东北三省精准教学2025届高三下三模联考英语试卷（解析版）

这是一份东北三省精准教学2025届高三下三模联考英语试卷（解析版），共21页。试卷主要包含了5分，满分37等内容，欢迎下载使用。
第一部分 听力（略）
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
SUMMER FARM CAMP
Bring city kids t ur hands-n farm fr an exciting summer adventure! Immerse them in a unique farm where they cnnect with nature, learn life skills, and have fun thrugh hands-n activities like animal care, cking, crafting, and games.
AGE GROUPS & ACTIVITIES
Kindergarten Farm (Ages 4-5): Meet farm animals. Explre barns and gardens thrugh music and games.
Fun at the Farm (Ages 6-8): Adpt a cw, learn animal care, and enjy nature studies and crafts.
Farm Adventurers (Ages 9-11): Care fr rabbits, sheep, and gats. Enjy games and snacks,
Junir Farmers (Ages 12-14): Adpt a calf. Gain real farming experiences.
CAMP DATES & FEES
DROP-OFF & PICK-UP
Camps run frm 9:00 a.m. t 4:00 p.m. with flexible drp-ff (8:15 :00 a.m.) and pick-up (4:00 :45 p.m.). D remember t send and pick up yur kids at the scheduled time.
REGISTRATION
Registratin is nw pen. Camp spts are available n a first cme, first served basis. Check ur website regularly fr updates.
1. What is the main purpse f the Summer Farm Camp?
A. T train prfessinal farmers.B. T prtect lcal ecsystems.
C. T cnduct agricultural research.D. T ffer city kids farm experiences.
2. Hw much des it cst fr a 4-year-ld and a 12-year-ld t jin the camp?
A. $340.B. $410.C. $750.D. $820.
3. Wh is the text intended fr?
A. Farmers.B. Parents.C. Teachers.D. Researchers.
【答案】1. D 2. C 3. B
【语篇解读】本文是一篇应用文。主要介绍了夏季农场夏令营的相关信息，包括夏令营的目的、针对不同年龄组的活动、夏令营的日期和费用、接送时间以及报名方式等。
【1题详解】
细节理解题。根据第一段“Bring city kids t ur hands-n farm fr an exciting summer adventure! Immerse them in a unique farm where they cnnect with nature, learn life skills, and have fun thrugh hands-n activities like animal care, cking, crafting, and games. (带城市里的孩子来我们的实践农场，进行一次激动人心的夏日冒险吧! 让他们沉浸在一个独特的农场里，在那里他们与大自然接触，学习生活技能，并通过动物护理、烹饪、手工艺和游戏等实践活动获得乐趣)”可知，夏季农场夏令营的主要目的是为城市里的孩子提供农场体验。故选D项。
【2题详解】
细节理解题。根据“AGE GROUPS & ACTIVITIES”中“Kindergarten Farm (Ages 4-5) ”部分可知，4-5岁的孩子参加的夏令营是Kindergarten Farm，结合表格可知费用是$340；根据“Junir Farmers (Ages 12−14)”部分可知，12−14岁的孩子参加的夏令是Junir Farmers，结合表格可知营费用是$410。因此，一个4岁的孩子和一个12岁的孩子参加夏令营的总费用是$340+ $410 = $750。故选C项。
【3题详解】
推理判断题。纵览全文，特别是“DROP-OFF & PICK-UP”部分提到的“D remember t send and pick up yur kids at the scheduled time. (请务必在规定的时间送孩子来接孩子)”可推知，这篇文章是写给家长的，因为家长需要负责送孩子来参加夏令营并在规定的时间接孩子回家。故选B项。
B
Grwing up in Sri Lanka, I develped a deep lve fr wildlife, particularly elephants. Hwever, I als saw the terrible impact f human-wildlife cnflict.
Since 2021, ver half f Earth’s terrestrial surface has been shared by bth humans and wildlife — a number that cntinues t rise. As cities sprawl (杂乱地延伸), farms expand, and rads r buildings cut thrugh habitats, encunters between peple and wildlife becme unavidable. When elephants feed n crps r lepards wander int villages, human-wildlife cnflict ccurs. In respnse, peple ften build fences r use lud nise t scare animals away. Yet these shrt-term fixes rarely address the prblem. What’s needed is treating human-wildlife cnflict as a challenge t be addressed thrugh cllabratin, innvatin, and respect fr bth human and animal needs. That’s why I cntributed t the develpment f the Cnflict t Cexistence (C2C) apprach.
Instead f fcusing n temprary slutins, this framewrk lks at the bigger picture — hw scial, eclgical, and ecnmic factrs interact t shape cnflict. In Bhutan, pilt (试验性的) implementatin f the C2C apprach has led t deep stakehlder (参与人) and partner engagement acrss varius grups, resulting in c-designed strategies t manage cnflicts with strng wnership by the partners implementing management measures.
Cexistence can’t be mandated frm the utside. When impacted cmmunities feel wnership ver cexistence effrts and benefit frm living with wildlife, they are far mre likely t embrace and cntinue these effrts. By wrking tgether, we can build a future where bth peple and wildlife dn’t just survive, but thrive.
4. What drives the rise in human-wildlife cnflict?
A. Wildlife seeking fd in villages.
B. Mre frequent wildlife encunters.
C. Ineffective human prtective effrts.
D. Human expansin int wildlife habitats.
5. What sets the C2C apprach apart frm traditinal slutins?
A. It is a shrt-term fix.B. It features cllective effrts.
C. It uses nise t scare animals.D. It priritizes eclgical balance.
6. What des the underlined wrd “mandated” in paragraph 4 prbably mean?
A. Hardly achieved.B. Passively accepted.
C. Frcefully pushed.D. Vluntarily embraced.
7. What can be a suitable title fr the text?
A. Urban Grwth’s Impact n Wildlife
B. Cmmunity Effrts fr Cexistence
C. Human-Wildlife Cnflict Challenges
D. Building Human-Wildlife Cexistence
【答案】4. D 5. B 6. C 7. D
【语篇解读】本文是一篇说明文。文章主要探讨了人类与野生动物冲突加剧的现状、根源及解决途径。
【4题详解】
细节理解题。根据第二段“As cities sprawl (杂乱地延伸), farms expand, and rads r buildings cut thrugh habitats, encunters between peple and wildlife becme unavidable. (随着城市的蔓延，农场的扩张，道路或建筑物穿过栖息地，人类与野生动物之间的冲突变得不可避免。)”可知人类向野生动物栖息地扩张导致了人类与野生动物冲突的加剧，故选D。
【5题详解】
细节理解题。根据第三段“Instead f fcusing n temprary slutins, this framewrk lks at the bigger picture — hw scial, eclgical, and ecnmic factrs interact t shape cnflict. In Bhutan, pilt (试验性的) implementatin f the C2C apprach has led t deep stakehlder (参与人) and partner engagement acrss varius grups, resulting in c-designed strategies t manage cnflicts with strng wnership by the partners implementing management measures. (这个框架着眼于更大的图景——社会、生态和经济因素是如何相互作用形成冲突的，而不是关注暂时的解决方案。在不丹，C2C方法的试点实施使各群体的利益相关者和合作伙伴深入参与，形成了共同设计的战略，以管理冲突，并由实施管理措施的合作伙伴拥有强大的所有权。)”可知C2C方法强调“利益相关者和合作伙伴的深度参与”，并通过“共同设计策略”（解决冲突，体现了“集体协作”的特点。故选B。
【6题详解】
词句猜测题。根据第四段“Cexistence can’t be mandated frm the utside. When impacted cmmunities feel wnership ver cexistence effrts and benefit frm living with wildlife, they are far mre likely t embrace and cntinue these effrts. By wrking tgether, we can build a future where bth peple and wildlife dn’t just survive, but thrive. (共存不能由外界 。当受影响的社区感受到对共存努力的所有权，并从与野生动物共同生活中受益时，他们更有可能接受并继续这些努力。通过共同努力，我们可以建设一个人类和野生动物不仅能生存，而且能茁壮成长的未来。)” 由此推断，“mandated”与“外部强加”相关，选项C“强行推动” 最接近词义。故选C。
【7题详解】
主旨大意题。通读全文可知文章围绕人兽冲突的现状展开，重点介绍C2C方法如何通过协作和创新促进共存，所以选项D“建立人类与野生动物的共存”涵盖问题冲突和解决方案（C2C 方法），全面概括主旨，适合作标题。故选D。
C
Have yu ever wndered what sets successful peple apart? Culd it be the way hw they use their minds? Dr. Jseph Murphy believes the secret lies in the subcnscius mind (潜意识). His bk, The Pwer f Yur Subcnscius Mind, shws hw this hidden frce can help yu reach yur full ptential and change yur life.
The bk is structured in an easy-t-read frmat, with shrt, clear chapters that explain cmplex ideas in everyday language. Murphy, wh studied religin, philsphy, and psychlgy, uses simple wrds t describe hw the subcnscius wrks. Each chapter cvers a different tpic — like picturing gals, saying psitive things, r imprving health — and gives practical steps with real-life examples.
Murphy begins by drawing a clear distinctin between the tw parts f the brain: the cnscius and the subcnscius. Murphy then argues that the subcnscius mind is an unlimited surce f creativity that influences ur habits and health, and by uniting mentally and emtinally with the gd yu wish t embdy (体现), the creative pwer f yur subcnscius will respnd accrdingly. Hwever, the bk’s real strength is its practical applicatin. Murphy prvides case studies and examples that demnstrate hw real peple have used these principles t achieve persnal success. Whether it’s financial stability, career advancement, r persnal relatinships, the techniques can be applied universally.
Hwever, the bk isn’t perfect. Murphy’s friendly style and wide knwledge — frm religin t science — make it interesting, but sme ideas, like the law f attractin, dn’t have strng evidence. This might bther readers wh want facts. Even s, the practical tips stand ut. Whether yu want a better jb, health, r relatinships, The Pwer f Yur Subcnscius Mind can give yu tls t shape yur life with yur thughts — a pwerful idea wrth trying.
