始，山的孤独就会降临，你希望有一个同伴问：“那么，你感觉如何？”A. comes来；B. rushes冲；C. sinks渗入，逐渐加深；D. cuts切。根据句意以及下文“and you want a companion”可知，旅程一旦开始，山里的孤独感便逐渐袭来，你会想要一个同伴。 【25题详解】 考查动词。句意：我们继续前行，要么努力找些话题聊，要么等待对方先开口。A. struggling努力，挣扎；B. accounting解释，占比；C. excusing原谅；D. providing提供。根据语境以及下文“or waiting for the other to start”可知，两个人都想打破沉默，但又不好意思主动，因此要么努力找话题闲聊，要么等对方先开口。 【26题详解】 考查动词。句意：你递出一顶多余的帽子；她欣然接受，眼中闪烁着喜悦的光芒。A. continues继续；B. accepts接受；C. rewards奖励；D. agrees同意。根据下文“eyes shining with joy”可知，你递出多余的帽子，她接受了，眼里闪着喜悦的光，这是陌生人之间建立联系的第一个动作。 【27题详解】 考查名词。句意：孤独感渐渐消散，取而代之的是对话和欢笑。A. Embarrassment尴尬；B. Silence沉默；C. Misunderstanding误解；D. Loneliness孤独。根据上文“the mountains’ loneliness”可知，此处指的是孤独感渐渐消散，loneliness为原词复现。 【28题详解】 考查动词。句意：你们赛跑、互相打趣，在彼此的支持中感受到温暖。A. help帮助；B. call呼叫；C. kid开玩笑，戏弄；D. chat聊天。根据上文“replaced by dialogues and laughter”可知，此处指的是你们互相打趣。 【29题详解】 考查动词。句意：你们一起穿过冰川溪流和飞石，看着山谷随着太阳的倾斜而变换颜色。A. shift变换，改变；B. feature以…为特色；C. hold持有；D. wear穿着。根据常识以及下文“as the sun leans”可知，太阳倾斜（落山）时，山谷的颜色会随着光线变化而变换。 【30题详解】 考查形容词。句意：“我们穿越那片冰冻的冰川了吗？”Y 问道。A. smooth光滑的；B. initial最初的；C. frozen结冰的；D. newly-formed 新形成的。根据语境以及下文“glacier”提到冰川，可知，此处指的是穿越那片冰冻的冰川。 【31题详解】 考查动词。句意：否认蒙蔽了你的感官，直到一次健康问题震惊了你。A. focuses聚焦；B. eyes注视；C. trains训练；D. clouds使模糊，蒙蔽。根据上文““We have miles to go,” you say poetically, ignoring the downhill truth. ”和下文“until a health scare shocks you”可知，这种否认蒙蔽了你的感官，直到一场健康危机给你敲响警钟。 【32题详解】 考查副词。句意：突然，衰退的迹象显现出来。A. Obviously明显地；B. Naturally自然地；C. Suddenly突然地；D. Frequently频繁地。根据上文“Denial ____ your senses until a health scare shocks you.”可知，因为一直否认感官，衰退的迹象好像突然显现。 【33题详解】 考查动词短语。句意：“爸爸，您为什么还没把音响安装好呢？”我的儿子从德国传来这样的询问。A. set up安装；B. turn on打开；C. check out检查；D. put away收起。根据后文“Once eager to build gadgets, I now fear wires and tiny print.”可知，作者害怕电线和小字，说明他在安装这件事情上有所拖延，因此儿子问为什么还没安装音响。 【34题详解】 考查名词。句意：他敦促道：“别再拿年龄作借口了。”A. skill技能；B. cost成本；C. chance机会；D. age年龄。根据上文“Once eager to build gadgets, I now fear wires and tiny print.”和下文“You hiked the Himalayas!”可知，儿子是在反驳父亲用年龄当借口逃避安装音响的行为。 【35题详解】 考查动词。句意：毕竟，生活并非全是低谷——只要我还有一顶多余的帽子可以分享就行。A. exchange交换；B. keep保持；C. share分享；D. display展示。根据上文“You offer an extra hat”作者在旅途中通过分享多余的帽子结识了同伴可知，此处升华主题：只要我们还有可以分享的善意，人生就不会一直走下坡路。 第二节（共10小题；每小题1.5分，满分15分） 阅读下面的材料，在空格处填入适当的内容（1个单词）或括号内单词的正确形式。 For centuries, the beauty of lanterns has been appreciated by Chinese people. Like a beacon (灯塔) lighting up the way home, ____36____ is a custom to admire the charm of lanterns during Lantern Festival and Mid-Autumn Festival, two festivals that celebrate reunion. When we mention Chinese lanterns, it would not be complete ____37____ referring to Zigong, a city in Southwest China’s Sichuan Province, often ____38____ (recognize) as the City of Lanterns. The custom of enjoying lanterns on festivals began in Zigong as early as the Tang Dynasty. Most Chinese lanterns ____39____ (make) with wire structures and fabric ____40____ (cover). To add to its beauty, Zigong craftsmen also use varieties of materials, such as silkpaper, bamboo, straw, and even porcelain. Lantern production is now a ____41____ (drive) force for the local economy, as most of large-scale lanterns used in festive shows are produced in Zigong. The annual Zigong Lantern Show is also a major draw for the city’s tourism. Visitors pour to Zigong ____42____ (enjoy) lanterns, as well as many other recreational activities. The skilful hands of Zigong craftsmen have also taken this ____43____ (nation) intangible heritage abroad, staging impressive performances of color and delight at lantern shows in more than 70 countries and regions worldwide. Zigong lanterns are now a name card for their hometown, ____44____ (equal) their motherland. For the Chinese, lanterns have not only lit up the night but also the hearts ____45____ long for home. 【答案】36. it 37. without 38. recognized 39. are made 40. coverings 41. driving 42. to enjoy 43. national 44. equally 45. who##that 【解析】 【导语】主要介绍中国灯笼文化，重点讲述“灯城”自贡的灯笼制作工艺、产业价值、文旅影响力，以及灯笼承载的团圆与思乡情怀。 【36题详解】 考查代词。句意：灯笼如同指引归途的明灯，在元宵、中秋这两个象征团圆的节日里赏灯，已然成为一项传统习俗。此处为“it作形式主语，动词不定式作真正的主语”结构，所以此处为代词it。 【37题详解】 考查介词。句意：提起中国灯笼，就不得不说到位于中国西南四川省的自贡，这座城市素有“灯城”的美誉。结合句意，此处表示“不提及”，介词without符合语境。 【38题详解】 考查非谓语动词。句意：提起中国灯笼，就不得不说到位于中国西南四川省的自贡，这座城市素有“灯城”的美誉。此处为非谓语动词作后置定语，a city与recognize之间为被动关系，所以用过去分词recognized。 【39题详解】 考查动词语态。