冀晋陕宁2026年普通高等学校招生选择性考试临考预测卷英语试题

2026年普通高等学校招生全国统一考试临考预测卷 英 语 注意事项： 1．答卷前，考生务必将自己的姓名、考生号填写在本试卷和答题卡的相应位置上。 2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答非选择题时，将答案写在答题卡上。写在本试卷上无效。 4．高考试卷无此项：使用考试在线APP扫描右下方二维码，在线听听力。 5．高考试卷无此项：正版临考预测卷用户使用考试在线APP扫描试题旁边子母题二维码，获取更多最新预测试题。 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段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。 1. What does the woman want the man to do? A. Look after the kids. B. Watch the football game. C. Put away the toys. 2. Who is the man? A. A bookseller. B. A postman. C. A teacher. 3. What are the speakers talking about? A. A technique. B. A profession. C. A phrase. 4. How much is the silver model? A.$159. B.$190. C.$240. 5. Where is the conversation most likely to take place? A. At a sports store. B. At a factory. C. At a gym. 第二节(共15小题;每小题1.5分，满分22.5分) 听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题5秒钟;听完后，每小题都有5秒钟的作答时间。每段录音播放两遍。 听第6段录音，回答第6、7题。 6. What were damaged in the fire? A. Computers. B. Books. C. Paintings. 7. Why did the fire happen? A. The library lacked fire precautions. B. The librarian ignored the thick smoke. C. An old computer short-circuited. 听第7段录音，回答第8至10题。 8. What did the woman do in the environmental club? A. She organized events. B. She delivered posters. C. She gave speeches. 9. What do we know about the woman? A. She’s competitive. B. She’s cooperative. C. She’s defensive. 10. Why does the woman want to join the debate club? A. To develop more skills. B. To make more friends. C. To manage more teams. 听第8段录音，回答第11至13题。 11. What can AI help the woman with in her English learning? A. Memorizing words. B. Correcting pronunciation. C. Understanding texts. 12. Which practice with AI does the woman spend 15 minutes on every day? A. Speaking. B. Reading. C. Listening. 13. What advantage does AI have compared to real teachers? A. It’s more interactive. B. It’s more flexible. C. It’s more professional. 听第9段录音，回答第14至17题。 14. How does the man sound initially? A. Confused. B. Annoyed. C. Nervous. 15. What caused the man’s injury? A. An earthquake. B. A car accident. C. A big fire. 16. When did the man get injured? A. 3 years ago. B. 6 years ago. C. 9 years ago. 17. What will the man probably do next? A. Introduce a book. B. Talk to the teacher. C. Greet his classmates. 听第10段录音，回答第18至20题。 18. What is each gardening plot equipped with? A. A small water tap. B. A vegetable storage box. C. A parking space for bikes. 19. What can people do in the community garden? A. Guide visitors around. B. Sell their produce. C. Attend weekly workshops. 20. What is the purpose of the community garden? A. To produce vegetable seeds. B. To teach gardening skills. C. To strengthen neighborhood ties. 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 For more than six decades, Travelsphere has been crafting exceptional holidays, and in 2025, it started a partnership with the Royal Geographical Society (RGS) to create a collection of tours that would represent more than simple photogenic locations. These thoughtfully designed travel plans follow the routes pioneered by some of the world’s most celebrated explorers, scientists, and geographers. New Horizons for 2026 The commitment of both Travelsphere and the RGS to purposeful travel has already seen the collection expand with two brand new routes for 2026. The Silk Road Adventure through five Central Asian countries represents perhaps the ultimate off-the-beaten-path experience. This 21-day journey crosses one of history’s most significant trade routes, where ancient traditions haven’t just survived but continue to thrive (繁荣) alongside modern Central Asian life. Equally fascinating is the Incredible India & Nepal adventure, an 18-day tour that crosses both geographical and spiritual boundaries. From the splendid beauty of sunrise at the Ta j Mahal to the spiritual intensity of Varanasi, from wildlife safaris (游猎) in Nepal’s Chitwan National Park to the calm lakes of Pokhara, this journey perfectly captures the subcontinent’s extraordinary diversity. Beyond Tourism: Travel with Purpose This partnership acknowledges a responsibility to the places and communities visited on tours. It speaks to a shared understanding that real exploration should leave destinations better than it found them, supporting local cultures and ecosystems rather than merely consuming them. Travelsphere’s expert Holiday Directors serve as more than mere guides. They’re cultural ambassadors (大使), sharing their knowledge of local traditions, hidden treasures, and historical context that transforms sites from me re photo opportunities into encounters with human achievements. 1. Why did Travelsphere partner with the RGS? A. To cut down the cost of tourism. B. To create tours with exploratory depth. C. To discover more unknown scenic spots. D. To follow in the footsteps of great explorers. 2. How does the Silk Road Adventure differ from the Incredible India & Nepal adventure? A. It is shorter in duration. B. It covers more countries. C. It has more spiritual spots. D. It provides better shopping. 3. What does “Travel with Purpose” focus on? A. Exploring hidden treasures. B. Taking photos of local scenery. C. Appreciating ancient achievements. D. Making a positive impact on destinations. B I have spent much of my life working hard to be distinctive, a determination shaped, paradoxically (矛盾地), by being a twin. At our birth, my brother’s hearing was perfect while my hearing was lost, marking the beginning of a lifelong negotiation between difference and identity. With hearing aids, strong lip-reading skills and fluency in British Sign Language, I live in both silent and hearing worlds. Sound, for me, is conditional: when my aids are out, silence is absolute; when they are in, sound becomes accessible, if not effortless. Growing up in east London, I became fascinated by dance music culture. In 1993, I attended my first party, and the mixture of lights, movement and beats immediately seized me. For years, dance music was central to my life. I travelled across the country, learned to DJ, and invested my earnings in records. Yet one absence was striking: deaf people were almost nowhere to be found on those dance floors. Attempts to involve friends from the deaf community were often dismissed, as dance music was seen as part of “hearing culture.” Having personally faced discrimination at club doors, I understood their hesitation, but I also recognized how limited opportunities were for deaf adults to connect socially. This realization led me to an ambitious idea: creating dance music by deaf people and for deaf people. The concept was initially met with confusion and doubt. Venue owners worried about safety and volume, misunderstanding how deaf audiences experience music — largely through feeling the movement rather than excessive (过度的) noise. Eventually, a venue owner agreed, and in 2003 the first Deaf Rave (狂欢晚会) took place. The response was extraordinary. Hundreds attended, drawn not only by music but by a space where deaf identity was central. That night was deeply moving and unforgettable. Deaf Rave offered something rare: a shared community in which no one was the outsider. Over time, it evolved far beyond a single event. It promoted relationships, artistic collaborations and international exchanges, while adopting innovations such as moving floors. Recognition followed, including national honours, but the mission remains unchanged: to strengthen deaf culture, inspire younger generations and ensure that the deaf are truly heard — in clubs, classrooms and beyond. 4. What caused the author’s lifelong struggle with identity? A. His passion for dance music culture. B. His status as a twin with hearing loss. C. His living between sound and silence. D. His experience of discrimination at clubs. 5. What prevented deaf people from attending dance music events? A. Musical culture bias. B. Lack of musical interest. C. Physical safety concerns. D. Limited social connections. 6. What can we learn about the first Deaf Rave? A. It paid more attention to visual effects. B. It won quick support from venue owners. C. It built a sense of belonging for the deaf. D. It was just a one-time experiment at first. 7. Which of the following best describes the author? A. Modest and sensitive. B. Caring and conservative. C. Ambitious and easy-going. D. Strong-willed and pioneering. C As AI increasingly muddies reality online — generating lifelike images and believable misinformation — it’s essential that internet users learn to sift fact from fiction and spot reliable sources. “Schools have a unique chance to equip students with the skills to handle today’s digital landscape,” said Professor Sam Wineburg during the 87th annual Cubberley Lecture at Hauck Auditorium. There are parents and teachers out there who just want to know, “What should we do?” As people find it harder and harder to stay focused, and with online information being so vast and varied, Wineburg thinks it’s more important for internet users to spend time first checking a source’s authority before consuming information and later trying to determine if it’s true. We’re in an environment of overabundance (过多). “Education must play a role in helping students become critical thinkers who can recognize truth in a sea of misinformation, or engage in honest