8. What characterizes Murphy’s writing style?
A. Lng chapters n theries.
B. Big ideas in simple language.
C. Practical steps withut examples.
D. Cmplex theries in academic language.
9. Hw culd peple achieve persnal success accrding t Murphy?
A. By wrking hard.B. By visualizing gals daily.
C. By building a psitive mindset.D. By changing habits and reactins.
10. Wh might be the least interested in the bk?
A. Evidence-driven readers.B. Psitive mindset seekers.
C. Success strategy learners.D. Persnal grwth enthusiasts.
11. What is the authr’s main purpse f writing the text?
A. T present a self-help bk.
B. T list methds fr success.
C. T encurage ptimistic thinking.
D. T explain subcnscius mechanisms.
【答案】8. B 9. C 10. A 11. A
【语篇解读】这是一篇说明文。本文介绍了约瑟夫・墨菲博士的著作《潜意识的力量》，探讨其核心观点及价值。墨菲认为成功的关键在于潜意识的运用，书中通过简明易懂的语言和日常案例，阐述了潜意识如何帮助人们挖掘潜能、改变生活。
【8题详解】
细节理解题。根据文章第二段中“The bk is structured in an easy - t - read frmat, with shrt, clear chapters that explain cmplex ideas in everyday language. Murphy, wh studied religin, philsphy, and psychlgy, uses simple wrds t describe hw the subcnscius wrks.(这本书的结构是一个易于阅读的格式，用简短，清晰的章节，用日常语言解释复杂的想法。研究过宗教、哲学和心理学的墨菲用简单的语言描述了潜意识是如何工作的。)” 可知，Murphy 的写作风格是用简单的语言解释复杂的思想。故选B项。
【9题详解】
细节理解题。根据第三段提到“by uniting mentally and emtinally with the gd yu wish t embdy (体现), the creative pwer f yur subcnscius will respnd accrdingly(通过在精神上和情感上与你希望体现的美好结合起来，你潜意识的创造力就会相应地做出反应。)”，结合第二段提到的“saying psitive things(说积极的事情)”等内容可知，Murphy 认为人们可以通过建立积极的心态（将精神和情感与想要体现的美好事物相结合，说积极的话等都属于建立积极心态的范畴）来实现个人成功。故选C项。
【10题详解】
推理判断题。根据文章最后一段“but sme ideas, like the law f attractin, dn’t have strng evidence. This might bther readers wh want facts.( 但是有些观点，比如吸引力法则，并没有强有力的证据。这可能会困扰那些想要了解事实的读者。)”可知，一些像吸引力法则这样的观点没有强有力的证据，这可能会使追求事实的读者困扰。所以以证据为导向的读者（Evidence - driven readers）可能对这本书最不感兴趣。故选A项。
【11题详解】
推理判断题。通读全文可知，文章主要介绍了 Dr. Jseph Murphy 的书《The Pwer f Yur Subcnscius Mind》，包括书的内容、写作风格、优点和不足等，这本书是关于自我提升的（self - help）。B选项“T list methds fr success”（列出成功的方法）只是书中的部分内容；C选项“T encurage ptimistic thinking”（鼓励乐观思考）也只是书的部分作用；D选项“T explain subcnscius mechanisms(解释潜意识机制)”同样只是书的部分内容。所以作者写这篇文章的主要目的是介绍一本自助类书籍。故选A项。
D
With besity affecting ver 1 billin peple wrldwide and expected t bring ecnmic csts rising abve $4 trillin by 2035 if ineffective interventins cntinue, an internatinal team f 56 scientists frm the Lancet Diabetes & Endcrinlgy Cmmissin has challenged the traditinal reliance n BMI (bdy mass index) as the primary tl fr diagnsing besity.
While BMI—calculated frm weight and height—has been widely used fr its simplicity, the cmmissin argues that it fails t distinguish between muscle mass and harmful fat distributin, leading t misdiagnses. Fr instance, muscular individuals may be incrrectly labeled bese, while thers with dangerus visceral (内脏的) fat arund rgans might appear healthy accrding t BMI standard.
T address the prblem, researchers analyzed glbal health data and prpsed integrating additinal measuring methds. Dr. Rbert Kushner, a cmmissin member, nted that 40% f U.S. adults classified as bese via BMI might nt require medical treatment. Therefre, they develped a revised apprach specifically targeting belly fat, which may give rise t cnditins such as inflammatin and high bld sugar, thus causing harm t metablism (新陈代谢). The apprach cmbines BMI with waist circumference (圆周长), waist-t-hip rati, r advanced bdy fat scans like DEXA.
Based n this revised diagnstic apprach, the study intrduced tw new besity categries: “clinical besity” fr patients with existing besity-linked cnditins like diabetes (糖尿病), and “pre-clinical besity” fr thse at high risk due t excess fat. This classificatin aims t priritize individuals wh need urgent interventin while identifying thers fr preventive care. Ntably, the apprach acknwledges the cmplexity f besity and enables persnalized care, mving beynd ne-size-fits-all diagnses.
Hwever, challenges remain. Advanced scans are cstly and inaccessible in lw-incme regins, ptentially wrsening healthcare gaps. Additinally, ideal waist measurement standards require further testing acrss diverse ppulatins. “Despite these limitatins, the apprach revlutinizes besity diagnstics, marking a significant advancement in diagnstic precisin,” says Dr. Francesc Rubin, the cmmissin’s chair.
12. What leads the cmmissin t criticize BMI as a diagnstic tl?
A. Its ignrance f genetic differences.
B. Its vervaluatin f muscle strength.
C. Its effect n medical training.
D. Its misclassificatin f fat distributin.
13. Why is belly fat the key fcus in the new apprach?
A. It indicates muscle lss.B. It affects the accuracy f BMI.
C. It causes health prblems.D. It symblizes physical health.
14. What’s Dr. Rubin’s attitude twards the new apprach?
A. Critical.B. Favrable.C. Uncertain.D. Dubtful.
15. What des the text mainly talk abut?
A. New besity diagnsis beynd BMI.
B. BMI’s limitatins in muscle-fat distinctin.
C. Challenges in besity treatment accessibility.
D. The glbal rise in besity-related ecnmic csts.
【答案】12. D 13. C 14. B 15. A
【语篇解读】本文是一篇说明文。文章主要围绕国际科学家团队对传统以身体质量指数（BMI）作为诊断肥胖主要工具的质疑展开，说明了BMI的局限性以及科学家们提出的新的诊断方法。
【12题详解】
细节理解题。根据文章第二段“While BMI—calculated frm weight and height—has been widely used fr its simplicity, the cmmissin argues that it fails t distinguish between muscle mass and harmful fat distributin, leading t misdiagnses.(虽然BMI（通过体重和身高计算得出）因其简便性而被广泛使用，但该委员会指出，BMI无法区分肌肉质量和有害脂肪分布，从而导致误诊)”可知，委员会批评BMI的原因是其无法区分肌肉质量和有害脂肪分布，导致误诊。故选D。
【13题详解】
细节理解题。根据文章第三段“Therefre, they develped a revised apprach specifically targeting belly fat, which may give rise t cnditins such as inflammatin and high bld sugar, thus causing harm t metablism(新陈代谢).(因此，他们开发了一种专门针对腹部脂肪的修订诊断方法，腹部脂肪可能引发炎症和高血糖等状况，从而对新陈代谢造成损害)”可知，新方法重点关注腹部脂肪是因为它可能引发炎症、高血糖等状况，对新陈代谢造成损害，即会导致健康问题。故选C。
【14题详解】
推理判断题。根据文章最后一段“Despite these limitatins, the apprach revlutinizes besity diagnstics, marking a significant advancement in diagnstic precisin,” says Dr. Francesc Rubin, the cmmissin’s chair.(委员会主席Francesc Rubin博士表示：“尽管存在这些局限性，但这种方法彻底改变了肥胖诊断方式，标志着诊断精度的重大提升。”)”可知，Francesc Rubin博士认为尽管新方法存在局限性，但它彻底改变了肥胖诊断方式，标志着诊断精度的重大提升。这表明他对新方法持积极支持的态度。故选B。
【15题详解】
主旨大意题。根据文章内容可知，文章首先指出BMI作为肥胖诊断工具的局限性，随后重点介绍了国际研究团队提出的新诊断方法（结合 BMI 与腰围、腰臀比或高级体脂扫描等），并引入“临床肥胖”和“临床前肥胖”的新分类，最后讨论新方法的挑战及意义。核心围绕突破传统BMI的新型肥胖诊断方式展开。选项A “New besity diagnsis beynd BMI.(超越 BMI 的新肥胖诊断)”概括了文章主旨，即提出并探讨替代传统 BMI 的改进方法。故选A。
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。
Hw t Use AI Tls t Imprve Time Management fr Students
Time management is super imprtant fr students, but juggling schlwrk, activities, and persnal life can be tugh. With s many distractins arund, it’s easy t put things ff and miss deadlines.____16____Here are sme tips n using AI t manage yur time better.
Use Smart Scheduling Tls. Pick tls like Calendly r Ggle Calendar. These can help yu rganize yur schedule by sharing class times, reserving study perids, and adding breaks between study sessins.____17____AI can even suggest the best time t study based n yur wn schedule. It can tell yu when yu’re mst prductive and help yu plan yur study sessins.
Autmate Simple Tasks. Let AI handle repetitive tasks like srting emails r entering data. Apps like Zapier can link yur emails t task lists, keeping everything rganized withut extra effrt, which frees up yur mind fr mre imprtant things and reduces mental stress.____18____
____19____Give yur t-d list t an AI assistant like ChatGPT t srt ut which tasks are mst imprtant and help yu avid feeling verwhelmed. By fcusing n what truly matters, yu can stay prductive and get mre dne. AI can als break dwn big tasks int smaller steps, making them easier t tackle.
Stay Fcused with AI. Set timers and reminders t stay n track and avid distractins. AI can track yur screen time and suggest the best time t take a break.____20____This helps yu stay fcused and recharge withut lsing drive.
A. Priritize Yur Tasks.
B. Manage Yur Wrklad.
C. The gd news is that AI tls can help.
D. It’s imprtant t stay fcused and avid distractins.
E. By autmating these tasks, yu can save time and stay fcused.
F. This way, yu can fcus mre n studying and less n planning.
G. Fr instance, it can remind yu t d sme stretches after a lng study sessin.
【答案】16. C 17. F 18. E 19. A 20. G
【语篇解读】本文是一篇说明文。文章主要介绍学生可利用智能日程工具、自动化任务、AI助理等AI工具改善时间管理。
【16题详解】
上文“Time management is super imprtant fr students, but juggling schlwrk, activities, and persnal life can be tugh. With s many distractins arund, it’s easy t put things ff and miss deadlines.(时间管理对学生来说非常重要，但兼顾学业、活动和个人生活可能很困难。周围有这么多干扰，很容易拖延事情，错过截止日期)”说明了学生在时间管理上面临的困难。空处和前文为顺接关系，既承认问题存在，又给出解决方案。所以C项“好消息是人工智能工具可以提供帮助。”符合语境，该选项以“好消息”衔接前文的困境，引出后文利用AI改善时间管理的建议。故选C。
【17题详解】
上文“These can help yu rganize yur schedule by sharing class times, reserving study perids, and adding breaks between study sessins.(这些工具可以通过共享上课时间、预留学习时间和在学习间隔中添加休息时间来帮助你安排日程)”说明了智能日程安排工具如何帮助学生安排日程。空处需要进一步说明使用这些工具的好处，与前文为顺承关系，强调工具对学习和规划的影响。所以F项“这样，你就可以把更多的精力放在学习上，而少花些时间在计划上。”符合语境。“This way”指代前文使用工具规划日程的行为，“fcus mre n studying”体现了工具的价值。故选F。
【18题详解】
上文“Let AI handle repetitive tasks like srting emails r entering data. Apps like Zapier can link yur emails t task lists, keeping everything rganized withut extra effrt, which frees up yur mind fr mre imprtant things and reduces mental stress.(让人工智能来处理一些重复性的任务，比如整理电子邮件或输入数据。像Zapier这样的应用程序可以将你的电子邮件与任务列表链接起来，让一切井井有条，而无需额外努力，这可以让你腾出精力去做更重要的事情，减轻精神压力)”说明了自动化简单任务的好处。空处需要总结自动化任务的整体益处，与前文为因果总结关系。所以E项“通过自动化这些任务，你可以节省时间并保持专注。”符合语境，“autmating these tasks”呼应前文 AI 处理重复任务的内容，“save time and stay fcused”概括了自动化的核心优势。故选E。
【19题详解】
下文“Give yur t-d list t an AI assistant like ChatGPT t srt ut which tasks are mst imprtant and help yu avid feeling verwhelmed. By fcusing n what truly matters, yu can stay prductive and get mre dne.(把你的待办事项清单交给像ChatGPT这样的人工智能助手，让它帮你找出哪些任务是最重要的，并帮助你避免感到不知所措。通过专注于真正重要的事情，你可以保持高效并完成更多工作)”说明了让人工智能助手帮助你找出最重要的任务，即给任务排序，优先处理重要任务。空处为小标题，需要概括本段的主要内容。所以A项“优先处理你的任务。”符合语境。“Priritize”直接对应后文“srt ut which tasks are mst imprtant”的优先级排序行为。故选A。
【20题详解】
上文“Set timers and reminders t stay n track and avid distractins. AI can track yur screen time and suggest the best time t take a break.(设置计时器和提醒，以保持正轨并避免分心。人工智能可以跟踪你的屏幕使用时间，并建议最佳的休息时间)”说明了使用人工智能来帮助保持专注和避免分心的方法。空处需要举例说明AI具体如何提醒休息，与前文为举例论证关系，通过具体场景强化AI在保持专注方面的作用。所以G项“例如，它可以提醒你在长时间的学习后做一些伸展运动。”符合语境。“Fr instance”引出具体例子，“remind yu t d sme stretches”是对“建议休息”的细节化说明，且“lng study sessin”与前文“screen time”形成场景呼应。故选G。
第三部分 语言运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
It happened a lng time ag, but the memry still shines brightly at times.
I was playing baseball at a key ____21____, tasked with catching balls and preventing the ppsing team frm ____22____. We were ahead by ne pint near the end. The ther team had tw runners ready t scre. If they did, they culd tie (打成平局) r ____23____. I shuld’ve wanted t ____24____the final ball and win the game fr us, but I was scared, thinking, “Please, dn’t hit it tward me. I dn’t want t ____25____.”
The pint is that I lved playing sprts fr fun, but in a real ____26____, I’d get nervus. My brain seemed t____27____. Suddenly, the ball ____28____tward me, just abve my head. I ____29____my glve t catch it, but I shut my eyes and ducked (躲闪) a little. The ball flew ver my head. Bth runners made it hme and we _____30_____.
I’m sure my teammates weren’t t _____31_____, but I dn’t remember any f that. What I d remember is my father sitting near first base, watching. On the ride hme, Dad said nthing. He didn’t _____32_____r urge me t try harder. His _____33_____ let me knw smetimes yu lse and that’s kay.
I wasn’t a her that day. But the _____34_____ my father taught that day has stayed with me. My nly _____35_____ is never having the chance t thank him fr that. S — better late than never — thanks, Dad.