句意：大多数中国灯笼由金属骨架和织物外层制作而成。此处为谓语动词，陈述客观事实，用一般现在时，主语Most Chinese lanterns与make之间为被动关系，所以用一般现在时的被动语态，其主语为名词复数，所以谓语动词为are made。 【40题详解】 考查名词。句意：大多数中国灯笼由金属骨架和织物外层制作而成。此处与名词structures并列，作介词with的宾语，需用名词形式，cover对应的名词复数coverings表示“外层、罩面”， 【41题详解】 考查非谓语动词。句意：翻译：如今制灯产业已成为当地经济的一大支柱，各类节庆展演所用的大型彩灯，大多产自自贡。此处作定语修饰名词force，driving force为固定搭配，意为“驱动力”，所以此处为driving。 【42题详解】 考查非谓语动词。句意：游客们涌向自贡观赏灯笼，同时参与各类休闲活动。此处为非谓语动词作状语，结合句意，此处说明游客前往自贡的目的，用动词不定式to enjoy作目的状语。 【43题详解】 考查形容词。句意：自贡工匠凭借精湛手艺，将这项国家级非物质文化遗产带向海外，在全球七十多个国家和地区举办灯会，献上精彩纷呈、赏心悦目灯光展演。此处修饰名词intangible heritage作定语，需用形容词，nation对应的形容词形式为national意为“国家的”。 【44题详解】 考查副词。句意：如今自贡灯笼既是这座城市的名片，也同样是国家的名片。此处修饰整个句子，需用副词作状语，equal对应的副词形式为equally意为“同样地”。 【45题详解】 考查定语从句。句意：对于中国人而言，灯笼不仅点亮了黑夜，也温暖了一颗颗思乡的心。此处引导定语从句，先行词为hearts，此处指代怀有思乡之情的人，从句中缺少主语，所以用关系代词who或that。 第四部分：写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是李华，你校英文报正在举办以“Sports Light Up Growth”为主题的征文活动。请你结合校园体育赛事的亲身经历，写一篇短文投稿，内容包括： 1. 你参与的体育赛事基本情况； 2. 赛事中触动你的温暖瞬间； 3. 你的成长感悟。 注意：1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。 Sports Light Up Growth ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Sports Light Up Growth To me, sports are far more than medals and races, but a warm lesson on growth, a lesson I learned firsthand from the 4×400m relay at our school sports meet last month. What touched me most was that we insisted on including my deskmate, who had a mild leg injury, in the team rather than replacing him to seek for a higher rank. We adjusted our relay order, trained with him after class, and cheered him on through every single step of the race. Though we won no prize, I realized the true meaning of sports: they nurture unity, respect and courage, always lighting up our way of growth. 【解析】 【导语】本篇书面表达要求考生以李华的身份参加学校英文报征文活动，以“Sports Light Up Growth”为题写作，结合亲身校园体育赛事经历，介绍赛事基本情况、讲述温暖瞬间并分享成长感悟。 【详解】1.词汇积累 轻微的：mild→slight 替换：replace→substitute 培养：nurture→cultivate 照亮：light up→brighten up 2.句式拓展 并列句变复合句 原句：We adjusted our relay order, trained with him after class, and cheered him on through every single step of the race. 拓展句：We adjusted our relay order, trained with him after class and cheered him on as he took every single step in the race. 【点睛】【高分句型1】What touched me most was that we insisted on including my deskmate, who had a mild leg injury, in the team rather than replacing him to seek for a higher rank.（运用what引导主语从句、that引导表语从句以及who引导非限制性定语从句） 【高分句型2】Though we won no prize, I realized the true meaning of sports: they nurture unity, respect and courage, always lighting up our way of growth.（运用though引导让步状语从句） 第二节（满分25分） 47. 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。 One heavy snow morning, sitting in the living room, Betty looked out of the window, feeling bored. She had promised to go out with her best friend, Lily. They had dreamed for a whole day of building a tall snowman with a carrot nose and an old hat, and of laughing as they threw soft white snowballs at each other. Now it was the very time! Suddenly, Betty heard a knock at the door. She opened it, seeing an old woman standing there. The woman’s coat was thin, with her gray hair covered with snow, and her hands shook as if the wind might break them. At the sight of the stranger, so weak against the storm, a sense of sympathy rose in Betty’s heart. “Please, come in,” Betty said. As Betty helped the trembling woman inside, a flash of unease mixed with her compassion. She led the stranger to the couch and wrapped her own blanket around the woman’s shoulders. Then Betty hurried to the kitchen, returning with a steaming glass of tea sweetened with honey. The old woman cupped the glass, breathed in the rising steam, and managed a small smile. “I’m Mary. I went out to purchase bread,” she whispered, “but the snow was so heavy that it turned me around. I can’t remember the way back home.” Betty listened carefully, nodding. Yet, the echo (回声) of Lily’s excited voice, when they were planning their snow adventures that morning, pulled sharply at her heart — Betty had promised. Lily, disappointed by the canceled outing, was likely staying at home, waiting for Betty’s call to share or perhaps initiate an outdoor plan. Betty pictured Lily’s bright face clouding again and felt a heavy sink. The trembling woman needed help now, but the unspoken promise to her friend pressed like a knot (结) inside. Doing the right thing for a stranger meant risking Lily’s trust, and what should she do? Paragraph 1: Suddenly, a clever idea struck Betty. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Gratefully, Mary’s daughter greeted Betty and Lily at the door. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Suddenly, a clever idea struck Betty. She picked up the phone and called Lily at once, explaining the whole story about the lost elderly lady. Lily hurried over shortly after and decided to help together. The two girls helped Mary get fully wrapped up against the cold, then walked into the heavy snow. Following Mary’s vague directions, they walked cautiously on the slippery road. After struggling forward for quite a while, they eventually arrived at Mary’s house and knocked on the door. Gratefully, Mary’s daughter greeted Betty and Lily at the door. She was overjoyed to see her mother and thanked the two girls sincerely with warm hugs. Feeling proud and delighted, Betty and Lily said goodbye and went back home. Later, they happily built a snowman and played snowball fights as planned. This unforgettable experience made them realize that helping others not only warms people’s hearts, but also brings us greater happiness. 【解析】 【导语】本文以善意与守信为线索展开，讲述大雪天贝蒂原本约好友莉莉玩雪，偶遇迷路受冻的老奶奶，在坚守约定和帮助陌生人之间纠结，最终想出两全之法，和好友一起送老人回家，既践行善意也收获快乐的故事。 【详解】1.段落续写： ①由第一段首句内容可知，第一段写贝蒂心生妙计，联系好友莉莉说明情况，两人一同为老人保暖，冒雪护送老人回家。 ②由第二段首句内容可知，第二段写老人女儿对二人深表感谢，姐妹俩圆满完成助人之举，之后如约玩雪，领悟助人带来的别样幸福。 2.续写线索：心生妙计——联系好友——结伴助人——冒雪护送——平安到家——收获感谢——如约玩耍——感悟善意 3.词汇激活 行为类 ①奔赴：hurry over/rush to ②走进：walk into/step into 情绪类 ①欣喜：delighted/happy/wild with delight ②真诚：sincerely/earnestly 【点睛】[高分句型1] Following Mary’s vague directions, they walked cautiously on the slippery road.（运用了现在分词短语作状语） [高分句型2] This unforgettable experience made them realize that helping others not only warms people’s hearts, but also brings us greater happiness.（运用了that引导宾语从句以及“not only...but also...”连接并列结构） 第1页/共1页 学科网（北京）股份有限公司 $ 高三英语 （120分钟 150分） 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 will the man probably go to relax? A. The night club. B. The gym. C. The bar. 2. How does the man feel about the team’s performance? A. Encouraged. B. Unconcerned. C. Disappointed. 3. What are the speakers mainly talking about? A. Brain training. B. Language learning. C. Game playing. 4. Why is Jack mentioned in the conversation? A. He may have a good idea. B. He might want to go to Antarctic. C. He can help the man with his work. 5. What is the probable relationship between the speakers? A. Strangers. B. Relatives. C. Classmates. 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. Why does the woman read the book? A. The book is very interesting. B. She has waited for it for a long time. C. The book is very popular recently. 7. Where did the woman get the book? A. She rented it from the library. B. She borrowed it from the man. C. She bought it in the shop. 听第7段材料，回答第8至10题。 8. What is the phone number of Greg Hunter? A. 555-1234. B. 555-2134. C. 555-1243. 9. What does the woman mainly worry about? A. Her age. B. Her health. C. The cost. 10. What does the man suggest the woman do? A. Walk faster. B. Take the subway. C. Go swimming regularly. 听第8段材料，回答第11至13题。 11. Who answers the telephone? A. Tom. B. Susan’s husband. C. Susan. 12. When are Tom and his wife going to New Zealand? A. In two weeks. B. In a couple of months. C. In half a year. 13. Where are Tom and Susan going to meet? A. At Susan’s. B. At Tom’s. C. In New Zealand. 听第9段材料，回答第14至17题。 14. What are the speakers mainly talking about? A. What job to do in the future. B. Which professor to follow. C. What abilities to possess. 15. What subject does the man probably prefer? A. History. B. Politics. C. Art. 16. What do the woman’s parents expect her to be? A. A politician. B. A restaurant manager. C. A middle school teacher. 17. What is the woman good at? A. Dealing with people. B. Working with kids. C. Painting pictures. 听第10段材料，回答第18至20题。 18. What does the speaker really want to do? A. She wants to give some advice to middle school students. B. She is announcing an advertisement. C. She wants to tell us how to choose a university. 