2026年福建省命卷比赛作品 2026届福建省高考英语自编模拟卷

**基本信息** 2026届福建高考英语模拟卷以原创情境为载体，融合世界杯交通指南、太阳演化等时代热点与安顺地戏文化传承，通过梯度化问题设计，全面考查语言理解、表达及批判性思维能力。 **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、校园生活、环保项目|原创对话贴近真实场景，如食堂反馈、野生动植物保护，考查信息抓取与情感推断| |阅读|20题/50分|社会热点（世界杯交通）、人文故事（助人经历）、科学科普（太阳演化）、社会现象（信息搜索偏见）|A篇表格信息处理，B篇开放问答引导价值反思，D篇翻译题考查语言转换能力| |语言运用|25题/30分|完形填空（人生感悟）、语法填空（非遗文化）|完形填空聚焦情感态度变化，语法填空融入安顺地戏，考查文化词汇与语法应用| |写作|2题/40分|应用文（校园生态方案）、概要写作（教育争议）|应用文强调解决实际问题，概要写作引导辩证分析，培养逻辑表达与创新思维|

2026年福建省命卷比赛作品 2026届福建省高考英语自编模拟卷 参考答案 第一部分 听力（共两节；共20题，每小题1.5分，满分30分） 题号 1 2 3 4 5 6 7 8 9 10 答案 A B A B C C B A A B 题号 11 12 13 14 15 16 17 18 19 20 答案 B C A C A B attendance final exam half cannot/ can’t 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） 题号 21 22 23 24 25 26 27 答案 A C D C D B Kindness is a choice. When you choose to help others, you are planting a warmer world for yourself and your children. 题号 28 29 30 31 32 33 34 35 答案 A B A A B A A 参与者认为，更广泛的结果与标准搜索结果同样有用和相关。研究人员建议实施此类策略，例如以“广泛搜索”按钮的形式。 第27题评分标准 分值 等级描述 答题特征示例 2.5 准确完整地概括主旨，能深入理解作者通过故事传达的核心意图，特别是结尾段所体现的“善意传递”与“对未来的期许”。 • 传递善意的循环 / 善有善报 • 帮助他人就是帮助未来的自己或家人 • 呼吁人们在他人危难时伸出援手，因为这份善意终将回馈 2 基本理解主旨，但表述不够完整或深度不足，未能充分结合文章结尾的深层含义。 • 只写“要帮助别人”，未提及善意循环 • 或只复述情节（如“丈夫帮年轻人推车”），未提炼道理 1.5 主旨理解有偏差或片面，只抓住次要信息，偏离作者的最终写作意图。 • 只强调“开车要小心”或“雨天路滑” • 只写“丈夫很善良”，未扩展到作者的整体感悟 • 表达模糊，未点明核心思想 0.5-1 回答过于笼统或严重偏离，几乎未体现对主旨的理解，或仅停留在表面复述。 • 只写“助人为乐”，无结合文本 • 只复述“他们把车推出来了” • 答案过于简短，无实质内容 0 完全错误、与文章无关，或未作答。 • 答非所问 • 空白或完全无法辨认 第35题评分标准 档次 分数 要求 第5档 2.5 准确理解原句含义，译文完整、通顺、自然；比较结构（just as...as）翻译准确，“rated”“implementing”等关键词翻译恰当，学术语气保持一致；无错译、漏译；中文表达流畅，标点使用正确 第4档 2.0 译文基本完整，核心意思表达清楚；比较结构翻译基本正确，但有1-2处用词不够准确或表达略显生硬；无重大错译或漏译 第3档 1.5 译文能传达大意，但存在部分用词不当、语序不合理或表达不够通顺；或有1处漏译关键词（如“broader”“standard”等） 第2档 1 译文存在较多用词错误或语序混乱；比较结构翻译错误（如将“同样有用”译为“更有用”）；或有2处及以上漏译关键词，但基本意思勉强可辨 第1档 0-0.5 几乎未能正确理解原句含义，译文与原文意思严重偏离；多处漏译或错译；或译文无法辨认 第二节 （共5小题；每小题2.5分，满分12.5分） 题号 36 37 38 39 40 答案 A B E F C 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） 题号 41 42 43 44 45 46 47 48 49 50 答案 A D C A B D C A B D 题号 51 52 53 54 55 答案 C A B D C 第二节（共10小题；每小题1.5分，满分15分） 56. practiced 57. itself 58. a 59. was included 60. harvested 61. to performed 62. as 63. with 64. Despite 65. living 第四部分 写作（共两节，满分40分） 第一节（满分15分） My Campus Eco-Sustainable Development Plan To build a greener campus, I propose the following measures. First, sensor-based LED lights could be installed in classrooms and corridors to minimize electricity waste. Second, recycling stations are suggested to be placed beside dormitories for paper, plastic and batteries. Third, a "green canteen" initiative would be launched, which rewards students bringing reusable containers with small discounts. The highlight lies in its remarkable cost-effectiveness. By integrating smart technology with daily routines, we can substantially reduce resource consumption while raising environmental awareness among the whole campus community. This plan is practical, inclusive, and sustainable in the long run. 评分标准： 档次 分数 内容 语言 结构 第5档 13-15 完全覆盖所有要点，措施具体可行（不少于2条），亮点突出明确，内容充实且有说服力 词汇丰富，语法结构多样，用词准确恰当，允许个别小错但不影响理解 结构清晰，逻辑连贯，连接词使用得当，行文流畅 第4档 10-12 覆盖所有要点，措施和亮点表述清楚，但细节略欠充分 词汇和语法基本准确，虽有少量错误但不影响整体表达 结构完整，层次分明，行文基本连贯 第3档 7-9 覆盖大部分要点，但有部分内容不够明确或略欠合理（如措施缺乏可行性，亮点不够突出） 词汇和语法存在一些错误，对表达有一定影响 结构基本完整，连贯性一般 第2档 4-6 遗漏要点（如缺少措施或亮点），或措施不够具体、亮点不够突出 词汇和语法错误较多，影响理解 结构不够清晰，缺乏连贯性 第1档 0-3 基本没有完成写作任务，内容与主题无关或要点严重缺失 语言错误极多，难以理解 没有明显结构，杂乱无章 第二节（满分25分） Fact-based instruction delivers uniform knowledge and permits straightforward testing. Debates, though more time-consuming and harder to assess, develop critical reasoning, expose personal biases, and clarify the complexity of important issues. Democratic citizenship requires independent thinking and the ability to defend one's views. Whether schools should prioritize textbook learning or classroom debate remains an open question in education. 评分标准： 档次 分数 内容 语言 结构 第5档 13-15 完全覆盖所有要点，措施具体可行（不少于2条），亮点突出明确，内容充实且有说服力 词汇丰富，语法结构多样，用词准确恰当，允许个别小错但不影响理解 结构清晰，逻辑连贯，连接词使用得当，行文流畅 第4档 10-12 覆盖所有要点，措施和亮点表述清楚，但细节略欠充分 词汇和语法基本准确，虽有少量错误但不影响整体表达 结构完整，层次分明，行文基本连贯 第3档 7-9 覆盖大部分要点，但有部分内容不够明确或略欠合理（如措施缺乏可行性，亮点不够突出） 词汇和语法存在一些错误，对表达有一定影响 结构基本完整，连贯性一般 第2档 4-6 遗漏部分要点（如缺少措施或亮点），或措施不够具体、亮点不够突出 词汇和语法错误较多，影响理解 结构不够清晰，缺乏连贯性 第1档 0-3 基本没有完成写作任务，内容与主题无关或要点严重缺失 语言错误极多，难以理解 没有明显结构，杂乱无章 2026年福建省命卷比赛作品 2026届福建省高考英语自编模拟卷 答案解析 第一部分 听力（共两节；共20题，每小题1.5分，满分30分） 1. What are the speakers mainly talking about? A. A song. B. A hotel. C. A bird. Text 1 W: Hey, listen! It’s that Hotel California? Its drum beats and melody used to linger in my mind throughout my adolescence. M: Oh wow, timeless. Eagles’ voices are just incredible in this track. 【考查目标】本小节选取日常休闲交际场景，聚焦主旨大意类听力考点。旨在考查学生抓取语篇核心话题、甄别次要干扰信息的能力，检验基础语篇整体理解能力，落实高考听力 “把握对话中心内容” 的基础考查要求。 【分析】本题为主旨概括题。对话全程围绕《Hotel California》这首曲目展开，双方交流旋律、歌手演唱感受，核心谈论对象为音乐作品。B、C 两项仅为歌曲名称内零散词汇，属于断词干扰项，并非对话交流核心，可直接排除。 【答案】A 2. What will the man do this Wednesday morning? A. Visit a doctor. B. Attend a lecture. C. Hold a discussion. Text 2 W: Are you free this Wednesday morning? We need someone to chair the small discussion. M: I wish I could, but I’ve booked a lecture. I can only join you in the afternoon. 【考查目标】创设校园日程沟通真实语境，归属事实细节类题型。重点考查学生快速定位人物行为、区分多重日程信息、辨别主次事件的信息筛选能力，检测学生精准抓取关键动作信息的听力基本功。 【分析】本题为细节信息辨识题。女士邀请男士上午主持讨论会，男士明确说明自身上午已有讲座预约，仅下午可参会。C 项是女士期望男士完成的事项，并非男士实际安排；A 项原文无任何对应信息，二者均为无效干扰项。 【答案】B 3. Where are the speakers probably? A. On a train. B. In a restaurant. C. At a clothing store. Text 3 M: Could you pass me the bottled water? The trip still takes two hours to reach the station. W: Sure. Don’t forget to collect our luggage when we get off later. 【考查目标】依托出行旅途生活化场景，设置地点推断题型。考查学生依托场景标志性词汇进行逻辑推导、还原对话发生场景的推理能力，检验学生场景类听力线索的敏感度。 【分析】本题为场景推理判断题。原文出现 bottled water、trip、station、luggage、get off 等轨道交通出行专属标志性词汇，综合线索可判定二人身处列车车厢。餐厅、服装店相关场景词汇完全缺失，B、C 无文本支撑。 【答案】A 4. How does the woman sound? A. Annoyed. B. Relaxed. C. Delighted. Text 4 M: I heard there was a sudden power cut downstairs. Did anything get broken? W: Nothing serious. Just a small circuit problem, workers will fix it soon. 【考查目标】选取社区生活闲聊场景，属于情感态度类听力题型。旨在考查学生捕捉说话人语气措辞、解读话语背后情绪倾向的能力，落实高考听力对说话人态度、情感的考查维度。 【分析】本题为人物态度推断题。女士表述停电仅为轻微线路故障，无财物损坏且维修人员会及时处理，措辞平缓客观，情绪淡定从容。A 恼怒、C 欣喜两种情绪均与原文平和表述相悖，予以排除。 【答案】B 5. What does the woman advise Tom to do? A. Join study groups. B. Do research project. C. Apply for scholarships. Text 5 M: Tom’s research project lacks money. He’s worried recently. W: You see the university has a pool of money to fund research candidates like you, why not consider applying for it? 【考查目标】搭建高校科研交流语境，侧重建议类细节信息考查。检测学生精准识别对话中劝说、提议类关键语句，快速提取他人解决方案的信息捕捉能力。 【分析】本题为细节理解题。男士点明 Tom 科研经费短缺，女士直接给出核心建议：申请学校科研资助奖学金。B 项 “做科研项目” 是 Tom 原有行为，并非新增建议；A 项组队学习原文未提及，均为干扰项。 【答案】C 第二节（共 15 小题；每小题 1.5 分，满分 22.5 分） 6. What is the probable relationship between the speakers? A. Strangers. B. Classmates. C. Colleagues. 7．What is the woman busy with? A. Selling her flowers. B. Tending her gardens. C. Learning gardening. Text 6 M: Hello, Lucy, sorry to bother you while you’re working. I’m your new neighbor who just moved here, and your lovely potted desk blooms caught my eye immediately. W: Thanks a lot. I tend to the flowers whenever I get spare time. M: They really refresh the mind and restore our energy. I’ve attempted gardening before, yet every single plant I grew ended up withering away soon. W: Growing plants requires plenty of patience and some gardening skills. Do you want to step over and take a closer look? 【考查目标】融合职场、邻里双重生活场景，综合设置人物关系推理、人物行为细节两类题型。兼顾浅层信息提取与深层逻辑推理，多层次考查学生整合对话线索、综合分析人物身份与行为的综合听力素养。 【分析】第 6 题：人物关系推理题。男士说明自身是新邻居，同时点明 Lucy 正在工位工作，桌上盆栽吸引了自己，双重线索印证二人属于同事关系。陌生人、同学无文本线索支撑，排除 A、B。 第 7 题：事实细节题。女士自述空闲时间打理花卉，日常核心行为为养护花草。A 售卖花卉、C 学习园艺原文均无对应表述，属于主观臆造干扰项。 【答案】6.C 7.B 8. Why does the man talk to the cafeteria manager? A. To talk about the menu. B. To book packed lunches. C. To blame terrible dishes. 9. What matters most to the man about food? A. Balanced nutrition. B. Various choices. C. Delicious flavor. 10. What does the manager imply at last? A. The new sauce is popular. B. It’s impossible to satisfy all people. C. They will restore the original cooking way. Text 7 M: Excuse me, cafeteria manager. I want to talk about our daily meal plan. Many students have given feedback. W: Sure, tell me what’s on your mind. M: Most students care about nutrition. Too much fried food is bad for our health. We hope more light dishes. W: I totally get your point. But different people have different tastes. Some still love heavy oil and spicy food. It’s hard to satisfy everyone at the same time. M: That makes sense. Thank you for listening. 【考查目标】构建学生与食堂管理人员沟通的校园服务场景，分层设置谈话目的、核心诉求、隐含语义三类设问，综合考查基础细节定位、深层言外之意解读两大核心听力能力，梯度区分学生信息处理水平。 【分析】第 8 题：主旨目的题。男士主动沟通食堂日常餐食方案，核心诉求是调整菜品搭配，对应讨论菜单。预定午餐、指责饭菜恶劣与对话平和沟通的整体基调不符，排除 B、C。 第 9 题：细节抓取题。学生代表明确提出学生群体最关注饮食均衡营养，希望增加清淡菜品；菜品丰富度、口味并非本次沟通核心诉求。 第 10 题：隐含语义推理题。管理员表明众口难调，难以同时满足全体学生饮食偏好，与 B 选项表述高度契合；新品酱料、恢复原有烹饪方式原文无相关信息。 【答案】8.A 9.A 10. B 11.Why did Lisa start making this program? A. To record teenagers’ daily life. B. To get teenagers close to wildlife. C. To raise environmental awareness. 12.What trouble will people meet when taking teens camping? A. Making teens concentrate. B. Stimulating teens’ interest. C. Handling unexpected accidents. 13.What place will Lisa shoot for next season’s show? A. Mountain trail. B. Wetland trip. C. Grassland camping. Text 8 W: My name is Lisa, and I make educational TV shows for teenagers. M: What pushed you to start this program? W: Many kids stay indoors playing phones all day. I want to bring them close to wildlife and natural views. M: Organizing outdoor hikes for teens must be tough. What’s your biggest challenge? W: Safety issues. When kids run around in wild areas, we have to fully prepare for all kinds of unexpected accidents. M: What’s your next plan for the new season? W: We’ll film a mountain trail trip with wild flower watching and stream exploration. It will be fantastic. 