江苏省南京市中华中学2027届高三年级10月综合练习英语试题

中华中学2027届高三年级10月综合练习 高三英语 本卷考试时间：120分钟 总分：150分 第一部分 听力（共两节，满分30分） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。 1. What does the woman advise the man to do? A. Join both clubs. B. Choose what he likes. C. Join the robotics club. 2. Where will the speakers probably go for vacation? A. A beach resort. B. A mountain cottage. C. A lake house. 3. What does the woman think of learning instruments? A. It requires natural talent. B. It takes great patience. C. It is great fun. 4. How will the speakers most likely go to the airport? A. Drive a car. B. Take the subway. C. Take a bus. 5. What mistake did the man make? A. He burned the onions. B. He didn’t peel the onions. C. He didn’t freeze the onions. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听 每段录音前，你将有时间阅读各个小题，每小题5秒钟；听完后，每小题都有5秒钟的作答时间，每段录音播放两遍。 听下面的录音，回答第6和第7小题。 6. What is the probable relationship between the speakers? A. Hotel guest and receptionist. B. Customer and restaurant server. C. Passenger and flight attendant. 7. How much money could the woman receive back? A. $450. B. $270. C. $180. 听下面的录音，回答第8至第10小题。 8. Who is the man probably? A. An art critic. B. A journalist. C. An AI engineer. 9. Why is Emma’s work so impressive? A. It was entirely created by a computer. B. It was painted in a classical watercolor style. C. It combined digital and hand-painted methods. 10. What does Emma say about creativity? A. It comes from repeated trials. B. It requires advanced technology. C. It depends on the artist’s intention. 听下面的录音，回答第11至第13小题。 11. Why does the man feel dissatisfied about his present job? A. He can’t see much career growth. B. He doesn’t like the pressure. C. He may easily get fired. 12. What does the woman suggest the man do? A. Apply for more jobs. B. Negotiate for a promotion. C. Explore internal opportunities. 13. What can be inferred about the man? A. He is unwilling to take risks. B. He has a narrow view of his options. C. He lacks professional qualifications. 听下面的录音，回答第14至第16小题。 14. What is the speakers’ primary challenge? A. Time management issues. B. Insufficient performer interest. C. Budget and resource distribution. 15. What solution do the speakers agree on? A. Raising additional funds. B. Reducing the lighting costs. C. Sacrificing some food options. 16. What will the woman do next? A. Meet the performers. B. Revise the schedule. C. Adjust the program list. 听下面的录音，回答第17至第20小题。 17. What does the speaker mainly talk about? A. Changes in solar research. B. Advances in solar energy. C. The prospect of solar energy. 18. What has happened to solar cell efficiency? A. It’s ready for commercial use. B. It has reached new records. C. It has nearly doubled. 19. What can the new liquid do? A. Clean solar panels. B. Store solar energy. C. Produce electricity. 20. What is the experts’ attitude towards the future of solar energy? A. Concerned. B. Critical. C. Optimistic. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A TREE by TREE Guelmim, Morocco|15/03/2026 to 15/09/2026| Apply by 07/02/2026 There is a six-month project battling desertification through sustainable development and environmental education, focusing on creating forests. Volunteers will engage in expanding the nursery, installing irrigation systems, preparing fruit tree seedlings, maintaining and fertilizing (施肥) trees, and conducting ecological awareness workshops for local children. Additional tasks include training, producing organic fertilizer, and maintaining social media and reports. Youth Bloom Eco-Village As-Salt, Jordan|01/04/2026 to 29/05/2026| Apply by 18/02/2026 There is a nature-based learning space for the youth to connect with nature, learn biodiversity, and experience sustainable living. It includes trails, eco-buildings, gardens, activity zones, and small animal facilities. Volunteers assist in land preparation, tree planting, eco-building, farming, workshops, and training sessions. Climate Campaign Floriana, Malta|23/01/2026 to 31/01/2028| Apply by 08/02/2026 The volunteer-support climate initiative focuses on climate justice, renewable energy, and sustainable mobility. Tasks include taking lessons on climate issues, policy work, communications, and community outreach to promote walking, cycling, public transport, and fossil fuel phase-out. Zero Waste Campaign Floriana, Malta|23/01/2026 to 31/01/2028| Apply by 08/02/2026 Volunteers assist a campaign promoting waste reduction, reuse and recycling, and responsible consumption. Activities include policy support, public consultations, communications, and community events such as workshops, with a focus on reducing food waste and landfill use. 21. What is a special duty in the “TREE by TREE” project? A. Organizing activities. B. Supporting policy work. C. Irrigating trees in person. D. Keeping network accounts. 22. What do “Youth Bloom Eco-Village” and “Climate Campaign” both involve? A. Waste reduction workshops. B. Learning-focused activities. C. Hands-on farming experience. D. Eco-friendly structure construction. 23. Where is this text most likely from? A. A blog on education. B. A call for volunteers. C. An essay on climate. D. A brochure about travel. B Several years ago, I was addicted to personal bests (PBs). I treated every run as a never-ceasing battle against time with my GPS watch serving as my judge. Failure seemed certain unless I hit the target pace while success merely fueled the urge to map out how to go faster next time. It was two years before this means of running brought out multiple physical discomforts in me. Then a major injury — my broken ankle — sidelined me for three months, forcing me to switch to long, unhurried walks in the nearby park — no watch, no headphones and just the rhythm of my footsteps. It came as a revelation: I noticed the golden color of dusk filtering through oak leaves, the laughter of children echoing from the playground and the smell of freshly baked bread floating from a nearby bakery. When I returned to running, I resolved to abandon the addiction to PBs, opting for a pace gentle enough to allow off-key singing without breathing heavily. I joined a social running group, where we paused to pet dogs and share weekly stories. Then trail running, where roots and rocks demand full attention to footing rather than speed, became my new pursuit. Initially, it felt odd, like I was cheating, casting me into a mild state of disquiet with this unaccustomed pace. Soon, this shift brought clarity. One Saturday dawn, an aimless run led me to a reservoir. As I watched the sunlight sparkling on the water, I realized I hadn’t checked my electronic watch even once — no thoughts of pace or distance, just pure pleasure in running. That’s when it hit me: The essence of running doesn’t lie in pursuing data but in fully inhabiting the present, embracing surrounding delights and connecting with my body, nature and the world. That, indeed, is the greatest personal best of all. Now, I run to unwind after a long workday, to bond with friends and to witness sunrises. Occasionally I race at full speed, only when it feels fulfilling, not driven by a device and letting go of the need to prove myself. 