19. What is the speaker’s suggestion? A. To earn money after middle school. B. To go on to study. C. She doesn’t know what to do yet. 20. Which of the following is NOT true? A. The more years of school you attend, the more money you are likely to make. B. The more educated you are, the more choices you have. C. You can only choose colleges to study further beyond middle school. 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，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。 A How to Run Longer About the Program Looking to get more miles? No matter what “running longer” means for you, we bet it’s a goal you think about often — and with our latest program, it’s finally within reach. In How to Run Longer, we’ll break down everything you need to know about tackling your longest distance yet, from building a necessary base to mastering the important long run. We’ll also help you determine your on-the-run fueling needs, ensure adequate recovery in between workouts, and maintain motivation all throughout the journey. Finally, our program will guide you through your goal race distance with mental strategies and pacing techniques to get you to the finish line feeling strong. Who Is This Program For? How to Run Longer is for any athlete looking to overcome a new distance barrier or time goal. How This Program Will Help You Go Longer ●Embrace the Long Run: A cornerstone of any distance training plan, we’ll help work up to your peak long run according to your goal race distance. ●Redefine Your Limits: Running longer isn’t just about hitting specific distance targets. It’s about building confidence as an athlete so you know how to push through discomfort and keep going. ●Beat Boredom: Manage the mental side of long-distance training so you’re able to stay motivated and avoid burnout during a boring workout. ●Prevent Injuries: Sidestep injury as you increase your mileage by learning how to fit strength training into your running routine. ●Master Fueling: Mid-run nutrition is a must for any workout lasting longer than 60 minutes. Maintain the energy you need to keep going by making a fueling strategy for before, during, and after your runs. RW+ Training Plans The plans last from 6 to 20 weeks, and vary depending on your goals. Runner’s World+ members get access to these training plans (along with our guided strength workouts… plus other great membership benefits!). 1. What is the primary goal of the program? A. To teach running form. B. To offer nutrition plans. C. To help runners go farther. D. To improve running speed. 2. How does the program help runners avoid injuries? A. By suggesting more rest days. B. By offering medical checkups. C. By including strength training. D. By reducing running frequency. 3. What is the text probably? A. A news report. B. A personal diary. C. A scientific study. D. An advertisement. B From classrooms to concert halls, from stone streets to the cinema screen, the spirit of China’s Spring Festival is increasingly finding a place in everyday life in Malta through this year’s “Happy Chinese New Year” program. The festivities began on the morning of Feb 6 local time, when the China Xizang autonomous region Art Troupe visited San Miguel Special School. Lively dances, the bright sound of the suona, a traditional Chinese wind instrument, and colorful ethnic costumes brought a festive atmosphere to the campus. “The children are smiling even more than usual today,” said headmaster Mark Agius, noting that beyond the performance itself, it was the artists’ warm interaction that left a lasting impression. By inviting students onto the stage and dancing hand in hand, the performers helped them feel respected, understood and included, he said. The celebration continued that evening at the Sir Temi Zammit Hall of the University of Malta, where a “Happy Chinese New Year” performance and Spring Festival reception hosted by the Chinese Embassy in Malta drew more than 400 guests from various sectors, along with representatives of Chinese-funded institutions and members of the local Chinese community. The program featured dynamic folk