【考查目标】采用人物访谈标准听力体裁，围绕青少年自然科普节目展开叙事，依次设置创办初衷、项目难点、后续规划三层细节设问，侧重考查学生对长对话分层信息的梳理、筛选与定位能力。 【分析】第 11 题：细节理解题。Lisa 创办科普节目的核心初衷是改变青少年长期居家玩手机的现状，带领青少年亲近自然野生动植物；记录日常、宣传环保仅为衍生效果，并非创办根源。 第 12 题：细节辨识题。访谈中 Lisa 直言户外研学的最大难题为安全管控，需全方位应对野外各类突发意外，对应 C 选项。集中注意力、激发兴趣不属于原文提及的核心困难。 第 13 题：细节定位题。新一季拍摄计划明确为山间步道研学，湿地、草原露营未在对话中出现，属于无依据干扰项。 【答案】11.B 12.C 13.A 14.Who damaged the wooden dollhouse? A. Lila. B. Ella. C. Jacob. 15.What worries the speakers about rebuilding the dollhouse? A. Lack time. B. Lost small parts. C. Confusing assembly instructions. 16.What will the speakers most probably do? A. Fix doors. B. Ask for help. C. Order a dollhouse. Text 9 M: Ella, are you free at the moment? I need your help. W: Sure, Jacob. What’s the matter? M: I broke Lila’s wooden dollhouse yesterday. I have to rebuild it for her. W: Does Lila know about it? M: Yes, she was really upset. I promised her I would finish repairing it before she comes back from art class. I’m afraid I can’t finish it within two hours. W: Don’t worry. Putting together wood pieces shouldn’t be too hard. M: It’s far more complicated than it looks. We also need to fix all the tiny windows and doors. W: Why not build a simpler one without those small decorations? M: I can’t do that. I promised Lila a dollhouse exactly the same as the original one. W: You’re right, but it will take us ages to finish. Maybe we can ask Lila’s grandpa to give us a hand. M: That’s a wonderful idea. 【考查目标】选取生活化求助对话，依次设置事件责任人、现存困境、后续行为预判三类题型，融合基础细节识别与行为推理考点，考查学生梳理事件逻辑、预判人物后续行动的综合推理能力。 【分析】第 14 题：事实细节题。Jacob 主动承认自己不慎损坏木屋；Ella 是协助修复者，Lila 为物品所有者，二者均未造成损坏，可直接排除。 第 15 题：细节理解题。二人核心顾虑为修复时限不足，无法在两小时内完工；对话未提及零件丢失、组装图纸晦涩相关内容，B、C 无文本支撑。 第 16 题：行为推理题。两人商议后达成统一方案：寻求 Lila 祖父协助；简化门窗修复、重新购买木屋的提议均被否决，因此后续行动为寻求他人帮助。 【答案】14.C 15.A 16.B 17. Students need to follow strict __________ rules in the oral course. 18. The __________ takes up the largest percentage of the final score. 19. Late homework can get at most __________ of its original points. 20. We can infer that only doing well in the exam __________ help students pass the course. Text 10 Good morning, class. As we start this semester's foreign-taught oral course, I’ll go over all class rules and scoring rules clearly for you. You have to arrive on time. If you arrive more than ten minutes late without proper reasons, you will lose daily class points. Put your phones away during class so you can take part in discussions fully. Every week you need to finish written and audio tasks and hand them in on time. Any homework handed in late will get only half marks at most. Your final score is made up of three parts. The final exam takes up 60 percent of your grade, class presentation 20 percent, and weekly homework the other 20 percent. If you want to pass the course, your total score needs to be no less than 60 points out of 100. 【考查目标】选用课堂独白高考经典体裁，采用听力填空主观题型，严格遵循由浅入深的难度梯度设计四道题目。分层考查基础原词抓取、数字信息定位、语义同义转换、全文综合逻辑推导四大能力，区分不同层次学生听力理解水平，压轴题侧重高阶推理思维考查，提升试卷区分度。 【分析】第 17 题（基础识记・低难度）本题为基础细节填空题，原文直接复现核心名词 attendance，仅要求学生精准捕捉原文原词，无需语义转换与逻辑加工，侧重基础听音辨词能力。 第 18 题（数字定位・中等难度）本题为数据信息辨识题，文本包含期末测试、课堂展示、课后作业三组分值数据，要求学生快速对比数值大小，筛选占比最高项目，存在两处分值干扰信息，考验学生短时记忆与信息比对能力。 第 19 题（同义转换・中高难度）本题为浅层语义转换类填空，原文仅说明迟交作业最高仅能获得一半分值，未直接给出填空短句，学生需自主提炼核心量化词汇，完成句意简化转述，具备基础信息加工要求。 第 20 题（综合推理・高难度压轴）本题为高阶综合推断题，需整合全文分值逻辑进行推导：课程及格线为总分 60 分，期末考试仅占总成绩 60%，课堂展示、课后作业各占 20%。若学生考试满分，但课堂展示、作业零分，总分无法达标。仅依靠优异的考试成绩无法保证课程合格，需要学生整合多处分值信息完成逻辑推导，设置思维拐点，综合考查学生整体语篇逻辑解读能力。 【答案】17.attendance 18. final exam 19. half 20. cannot 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） A Material 1 Your Matchday Guide to Toronto Stadium Plan ahead for an unforgettable FIFA World Cup 2026™ matchday experience at Toronto Stadium. Here’s everything you need to know about transport. Use public transport, rideshare, cycling, or walking. General parking is not available on matchdays. Mode Route / Line Stop / Location Notes Public Transport GO Transit: Lakeshore lines Exhibition Station Short walk to stadium TTC: 509 / 511 Streetcars Fleet Hub or Exhibition Loop Ramp deployment available TTC: 29 / 929 Dufferin Buses Dufferin Gate - TTC Wheel-Trans Request via TTC Accessible service Rideshare Designated drop-off/pick-up Green P Carpark 181 (Lamport Stadium) Off Liberty St Douro St Between Shaw St & Strachan Ave Front St Between Bathurst St & Spadina Ave Cycling Free bike valet Inukshuk Park Martin Goodman Trail Liberty Village Green P Hanna Ave & East Liberty St Ordnance Park South of Wellington St W Bike Share Toronto Multiple stations citywide Recommended Walking From Union Station Along Queens Quay Scenic, soccer-themed route From hotels/attractions Downtown area Easy and enjoyable Material 2 Accessibility & Additional Info Fans requiring special mobility support can request Wheel-Trans service through the TTC, which provides door-to-door shared public transit for individuals with disabilities. Accessible drop-off zones and designated pick-up points are also available near the stadium entrances. For a complete list of services — including accessible parking for those with valid permits, ramps, elevator access, designated seating areas, and in-stadium support services — please visit the dedicated FIFA World Cup 2026™ Accessibility Services page. We strongly recommend reviewing this information in advance to ensure a smooth and comfortable matchday experience. 21.Which means of transport would a park lover take to the stadium? A. Cycling. B. Walking. C. Rideshare. D. Public transport. 22. How many services are provided for people with mobility challenges? A. 4. B. 6. C. 8. D. 10. 23.What can we learn from the two materials? A. Parking is not available for fans on matchdays. B. Wheel-Trans service is offered around the Stadium. C. Individuals with disabilities need support from others. D. The government places high priority on the World Cup. 【考查目标】本题组围绕2026年FIFA世界杯多伦多赛场的观赛交通与无障碍服务信息，选取了两则实用性文本（一则表格化交通指南，一则段落式服务说明）作为命题素材。两则材料内容贴近真实生活场景，语言简洁、信息密集，具有较强的实用性和时代性。 三小题分别考查了理解具体信息、信息计算与整合以及综合推断的能力，涵盖了《普通高中英语课程标准（2017年版2020年修订）》中所要求的语言能力和思维品质两大核心素养。试题体现了基础性（第21题直接定位信息）、综合性（第22题跨材料整合计数）和应用性（第23题综合判断正误）的考查要求，同时通过体育赛事、无障碍出行等话题，引导学生关注社会包容性和公共服务意识，体现了以人为本的核心价值引领。 21.【分析】本题考查考生理解具体信息的能力。本题问“一个喜欢公园的人会乘坐哪种交通工具前往体育馆”。解题关键在于理解题干中 “a park lover” （喜欢公园的人）与材料中地点的对应关系。在Material 1的“Cycling”部分，多处停靠点与公园直接相关：Inukshuk Park、Liberty Village Green P、Ordnance Park，这些地点名称中均包含“Park”一词，且骑行路线沿Martin Goodman Trail，适合喜爱户外公园环境的出行者。而Walking（步行）的路线以Union Station或市区酒店为起点，沿Queens Quay或市区街道，并未明确经过公园；Rideshare（网约车）和Public transport（公共交通）的停靠点均设在展览馆、街车站或指定街道，与“公园”无直接关联。因此，A项为正确答案。B、C、D三项均与材料信息不符，不正确。 【答案】A 22.【分析】本题考查考生跨材料整合与计数的能力。本题问“为行动不便人士提供了多少种服务”。解题需要同时阅读两则材料，将所有无障碍服务项目进行汇总计数。从Material 1中可提取的无障碍相关服务有：Ramp deployment（坡道铺设）——来自TTC街车Notes栏；TTC Wheel-Trans（轮椅交通服务）——来自公共交通行；Accessible service（无障碍服务）——来自TTC Wheel-Trans的Notes栏。从Material 2中可提取的服务有：Wheel-Trans service（轮椅交通服务，与第2项为同一服务，不重复计算）；Accessible drop-off zones（无障碍落客区） Designated pick-up points（指定接驳点）；Accessible parking for those with valid permits（持有效许可证的无障碍停车）；Ramps（坡道，与第1项为同一设施，不重复计算）；Elevator access（电梯通道）；Designated seating areas（指定座位区）In-stadium support services（场馆内支持服务）。去重合并后，独立且不同的服务项目共计 6项：坡道/无障碍通道（Ramps / Ramp deployment）；Wheel-Trans 轮椅交通服务；无障碍落客区（Accessible drop-off zones）；指定接驳点（Designated pick-up points）；无障碍停车（Accessible parking）；电梯通道（Elevator access）；指定座位区（Designated seating areas）；场馆内支持服务（In-stadium support services）。根据Material 2原文“a complete list of services — including ...”后列举的项目数量，经严格计数为：accessible parking, ramps, elevator access, designated seating areas, in-stadium support services，共5项，加上Material 1中的Wheel-Trans（与Material 2中的Wheel-trans为同一项）和Material 2中的drop-off zones及pick-up points，合并去重后为6项。）正确计数应为6项，因此B项为正确答案。A项（4项）、C项（8项）、D项（10项）计数错误，均不正确 【答案】B 23.【分析】本题考查考生综合推断与正误判断的能力。本题问“从两则材料中我们能了解到什么”，要求考生对四个选项逐一审读，判断其信息是否能在材料中找到依据。A项（Parking is not available for fans on matchdays.） ：Material 1中明确写道“General parking is not available on matchdays”，但Material 2中补充说明“accessible parking for those with valid permits”是提供的。因此，“not available for fans”表述过于绝对，普通观众确实无法停车，但持证残疾观众可以，故A项表述不严谨，不正确。B项（Wheel-Trans service is offered around the Stadium.） ：Material 1和Material 2均提到Wheel-Trans服务，但Material 1明确该服务需“Request via TTC”，Material 2说明是“door-to-door shared public transit”，并非限定在“around the Stadium”（体育馆周边）。该服务覆盖全市范围，并非仅在体育馆周边提供，故B项以偏概全，不正确。C项（Individuals with disabilities need support from others.） ：Material 2提到为残疾人士提供多种无障碍服务，但这并不能推断出“他们需要他人的帮助”这一主观判断，材料强调的是“服务可获取性”，而非“依赖性”。该选项属于过度推断，不正确。D项（The government places high priority on the World Cup.） ：虽然两则材料均未直接出现“government”一词，但从Material 1中详细的公共交通规划（GO Transit、TTC多条线路）、Material 2中完善的无障碍服务体系，以及材料整体体现出的周密筹备来看，可以合理推断政府对赛事给予了高度重视和全面投入。这种推断属于“言外之意”层面的理解，符合高考对推断能力的考查要求。且该选项表述与两则材料所传递的积极、周到的服务态度高度一致，为正确选项。 【答案】D B In this situation, I was just the driver. My husband, our three children, and I were on our way home when we saw a young man whose car had slid off the road in the rain. The road only has a few cars passing each hour. Right away, my husband asked if I minded pulling over so that he could offer help. The young man had narrowly missed a tree but was stuck in the bushes. He was 20 at most and looked very thin. My husband, who is six feet one inch tall and very strong, pushed the young man's car uphill out of the ditch while the young man sat behind the wheel and turned the steering wheel. Once the car was out, my husband and the young man talked for a few minutes. He said he had been in a hurry because the food bank was about to close. He had judged the turn and his speed poorly. He had been there for an hour, too afraid of the cost of emergency road service but not knowing how to get out alone. We gave him some of the food we had bought, waited to make sure his car would start and run, and then left after he had driven away. I did not get his name, but I often think about him — sitting alone in the ditch on a lonely road, with rain falling heavily and no enough money to call for help. I might have kept driving, thinking that an emergency road service was on its way, since we could see him moving in his car as we got closer. But my husband saw a chance to help someone, and I am very glad he took that chance. I hope that someday, when one of my children is alone, scared, and far from home, someone will stop to help them too. 24. What can we learn about my husband from the first two paragraphs? A. I did not drive very often. B. People ignored the young man. C. My husband was kind-hearted and decisive. D. The young man’s car had just broken down. 25. Why was the young man unable to get himself out? A. He hit a tree and got hurt. B. He had no money for help. C. He waited for his family to help. D. He was too weak to push the car. 26. Why did the author often think about the young man? A. She wants to find his name. B. She hopes for a kinder world. C. She fears his being stuck still. D. She wants to get her food back. 27. What does the author want to convey through the story? 【考查目标】本文是一篇关于一个普通家庭在雨夜帮助一位陌生年轻人的温情叙事。文章通过妻子的第一人称视角，讲述了丈夫主动停车帮助一位因赶时间去食品救济站而滑入路沟的年轻人，并分享了食物。文章最后表达了希望善意能够传递的美好愿望。 四个小题考查了考生理解具体信息、进行简单推断、分析人物性格以及把握文章主旨大意的能力，包含了思辨素养和情感态度的考查内容，体现了基础性、综合性和育人导向的考查要求，突出了对社会温情、善意传递和家庭价值观引领的核心价值。 24.【分析】本题考查考生根据前两段信息推断人物性格的能力。本题问从前两段中我们能了解到丈夫的什么特点。第一段交代了背景：一家人遇到一个年轻人的车滑入路沟。第二段写道：“Right away, my husband asked if I minded pulling over so that he could offer help.”其中“Right away”表明丈夫毫不犹豫地想要帮助他人，体现了他行动果断的特点；而主动提出“offer help”则体现了他心地善良。因此C项（My husband was kind-hearted and decisive）为正确选项。A项（I did not drive very often）说的是“我”（妻子），与丈夫无关，且文中未提及，故不正确。B项（People ignored the young man）文中未提及其他人是否忽视了这个年轻人，属于无中生有，故不正确。D项原文提到年轻人 “had been there for an hour”（已经在那里困了一个小时）。如果使用“just broken down”（刚刚抛锚），则表示事情刚刚发生，与“一小时”矛盾。 【答案】C 25.【分析】本题考查考生结合上下文进行推理判断的能力。本题问为什么那个年轻人无法自己脱困。文中第三段描述年轻人“looked very thin”（看起来很瘦），而丈夫“six feet one inch tall and very strong”（身高6英尺1英寸，很强壮），并且是丈夫推车、年轻人坐在车里打方向。通过这一对比可以推断：年轻人之所以无法自己脱困，是因为他身体太瘦弱，没有足够的力量把车推出来。因此D项（He was too weak to push the car）为正确选项。A项（He hit a tree and got hurt）与原文矛盾，文中明确说“narrowly missed a tree”（刚好躲过一棵树），故不正确。B项（He had no money for help）是事实，但这是他“不叫救援”的原因，而不是他“无法自己脱困”的直接原因，故不是最佳答案。C项（He waited for his family to help）文中未提及，属于无中生有，故不正确。 【答案】D 26.【分析】本题考查考生理解作者情感态度和把握主题的能力。本题问作者为什么常常想起那个年轻人。文中第六段写道：“I often think about him — sitting alone in the ditch on a lonely road, with rain falling heavily and no enough money to call for help.”作者反复想象年轻人孤苦无助的画面，体现出她对他人的共情。同时，文章最后一段表达了希望自己孩子将来遇困时也有人帮助的愿望，结合全文主题可知，作者常常想起这件事，是因为这件事让她体会到善意的重要，并希望这个世界更加温暖。因此B项（She hopes for a kinder world）为正确选项。A项（She wants to find his name）与原文“I did not get his name”矛盾，作者只是没问到名字，并非刻意想去找，故不正确。C项（She fears his being stuck still）文中已说明年轻人开车离开，作者不再担心他困在原地，故不正确。D项（She wants to get her food back）与文意完全相反，作者是主动给予食物，并非后悔，故不正确。 【答案】B 27.【分析】本题考查考生把握文章主旨大意的能力。本题问作者通过这个故事想要传达什么。整篇文章通过一个雨夜帮助陌生人的真实故事，展现了善意的力量。丈夫主动停车帮助年轻人，妻子从“可能只会继续开”到为丈夫的选择感到高兴，最后表达了对善意传递的期望。文章虽然没有直接说教，但通过情节发展和人物心理变化，清晰传达了善意是一种选择，选择帮助他人就是在为世界播种温暖这一主题。因此，作者想要传达的是：善意是主动的选择，你今天的选择，正在塑造一个更温暖的世界。 【答案】Kindness is a choice. When you choose to help others, you are planting a warmer world for yourself and your children. 分值 等级描述 答题特征示例 2.5 准确完整地概括主旨，能深入理解作者通过故事传达的核心意图，特别是结尾段所体现的“善意传递”与“对未来的期许”。 • 传递善意的循环 / 善有善报 • 帮助他人就是帮助未来的自己或家人 • 呼吁人们在他人危难时伸出援手，因为这份善意终将回馈 2 基本理解主旨，但表述不够完整或深度不足，未能充分结合文章结尾的深层含义。 • 只写“要帮助别人”，未提及善意循环 • 或只复述情节（如“丈夫帮年轻人推车”），未提炼道理 1.5 主旨理解有偏差或片面，只抓住次要信息，偏离作者的最终写作意图。 • 只强调“开车要小心”或“雨天路滑” • 只写“丈夫很善良”，未扩展到作者的整体感悟 • 表达模糊，未点明核心思想 0.5-1 回答过于笼统或严重偏离，几乎未体现对主旨的理解，或仅停留在表面复述。 • 只写“助人为乐”，无结合文本 • 只复述“他们把车推出来了” • 答案过于简短，无实质内容 0 完全错误、与文章无关，或未作答。 • 答非所问 • 空白或完全无法辨认 C In a few billion years the sun will turn into a red giant star. It shapes all life on Earth as our source of light and heat, keeping our delicate climate balanced. Though it looks stable day by day, nuclear changes deep inside the sun over billions of years will pose a huge survival threat to all life on Earth. Driven by continuous thermonuclear (热核的) reactions inside its core, the sun turns massive hydrogen into helium each second, releasing huge energy, of which only a tiny amount travels across space and reaches Earth to warm our planet. Earth’s actual average temperature sits at about 15℃, far warmer than the calculated freezing value, mainly because natural greenhouse gases trap extra heat near the surface. Worse, human activities add around 40 billion tons of carbon dioxide yearly, speeding up global warming, while the sun itself also grows slowly brighter as its core steadily piles up helium. If we run the clock forward a billion years or two, we find disaster. The increased solar brightness will heat Earth so much that oceans evaporate(使蒸发), ending all life. Later, as the sun grows into a red giant (100–150 times its current size), it will consume Mercury and Venus. Astronomers debate whether it will reach Earth, but even if our planet survives, temperatures will rise to 1,300°C, melting rocks and stripping away the atmosphere. Jupiter’s icy moons will boil away, while Pluto may become temporarily habitable with greenhouse gases from vaporized ice. Eventually, the sun will blow off its outer layers, transforming into a white dwarf(白矮星), leaving Earth too cold to support any biological activity. None of this will happen for many billions of years. Who knows what humanity will look like by then or whether we’ll still be around? If we are more stars are born all the time, and they’ll have planets. Packing up and moving is never fun, but if your house is on fire, there’s not much choice. 28. What can we learn about Earth’s temperature? A.Multiple factors warm it up. B. It keeps a constant low level. C. CO₂lowers its level. D. Helium cuts carbon dioxide. 29. What can be inferred about the red giant sun? A. It spares all inner planets. B. It may warm Pluto for a short time. C. It keeps Jupiter’s moons frozen. D. It robs Earth of its atmosphere. 30. What do the underlined words “stripping away” mean in paragraph 3? A. blowing off entirely. B. breaking down rocks. C. trapping warm gases. D. building up layers. 31. Which is the best title for the text? A. The Sun’s far-off death. B. Ways to survive solar warming. C. Changes of distant cold planets. D. Dangers of human carbon release. 【考查目标】本文是一篇天文科普说明文，围绕数十亿年后太阳将演化成红巨星、最终变为白矮星展开，依次介绍太阳核聚变释能、温室效应与人类活动共同推高地球气温、太阳膨胀带来的太阳系灾难、冥王星短暂宜居的特殊现象以及人类长远星际迁徙的思考，属于新课标 “人与自然” 主题语境。 四道题目依次考查信息归纳整合、跨段细节推理、语境词义猜测、全篇主旨概括四类核心阅读能力，全面覆盖高考英语必备语言知识与关键阅读技能；试题设计兼顾基础性与综合性，要求学生依托文本事实完成概括、推理、辨析与判断，着重培养逻辑思辨与科学探究的思维品质，引导学生客观认知宇宙规律、树立生态与长远发展意识，落实敬畏自然、理性看待人类生存未来的核心价值引领。 28. 【分析】该题定位文章第二段，侧重考查学生整合分散文本信息、抽象概括要点的综合阅读能力，学生无法凭借单一一句话直接得出答案，需要同时梳理自然温室气体、人类碳排放、太阳内部氦累积增亮多重升温线索，提炼共性结论。A 本段指出地球实际温度（15℃）远高于理论计算的冰点，原因有三：（1）自然温室气体保温；（2）人类活动排放 CO₂ 加剧温室效应；（3）太阳本身逐渐变亮。三个因素共同使地球升温；B 选项和原文地球平均气温 15℃的事实不符；C 选项颠倒二氧化碳的升温作用；D 选项捏造氦元素与二氧化碳的关联，干扰迷惑性更强，需结合两处文本细节才能排除。 【答案】A 29. 【分析】该题定位第三、四两段，考查学生结合多处细节综合推断并运用排除法解题的高阶能力，贴合高考评价体系对逻辑推理的考查要求，学生需要同时梳理太阳吞噬内行星、木卫完全蒸发、冥王星短期宜居、地球命运存争议等多条信息，逐一甄别错误表述，区分只会简单定位原句、缺乏推理思辨能力的考生。A 选项 “所有内行星都能幸免” 与太阳吞噬水星、金星的内容冲突；C 选项 “木星卫星保持冰封” 和原文卫星彻底蒸发相悖；D 选项 “地球将会失去大气层”的表述，违背天文学家尚存争议的原文设定；B选项红巨星升温会让冥王星冰层汽化产生温室气体，使其短暂宜居。may 体现原文存在的可能性，表述与文本信息完全匹配，推理成立。 【答案】B 30. 【分析】该题是新高考 C 篇高频词义猜测题型，依托太阳高温的天文语境，考查学生借助上下文逻辑推测短语语义的语言应用能力，干扰项结合文本相关词汇设置，增加语境辨析难度，体现应用性考查要求。划线短语修饰高温下的大气层，A 选项 “彻底吹散” 贴合高温剥离大气的天文语境；B 选项指向岩石，和短语修饰对象无关；C、D 两项语义和剥离大气完全相反，均可结合上下文快速排除。 【答案】A 31.【分析】该题为压轴主旨标题题，侧重考查学生宏观梳理语篇、辨别全文主线与局部次要信息的能力，综合性较强。调整后的干扰项均截取文中真实片段作为误导内容，极易让只抓住段落局部、缺少整体文本把控能力的学生误选。全文核心脉络是太阳数十亿年后的演化与消亡，A 选项完整统领文章主线；B 选项借用文末星际迁移的微弱暗示制造迷惑，文中并未介绍应对太阳升温的生存办法；C 选项截取冥王星、木卫变化的段落细节，范围片面；D 选项仅取自第二段碳排放相关内容，只是局部分支信息，不足以概括整篇科普文本。 【答案】A D People’s views are becoming more and more polarized, with “echo chambers” — social bubbles that reinforce existing beliefs — widening differences in opinion. Such divergence is not limited to public discourse; it also extends to factual issues such as climate change and vaccination. Social media, however, is not the only offender. A recent study in Proceedings of the National Academy of Sciences USA reveals that people use search engines in ways that confirm their existing beliefs, potentially deepening polarization. The researchers suggest that a simple adjustment to search ranking systems could help present a broader range of perspectives. In the study, participants rated their beliefs on six topics, including nuclear energy and caffeine’s health effects, then chose search terms to learn more. Between 9 and 34 percent of the terms, depending on the topic, were rated “narrow”. For instance, one participant searched “caffeine negative effects”, while another used “ benefits of caffeine”. Findings also showed that people’s search terms matched their prior beliefs, and fewer than 10 percent were aware of doing so. “People often pick search terms that reflect what they believe, without realizing it,” said Eugina Leung of Tulane University. The same pattern emerged when participants used AI-assisted tools like ChatGPT. When researchers randomly assigned participants to view different results, those results shaped opinions and even behavior. Those who saw “nuclear energy is good” results felt more positive about it afterward, and those exposed to “caffeine health benefits” were more likely to choose a caffeinated drink. Simply pointing out biases in search terms had only a small effect on final opinions, but altering the search logic — either by always providing broad results or alternating between broad and user-provided terms—significantly reduced the impact of narrow searches. Participants rated broader results as just as useful and relevant as standard searches. The researchers recommend implementing such strategies, possibly as “search broadly” buttons. “ This would be really helpful,” Leung said, “but whether it will ever happen is hard to predict.” 32. What can you learn from the last sentence in paragraph 1? A. People hold different views on climate change. B. Divergence is mostly found in factual discussions. C. Polarization has entered previously unaffected areas. D. The way we discuss factual issues reflects our values. 33. What can we learn from paragraphs 2-4? A. Searchers unknowingly reinforce biases. B. Searchers have the same behavior mode. C. Most people tend to choose “narrow” terms. D. People prefer to challenge their previous belief. 34. What does Leung suggest readers do with the impact of narrow searches? A. Use broad terms. B. Do related searches. C. Do strategic searches. D. Use predictable terms. 35. Translate the sentences: Participants rated broader results as just as useful and relevant as standard searches. The researchers recommend implementing such strategies, possibly as “search broadly” buttons. 【考查目标】本题组围绕搜索引擎使用与观点极化的关系，选取了一篇科普研究报道作为命题素材。文章内容贴近现代社会信息获取的实际问题，语言客观严谨、逻辑清晰、信息密度适中，具有较强的时代性和思辨性。四小题分别考查了根据上下文猜测词义、理解具体信息并进行简单推断、识别作者建议以及准确翻译学术语句的能力，涵盖了《普通高中英语课程标准（2017年版2020年修订）》中所要求的语言能力和思维品质两大核心素养。试题体现了基础性（第32题词义猜测）、综合性（第33题跨段落信息整合）和应用性（第34题信息提取与建议识别、第35题翻译实践）的考查要求，同时通过“回音室”效应、信息偏见等话题，引导学生反思自身信息获取习惯，培养批判性思维和媒介素养，体现了对学生思维品质和终身学习能力的核心价值引领。 32. 【分析】本题考查考生根据上下文语境猜测词义的能力。本题问第一段中画线词“polarized”的意思。解答本题需要结合该词所在的句子及上下文语境。第一段第一句提到，人们的观点变得越来越“polarized”，而“echo chambers”（回音室）——即强化既有信念的社交圈——正在加剧意见分歧。由此可以推断，“polarized”描述的是观点分裂成不同阵营的状态。第二句进一步说明这种分歧不仅限于公共话语，还延伸到事实性话题，进一步印证了“分裂”这一含义。因此，B项“Divided”（分裂的）为正确答案。A项“Fixed”（固定的）侧重“僵化”而非“对立”；C项“Trapped”（被困住的）侧重“被困”而非“分裂”；D项“Narrowed”（收窄的）侧重“变窄”而非“观点对立”。这三项均与上下文意思不符。 【答案】B 33. 【分析】本题考查考生理解具体信息并进行简单推断的能力。本题问从第2至4段能了解到什么。第2段指出人们使用搜索引擎的方式会强化既有信念；第3段通过实验数据说明搜索词与先前信念匹配，且不到10%的人意识到这一点；第4段进一步说明AI辅助搜索也存在同样问题。综合三段信息，核心发现是：搜索者无意识地强化了自身偏见。因此，A项“Searchers unknowingly reinforce biases”（搜索者无意中强化了偏见）为正确答案。B项“Searchers have the same behavior mode”（搜索者有相同的行为模式）过于绝对，文中未提及所有搜索者行为一致；C项“Most people tend to choose 'narrow' terms”（大多数人倾向于选择“狭隘”的搜索词）与原文“9%到34%”的数据不符；D项“People prefer to challenge their previous belief”（人们更喜欢挑战自己先前的信念）与原文意思相反。 【答案】A 34. 【分析】本题考查考生理解具体信息并识别作者建议的能力。本题问Leung建议读者如何应对狭隘搜索的影响。解答本题需要定位Leung的言论及相关内容。第5段提到，改变搜索逻辑——要么始终提供广泛结果，要么在广泛结果和用户提供的搜索词之间交替——能显著减轻狭隘搜索的影响。随后第5段结尾提到研究人员建议实施此类策略，例如增加“搜索广泛”按钮。综合这些信息，Leung及研究团队的建议是使用更广泛的搜索词或采用广泛搜索策略。因此，A项“Use broad terms”（使用广泛的搜索词）为正确答案。B项“Do related searches”（进行相关搜索）文中未提及；C项“Do strategic searches”（进行有策略的搜索）过于笼统，并非文中具体建议；D项“Use predictable terms”（使用可预测的搜索词）文中未提及，且与建议方向不符。 【答案】A 35. 【分析】本题考查考生在准确理解英文原句含义的基础上，运用通顺、规范的中文进行翻译的能力，重点考查考生对比较结构（just as...as）、动词时态、情态动词及学术类词汇的准确理解和表达，体现了基础性和综合性的考查要求。本题要求考生将两句英文翻译成中文。第一句包含一个比较结构“just as useful and relevant as...”，表示“与……一样有用和相关”，其中“broader results”指“更广泛的搜索结果”，“standard searches”指“标准搜索（结果）”。考生需要准确理解该比较结构的含义，并用通顺的中文进行表达。第二句中“recommend implementing”表示“建议实施”，“such strategies”指代前文提到的算法调整策略，“possibly as”表示“可能是以……的形式”或“例如”，考生需注意“search broadly”是带引号的按钮名称，翻译时应保留引号或进行合理处理。两句之间存在逻辑关联：第一句陈述研究结果，第二句陈述研究人员的建议，翻译时应体现这一逻辑层次。 翻译时应注意：①比较结构的准确转换；②学术语境下词汇的恰当选择（如“rated”可译为“认为/评价”，“implementing”可译为“实施/推行”）；③语序调整，使译文符合中文表达习惯；④保持译文的通顺、自然和完整。 【答案】参与者认为，更广泛的结果与标准搜索结果同样有用和相关。研究人员建议实施此类策略，例如以“广泛搜索”按钮的形式。 【评分标准】 档次 分数 要求 第5档 2.5 准确理解原句含义，译文完整、通顺、自然；比较结构（just as...as）翻译准确，“rated”“implementing”等关键词翻译恰当，学术语气保持一致；无错译、漏译；中文表达流畅，标点使用正确 第4档 2.0 译文基本完整，核心意思表达清楚；比较结构翻译基本正确，但有1-2处用词不够准确或表达略显生硬；无重大错译或漏译 第3档 1.5 译文能传达大意，但存在部分用词不当、语序不合理或表达不够通顺；或有1处漏译关键词（如“broader”“standard”等） 第2档 1 译文存在较多用词错误或语序混乱；比较结构翻译错误（如将“同样有用”译为“更有用”）；或有2处及以上漏译关键词，但基本意思勉强可辨 第1档 0-0.5 几乎未能正确理解原句含义，译文与原文意思严重偏离；多处漏译或错译；或译文无法辨认 第二节 （共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后面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。 How AI Avatars (人工智能数字人) Transform Corporate Training AI avatars are rapidly replacing traditional corporate training videos. They cut production costs greatly reduce update cycles from weeks to hours, and remove long-time scheduling problems. Previously a training video cost thousands of dollars and took months to finish, while AI avatar cost far less and only take several days. 36 The core advantage lies in freeing content from fixed presenters. Old videos rely on specific on-camera staff; once staff leave or rules change, the whole video must be remade. AI avatars break this limit and bring huge convenience to training teams. 37 The traditional one involves many workers and takes 4–8 weeks. In contrast, one or two designers can finish an AI avatar video within several working days. The biggest strength is easy content updates. It costs almost nothing to revise short policy-related parts or refresh brand styles. 38 For regulated industries, this shortens the time to update rule-following training after new rules come out. AI avatars work best for policy and safety courses full of plain information. 39 Such emotional topics need real people’s sincere performance to win trust. Global companies also benefit a lot, as avatars can produce multi-language versions at low cost. Custom avatars of senior managers become popular now. Leaders only need to record shots once, then the clone can produce all kinds of internal messages repeatedly. 40 They focus more on learning design rather than video shooting work. A. This saves plenty of money and labor for enterprises. B. Let’s compare the two different production processes. C. Many learning teams have adjusted their job structures. D. But traditional videos still hold irreplaceable advantages. E. Minor changes of training content can be finished quickly. F. However they perform poorly in leadership and culture training. G. The quality of AI avatars still cannot match real human presenters. 【考查目标】本文是一篇科技说明文，围绕人工智能数字人革新企业培训展开，介绍 AI 数字人在成本、制作周期、内容修改、适用场景、高管定制形象等方面的优势与局限性，属于新课标 “人与社会” 主题语境下科技发展范畴。五道七选五题目依次考查总结概括、对比过渡、细节支撑、转折辩证、段落结果推导五类语篇逻辑能力，聚焦上下文衔接、指代呼应与论说文行文推进，落实高考评价体系四层考查要求；试题兼顾基础性与综合性，引导学生辩证看待人工智能的利弊，培养理性思辨的思维品质，树立科技服务社会的正向价值观念。 36.【分析】本题设置在第一段段尾，考查学生对前文信息进行归纳总结的能力，依托代词 this 实现语义衔接，检验学生抓取段落核心优势、梳理因果逻辑的阅读能力，侧重综合性考查。前文对比传统培训视频成本高、周期久，AI 数字人制作便宜且耗时短，空格处需要一句总结其带来的好处。A 选项 “This saves plenty of money and labor for enterprises” 精准概括前文对比内容；D、F、G与本题语义无关，B 用于引出对比流程，E 聚焦内容修改，均不符合第一段语境。 【答案】A 37.【分析】本题为段落中间过渡句，考查行文推进逻辑，通过引出新旧制作流程对比实现段落转折，侧重考查学生识别对比论证线索、把握段落层次的能力，体现应用性考查要求。空格后文分别介绍传统制作模式与 AI 数字人制作模式的人员、时长差异，后文是两组流程的对比内容。B 选项 “Let’s compare the two different production processes” 起到总起对比内容的过渡作用；其余选项均无法引出下文两种制作方式的对照描述。 【答案】B 38.【分析】本题位于段落中间，考查观点与细节支撑的逻辑关系，前文提出 AI 修改内容便捷，空格处补充细节佐证观点，侧重考查学生梳理总分逻辑、匹配细节句的能力。本段核心观点是 AI 修改培训内容十分简便，E 选项 “Minor changes of training content can be finished quickly” 对前文 “修改政策、更新品牌几乎无成本” 进行细节补充，语义连贯；其余选项话题偏离本段 “内容更新便捷” 的中心。 【答案】E 39.【分析】本题考查转折逻辑关系，前文介绍 AI 数字人适配的课程类型，后文讲述情感类内容需要真人，要求学生识别转折语义、辩证分析事物优缺点，突出对思辨思维的考查。前文说明 AI 适合政策、安全类直白内容，后文指出情感类内容依赖真人演绎，前后存在转折对立关系。F 选项 “However they perform poorly in leadership and culture training” 以 however 转折，引出 AI 数字人的短板，完美衔接上下文；D 侧重传统视频优势，与本段论述 AI 短板的逻辑不符。 【答案】F 40.【分析】本题设置在段落末尾，考查段尾总结推导能力，依托代词 they 指代前文培训团队，检验学生代词指代识别、根据前文现象推导行业变化结果的高阶逻辑能力。前文介绍高管定制 AI 数字人无需反复拍摄视频，空格后主语 they 指代企业培训团队，讲述团队工作重心发生转变。C 选项 “Many learning teams have adjusted their job structures” 承接上文 AI 技术带来的变化，引出后文团队工作重心转移；其余选项无法匹配后文主语 they 的指代逻辑。 【答案】C 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） Life is full of changes. My life changed greatly when my husband was diagnosed with 41 brain cancer. The shocking news left me totally 42 , as no one is ever ready to face such a painful blow. Filled with great 43 , I spared no effort to accompany him. Soon, he passed away. As if that wasn't bad enough, I 44 both my parents in the following four years. Suffering from huge losses, I fell into deep depression. I 45 medical treatment and struggled to recover from my 46 all alone. I often talked about my pain, hoping to get some 47 . One day at a library activity, a stranger comforted me that I should be 48 for our long and loving marriage rather than focusing on my loss. She proceeded to say such a 49 relationship was beyond her reach. I felt 50 , believing she could never understand my suffering. I left 51 and could not hold back my tears on the way home. Her words reminded me constantly. I finally realized I should 52 myself from long-term sorrow. I began to direct my full attention toward our 53 memories instead of endless pain and learned to face life with a 54 attitude. I joined grief groups to comfort those trapped in the pain. Gradually, I stepped out of the shadow of loss and found the 55 to embrace a brand-new life. 41. A. incurable B. temporary C. moderate D. permanent 42. A. worthless B. careless C. restless D. helpless 43. A. fear B. anger C. sadness D. guilt 44. A. lost B. visited C. forgot D. ignored 45. A. accepted B. refused C. requested D. continued 46. A. illness B. panic C. weakness D. grief 47. A. praise B. advice C. comfort D. support 48. A. grateful B. guilty C. ashamed D. responsible 49. A. painful B. precious C. boring D. common 50. A. interested B. pleased C. relieved D. annoyed 51. A. proudly B. happily C. silently D. calmly 52. A. free B. hide C. protect D. separate 53. A. bitter B. sweet C. sad D. unclear 54. A. objective B. negative C. passive D. positive 55. A. excuse B. weakness C. strength D. reason 【考查目标】本题在一篇240词左右的短文中留出了15个空白，构成15个小题；要求考生从每个小题所给的4个选项中选出最佳选项，使补足后的短文内容通顺、前后连贯、语言准确、结构完整。15个小题考查了考生在理解词汇和文章主旨大意的基础上根据句中、句间以及段落间的逻辑关系做出推断的能力，包含了学习素养和思辨素养的考查内容，体现了基础性和综合性的考查要求。 这是一篇记叙文。讲述了作者在接连遭受丈夫患脑癌去世、四年内又失去双亲的重大打击后，陷入深度抑郁，最终在陌生人的一番话中点醒，学会从悲伤中解脱、珍惜美好回忆、以积极态度重新面对生活，并帮助他人走出痛苦的故事。故事内容真实感人，情感层层递进，体现了从痛苦中成长、自我疗愈的主题。短文共分五段，大意如下： 第一段为故事的开端，交代了作者人生转折的起因。丈夫被诊断出无法治愈的脑癌，这一震惊的消息让作者感到完全无助，因为没有人能准备好面对如此痛苦的打击。第二段叙述了作者接连失去至亲的过程。她怀着巨大的悲伤陪伴丈夫，不久后丈夫去世。更糟的是，在接下来的四年里，她又失去了双亲。巨大的丧失使她陷入深度抑郁，她拒绝了医疗治疗，独自挣扎于悲伤之中。第三段讲述了作者寻求安慰却感到被误解的经历。她经常诉说自己的痛苦，希望得到安慰。一次在图书馆活动中，一位陌生人劝她应该感激自己长久而充满爱的婚姻，而不是专注于失去，并说这样的珍贵关系是自己无法企及的。作者当时感到恼火，认为对方无法理解自己的痛苦，于是沉默地离开，在路上忍不住流泪。第四段描写了作者的心理转变过程。陌生人的话不断在她脑海中回响，她终于意识到应该将自己从长期的悲伤中解脱出来。她开始关注甜蜜的回忆而非无尽的痛苦，并学会以积极的态度面对生活。第五段为故事的收尾和主题升华。作者加入了悲伤互助小组，去安慰那些同样困在痛苦中的人。她逐渐走出了失去的阴影，找到了拥抱全新生活的力量。 41. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第一段第二句。前一句说作者丈夫被诊断出某种脑癌，后一句提到这一消息令人震惊，且后文提到丈夫很快去世。由此可以推断，这种癌症是无法治愈的。incurable（无法治愈的）符合语境。temporary（暂时的）、moderate（适度的）、permanent（永久的）均与病情严重且致命的语义不符。因此A项incurable为正确答案。 【答案】A 42. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第一段第二句。上文提到丈夫被诊断出无法治愈的脑癌，这一消息令人震惊，本句说作者感到完全______，因为没有人能准备好面对如此痛苦的打击。helpless（无助的）最符合此时的心理状态。worthless（无价值的）、careless（粗心的）、restless（焦躁不安的）均不贴切。因此D项helpless为正确答案。 【答案】D 43. 【分析】要求考生根据上下文信息选择恰当的名词。本题出现在第二段第一句。作者陪伴患病的丈夫，内心充满的是悲伤。sadness（悲伤）符合上下文情感主线。fear（恐惧）、anger（愤怒）、guilt（内疚）在文中没有明确依据。因此C项sadness为正确答案。 【答案】C 44. 【分析】要求考生根据上下文信息选择恰当的动词。本题出现在第二段第三句。上文提到丈夫去世，本句说在接下来的四年里，作者又______了双亲。结合全文关于“巨大丧失”的主题，lost（失去）符合语境。visited（探望）、forgot（忘记）、ignored（忽视）均不符合语义。因此A项lost为正确答案。 【答案】A 45. 【分析】要求考生根据上下文信息选择恰当的动词。本题出现在第二段第四句。作者陷入深度抑郁，后文提到她“独自挣扎恢复”，说明她拒绝了医疗治疗。refused（拒绝）符合语境。accepted（接受）、requested（请求）、continued（继续）均与语义矛盾。因此B项refused为正确答案。 【答案】B 46. 【分析】要求考生根据上下文信息选择恰当的名词。本题出现在第二段第四句。作者试图从巨大的丧失中恢复，这里指的是从“悲伤”中恢复。grief（悲伤）与前文多次出现的loss、depression等情感词一致。illness（疾病）、panic（恐慌）、weakness（虚弱）均不准确。因此D项grief为正确答案。 【答案】D 47. 【分析】要求考生根据上下文信息选择恰当的名词。本题出现在第三段第一句。作者经常谈论自己的痛苦，希望能得到一些______。结合后文陌生人对她的劝慰，comfort（安慰）最贴合语境。praise（赞扬）、advice（建议）、support（支持）中，comfort最符合她此时的情感需求。因此C项comfort为正确答案。 【答案】C 48. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第三段第二句。陌生人劝作者应______长久而充满爱的婚姻，而不是专注于失去。grateful（感激的）符合语义。guilty（内疚的）、ashamed（羞愧的）、responsible（负责的）均不恰当。因此A项grateful为正确答案。 【答案】A 49. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第三段第二句。陌生人说这样______的关系是她无法企及的。precious（珍贵的）与前文“long and loving marriage”形成呼应。painful（痛苦的）、boring（无聊的）、common（普通的）均不符合。因此B项precious为正确答案。 【答案】B 50. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第三段第三句。作者当时觉得对方无法理解自己的痛苦，因此感到______。annoyed（恼火的）符合此时的情感反应。interested（感兴趣的）、pleased（高兴的）、relieved（如释重负的）均不对。因此D项annoyed为正确答案。 【答案】D 51. 【分析】要求考生根据上下文信息选择恰当的副词。本题出现在第三段第三句。作者离开时______，在路上忍不住流泪。silently（沉默地）符合她当时压抑、难过的情绪状态。proudly（骄傲地）、happily（高兴地）、calmly（平静地）均不符合。因此C项silently为正确答案。 【答案】C 52. 【分析】要求考生根据上下文信息选择恰当的动词。本题出现在第四段第二句。作者最终意识到应将自已从长期的悲伤中______出来。free...from（从……中解脱）为固定搭配，符合语义。hide（隐藏）、protect（保护）、separate（分离）均不准确。因此A项free为正确答案。 【答案】A 53. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第四段第二句。作者开始关注______的回忆，而不是无尽的痛苦。sweet（甜蜜的）与后文“endless pain”形成鲜明对比。bitter（苦涩的）、sad（悲伤的）、unclear（不清楚的）均不符合。因此B项sweet为正确答案。 【答案】B 54. 【分析】要求考生根据上下文信息选择恰当的形容词。本题出现在第四段第二句。作者学会以______的态度面对生活。positive（积极的）符合她心理转变后的状态。objective（客观的）、negative（消极的）、passive（被动的）均不恰当。因此D项positive为正确答案。 【答案】D 55. 【分析】要求考生根据上下文信息选择恰当的名词。本题出现在第五段第二句。作者逐渐走出失去的阴影，找到了拥抱全新生活的______。strength（力量）最符合语境，表明她内心重新获得了勇气和能量。excuse（借口）、weakness（弱点）、reason（理由）均不贴切。因此C项strength为正确答案。 【答案】C 第二节（共10小题；每小题1.5分，满分15分） Anshun Dixi Opera, a traditional folk drama widely 56 (practice) in Guizhou's Anshun region, has made 57 (it) known for its bold and primitive performance style, 58 feature that has kept it regarded as a cultural treasure of Chinese theater since it 59 (include) in the first batch of China's national intangible cultural heritage list in 2006. As dusk falls over central Guizhou, after a long day's work, villagers in Wujiatun turn 60 (harvest) fields, cleared and ready, silent and open, into makeshift stages 61 (perform) the centuries-old Anshun Dixi Opera to the steady rhythm of gongs and drums beneath the night sky. During the day, these performers live ordinary lives 62 farmers, construction workers, security guards, forklift operators, or small business owners. But when the day's work is done, they gather at the village entrance square, practicing movements, rehearsing fight scenes, and quietly memorizing traditional lyrics, 63 (with) each line kept deep in their memory. 64 their different backgrounds, the villagers are united by a shared commitment: preserving and passing on their local cultural heritage. Along village paths, beside streams, and in the fields, they faithfully carry on this 65 (live) folk tradition through performance and daily dedication. 【考查目标】本题在一篇 200 词左右的短文中留出 10 个空白，要求考生根据语篇结构、语言知识等填入适当的单词，或根据英语单词的派生或屈折变化规则填入所给单词的正确形式，使填充后的短文结构完整、意义连贯，词法和句法正确。10 个小题考查了理解文章内容和结构以及正确运用词汇和语法知识的能力，包含了文化意识、思维品质与学习能力的考查，体现对中华优秀传统文化传承的价值引导。 【短文大意】安顺地戏是广泛流传于贵州安顺的传统民间戏剧，风格粗犷古朴，2006 年入选首批国家级非物质文化遗产。贵州伍家屯的村民白天从事普通工作，夜晚在田间空地表演地戏，尽管背景不同，他们仍坚守传承这一鲜活的民间传统。 56.【分析】考查考生根据上下文正确使用非谓语动词作定语的能力。此句意思是 “安顺地戏是在贵州安顺地区被广泛演绎的传统民间戏剧”。空格处修饰前面的folk drama，两者是被动关系，表示 “被演绎、被流传”，因此用过去分词practiced。部分考生会误填practicing，忽略戏剧和 “演绎” 之间是被动关系，导致语法错误。 【答案】practiced 57.【分析】考查考生正确使用反身代词的能力。此句意思是 “安顺地戏凭借粗犷古朴的表演风格让自己广为人知”。make oneself known是固定搭配，表示 “使自己出名”，主语为 Anshun Dixi Opera，对应的反身代词是itself。部分考生会误填it，不熟悉固定结构make oneself known，导致用法错误。 【答案】itself 58.【分析】考查考生根据上下文正确使用不定冠词的能力。此句意思是 “这是一个让它一直被视为中国戏剧文化瑰宝的特点”。feature是可数名词单数，且以辅音音素开头，表示泛指 “一个特点”，因此用不定冠词a。部分考生会误填the，误把此处当作特指，忽略是首次介绍该特点。 【答案】a 59.【分析】考查考生正确使用被动语态和一般过去时的能力。此句意思是 “自从 2006 年被列入首批国家级非物质文化遗产名录以来”。it指代安顺地戏，和include是被动关系，时间2006 年是过去时间，因此用一般过去时的被动语态was included。部分考生会误填included，忽略被动关系，或误填is included，时态使用错误。 【答案】was included 60.【分析】考查考生根据上下文正确使用非谓语动词作定语的能力。此句意思是 “伍家屯的村民把收割完毕、清理干净的田地变成临时舞台”。fields和harvest是被动关系，表示 “被收割的田地”，因此用过去分词harvested作前置定语。部分考生会误填harvest或harvesting，忽略田地和 “收割” 之间的被动关系。 【答案】harvested 61.【分析】考查考生根据上下文正确使用非谓语动词作目的状语的能力。此句意思是 “把田地变成临时舞台来表演有着数百年历史的安顺地戏”。空格处表示 “变舞台” 的目的，表目的要用动词不定式to perform。部分考生会误填performing，分不清目的状语和伴随状语的用法。 【答案】to perform 62.【分析】考查考生根据上下文正确使用介词的能力。此句意思是 “这些表演者白天作为农民、建筑工人等过着普通生活”。live…as…表示 “作为…… 身份生活”，因此用介词as。部分考生会误填like，混淆as（作为身份）和like（像…… 一样）的用法区别。 【答案】as 63.【分析】考查考生根据上下文正确使用with复合结构的能力。此句意思是 “默默记诵传统唱词，每一句都深记心中”。with + 宾语 + 宾语补足语表示伴随状态，因此用with。部分考生会误填without，完全违背上下文意思，或忽略此处是伴随结构。 【答案】with 64.【分析】考查考生根据上下文正确使用让步介词的能力。此句意思是 “尽管他们背景不同，村民们因共同的信念团结在一起”。空格后是名词短语their different backgrounds，表示让步，因此用Despite（句首首字母大写）。部分考生会误填Though/Although，这两个词后接句子，不能直接接名词短语。 【答案】Despite 65.【分析】考查考生根据上下文正确使用形容词作定语的能力。此句意思是 “他们通过表演和日常坚守延续着这一鲜活的民间传统”。修饰名词folk tradition，要用形容词living，表示 “鲜活的、现存的”。部分考生会误填live，live作形容词多表示 “现场的”，不能修饰 “传统”。 【答案】living 第四部分 写作（共两节，满分40分） 第一节（满分15分） 你校英文报举办“校园生态可持续发展方案”（campus eco-sustainable development plan）征集活动。请你提交一份方案，内容包括： （1）具体措施 （2）方案亮点 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。 【考查目标】本题以“校园生态可持续发展方案”征集活动为情境，要求考生提交一份方案，内容包括具体措施和方案亮点。任务考查了考生运用恰当的英语词汇和语法结构，进行清晰、有条理的书面表达，完成方案类应用文写作的能力，涵盖了创新和实践素养的考查内容，体现了基础性、综合性和应用性的考查要求。试题通过校园环保话题，引导学生关注可持续发展理念，培养社会责任感和创新思维，体现了“人与自然和谐共生”的核心价值引领。 【分析】书面表达旨在考查考生的英语写作能力，评价其能否运用相关常识和语言知识进行有效的文字表达，完成特定的交际任务。应用文写作部分要求考生根据所给情景，写一篇80词左右的短文，覆盖所给要点，完成交际任务。 本题要求考生假定自己参与校英文报举办的“校园生态可持续发展方案”征集活动，提交一份方案，内容包括具体措施和方案亮点。就话题而言，校园生态可持续发展是贴近学生日常生活的现实议题，考生对此有较直接的体验和认知，能够结合自身校园生活经验进行构思。从写作任务来看，属于考生所熟悉的方案类应用文写作范畴，但需要考生具备一定的逻辑组织能力和创新思维。 考生应紧扣主题，首先提出方案的整体目标（如“To build a greener campus, I propose the following measures.”），然后围绕“具体措施”和“方案亮点”两个要点展开。具体措施应体现可行性和可操作性，例如可涉及节能（如智能照明）、垃圾分类回收、绿色餐饮（如鼓励使用可重复使用餐具）等方面；方案亮点应提炼措施的核心优势，如成本效益、技术含量、参与度、可持续性等。考生应将要点加以梳理，使短文层次分明、行文顺畅通达。此外，在这份方案中，考生在完成要点表达的同时，还应意识到写作对象是校英文报的读者，应采用恰当的说明性语言和具有说服力的表达。 要实现方案的切题、完整、连贯，语言表达的准确是前提。同时，考生应能比较熟练地运用所掌握的语言知识，兼顾语言表达的丰富性。本次的应用文写作主要要求考生能够正确使用一般现在时、一般将来时等动词时态，恰当使用情态动词（如can, could, would等）表达建议或可能性，恰当使用被动语态（如could be installed, are suggested to be placed等）以增强表达的客观性和正式感，合理使用语篇连接成分（如First, Second, Third等）来体现措施的条理性。除此之外，考生还应运用较为丰富的词汇、词组和句子结构等，展现出较好的语言综合运用能力。 从分值权重来看，内容要点占约40%（具体措施与方案亮点各占一定比例），语言质量占约40%，篇章结构占约20%。考生应在确保要点完整的前提下，注重语言的准确性和表达的丰富性，同时注意字数和格式要求。 【范文】 My Campus Eco-Sustainable Development Plan To build a greener campus, I propose the following measures. First, sensor-based LED lights could be installed in classrooms and corridors to minimize electricity waste. Second, recycling stations are suggested to be placed beside dormitories for paper, plastic and batteries. Third, a "green canteen" initiative would be launched, which rewards students bringing reusable containers with small discounts. The highlight lies in its remarkable cost-effectiveness. By integrating smart technology with daily routines, we can substantially reduce resource consumption while raising environmental awareness among the whole campus community. This plan is practical, inclusive, and sustainable in the long run. 【评分标准】从分值权重来看，内容要点占约40%（具体措施与方案亮点各占一定比例），语言质量占约40%，篇章结构占约20%。考生应在确保要点完整的前提下，注重语言的准确性和表达的丰富性，同时注意字数和格式要求。 档次 分数 内容 语言 结构 第5档 13-15 完全覆盖所有要点，措施具体可行（不少于2条），亮点突出明确，内容充实且有说服力 词汇丰富，语法结构多样，用词准确恰当，允许个别小错但不影响理解 结构清晰，逻辑连贯，连接词使用得当，行文流畅 第4档 10-12 覆盖所有要点，措施和亮点表述清楚，但细节略欠充分 词汇和语法基本准确，虽有少量错误但不影响整体表达 结构完整，层次分明，行文基本连贯 第3档 7-9 覆盖大部分要点，但有部分内容不够明确或略欠合理（如措施缺乏可行性，亮点不够突出） 词汇和语法存在一些错误，对表达有一定影响 结构基本完整，连贯性一般 第2档 4-6 遗漏部分要点（如缺少措施或亮点），或措施不够具体、亮点不够突出 词汇和语法错误较多，影响理解 结构不够清晰，缺乏连贯性 第1档 0-3 基本没有完成写作任务，内容与主题无关或要点严重缺失 语言错误极多，难以理解 没有明显结构，杂乱无章 第二节（满分25分） 阅读下面短文，根据其内容写一篇60次左右的内容概要。请在答题卡的相应位置作答。 In room 207, Mr. Smith teaches about space exploration. He asks, "In what year did humans first land on the Moon?" and "What is the name of the telescope that has captured famous deep-space images?" Students find answers in their textbooks. Mr. Smith tells them if they are right or wrong. On Friday, they have a quiz on these facts. In room 209, Ms. Miles also teaches about space exploration. But she asks, "Is it worth spending billions of dollars on space exploration?" Her students debate. Some say it leads to scientific discoveries and technologies that improve life on Earth. Others say the money would be better spent solving problems like hunger and poverty. They ask Ms. Miles for the right answer, but she says there is none. Some people think schools should only teach facts. They believe students should get information from textbooks or teachers and memorize it. That way, everyone learns the same things and does well on tests. Others point out that debates are hard because there are no right answers. Students may learn different things, so teachers cannot easily test what they have learned. Debates also take time. Teachers who use debates may not cover as many topics, and students may miss some facts in the textbook. However, debates can help students see why facts matter. We live in a democracy, where people need to form and justify opinions to make decisions. Students won't always have a teacher or textbook to give them answers, so they must learn to think for themselves. Everyone has a unique perspective shaped by their knowledge, experience, and attitudes. Even teachers and textbook writers have their own perspectives. In a debate, students hear different opinions. They justify their views with evidence from texts and their own experiences. Hearing classmates who disagree can help them notice their own biases and see problems in new ways. Listening to different perspectives also helps students understand how complex many important issues are. Whether schools should stick to textbooks or make room for debate is an ongoing controversy in education. 【考查目标】这是一篇关于教育中事实教学与辩论教学两种方式之争的文章。文章通过对比史密斯老师和迈尔斯老师的不同课堂教学方式，引出核心议题：学校应该侧重传授标准事实，还是鼓励学生进行开放式辩论？文章随后分别阐述了双方观点——支持事实教学者认为这种方式能确保知识统一、便于考试评估；支持辩论者则指出辩论虽耗时且难以量化测评，但能培养学生批判性推理能力、帮助认识自身偏见、理解复杂问题的多维性。文章进一步指出，民主社会要求公民具备独立思考和论证观点的能力，而学校究竟应以课本教学为主还是为辩论留出空间，仍是教育领域一个悬而未决的问题。 本题考查了学生的信息提取与整合能力、语言概括与转述能力以及逻辑组织能力，要求学生在准确识别原文核心观点的基础上，剔除具体事例和次要细节，用简洁、准确、客观的语言重新表述原文内容，并按原文逻辑顺序组织概要。 本题体现了“基础性”和“综合性” 的考查要求——既考查学生对文本基本信息的理解与概括这一基础能力，又考查学生在整合多方观点后进行综合表达的高阶思维能力，体现了 “学习掌握”和“实践探索” 的学科素养导向。同时，本题要求学生在理解中立、客观地呈现争议双方观点，这种要求背后体现的是对学生理性思辨、尊重多元、独立思考等核心价值的引领，引导学生认识到教育的目的不仅是传授知识，更是培养能够理性参与公共生活的公民。 【分析】本题考查了学生的信息提取与整合能力、语言概括与转述能力以及逻辑组织能力。第1-2段讲述两位老师的不同教学方式（事实问答 vs. 开放式辩论），用事实引入话题。第3段说明了支持事实教学的理由：统一学习、便于考试，属于第一个论点。第4段提到辩论的缺点：难以测试、耗时、覆盖内容少，属于论点二（反方）。第5段讲辩论的价值：培养独立思考、认识偏见、理解复杂性、民主社会需要，属于论点三（正方，重点）。第6段是结论，两种方式孰优孰劣尚无定论，属于开放性结论。 【范文】Fact-based instruction delivers uniform knowledge and permits straightforward testing. Debates, though more time-consuming and harder to assess, develop critical reasoning, expose personal biases, and clarify the complexity of important issues. Democratic citizenship requires independent thinking and the ability to defend one's views. Whether schools should prioritize textbook learning or classroom debate remains an open question in education. 档次 分数 内容 语言 结构 第5档 13-15 完全覆盖所有要点，措施具体可行（不少于2条），亮点突出明确，内容充实且有说服力 词汇丰富，语法结构多样，用词准确恰当，允许个别小错但不影响理解 结构清晰，逻辑连贯，连接词使用得当，行文流畅 第4档 10-12 覆盖所有要点，措施和亮点表述清楚，但细节略欠充分 词汇和语法基本准确，虽有少量错误但不影响整体表达 结构完整，层次分明，行文基本连贯 第3档 7-9 覆盖大部分要点，但有部分内容不够明确或略欠合理（如措施缺乏可行性，亮点不够突出） 词汇和语法存在一些错误，对表达有一定影响 结构基本完整，连贯性一般 第2档 4-6 遗漏部分要点（如缺少措施或亮点），或措施不够具体、亮点不够突出 词汇和语法错误较多，影响理解 结构不够清晰，缺乏连贯性 第1档 0-3 基本没有完成写作任务，内容与主题无关或要点严重缺失 语言错误极多，难以理解 没有明显结构，杂乱无章 英语试卷解析第 1 页 （共 3 页） 学科网（北京）股份有限公司 $ 2026年福建省命卷比赛作品 2026届福建省高考英语自编模拟卷 （考试时间：120分钟 试卷满分：150分） 注意事项： 1．答题前，考生务必用黑色字迹的签字笔或钢笔将自己的准考证号、姓名、考场号和座位号填写在答题卡上，用2B铅笔在“考场号”和“座位号”栏相应位置填涂自己的考场号和座位号，将条形码粘贴在答题卡“条形码粘贴处”。 2．作答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目选项的答案信息点涂黑：如需改动，用塑料橡皮擦干净后，再选涂其他答案，答案不能答在试卷上。 3．非选择题必须用黑色字迹的签字笔或钢笔作答，答案必须写在答题卡各题目指定区域内相应位置上：如需改动，先划掉原来的答案，然后再写上新的答案；不准使用铅笔和涂改液。不按以上要求作答的答案无效。 4．考生必须保持答题卡的整洁．考试结束后，将试卷和答题卡一并交回。 第一部分 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 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. （原创）What are the speakers mainly talking about? A. A song. B. A hotel. C. A bird. 2. （原创）What will the man do this Wednesday morning? A. Visit a doctor. B. Attend a lecture. C. Hold a discussion. 3. （原创）Where are the speakers probably? A. On a train. B. In a restaurant. C. At a clothing store. 4. （原创）How does the woman sound? A. Annoyed. B. Relaxed. C. Delighted. 5. （原创）What does the woman advise Tom to do? A. Join study groups. B. Do research project. C. Apply for scholarships. 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或填入适当的单词。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. （原创）What is the probable relationship between the speakers? A. Strangers. B. Classmates. C. Colleagues. 7．（原创）What is the woman busy with? A. Selling her flowers. B. Tending her gardens. C. Learning gardening. （原创）听第7段材料，回答第8至10题。 8. Why does the man talk to the cafeteria manager? A. To talk about the menu. B. To book packed lunches. C. To blame terrible dishes. 9. What matters most to the man about food? A. Balanced nutrition. B. Various choices. C. Delicious flavor. 10. What does the manager imply at last? A. The new sauce is popular. B. It’s impossible to satisfy all people. C. They will restore the original cooking way. （原创）听第8段材料，回答第11至13题。 11. Why did Lisa start making this program? A. To record teenagers’ daily life. B. To get teenagers close to wildlife. C. To raise environmental awareness. 12. What trouble will people meet when taking teens camping? A. Making teens concentrate. B. Stimulating teens’ interest. C. Handling unexpected accidents. 13. What place will Lisa shoot for next season’s show? A. Mountain trail. B. Wetland trip. C. Grassland camping. （原创）听第9段材料，回答第14至16题。 14. Who damaged the wooden dollhouse? A. Lila. B. Ella. C. Jacob. 15. What worries the speakers about rebuilding the dollhouse? A. Lack time. B. Lost small parts. C. Confusing assembly instructions. 16.What will the speakers most probably do? A. Fix doors. B. Ask for help. C. Order a dollhouse. （原创）听第10段材料，回答第17至20题。根据独白，在划线处填入1个或2个单词。 17. Students need to follow strict rules in the oral course. 18. The takes up the largest percentage of the final score. 19. Late homework can get at most of its original points. 20. We can infer that only doing well in the exam help students pass the course. 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，从每道选择题所给的A、B、C和D四个选项中，选出最佳选项。问答题答案写在横线上。 （原创）A Material 1 Your Matchday Guide to Toronto Stadium Plan ahead for an unforgettable FIFA World Cup 2026™ matchday experience at Toronto Stadium. Here’s everything you need to know about transport. Use public transport, rideshare, cycling, or walking. General parking is not available on matchdays. Mode Route / Line Stop / Location Notes Public Transport GO Transit: Lakeshore lines Exhibition Station Short walk to stadium TTC: 509 / 511 Streetcars Fleet Hub or Exhibition Loop Ramp deployment available TTC: 29 / 929 Dufferin Buses Dufferin Gate - TTC Wheel-Trans Request via TTC Accessible service Rideshare Designated drop-off/pick-up Green P Carpark 181 (Lamport Stadium) Off Liberty St Douro St Between Shaw St & Strachan Ave Front St Between Bathurst St & Spadina Ave Cycling Free bike valet Inukshuk Park Martin Goodman Trail Liberty Village Green P Hanna Ave & East Liberty St Ordnance Park South of Wellington St W Bike Share Toronto Multiple stations citywide Recommended Walking From Union Station Along Queens Quay Scenic, soccer-themed route From hotels/attractions Downtown area Easy and enjoyable Material 2 Accessibility & Additional Info Fans requiring special mobility support can request Wheel-Trans service through the TTC, which provides door-to-door shared public transit for individuals with disabilities. Accessible drop-off zones and designated pick-up points are also available near the stadium entrances. For a complete list of services — including accessible parking for those with valid permits, ramps, elevator access, designated seating areas, and in-stadium support services — please visit the dedicated FIFA World Cup 2026™ Accessibility Services page. We strongly recommend reviewing this information in advance to ensure a smooth and comfortable matchday experience. 21.Which means of transport would a park lover take to the stadium? A. Cycling. B. Walking. C. Rideshare. D. Public transport. 22. How many services are provided for people with mobility challenges? A. 4. B. 6. C. 8. D. 10. 23.What can we learn from the two materials? A. Parking is not available for fans on matchdays. B. Wheel-Trans service is offered around the Stadium. C. Individuals with disabilities need support from others. D. The government places high priority on the World Cup. （原创）B In this situation, I was just the driver. My husband, our three children, and I were on our way home when we saw a young man whose car had slid off the road in the rain. The road only has a few cars passing each hour. Right away, my husband asked if I minded pulling over so that he could offer help. The young man had narrowly missed a tree but was stuck in the bushes. He was 20 at most and looked very thin. My husband, who is six feet one inch tall and very strong, pushed the young man's car uphill out of the ditch while the young man sat behind the wheel and turned the steering wheel. Once the car was out, my husband and the young man talked for a few minutes. He said he had been in a hurry because the food bank was about to close. He had judged the turn and his speed poorly. He had been there for an hour, too afraid of the cost of emergency road service but not knowing how to get out alone. We gave him some of the food we had bought, waited to make sure his car would start and run, and then left after he had driven away. I did not get his name, but I often think about him — sitting alone in the ditch on a lonely road, with rain falling heavily and no enough money to call for help. I might have kept driving, thinking that an emergency road service was on its way, since we could see him moving in his car as we got closer. But my husband saw a chance to help someone, and I am very glad he took that chance. I hope that someday, when one of my children is alone, scared, and far from home, someone will stop to help them too. 24. What can we learn about my husband from the first two paragraphs? A. I did not drive very often. B. People ignored the young man. C. My husband was kind-hearted and decisive. D. The young man’s car had just broken down. 25. Why was the young man unable to get himself out? A. He hit a tree and got hurt. B. He had no money for help. C. He waited for his family to help. D. He was too weak to push the car. 26. Why did the author often think about the young man? A. She wants to find his name. B. She hopes for a kinder world. C. She fears his being stuck still. D. She wants to get her food back. 27. What does the author want to convey through the story? （原创）C In a few billion years the sun will turn into a red giant star. It shapes all life on Earth as our source of light and heat, keeping our delicate climate balanced. Though it looks stable day by day, nuclear changes deep inside the sun over billions of years will pose a huge survival threat to all life on Earth. Driven by continuous thermonuclear (热核的) reactions inside its core, the sun turns massive hydrogen into helium each second, releasing huge energy, of which only a tiny amount travels across space and reaches Earth to warm our planet. Earth’s actual average temperature sits at about 15℃, far warmer than the calculated freezing value, mainly because natural greenhouse gases trap extra heat near the surface. Worse, human activities add around 40 billion tons of carbon dioxide yearly, speeding up global warming, while the sun itself also grows slowly brighter as its core steadily piles up helium. If we run the clock forward a billion years or two, we find disaster. The increased solar brightness will heat Earth so much that oceans evaporate (使蒸发), ending all life. Later, as the sun grows into a red giant (100–150 times its current size), it will consume Mercury and Venus. Astronomers debate whether it will reach Earth, but even if our planet survives, temperatures will rise to 1,300°C, melting rocks and stripping away the atmosphere. Jupiter’s icy moons will boil away, while Pluto may become temporarily habitable with greenhouse gases from vaporized ice. Eventually, the sun will blow off its outer layers, transforming into a white dwarf (白矮星), leaving Earth too cold to support any biological activity. None of this will happen for many billions of years. Who knows what humanity will look like by then or whether we’ll still be around? If we are more stars are born all the time, and they’ll have planets. Packing up and moving is never fun, but if your house is on fire, there’s not much choice. 28. What can we learn about Earth’s temperature? A.Multiple factors warm it up. B. It keeps a constant low level. C. CO₂lowers its level. D. Helium cuts carbon dioxide. 29. What can be inferred about the red giant sun? A. It spares all inner planets. B. It may warm Pluto for a short time. C. It keeps Jupiter’s moons frozen. D. It robs Earth of its atmosphere. 30. What do the underlined words “stripping away” mean in paragraph 3? A. blowing off entirely. B. breaking down rocks. C. trapping warm gases. D. building up layers. 31. Which is the best title for the text? A. The Sun’s far-off death. B. Ways to survive solar warming. C. Changes of distant cold planets. D. Dangers of human carbon release. （原创）D People’s views are becoming more and more polarized, with “echo chambers” — social bubbles that reinforce existing beliefs — widening differences in opinion. Such divergence is not limited to public discourse; it also extends to factual issues such as climate change and vaccination. Social media, however, is not the only offender. A recent study in Proceedings of the National Academy of Sciences USA reveals that people use search engines in ways that confirm their existing beliefs, potentially deepening polarization. The researchers suggest that a simple adjustment to search ranking systems could help present a broader range of perspectives. In the study, participants rated their beliefs on six topics, including nuclear energy and caffeine’s health effects, then chose search terms to learn more. Between 9 and 34 percent of the terms, depending on the topic, were rated “narrow”. For instance, one participant searched “caffeine negative effects”, while another used “ benefits of caffeine”. Findings also showed that people’s search terms matched their prior beliefs, and fewer than 10 percent were aware of doing so. “People often pick search terms that reflect what they believe, without realizing it,” said Eugina Leung of Tulane University. The same pattern emerged when participants used AI-assisted tools like ChatGPT. When researchers randomly assigned participants to view different results, those results shaped opinions and even behavior. Those who saw “nuclear energy is good” results felt more positive about it afterward, and those exposed to “caffeine health benefits” were more likely to choose a caffeinated drink. Simply pointing out biases in search terms had only a small effect on final opinions, but altering the search logic — either by always providing broad results or alternating between broad and user-provided terms—significantly reduced the impact of narrow searches. Participants rated broader results as just as useful and relevant as standard searches. The researchers recommend implementing such strategies, possibly as “search broadly” buttons. “ This would be really helpful,” Leung said, “but whether it will ever happen is hard to predict.” 32. What can you learn from the last sentence in paragraph 1? A. People hold different views on climate change. B. Divergence is mostly found in factual discussions. C. Polarization has entered previously unaffected areas. D. The way we discuss factual issues reflects our values. 33. What can we learn from paragraphs 2-4? A. Searchers unknowingly reinforce biases. B. Searchers have the same behavior mode. C. Most people tend to choose “narrow” terms. D. People prefer to challenge their previous belief. 34. What does Leung suggest readers do with the impact of narrow searches? A. Use broad terms. B. Do related searches. C. Do strategic searches. D. Use predictable terms. 35. Translate the sentences: Participants rated broader results as just as useful and relevant as standard searches. The researchers recommend implementing such strategies, possibly as “search broadly” buttons. （原创）第二节 （共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后面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。 How AI Avatars (人工智能数字人) Transform Corporate Training AI avatars are rapidly replacing traditional corporate training videos. They cut production costs greatly reduce update cycles from weeks to hours, and remove long-time scheduling problems. Previously a training video cost thousands of dollars and took months to finish, while AI avatar cost far less and only take several days. 36 The core advantage lies in freeing content from fixed presenters. Old videos rely on specific on-camera staff; once staff leave or rules change, the whole video must be remade. AI avatars break this limit and bring huge convenience to training teams. 37 The traditional one involves many workers and takes 4–8 weeks. In contrast, one or two designers can finish an AI avatar video within several working days. The biggest strength is easy content updates. It costs almost nothing to revise short policy-related parts or refresh brand styles. 38 For regulated industries, this shortens the time to update rule-following training after new rules come out. AI avatars work best for policy and safety courses full of plain information. 39 Such emotional topics need real people’s sincere performance to win trust. Global companies also benefit a lot, as avatars can produce multi-language versions at low cost. Custom avatars of senior managers become popular now. Leaders only need to record shots once, then the clone can produce all kinds of internal messages repeatedly. 40 They focus more on learning design rather than video shooting work. A. This saves plenty of money and labor for enterprises. B. Let’s compare the two different production processes. C. Many learning teams have adjusted their job structures. D. But traditional videos still hold irreplaceable advantages. E. Minor changes of training content can be finished quickly. F. However they perform poorly in leadership and culture training. G. The quality of AI avatars still cannot match real human presenters. 第三部分 语言运用（共两节，满分30分） （原创）第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每道选择题所给的A、B、C和D四个选项中，选出最佳选项。 Life is full of changes. My life changed greatly when my husband was diagnosed with 41 brain cancer. The shocking news left me totally 42 , as no one is ever ready to face such a painful blow. Filled with great 43 , I spared no effort to accompany him. Soon, he passed away. As if that wasn't bad enough, I 44 both my parents in the following four years. Suffering from huge losses, I fell into deep depression. I 45 medical treatment and struggled to recover from my 46 all alone. I often talked about my pain, hoping to get some 47 . One day at a library activity, a stranger comforted me that I should be 48 for our long and loving marriage rather than focusing on my loss. She proceeded to say such a 49 relationship was beyond her reach. I felt 50 , believing she could never understand my suffering. I left 51 and could not hold back my tears on the way home. Her words reminded me constantly. I finally realized I should 52 myself from long-term sorrow. I began to direct my full attention toward our 53 memories instead of endless pain and learned to face life with a 54 attitude. I joined grief groups to comfort those trapped in the pain. Gradually, I stepped out of the shadow of loss and found the 55 to embrace a brand-new life. 41. A. incurable B. temporary C. moderate D. permanent 42. A. worthless B. careless C. restless D. helpless 43. A. fear B. anger C. sadness D. guilt 44. A. lost B. visited C. forgot D. ignored 45. A. accepted B. refused C. requested D. continued 46. A. illness B. panic C. weakness D. grief 47. A. praise B. advice C. comfort D. support 48. A. grateful B. guilty C. ashamed D. responsible 49. A. painful B. precious C. boring D. common 50. A. interested B. pleased C. relieved D. annoyed 51. A. proudly B. happily C. silently D. calmly 52. A. free B. hide C. protect D. separate 53. A. bitter B. sweet C. sad D. unclear 54. A. objective B. negative C. passive D. positive 55. A. excuse B. weakness C. strength D. reason （原创）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。 Anshun Dixi Opera, a traditional folk drama widely 56 (practice) in Guizhou's Anshun region, has made 57 (it) known for its bold and primitive performance style, 58 feature that has kept it regarded as a cultural treasure of Chinese theater since it 59 (include) in the first batch of China's national intangible cultural heritage list in 2006. As dusk falls over central Guizhou, after a long day's work, villagers in Wujiatun turn 60 (harvest) fields, cleared and ready, silent and open, into makeshift stages 61 (perform) the centuries-old Anshun Dixi Opera to the steady rhythm of gongs and drums beneath the night sky. During the day, these performers live ordinary lives 62 farmers, construction workers, security guards, forklift operators, or small business owners. But when the day's work is done, they gather at the village entrance square, practicing movements, rehearsing fight scenes, and quietly memorizing traditional lyrics, 63 (with) each line kept deep in their memory. 64 their different backgrounds, the villagers are united by a shared commitment: preserving and passing on their local cultural heritage. Along village paths, beside streams, and in the fields, they faithfully carry on this 65 (live) folk tradition through performance and daily dedication. 第四部分 写作（共两节，满分40分） （原创）第一节（满分15分） 你校英文报举办“校园生态可持续发展方案”（campus eco-sustainable development plan）征集活动。请你提交一份方案，内容包括： （1）具体措施 （2）方案亮点 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。 My Campus Eco-Sustainable Development Plan （原创）第二节（满分25分） 阅读下面短文，根据其内容写一篇60次左右的内容概要。请在答题卡的相应位置作答。 In room 207, Mr. Smith teaches about space exploration. He asks, "In what year did humans first land on the Moon?" and "What is the name of the telescope that has captured famous deep-space images?" Students find answers in their textbooks. Mr. Smith tells them if they are right or wrong. On Friday, they have a quiz on these facts. In room 209, Ms. Miles also teaches about space exploration. But she asks, "Is it worth spending billions of dollars on space exploration?" Her students debate. Some say it leads to scientific discoveries and technologies that improve life on Earth. Others say the money would be better spent solving problems like hunger and poverty. They ask Ms. Miles for the right answer, but she says there is none. Some people think schools should only teach facts. They believe students should get information from textbooks or teachers and memorize it. That way, everyone learns the same things and does well on tests. Others point out that debates are hard because there are no right answers. Students may learn different things, so teachers cannot easily test what they have learned. Debates also take time. Teachers who use debates may not cover as many topics, and students may miss some facts in the textbook. However, debates can help students see why facts matter. We live in a democracy, where people need to form and justify opinions to make decisions. Students won't always have a teacher or textbook to give them answers, so they must learn to think for themselves. Everyone has a unique perspective shaped by their knowledge, experience, and attitudes. Even teachers and textbook writers have their own perspectives. In a debate, students hear different opinions. They justify their views with evidence from texts and their own experiences. Hearing classmates who disagree can help them notice their own biases and see problems in new ways. Listening to different perspectives also helps students understand how complex many important issues are. Whether schools should stick to textbooks or make room for debate is an ongoing controversy in education. 英语试卷第1页（共9页） 学科网（北京）股份有限公司 $Sheet1 2026届福建省高考英语自编模拟卷双向细目表 题号 题型 分值 语篇类型 主题范畴 内容 知识点/考查点/能力点 难度系数（预估） 1 选择题 1.5 短对话 人与社会 日常休闲・音乐交流。提问对话核心谈论内容，两人围绕歌曲《Hotel California》讨论旋律、歌手演唱；干扰项提取歌名零散单词制造迷惑。 主旨大意概括；辨别干扰词汇；抓取语篇核心话题，过滤无关次要信息，整体理解对话。 0.67 2 选择题 1.5 短对话 人与社会 校园生活・日程安排沟通。询问男士周三上午的安排；女士邀请其主持讨论会，男士上午要听讲座，仅下午有空参会。 事实细节辨识；区分多重日程信息；精准定位人物计划，筛选关键动作信息。 0.65 3 选择题 1.5 短对话 人与社会 出行旅途・场景地点。推断推测对话发生场所；原文出现 bottled water、trip、station、luggage、get off 等轨道交通标志性词汇。 场景逻辑推理；识别场景专属关键词；依托线索推导对话发生环境。 0.58 4 选择题 1.5 短对话 人与社会 社区日常・生活琐事。闲聊判断女士说话情绪；楼下停电只是小型线路故障，无财物损坏，维修人员会及时处理，语气平和淡定。 说话人情感态度推断；通过措辞、语境解读人物情绪倾向。 0.56 5 选择题 1.5 短对话 人与自我 高校校园・科研经费建议。 询问女士给 Tom 的建议；Tom 科研项目资金不足，女士建议申请学校科研资助。 建议类细节提取；识别劝说、提议句式；快速抓取解决方案信息。 0.65 6 选择题 1.5 长对话 人与社会 职场邻里・人物关系判断 推断两位说话人的身份关系；男士是新邻居，同时女士正在工位工作，二人是同事。 人物关系综合推理；整合多重场景线索，综合判断人物身份。 0.55 7 选择题 1.5 长对话 人与社会 休闲爱好・园艺养护。询问女士日常主要做的事；女士空闲时打理盆栽花卉。 事实细节定位；排除无原文依据的主观干扰选项。 0.64 8 选择题 1.5 长对话 人与社会 校园服务・食堂沟通反馈。询问男生找食堂经理谈话的目的；学生代表反馈餐食问题，希望调整菜品搭配。 谈话主旨目的概括；把握对话整体沟通基调，排除负面干扰选项。 0.71 9 选择题 1.5 长对话 人与社会 校园饮食・饮食需求细节。询问学生最看重餐食的哪一点；学生最关注营养均衡，希望增加清淡菜品。 核心细节抓取；区分次要诉求与对话核心诉求。 0.66 10 选择题 1.5 长对话 人与自我 校园服务・隐含语义理解。推测食堂经理话语暗含含义；经理表示众口难调，很难满足所有学生口味。 言外之意推理；读懂委婉表达背后深层逻辑。 0.54 11 选择题 1.5 长对话 人与自我 职业访谈・科普节目创作初衷。询问 Lisa 制作青少年科普节目的原因；青少年沉迷手机，她希望让孩子亲近野生动植物。 因果类细节理解；区分行为直接目的与衍生附带效果。 0.65 12 选择题 1.5 长对话 人与自我 户外研学・项目开展难点。询问带青少年户外研学最大难题；野外活动需要应对各类突发安全事故。 核心困难信息辨识；精准匹配访谈问题与对应回答。 0.68 13 选择题 1.5 长对话 人与自我 媒体工作・节目拍摄。规划 询问新一季节目拍摄地点；计划拍摄山间步道野外研学行程。 未来计划细节定位；区分原文地点与无关干扰地点。 0.7 14 选择题 1.5 长对话 人与自我 日常生活・事件责任。判定 ：询问损坏木制娃娃屋的人；Jacob 承认是自己弄坏 Lila 的玩具。 事实细节识别；区分物品所有者、破坏者、协助者三类人物身份。 0.68 15 选择题 1.5 长对话 人与自我 日常生活・事务困境。梳理 。询问两人修复娃娃屋的担忧；无法在两小时内完成修复，时间不足。 矛盾障碍细节抓取；排除原文未提及的干扰障碍。 0.71 16 选择题 1.5 长对话 人与自我 日常生活・人物行为。预判 。推测两人接下来会采取的行动；商议后决定找 Lila 的爷爷帮忙修复玩具。 行为逻辑推理；区分被否决方案与最终确定方案。 0.67 17 填空题 1.5 独白 人与自我 课堂管理・课程规章制度。填空，口语课学生需要遵守严格的____规则；原文强调准时上课、迟到扣分，对应出勤 attendance。 基础原词听音识记；简单名词细节抓取，无需语义转换与逻辑加工。 0.76 18 填空题 1.5 独白 人与自我 课程考核・分数占比数字信息 。填空，____占期末总分最高比例；期末考 60%、课堂展示 20%、作业 20%，期末考试占比最大。 数字信息定位；短时记忆多组数据对比、筛选关键数值。 0.61 19 填空题 1.5 独白 人与自我 课程考核・作业扣分规则 。迟交作业最多只能拿到原分值的____；原文 half marks 提炼单词 half，需简单语义转化。 浅层语义同义转换；提炼量化核心词汇，基础信息加工。 0.58 20 填空题 1.5 独白 人与自我 课程考核・总分逻辑综合推断 。填空，仅靠考试考好____帮助学生及格；总分及格线 60 分，期末考仅占 60%，仅考试高分无法保证总分达标。 全文综合逻辑推导；整合多处分值数据推理隐含结论，高阶整体语篇理解。 0.51 21 选择题 2.5 应用文 人与社会 共两则材料，分别为2026年FIFA世界杯多伦多赛场的观赛交通与无障碍服务信息。 考查理解具体信息的能力 0.65 22 选择题 2.5 考查跨材料整合与计数的能力 0.55 23 选择题 2.5 考查综合推断与正误判断的能力 0.7 24 选择题 2.5 记叙文 人与社会 一个普通家庭在雨夜帮助一位陌生年轻人的温情叙事。 考查根据信息推断人物性格的能力 0.7 25 选择题 2.5 考查结合上下文推理判断的能力 0.8 26 选择题 2.5 考查理解情感态度和把握主题的能力 0.7 27 问答题 2.5 考查把握文章主旨大意的能力 0.5 28 选择题 2.5 说明文 人与自然 数十亿年后太阳将演化成红巨星、最终变为白矮星，以及人类长远星际迁徙的思考 考查整合文本信息、抽象概括要点的综合阅读能力 0.62 29 选择题 2.5 考查细节综合推断能力 0.6 30 选择题 2.5 借助上下文逻辑推测短语语义的语言应用能力 0.65 31 选择题 2.5 考查学生宏观梳理语篇、辨别全文主线与局部次要信息的能力 0.61 32 选择题 2.5 说明文 人与社会 搜索引擎使用与观点极化的关系。 考查根据上下文语境猜测词义的能力 0.65 33 选择题 2.5 考查理解具体信息并简单推断的能力 0.6 34 选择题 2.5 考查理解具体信息并识别建议的能力 0.6 35 翻译题 2.5 考查准确理解原句并进行翻译的能力 0.45 36 选择题 2.5 说明文 人与社会 人工智能数字人革新企业培训 考查对前文信息进行归纳总结的能力 0.62 37 选择题 2.5 考查段中上下文推理判断的能力 0.6 38 选择题 2.5 考查段中观点与细节支撑的逻辑关系 0.63 39 选择题 2.5 考查转折逻辑关系 0.61 40 选择题 2.5 考查段尾总结推导能力 0.64 41 选择题 1 记叙文 人与自我 作者在接连遭受丈夫患脑癌去世、四年内又失去双亲的重大打击后，陷入深度抑郁，最终在陌生人的一番话中点醒，学会从悲伤中解脱、珍惜美好回忆、以积极态度重新面对生活，并帮助他人走出痛苦的故事。 考查语境理解与形容词辨析的能力 0.6 42 选择题 1 考查情感推断与形容词辨析的能力 0.65 43 选择题 1 考查情感推断与名词辨析的能力 0.7 44 选择题 1 考查语境理解与动词辨析的能力 0.75 45 选择题 1 考查逻辑推断与动词辨析的能力 0.55 46 选择题 1 考查语境理解与名词辨析的能力 0.65 47 选择题 1 考查语境理解与名词辨析的能力 0.6 48 选择题 1 考查情感推断与形容词辨析的能力 0.55 49 选择题 1 考查语境理解与形容词辨析的能力 0.65 50 选择题 1 考查情感推断与形容词辨析的能力 0.5 51 选择题 1 考查语境理解与副词辨析的能力 0.6 52 选择题 1 考查逻辑推断与动词辨析的能力 0.55 53 选择题 1 考查语境理解与形容词辨析的能力 0.7 54 选择题 1 考查情感推断与形容词辨析的能力 0.6 55 选择题 1 考查主旨理解与名词辨析的能力 0.5 56 填空题 1.5 说明文 人与社会 安顺地戏是广泛流传于贵州安顺的传统民间戏剧，2006 年入选首批国家级非物质文化遗产。贵州伍家屯的村民白天从事普通工作，夜晚在田间空地表演地戏，尽管背景不同，他们仍坚守传承这一鲜活的民间传统。 考查根据上下文正确使用非谓语动词作定语的能力 0.7 57 填空题 1.5 考查正确使用反身代词的能力 0.75 58 选择题 1.5 考查根据上下文正确使用不定冠词的能力 0.65 59 填空题 1.5 考查正确使用被动语态和一般过去时的能力 0.55 60 填空题 1.5 考查根据上下文正确使用非谓语动词作定语的能力 0.5 61 填空题 1.5 考查根据上下文正确使用非谓语动词作目的状语的能力 0.6 62 填空题 1.5 考查根据上下文正确使用介词的能力 0.65 63 选择题 1.5 考查根据上下文正确使用with复合结构的能力 0.55 64 填空题 1.5 考查根据上下文正确使用让步介词的能力 0.5 65 填空题 1.5 考查根据上下文正确使用形容词作定语的能力 0.7 66 写作题 15 应用文 人与自然 以“校园生态可持续发展方案”征集活动为情境，要求提交一份方案，内容包括具体措施和方案亮点。 考查英语写作能力 0.68 67 写作题 25 议论文 人与社会 教育中事实教学与辩论教学两种方式之争 考查信息提取与整合能力、语言概括与转述能力以及逻辑组织能力 0.55 Sheet2 Sheet3 $