21. A. teamB. psitinC. gameD. mment
22. A. scringB. runningC. mvingD. hitting
23. A. cmplainB. failC. cmpeteD. win
24. A. thrwB. kickC. catchD. miss
25. A. fall behindB. run awayC. give upD. mess up
26. A. practiceB. wrldC. matchD. test
27. A. freezeB. relaxC. raceD. fcus
28. A. rlledB. buncedC. slidD. sht
29. A. drppedB. hidC. raisedD. swung
30. A. finishedB. lstC. quitD. cntinued
31. A. delightedB. upsetC. cnfusedD. disappinted
32. A. shutB. explainC. laughD. criticize
33. A. wrdB. gestureC. silenceD. lk
34. A. adviceB. lessnC. stryD. skill
35. A. fearB. regretC. shameD. pride
【答案】21. B 22. A 23. D 24. C 25. D 26. C 27. A 28. D 29. C 30. B 31. A 32. D 33. C 34. B 35. B
【语篇解读】本文是一篇记叙文。文章主要讲述了作者小时候在一次棒球比赛中的关键时刻因紧张而失误，导致队伍输掉比赛，但父亲通过沉默的方式让作者明白接受失败的重要性。
【21题详解】
考查名词词义辨析。句意：当时我在棒球比赛中担任关键位置，负责接球并阻止对方得分。A. team团队；B. psitin位置；C. game比赛、游戏；D. mment时刻、瞬间。根据下文“tasked with catching balls and preventing the ppsing team frm ________ .”可知，作者在棒球比赛中担任关键位置。故选B。
【22题详解】
考查动词词义辨析。句意：当时我在棒球比赛中担任关键位置，负责接球并阻止对方得分。A. scring得分；B. running跑步；C. mving移动；D. hitting击打、袭击。根据空前“tasked with catching balls”以及常理可知，棒球比赛中，接球手的职责是阻止对方得分。故选A。
【23题详解】
考查动词词义辨析。句意：如果他们成功，就能追平甚至反超。A. cmplain抱怨；B. fail失败、不及格；C. cmpete竞赛；D. win赢得、胜利。根据上文“We were ahead by ne pint near the end. The ther team had tw runners ready t scre.”可知，当时比赛即将结束，且双方分数悬殊不大。因此，若对方得分，可能追平或获胜。故选D。
【24题详解】
考查动词词义辨析。句意：我本应渴望接住最后一球为我们赢得比赛，但我却害怕极了，心里想着：“求你了，别把球打到我这边来。我不想搞砸。”A. thrw扔；B. kick踢；C. catch抓住，接住球；D. miss错过、思念。根据下文“win the game fr us”可知，作为接球手，作者本该希望接住最后一球以赢得比赛。故选C。
【25题详解】
考查动词短语词义辨析。句意：我本应渴望接住最后一球为我们赢得比赛，但我却害怕极了，心里想着：“求你了，别把球打到我这边来。我不想搞砸。”A. fall behind落后；B. run away逃跑；C. give up放弃；D. mess up弄乱、搞砸。根据上文“Please, dn’t hit it tward me.”可推测，作者因害怕而祈祷球不要朝自己来，担心搞砸。故选D。
【26题详解】
考查名词词义辨析。句意：问题在于，我热爱运动是因为觉得有趣，但在真正的比赛中，我总会紧张。A. practice练习；B. wrld世界；C. match比赛、匹配；D. test测试。根据上文内容可知，上文描述的是真实的比赛场景。此处指的是，在真正的比赛中作者会紧张。故选C。
【27题详解】
考查动词词义辨析。句意：我的大脑仿佛僵住了。A. freeze冻结，（因害怕等）停住不动；B. relax放松；C. race比赛；D. fcus集中于、聚焦。根据上文“The pint is that I lved playing sprts fr fun, but in a real ________ , I’d get nervus.”可知，作者当时很紧张。而根据常理可知，紧张时大脑会僵住。故选A。
【28题详解】
考查动词词义辨析。句意：突然，球朝我飞速袭来，刚好掠过头顶。A. rlled滚动、卷起；B. bunced反弹；C. slid滑动、滑行；D. sht射击、投篮。根据下文“just abve my head.”可知，球朝作者飞来。棒球中，球被击出时通常用“sht tward（快速飞向）”描述其速度和轨迹。故选D。
【29题详解】
考查动词词义辨析。句意：我举起手套试图接球，却闭上了眼睛，微微躲闪了一下。A. drpped掉落、下降；B. hid躲藏；C. raised举起、提高；D. swung摇摆。根据下文“but I shut my eyes and ducked (躲闪) a little.”可推测，作者作为接球手应该接球，而接球应该举起手套。故选C。
【30题详解】
考查动词词义辨析。句意：球从我头顶飞过，两名跑垒员都成功回本垒，我们输掉了比赛。A. finished完成；B. lst丢失，被打败；C. quit退出、辞职；D. cntinued继续。根据上文“If they did, they culd tie (打成平局) r ________ .”可知，当时的情况下，如果对方得分就会赢得比赛。再根据空前“Bth runners made it hme”可知，对方赢得了比赛，也就是作者输了比赛。故选B。
【31题详解】
考查形容词词义辨析。句意：我确信队友们不太高兴，但我已经记不清那些了。A. delighted高兴的；B. upset心烦的；C. cnfused困惑的；D. disappinted失望的。根据上文“Bth runners made it hme and we________.”可知，因为作者的失误导致队伍比赛失败，由此可知，队友们自然不会太高兴。故选A。
【32题详解】
考查动词词义辨析。句意：回家的路上，父亲一言不发。他没有批评我，也没有催促我更努力。A. shut喊叫；B. explain解释；C. laugh大笑；D. criticize批评、指责。根据上文“He didn’t”和空后“urge me t try harder”可推测，作者的父亲什么都没有说，并没有批评作者。故选D。
【33题详解】
考查名词词义辨析。句意：他的沉默让我明白，有时候输掉比赛也没关系。A. wrd单词、话语；B. gesture手势、姿态；C. silence沉默；D. lk样子、表情。根据上文“On the ride hme, Dad said nthing.”可知，作者的父亲什么都没有说，说明父亲保持沉默。故选C。
【34题详解】
考查名词词义辨析。句意：但父亲那天教给我的道理却一直铭记在心。A. advice建议；B. lessn教训、课程；C. stry故事；D. skill技能、技巧。根据下文“my father taught that day”可知，作者的父亲通过这次经历教给了作者关于失败的道理。故选B。
【35题详解】
考查名词词义辨析。句意：我唯一的遗憾是从未有机会为此感谢他。A. fear害怕；B. regret后悔、遗憾；C. shame羞愧；D. pride自豪、骄傲。根据下文“never having the chance t thank him fr that.”可知，作者对于没有机会感谢父亲感到遗憾。故选B。
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。
A grundbreaking prgram intrducing Chinese music t Maltese yuth thrugh pipa lessns ____36____(launch) at St. Ignatius Cllege Handaq Middle Schl this March, marking ____37____first time that a Maltese schl has ffered systematic pipa training, reflecting Malta’s grwing interest in crss-cultural exchanges.
Organized ____38____ (jint) by the China Cultural Center and the schl, the initiative has enrlled ver 20 students. Yung artist Gu Mei, a recipient f multiple natinal music awards, serves ____39____the instructr and teaches basic techniques every Friday afternn, citing classical pieces like Ambush frm Ten Sides(《十面埋伏》) as teaching examples.
“Our ____40____ (cmmit) t cultural diversity finds perfect expressin here,” said schl principal Maria Mntebell at the launch ceremny. She added that this partnership wuld deepen China-Malta cultural understanding,____41____ (expect) mre students t jin next term.
Student Serena Galazz shared her fascinatin: “The pipa’s pear-shaped bdy is unique. Learning it feels like unlcking ancient musical cdes.” Thugh aware f ____42____ (challenge), she vwed t persist.
“Its tnes carry mysterius riental charm,” said Mariah Mizzi,____43____previusly listened t pipa meldies during lcal Spring Festival events. Her upcming trip t China will help enrich her musical interpretatins.
The initiative is part f the “Chinese Music Linking the Future” campaign, a ____44____ (glbe) effrt by China cultural centers verseas t share traditinal instruments. By integrating ancient musical heritage with mdern teaching methds, the lessns aim _____45_____ (bridge) Eastern and Western cultural heritages.
【答案】36. was launched 37. the 38. jintly 39. as 40. cmmitment
41. expecting 42. challenges 43. wh 44. glbal 45. t bridge
【语篇解读】本文是一篇新闻报道。文章主要报道了今年三月在圣伊格纳修斯学院汉达克中学启动的一项开创性项目，该项目通过琵琶课程向马耳他青少年介绍中国音乐，标志着马耳他学校首次提供系统的琵琶培训，反映了马耳他对跨文化交流日益增长的兴趣。
【36题详解】
考查谓语动词。句意：今年3月，一项通过琵琶课程向马耳他青年介绍中国音乐的开创性项目在圣伊格内修斯学院汉达克中学启动。这标志着马耳他学校首次提供系统性琵琶培训，也反映出马耳他对跨文化交流日益增长的兴趣。空处为本句谓语动词；根据“this March”可知，本句时态为一般过去时；主语为“A grundbreaking prgram”，单数，和动词“launch”之间为被动关系。故填was launched。
【37题详解】
考查冠词。句意：今年3月，一项通过琵琶课程向马耳他青年介绍中国音乐的开创性项目在圣伊格内修斯学院汉达克中学启动。这标志着马耳他学校首次提供系统性琵琶培训，也反映出马耳他对跨文化交流日益增长的兴趣。空处为修饰序数词“first”用定冠词“the”。故填the。
【38题详解】
考查副词。句意：该项目由中国文化中心与学校联合组织，目前已招收20多名学生。空处为修饰动词“rganized”用副词形式，意为“联合地”。故填jintly。
【39题详解】
考查固定短语。句意：曾获多项国家级音乐奖项的青年艺术家郭梅担任授课教师，每周五下午教授基本演奏技巧，并以《十面埋伏》等经典曲目为例进行教学。空处为固定短语：serve as，意为“担当……、充当……”，符合句意。故填as。
【40题详解】
考查名词。句意：学校校长Maria Mntebell在启动仪式上表示：“我们对文化多样性的承诺在此得到了完美体现。” 空处为名词形式担当主语；根据谓语动词“finds”可知，空处为名词单数形式。故填cmmitment。
【41题详解】
考查非谓语动词。句意：她补充道，这一合作将加深中马文化理解，并期待下学期有更多学生加入。空处为非谓语动词形式担当状语；主语“she”和动词“expect”之间为主动关系，用现在分词形式。故填expecting。
【42题详解】
考查名词的数。句意：尽管意识到学习有挑战，她仍誓言坚持。空处为名词形式担当宾语；根据句意可知，空处为名词的复数形式。故填challenges。
【43题详解】
考查定语从句。句意：曾在当地春节活动中聆听过琵琶旋律的Mariah Mizzi说：“它的音色带着神秘的东方魅力。” 空处为定语从句的关系词；先行词为“Mariah Mizzi”，在非限制性定语从句中的担当主语，用关系代词“wh”引导。故填wh。
【44题详解】
考查形容词。句意：该项目是“中国音乐连接未来”活动的一部分——这是中国海外文化中心在全球范围内推广传统乐器的努力。空处为修饰名词“effrt”用形容词形式，意为“全球的”。故填glbal。
【45题详解】
考查非谓语动词。句意：通过将古老音乐遗产与现代教学方法相结合，这些课程旨在搭建东西方文化遗产的桥梁。空处为非谓语动词担当动词“aim”后的宾语，用动词不定式形式，构成短语：aim t d sth.，意为“旨在做某事”，符合句意。故填t bridge。
第四部分 写作（共两节，满分40分）
第一节 （满分15分）
46. 假定你是李华，你用视频博客（vlg）记录了学校手工社的一次日常活动。请你给国际笔友Anna写一封邮件，内容包括：
1.介绍活动内容；
2.邀请观看视频博客并分享感受。
注意：1.写作词数应为80个左右；
2.请按如下格式在答题卡的相应位置作答。
Dear Anna,
I’m writing t share with yu a daily activity f ur schl’s handicraft club and I have recrded it via a vlg!
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
【答案】
Dear Anna,
I’m writing t share with yu a daily activity f ur schl’s handicraft club and I have recrded it via a vlg!
