精品解析：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. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $ 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. 【答案】1. B 2. B 3. D 【解析】 【导语】文章主要介绍旅行社与英国皇家地理学会合作推出特色旅行线路，讲解新路线特色以及有意义旅行的内涵。 【1题详解】 推理判断题。根据第一段中的“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.(六十余年来，特拉沃斯菲尔旅行社始终精心打造高品质旅行产品。2025年，该社与英国皇家地理学会展开合作，推出一系列特色旅行线路，这些线路绝非只打卡网红景点那么简单。)”可知，二者合作是为了打造具备探索深度的旅行项目。 【2题详解】 细节理解题。根据New Horizons for 2026部分第一段“The Silk Road Adventure through five Central Asian countries represents perhaps the ultimate off-the-beaten-path experience.(丝绸之路探险之旅穿越五个中亚国家，堪称绝佳的小众体验之旅。)”以及第二段“Equally fascinating is the Incredible India & Nepal adventure, an 18-day tour that crosses both geographical and spiritual boundaries.(同样精彩的是印度与尼泊尔奇幻之旅，这是一场为期十八天、跨越地理与精神界限的旅行)”可知，丝绸之路探险之旅途经的国家数量更多。 【3题详解】 细节理解题。根据Beyond Tourism: Travel with Purpose部分第一段“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.(双方达成共识，真正的探索应当让旅行地变得更好，扶持当地文化与生态，而非一味索取)”可知，“有意义的旅行”重在为旅行地带来积极影响。 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. 【答案】4. B 5. A 6. C 7. D 【解析】 【导语】作者身为失聪双胞胎之一，历经阻碍创办失聪群体专属舞会，助力发展失聪文化。 【4题详解】 细节理解题。根据第一段中的“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.(我这一生大半时光都在努力活出独有的自我。颇具反差的是，这份决心恰恰源于我身为双胞胎的经历。自出生起，我的双胞胎兄弟听力完好，而我却失聪，这也开启了我一生在差异与自我认同之间不断探寻的历程。)”可知，身为双胞胎且自身失聪，让作者长期受自我认同问题困扰。 【5题详解】 细节理解题。根据第三段中的“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.”(但有一个现象格外显眼：舞池里几乎见不到听障人士。邀请听障群体朋友参与的尝试屡屡碰壁，因为舞曲被视作“健听文化”的一部分。)”可知，对音乐文化的偏见阻碍了失聪人士参与舞曲活动。 【6题详解】 推理判断题。根据第四段中的“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.(最终，一位场地经营者应允下来，2003年，首届听障狂欢派对顺利举办。活动反响空前热烈，数百人前来参与，吸引他们的不仅是音乐，更是这个以听障群体身份为核心的专属空间。)”以及第五段中的“Deaf Rave offered something rare: a shared community in which no one was the outsider.(这场晚会营造出难得的集体氛围，在这里没有人会被当作外人。)”可知，首届失聪狂欢晚会为失聪人群建立了归属感。 【7题详解】 推理判断题。根据第三段中的“This realization led me to an ambitious idea: creating dance music by deaf people and for deaf people.(这一想法让我萌生了一个远大构想：打造由失聪人士参与、服务失聪群体的舞曲活动。)”以及第四段中的“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.(这一想法起初引来诸多不解与质疑。场地经营者担心安全问题和音量大小，他们并不了解听障人群感受音乐的方式——主要依靠体感律动，而非高分贝声响。最终，一位场地经营者应允下来，2003年，首届听障狂欢派对顺利举办。)”可知，作者不惧困难、坚持理想，还开创了全新的活动形式，意志坚定且富有开拓精神。 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. 【答案】8. B 9. C 10. D 11. A 【解析】 【导语】主要讲述人工智能催生网络虚假信息，多位专家探讨学校应如何开展数字素养教育，帮助学生辨别信息。 