精品解析：北京市东城区2025－2026学年第二学期期末样卷初二英语

2025—2026学年第二学期期末样卷 初二英语 2026.7 学校________ 班级________ 姓名________ 教育ID号________ 考生须知 1．本试卷由样卷和校本题两部分组成，共38道小题，满分60分，考试时间90分钟。 2．在试卷和答题卡上准确填写学校、班级、姓名和教育ID号。 3．试题答案一律填涂或书写在答题卡上，在试卷上作答无效。 4．在答题卡上，选择题用2B铅笔作答，其他试题用黑色字迹签字笔作答。 5．考试结束后，请将答题卡交回。 第一部分 本部分共30题，共34分。在每题列出的四个选项中，选出最符合题目要求的一项。 一、单项填空（每题0.5分，共6分） 从下面各题所给的A、B、C、D四个选项中，选择可以填入空白处的最佳选项。 1. Mr. Wang is our science teacher. ________ can make difficult lessons interesting. A. He B. She C. You D. I 2. The Shenzhou-23 astronauts went into space ________ May 24, 2026. A. in B. on C. at D. for 3. —Excuse me, sir. ________ I take photos of the paintings here? —Sorry, photos are not allowed in this museum. A. Must B. Need C. Can D. Will 4. Of all the gifts, this handmade card is ________ to Grandma. A. special B. more special C. most special D. the most special 5. — ________ is it from your home to the new city library? — About a fifteen-minute walk. A. How far B. How often C. How long D. How soon 6. The music was too loud, ________ Mom turned it down. A. or B. so C. but D. because 7. —Tom, do you like this book about nature? —Yes. I ________ it for two weeks, and I still enjoy reading it. A. have B. will have C. was having D. have had 8. My sister ________ a report about Beijing hutongs when her phone rang. A. is writing B. was writing C. will write D. writes 9. Mr. Green ________ the school rules to new students at the start of each school year. A. introduces B. was introducing C. has introduced D. will introduce 10. —Kevin, how did you hear about our class trip? —I ________ a message from our teacher about it. A. receive B. am receiving C. received D. will receive 11. —When will the result of the school singing competition come out? —Don’t worry. The result ________ on the school website this Friday afternoon. A. posts B. is posted C. will post D. will be posted 12. — Eric, do you know ________ our class photo tomorrow? — On the playground. A. where we took B. where did we take C. where we will take D. where will we take 二、完形填空（每题1分，共8分） 阅读下面的短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中，选择最佳选项。 a crank handle Invention Day was coming, but Lucas couldn’t think of an idea. When he saw his mom busy peeling (削皮) many apples with a little peeler for a food sale, he ____13____ what his teacher, Mrs. Brown, once said: Inventions are often created to make a task easier. That night, Lucas stayed up late. He drew a diagram (示意图) of his invention. It had a crank handle like a pencil sharpener (卷笔刀). By ____14____ the handle, an apple could be peeled quickly and cleanly. Much easier, thought Lucas. He knew Mrs. Brown would be impressed (印象深刻的) by his ____15____. The next day at school, all the kids pinned (钉) their drawings on the board. Lucas stood by his diagram. He thought his peeler was great, so he imagined Mrs. Brown would walk over and ____16____ him for his idea. However, a girl named Jenny came up to him and laughed. “Why did you draw an old-fashioned apple peeler?” she asked. “My grandmother has one just like it. It’s ancient!” Lucas’s smile disappeared. He ____17____ his arms and said, “Huh,” as she walked away. He didn’t know what else to say. How was he supposed to know someone had the same idea 100 years ago? Now, Mrs. Brown would think he got the idea from someone else. That was worse than not trying at all. To get his mind off this, Lucas looked at the other inventions, but that made him feel worse because they all seemed much more impressive than his. When it was Lucas’s turn to describe his invention, he felt ____18____, and his face turned red. He spoke in a low voice, “After I invented this apple peeler, I found out it had already been invented.” “Don’t be discouraged,” Mrs. Brown said. “Your peeler is not new, but you worked hard and found a ____19____ to make an everyday task easier. I think this means that you have the mind of an inventor.” Lucas’s worry disappeared immediately as he understood that a great idea doesn’t always have to be completely new. He smiled happily, feeling like a real inventor who was ready for his next ____20____. 13. A. shared B. explained C. remembered D. believed 14. A. turning B. shaking C. holding D. pulling 15. A. report B. design C. speech D. poster 16. A. question B. thank C. congratulate D. ask 17. A. opened B. waved C. raised D. crossed 18. A. lonely B. nervous C. curious D. tired 19. A. purpose B. reason C. need D. way 20. A. challenge B. choice C. discussion D. promise 三、阅读理解（每题2分，共20分） 阅读下列短文，根据短文内容，从短文后各题所给的A、B、C、D四个选项中，选择最佳选项。 A On Saturday, Aunt Lisa came to stay with Olivia while her parents visited friends. As soon as Aunt Lisa arrived, she began to make dinner. She put chicken in a big pot, gave Olivia an apron (围裙), and told her that they would have chicken and noodles. flour dough a rolling pin rectangle “I’ll get a bag of noodles from the cupboard,” Olivia said. “We’re going to make our own noodles!” Aunt Lisa answered, smiling. Olivia frowned (皱眉).“Making noodles from scratch (从头开始) seems like a lot of work.” “Positive results require hard work,” Aunt Lisa said. She mixed flour and salt in a bowl and made a small hole in the middle. Then she asked Olivia to beat an egg, add a little milk, and stir everything together. Olivia stirred and stirred, and the dough grew harder. Soon her hands began to hurt. “Isn’t it ready yet?” she asked. “Good things are worth the effort,” Aunt Lisa replied. She put the dough on the board and showed Olivia how to knead (揉捏) it. Then Aunt Lisa used a rolling pin to roll the dough forward and back, forward and back, until it became a large rectangle. She handed the rolling pin to Olivia. Olivia tried to do the same, but the dough fought against Olivia’s efforts. “This sure is hard work,” she said. “Keep rolling,” said Aunt Lisa. “The dough has to be very thin.” Olivia kept working until the dough was as thin as a sheet of paper. Aunt Lisa smiled and said, “Now we cut the noodles.” She rolled up the thin dough and cut off a small strip (条). “Shake it out,” Aunt Lisa said. Olivia did so. “It’s a noodle!” Olivia cried, her eyes shining in amazement. Together, they cut and opened the rest. Soon, a huge pile of golden noodles spread across the board. They cooked the noodles in chicken broth (肉汤) and added the chicken. At dinner, Olivia tasted the meal. With a big smile, she said, “Scratch cooking — mmm! May I please have another helping?” 21. When Olivia first learned they would make their own noodles, she felt ________. A. worried B. angry C. curious D. excited 22. What did Olivia do when the work became difficult? A. She kept trying with Aunt Lisa’s help. B. She suggested using ready-made noodles. C. She asked Aunt Lisa to show her an easier way. D. She tried rolling a small piece of dough for practice. 23. What is the main message the writer wants to share through the story? A. Learning a useful skill takes time. B. Effort can lead to joy and a good result. C. Kind words can make difficult work easy. D. Family time can turn difficult work into play. B A few weeks ago, I went to a big party where I didn’t know many people. I started a conversation with a man nearby. When he asked me about writing for a magazine, I was very interested, and we soon began talking about our favorite magazines. Without realizing it, we were using the “ping-pong” method of communication. The ping-pong method of communication is a back-and-forth, turn-taking exchange in which both people take part. One person asks a question, listens to the answer, and replies with a related comment or thought before asking another question. This is different from one person talking over the other or keeping the conversation to themselves. At times when you feel nervous, having the ping-pong method in mind can remind you to ask open questions and use people’s answers as a jumping-off point. Similarly, if you’re talking to someone shy, asking them about themselves can make them feel more comfortable—and helping to reduce their anxiety can make you feel pretty good, too. In fact, research shows that asking more questions, especially follow-up questions, makes the question asker more likable. For example, patients report higher satisfaction when their doctors ask more open-ended questions about their experience. But studies also suggest that people are more likely to talk more about themselves when trying to impress others. This can have a negative effect, making others feel uncomfortable. When using this method in real life, the key is to keep a balance between asking relevant (相关的), open-ended questions and sharing your own ideas. To keep the conversation from feeling like an interview, don’t just give fixed answers; instead, ask questions that relate directly to the current (当前的) topic. For example, if you ask where the other person is going and hear that they are on their way to an exercise class, you can ask what kind of class it is and what they enjoy about it. By asking the right questions and expressing curiosity, the conversation can move toward other topics, keeping the discussion lively—but natural—for longer. However, this method has its limits. Communication is about more than words; body language and eye contact (接触) are also important. Although the ping-pong method is not a magic tool, it helps show curiosity and build deeper, honest connections with others. 24. How do people communicate when using the “ping-pong” method? A. They talk a lot to impress the listeners. B. They use their partner’s answers as a starting point. C. They quickly move to other topics to show their interest. D. They prepare their answers to make other people feel comfortable. 25. What is the writer’s main purpose in Paragraph 5? A. To stress the importance of sharing more ideas than questions. B. To explain how to use the method naturally in real life. C. To compare a natural conversation with an interview. D. To show the value of asking questions. 26. What can we learn from the passage? A. The method works better with shy or nervous people. B. Spoken words matter more than body language and eye contact. C. The method uses real interest as a bridge to meaningful relationships. D. Balanced conversations should begin with questions about personal experiences. C Since the beginning of middle school, online tools have become an important part of my daily life. I use them to hand in homework, check grades, get information, and communicate with others. As we leave more information online, our personal information can be collected without our knowledge. At first, I seldom worried about privacy, but now I believe every student should take it seriously. One problem is that apps and websites may record our online activity in ways we don’t easily notice. For example, after you look up a restaurant online, similar posts or ads may suddenly appear on your “for you page”. Some social media apps may use tools called “tracking pixels”. They are very small images (图像) placed on websites, in emails, or in apps. They can record our activity across websites and devices (设备). Another risk comes from browsers (浏览器) and search engines. In recent years, some news reports have said that a technology company collected users’ data (数据) even after users turned off a setting to limit data sharing. The same company was also reported to collect data from many smartphone users without their agreement. This is worrying because students use search engines so often, yet they may not know where their data goes or how it is used. Problems can also happen when companies change their rules. A social media company, once viewed as a leader in user privacy, changed a privacy feature (功能) for private messages. The company later said this protection would end after a set date. For a company that once said privacy was very important, this change makes its promise of privacy seem less believable. Students themselves may also face serious privacy risks because of the information they share publicly. Many students post their age and even school name on social media, but these details can help strangers know who they are and where they spend time. Students should avoid sharing personal information such as their date of birth, full name, or ID numbers, because strangers may impersonate them, break into their accounts, or cause other serious problems. Photos of a home, a school, or a familiar street may also show parts of a student’s daily life to strangers. Privacy should not be seen as a small problem, because personal safety should always come first. By sharing less private information and thinking carefully before posting, we can better protect ourselves and the people around us. 27. Why does the writer mention the restaurant example in Paragraph 2? A. To explain why students enjoy personalized posts. B. To show how online behavior may be followed quietly. C. To compare different ways of finding restaurants online. D. To suggest that social media gives students useful advice. 28. Which action would the writer most likely want students to avoid? A. Discussing weekend activity ideas in a class group. B. Checking grades through a school website with a personal account. C. Changing a privacy setting before searching for information online. D. Posting a photo that shows the name of a place they pass by every day. 29. What does the word “impersonate” in Paragraph 5 most probably mean? A. To change someone’s online records. B. To follow where someone often goes. C. To sell someone’s private information online. D. To use someone’s details and act as that person. 30. Which of the following would be the best title for the passage? A. Students’ Data: What Is Collected and Shared Online B. Students’ Privacy: How Apps and Websites Collect Data C. Online Privacy: What Students Should Notice and Protect D. Online Warning: Why Public Sharing May Bring Problems 第二部分 本部分共5题，共20分。根据题目要求，完成相应任务。 四、阅读表达（第31—33题每题2分，第34题4分，共10分） 阅读短文，根据短文内容回答问题。 Recently, Su Su, a 32-year-old woman, made a special trip to her parents’ home. Her task was to teach her 61-year-old mother how to use a beauty camera app. Lately, a new trend (趋势) called “re-raising your parents” has become popular among young people. Su Su is just one example of this in many Chinese families. It does not mean raising parents like children. Instead, it is an effort to reshape the parent-child relationship by teaching parents the latest skills and ways of the modern world. In practice, this often starts with small, everyday acts: teaching parents how to use an app, helping them pay online, or showing them how to order food by scanning a QR code. These acts may seem simple, but they show a change in how family members support each other. At a deeper level, this trend is also about emotional (情感的) care. Some young people begin to notice that their parents feel unsure or uncomfortable when facing new things. By speaking slowly, explaining clearly, and listening more, they start to build a better understanding with their parents. This change is also connected to “family of origin issues (原生家庭问题)”, which is a topic widely discussed online. These issues, like feeling unheard or growing up with strict parents, are the emotional wounds people carry from their childhood homes. Young adults name these wounds, share their stories online, and try to heal (治愈). But “re-raising parents” takes a new way. Instead of just looking back at what went wrong, it asks a new question: What if we could give our parents the care we wish we had received as children? When young people try to understand their parents’ reasons, family relationships may change. Arguments may become calmer talks, and both sides may feel closer. However, this trend also has clear limits. Some young people may turn care into control. They may try to change their parents’ habits, judge their choices, or become unhappy when parents do not follow their advice. This can repeat the same problem in a new form. “Re-raising your parents” should not mean trying to decide everything for them. Instead, it should help both sides grow while still respecting each other’s choices. 31. What did Su Su teach her mother to use? _______________________________________________ 32. What small acts does “re-raising your parents” often start with? _______________________________________________ 33. What do some young people notice when their parents face new things? _______________________________________________ 34. Would you like to try “re-raising your parents”? Why or why not? (Please give two reasons.) _______________________________________________ 五、文段表达（10分） 35. 根据所给的中文和英文提示，完成一篇不少于50词的英语文段写作。文中已给出的内容不计入总词数。所给提示词语仅供选用。请不要写出真实的校名、姓名和地名。 假设你是李华，你校正在和英国友好学校开展主题为“Activities Help Us Grow”的线上交流活动。英国学生想了解你们班即将开展的一项活动。请你用英语在交流平台上写一则留言，介绍这项活动，说明你们打算怎样开展，并谈谈你和同学们希望从中获得什么成长。 提示词语：meaningful, group, share, team, understand 内容提示：· What activity will your class do? · How will you do it? · What can you and your classmates learn from it? Hi, everyone! I’m Li Hua, and I’m happy to share our class plan with you. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $ 2025—2026学年第二学期期末样卷 初二英语 2026.7 学校________ 班级________ 姓名________ 教育ID号________ 考生须知 1．本试卷由样卷和校本题两部分组成，共38道小题，满分60分，考试时间90分钟。 2．在试卷和答题卡上准确填写学校、班级、姓名和教育ID号。 3．试题答案一律填涂或书写在答题卡上，在试卷上作答无效。 4．在答题卡上，选择题用2B铅笔作答，其他试题用黑色字迹签字笔作答。 5．考试结束后，请将答题卡交回。 第一部分 本部分共30题，共34分。在每题列出的四个选项中，选出最符合题目要求的一项。 一、单项填空（每题0.5分，共6分） 从下面各题所给的A、B、C、D四个选项中，选择可以填入空白处的最佳选项。 1. Mr. Wang is our science teacher. ________ can make difficult lessons interesting. A. He B. She C. You D. I 【答案】A 【解析】 【详解】句意：王先生是我们的科学老师。他能让困难的课程变得有趣。 He他（主格）；She她（主格）；You你/你们（主格）；I我（主格）。根据前句“Mr. Wang”可知指的是男性，且在后句中作主语，应用男性人称代词主格He。 2. The Shenzhou-23 astronauts went into space ________ May 24, 2026. A. in B. on C. at D. for 【答案】B 【解析】 【详解】句意：神舟二十三号的航天员在2026年5月24日进入太空。 in在……里（用于年、月等）；on在……上（用于具体日期）；at在……（用于具体时刻）；for达……之久（用于时间段）。根据“May 24, 2026”可知，此处指具体的某一天，应用介词on。 3. —Excuse me, sir. ________ I take photos of the paintings here? —Sorry, photos are not allowed in this museum. A. Must B. Need C. Can D. Will 【答案】C 【解析】 【详解】句意：——打扰一下，先生。我可以在这里给这些画拍照吗？——抱歉，这个博物馆不允许拍照。 Must必须；Need需要；Can可以；Will将要。根据答语“Sorry, photos are not allowed in this museum.”可知，问句是在请求许可，Can用于请求许可，符合语境。 4. Of all the gifts, this handmade card is ________ to Grandma. A. special B. more special C. most special D. the most special 【答案】D 【解析】 【详解】句意：在所有礼物中，这张手工制作的卡片对奶奶来说是最特别的。 special特别的；more special更特别的；most special最特别的；the most special最特别的。of all the gifts表示在三者及以上范围中比较，要用形容词最高级，最高级前要加定冠词the。 5. — ________ is it from your home to the new city library? — About a fifteen-minute walk. A. How far B. How often C. How long D. How soon 【答案】A 【解析】 【详解】句意：——从你家到新市图书馆有多远？——大约步行十五分钟的路程。 How far多远；How often多久一次；How long多久/多长；How soon多久以后。根据答语“About a fifteen-minute walk”可知，此处是在询问两地之间的距离，应用How far提问。 6. The music was too loud, ________ Mom turned it down. A. or B. so C. but D. because 【答案】B 【解析】 【详解】句意：音乐太吵了，所以妈妈把它调小了。 or“或者”；so“所以”；but“但是”；because“因为”。根据“The music was too loud”可知音乐吵是原因，“Mom turned it down”是结果，前后是前因后果的因果关系，需用so连接。 7. —Tom, do you like this book about nature? —Yes. I ________ it for two weeks, and I still enjoy reading it. A. have B. will have C. was having D. have had 【答案】D 【解析】 【详解】句意：——汤姆，你喜欢这本关于自然的书吗？——是的。我已经拥有它两周了，并且我仍然喜欢读它。 根据时间状语“for two weeks”可知，动作从过去持续到现在，应用现在完成时：have/has+过去分词，D项符合语境。应填have had。 8. My sister ________ a report about Beijing hutongs when her phone rang. A. is writing B. was writing C. will write D. writes 【答案】B 【解析】 【详解】句意：我妹妹正在写一篇关于北京胡同的报告，这时她的电话响了。 is writing正在写，现在进行时；was writing正在写，过去进行时；will write将要写，一般将来时；writes写，一般现在时。when引导的从句用一般过去时，主句表示过去某个时刻正在进行的动作，用过去进行时was writing。 9. Mr. Green ________ the school rules to new students at the start of each school year. A. introduces B. was introducing C. has introduced D. will introduce 【答案】A 【解析】 【详解】句意：格林先生每个学年开始时向新生介绍校规。 根据时间状语“at the start of each school year”可知，这是经常性、习惯性的动作，应用一般现在时。主语Mr. Green是第三人称单数，谓语动词用单三形式。 10. —Kevin, how did you hear about our class trip? —I ________ a message from our teacher about it. A. receive B. am receiving C. received D. will receive 【答案】C 【解析】 【详解】句意：——Kevin，你是怎么听说关于我们班级旅行的事的？——我收到了老师关于此事的一条消息。 根据问句“how did you hear.”可知，询问的是过去发生的动作，答语应用一般过去时。 11. —When will the result of the school singing competition come out? —Don’t worry. The result ________ on the school website this Friday afternoon. A. posts B. is posted C. will post D. will be posted 【答案】D 【解析】 【详解】句意：——学校歌唱比赛的结果什么时候出来？——别担心。结果将于本周五下午在学校网站上被发布。 主语The result与动词post之间是被动关系，需用被动语态；时间状语this Friday afternoon表示将来，需用一般将来时。一般将来时的被动语态结构为：will be+过去分词。 12. — Eric, do you know ________ our class photo tomorrow? — On the playground. A. where we took B. where did we take C. where we will take D. where will we take 【答案】C 【解析】 【详解】句意：——埃里克，你知道我们明天将在哪里拍班级照片吗？——在操场上。 where we took我们在哪里拍的；where did we take语序错误；where we will take我们将在哪里拍；where will we take语序错误。宾语从句需用陈述语序，即“引导词 + 主语 + 谓语”，因此排除 B、D 两项疑问语序；根据时间状语“tomorrow”可知，从句应用一般将来时，因此排除A项一般过去时。应填where we will take。 二、完形填空（每题1分，共8分） 阅读下面的短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中，选择最佳选项。 a crank handle Invention Day was coming, but Lucas couldn’t think of an idea. When he saw his mom busy peeling (削皮) many apples with a little peeler for a food sale, he ____13____ what his teacher, Mrs. Brown, once said: Inventions are often created to make a task easier. That night, Lucas stayed up late. He drew a diagram (示意图) of his invention. It had a crank handle like a pencil sharpener (卷笔刀). By ____14____ the handle, an apple could be peeled quickly and cleanly. Much easier, thought Lucas. He knew Mrs. Brown would be impressed (印象深刻的) by his ____15____. The next day at school, all the kids pinned (钉) their drawings on the board. Lucas stood by his diagram. He thought his peeler was great, so he imagined Mrs. Brown would walk over and ____16____ him for his idea. However, a girl named Jenny came up to him and laughed. “Why did you draw an old-fashioned apple peeler?” she asked. “My grandmother has one just like it. It’s ancient!” Lucas’s smile disappeared. He ____17____ his arms and said, “Huh,” as she walked away. He didn’t know what else to say. How was he supposed to know someone had the same idea 100 years ago? Now, Mrs. Brown would think he got the idea from someone else. That was worse than not trying at all. To get his mind off this, Lucas looked at the other inventions, but that made him feel worse because they all seemed much more impressive than his. When it was Lucas’s turn to describe his invention, he felt ____18____, and his face turned red. He spoke in a low voice, “After I invented this apple peeler, I found out it had already been invented.” “Don’t be discouraged,” Mrs. Brown said. “Your peeler is not new, but you worked hard and found a ____19____ to make an everyday task easier. I think this means that you have the mind of an inventor.” Lucas’s worry disappeared immediately as he understood that a great idea doesn’t always have to be completely new. He smiled happily, feeling like a real inventor who was ready for his next ____20____. 13. A. shared B. explained C. remembered D. believed 14. A. turning B. shaking C. holding D. pulling 15. A. report B. design C. speech D. poster 16. A. question B. thank C. congratulate D. ask 17. A. opened B. waved C. raised D. crossed 18. A. lonely B. nervous C. curious D. tired 19. A. purpose B. reason C. need D. way 20. A. challenge B. choice C. discussion D. promise 【答案】13. C 14. A 15. B 16. C 17. D 18. B 19. D 20. A 【解析】 【导语】本文讲述了卢卡斯在发明日设计了一款削皮器，却发现它早就被发明过了。在老师的鼓励下，他明白了发明的意义在于寻找让生活更便利的方法，从而重拾信心的故事。 【13题详解】 句意：当他看到妈妈正忙着用一个小削皮器削许多苹果时，他想起了他的老师布朗夫人曾经说过的话：发明通常是为了让任务变得更容易。 原文描写卢卡斯看到妈妈削苹果的场景，触景生情，脑海中回忆起了老师曾经说过的话（“once said”）。remembered“想起/记得”符合语境；shared“分享”、explained“解释”、believed“相信”均不符合此处由眼前景象唤起回忆的逻辑。 【14题详解】 句意：通过转动手柄，苹果可以被快速且干净地削皮。 原文前一句明确提到“a crank handle like a pencil sharpener”，根据生活常识，使用带有摇柄的工具时，操作动作应是转动摇柄。turning“转动”符合语境；shaking“摇晃”、holding“握住”、pulling“拉”均不符合摇柄的操作方式。 【15题详解】 句意：他知道布朗老师会对他的设计印象深刻。 原文前文提到“He drew a diagram of his invention”，因此老师看后会留下深刻印象的必然是他在这张图纸上展现的发明设计。design“设计”符合语境；report“报告”、speech“演讲”、poster“海报”均与前文的“图纸/发明”不符。 【16题详解】 句意：他觉得自己的削皮器很棒，所以他想象着布朗老师会走过来，因为他的想法而祝贺他。 原文提到“He thought his peeler was great”，在自我感觉极佳、对发明充满信心的情况下，他期待的自然是老师的赞赏与祝贺。congratulate“祝贺”符合语境；question“质疑”、thank“感谢”、ask“询问”均不符合他当时骄傲并期待被表扬的心理预期。 【17题详解】 句意：卢卡斯的笑容消失了。他交叉着双臂，在她走开时说了声“哈”。 原文前文提到“Jenny came up to him and laughed”，指出他的发明早在一百年前就有了。卢卡斯因此感到极度失落和不悦（笑容消失）。固定搭配cross one’s arms意为“交叉双臂（常表示防御、受挫或不悦）”，crossed符合语境；opened“张开”、waved“挥舞”、raised“举起”均不符合此刻受挫的防御性肢体语言。 【18题详解】 句意：当轮到卢卡斯描述他的发明时，他感到很紧张，他的脸变红了。 原文紧接着描写了他的生理反应“his face turned red”以及他随后的动作“He spoke in a low voice”，这些都是发现自己想法不新颖后，极度不自信和紧张的表现。nervous“紧张的”符合语境；lonely“孤独的”、curious“好奇的”、tired“疲惫的”均无法解释脸红和低声说话的原因。 【19题详解】 句意：“你的削皮器并不新奇，但你努力工作，找到了一种让日常任务变得更简单的方法。” 原文布朗老师正在鼓励他，虽然想法不是全新的，但他付出了努力，成功地找到了解决日常麻烦的手段。固定搭配find a way to do sth. 意为“找到做某事的方法/途径”，way符合语境；purpose“目的”、reason“原因”、need“需要”均不符合老师肯定他解决问题途径的语意。 【20题详解】 句意：他开心地笑了，感觉自己像一个真正的发明家，准备好迎接他的下一个挑战。 原文前文提到“Lucas’s worry disappeared immediately”，他重新找回了自信，觉得自己是个真正的发明家。对于发明家而言，未来的每一次新发明探索都是一次挑战。challenge“挑战”符合语境升华；choice“选择”、discussion“讨论”、promise“承诺”均不如“挑战”更能体现发明家迎难而上的精神。 三、阅读理解（每题2分，共20分） 阅读下列短文，根据短文内容，从短文后各题所给的A、B、C、D四个选项中，选择最佳选项。 A On Saturday, Aunt Lisa came to stay with Olivia while her parents visited friends. As soon as Aunt Lisa arrived, she began to make dinner. She put chicken in a big pot, gave Olivia an apron (围裙), and told her that they would have chicken and noodles. flour dough a rolling pin rectangle “I’ll get a bag of noodles from the cupboard,” Olivia said. “We’re going to make our own noodles!” Aunt Lisa answered, smiling. Olivia frowned (皱眉).“Making noodles from scratch (从头开始) seems like a lot of work.” “Positive results require hard work,” Aunt Lisa said. She mixed flour and salt in a bowl and made a small hole in the middle. Then she asked Olivia to beat an egg, add a little milk, and stir everything together. Olivia stirred and stirred, and the dough grew harder. Soon her hands began to hurt. “Isn’t it ready yet?” she asked. “Good things are worth the effort,” Aunt Lisa replied. She put the dough on the board and showed Olivia how to knead (揉捏) it. Then Aunt Lisa used a rolling pin to roll the dough forward and back, forward and back, until it became a large rectangle. She handed the rolling pin to Olivia. Olivia tried to do the same, but the dough fought against Olivia’s efforts. “This sure is hard work,” she said. “Keep rolling,” said Aunt Lisa. “The dough has to be very thin.” Olivia kept working until the dough was as thin as a sheet of paper. Aunt Lisa smiled and said, “Now we cut the noodles.” She rolled up the thin dough and cut off a small strip (条). “Shake it out,” Aunt Lisa said. Olivia did so. “It’s a noodle!” Olivia cried, her eyes shining in amazement. Together, they cut and opened the rest. Soon, a huge pile of golden noodles spread across the board. They cooked the noodles in chicken broth (肉汤) and added the chicken. At dinner, Olivia tasted the meal. With a big smile, she said, “Scratch cooking — mmm! May I please have another helping?” 21. When Olivia first learned they would make their own noodles, she felt ________. A. worried B. angry C. curious D. excited 22. What did Olivia do when the work became difficult? A. She kept trying with Aunt Lisa’s help. B. She suggested using ready-made noodles. C. She asked Aunt Lisa to show her an easier way. D. She tried rolling a small piece of dough for practice. 23. What is the main message the writer wants to share through the story? A. Learning a useful skill takes time. B. Effort can lead to joy and a good result. C. Kind words can make difficult work easy. D. Family time can turn difficult work into play. 【答案】21. A 22. A 23. B 【解析】 【导语】本文是一篇记叙文，主要讲述了Olivia在Lisa阿姨的指导下亲手制作面条的经历，从最初的畏难到最后的享受，最后强调了努力付出能带来快乐和美好的结果。 【21题详解】 第四段提到“Olivia frowned (皱眉).‘Making noodles from scratch (从头开始) seems like a lot of work.’”，当Olivia得知要从头自制面条后皱起眉头，感慨从头做面条是大量工作，由此可知她此时感到担忧。 【22题详解】 倒数第五段提到“Olivia kept working until the dough was as thin as a sheet of paper.”以及前文中Aunt Lisa不断鼓励她，这直接说明了当工作变得困难时，Olivia在Lisa阿姨的帮助下坚持尝试。 【23题详解】 最后一段提到Olivia品尝美食后笑着说“Scratch cooking—mmm! May I please have another helping?”，结合文中Aunt Lisa说的“Positive results require hard work”和“Good things are worth the effort”，这直接说明了作者想分享的主要信息是努力可以带来快乐和好的结果。 B A few weeks ago, I went to a big party where I didn’t know many people. I started a conversation with a man nearby. When he asked me about writing for a magazine, I was very interested, and we soon began talking about our favorite magazines. Without realizing it, we were using the “ping-pong” method of communication. The ping-pong method of communication is a back-and-forth, turn-taking exchange in which both people take part. One person asks a question, listens to the answer, and replies with a related comment or thought before asking another question. This is different from one person talking over the other or keeping the conversation to themselves. At times when you feel nervous, having the ping-pong method in mind can remind you to ask open questions and use people’s answers as a jumping-off point. Similarly, if you’re talking to someone shy, asking them about themselves can make them feel more comfortable—and helping to reduce their anxiety can make you feel pretty good, too. In fact, research shows that asking more questions, especially follow-up questions, makes the question asker more likable. For example, patients report higher satisfaction when their doctors ask more open-ended questions about their experience. But studies also suggest that people are more likely to talk more about themselves when trying to impress others. This can have a negative effect, making others feel uncomfortable. When using this method in real life, the key is to keep a balance between asking relevant (相关的), open-ended questions and sharing your own ideas. To keep the conversation from feeling like an interview, don’t just give fixed answers; instead, ask questions that relate directly to the current (当前的) topic. For example, if you ask where the other person is going and hear that they are on their way to an exercise class, you can ask what kind of class it is and what they enjoy about it. By asking the right questions and expressing curiosity, the conversation can move toward other topics, keeping the discussion lively—but natural—for longer. However, this method has its limits. Communication is about more than words; body language and eye contact (接触) are also important. Although the ping-pong method is not a magic tool, it helps show curiosity and build deeper, honest connections with others. 24. How do people communicate when using the “ping-pong” method? A. They talk a lot to impress the listeners. B. They use their partner’s answers as a starting point. C. They quickly move to other topics to show their interest. D. They prepare their answers to make other people feel comfortable. 25. What is the writer’s main purpose in Paragraph 5? A. To stress the importance of sharing more ideas than questions. B. To explain how to use the method naturally in real life. C. To compare a natural conversation with an interview. D. To show the value of asking questions. 26. What can we learn from the passage? A. The method works better with shy or nervous people. B. Spoken words matter more than body language and eye contact. C. The method uses real interest as a bridge to meaningful relationships. D. Balanced conversations should begin with questions about personal experiences. 【答案】24. B 25. B 26. C 【解析】 【导语】本文是一篇说明文，介绍了“乒乓式”沟通法的定义、应用、优势与局限，强调通过双向提问与分享建立真诚的交流关系。 【24题详解】 第3段“...use people’s answers as a jumping-off point”，以及第2段对“乒乓式”沟通的定义“one person asks a question, listens to the answer, and replies with a related comment or thought before asking another question”，点明这种沟通方式会以对方的回答为起点继续交流。 【25题详解】 第5段开头“When using this method in real life, the key is to keep a balance between asking relevant, open-ended questions and sharing your own ideas.”，并举例说明如何自然地运用该方法，避免对话像面试，让交流更生动自然。 【26题详解】 最后一段“Although the ping-pong method is not a magic tool, it helps show curiosity and build deeper, honest connections with others.”，以及第5段“By asking the right questions and expressing curiosity, the conversation can move toward other topics, keeping the discussion lively—but natural—for longer.”，点明这种方法以真诚的好奇为桥梁，建立有意义的人际关系。 C Since the beginning of middle school, online tools have become an important part of my daily life. I use them to hand in homework, check grades, get information, and communicate with others. As we leave more information online, our personal information can be collected without our knowledge. At first, I seldom worried about privacy, but now I believe every student should take it seriously. One problem is that apps and websites may record our online activity in ways we don’t easily notice. For example, after you look up a restaurant online, similar posts or ads may suddenly appear on your “for you page”. Some social media apps may use tools called “tracking pixels”. They are very small images (图像) placed on websites, in emails, or in apps. They can record our activity across websites and devices (设备). Another risk comes from browsers (浏览器) and search engines. In recent years, some news reports have said that a technology company collected users’ data (数据) even after users turned off a setting to limit data sharing. The same company was also reported to collect data from many smartphone users without their agreement. This is worrying because students use search engines so often, yet they may not know where their data goes or how it is used. Problems can also happen when companies change their rules. A social media company, once viewed as a leader in user privacy, changed a privacy feature (功能) for private messages. The company later said this protection would end after a set date. For a company that once said privacy was very important, this change makes its promise of privacy seem less believable. Students themselves may also face serious privacy risks because of the information they share publicly. Many students post their age and even school name on social media, but these details can help strangers know who they are and where they spend time. Students should avoid sharing personal information such as their date of birth, full name, or ID numbers, because strangers may impersonate them, break into their accounts, or cause other serious problems. Photos of a home, a school, or a familiar street may also show parts of a student’s daily life to strangers. Privacy should not be seen as a small problem, because personal safety should always come first. By sharing less private information and thinking carefully before posting, we can better protect ourselves and the people around us. 27. Why does the writer mention the restaurant example in Paragraph 2? A. To explain why students enjoy personalized posts. B. To show how online behavior may be followed quietly. C. To compare different ways of finding restaurants online. D. To suggest that social media gives students useful advice. 28. Which action would the writer most likely want students to avoid? A. Discussing weekend activity ideas in a class group. B. Checking grades through a school website with a personal account. C. Changing a privacy setting before searching for information online. D. Posting a photo that shows the name of a place they pass by every day. 29. What does the word “impersonate” in Paragraph 5 most probably mean? A. To change someone’s online records. B. To follow where someone often goes. C. To sell someone’s private information online. D. To use someone’s details and act as that person. 30. Which of the following would be the best title for the passage? A. Students’ Data: What Is Collected and Shared Online B. Students’ Privacy: How Apps and Websites Collect Data C. Online Privacy: What Students Should Notice and Protect D. Online Warning: Why Public Sharing May Bring Problems 【答案】27. B 28. D 29. D 30. C 【解析】 【导语】本文探讨了中学生在日常生活中面临的网络隐私问题。 【27题详解】 第二段首句指出“One problem is that apps and websites may record our online activity in ways we don’t easily notice”。随后列举的餐厅搜索例子正是为了具体说明这种“被悄悄跟踪”的现象，而非为了说明学生喜欢个性化帖子或比较找餐厅的方法。 【28题详解】 文章第五段明确警告学生不要公开分享个人信息，特别是提到“Photos of a home, a school, or a familiar street may also show parts of a student’s daily life to strangers”。D选项“发布显示每天经过地点名称的照片”属于此类风险行为，是作者希望学生避免的。 【29题详解】 根据第五段上下文，学生分享了出生日期、全名或身份证号后，陌生人可能会利用这些信息“impersonate them”(冒充他们)，进而闯入账户或造成其他问题。因此该词意为利用他人的详细信息假装成那个人，与D选项解释一致。 【30题详解】 文章不仅列举了学生面临的多种在线隐私风险(如应用追踪、数据收集、公开分享信息等)，还在最后一段提出了保护建议(分享更少信息、发帖前深思熟虑)。C选项“Online Privacy: What Students Should Notice and Protect”既涵盖了需要注意的风险，也包含了保护行动，最能概括全文主旨，为最佳标题。 第二部分 本部分共5题，共20分。根据题目要求，完成相应任务。 四、阅读表达（第31—33题每题2分，第34题4分，共10分） 阅读短文，根据短文内容回答问题。 Recently, Su Su, a 32-year-old woman, made a special trip to her parents’ home. Her task was to teach her 61-year-old mother how to use a beauty camera app. Lately, a new trend (趋势) called “re-raising your parents” has become popular among young people. Su Su is just one example of this in many Chinese families. It does not mean raising parents like children. Instead, it is an effort to reshape the parent-child relationship by teaching parents the latest skills and ways of the modern world. In practice, this often starts with small, everyday acts: teaching parents how to use an app, helping them pay online, or showing them how to order food by scanning a QR code. These acts may seem simple, but they show a change in how family members support each other. At a deeper level, this trend is also about emotional (情感的) care. Some young people begin to notice that their parents feel unsure or uncomfortable when facing new things. By speaking slowly, explaining clearly, and listening more, they start to build a better understanding with their parents. This change is also connected to “family of origin issues (原生家庭问题)”, which is a topic widely discussed online. These issues, like feeling unheard or growing up with strict parents, are the emotional wounds people carry from their childhood homes. Young adults name these wounds, share their stories online, and try to heal (治愈). But “re-raising parents” takes a new way. Instead of just looking back at what went wrong, it asks a new question: What if we could give our parents the care we wish we had received as children? When young people try to understand their parents’ reasons, family relationships may change. Arguments may become calmer talks, and both sides may feel closer. However, this trend also has clear limits. Some young people may turn care into control. They may try to change their parents’ habits, judge their choices, or become unhappy when parents do not follow their advice. This can repeat the same problem in a new form. “Re-raising your parents” should not mean trying to decide everything for them. Instead, it should help both sides grow while still respecting each other’s choices. 31. What did Su Su teach her mother to use? _______________________________________________ 32. What small acts does “re-raising your parents” often start with? _______________________________________________ 33. What do some young people notice when their parents face new things? _______________________________________________ 34. Would you like to try “re-raising your parents”? Why or why not? (Please give two reasons.) _______________________________________________ 【答案】31. A beauty camera app. 32. Teaching parents how to use an app, helping them pay online, or showing them how to order food by scanning a QR code. 33. They notice that their parents feel unsure or uncomfortable when facing new things. 34. Yes, I’d love to. First, it lets me communicate better with my parents and know more about their feelings. Second, it’s a good way to give them warm care and make our family closer. 【解析】 【导语】本文是一篇说明文。文章主要介绍了一种名为“重养父母”的新趋势，阐述了其具体表现、情感意义、与原生家庭问题的联系以及应注意的界限。 【31题详解】 根据文章第1段“Her task was to teach her 61-year-old mother how to use a beauty camera app.”可知，Su Su教母亲使用的是美颜相机应用程序。 【32题详解】 根据文章第3段“In practice, this often starts with small, everyday acts: teaching parents how to use an app, helping them pay online, or showing them how to order food by scanning a QR code.”可知，“重养父母”始于教父母用软件、帮在线支付或教扫码点餐等小事。 【33题详解】 根据文章第4段“Some young people begin to notice that their parents feel unsure or uncomfortable when facing new things.”可知，年轻人注意到父母面对新事物时的感受。 【34题详解】 本题为开放性问题。结合文章第4段和第5段提到的好处，如建立更好的理解（build a better understanding）和情感关怀（emotional care），可以给出肯定回答及理由。 五、文段表达（10分） 35. 根据所给的中文和英文提示，完成一篇不少于50词的英语文段写作。文中已给出的内容不计入总词数。所给提示词语仅供选用。请不要写出真实的校名、姓名和地名。 假设你是李华，你校正在和英国友好学校开展主题为“Activities Help Us Grow”的线上交流活动。英国学生想了解你们班即将开展的一项活动。请你用英语在交流平台上写一则留言，介绍这项活动，说明你们打算怎样开展，并谈谈你和同学们希望从中获得什么成长。 提示词语：meaningful, group, share, team, understand 内容提示：· What activity will your class do? · How will you do it? · What can you and your classmates learn from it? Hi, everyone! I’m Li Hua, and I’m happy to share our class plan with you. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】范文 Hi, everyone! I’m Li Hua, and I’m happy to share our class plan with you. Our class will hold a meaningful book-sharing activity. We will divide ourselves into several groups. Each group will pick one favourite book and prepare a short speech. During the activity, every student will share their ideas and feelings about the book. From this activity, we hope to improve our communication skills. We can also learn to work well as a team and better understand different thoughts from our classmates. 【解析】 【详解】写作步骤 [第一步：审题立意] 确定文体：留言，用一般将来时为主 明确要点：活动内容 、开展方式、成长收获 确定人称：第一人称复数(we)和第一人称单数 (I) 注意事项：不得透露真实姓名和学校名称 [第二步：构思布局] 三段式结构： 开头段：引出话题，介绍即将举行的活动 主体段：详细描述活动的具体开展步骤 结尾段：总结活动意义，表达期望获得的成长 [第三步：要点展开] 要点一：活动内容 内容描述：a meaningful book-sharing activity/a reading sharing session/a classic literature discussion等 要点二：开展方式 活动一：divide ourselves into several groups/pick one favourite book/prepare a short speech等 活动二：share their ideas and feelings about the book/discuss the main characters/exchange reading notes等 要点三：成长收获 技能提升：improve our communication skills/enhance public speaking abilities等 团队合作：work well as a team/cooperate with each other等 思维拓展：better understand different thoughts/broaden our horizons等 第1页/共1页 学科网（北京）股份有限公司 $