Last Friday, the club rganized a traditinal Chinese knt-making wrkshp. First, the teacher demnstrated basic knts like the “Pan Chang Knt” using red silk rpes, explaining their symblic meanings f happiness and prsperity. We then practiced twisting and lping the rpes, struggling at first but gradually getting the hang f it with each ther’s help.
The vlg captures ur laughter and the prud smiles when we finished ur wrks! I’ve attached the link belw — wuld yu watch it and share if any part stands ut t yu? Lking frward t yur thughts!
Yurs,
Li Hua
第二节（满分25分）
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I made a wrng decisin because f my strng desire t get attentin. As humans, ur lnging fr recgnitin can smetimes lead us ff track, pushing us t make regrettable decisins. This is a lessn I learned all t well.
My name is Vimukthi, and when I was 15 years ld, I did very well academically yet lnged fr ppularity amng my peers. Despite my achievements, I felt vershadwed and unnticed. The desire t stand ut cnsumed me, pushing me tward a fateful mistake.
One day, during a visit t the IT lab with my friends, ur teacher mentined that sme cmputer parts were missing. Curius glances were exchanged, and everyne wndered alud hw it culd have happened in a lcked lab.
“It’s pssible t pen that lck with anther key,” I suggested, seeking attentin and admiratin frm my peers. Instantly, eyes turned t me with new-fund interest and curisity. It was a rush I had never experienced befre — a taste f the attentin I wanted s desperately. In my eagerness t maintain their fascinatin, I demnstrated hw t bypass the lck, enjying the sptlight. Little did I realize that single mment f glry wuld ruin everything.
The fllwing day, called t the teacher’s ffice, I fund myself accused f stealing the missing parts. Shck and disbelief gripped me as I faced blame I had never anticipated. “I didn’t d it, sir,” I begged, but suspicin cluded the teacher’s eyes. His repeated questining grew strnger, pushing me t the edge f fear and tears. In a desperate attempt t end the truble, I falsely admitted, hping t escape the munting pressure.
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。
My admissin f guilt didn’t calm the teacher’s anger,
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My father’s fim faith in me brught a mix f relief and shame.
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【答案】
My admissin f guilt didn’t calm the teacher’s anger. Instead, he became even mre cnvinced f my wrngding, his vice rising as he accused me f nt nly stealing but als dishnesty. I std there, trembling, my heart heavy with regret. I realized the gravity f my mistake — I had nt nly lied but als implicated myself in a crime I hadn’t cmmitted. The teacher decided t invlve the schl authrities, and I was facing severe punishment, all because f my flish desire fr attentin.
My father’s firm faith in me brught a mix f relief and shame. When he arrived at schl and heard the whle stry, he didn’t berate me as I feared. Instead, he lked at me with understanding and trust in his eyes. “I knw yu didn’t d it, sn,” he said sftly. His wrds were like a lifeline, pulling me ut f the abyss f despair. I felt a wave f relief wash ver me, knwing that smene believed in me. But at the same time, shame engulfed me fr letting him dwn and fr my wn reckless actins. I vwed t make things right and never let my desire fr attentin lead me astray again.
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