24. What does paragraph 1 indicate about the author? A. He was keen on running aimlessly. B. He excelled in plotting running routes. C. He tended to run at a constant pace. D. He took his running performance too seriously. 25. What does the underlined word “revelation” in paragraph 2 probably refer to? A. A universal cure. B. A long-awaited miracle. C. An ethical option. D. A refreshing discovery. 26. How did the author feel in his first attempt at trail running? A. Uneasy. B. Relieved. C. Pessimistic. D. Determined. 27. What does the author’s experience show? A. A run shared is a run enjoyed. B. Running is about joy not figures. C. One can’t run before one can walk. D. A far journey begins with an initial step. C What can novelists learn from non-fiction? The greatest imagination is often fired with the depth of material that research offers. Sure, you can imagine anything, but readers will not necessarily believe anything. Truth doesn’t have to be true, but it does have to be credible (We’ve all read something unrealistic that the author insists “really happened!”). I’ve written a few historical novels, including a series based in early Victorian London. That kind of fiction requires a lot of research just at the level of what people wear, eat and how they live their lives. Then you need location details: buildings, streets, smells, sounds, etc. It looks laborious but it’s almost as much fun as the actual writing. I spent months reading books and newspapers produced in the 1840s. The novel’s plot would be mine, but everything it rested on was pure historical research. Anthony Burgess was once waiting to meet his publisher in London and decided to leaf through a pile of the newest bestselling thrillers on the reception’s coffee table. He noted that each book was based on a specific subject area — avalanches (雪崩), oil-drilling work — and understood that readers don’t just want a story. They also want to learn something about an unknown subject. They want fiction and non-fiction combined. I’ve also written history. I already knew about the history of the Greek town I’d decided to focus on, but I wanted to make it appealing to the general reader using the techniques I’d used in fiction. The result was mostly an experiment in structure. I decided to tell the history in a non-chronological (非按时间顺序的) way, focusing instead on themes that would allow me to group different and individual stories in ways that would hold together like chapters in fiction. The whole history would be told eventually, but it would come together gradually like a plot rather than “in order” as it happened. As such, it appeared to be almost like a novel, though everything in it is history. 28. What quality should a novel carry according to paragraph 1? A. Readability. B. Reliability. C. Authenticity. D. Originality. 29. What did the research into Victorian London serve to ensure? A. Visual presentation. B. Identity exploration. C. Theme relevance. D. Historical accuracy. 30. What do readers expect from a book according to Anthony Burgess? A. Novel content. B. Varied settings. C. Thrilling elements. D. Immersive experience. 31. How did the author tell the history of the Greek town? A. By following the timeline. B. By respecting historical events. C. By combining facts and fantasy. D. By adopting a fictional organization. D Some of the biggest challenges in artificial intelligence are being worked on not by computer scientists but by philosophers. The philosophers are tasked with making the next generation of models more capable and reliable, but they also shed light on the mystery of consciousness. Jonathan Birch at the London School of Economics and Political Science says AI companies are the big employers of philosophy PhDs right now. “Topics that have been researched in philosophy departments for decades — how to make rational decisions, what counts as reasoning, what counts as evidence of consciousness — are suddenly of massive value to AI companies,” says Birch. One of the key tasks for this crop of philosophers is alignment, the AI industry term for efforts to stop harmful content — such as revealing instructions on how to make bombs. Efforts to stop AI models giving dangerous outputs were initially focused around putting in simple black-and-white guardrails (护栏), such as forbidding a model from talking about bombs entirely. But these proved clumsy and easy to circumvent. Now, companies are pursuing more advanced methods which lean heavily on philosophical understanding of right and wrong. However, it’s rarely straightforward. Researchers have found that if you tell a model to break a rule in one specific situation, it will start breaking lots of other rules, says Shane Glackin at the University of Exeter in the UK. And understanding why is exactly the sort of problem that philosophy’s logical analysis can crack. Mahrad Almotahari at the University of Edinburgh sees value in philosophy expertise for technology firms, but is sceptical that the toughest questions of machine consciousness will be answered by them. Others see a potential problem on the horizon, with industry hiring philosophers eventually leading to biased research that serves the interests of technology companies. “I wish we had made more progress on the big questions of philosophy before the arrival of AI. If we had, we would have been better prepared. AI has now given these questions massive urgency, and yet, the answers still seem far away,” says Birch. 32. What phenomenon is presented in the first two paragraphs? A. Computer scientists are losing their jobs. B. Philosophers outperform computer scientists. C. Philosophy PhDs are favored in the job market. D. AI companies are turning to philosophy for help. 33. What does the underlined word “circumvent” in paragraph 3 probably mean? A. Take over. B. Get around. C. Pick up. D. Push forward. 34. How do the training methods of large language models shift? A. From theory analysis to practical use. B. From technical fixes to logical analysis. C. From rigid rules to moral reasoning. D. From simple tasks to complex situations. 