dances, traditional music and costume displays that highlighted the cultural heritage of China’s plateau (高原) regions. Applause filled the hall as energetic rhythms mixed with more lyrical (抒情的) pieces, offering the audience a vivid look of diverse artistic traditions. Students in attendance said they were impressed by both the vitality of the music and the interactive elements. “It’s full of energy and rhythm, and people can join in,” one student said after the show. In his remarks, Chinese Ambassador to Malta Zhang Zuo said cultural and people-to-people exchanges have provided sustained momentum for two-sided relations since the establishment of diplomatic ties. He said both sides are willing to further deepen cooperation and enhance mutual understanding through exchanges among civilizations. 4. What was the highlight of the school visit for the headmaster? A. The artists’ interaction with students. B. The traditional Chinese costumes. C. The bright sound of the suona. D. The students’ usual smiles. 5. Why were the university audience members impressed? A. Because of the large guest list. B. Because of the ambassador’s speech. C. Because of the plateau region’s heritage. D. Because of the music’s energy and participation. 6. What can be inferred about the purpose of the events? A. To establish formal diplomatic ties with Malta. B. To promote tourism to China’s plateau regions. C. To build cultural bridges and mutual understanding. D. To compare Chinese and European artistic traditions. 7. Which is the best title for the passage? A. Chinese Artists Show Plateau Culture B. Spring Festival Gains a Foothold in Malta C. Malta Students Meet Chinese Ambassador D. Cultural Exchange Programs Face Challenges C Artificial intelligence is now routinely used to combine and interpret different kinds of information. Yet one major obstacle remains. Developers must decide which algorithm (算法) is best suited for a specific task, and that choice is often complicated and time consuming in the fast growing field of multi-modal (多模态) AI. Physicists at Emory University have proposed a clearer, more systematic approach. “We found that many of today’s most successful AI methods boil down to a single, simple idea — shorten multiple kinds of data just enough to keep the pieces that truly predict what you need,” says Nemenman, senior author of the study. “People have created hundreds of different loss functions for multi-modal AI systems and some may be better than others, depending on the situation,” Nemenman says. “We wondered if there was a simpler way than starting from nothing each time you face a problem in multi-modal AI.” To address that question, the team created a general mathematical structure for building problem-specific loss functions. Their method focuses on deciding what information should be preserved and what can be removed. Using the framework, AI developers can propose new algorithms, predict which ones are likely to succeed, estimate how much training data they will need, and anticipate possible failure points. “Just as important,” Nemenman says, “it may let us design new AI methods that are more accurate, efficient and trustworthy.” Their breakthrough came when they identified a single principle describing the balance between simplifying data and reconstructing it. The idea captured the trade-off at the heart of many AI methods. To evaluate their approach, the team applied the framework to dozens of existing AI methods. “By helping guide the best AI approach, the framework helps avoid encoding features that are not important,” Nemenman says. “The less data required for a system, the less computational power required to run it, making it less environmentally harmful. That may also open the door to frontier experiments for problems that we cannot solve now because there is not enough existing data.” 8. What is the key idea of the new approach? A. Using loss functions. B. Keeping the essential data. C. Designing various algorithms. D. Combining different data types. 9. What can AI developers expect from the new framework? A. Computational costs. B. Environmental impact. C. Algorithm success rates. D. Data collection methods. 