【8题详解】 词句猜测题。根据第一段中的“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.(随着人工智能不断模糊网络中的现实边界，既能生成逼真图像，也能编造看似可信的虚假信息，网民必须学会sift真假信息、识别可靠信源。)”可知，网络真假信息混杂，网民需要对二者进行区分，因此画线单词表示“区分”，与“distinguish”的意义相近。 【9题详解】 细节理解题。根据第三段中的“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.(怀恩伯格认为，网民在浏览信息前，首先要核查信息来源的权威性，之后再判断内容真伪。)”可知，他建议网民首先查验信息来源的可信度。 【10题详解】 推理判断题。根据第四段中的“Wineburg says that it’s educators’ responsibility to create a link between student experiences in and out of the classroom.(怀恩伯格表示，教育工作者有责任将学生的课堂知识与课外数字生活建立关联。)”以及第五段中的“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.(我们成立数字探究小组，旨在开发可融入校内所有学科的课程。唯有如此，才能衔接学生的日常体验，助力他们成长为数字社会中具备独立认知能力的公民。)”可知，数字时代的教育最需要衔接课堂与现实数字生活的课程。 【11题详解】 推理判断题。根据第二段中的““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.(萨姆·怀恩伯格教授在演讲中表示，学校拥有独特机会培养学生应对当下数字环境的能力。)”以及后文多位专家的观点和对应的解决办法（开发整合课程，把AI融入课堂讨论）可知，文章通过引用专家言论并提出解决办法的方式展开论述。 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 【答案】12. A 13. B 14. B 15. C 【解析】 【导语】主要介绍城市树木依附微生物生存，城市环境破坏微生物群落，并探讨对应的改善办法与保护意义。 【12题详解】 推理判断题。根据第一段中的“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. (每棵树都拥有庞大的微生物群落，它们影响树木的健康与适应能力。随着高温、干旱和污染加剧，这些微小的伙伴承受着巨大压力。)”可知，城市树木离不开潜藏的微生物。 【13题详解】 推理判断题。根据第三段中的““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. (巴特那格尔表示：“城市树木的微生物群几乎出现了所有可能的问题。” 城市树木失去了至关重要的共生真菌，还滋生出有害细菌，部分细菌甚至会释放温室气体。)”可知，引用巴特纳格尔教授的话是为了强调问题的严重性。 【14题详解】 细节理解题。根据第四段中的“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. (好消息是，这些影响与土壤质量、温度、污染等人类能够管控的因素相关。优化城市土壤管理，有助于改善这种微生物失衡的状况。)”可知，人类可以通过管控各类环境因素来改善树木的微生物平衡。 【15题详解】 主旨大意题。通读全文，尤其是第一段中的“Yet, few notice the invisible worlds beneath their bar k and roots. Each tree hosts a vast community of microorganisms that shape its health and resilience (适应力). (然而，很少有人留意到树皮与根系之下这个看不见的世界。每棵树都栖息着庞大的微生物群落，它们影响着树木的健康与适应能力。)”可知，文章围绕城市树木体内的微生物展开，介绍了这些无形帮手的作用、遭遇的困境及保护价值，所以“The Hidden Helpers of Urban Trees(城市树木的隐秘帮手)”最能概括全文核心，适合作为最佳标题。故选C项。 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. 【答案】16. A 17. B 18. E 19. C 20. G 【解析】 【导语】主要指出当下人们过度道歉的现象，分析其弊端，并倡导用表达感谢代替无谓道歉，收获积极改变。 【16题详解】 根据前文“This constant apologizing has gotten out of control.(这种无休止的道歉已经失去了节制。)”可知，前文表明过度道歉的问题，A选项“It needs to cease.(这种情况需要停止)”承接上文，提出应对这一现象的态度，符合语境。 【17题详解】 根据前文“Of course, we should still apologize when we truly make a mistake or when we hurt someone.(当然，当我们真的犯错或是伤害到他人时，依旧应该道歉。)”可知，此处说明真正犯错时道歉是理所应当的，B选项“That will never change.(这一点永远不会改变)”承接上文，强调正确的道歉原则不会动摇，同时为下文转折做铺垫，符合语境。 【18题详解】 根据后文“Unnecessary apologies can sometimes create awkwardness, distracting (使分心) us from the real issue and even weakening our relationships.(无谓的道歉有时会造成尴尬，让我们偏离正题，甚至损害人际关系。)”可知，人们认为道歉能让他人舒心的想法并不成立，E选项“However, it doesn’t always work that way.(然而，事实并非总是如此)”转折引出过度道歉带来的种种负面影响，符合语境。 【19题详解】 根据前文“Nevertheless, when we start saying thank you instead, something changes — our confidence grows and we stop trying to please everyone.(不过，当我们转而表达感谢时，一切都会发生改变，我们会变得自信，不再刻意取悦所有人。)”以及后文“It helps us appreciate what we have and judge ourselves less severely.(它帮助我们珍惜所拥有的一切，不再过分苛责自己。)”可知，空格处继续阐述心怀感恩带来的积极作用，C选项“Gratitude also shifts our perspective.(感恩也会转变我们看待事物的角度)”衔接上下文，递进说明感恩的益处，符合语境。 【20题详解】 根据前文“Replacing sorry with thank you is a small change with a big impact. It improves how we feel and how others respond to us.(用感谢代替道歉虽是微小改变，却影响深远，能改善自身心境与他人的态度。)”可知，空格处总结这类话语带来的多重影响，G选项“A simple word shapes our day, mindset and relationships.(简单的话语会影响我们的日常、心态以及人际关系)”承接上文，呼应主旨，同时引出文末的美好期许，符合语境。 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 【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 【解析】 【导语】作者带孩子采摘蓝莓时救助被困小鸟，感悟到助人有时要学会顺其自然。 【21题详解】 考查动词。句意：四年前，祖父母送给我们四株蓝莓灌木，这些灌木往年通常硕果累累。A. fruit结果实；B. multiply繁殖；C. grow生长；D. appear出现。根据后文“But this year, we failed to cover them with a net, and birds _____ them clean”可知，往年这些灌木能结出大量蓝莓。 【22题详解】 考查动词。句意：但今年我们没有给灌木罩上防护网，鸟儿把蓝莓啄食得一干二净。A. knocked敲打；B. picked采摘；C. abused滥用；D. swept清扫。根据前文“we failed to cover them with a net”可知，没有防护，鸟儿将果实全部采摘干净。 【23题详解】 考查形容词。句意：幸运的是，丈夫儿时住所的蓝莓灌木上挂满了果实。A. familiar熟悉的；B. buried埋藏的；C. armed配备的；D. heavy布满的。根据前文“birds picked them clean”以及本句“Luckily”可知，此处灌木结满果实，be heavy with为固定搭配，意为挂满。 【24题详解】 考查动词。句意：我们沿着车道走向这些被网罩保护起来的灌木。A. separated分隔；B. replaced取代；C. protected保护；D. suspended悬挂。根据前文“we failed to cover them with a net, and birds _____ them clean”可知，这里的网是用来防护蓝莓灌木的。 【25题详解】 考查动词。句意：突然我听到一阵沙沙声，我起初以为是一只猫，但晃动的网说明里面是一只鸟。A. assuming假定，认为；B. realizing意识到；C. summarizing总结；D. reminding提醒。根据后文“but the moving net told me it was a bird”可知，作者一开始做出了错误的猜测。 【26题详解】 考查动词。句意：上周，我曾解救过两只困在邻居家网中的鸟儿，但这只鸟就没那么幸运了，它被网线紧紧缠住。A. noticed注意到；B. freed解救；C. scared使害怕；D. fed喂养。根据后文“two birds trapped in neighbors’ nets”可知，作者此前帮助被困的鸟儿脱离了网的束缚。 【27题详解】 考查形容词。句意：上周，我曾解救过两只困在邻居家网中的鸟儿，但这只鸟就没那么幸运了，它被网线紧紧缠住。A. powerful强大的；B. brave勇敢的；C. fortunate幸运的；D. brilliant聪慧的。根据前文“I’d _____ two birds trapped in neighbors’ nets”以及后文“it got trapped in the net’s fibers”可知，这只鸟处境更糟，运气不佳。 【28题详解】 考查形容词。句意：我担心这只受惊的鸟儿会啄我，于是拿来了园艺手套。A. mixed-up混乱的；B. fear-stricken受惊的；C. cold-hearted冷漠的；D. worn-out疲惫的。根据前文“It was crying loudly”可知，鸟儿身陷困境，受到惊吓。 【29题详解】 考查名词。句意：我轻声说道：“我会帮助你的”。A. panic恐慌；B. hurry匆忙；C. sweat汗水；D. whisper低语。根据前文“It was crying loudly”可知，鸟儿十分惊恐，作者为安抚小鸟，便低声和它说话。 【30题详解】 考查名词。句意：即便隔着手套，我也能感受到它的体温和急促的心跳。A. heartbeat心跳；B. pace步伐；C. recovery恢复；D. swing摆动。根据前文“It was crying loudly. Worried the _______ bird might bite me, I fetched garden gloves.”可知，小鸟受到惊吓，心跳变得急促。 【31题详解】 考查动词。句意：等待的过程中，这只鸟不停地挣扎。A. reflected反思；B. stared凝视；C. struggled挣扎；D. leaped跳跃。根据前文“it got trapped in the net’s fibers”可知，鸟儿被网线缠住，不断扭动身体想要挣脱束缚。 【32题详解】 考查名词。句意：虽然我不愿弄坏这张网，但还是一点点剪断了网线。A. tree树木；B. bird鸟儿；C. net网；D. glove手套。根据前文“it got trapped in the net’s fibers”可知，鸟儿被困在网中，作者不得不剪破网来施救。 【33题详解】 考查副词。句意：鸟儿立刻飞走了，却突然摔落在大约三十米外的地面上。A. calmly平静地；B. smoothly平稳地；C. naturally自然地；D. suddenly突然地。根据前文“The bird flew away at once”以及后半句转折内容可知，鸟儿飞行途中意外坠落，事发突然。 【34题详解】 考查动词短语。句意：我的儿子很担心，想去查看一番，可我拦住了他 —— 我不想让它伤得更重。A. search for寻找；B. check on查看；C. run into偶遇；D. connect with联系。根据前文“fell to the ground roughly thirty meters away”可知，鸟儿摔落在地，孩子想要前去查看它的情况。 【35题详解】 考查名词。句意：我们继续采摘蓝莓，将鸟儿的命运寄托于无声的希望之中。A. hope希望；B. sign迹象；C. miracle奇迹；D. secret秘密。根据后文“letting nature take its course”可知，作者选择顺其自然，把鸟儿的安危交由希望。 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. 【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 【解析】 【导语】主要介绍毽子这项传统运动，讲述它的起源、发展历程、玩法特点，以及如今在国内外赛事中的发展现状。 【36题详解】 考查形容词。句意：在办公室久坐多年后，王桂琴如今再次感到精力充沛。此处作表语，需用形容词，energy对应的形容词形式为energetic意为“充满活力的”。 【37题详解】 考查定语从句。句意：这位北京本地人退休后加入同龄人的队伍，一起玩一项亚洲传统运动，参与者只能用脚和身体，不能用手来踢毽子。此处引导定语从句，从句中不缺主语和宾语，所以使用关系副词，先行词为game，为抽象地点名词，所以此处使用关系副词where。 【38题详解】 考查冠词。句意：但在中国的街巷和院落里，玩这项运动的不只是老年人。定冠词the加形容词可表示一类人，the elderly表示“老年人”，所以填the。 【39题详解】 考查名词。句意：中国各地正慢慢兴起毽子比赛，由三名选手组队、选手们腾跃踢毽子的比赛越来越受欢迎。介词in后接名词作宾语，popular对应的名词形式为popularity意为“受欢迎”。 【40题详解】 考查动词时态。句意：这项运动起源于两千多年前的西汉时期，人们认为它由蹴鞠演变而来，蹴鞠是一项与足球相似的运动。此处为谓语动词，陈述客观事实，用一般现在时，主语The game为第三人称单数，所以谓语动词为dates。 【41题详解】 考查非谓语动词。句意：这项运动起源于两千多年前的西汉时期，人们认为它由蹴鞠演变而来，蹴鞠是一项与足球相似的运动。此处为固定搭配be believed to do sth.表示“被认为做了某事”，结合句意，此处“演变”的动作发生在“被认为”之前，所以用不定式的完成式to have evolved。 【42题详解】 考查动词语态。句意：中国首届全国踢毽子比赛于1933年举办。此处为谓语动词，时间状语in 1933表示过去，用一般过去时，主语competition与hold之间为被动关系，所以用一般过去时的被动语态，且主语为第三人称单数，所以谓语动词为was held。 【43题详解】 考查介词。句意：直到二十世纪八十年代，人们才将这项运动改造成毽球赛事。此处为固定搭配adapt sth. for sth.意为“将某物改造为某物”，所以此处为介词for。 【44题详解】 考查连词。句意：1987年中国成立了中国毽球协会，之后国际毽球联合会也随之成立。此处连接两个并列分句，表顺承关系，所以用并列连词and。 【45题详解】 考查非谓语动词。句意：来自十四个国家和地区的运动员参赛，中国和越南选手在大部分项目中占据优势。此处为with的复合结构，逻辑主语China and Vietnam与dominate之间为主动关系，所以用现在分词dominating作宾补。 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 【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 【解析】 【导语】本篇书面表达要求考生以李华的身份给外教Evan写邮件，告知乡村发展英文短视频入选国际展会，并真诚感谢对方此前的指导与帮助。 【详解】1.词汇积累 表达：express → convey 指导：guidance → instruction 宝贵的：invaluable → precious 鼓舞人心的：inspiring → encouraging 2.句式拓展 简单句变复合句 原句：Most importantly, your advice on pronunciation helped us deliver our lines with confidence and clarity, adding great charm to our video. 拓展句：What is the most important is that your advice on pronunciation helped us deliver our lines with confidence and clarity, adding great charm to our video. 【点睛】【高分句型1】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.(运用which引导非限制性定语从句) 【高分句型2】I still remember how you patiently stayed with us after class, helping us correct grammar and improve sentence flow.(运用how引导宾语从句以及现在分词作状语) 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. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【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. 【解析】 【导语】本文以老师的赏识教育为线索展开，讲述戴维斯老师坚持发现问题学生闪光点，面对调皮叛逆、爱捣乱的学生利奥，她没有批评指责，而是发现并真诚赞美他出众的绘画天赋，用温暖与认可唤醒孩子自信、改变其性格与行为的故事。 【详解】1.段落续写： ①由第一段首句内容可知，第一段可描写利奥初次收获真诚赞美，羞涩又难以置信，内心防线慢慢软化，安静投入绘画。 ②由第二段首句内容可知，第二段可描写利奥在老师鼓励下彻底转变，不再捣乱、认真听课、收获同学认可，天赋与潜力被彻底唤醒。 2.续写线索：不知所措——羞涩动容——内心软化——安静作画——改正陋习——专注学习——收获认可——潜力觉醒 3.词汇激活 行为类 ①低头：kept one’s head low/bowed one’s head ②赢得：earn/win 情绪类 ①鼓舞人心的：encouraging /inspiring ②专注：attentive/focused 【点睛】[高分句型1] Yet, Ms. Davies’ warm tone stayed in his ears, softening his defensive shell.（运用了现在分词作结果状语） [高分句型2] His impressive sketches brought new life to the classroom and earned admiration from his classmates, which in turn boosted his confidence.（运用了which引导非限制性定语从句） 第1页/共1页 学科网（北京）股份有限公司 $