35. What question does the text center on? A. Will philosophers win in the battle for better AI? B. Can the problems in AI be solved by philosophy? C. How can philosophers transform the AI industry? D. Why do AI companies prefer philosophers to coders? 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 I don’t like books about “second chances”. Why should someone be given another chance when they mess up? Why do people beg for forgiveness and then repeat their errors anyway? Yet, despite myself, I give out second chances like free candy — again, again, and again. 36 Whether little mistakes or bigger errors, I’ll put on a smile, saying, “It’s fine!” and then carry on with my day, no matter how these moments might make me feel. But I’m not a blind forgiver. When I brush off a mistake in the moment, I’m really giving myself a second chance to see beyond the error itself. I might grab coffee with the person, observing how he acts and interacts with others — little details often offer fresh insights into who he is. 37 A third party’s perspective keeps me from being one-sided in my thinking. Ultimately, I piece together the reasoning, try to empathize, and figure out why things happened that way. Empathizing is an important part of the relationship. 38 Perhaps the person was buried in work, going through a tough period, or just having a bad day. Giving a second opportunity to those who truly deserve it can keep precious connections alive. 39 Of course second chances always come with a quiet risk: I might end up giving one to someone who takes my kindness for granted and messes up again. 40 It gives me a unique window into his true self — and even if I’m disappointed, that insight enriches my understanding of people, helping me choose more wisely who to invest in next. A. I’m a forgiving person at heart. B. That alone makes the effort worthwhile. C. A second chance is always my last choice. D. Though I choose to forgive, I never forget. E. Even so, this risk is necessary and valuable. F. Or I might turn to a mutual friend for his or her opinion. G. After all, many mistakes arise from understandable reasons. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 British photographer Beckie Burr first became interested in ancient sites during a trip to Dartmoor in 2018. “Standing among the stones, I found myself imagining how they looked thousands of years ago. That sense of 41 endlessly inspires me.” She describes photographing ancient sites as something of a 42 . Burr always visits each location 43 . She’ll walk around, looking at the site from all 44 . “Some stones can look very different from one side to the other.” On a pre-shoot visit, it’s also important to work out 45 , not least because many sites are on private land. Burr admits that luck and patience play a part. Sometimes conditions will not be 46 . “Many of my photographs are the 47 of going back multiple times until I can get the shot I 48 in the beginning.” 49 to keep post-processing to a minimum, Burr tries to make each image as close to how she sees the scene as possible. Searching for elements that 50 the viewer into the scene — “leading lines, shapes, or viewpoints that make you feel part of the site” — Burr says every 51 must tell a story. “I’m not interested in simply 52 a site.” Her advice to others is to just start. “Go to a place that calls to you and spend time there,” she 53 . “You don’t need lots of gear. If you 54 with the place, it will show in your photos. Each stone has its own personality, its own energy or ‘memory’. This is what I try to 55 in my photos.” 41. A. direction B. mystery C. belonging D. achievement 42. A. calling B. challenge C. competition D. trend 43. A. secretly B. soon C. hurriedly D. beforehand 44. A. parties B. sources C. angles D. accounts 45. A. weather B. access C. equipment D. lighting 46. A. bad B. dangerous C. favorable D. crucial 47. A. result B. drawback C. reflection D. sacrifice 48. A. earned B. took C. removed D. visualised 49. A. Failing B. Refusing C. Remembering D. Choosing 50. A. draw B. trick C. release D. transform 51. A. exhibition B. composition C. viewer D. step 52. A. building B. visiting C. documenting D. identifying 53. A. urges B. recalls C. sighs D. admits 54. A. part B. connect C. help D. come 55. A. make B. avoid C. evaluate D. capture 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。 Little remains of the original edition of Yongle Dadian, an encyclopedia completed in 1408 after 56 (authorize) by Emperor Yongle during the Ming Dynasty. From 57 is left of the handwritten tome (著作), it is not difficult to imagine just how impressive it was. It not only charts the emperor’s ambitions, but acts as a 58 (refer) work for culture and knowledge in China. Though generally referred to as 59 “encyclopedia” in the English-speaking world, Yongle Dadian is distinct from modern encyclopedias that provide summarized introductions. It is known as leishu (“category book”), 60 lengthy citations or entire works, rather than excerpts, are categorized based on themes and the pronunciation of key words. More than 600 leishu works 61 (write) in ancient China, the oldest of them dating to the 3rd century. In imperial times, Yongle Dadian was meant 62 (read) only by emperors. In 1403, 63 (win) a civil war and seized the throne from his nephew, Zhu Di appointed Xie Jin, chief of the cabinet, to compile the encyclopedia 64 an attempt to calm intellectuals and academics. Xie handed in a draft, but the emperor was not satisfied because he thought it mainly focused on ancient classics and was not 65 (include) enough. Yao Guangxiao, a monk and a political adviser to Zhu Di, took over the job as editor-in-chief. For the Chinese, it embodies the brilliance and cultural resilience of Chinese civilization. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 66．你校英文报“Campus and Us”专栏正在就学校一块闲置空地（8米×9米）征集改造建议。请你写一篇短文投稿，内容包括： 1．你的建议； 2．说明理由。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题纸的相应位置作答。 （3）闲置空地：vacant plot Campus and Us ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节：读后续写（满分25分） 67．阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 For years, I had been using delicate experimental tools and advanced lab materials to bring complex scientific concepts to life for my students. Nothing made me happier than seeing their eyes light up during these interactive and engaging activities. So I had never imagined that waste items would become our most valuable teaching resources, and that shortage would become the source of our greatest inspiration. Last year, our school was hit by severe budget cuts, which meant many resources for science activities were no longer available. As a teacher who had always relied on vivid experiments to make science fun, I felt extremely frustrated and discouraged. How could I keep my students interested and engaged without the well-equipped lab and expensive materials that had served us so well before? I was at a loss, worrying that my science classes would become boring and ineffective, and that my students would lose their passion for exploring the world through experiments. Just as I was struggling with this problem, my students surprised me in the most unexpected way. When we started our unit on simple machines, something amazing happened. Jamie, a ten-year-old boy full of curiosity, brought in some old bicycle parts from his garage. He said they could be used to make wheels and levers (控制杆). Following his example, Maya shared cardboard boxes that her family had kept for later use. One by one, other students also brought in recycled items: plastic bottles, string, used cans, and even small pieces of wood. By the end of the week, we had transformed the corner of our classroom into an entire “invention lab” using recycled materials and student contributions. At first, I doubted whether these simple, everyday objects could support meaningful learning. However, it turned out the learning that happened in that makeshift (临时的) lab exceeded anything we had accomplished with expensive commercial kits. 注意： 1．续写词数应为150个左右； 2．请按如下格式在答题卡的相应位置作答。 In this makeshift lab, students worked with amazing enthusiasm.________ ________ ________ ________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ By the end of the term, we held a small exhibition for other classes. ________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $ 中华中学2027届高三年级10月综合练习 参考答案 第一部分 听力（共两节，满分30分） 1~5 CBBAC 6~10 ACBCC 11~15 ACBCC 16~20 ABBBC 第二部分 阅读（共两节，满分50分） 21-23 DBB 24-27 DDAB 28-31 BDAD 32-35 DBCB 36-40 AFGBE 第三部分 语言运用（共两节，满分30分） 41-45 BADCB 46-50 CADDA 51-55 BCABD 56．being authorized 57．what 58．reference 59．an 60．where 61．were written 62．to be read 63．having won 64．in 65．inclusive 听力原稿见附件1； 21-65题解析见附件2，读后续写解析见附件3 第四部分 写作（共两节，满分40分） 66.应用文参考范文 范文1：绿色读书休憩区 Our school is collecting suggestions for the 8m×9m vacant plot on campus. I suggest turning this idle space into a green reading and resting zone for all students. This practical design can bring multiple benefits to our study and daily life. First, surrounded by various green plants, we can effectively relieve eye strain caused by long-time study. Besides, the quiet open space offers us a peaceful shelter to read books and relax during short breaks. Finally, it helps build a comfortable atmosphere for every student. This low-cost and high-value project fits our campus perfectly. Hopefully, this little corner will become a popular place for us to refresh ourselves. 范文2：学生劳动种植园 Our school is gathering creative ideas to make better use of the 8m×9m vacant campus land. I strongly recommend transforming this space into a student planting garden. The student garden will bring profound educational significance to us teenagers. First, it provides valuable hands-on labour chances, allowing us to gain practical experience beyond textbook knowledge. Besides, lush plants and blooming flowers can beautify the bare vacant area and improve the campus environment. Finally, daily plant maintenance cultivates our sense of responsibility and perseverance. Small as the plot is, it acts as a vivid outdoor classroom. I sincerely hope my practical proposal will be adopted by the school. 范文3：校园文化展板角 Our school welcomes diverse suggestions to renew the 8m×9m vacant plot on campus. My suggestion is to build a special cultural display corner for teachers and students. This cultural corner is of great value to enrich our campus spiritual life. First, it creates a public platform where students can show their paintings, poems and excellent compositions. Besides, colorful student works inject youthful vitality into the ordinary campus scenery. Finally, appreciating peer creations can gradually improve our aesthetic judgment and innovative thinking. It costs little but brings abundant spiritual wealth. I am looking forward to the completion of this meaningful corner. 范文4：户外小组讨论角 Our school is calling for proposals to reuse the 8m×9m idle campus space. I hope to turn this small plot into an outdoor group discussion corner. Such a corner can well meet students’ diverse campus needs. First, it provides a noise-free open space, where we can discuss academic problems and cooperate on group tasks freely. Besides, face-to-face communication in nature shortens the distance between classmates and strengthens friendship. Finally, it enriches our after-class activities and makes campus life more colorful. This simple design brings huge benefits with low investment. I firmly believe it will be popular among all students. 范文5：微型校园艺术角 Our school is collecting creative ideas for the renewal of the 8m×9m vacant land. My proposal is to build a unique mini art corner for every student. The art corner will inject new vitality into our campus life. First, it offers young art lovers a professional stage to display their creative works and show personal charm. Besides, surrounding green plants soften the rigid architectural atmosphere and create an artistic environment. Finally, it cultivates students’ aesthetic awareness and enriches our spiritual world. Art warms youth and beautifies the campus. I earnestly hope this creative plan will gain the school’s support. 评分要点及分值 要点1：明确提出改造方案，改造建议放在第一段（3 分）。 3 分：首段交代背景 + 清晰提出可行方案，不堆砌设施细节，符合 8m×9m 场地大小 2 分：提出方案，但方案脱离场地限制，或同时设计多种改造项目 1 分：方案表述模糊，难以看懂改造设想 0 分：没有提出改造建议 要点 2：说明理由（6 分）：陈述理由，2-3 点为宜，理由和方案需逻辑一致、针对性强。 6 分：理由紧扣主题，表意完整清晰，各理由之间逻辑层次清晰有条理； （理由空洞，和方案关联弱或理由偏离主题应酌情扣分、降档） 要点3：完整表达（3 分）：呼应投稿任务，结尾得体恰当（3 分）。 3 分：尾段概括价值并表达期望，文体贴合，收尾自然 2 分：存在结尾，但缺少总结与展望，收尾仓促 1 分：结尾残缺，几乎无总结 0 分：无结尾段 要点 4：衔接连贯（3 分）：要点之间有过渡衔接（2 分）；行文逻辑清晰（1分） 2 分：段落过渡自然；行文逻辑稍有欠缺； 1 分：连接词使用生硬，段落过渡感弱 0 分：无衔接词，段落割裂 学生可能存在的高频误区 1.❌首段堆砌设施细节：首段只需笼统方案，细节不可放在第一段，要点 1 降档。 2.❌方案不合理：改造设计篮球场、游泳馆等超出场地规模的设施，要点 1 最多 1 分。 3.❌主体段缺少总起句 / 分层逻辑词，理由混写，要点 4 酌情扣分。 4.❌理由空洞泛化，和改造方案无关，对应理由只能得 0-1 分。 5.❌词数少于60，扣1-2分。 6.❌语法拼写错误过多，影响阅读，对应要点降档。 67.