10. What does the word “trade-off” in Paragraph 5 probably mean? A. Balance. B. Conflict. C. Exchange. D. Adjustment. 11. What is Nemenman’s attitude towards the new framework? A. Positive. B. Negative. C. Neutral. D. Doubtful. D Scientists recently have developed a theoretical model examining whether disturbances in the ionosphere (电离层) could apply electrostatic (静电) forces deep within the Earth’s outer layer. Under certain conditions, these forces might contribute to the start of large earthquakes. The research is not designed to predict earthquakes. Instead, it outlines a possible physical mechanism showing how shifts in ionospheric charge levels caused by intense solar activity such as solar flares — might interact with already weakened areas of the outer layer and influence how cracks develop. In this model, cracked regions of the outer layer are thought to contain water at extremely high temperatures and pressures, possibly in a supercritical (超临界的) state. Electrically, these cracked zones may act like capacitors (电容器). They are coupled (连接) both to the Earth’s surface and to the lower ionosphere, creating a vast electrostatic system that links the ground to the upper atmosphere. When solar activity rises quickly, the number of electrons (电子) in the ionosphere can rise significantly. This can produce a negatively charged layer in the lower ionosphere. Through electrical coupling, that charge may generate intense electric fields inside tiny spaces within cracked rock. The resulting static electric pressure could approach levels similar to tidal or gravitational stresses that are already known to influence crack line stability. According to the team’s calculations, ionospheric disturbances tied to major solar flares might create static electric pressures of several units of pressure within these tiny spaces. Unusual ionospheric behavior has often been detected before powerful earthquakes. Traditionally, scientists have interpreted it as effects caused by stress building up inside the outer layer. This new framework offers an additional perspective. It suggests a two-way interaction in which processes inside the Earth can influence the ionosphere, while ionospheric disturbances may also send feedback forces back down into the outer layer. The model connects space weather and earthquake activity without claiming that solar activity directly causes earthquakes. The findings indicate that tracking ionospheric conditions alongside underground measurements could improve understanding of how earthquakes begin and how earthquake risk is assessed. Future work will determine when and how ionospheric disturbances might exert meaningful static electric effects on the Earth’s outer layer. 12. What is the main purpose of the research? A. To predict earthquake timing. B. To show solar flares cause earthquakes. C. To measure electrostatic forces in Earth’s out layer. D. To describe a link between ionospheric shifts and earthquakes. 13. How do electric fields form in cracked rock according to the model? A. Solar flares are the only source of such fields. B. Solar activity directly creates them in all cracks. C. They occur regardless of ionospheric conditions. D. They arise from coupling of ionospheric charge and cracked zones. 14. What did the traditional view of pre-earthquake ionospheric changes miss? A. They might cause earthquakes. B. They were based on the new model. C. The ionosphere could also affect the surface. D. The two-way interaction was fully explained. 15. How does the author present the argument? A. By listing experimental data. B. By tracing the research history. C. By quoting experts on earthquake prediction. D. By proposing a new idea and making comparisons. 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。选项中有两项为多余选项。 