debate using trustworthy sources,” said Dan Schwartz, Dean of the Stanford Graduate School of Education. Students are living digital lives. Wineburg says that it’s educators’ responsibility to create a link between student experiences in and out of the classroom. “There’s no place in the school curriculum (课程) for essentially bridging this gap between the lived experience of our students and what we teach in school,” said Wineburg, who is also the co-founder of the Digital Inquiry Group, which conducts research and designs lessons for educators. “What we’re trying to do with the Digital Inquiry Group is to create curricula that can be integrated into all of the subjects of the school curriculum. This is the only way that we’re going to build a bridge between students’ experience and how we want them to become informed citizens in a digital society.” Another way educators can equip students is by becoming familiar with AI, creating discussions around its use, and integrating it into classrooms. “As educators, we have to practice what we advocate, and use these tools. Gen Z is better equipped than other generations in navigating (应对) the complexity of misinformation online,” said Ziegler, a teacher of history, economics, and politics. 8. What does the underlined word “sift” mean in paragraph 1? A. Absorb. B. Distinguish. C. Quote. D. Remove. 9. What does Wineburg suggest internet users do first? A. Collect more information. B. Consume information quickly. C. Examine the source’s credibility. D. Check the accuracy of the content. 10. What is most needed to educate students in the digital age? A. Stricter online control by parents. B. More AI use in classroom learning. C. Basic fact memorization with critical thinking. D. Lessons connecting school and real digital life. 11. How does the author discuss education’s role in addressing digital challenges? A. By quoting experts and offering solutions. B. By analyzing impacts and addressing concerns. C. By comparing generations and noting differences. D. By presenting a phenomenon and explaining causes. D Cities breathe through trees. They cool streets, clean the air, and comfort minds. Yet, few notice the invisible worlds beneath their bark and roots. Each tree hosts a vast community of microorganisms that shape its health and resilience (适应力). As heat, drought, and pollution grow, those microscopic partners face intense stress. Researchers from the Bhatnagar Lab at Boston University explored how city life reshapes these hidden ecosystems. The results reveal how urban stress changes fungal (真菌的) and bacterial balance, affecting not just trees but entire city ecosystems. “Microorganisms are everywhere, and they drive critical ecosystem services such as decomposition, nutrient cycling, tree growth, and carbon absorption,” explained Professor Jenny Bhatnagar, senior author of the study. Kathryn Atherton, the paper’s first author, noted that studying urban microbiomes (微生物组) reveals how cities disturb those natural systems. “When those microbial communities are disturbed, trees may become more likely to suffer a decline, and the ecological and health benefits they provide to city residents may be reduced,” she said. “Everything that can go wrong in a microbiome goes wrong for trees living in cities,” said Bhatnagar. Urban trees lose crucial fungal partners and gain harmful bacteria. Some bacteria even release greenhouse gases. On the bright side, these effects connect to factors like soil quality, temperature, and pollution — elements humans can control. Adjusting urban soil management could help correct this microbial imbalance. Urban areas are expanding fast. Yet, our understanding of urban ecosystems lags behind. According to Atherton, the findings reveal deep shifts in microbial life, threatening the survival of trees and the balance of urban nature. She emphasized that without forward-looking research and sustainable planning, cities may lose vital ecological functions that keep them livable. The delicate microbial partnerships beneath urban soil are as essential as the trees themselves, influencing air quality, soil nutrient content, and even climate resilience. Protecting these invisible ecosystems could determine how cities face future environmental challenges. 12. What does the author imply about city trees in paragraph 1? A. They depend on hidden microorganisms. B. They solve urban environmental problems. C. They provide enough cooling for city streets. D. They are being damaged by human activities. 13. What’s the author’s purpose in quoting Bhatnagar in paragraph 3? A. To introduce main findings. B. To stress problem severity. C. To present a balanced view. D. To explain fungal partner loss. 14. How can humans help improve trees’ microbial balance? A. By limiting urban soil management. B. By controlling environmental factors. C. By removing bacteria from tree roots. D. By increasing helpful microorganisms. 15. What is the best title for the text? A. The Growing Crisis of City Trees B. The New Findings of Soil Microbes C. The Hidden Helpers of Urban Trees D. The Future Challenges of Urban Greening 第二节(共5小题;每小题2.5分，满分12.5分) 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 We’re all taught from a young age to say sorry when we make mistakes and to say thank you when someone does something kind. Yet over the years, “I’m sorry” seems to have increased, while “thank you” has almost disappeared. We apologize for many silly things — someone knocks into us or we miss a phone call. This constant apologizing has gotten out of control. ____16____ Of course, we should still apologize when we truly make a mistake or when we hurt someone. ____17____ Yet, many apologies are unnecessary. They happen automatically, almost without thought, and we do so to avoid conflict. This habit arises from years of being taught that politeness is the greatest virtue, leading us to assume that apologizing will always make others feel better. ____18____ Unnecessary apologies can sometimes create awkwardness, distracting (使分心) us from the real issue and even weakening our relationships. If we always say sorry, can we expect our genuine apologies to still sound sincere? Probably not. Furthermore, apologizing for matters that aren’t our fault does nothing but intensify (加剧) our negative feelings about ourselves. Nevertheless, when we start saying thank you instead, something changes — our confidence grows and we stop trying to please everyone. ____19____ It helps us appreciate what we have and judge ourselves less severely. It reminds us of the goodness in the world, and in ourselves. Gradually, those around us will notice changes in our attitude. Replacing sorry with thank you is a small change with a big impact. It improves how we feel and how others respond to us. ____20____ And if everyone took a moment to sincerely express gratitude each day, the world might quickly transform into a kinder place. A. It needs to cease. B. That will never change. C. Gratitude also shifts our perspective. D. However, we ignore our own feelings. E. However, it doesn’t always work that way. F. We stop trying to put ourselves in others’ shoes. G. A simple word shapes our day, mindset and relationships. 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四个选项中选出最佳选项。 In late June, I took my children to their grandparents’ property to collect blueberries. Four years ago, they gave us four blueberry bushes (灌木), which usually ____21____ plentifully. But this year, we failed to cover them with a net, and birds ____22____ them clean. Luckily, the bushes at my husband’s childhood home were ____23____ with berries. We walked up the driveway to the bushes ____24____ by nets. I lifted the net for my son and daughter to enter. All of a sudden, I heard a rustling (沙沙声), ____25____ it was a cat, but the moving net told me it was a bird. Last week, I’d ____26____ two birds trapped in neighbors’ nets, but this one was less ____27____ — it got trapped in the net’s fibers. It was crying loudly. Worried the ____28____ bird might bite me, I fetched garden gloves. “I’m going to help you,” I said in a ____29____. Even through gloves, I felt its warmth and rapid _____30_____. I asked my son to get scissors. While I was waiting, the bird _____31_____ constantly. Though unwilling to damage the _____32_____, I cut its fibers one by one. Finally, the net came loose. The bird flew away at once, but _____33_____ fell to the ground roughly thirty meters away. My son was worried and wanted to _____34_____ it, but I stopped him — I didn’t want to hurt it more. We returned to collecting berries, leaving the bird’s fortune as a silent _____35_____. Indeed, some of the most meaningful help is knowing when to stop helping and letting nature take its course. 21. A. fruit B. multiply C. grow D. appear 22. A. knocked B. picked C. abused D. swept 23. A. familiar B. buried C. armed D. heavy 24. A. separated B. replaced C. protected D. suspended 25. A. assuming B. realizing C. summarizing D. reminding 26. A. noticed B. freed C. scared D. fed 27. A. powerful B. brave C. fortunate D. brilliant 28. A. mixed-up B. fear-stricken C. cold-hearted D. worn-out 29. A. panic B. hurry C. sweat D. whisper 30. A. heartbeat B. pace C. recovery D. swing 31. A. reflected B. stared C. struggled D. leaped 32. A. tree B. bird C. net D. glove 33. A. calmly B. smoothly C. naturally D. suddenly 34. A. search for B. check on C. run into D. connect with 35. A. hope B. sign C. miracle D. secret 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。 