读后续写（具体分析看附件2） Part 2 Possible Versions Version 1 Paragraph 1: In this makeshift lab, students worked with amazing enthusiasm. Jamie used the old bicycle wheels to build a simple pulley system, while Maya and several classmates designed a bridge model with cardboard and wooden sticks. Whenever a problem appeared, they gathered around the table, discussing possible solutions excitedly instead of giving up. What impressed me most was not the final result, but the sparkle in their eyes during the process of exploration. Even those who had once been quiet in class now eagerly shared their ideas and tested their inventions again and again. The classroom, once clouded by my worries about limited resources, was now filled with laughter, creativity and teamwork. Inspired by their progress, we decided to organize an exhibition to share their inventions with other classes. Paragraph 2: By the end of the term, we held a small exhibition for other classes. Display tables were covered with handmade projects built from recycled materials: bottle-powered cars, cardboard bridges, and simple machines made from cans and strings. Standing proudly beside their inventions, the students patiently explained scientific principles to visitors, whose faces were filled with surprise and admiration. Jamie demonstrated how his pulley system worked, while Maya showed how different structures could support weight. As I walked around the classroom listening to their confident explanations, a deep sense of pride rose within me. Months earlier, I had feared that budget cuts would destroy my students’ passion for science. Instead, those simple waste items had brought out their imagination, curiosity and creativity in ways I had never expected. At that moment, I truly understood that the heart of science education lies not in costly materials, but in inspiring young minds to explore the world. Version 2 Paragraph 1: In this makeshift lab, students worked with amazing enthusiasm. Every afternoon, the classroom corner turned into a busy workshop where recycled materials were transformed into scientific tools. At first, many of their inventions failed to work as expected. The wheels made from bicycle parts often fell apart, and the cardboard structures sometimes collapsed before the students’ eyes. However, instead of feeling discouraged, the children kept adjusting and improving their designs patiently. I still remember how Jamie spent nearly an hour tightening strings on his homemade lifting machine until it finally succeeded in raising a small box. The moment the box slowly moved upward, excited cheers burst out across the classroom. Their growing confidence eventually encouraged us to prepare a science exhibition for the whole school. Paragraph 2: By the end of the term, we held a small exhibition for other classes. The classroom walls were decorated with photos showing the students building and testing their inventions step by step. Visitors crowded around the tables, amazed that such impressive projects had been created from waste materials. Some students demonstrated simple machines, while others explained how recycled bottles and cans could be used in experiments. More importantly, every child spoke with confidence and excitement that I had rarely seen before. As I stood quietly in the back of the classroom, memories of my earlier frustration came flooding back. I had once believed that good science teaching depended heavily on advanced equipment. Yet my students had taught me a far more valuable lesson: imagination and curiosity could turn even the simplest materials into powerful tools for learning. Long after the exhibition ended, the spirit of that makeshift lab remained alive in all of us. Version 3 Paragraph 1: In this makeshift lab, students worked with amazing enthusiasm. During every science class, groups of students could be seen bending over tables covered with bottles, strings and cardboard boxes. Some were carefully measuring distances for their homemade cars, while others tested whether their levers could lift heavier objects. The students constantly exchanged ideas, corrected mistakes and encouraged one another whenever difficulties arose. To my amazement, even those who used to show little interest in science became deeply involved in the activities. The entire classroom seemed alive with curiosity and creativity. The students’ growing passion for science soon made us eager to present their achievements through a public exhibition. Paragraph 2: By the end of the term, we held a small exhibition for other classes. The moment visitors entered the classroom, they were attracted by the colorful inventions displayed everywhere. Students excitedly introduced their projects and demonstrated how their simple machines worked using recycled materials. Some younger students even asked whether they could join future science activities. Hearing such questions, I could not help smiling warmly. Months ago, I had worried that the lack of resources would make science dull and ineffective. Surprisingly, it was this shortage that encouraged my students to become more imaginative and independent learners. As the exhibition drew to an end, I looked around the lively classroom and felt deeply grateful. Those ordinary waste items had not only built simple machines, but also created a classroom full of curiosity, confidence and endless possibilities. 附件1 听力原文 Text 1 M: I can’t decide between the robotics club and the debate team. W: Well, you’re more of a hands-on builder than a speaker, aren’t you? I’d say go with what suits your natural strengths. Text 2 W: I’ve been looking forward to our beach getaway all month, but the weather forecast says thunderstorms from Friday through Sunday. M: What about the mountain cabin we stayed in last spring? I could make a call and see if it’s available. W: That’s brilliant! The kids loved the hiking trails there. Text 3 M: I’ve been practicing the guitar for three months now, but my fingers still feel clumsy on the strings. W: Three months is nothing. I played the piano for six years before I felt truly comfortable. M: Six years? That’s discouraging. Text 4 M: If we leave by 7, we can beat the rush hour traffic and get to the airport in 40 minutes. W: Or we could take the subway and avoid the stress of driving altogether. It takes about the same time. M: True, but with three suitcases, I’d rather not drag them through crowded stations. Text 5 W: Honey, are you sure you know how to chop onions? M: Of course! See? (coughing) Wait, why are my eyes burning? W: You forgot to freeze it in the refrigerator first? M: Oh… that explains it. Text 6 W: Excuse me, I’d like a full refund. The room was right next to the elevator, so I heard constant dinging noises all night. Also, the Wi-Fi was down most of the time. It’s really disappointing! M: I apologize for the inconvenience, but we can’t refund the full amount. You booked for three nights at $150 per night. Then we can give you a 40% discount on your total bill. W: Only 40%? I expected at least half. M: I’m afraid that’s our maximum for non-technical issues. However, I can throw in a free dinner voucher. W: Alright, I’ll take that. Text 7 M: Congratulations on winning the Young Digital Artist Award, Emma! Your AI-generated series “Urban Dreams” truly impressed the judges. W: Thank you. I’m still processing it, to be honest. I never expected to win against so many talented participants. M: What inspired you to combine artificial intelligence with traditional painting techniques? W: I’ve always loved watercolors, but I’m also fascinated by technology. So I trained an AI model on thousands of classical landscape paintings, then used its outputs as a base layer, and painted over them manually. M: That sounds incredibly time-consuming. How long did the whole project take? W: About four months of coding and painting，plus countless failed attempts. But the process taught me that creativity isn’t about the tool — it’s about how you use it. Text 8 M: I’ve been in this accounting firm for five years, and I feel like I’m getting nowhere. W: Have you considered going back to school for an MBA? That could open up management positions. M: I’ve thought about it, but the tuition is too high, and I’d have to quit my job. I can’t afford to lose my income. W: What about switching to a different company? Sometimes a change of environment makes all the difference. M: I’ve sent out a few applications, but the market is tough right now. Everyone wants five years of experience for an entry-level position. W: Then maybe it’s not about changing jobs — maybe it’s about changing your mindset. Have you talked to your boss about taking on more challenging projects? M: That’s actually something I haven’t tried. I’ve been so focused on leaving that I didn’t think about improving where I am. Text 9 W: The community music festival is in three weeks, and we’re nowhere near ready. The main stage still needs sound equipment, and half the performers haven’t confirmed. M: The rental company says they can deliver the sound system by next Friday, but we’ll have to pay a rush fee. W: How much extra are we talking? M: About 500 dollars. Given our budget, that would mean cutting back on the lighting design. W: We can’t compromise on lighting — it’s essential for the evening performances. What if we reduce the number of food stands from ten to six? People are coming for the music, not the food. M: That’s a reasonable trade-off. I’ll adjust the list of food sellers accordingly. And what about the performers? W: I’ll personally visit the local bands this weekend to get firm commitments. Text 10 Welcome to our science talk. Today we’re looking at solar energy — and guess what? This year has been a game-changer for solar research. Scientists have achieved new records in solar cell efficiency. One team reported a conversion efficiency of over 35 percent for a new type of solar cell, beating the previous record. This high efficiency is only reached in small laboratory samples, not in commercial solar panels. Another group developed a special coating that helps panels work better in hot weather. Meanwhile, the cost of solar power continues to drop. Since 2010, installation costs have fallen by nearly 90 percent. In some countries, solar energy with battery storage is now cheaper than electricity from fossil fuels. Storage technology is also improving. Researchers have created a liquid that can hold solar energy for years and release it as heat when needed. While it cannot produce electricity directly, this technology could help solve one of solar power’s biggest problems — what to do when the sun doesn’t shine. Experts believe these advances will make solar energy more accessible to homes and businesses around the world. With better efficiency, lower costs, and smarter storage, solar power is becoming a reliable energy source for the future. 附件2 【A篇答案】21. D 22. B 23. B 21 题 题干：“TREE by TREE” 项目中的一项特有任务是什么？ 原文出处：TREE by TREE 段落最后一句：Additional tasks include training, producing organic fertilizer, and maintaining social media and reports. maintaining social media 意为维护社交媒体账号，对应选项 D Keeping network accounts（维护网络账号）。 选项辨析： A. Organizing activities（组织活动）：文中是 conducting ecological awareness workshops，其他项目也有 workshops，不是该项目特有。 B. Supporting policy work（政策相关工作）：属于 Climate Campaign 和 Zero Waste Campaign 的任务，排除。 C. Irrigating trees in person（亲自给树木浇水）：原文 installing irrigation systems 是安装灌溉系统，不等于亲自浇水，概念偷换，排除。 D. Keeping network accounts（维护网络账号）：对应 maintaining social media，正确。 22 题 题干：Youth Bloom Eco-Village 和 Climate Campaign 两个项目都包含什么？ 原文出处 Youth Bloom Eco-Village：There is a nature-based learning space for the youth to connect with nature, learn biodiversity… Volunteers assist in … workshops, and training sessions. Climate Campaign：Tasks include taking lessons on climate issues… Youth Bloom 有学习空间、学习生物多样性、讲习班与培训；Climate Campaign 有气候课程学习，二者都有以学习为核心的活动，对应 B Learning-focused activities。 选项辨析： A. Waste reduction workshops（减废讲习班）：仅 Zero Waste Campaign 项目内容，排除。 B. Learning-focused activities（以学习为主的活动）✅ C. Hands-on farming experience（农事实操）：只出现在 Youth Bloom 项目，排除。 D. Eco-friendly structure construction（生态建筑建造）：只出现在 Youth Bloom 项目，排除。 23 题 题干：这篇文章最可能来源于哪里？ 原文出处： ① 每个项目都标注地点、项目起止时间、申请截止日期（Apply by…）以及志愿者需要完成的工作内容； ② 全文多处出现 volunteers，介绍志愿者要承担的各项工作，全文介绍 4 个志愿项目，目的是招募志愿者。 选项辨析： A. A blog on education（教育博客）：文章不是分享教育博文，排除。 B. A call for volunteers（志愿者招募启事）✅，文中多处 Apply by（申请截止时间）、反复提及 volunteers，是招募志愿者典型特征。 C. An essay on climate（气候主题论文）：没有论点论证，只是项目简介，排除。 D. A brochure about travel（旅游宣传册）：项目是志愿活动，不是旅游项目，排除。 【B篇答案】24. D 25. D 26. A 27. B 【解析】 【导语】本文是一篇记叙文。文章主要讲述了作者从痴迷跑步数据到享受跑步本身，领悟到跑步的真谛在于感受当下而非追求成绩。 【24题详解】 细节理解题。根据第一段“Several years ago, I was addicted to personal bests (PBs). I treated every run as a never-ceasing battle against time with my GPS watch serving as my judge. Failure seemed certain unless I hit the target pace while success merely fueled the urge to map out how to go faster next time. (几年前，我沉迷于个人最佳成绩(PBs)。我把每一次跑步都当作一场与时间永不停息的战斗，我的GPS手表就是裁判。除非达到目标速度，否则失败似乎是肯定的，而成功只会激发我下次如何跑得更快)”可知，作者对待自己的跑步表现过于认真。故选D项。 【25题详解】 词句猜测题。根据第二段“Then a major injury — my broken ankle — sidelined me for three months, forcing me to switch to long, unhurried walks in the nearby park — no watch, no headphones and just the rhythm of my footsteps. It came as a revelation: I noticed the golden color of dusk filtering through oak leaves, the laughter of children echoing from the playground and the smell of freshly baked bread floating from a nearby bakery. (然后，一次严重的受伤——我的脚踝骨折——让我休息了三个月，迫使我转向在附近的公园里进行漫长而悠闲的散步——没有手表，没有耳机，只有我脚步的节奏。