In middle and high school, group work can quickly go off the rails. Discussions meant to deepen understanding drift off-topic or become controlled by a few voices. Instead of spreading the thinking across the group, one or two students end up doing most of the work. ____16____ But research shows these challenges aren’t necessarily related to student motivation. ____17____ Adolescents are developmentally ready to do more demanding group work. Research suggests teens are naturally willing to analyze materials, deal with complex questions, and explore messy ideas with partners. ____18____ This will help them contribute to a shared visual product. These “art-meets-content” tasks help students build shared understanding while gathering evidence, modeling processes, or representing key ideas visually. The finished products can also serve as visual anchors (锚点) for gallery walks, reviews, or formative assessment. The jigsaw method creates shared responsibility for learning by making each student an expert on one piece of the material — reducing dominant voices in group work and ensuring all kids are engaged. ____19____ And each person receives a separate part of a lesson plan. Content could be taken from a textbook chapter, a handout, or an online resource, and should be divided into the same number of parts as there are students. To give every student a voice in group work — especially those who hesitate to speak up — we can let students hold written conversations using sticky notes on poster paper. Instead of talking, students silently add ideas, questions, and evidence to a shared topic, forcing them to slow down their thinking and ensuring everyone participates. ____20____ We can assign colors to different types of responses using colored pens or different colored sticky notes. In other classrooms, different colors could represent claims, evidence, or clarifying questions. The goal is to create conditions for students to read carefully and respond to each other’s ideas with clear, traceable contributions. A. Meanwhile, the others hang back. B. Color helps structure the discussion, too. C. It’s often the result of how group work is designed. D. Instead, students study their own part independently. E. In a typical jigsaw, students are divided into small groups. F. We can assign each student a clear role to focus and equalize group work. G. In the jigsaw system, each student receives one small part of a bigger lesson. 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） 阅读下面的短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。 Life is like a journey through a dangerous mountain pass, such as the ones I travelled the Himalayas last year. The vast ____21____ ground calls from afar, yet the thought of overcoming its upcoming challenges ____22____ as you draw near. Your first thought is to admire the brilliant glacier peaks, a youthful ____23____ we all share. But once the journey begins, the mountains’ loneliness ____24____ in, and you want a companion to ask, “So, how do you find it?” We keep on, either ____25____ for small talk or waiting for the other to start. When the sun shines bright, you turn to your new companion: “This is fantastic, isn’t it? I’m X, from Bangalore.” “Hi, I’m Y, from Imphal.” You offer an extra hat; she ____26____, eyes shining with joy. ____27____ fades, replaced by dialogues and laughter. You race, ____28____ each other, and find warmth in mutual support. Together, you cross glacial streams and flying rocks, watching the valleys ____29____ colors as the sun leans. “Did we cross that ____30____ glacier?” Y asks. “We have miles to go,” you say poetically, ignoring the downhill truth. Denial ____31____ your senses until a health scare shocks you. ____32____, signs of decline appear. “Dad, why haven’t you ____33____ the speaker?” my son asks from Germany. Once eager to build gadgets, I now fear wires and tiny print. “Stop using ____34____ as an excuse.” he urges. “You hiked the Himalayas!” I sigh, recalling that mountain journey. As spring comes, the mountains call again. After all, life isn’t all downhill — so long as I still have an extra hat to ____35____. 21. A. polluted B. rough C. restored D. dusty 22. A. confuses B. clicks C. stirs D. peaks 23. A. experience B. memory C. freedom D. urge 24. A. comes B. rushes C. sinks D. cuts 25. A. struggling B. accounting C. excusing D. providing 26. A. continues B. accepts C. rewards D. agrees 27. A. Embarrassment B. Silence C. Misunderstanding D. Loneliness 28. A. help B. call C. kid D. chat 29. A. shift B. feature C. hold D. wear 30. A. smooth B. initial C. frozen D. newly-formed 31. A. focuses B. eyes C. trains D. clouds 32. A. Obviously B. Naturally C. Suddenly D. Frequently 33. A. set up B. turn on C. check out D. put away 34. A. skill B. cost C. chance D. age 35. A. exchange B. keep C. share D. display 第二节（共10小题；每小题1.5分，满分15分） 阅读下面的材料，在空格处填入适当的内容（1个单词）或括号内单词的正确形式。 For centuries, the beauty of lanterns has been appreciated by Chinese people. Like a beacon (灯塔) lighting up the way home, ____36____ is a custom to admire the charm of lanterns during Lantern Festival and Mid-Autumn Festival, two festivals that celebrate reunion. When we mention Chinese lanterns, it would not be complete ____37____ referring to Zigong, a city in Southwest China’s Sichuan Province, often ____38____ (recognize) as the City of Lanterns. The custom of enjoying lanterns on festivals began in Zigong as early as the Tang Dynasty. Most Chinese lanterns ____39____ (make) with wire structures and fabric ____40____ (cover). To add to its beauty, Zigong craftsmen also use varieties of materials, such as silkpaper, bamboo, straw, and even porcelain. Lantern production is now a ____41____ (drive) force for the local economy, as most of large-scale lanterns used in festive shows are produced in Zigong. The annual Zigong Lantern Show is also a major draw for the city’s tourism. Visitors pour to Zigong ____42____ (enjoy) lanterns, as well as many other recreational activities. The skilful hands of Zigong craftsmen have also taken this ____43____ (nation) intangible heritage abroad, staging impressive performances of color and delight at lantern shows in more than 70 countries and regions worldwide. Zigong lanterns are now a name card for their hometown, ____44____ (equal) their motherland. For the Chinese, lanterns have not only lit up the night but also the hearts ____45____ long for home. 第四部分：写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是李华，你校英文报正在举办以“Sports Light Up Growth”为主题的征文活动。请你结合校园体育赛事的亲身经历，写一篇短文投稿，内容包括： 1. 你参与的体育赛事基本情况； 2. 赛事中触动你的温暖瞬间； 3. 你的成长感悟。 注意：1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。 Sports Light Up Growth ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节（满分25分） 47. 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。 One heavy snow morning, sitting in the living room, Betty looked out of the window, feeling bored. She had promised to go out with her best friend, Lily. They had dreamed for a whole day of building a tall snowman with a carrot nose and an old hat, and of laughing as they threw soft white snowballs at each other. Now it was the very time! Suddenly, Betty heard a knock at the door. She opened it, seeing an old woman standing there. The woman’s coat was thin, with her gray hair covered with snow, and her hands shook as if the wind might break them. At the sight of the stranger, so weak against the storm, a sense of sympathy rose in Betty’s heart. “Please, come in,” Betty said. As Betty helped the trembling woman inside, a flash of unease mixed with her compassion. She led the stranger to the couch and wrapped her own blanket around the woman’s shoulders. Then Betty hurried to the kitchen, returning with a steaming glass of tea sweetened with honey. The old woman cupped the glass, breathed in the rising steam, and managed a small smile. “I’m Mary. I went out to purchase bread,” she whispered, “but the snow was so heavy that it turned me around. I can’t remember the way back home.” Betty listened carefully, nodding. Yet, the echo (回声) of Lily’s excited voice, when they were planning their snow adventures that morning, pulled sharply at her heart — Betty had promised. Lily, disappointed by the canceled outing, was likely staying at home, waiting for Betty’s call to share or perhaps initiate an outdoor plan. Betty pictured Lily’s bright face clouding again and felt a heavy sink. The trembling woman needed help now, but the unspoken promise to her friend pressed like a knot (结) inside. Doing the right thing for a stranger meant risking Lily’s trust, and what should she do? Paragraph 1: Suddenly, a clever idea struck Betty. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Gratefully, Mary’s daughter greeted Betty and Lily at the door. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $