命题大赛 河南省2026届新高考Ⅰ卷英语原创模拟试卷

**基本信息** 本试卷以真实生活与时代议题为情境载体，如自然保护（Harbor Nature Center活动）、教育创新（课堂安静角）、生态研究（混合森林实验）等，融合语言能力与思维品质，适配新高考模拟需求。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |听力|20题/30分|日常交际、服务场景、校园通知|对话贴近生活，如失物招领、活动安排，考查信息抓取与推理| |阅读|20题/50分|应用文（活动公告）、记叙文（修钟故事）、议论文（学习空间/森林生态）|C篇探讨“安静角”培养深度思考，D篇借森林系统渗透系统思维| |语言运用|25题/30分|完形填空（社区修复）、语法填空（皮影戏与AI）|语法填空融合传统文化与科技，考查语境中语法运用| |写作|2题/40分|邮件（电影配音邀请）、续写（雨中助人）|续写题创设真实生活困境，引导情感体验与逻辑表达|

英语参考答案 第一部分 听力（共两节，满分30分） 1～5 CBAAB 6～10 BACAB 11～15 ABCAB 16～20 CCABA 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） 21～25 BBCAA 26～30 BCBCA 31～35 BBACB 第二节（共5小题；每小题2.5分，满分12.5分） 36～40 CABDF 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） 41～45 ABCAB 46～50 DCAAB 51～55 CCDBD 第二节（共10小题；每小题1.5分，满分15分） 56. were invited 57. figures 58. that/which 59. but 60. for 61. danced 62. deeply 63. a 64. to respect 65. their 第四部分 写作（共两节，满分40分） 第一节（满分15分） 参考范文 Dear Mr. Brown, I am writing to invite you to be a judge for our Classic Film Dubbing Night, which will be held in the school lecture hall from 7:00 to 8:30 next Friday evening. During the activity, six student teams will dub short scenes from classic English films. Each team will be judged on pronunciation, emotion and teamwork. Since you have often encouraged us to learn English through films, your comments would be both professional and inspiring. We would also be grateful if you could give a short closing remark after the performances. We sincerely hope you can join us and share this enjoyable evening. Yours, Li Hua 第二节（满分25分） 参考范文 Just then, an old woman appeared at the end of the street, calling a name. The girl lifted her head and shouted, “Grandma!” She wanted to rush forward, but I held her hand until we crossed the last pool of water safely. The old woman took the wet paper bag from my schoolbag and thanked me again and again. When she learned that I had missed my bus, she insisted that I come in to dry my shoes. I shook my head, embarrassed by her gratitude, but accepted a piece of warm bread she pressed into my hand. The girl stood in the doorway, waving the red umbrella like a flag. Her smile was small, yet it brightened the rainy street. On my way back to the bus stop, I found my mother waiting there with an umbrella. She had received my short message and guessed why I was late. I expected her to complain about the rain and the cold noodles at home, but she only looked at my muddy shoes and said softly, “You chose well.” We stood together under the umbrella, watching water run along the road in silver lines. I was still hungry, and my socks were completely wet, but the bread in my hand was warm. For the first time that evening, the rain did not feel like trouble. It sounded like applause on the umbrella, steady and kind. 【解析】 第一节 A 【语篇导读】应用文。介绍 Harbor Nature Center 青少年实地日活动，重点考查信息定位、匹配和简单推理。 21. B 细节理解 【原文定位】Harbor Nature Center is opening its field station to high school students...; Who can join: Students aged 15-18. 【解析】题干问对象。文本明确限定 high school students 和 Students aged 15-18，因此 B 正确。A 的 university volunteers、C 的 visitors、D 的 teachers 均与原文对象不符。 22. B 细节理解 【原文定位】Data Team: enter morning records into a shared map and discuss what the numbers may show. 【解析】likes working with numbers 对应 records、numbers，故选 B。A 偏观察写作，C 偏讲解表达，D 是上午安全说明且非 afternoon choice。 23. C 简单推理 【原文定位】priority will be given to those who explain clearly why they want to join. 【解析】若报名超过 32 人，清楚说明参加理由者优先，因此 C 正确。A 与原文“中心提供工具”相反；B 是班车时间；D 与 free 矛盾。 B 【语篇导读】记叙文。Mina 修复校园旧钟，也修复自己对“停滞时刻”的心理感受，体现耐心、帮助与成长。 24. A 细节理解 【原文定位】10:17 was also the time she had missed the final bus...and had cried at the empty stop. 【解析】停在 10:17 的钟触发 Mina 对错过末班车的记忆，因此 A 正确。B、C、D 均无文本依据。 25. A 词义猜测 【原文定位】The hands were rusted, one gear was missing, and the wooden case was cracked. 【解析】下文列举指针生锈、齿轮缺失、木箱开裂，说明这只钟难以修复，stubborn 在此意为“难以改变/处理”。 26. B 细节理解 【原文定位】He did not repair the clock for her. Instead, he taught her how to measure, compare and try again. 【解析】Mr. Zhou 没有代劳，而是提供方法指导，故 B 正确。A、C 无依据；D 与原文相反。 27. C 主旨大意 【原文定位】This corner is for waiting, reading and beginning again; a stuck moment could be repaired with patience and help. 【解析】文章表层写修复旧钟，深层写 Mina 修复心理中的停滞时刻并重新开始，C 概括最佳。A、D 只是背景细节，B 范围过窄。 C 【语篇导读】说明议论文。说明 classroom quiet corner 对学生思考、发言和讨论质量的作用，并指出其使用边界。 28. B 细节理解 【原文定位】a quiet corner where students can think before they speak; it gives them a short pause. 【解析】quiet corner 的核心功能是让学生在发言前短暂停顿、整理想法，故 B 正确。A“休息”、C“隔离”、D“替代讨论”均偏离原文。 29. C 细节理解 【原文定位】students may defend their first opinion simply because they have said it aloud. 【解析】学生维护最初观点，是因为观点已被公开说出后产生心理绑定，C 为同义转述。 30. A 推理判断 【原文定位】as one choice among several: quick talk, silent writing, small-group checking and whole-class sharing. 【解析】作者认为 quiet corner 不是万能工具，应与其他课堂活动配合使用，因此应灵活使用。 31. B 作者态度 【原文定位】can change the quality of classroom talk; However, a quiet corner is not a magic tool. 【解析】作者肯定其价值，同时指出限制，态度是支持但理性。 D 【语篇导读】学术科普说明文。围绕混合树种、物种互补和长期养护解释森林恢复的科学逻辑。 32. B 细节理解 【原文定位】The goal is to discover whether a mixed forest can become healthier and more resilient than a single-species forest. 【解析】研究目标是判断混合树种能否形成更健康、更有韧性的森林，B 为原文同义转述。 33. A 推理判断 【原文定位】A fast-growing tree...; A tree with deep roots...; Some trees improve soil conditions... 【解析】作者通过团队比喻说明不同树种各有功能并相互补充，故 A 正确。 34. C 推理判断 【原文定位】measure not only height and survival, but also soil moisture, leaf growth, insect damage and the arrival of birds. 【解析】第四段强调混种效果受竞争和环境影响，研究需多指标测量，故 C 正确。 35. B 主旨大意 【原文定位】success...may depend less on the number of trees than on the relationships among them. 【解析】全文围绕树种关系、互补和长期养护展开，说明森林可通过物种关系被科学规划。 七选五 36. C 【考点】段中衔接 【解析】前文说好问题体现积极思考，后文进一步说明好问题能推动课堂思维。C 项“这并不意味着每个问题都必须很难”承接“好问题”的内涵，避免学生误解。 37. A 【考点】代词照应/总结 【解析】A 项 Such questions 指代前文两个开放性问题，并说明它们促使回答者给出理由，而非简单 yes/no。 38. B 【考点】解释例证 【解析】前文说“I don't get it”过于笼统，后文例句精确指出不懂之处，B 项“指出具体不清楚的步骤”正好承上启下。 39. D 【考点】指代衔接 【解析】D 项 That short wait 指代前文“wait for a natural pause”，说明等待的作用。 40. F 【考点】递进衔接 【解析】前文说第一个回答未必完全解决问题，后文提到追问例子，F 项中的 second example 与后文呼应。 完形填空 【语篇导读】本文讲述“我”在社区维修活动中从旁观、退缩到愿意留下来帮助他人的成长过程。15个设空均依托上下文语境，重点考查实词辨析。 41. A 【考点】形容词辨析 【语境依据】母亲让“我”学习某种有用技能，practical“实用的”符合 repair morning 语境。private 私人的，distant 遥远的，formal 正式的，均不合语境。 42. B 【考点】动词辨析 【语境依据】“我”站在门口，担心有人让我碰工具，fearing 表现不自信。hoping 与后文 nearly stepped back 矛盾。 43. C 【考点】形容词辨析 【语境依据】旧收音机需要修理，且“我”几乎退缩，hopeless“看似没希望的”符合。ordinary 不足以解释退缩。 44. A 【考点】名词辨析 【语境依据】make no difference 表示“没有起作用”，与第一次尝试失败对应。promise/excuse/record 均不能构成合理搭配。 45. B 【考点】名词辨析 【语境依据】Mrs. Chen 把每个小声音都看作进展，victory 表示“小胜利”。reply/warning/secret 不符合积极语境。 46. D 【考点】形容词辨析 【语境依据】音乐虽 thin 但 clear，表示声音微弱却清晰，与修复成功一致。 47. C 【考点】形容词辨析 【语境依据】她眼含泪水但声音 steady，表现感动中的克制。loud/cold/quick 均不合人物情感。 48. A 【考点】名词辨析 【语境依据】carry so much weight 表示承载情感分量，呼应收音机与亡夫纪念日。 49. A 【考点】介词/副词辨析 【语境依据】greater repair happened inside me 表示“我”内心也被修复。 50. B 【考点】形容词辨析 【语境依据】nothing useful to offer 与后文 usefulness/repair skill 呼应。 51. C【考点】副词辨析 【语境依据】邻居在“我”尝试时礼貌等待，politely 符合社区温情。 52. C 【考点】动词辨析 【语境依据】有些修理失败，但没人责备“我”，blamed 与失败语境呼应。 53. D【考点】动词辨析 【语境依据】make objects work 表示让物品重新运转，是 repair 的直接结果。 54. B 【考点】名词辨析 【语境依据】one more link to a memory 表示物品与记忆的连接，照应旧收音机。 55. D 【考点】动词辨析 【语境依据】gave me a reason to stay 与开头站在门口想退缩形成对照，表现成长。 语法填空 【语篇导读】本文介绍上海学生营中皮影戏与人工智能结合的活动，体现中华优秀传统文化的现代转化。 56. were invited 【考点】谓语动词时态语态 【解析】主语 Thirty-two students 与 invite 构成被动关系，且叙述过去活动，故填 were invited。 57. figures 【考点】名词的单复数 【解析】皮影人物不止一个，故填复数figures。 58. that/which 【考点】定语从句 【解析】先行词 program 指物，空处在定语从句中作主语，故填 that/which。 59. but 【考点】并列结构 【解析】not...but... 为固定结构，表示“不是……而是……”。 60. for 【考点】介词 【解析】be ready for... 表示“为……做好准备”，故填 for。 61. danced 【考点】谓语动词时态 【解析】与 moved 并列，叙述演出中的过去动作，故填 danced。 62. deeply 【考点】副词 【解析】修饰形容词 impressed，应使用副词 deeply。 63. a 【考点】冠词 【解析】path 为可数名词单数，此处泛指“一条新路径”，故填 a。 64. to respect 【考点】非谓语动词 【解析】use modern skills to respect old art，不定式表目的。 65. their 【考点】代词 【解析】修饰名词 hands，用形容词性物主代词 their。 听力原文 Text 1 W: I can't find the meeting form. Should I call the office? M: Check your email first. They sent a new link this morning. Text 2 M: Excuse me, can I borrow this magazine for a week? W: I'm afraid magazines can only be read here. You may take notes at that table. Text 3 W: The taxi line is very long. Your train leaves in forty minutes. M: Then I'll take Bus 12. It stops right outside the station. Text 4 M: How is the soup? I used fresh tomatoes. W: The tomatoes are nice, but you put in too much salt. Text 5 W: Are you free on Saturday? Some of us are going to the new science museum. M: Sounds good. I planned to play basketball, but I can change it. Text 6 M: Good afternoon. How can I help you? W: I left my bag on the bus that arrived here about ten minutes ago. M: What does it look like? W: It is dark blue, with a small white star on the side. M: Is there anything special inside? W: A pair of gloves and my student card. No money, luckily. M: Please write your phone number here. If the driver finds it, we'll call you before five. Text 7 W: Come in, Jason. How is your speech for the English festival? M: I have the beginning and the ending, but the middle part sounds empty. W: What is your topic? M: Small acts that make school warmer. W: Then add one real example. For instance, tell how your class helped the new student last month. M: That's a good idea. Should I make the speech shorter? W: Keep it under three minutes. Bring the new draft tomorrow morning, and we'll check it together. M: Thank you, Ms. Li. I'll work on it this afternoon. Text 8 W: Good evening. What can I show you? M: I need a portable charger for a two-day school trip. W: This black one is powerful, but it is a little heavy. This white one is smaller and easier to carry. M: I care more about size. I don't want another heavy thing in my bag. W: The smaller one is 120 yuan. Students get twenty percent off this week. M: So that's 96 yuan, right? W: Exactly. It also comes with a short cable. M: Great. I'll take it. Text 9 M: City History Museum. This is David speaking. W: Hello. I'm Wang Mei from No. 6 High School. I'm calling to confirm our visit next Tuesday. M: Yes, your group is booked for 9:30 in the morning. W: We first planned to bring twenty students, but two more have joined the project. Is that all right? M: Twenty-two students are fine. Will you need a guided tour? W: Yes, please. We are studying old maps of the city, so a guide who knows that room would be helpful. M: No problem. Please arrive ten minutes early. The guide will meet you at the front desk. W: Thank you. We'll be there by 9:20. Text 10 Good morning, everyone. This is a reminder about our campus clean-up day this Friday. All Grade Three students who have signed up should meet at the school gate at 2:00 p.m. We will work in groups around the library, the basketball court and the small garden. The school will provide bags and tools, but please bring your own work gloves. Do not bring old newspapers or glass bottles; those will be collected by the recycling club next week. After the clean-up, each group will take a photo of one improved place and write one sentence about how to keep it clean. If it rains heavily, the activity will be moved to next Monday. Please check the class WeChat group before lunch on Friday. 学科网（北京）股份有限公司 $ 2026届新高考Ⅰ卷英语原创模拟试卷 注意事项： 1. 答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 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；回答非选择题时，将答案写在答题卡上。 3. 本试卷满分150分，考试时间120分钟。 第一部分 听力（共两节，满分30分） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。 1. What will the woman do first? A. Print the form. B. Call the office. C. Check her email. 2. Where are the speakers probably? A. In a bookstore. B. In a library. C. In a classroom. 3. How will the man go to the station? A. By bus. B. By taxi. C. By bike. 4. What does the woman think of the soup? A. Too salty. B. Quite fresh. C. A little cold. 5. What are the speakers talking about? A. A school club. B. A weekend plan. C. A sports report. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。每段对话或独白读两遍。 听下面的录音，回答第6至第8小题。 6. Why does the woman visit the service desk? A. To return a jacket. B. To ask about a bag. C. To change a ticket. 7. What color is the woman's bag? A. Dark blue. B. Light green. C. Grey. 8. What is inside the bag? A. A notebook. B. A water bottle. C. A pair of gloves. 听下面的录音，回答第9至第12小题。 9. What is the relationship between the speakers? A. Teacher and student. B. Brother and sister. C. Coach and player. 10. What is the man worried about? A. His speech is too long. B. His examples are weak. C. His poster is missing. 11. What does the woman advise the man to do? A. Add a short story. B. Cut the first part. C. Practise with notes. 12. When will the man meet the woman again? A. This afternoon. B. Tomorrow morning. C. Friday evening. 听下面的录音，回答第13至第15小题。 13. What does the man want to buy? A. A phone case. B. A pair of headphones. C. A portable charger. 14. What matters most to the man? A. The size. B. The price. C. The color. 15. How much will the man pay? A. 80 yuan. B. 96 yuan. C. 120 yuan. 听下面的录音，回答第16至第17小题。 16. Why is the woman calling? A. To book a room. B. To change a meeting. C. To confirm a visit. 17. How many students will come? A. 18. B. 20. C. 22. 听下面的录音，回答第18至第20小题。 18. What is the announcement mainly about? A. A campus clean-up day. B. A safety training course. C. A student art show. 19. What should students bring? A. Old newspapers. B. Work gloves. C. Lunch boxes. 20. Where will students gather? A. At the school gate. B. In the sports hall. C. Beside the garden. 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答案。 A Harbor Nature Center: Teen Field Day Harbor Nature Center is opening its field station to high school students who want to spend one day learning how local wetlands are studied and protected. The program is free, but places are limited to 32 students, so early planning is strongly advised. Please wear your school ID. Date: Saturday, July 18 Time: 8:40 a.m.-4:30 p.m. Place: Harbor Nature Center, South Gate Who can join: Students aged 15-18. No field experience is needed, but students should be ready to walk for about three kilometers on flat paths. Morning sessions 8:40-9:00 Check-in and safety briefing 9:00-10:20 Bird count workshop: learn how to record common wetland birds without disturbing them. 10:35-12:00 Water lab: test water samples and compare temperature, smell and clarity. Afternoon choices A. Story Walk: follow a guide and collect details for a short nature report. B. Data Team: enter morning records into a shared map and discuss what the numbers may show. C. Young Guides: practise explaining one wetland fact to visitors in simple English. What to bring: comfortable shoes, a hat, a refillable water bottle and lunch. The center will provide notebooks, raincoats and test tools. Students who need transport may take the free shuttle from Central Library at 8:10 a.m.; it returns at 5:00 p.m. How to apply: Complete the online form by June 30. Applicants will receive an email by July 5. If more than 32 students apply, priority will be given to those who explain clearly why they want to join. Questions? Email teenfield@harbornature.org or call 721-8056 on weekdays. 21. Who is the program mainly for? A. University volunteers with field skills. B. Teenagers interested in wetland study. C. Visitors who need a guided city tour. D. Teachers planning a science lesson. 22. Which afternoon choice best suits a student who likes working with numbers? A. Story Walk. B. Data Team. C. Young Guides. D. Safety Briefing. 23. What should applicants do to increase their chance of being accepted? A. Bring their own test tools. B. Arrive before 8:10 a.m. C. Show a clear reason for joining. D. Pay the fee before June 30. B Mina never planned to become the keeper of the school clock. The old clock above the library door had stopped at 10:17 for so long that most students had stopped noticing it. Mina noticed it every day, because 10:17 was also the time she had missed the final bus after a debate competition and had cried at the empty stop. When the school announced a “quiet corner” project, students were invited to improve one forgotten place on campus. Mina chose the wall under the clock. Her classmates suggested painting flowers or hanging photos. Mina, however, wanted the clock to work again. “A clock that does not move tells everyone nothing can change,” she said. The repair looked simple online, but the real clock was stubborn. The hands were rusted, one gear was missing, and the wooden case was cracked. Mina almost gave up when the first replacement part failed. Then Mr. Zhou, the retired physics teacher who still came to water plants every Friday, offered help. He did not repair the clock for her. Instead, he taught her how to measure, compare and try again. For two weeks, Mina spent her lunch breaks sanding the case and testing tiny parts. Some students laughed that no one needed a wall clock in the age of phones. But on the day the second hand finally began to move, even the loudest boys stood still to watch. Mina set the time, cleaned the glass and placed a small card below it: “This corner is for waiting, reading and beginning again.” The quiet corner soon became a favorite place. Students left notes beside the clock before exams; others read there after lunch. Mina still checked the clock each morning, not because she feared being late, but because it reminded her that a stuck moment could be repaired with patience and help. 24. Why did Mina notice the stopped clock every day? A. It reminded her of an unpleasant experience. B. It was the only clock near the library. C. She had promised to repair it for a teacher. D. She wanted to use it for debate practice. 25. What does the underlined word “stubborn” in paragraph 3 probably mean? A. Hard to move or change. B. Easy to forget. C. Safe to handle. D. Nice to display. 26. What role did Mr. Zhou play in the repair? A. He bought a new clock. B. He gave Mina guided support. C. He asked students to stop laughing. D. He finished the repair alone. 27. What is the best title for the text? A. A Missed Bus Home B. The Library Door C. Time To Begin Again D. A Debate Competition C In many classrooms, the best seat is believed to be the one closest to the teacher. Yet some schools are now paying attention to a different kind of space: a quiet corner where students can think before they speak. It may look ordinary, with a small table, two chairs and a few cards that ask questions such as “What evidence do I have?” or “What else could be true?” But researchers and teachers say such spaces can change the quality of classroom talk, especially when lessons move quickly. The idea is not to send students away from discussion. Instead, it gives them a short pause. In a fast lesson, confident students often answer first, while quieter students may still be forming their thoughts. A pause corner allows a pair of students to review notes, test an idea or prepare one question before returning to the group. This small design can make participation less dependent on speed. It also helps teachers hear more varied voices. There is also a social reason. When a class debates a difficult topic, students may defend their first opinion simply because they have said it aloud. A prepared pause makes changing one’s mind feel normal. In one school project, teachers asked students to spend three minutes in the corner before responding to a classmate they disagreed with. The replies became longer and more respectful, and students used more phrases like “I see your point, but...” and “Another example might be...”. However, a quiet corner is not a magic tool. If it becomes a place for punishment, students will avoid it. If teachers use it too often, discussion may lose energy. The most successful classrooms treat the corner as one choice among several: quick talk, silent writing, small-group checking and whole-class sharing. The lesson for schools is broader than furniture. Good learning spaces do not have to be expensive. Sometimes they are simply physical reminders that thinking takes time, and that a good answer may begin with a better pause. 28. What is the main purpose of a quiet corner? A. To let students rest after class. B. To help students prepare their thinking. C. To keep active students away from others. D. To replace whole-class discussions. 29. Why may students defend their first opinion in a debate? A. They dislike listening to evidence. B. They are asked to speak too softly. C. They feel tied to what they have said. D. They have enough time to prepare. 30. What does the author suggest about using quiet corners? A. They should be used flexibly. B. They should be placed near the door. C. They should be used in every lesson. D. They should be managed by students only. 31. Which of the following best describes the author's attitude? A. Doubtful but polite. B. Supportive but realistic. C. Uninterested and cold. D. Worried and negative. D Planting trees is often presented as a simple answer to climate problems: put a young tree in the ground, water it, and wait for shade. But forest scientists are learning that the success of a planting project may depend less on the number of trees than on the relationships among them. A forest is not a row of separate objects; it is a living system. In several long-term field experiments, researchers have planted thousands of young trees in carefully planned groups. Some groups contain only one species; others mix trees that grow at different speeds, reach different heights or use water in different ways. The goal is to discover whether a mixed forest can become healthier and more resilient than a single-species forest. The logic is similar to building a strong team. A fast-growing tree may quickly provide shade, protecting young neighbors from heat. A tree with deep roots may reach water that shallow-rooted species cannot use. Some trees improve soil conditions by adding fallen leaves that break down easily. When these differences fit together, the whole group may resist drought, insects and disease better than any one species alone. Yet mixture is not automatically better. If two species need the same light and water at the same time, they may compete fiercely. A tree that grows too quickly may cover a slower neighbor before it has a chance. Local conditions matter as well. A combination that works in a wet valley may fail on a dry hillside. That is why researchers measure not only height and survival, but also soil moisture, leaf growth, insect damage and the arrival of birds. For cities and schools planning tree-planting days, the research carries a useful warning. A photo of many volunteers planting identical saplings may look impressive, but a living forest requires planning beyond the event itself. Choosing species that can support one another, leaving space for future growth and returning to care for the site may be less exciting than planting day. In the long run, however, these choices decide whether the trees become a lasting forest or only a short-lived memory. 32. What are researchers mainly trying to find out? A. Whether tree planting days attract enough volunteers. B. Whether mixed tree groups can grow stronger forests. C. Which single tree species grows fastest in cities. D. How many trees can be planted in one day. 33. Why does the author compare a mixed forest to a strong team? A. Different trees may perform helpful roles. B. Trees communicate exactly like people. C. Every tree grows at the same speed. D. A team always needs one leader. 34. What can be inferred from paragraph 4? A. Mixed planting should ignore local weather. B. Competition between trees is always useful. C. Field experiments need several measurements. D. A wet valley is the best place for all trees. 35. What is the text mainly about? A. Why schools should hold more planting events. B. How forests can be planned through species relationships. C. How volunteers can take better photos of planting days. D. Why single-species forests are always unsuccessful. 第二节（共5小题；每小题2.5分，满分12.5分） 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 Asking Better Questions in Class Many students think asking questions means admitting that they do not understand something. In fact, a good question is often a sign that the learner is already thinking actively. ____36____ It can help a class move from remembering facts to testing ideas, and it often gives quieter students a safer way to enter the conversation. The aim is not to show off, but to make the next step of thinking visible. Start with the text, experiment or problem in front of you. Instead of asking “Is this right?”, try asking “Which part supports this answer?” or “What would change if one condition were different?” ____37____ They also make it easier for classmates to join the discussion because everyone can look for evidence together. Another useful habit is to turn confusion into a specific point. Saying “I don't get it” may be honest, but it gives the teacher little direction. ____38____ For example, “I understand why the character left home, but I don't see why she returned so quickly” shows exactly where help is needed. Timing matters, too. If a question interrupts a key explanation, write down one or two words and wait for a natural pause. ____39____ In group work, however, it is often better to ask immediately before the group builds a whole plan on a weak idea. Finally, listen to the answer as carefully as you ask the question. Sometimes the first reply does not solve the problem completely. ____40____ A follow-up question, such as “Could you give another example?”, can turn a short answer into real learning. A. Such questions invite reasons rather than simple yes-or-no replies. B. A stronger question names the exact step that has become unclear. C. This does not mean that every question must be difficult. D. That short wait protects the flow of the lesson and your own thinking. E. The skill is useful not only in school but also in daily conversations. F. You may need to compare it with your notes or ask for a second example. G. Questions of this kind usually make teachers feel uncomfortable. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。 Last winter, our neighborhood opened a “repair morning”. People brought broken lamps or toys, and volunteers tried to fix them. I went only because my mother said I should learn something ____41____. At first I stood near the door, ____42____ anyone would ask me to touch a tool. Then Mrs. Chen came in with an old radio. It had belonged to her husband, and she wanted it to play one song for anniversary. The radio looked ____43____. I nearly stepped back, but Mr. Han put a screwdriver in my hand. “Start by listening,” he said. We opened the case and found a loose wire. My first try made no ____44____. The second made a harsh noise. Mrs. Chen smiled as if every sound was a ____45____. I checked the wire again. Suddenly, music filled the room, thin but ____46____. Mrs. Chen held the radio close. Her eyes were wet, but her voice was ____47____. “You have returned a morning to me,” she said. I did not know a broken thing could carry so much ____48____. After that day, I returned each Saturday. I repaired zippers and handles, but the greater repair happened ____49____ me. I had believed I had nothing ____50____ to offer. Yet neighbors waited ____51____ while I tried. Some repairs failed, but no one ____52____ me. By spring, the room had become a place for tea, tools and stories. I understood that fixing was not only about making objects ____53____. It gave people one more ____54____ to a memory, and gave me a reason to ____55____. 41. A. practical B. private C. distant D. formal 42. A. hoping B. fearing C. proving D. agreeing 43. A. ordinary B. modern C. hopeless D. expensive 44. A. difference B. promise C. excuse D. record 45. A. reply B. victory C. warning D. secret 46. A. rapid B. heavy C. strange D. clear 47. A. cold B. loud C. steady D. quick 48. A. weight B. dust C. space D. risk 49. A. inside B. beside C. beyond D. against 50. A. safe B. useful C. funny D. bright 51. A. angrily B. proudly C. politely D. secretly 52. A. praised B. stopped C. blamed D. noticed 53. A. grow B. shine C. wait D. work 54. A. key B. link C. end D. answer 55. A. compete B. leave C. hide D. stay 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。 At a student camp in Shanghai, traditional shadow puppetry(木偶戏) met artificial intelligence. The camp was designed to help teenagers see culture as something they could study, question and recreate with care. Thirty-two students from different schools ____56____ (invite) to design short performances that combined old stories with new tools. Before making their own works, they watched a master move leather ____57____ (figure) behind a white screen and explain how light created life. The students then used a simple program ____58____ could turn their voices into background music and suggest colors for different scenes. For many of them, the most difficult part was not the technology, ____59____ understanding the patience behind the craft. A small puppet may require several days of cutting, painting and drying before it is ready ____60____ the stage. During the final show, one group told the story of a young bird looking for its home. Their digital clouds moved slowly while handmade figures ____61____ (dance) in warm light. The audience was ____62____ (deep) impressed by the balance between old and new. The camp showed that innovation does not mean replacing tradition. Instead, it can create ____63____ new path for young people to approach cultural heritage. When students use modern skills ____64____ (respect) old art, tradition becomes not a distant memory, but something living in ____65____ (they) own hands. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华，你校英文社将举办“Classic Film Dubbing Night”（经典电影配音之夜）。请你给外教 Mr. Brown 写一封邮件，邀请他担任评委。内容包括： 1. 活动时间和地点； 2. 活动安排； 3. 表达期待。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Mr. Brown, _________________________________________________________________________________ _________________________________________________________________________________ Yours, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The rain began just as our last class ended. It fell so hard that the road outside the school gate soon became a shining river. I pulled my jacket over my head and hurried toward the bus stop, thinking only of the warm noodles waiting at home. Halfway there, I heard a small voice behind me. “Excuse me, is this the way to Maple Street?” A girl about seven stood under a red umbrella that was too large for her. Her shoes were wet, and she held a paper bag tightly against her chest. Maple Street was in the opposite direction. I pointed across the road, but then noticed the traffic. Cars moved slowly through the water, and the crossing light was hidden by rain. The girl bit her lip. “My grandma is waiting,” she said. “I bought her medicine, but my phone is dead.” I looked at the bus stop. My bus was already turning the corner. Missing it meant waiting another thirty minutes, and my stomach complained. Still, the girl was shivering. Rainwater ran down her sleeves, and she kept looking at the darkening sky. I remembered how frightening a familiar street could become in bad weather, even when it was only a few blocks from home. “All right,” I said. “I’ll walk with you.” We moved along the shopfronts, sharing my jacket with the umbrella whenever the wind pushed the rain sideways. The paper bag grew soft at the edges. I asked her to put it inside my schoolbag, and she thanked me in a voice that was almost lost in the rain. At the last crossing, water rushed over the curb. I stepped forward to test the depth. It was higher than my shoes but not dangerous. “Hold my sleeve,” I told her. She nodded, serious as a little soldier. When we finally reached Maple Street, the girl suddenly stopped. The row of houses looked the same in the rain. She turned pale. “I don’t remember which door,” she whispered. 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 Just then, an old woman appeared at the end of the street, calling a name. ________________________ ___________________________________________________________________________________ On my way back to the bus stop, I found my mother waiting there with an umbrella. _______________ ___________________________________________________________________________________ 学科网（北京）股份有限公司 $英语课听力部分，该部分分为第一第二两节。注意回答听力部分时，请先将答案标在试卷上。听力部分结束前，你将有两分钟的时间将试卷上的答案转涂到答题卡上。现在是听力试音时间。Excuse me, could you tell me where the school library is? Sure, go along this road and turn left at the teaching building. The library is next to the . science toll. Thank you. Is IT open this afternoon? yes. IT is open from two to five thirty. 试音到此结束。听力考试正式开始。请看听力部分第一节，第一节听下面5段对话，每段对话后有一个小题，从题中所给的ABC3个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题，每段录音读两遍。现在你有5秒钟的时间阅读第一小题的有关内容。听下面的录音，回答第一小题。i can't find a meeting form, should I call the office? Check your email first. They sent a new link this morning. I can't find a meeting form, should I call the office? Check your mail first. They sent a new link this morning. 听下面的录音，回答第二小题。Excuse me, can I borrow this magazine for a week? I'm afraid magazines can only be right here. You may take notice of the table. Excuse me, can I borrow this magazine for a week? I'm afraid magazines can only be read here. You may take notice at the table. 听下面的录音，回答第三小题。The taxi line is very long. Your train leaves in forty minutes. then I ll take bus twelve IT stops right outside the station. The taxi line is very long. Your train leaves in forty minutes. then I ll take bus twelve IT stops right outside the station. 听下面的录音，回答第四小题。How is the soup I used? Fresh tomatoes. The tomato is a nice, but you put into much salt. How is the soup I used? Fresh tomatoes. The tomatoes are nice, but you put into much salt. 听下面的录音，回答第五小题。Are you free? On saturday, some of us go to the new science museum. Sounds good. I planned to play basketball, but I can change IT. Are you free? On saturday, some of us going to the new science museum. Sounds good. I planned to play basketball, but I can change IT. 第一节到此结束，第二节听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的ABC3个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟。听完后各小题将给出5秒钟的作答时间。每段录音读两遍，听下面的录音回答第六至第八小题。现在你有15秒钟的时间阅读这三个小题。Good afternoon. How can I help you? I left my bike . on the bus that arrived here about ten minutes ago. What does IT look like? IT is dark blue with a small White star on the side. Is there anything special inside . a pair of gloves and my student card? No money, luckily. Please write your phone number here. If the driver finds IT, we'll call you before five. Good afternoon. How can I help you? I left my bike . on the bus that arrived here about ten minutes ago. What does IT look like? IT is dark blue with a small White star on the side. Is there anything special inside . a pair of gloves? And my student card, no money, luckily. Please write your phone number here. If the driver finds IT, we'll call you before five. 听下面的录音，回答第九和第十二小题。现在你有20秒钟的时间阅读这四个小题。Come in, Jason. How is your speech for the english festival? I have the beginning and the ending, but the middle part sounds empty. What is your topic? Small act that makes school warmer. Then at one real example, for instance, tell how your class help the new student last month. That's a good idea. Shouldn't make the speech shorter. Keep IT on the three minutes. Bring the new draft tomorrow morning and we'll check IT together. Thank you. missed. I will work on this this afternoon. Come in, Jason. How is your speech for the english festival? I have the beginning and the ending, but the middle part sounds empty. What is your topic? Small act that makes school warmer. Then that one real example, for instance, tell how your class help the new student last month. That's a good idea. Should I make the speech shorter? Keep IT on the three minutes, bring the new draft tomorrow morning, and we'll check IT together. Thank you. missed. I'll work on this this afternoon. 听下面的录音，回答第十三和第十五小题。现在你有15秒钟的时间阅读这三个小题。Good evening. What can I show you? I need a portable charger for a two day school trip. This black one is powerful, but IT is a little heavy. This White one is smaller and easier to Carry. I can all about size. I don't want another heavy thing in my bag. The smaller one is one hundred twenty. You on students get twenty percent off this week. so that's ninety six you on, right? exactly. IT also comes with a short cable. great. I'll take IT. Good evening. What can I show you? I need a portable charger for a two day school trip. This black one is powerful, but IT is a little heavy. This White one is smaller and . easier to Carry. I can more about size. I don't want another heavy thing . in my bag. The smaller one is one hundred twenty you on students get twenty percent of this week. So that's ninety six you on, right? exactly. IT also comes with a shirt cable. great. I'll take IT. 听下面的录音，回答第十六和第十七小题。现在你有10秒钟的时间阅读这两个小题。City history museum, this is David speaking. Hello, i'm one man from number six high school. I'm calling to confirm a visit next tuesday. Yes, your group is booked for nine thirty in the morning. We first plan to bring twenty students, but two more have joined the project. Is that all right? Twenty two students are fine. Will you need a guide at tall? Yes, please. We are studying old maps of the city, so I guide, who knows? That room would be helpful. No problem. Please arrive ten minutes early. The guide will meet you at the front desk. Thank you. We will be there by nine twenty . city history museum. This is David speaking. Hello, i'm one man from number six high school. I'm calling to confirm a visit next tuesday. Yes, your group is booked for nine thirty in the morning. We first planned to bring twenty students, but you will have joined the project. Is that . all right? Twenty two students are fine. Will you need a guide at all? Yes, please. We are studying old maps of the city, so I guide. Who knows? That room would be helpful. No problem, please arrive ten minutes early. The guide will meet you at the front desk. Thank you. We'll be there by nine, twenty. 听下面的录音，回答第十八至第二十小题。现在你有15秒钟的时间阅读这三个小题。Good morning, everyone. This is a reminder about our campus clean update this friday. All great. Three students who have signed up to meet at the school get at two P. M. We will work in groups around the library, the basketball court, the small garden, the school will provide bags and tools, but please bring your own work gloves, do not bring all newspapers or glass bottles. Those will be collected by the recycling club next week. After the clean up, each group will take a photo of one improved place and write one sentence about how to keep IT clean. If IT rains heavily, the activity will be moved to next monday. Please check the class we chat group before lunch on friday. Good morning, everyone. This is a reminder about our campus clean up day this friday. All great. Three students who have signed up shit meet at the school get at two P. M. We will work in groups around the library, the basketball coach and a small garden. The school will provide bags and tools, but please bring your own work gloves, do not bring old newspapers or glass bottles. Those will be collected by the recycling club next week. After the clean up, each group will take a photo of one improved place and write one sentence about how to keep IT clean. If IT rains heavily, the activity will be moved to next monday. Please check the class we chat group before lunch on friday. 第二节到此结束，现在你有两分钟的时间将试卷上的答案转涂到答题卡上。 命题细目表 题号 题型/考点 主题语境 难度 素材来源 答案 1 听力理解 日常交际/校园公共服务 易 原创情境 C 2 听力理解 日常交际/校园公共服务 易 原创情境 B 3 听力理解 日常交际/校园公共服务 易 原创情境 A 4 听力理解 日常交际/校园公共服务 易 原创情境 A 5 听力理解 日常交际/校园公共服务 易 原创情境 B 6 听力理解 日常交际/校园公共服务 易 原创情境 B 7 听力理解 日常交际/校园公共服务 易 原创情境 A 8 听力理解 日常交际/校园公共服务 易 原创情境 C 9 听力理解 日常交际/校园公共服务 中 原创情境 A 10 听力理解 日常交际/校园公共服务 中 原创情境 B 11 听力理解 日常交际/校园公共服务 中 原创情境 A 12 听力理解 日常交际/校园公共服务 中 原创情境 B 13 听力理解 日常交际/校园公共服务 中 原创情境 C 14 听力理解 日常交际/校园公共服务 中 原创情境 A 15 听力理解 日常交际/校园公共服务 中 原创情境 B 16 听力理解 日常交际/校园公共服务 中 原创情境 C 17 听力理解 日常交际/校园公共服务 中 原创情境 C 18 听力理解 日常交际/校园公共服务 中 原创情境 A 19 听力理解 日常交际/校园公共服务 中 原创情境 B 20 听力理解 日常交际/校园公共服务 中 原创情境 A 21 阅读A 细节/简单推理 人与自然/应用信息 易 原创改编；参考国外公园/自然中心青少年项目页面信息结构，如 Golden Gate National Parks Conservancy LINC: https://www.parksconservancy.org/programs/linc-summer-high-school-program B 22 阅读A 细节/简单推理 人与自然/应用信息 易 原创改编；参考国外公园/自然中心青少年项目页面信息结构，如 Golden Gate National Parks Conservancy LINC: https://www.parksconservancy.org/programs/linc-summer-high-school-program B 23 阅读A 细节/简单推理 人与自然/应用信息 易 原创改编；参考国外公园/自然中心青少年项目页面信息结构，如 Golden Gate National Parks Conservancy LINC: https://www.parksconservancy.org/programs/linc-summer-high-school-program C 24 阅读B 细节/词义/主旨 人与自我/成长 中 原创改编；参考 NPR My Unsung Hero 系列暖心叙事方向: https://www.npr.org/series/1190800860/my-unsung-hero A 25 阅读B 细节/词义/主旨 人与自我/成长 中 原创改编；参考 NPR My Unsung Hero 系列暖心叙事方向: https://www.npr.org/series/1190800860/my-unsung-hero A 26 阅读B 细节/词义/主旨 人与自我/成长 中 原创改编；参考 NPR My Unsung Hero 系列暖心叙事方向: https://www.npr.org/series/1190800860/my-unsung-hero B 27 阅读B 细节/词义/主旨 人与自我/成长 中 原创改编；参考 NPR My Unsung Hero 系列暖心叙事方向: https://www.npr.org/series/1190800860/my-unsung-hero C 28 阅读C 细节/推理/态度 人与社会/学习空间 中 原创改编；参考学习空间设计与公共健康题材。 B 29 阅读C 细节/推理/态度 人与社会/学习空间 中 原创改编；参考学习空间设计与公共健康题材。 C 30 阅读C 细节/推理/态度 人与社会/学习空间 中 原创改编；参考学习空间设计与公共健康题材。 A 31 阅读C 细节/推理/态度 人与社会/学习空间 中 原创改编；参考学习空间设计与公共健康题材。 B 32 阅读D 细节/推理/主旨 人与自然/生态科研 中/难 原创改编；参考 Smithsonian 森林物种组合与生态恢复题材。 B 33 阅读D 细节/推理/主旨 人与自然/生态科研 中/难 原创改编；参考 Smithsonian 森林物种组合与生态恢复题材。 A 34 阅读D 细节/推理/主旨 人与自然/生态科研 中/难 原创改编；参考 Smithsonian 森林物种组合与生态恢复题材。 C 35 阅读D 细节/推理/主旨 人与自然/生态科研 中/难 原创改编；参考 Smithsonian 森林物种组合与生态恢复题材。 B 36 七选五 语篇衔接 学习能力/提问策略 中 原创改编；参考 BBC Future 学习策略类题源方向。 C 37 七选五 语篇衔接 学习能力/提问策略 中 原创改编；参考 BBC Future 学习策略类题源方向。 A 38 七选五 语篇衔接 学习能力/提问策略 中 原创改编；参考 BBC Future 学习策略类题源方向。 B 39 七选五 语篇衔接 学习能力/提问策略 中 原创改编；参考 BBC Future 学习策略类题源方向。 D 40 七选五 语篇衔接 学习能力/提问策略 中 原创改编；参考 BBC Future 学习策略类题源方向。 F 41 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 A 42 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 B 43 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 C 44 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 A 45 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 B 46 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 D 47 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 C 48 完形 语境词义辨析 人与社会/社区服务 难 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 A 49 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 A 50 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 B 51 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 C 52 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 C 53 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 D 54 完形 语境词义辨析 人与社会/社区服务 难 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 B 55 完形 语境词义辨析 人与社会/社区服务 中 原创改编；参考 Reader's Digest/Kindspring 社区善意故事方向。 D 56 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 were invited 57 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 figures 58 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 that/which 59 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 but 60 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 for 61 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 danced 62 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 deeply 63 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 a 64 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 to respect 65 语法填空 中华文化/科技融合 中 原创改编；参考 China Daily 非遗与科技融合报道方向。 their 应用文 写作第一节 邀请邮件/真实交际 中 原创情境。 见参考范文 读后续写 写作第二节 雨中助人/责任担当 中-难 原创改编；参考青少年生活化暖心故事结构。 见参考范文 学科网（北京）股份有限公司 $