After years of sitting for long hours at the office, Wang Guiqin is starting to feel ____36____ (energy) once more. Upon retirement, the Beijing native joined a group of similarly-aged people to play a traditional Asian game ____37____ participants use only their feet and body (no hands are allowed) to keep a jianzi in the air. But it’s not only ____38____ elderly who are playing the game in the streets and courtyards of China. Jianzi competitions are slowly cropping up all over China, with three-player matches featuring players leaping and kicking the jianzi growing in ____39____ (popular). The game ____40____ (date) back to the Western Han Dynasty, more than 2,000 years ago, and is believed ____41____ (evolve) from cuju, a game that has similarities to soccer. The elegant jianzi also lends itself to a sort of artistic performance, in which a single kicker uses a series of complicated movements to keep the jianzi staying in the air. The first-ever national competition in China for jianzi kicking ____42____ (hold) in 1933. It was not until the 1980s that people adapted the game ____43____ shuttlecock (毽球) competitions. In 1987, China established the Chinese Shuttlecock Association, ____44____ later on the International Shuttlecock Federation (ISF) was created. In 2010, China hosted the 6th ISF World Shuttlecock Championships. Athletes from 14 countries and regions participated, with China and Vietnam _____45_____ (dominate) most of the events. 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，你和同学制作的乡村发展英文短视频入选国际中学生媒体展。请给外教Evan写一封邮件，感谢他对视频的指导。内容包括： (1)表达感谢； (2)回顾其帮助。 注意： (1)写作词数应为80个左右； (2)请按如下格式作答。 Dear Evan, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 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。 For nearly three decades, Ms. Davies, an experienced primary school teacher, had a special method for difficult students. Instead of ignoring warnings about them, she would ask their former teachers one question before each school year, “I know there were challenges, but tell me something good about this child.” That one strength, she believed, was the potential waiting to be awakened in every child, no matter how defiant (反抗的) they seemed. When ten-year-old Leo, known for his anger and defiance, entered her classroom, Ms. Davies was ready. Leo kept making trouble. He threw erasers during lessons, interrupted his classmates, and never handed in homework on time, refusing to listen to anyone. Ms. Davies remained patient, never telling him off, but just waiting for the right moment. That moment came during an art class. While other students struggled to draw simple shapes, Leo picked up a pencil and sketched (画素描) a vivid bird in just a few minutes. The bird spread its wings as if ready to fly. Ms. Davies walked over quietly, her eyes lighting up. “I heard you’re an amazing artist, and so you are,” she said with a warm smile. Leo tensed up at first, then stared at her in shock — no adult had ever noticed his art. He hesitated, then pulled out a crumpled (皱巴巴的) sketchbook from his bag, filled with drawings of various animals. Ms. Davies held his drawings with care, and praised his work warmly, pointing out the details in his sketches — the way he drew a cat’s tail, the brightness in a dog’s eyes, etc. “Not everyone can see details of animals like you and bring them to life on paper. You have an incredible gift, Leo,” she said gently, her voice full of sincerity. Leo’s fingers tightened on his pencil, his heart racing. He had been so used to people focusing on his faults that this kind of praise felt unfamiliar, almost unreal. 注意： (1)续写词数应为150个左右; (2)请按如下格式作答。 Leo was unsure how to respond to Ms. Davies’ praise. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Leo’s behavior in class changed remarkably over time. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2026年普通高等学校招生全国统一考试临考预测卷 英 语 注意事项： 1．答卷前，考生务必将自己的姓名、考生号填写在本试卷和答题卡的相应位置上。 2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答非选择题时，将答案写在答题卡上。写在本试卷上无效。 4．高考试卷无此项：使用考试在线APP扫描右下方二维码，在线听听力。 5．高考试卷无此项：正版临考预测卷用户使用考试在线APP扫描试题旁边子母题二维码，获取更多最新预测试题。 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段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。 1. What does the woman want the man to do? A. Look after the kids. B. Watch the football game. C. Put away the toys. 2. Who is the man? A. A bookseller. B. A postman. C. A teacher. 3. What are the speakers talking about? A. A technique. B. A profession. C. A phrase. 4. How much is the silver model? A.$159. B.$190. C.$240. 5. Where is the conversation most likely to take place? A. At a sports store. B. At a factory. C. At a gym. 第二节(共15小题;每小题1.5分，满分22.5分) 听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题5秒钟;听完后，每小题都有5秒钟的作答时间。每段录音播放两遍。 听第6段录音，回答第6、7题。 6. What were damaged in the fire? A. Computers. B. Books. C. Paintings. 7. Why did the fire happen? A. The library lacked fire precautions. B. The librarian ignored the thick smoke. C. An old computer short-circuited. 听第7段录音，回答第8至10题。 8. What did the woman do in the environmental club? A. She organized events. B. She delivered posters. C. She gave speeches. 9. What do we know about the woman? A. She’s competitive. B. She’s cooperative. C. She’s defensive. 10. Why does the woman want to join the debate club? A. To develop more skills. B. To make more friends. C. To manage more teams. 听第8段录音，回答第11至13题。 11. What can AI help the woman with in her English learning? A. Memorizing words. B. Correcting pronunciation. C. Understanding texts. 12. Which practice with AI does the woman spend 15 minutes on every day? A. Speaking. B. Reading. C. Listening. 13. What advantage does AI have compared to real teachers? A. It’s more interactive. B. It’s more flexible. C. It’s more professional. 听第9段录音，回答第14至17题。 14. How does the man sound initially? A. Confused. B. Annoyed. C. Nervous. 15. What caused the man’s injury? A. An earthquake. B. A car accident. C. A big fire. 16. When did the man get injured? A. 3 years ago. B. 6 years ago. C. 9 years ago. 17. What will the man probably do next? A. Introduce a book. B. Talk to the teacher. C. Greet his classmates. 听第10段录音，回答第18至20题。 18. What is each gardening plot equipped with? A. A small water tap. B. A vegetable storage box. C. A parking space for bikes. 19. What can people do in the community garden? A. Guide visitors around. B. Sell their produce. C. Attend weekly workshops. 20. What is the purpose of the community garden? A. To produce vegetable seeds. B. To teach gardening skills. C. To strengthen neighborhood ties. 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 【1~3题答案】 【答案】1. B 2. B 3. D B 【4~7题答案】 【答案】4. B 5. A 6. C 7. D C 【8~11题答案】 【答案】8. B 9. C 10. D 11. A D 【12~15题答案】 【答案】12. A 13. B 14. B 15. C 第二节(共5小题;每小题2.5分，满分12.5分) 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 【16~20题答案】 【答案】16. A 17. B 18. E 19. C 20. G 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四个选项中选出最佳选项。 【21~35题答案】 【答案】21. A 22. B 23. D 24. C 25. A 26. B 27. C 28. B 29. D 30. A 31. C 32. C 33. D 34. B 35. A 第二节(共10小题;每小题1.5分，满分15分) 【36~45题答案】 【答案】36. energetic 37. where 38. the 39. popularity 40. dates 41. to have evolved 42. was held 43. for 44. and 45. dominating 第四部分 写作(共两节，满分40分) 第一节(满分15分) 【46题答案】 【答案】参考范文 Dear Evan, I’m writing to express my heartfelt gratitude for your invaluable guidance on our English short video about rural development, which has been selected for the International Secondary Students’ Media Exhibition. Your support was essential to our success. I still remember how you patiently stayed with us after class, helping us correct grammar and improve sentence flow. Most importantly, your advice on pronunciation helped us deliver our lines with confidence and clarity, adding great charm to our video. Once again, thank you for being such an inspiring adviser! We sincerely hope everything goes well with your work and life. Yours sincerely, Li Hua 第二节(满分25分) 【47题答案】 【答案】参考范文 Leo was unsure how to respond to Ms. Davies’ praise. At first, he kept his head low, his face turning red slightly. Yet, Ms. Davies’ warm tone stayed in his ears, softening his defensive shell. Hesitantly, he looked up at Ms. Davies, meeting her encouraging smile. “Do you really think they are good?” he asked, his voice barely a whisper. When Ms. Davies firmly nodded, a thought came to his mind — maybe, just maybe, he wasn’t difficult, but special. For the rest of the class, Leo sketched more quietly than he ever had before, feeling a rare sense of peace. Leo’s behavior in class changed remarkably over time. Encouraged by the recognition he received from Ms. Davies, he stopped disrupting lessons and throwing erasers, and instead gradually became quiet and attentive. His impressive sketches brought new life to the classroom and earned admiration from his classmates, which in turn boosted his confidence. By the end of the semester, the once-defiant troublemaker had grown into a calm and focused favourite in the class. Ms. Davies smiled, knowing that the potential she had seen in Leo had finally awakened, just like the bird he had drawn — with its wings spread, ready to fly high. 第1页/共1页 学科网（北京）股份有限公司 $