这让我有了一个revelation：我注意到黄昏的金色透过橡树叶，操场上回荡着孩子们的笑声，附近面包店飘来新鲜出炉的面包香味)”可知，作者受伤后散步时有了新的发现，所以“revelation”指的是“一个令人耳目一新的发现”。故选D项。 【26题详解】 推理判断题。根据第三段“Then trail running, where roots and rocks demand full attention to footing rather than speed, became my new pursuit. Initially, it felt odd, like I was cheating, casting me into a mild state of disquiet with this unaccustomed pace. (然后，越野跑成了我的新追求，在越野跑中，树根和岩石要求你全神贯注于脚步，而不是速度。起初，感觉很奇怪，就像我在作弊，这种不习惯的速度让我有点不安)”可知，作者第一次尝试越野跑时感到不安。故选A项。 【27题详解】 推理判断题。根据最后一段“That’s when it hit me: The essence of running doesn’t lie in pursuing data but in fully inhabiting the present, embracing surrounding delights and connecting with my body, nature and the world. That, indeed, is the greatest personal best of all. (就在那时，我突然意识到：跑步的本质不在于追求数据，而在于完全融入当下，享受周围的乐趣，与我的身体、自然和世界建立联系。这确实是有史以来最伟大的个人最佳成绩)”可知，作者的经历表明跑步是为了快乐，而不是为了数据。故选B项。 【C篇答案】28. B 29. D 30. A 31. D 【解析】 【导语】文章主要论述了小说家可以从非虚构作品中汲取养分，介绍作者自身创作经历，探讨虚构文学与非虚构文学相互融合的写作手法。 28．细节理解题。根据第一段“Sure, you can imagine anything, but readers will not necessarily believe anything. Truth doesn’t have to be true, but it does have to be credible (We’ve all read something unrealistic that the author insists ‘really happened!’).(诚然，你可以想象任何事物，但读者未必会相信所有内容。事实不必完全真实，但必须具备可信度（我们都读过一些脱离现实的内容，而作者却坚称这‘确有其事！’）。)”可知，小说应当具备可信的特质。 29．细节理解题。根据第二段“That kind of fiction requires a lot of research just at the level of what people wear, eat and how they live their lives. Then you need location details: buildings, streets, smells, sounds, etc.(这类小说需要大量研究，涉及人们的穿着、饮食以及生活方式，还需要地点细节：建筑、街道、气味、声音等等。)”以及“The novel’s plot would be mine, but everything it rested on was pure historical research.(小说情节是作者原创，但支撑小说的一切都来自纯粹的历史研究。)”可知，对维多利亚时代伦敦的研究是为了保证历史准确性。 30．推理判断题。根据第三段“He noted that each book was based on a specific subject area — avalanches (雪崩), oil‑drilling work — and understood that readers don’t just want a story. They also want to learn something about an unknown subject. They want fiction and non‑fiction combined.(他注意到每本书都围绕某一特定主题展开——雪崩、石油钻探工作——并且意识到读者不只是想看一个故事。他们也希望了解一些陌生领域的知识。他们期待虚构与非虚构内容融为一体。)”可知，读者期待兼具故事性与新知的新颖内容。 31．细节理解题。根据最后一段“I decided to tell the history in a non‑chronological (时间顺序的) way, focusing instead on themes that would allow me to group different and individual stories in ways that would hold together like chapters in fiction.(我决定不按照时间顺序来讲述这段历史，转而围绕各类主题，把一个个独立各异的故事整合在一起，使其衔接连贯，如同小说的各个章节。)”以及“As such, it appeared to be almost like a novel, though everything in it is history.(如此一来，这本书读起来几乎就像一部小说，然而书中所有内容均为史实。)”可知，作者采用小说式的结构来讲述希腊城镇的历史。 【D篇答案】32. D 33. B 34. C 35. B 【解析】 【导语】文章介绍人工智能领域的部分难题正由哲学家参与解决，介绍哲学家在AI对齐任务中的作用，同时也提及学界对于哲学能否解决AI相关难题的不同看法。 32．细节理解题。根据第一段“Some of the biggest challenges in artificial intelligence are being worked on not by computer scientists but by philosophers.(人工智能领域一些最大的挑战不是由计算机科学家解决，而是由哲学家来攻克)”以及第二段“Jonathan Birch at the London School of Economics and Political Science says AI companies are the big employers of philosophy PhDs right now.(伦敦政治经济学院的乔纳森·伯奇表示，人工智能公司现在是哲学博士的主要雇主)”可知，文章前两段呈现的现象是人工智能公司正寻求哲学领域的帮助。 33．词句猜测题。根据第三段“Efforts to stop AI models giving dangerous outputs were initially focused around putting in simple black-and-white guardrails (护栏), such as forbidding a model from talking about bombs entirely. But these proved clumsy and easy to circumvent.(阻止AI模型输出危险内容的做法最初侧重于设置简单非黑即白的护栏，例如完全禁止模型谈论炸弹。但事实证明这些方法笨拙，很容易circumvent)”，可知划线词上文提到了阻止AI模型输出危险内容的做法最初侧重于设置简单非黑即白的护栏，还提到了事实证明这些方法笨拙，可推理出这些方法很容易被绕过，所以划线词的含义为“绕过，避开”。 34．推理判断题。根据第三段“Now, companies are pursuing more advanced methods which lean heavily on philosophical understanding of right and wrong.(如今，企业正寻求更先进的方法，而这些方法在很大程度上依赖于对是非的哲学理解)”可知，企业正寻求更先进的方法，而这些方法在很大程度上依赖于对是非的哲学理解，可推理出大语言模型的训练方式从死板硬性规则转向依托道德是非推理。 35．主旨大意题。根据第一段“Some of the biggest challenges in artificial intelligence are being worked on not by computer scientists but by philosophers.(人工智能领域一些最大的挑战不是由计算机科学家解决，而是由哲学家来攻克)”、第五段“Mahrad Almotahari at the University of Edinburgh sees value in philosophy expertise for technology firms, but is sceptical that the toughest questions of machine consciousness will be answered by them.(爱丁堡大学的马赫拉德·阿尔莫塔哈里认为，哲学专长对科技公司有着重要的价值，但他也怀疑这部分专家能否解答关于机器意识的最棘手的难题)”以及最后一段““I wish we had made more progress on the big questions of philosophy before the arrival of AI. If we had, we would have been better prepared. AI has now given these questions massive urgency, and yet, the answers still seem far away,” says Birch.(伯奇说：“我真希望在人工智能问世之前，我们在哲学重大问题上就已经取得更多进展。倘若那时做到了，我们本可以准备得更充分。如今人工智能让这些问题变得万分紧迫，可答案似乎依旧遥遥无期。”)”可知，人工智能领域一些最大的挑战是由哲学家来攻克的，专家希望在人工智能问世之前，在哲学重大问题上就已经取得更多进展，目前人工智能让哲学上的重大问题的解决问题变得万分紧迫，可答案似乎依旧遥遥无期，可知全文围绕哲学能不能解决人工智能中的各类问题展开。 【七选五答案】36. A 37. F 38. G 39. B 40. E 【解析】 【导语】这是一篇议论文。文章以作者对“第二次机会”的矛盾态度为切入点，讲述自己虽然嘴上不认同给人第二次机会，行动上却常常选择原谅他人，同时阐释了自己并非盲目原谅，而是会通过观察、共情去判断，也点明了给予第二次机会的价值与潜在风险。 【36题详解】 上文“I don’t like books about “second chances”. Why should someone be given another chance when they mess up? Why do people beg for forgiveness and then repeat their errors anyway? Yet, despite myself, I give out second chances like free candy — again, again, and again. (我不喜欢关于“第二次机会”的书。为什么有人搞砸了事情还能得到另一次机会？为什么有些人乞求原谅，却又重复犯错？然而，不由自主地，我还是像发免费糖果一样，一次又一次地给别人第二次机会)”点明作者对“第二次机会”的矛盾心理，下文“Whether little mistakes or bigger errors, I’ll put on a smile, saying, “It’s fine!” and then carry on with my day, no matter how these moments might make me feel. (无论是小失误还是大过错，我都会面带微笑说“没关系！”，然后继续我的一天，不管这些时刻让我有多难受)”具体描述了作者原谅他人的表现。A项“我本质上是一个愿意原谅他人的人”承上启下，既呼应了上文“不由自主给人第二次机会”的行为，又能自然引出下文原谅他人的具体做法，逻辑连贯。故选A。 【37题详解】 上文“When I brush off a mistake in the moment, I’m really giving myself a second chance to see beyond the error itself. I might grab coffee with the person, observing how he acts and interacts with others — little details often offer fresh insights into who he is. (当我当下对一个错误释怀时，其实是在给自己第二次机会，去看到错误之外的东西。我可能会和对方一起喝咖啡，观察他的言行举止以及与他人的互动方式——一些小细节往往能让人对他有新的认识)”介绍了作者通过亲自观察去了解犯错的人，下文“A third party’s perspective keeps me from being one-sided in my thinking. (第三方的观点能让我避免思维片面)”强调第三方视角的作用。F项“或者我会向一个共同的朋友征求意见”承上启下，“或者”体现了与前文“亲自观察”并列的另一种方式，同时对应下文的“第三方视角”，让作者了解他人的途径更完整，符合语境。故选F。 【38题详解】 上文“Empathizing is an important part of the relationship. (共情是人际关系中很重要的一部分)”点明共情的重要性，下文“Perhaps the person was buried in work, going through a tough period, or just having a bad day. (也许这个人当时工作缠身、正经历一段艰难的时期，或者只是那天心情不好)”列举了人们犯错的一些客观原因。G项“毕竟，很多错误的产生都有可以理解的缘由”承上启下，承接上文的“共情”，同时引出下文对犯错原因的列举，解释了共情的合理性，逻辑通顺。故选G。 【39题详解】 上文“Perhaps the person was buried in work, going through a tough period, or just having a bad day. Giving a second opportunity to those who truly deserve it can keep precious connections alive. (也许这个人当时工作缠身、正经历一段艰难的时期，或者只是那天心情不好。给那些真正值得的人第二次机会，能让珍贵的关系得以维系)”说明了给值得的人第二次机会的意义。B项“仅此一点，就足以让这份付出变得值得”承接上文，“仅此一点”指代上文“维系珍贵关系”，总结了给予第二次机会的价值，让段落逻辑闭环，贴合主旨。故选B。 【40题详解】 上文“Of course second chances always come with a quiet risk: I might end up giving one to someone who takes my kindness for granted and messes up again. (当然，给予第二次机会总会伴随着一种潜在的风险：我可能会把机会给了那些把我的善良当成理所当然，然后再次犯错的人)”点明给予第二次机会的风险，下文“It gives me a unique window into his true self — and even if I’m disappointed, that insight enriches my understanding of people, helping me choose more wisely who to invest in next. (这让我有机会看到他真实的一面——即便我会失望，这份认知也能加深我对人的理解，帮助我更明智地选择未来该倾心相待的人)”说明了这种风险带来的收获。E项“即便如此，这种风险也是必要且有价值的”承上启下，“即便如此”承接上文的“风险”，“必要且有价值”则引出下文风险带来的积极意义，符合段落逻辑。故选E。 【完形答案】 41-45：BADCB 46-50: CADDA 51-55: BCABD 【解析】 【导语】本文是一篇记叙文。文章主要讲述英国摄影师Beckie Burr对古遗址摄影的热爱、拍摄理念及她给他人的摄影建议。 41．考查名词词义辨析。句意：那种神秘感不断激励着我。A. direction方向；B. mystery神秘；C. belonging归属感；D. achievement成就。根据前文“imagining how they looked thousands of years ago”可知，古遗址带来的是神秘感。故选B。 42．考查名词词义辨析。句意：她将拍摄古遗址描述为一种使命。A. calling使命、召唤；B. challenge挑战；C. competition竞争；D. trend趋势。结合前文她对古遗址摄影的热爱和神秘感带来的激励，以及下文“Go to a place that calls to you”可知，拍摄古遗址对她而言是一种使命。故选A。 43．考查副词词义辨析。句意：Burr总是提前参观每个拍摄地点。A. secretly秘密地；B. soon很快；C. hurriedly匆忙地；D. beforehand提前。根据后文“On a pre-shoot visit”可知，她会在拍摄前提前前往地点。故选D。 44．考查名词词义辨析。句意：她会四处走动，从各个角度观察这个遗址。A. parties派对；B. sources来源；C. angles角度；D. accounts描述。根据后文“Some stones can look very different from one side to the other.”可知，此处指从各个角度观察。故选C。 45．考查名词词义辨析。句意：在拍摄前的参观中，弄清楚通行权限也很重要，尤其是因为许多遗址位于私人土地上。A. weather天气；B. access通行权限、进入；C. equipment设备；D. lighting光线。结合下文“many sites are on private land”可知，需要提前确认能否进入，即通行权限。故选B。 46．考查形容词词义辨析。句意：有时条件会不太有利。A. bad糟糕的；B. dangerous危险的；C. favorable有利的；D. crucial关键的。根据前文“luck and patience play a part”可知，有时拍摄条件不好、不有利。故选C。 47．考查名词词义辨析。句意：我的许多照片都是多次返回的结果，直到我能拍到我一开始想象的画面。A. result结果；B. drawback缺点；C. reflection反思；D. sacrifice牺牲。结合下文“going back multiple times”和“get the shot”可知，照片是多次尝试的结果。故选A。 48．考查动词词义辨析。句意：我的许多照片都是多次返回的结果，直到我能拍到我一开始想象的画面。A. earned赢得；B. took拍摄；C. removed移除；D. visualised想象、设想。结合前文“imagining how they looked thousands of years ago”可知，此处指一开始想象的画面。故选D。 49．考查动词词义辨析。句意：Burr选择将后期处理降到最低，她试图让每张照片都尽可能接近她看到的场景。A. Failing失败；B. Refusing拒绝；C. Remembering记得；D. Choosing选择。结合下文“keep post-processing to a minimum”可知，这是她主动选择的拍摄理念。故选D。 50．考查动词词义辨析。句意：寻找能将观众吸引到场景中的元素——“引导线、形状或视角，让你感觉自己是遗址的一部分”——Burr说每一张构图都必须讲述一个故事。A. draw吸引；B. trick欺骗；C. release释放；D. transform改变。根据下文“make you feel part of the site”可知，这些元素是为了吸引观众融入场景。故选A。 51．考查名词词义辨析。句意：寻找能将观众吸引到场景中的元素——“引导线、形状或视角，让你感觉自己是遗址的一部分”——Burr说每一张构图都必须讲述一个故事。A. exhibition展览；B. composition构图、作品；C. viewer观众；D. step步骤。结合前文“photographs”可知，此处指每一张摄影构图。故选B。 52．考查动词词义辨析。句意：我对仅仅记录一个遗址不感兴趣。A. building建造；B. visiting参观；C. documenting记录；D. identifying识别。结合前文“every composition must tell a story”可知，她不满足于单纯记录遗址。故选C。 53．考查动词词义辨析。句意：“去一个吸引你的地方，在那里多花点时间，”她敦促道。A. urges敦促、建议；B. recalls回忆；C. sighs叹息；D. admits承认。结合前文“Her advice to others is to just start.”可知，此处是她对他人的敦促和建议。故选A。 54．考查动词词义辨析。句意：如果你能与这个地方建立联系，它会在你的照片中体现出来。A. part参与；B. connect联系、联结；C. help帮助；D. come来。结合后文“Each stone has its own personality, its own energy or ‘memory’”可知，需要与拍摄地点建立联系。故选B。 55．考查动词词义辨析。句意：这就是我试图在我的照片中捕捉的东西。A. make制作；B. avoid避免；C. evaluate评价；D. capture捕捉。结合前文她想展现石头的个性、能量和记忆，可知此处指在照片中捕捉这些东西。故选D。 【语填答案】 56．being authorized 57．what 58．reference 59．an 60．where 61．were written 62．to be read 63．having won 64．in 65．inclusive 【解析】 【导语】文章介绍了明代《永乐大典》的编纂背景、体例特点及其作为中华文化瑰宝的重要价值。 56．考查非谓语动词。句意：原版《永乐大典》留存下来的已经寥寥无几，这部百科全书是明代永乐皇帝授权后，于1408年编纂完成的。此处作介词宾语，authorize(授权)用动名词形式，且与其逻辑主语Yongle Dadian之间是被动关系，应用动名词的被动形式being authorized。 57．考查宾语从句。句意：从残存的手写典籍之中，不难想象这部书当年何等恢弘壮丽。此处引导宾语从句，从句缺少主语，表示“残存的事物”，应用连接代词what引导该从句。 58．考查名词。句意：它不仅映照帝王的抱负，也是中国文化知识的参考典籍。提示词refer(参考)在句中修饰名词work，应用名词形式reference作定语，构成名词词组reference work，意为“参考典籍”；名词作定语表类别。 59．考查冠词。句意：尽管在英语世界中，它一般被称作一部“百科全书”，但《永乐大典》和提供摘要式介绍的现代百科全书并不一样。encyclopedia为可数名词单数，此处表示“一部百科全书”，泛指，且encyclopedia发音以元音音素开头，应用不定冠词an。 60．考查定语从句。句意：它被称为类书，在类书当中，完整引文甚至整部典籍会根据主题和关键词的读音进行分类，而不是摘录片段。此处引导非限制性定语从句，修饰先行词为leishu，关系词将其代入在从句中作地点状语，是抽象地点，应用关系副词where引导该从句。 61．考查时态语态和主谓一致。句意：中国古代有六百多部类书，最早的可以追溯到公元3世纪。提示词write(编写)是谓语动词，与主语works之间是被动关系；讲述古代的事情，应用一般过去时的被动语态；主语为复数，谓语用复数形式were written。 62．考查非谓语动词。句意：在封建王朝，《永乐大典》仅供皇帝阅读。be meant to do为固定搭配，意为“目的是，理应”；且read(阅读)与其逻辑主语Yongle Dadian之间是被动关系，应用不定式的被动形式to be read，作主语补足语。 63．考查非谓语动词。句意：1403年，朱棣打赢内战，从侄子手中夺取皇位之后，任命内阁首辅解缙编纂这部典籍，以此安抚文人学士。此处作时间状语，win(赢得)用非谓语形式，与其逻辑主语Zhu Di之间是主动关系，且动作发生在seized之前，应用现在分词的完成式having won表主动和完成。 64．考查介词。句意：1403年，朱棣打赢内战，从侄子手中夺取皇位之后，任命内阁首辅解缙编纂这部典籍，以此安抚文人学士。in an attempt to do为固定搭配，意为“试图，力求”。 65．考查形容词。句意：解缙上交了初稿，但是皇帝并不满意，认为它主要聚焦古代经典，内容不够包罗万象。系动词was后用形容词作表语，提示词include(包括)的形容词形式是inclusive，意为“包罗广泛的，内容全面的”。 附件3 Part 1 文章类型分析与续写构思指导 一、文章类型判断 分类维度 类型 题材 师生教育启发创新成长类 核心主题 教育启发 + 创新成长 情节模式 “困境—转机—合作—成果—升华”型 情感走向 frustration → surprise → confidence → pride 价值导向 创造力、合作精神、资源再利用、教育初心 续写风格 温暖治愈型、正能量升华型 二、续写核心思路分析 （一）原文主线 文章真正的核心并不是“缺少实验器材”，而是：“学生的创造力与主动参与，重新点燃了课堂生命力。” 因此续写不能跑偏成： · 单纯描写做实验 · 描写学校恢复预算 · 获奖、媒体采访等“大事件” · 教师个人成功 而应该围绕： 学生在简陋条件下展现创造力 → 教学氛围改变 → 教师认知被重塑 → 全校共享成果。 三、续写布局 Paragraph 1 任务定位 段首句： In this makeshift lab, students worked with amazing enthusiasm. 本段核心： 描写学生如何积极创造、合作、实验，突出： · 热情 · 创造力 · 团队合作 · 教师心理变化 本段建议结构 层次 内容 开头 学生投入制作科学装置 中间 利用废旧材料完成实验 高潮 出现成功时刻/小发明 结尾 老师意识到真正重要的是“探索精神” 本段必须回扣的伏笔 原文伏笔 续写回应方式 simple machines 制作滑轮、杠杆、小车等 bicycle parts 做成转轮装置 cardboard boxes 搭建模型 invention lab 学生自由创造 I doubted 老师态度转变 Paragraph 2 任务定位 段首句： By the end of the semester, we held a small exhibition for other classes. 本段核心：展示成果 + 情感升华。 重点：学生自豪展示 · 其他学生惊叹 · 教师重新理解教育 · 点题“waste became treasure” 本段建议结构 层次 内容 开头 展览布置 中间 学生演示作品 高潮 观众赞叹/互动 结尾 教师感悟教育本质 四、高考续写高分实施策略 1. 情节设计原则 （1）小事件，大情感 不要写： · 国家级比赛 · 校长奖励 · 新闻报道 高考更喜欢： · 一个成功运转的小装置 · 学生眼里的光 · 教师的感动 2. 情感递进设计 建议形成： 阶段 情绪 原文 frustrated 第一段 surprised → impressed 第二段 proud → inspired 3. 巧妙升华方向 可升华到： 教育真正重要的不是： · expensive tools 而是： · curiosity · creativity · teamwork · hands-on exploration 五、续写容易跑偏的问题 常见问题 为什么扣分 新增专家/记者/赞助商 偏离校园微情境 学校突然恢复资金 破坏“废物利用”主题 写成环保宣传文 偏离“教育成长”主线 过度煽情 不符合英语续写自然风格 忽视学生主体 原文核心是students 第一段直接写展览 与第二段冲突 六、高分语言建议 适合本篇的语言特点 类型 建议 动作描写 assemble, test, adjust, connect 情绪描写 excitement, pride, curiosity 教师心理 I gradually realized... 场景描写 laughter filled the classroom 升华句 creativity matters more than equipment 七、故事核心脉络梳理 1. 故事核心脉络 学校预算削减↓ 老师失去实验资源而焦虑↓ 学生主动带来废旧材料↓ 临时实验室形成↓ 学生创造性学习↓ 老师重新理解教育↓ 学期末成果展览↓ 教育意义升华 八、续写框架提炼 第一段模板逻辑 学生投入制作↓ 不断尝试与合作↓ 某个实验成功↓ 老师被深深触动 第二段模板逻辑 举办展览↓ 学生展示成果↓ 观众惊叹互动↓ 老师升华教育意义 参考答案第 1 页 共 8 页 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $