湖南省长沙市长郡中学2026届高三上学期10月月考英语试卷（Word版附解析）

这是一份湖南省长沙市长郡中学2026届高三上学期10月月考英语试卷（Word版附解析），文件包含湖南省长沙市长郡中学2026届高三上学期10月月考英语试题原卷版docx、湖南省长沙市长郡中学2026届高三上学期10月月考英语试题Word版含解析docx等2份试卷配套教学资源，其中试卷共37页， 欢迎下载使用。
时量 120 分钟。满分 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 段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。
听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
例: Hw much is the shirt?
A.£19.15. B.£9.18 C.£9.15、
答案是 C。
1. What are the speakers talking abut?
A. A fun game. B. An amusing nvel. C. A wnderful mvie.
2. What is the man ding?
A. Imprving his chess skills.
B. Develping sftware.
C. Learning a freign language.
3. Hw will the speakers get t their destinatin?
A. By taxi. B. On ft. C. By subway.
4. What des the wman mean?
A. She has seen the shw befre.
B. She regrets missing the shw.
C. She was disappinted at the shw.
5. Hw much mre des Jhn need fr the new cmputer?
A.$300. B.$500. C.$1,200.
第二节 (共 15 小题;每小题 1.5 分,满分 22.5 分)
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项中
选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，
各小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
第 1页/共 24页
6. Why is the wman calling?
A. T cancel an rder. B. T change an rder. C. T place an rder.
7. What des the man ffer t d?
A. Give mre extra paper.
B. Prvide a favrable price.
C Negtiate with Super Huse.
听第 7 段材料，回答第 8 至 10 题。
8. Where did the wman get the vegetables?
A. Frm her father.
B. Frm her garden.
C. Frm the supermarket.
9. What is the wman's tip mainly abut?
A. The cntainer size.
B. The sil and water.
C. The amunt f sunlight.
10. What des the wman think f her gardening wrk?
A. Bring. B. Tiring. C. Enjyable.
听第 8 段材料，回答第 11 至 13 题。
11. What is the prbable relatinship between the speakers?
A. Classmates.
B. Fellw wrkers.
C. Teacher and student.
12. Hw des the man feel abut AI use at first?
A. Slightly dubtful. B. Rather disappinted. C. Pretty satisfied.
13. What des AI help the wman t d?
A. Write drafts. B. Grade essays. C. Generate ideas.
听第 9 段材料，回答第 14 至 17 题。
14. Where are the speakers prbably?
A. In the teachers’ ffice. B. In a classrm. C. At hme.
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15. What is the main gal f the Let Grw prgram?
A. T develp well-structured lessns.
B. T help kids develp life skills.
C. T let children grw up safely.
16. Hw d the parents react t the Let Grw prgram?
A. They are always hesitant and dubtful.
B. They find the prgram t difficult t fllw.
C. They ntice imprvements in their kids behavir.
17. What will the wman d next?
A. End a speech. B. Teach a class. C. Start a prgram.
听第 10 段材料，回答第 18 至 20 题。
18. Hw many levels d the swimming lessns include?
A. Five. B. Fur. C. Three.
19. What is taught in the Fundatin lessns?
A. Water rescue skills.
B. Knwledge f water safety.
C. Basics f swimming mvements.
20. What is the reward fr the recmmended friends?
A. A reductin in price. B. Extra lessns. C. A free swimsuit.
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
Teen Creative Writing
Release yur creativity as a writer, while learning the tricks f the trade. Yu have the freedm t write what
yu want, but yu als need t gain the discipline f writing. There are n grades, n exams, and n wrng answers
— just creative writing. Each class is taught by a teacher experienced in helping yung writers discver and
develp their unique vices. This curse is ffered as a 6-week nline class (with a 3-hur sessin per week). It’s
pen t students aged frm 13 t 17.
Upcming Classes
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Start n Tuesday, Octber 14th
Online, anytime
Price: Registratin fee $25, paid nce per term
The Syllabus (教学大纲)
The syllabus varies frm teacher t teacher, term t term. Many tpics will be similar t thse cvered in the
nline classes.
Curse Cmpnents
Week 1 Realizing the imprtance f having fun with writing, and explring essential
(OIL) elements f creative writing — bservatin, imaginatin, and language
Week 2 Understanding the difference between shwing and telling, as well as
(Shw& Tell) techniques fr shwing — sensry descriptin, specificity, and scenes
Week 3 Learning the types and frms f fictin, where t find fictin ideas, and the
(Fictin) basics f creating a stry — characters, plts, and pints f view
Explring three types f creative nnfictin writing — memirs (传记), Week 4
persnal essays, and narrative (叙述的) nnfictin, as well as learning where (Nnfictin)
t find nnfictin ideas
Nte: Cntent may vary amng individual classes.
1. What is the purpse f the Teen Creative Writing prgram?
A. T seek fr talented yung writers.
B. T prepare students fr writing exams.
C. T enhance teachers’ educatinal skills.
D. T guide yung students t write creatively.
2. On which week f the prgram can yu learn hw t write a fantasy nvel?
A. Week 1. B. Week 2. C. Week 3. D. Week 4.
3. Where is the text prbably taken frm?
A. A curse plan. B. A textbk.
C. An exam paper. D. An academic article.
【答案】1. D 2. C 3. A
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【解析】
【导语】本文是一篇应用文。主要介绍了青少年创意写作课程的相关信息，包括课程目的、时间、价格、
教学大纲和课程内容等。
【1 题详解】
细节理解题。根据第一段中“Release yur creativity as a writer, while learning the tricks f the trade. Yu have
the freedm t write what yu want, but yu als need t gain the discipline f writing. There are n grades, n
exams, and n wrng answers — just creative writing. Each class is taught by a teacher experienced in helping
yung writers discver and develp their unique vices. (释放你作为作家的创造力，同时学习这门行当的技巧。
你可以自由地写自己想写的东西，但也需要培养写作的自律性。这里没有成绩，没有考试，也没有错误的
答案 —— 只有创意写作。每节课都由经验丰富的老师授课，他们擅长帮助年轻作家发现并培养自己独特
的风格。)”可知，青少年创意写作课程旨在引导年轻学生创造性地写作。故选 D 项。
【2 题详解】
细节理解题。根据 Curse Cmpnents 中 Week 3 (Fictin)部分“Learning the types and frms f fictin, where
t find fictin ideas, and the basics f creating a stry — characters, plts, and pints f view (学习小说的类型
和形式、获取小说灵感的途径，以及创作故事的基础知识 —— 人物、情节和视角)”可知，在第三周可以
学习小说的类型和形式，因此可以在第三周学习如何写科幻小说。故选 C 项。
【3 题详解】
推理判断题。根据第一段中“This curse is ffered as a 6-week nline class (with a 3-hur sessin per week). (本
课程为期 6 周，为在线课程（每周 3 小时）。)”以及下文对课程的具体介绍，包括课程目的、时间、价格、
教学大纲和课程内容等可推知，本文最有可能选自一份课程计划。故选 A 项。
B
When Tina Farr visits the year 2 classrm at her Oxfrd primary schl, she can feel the changed atmsphere
since play was put firmly back n the curriculum (课程). “The children cme running up with things they have
made. There is always a shp n the g s they will be pricing up smething r finding change,” the headteacher
says.
Play-based learning — letting children mve arund, make up games and explre within lsely guided
activities — usually stps when they attend primary schl. Lessns then becme desk-based, fcused n reading
and writing.
Farr had lng champined the value f play, wrking hard t bring it int breaktimes. “Teachers wuld
recgnise what we d and it desn’t take any mre planning than the standard apprach.” With play-based learning
第 5页/共 24页
in place fr her year 1 and 2 children, Farr then lked at where else she culd change any practices that weren’t
wrking. “If a practice isn’t in line with healthy child develpment, why are we ding it?”
The schl’s year 5 children — aged 9 and 10 — were struggling t sit still in a tight space s she remved
all the furniture. “The impact was immediate and impressive. Children nw chse where and hw t learn. A class
nce struggling with attentin is nw calm and engaged.” A teacher nted: “Their self-regulatin has imprved
greatly. They settle dwn t wrk much mre readily.”
Farr believes the utdated system needs urgent change. “We have neurscience (神经科学) tell us children
learn thrugh play.” In June the schl sailed thrugh its Ofsted inspectin. “The inspectr really understd ur
play-based learning.” Farr’s message is that her apprach can be rlled ut. “It’s blwn my mind hw engaged the
children are. It’s phenmenal,” she says.
4. What change des Farr bring t her schl?
A. Additinal incme. B. Flexible envirnments.
C. Upgraded equipment D. Diverse utdr games.
5. Why did Farr decide t change ther ineffective practices?
A T reduce teachers’ wrklad. B. T enhance the schl’s reputatin.
C. T imprve students’ academic results. D. T prmte kids’ well-being and grwth.
6. Which f the fllwing can best describe Farr accrding t the last paragraph?
A. Firm and cnfident. B. Mild and cperative.
C. Humble and grunded. D. Merciful and generus.
7. What message des the text mainly cnvey?
A. Actins speak luder than wrds. B. Keep yur play clean until the last whistle.
C. All wrk and n play makes Jack a dull by. D. By learning t bey, yu learn t cmmand.
【答案】4. B 5. D 6. A 7. C
【解析】
【导语】本文是一篇记叙文。主要讲述牛津某小学的校长 Tina Farr 在学校推行以游戏为基础的学习模式，
调整教学环境，促进学生健康发展并取得良好效果的故事。
【4 题详解】
细节理解题。根据第四段“The schl’s year 5 children — aged 9 and 10 — were struggling t sit still in a
tight space s she remved all the furniture. “The impact was immediate and impressive. Children nw chse
第 6页/共 24页
where and hw t learn. A class nce struggling with attentin is nw calm and engaged.”(该校五年级的学生（年
龄在 9 岁和 10 岁之间）在狭小的空间里很难保持安静坐好，于是她把所有的家具都搬走了。“效果立竿见
影且十分显著。孩子们现在可以自主选择学习的地点和方式。曾经难以集中注意力的班级现在变得安静且
积极投入了。”)”可知，Farr 为学校带来的改变是灵活的学习环境。故选 B。
【5 题详解】
细节理解题。根据第三段“Farr had lng champined the value f play, wrking hard t bring it int breaktimes.
“Teachers wuld recgnise what we d and it desn’t take any mre planning than the standard apprach.” With
play-based learning in place fr her year 1and 2 children, Farr then lked at where else she culd change any
practices that weren’t wrking. “If a practice isn’t in line with healthy child develpment, why are we ding it?”
(Farr 长期以来一直倡导游戏的价值，并努力将游戏融入课间休息时间。“老师们会认可我们的做法，而且这
种做法并不比常规方法需要更多的规划。”在她所教的一年级和二年级学生中实施了基于游戏的学习模式
后，法尔开始思考在其他方面还可以对哪些不奏效的实践进行改变。“如果某种做法不符合儿童健康成长的
要求，那我们为什么要继续这样做呢？”)”以及第四段中调整家具后学生专注力和自我调节能力提升的效
果可知，Farr 推行以游戏为基础的学习模式，主要是为了促进孩子的健康和成长。故选 D。
【6 题详解】
推理判断题。根据最后一段“Farr believes the utdated system needs urgent change. “We have neurscience (神
经科学) tell us children learn thrugh play.” In June the schl sailed thrugh its Ofsted inspectin. “The inspectr
really understd ur play-based learning.” Farr’s message is that her apprach can be rlled ut. “It’s blwn my
mind hw engaged the children are. It’s phenmenal,” she says.(法尔认为这个过时的体系亟需变革。“神经科学
告诉我们，孩子们是通过玩耍来学习的。”今年 6 月，该校顺利通过了英国教育标准局的检查。“检查员非
常理解我们的基于游戏的学习方式。”法尔表示，她的方法是可以推广的。“孩子们的参与度让我大为震惊。
这真是太神奇了。”她说)”可知，法尔明确指出“过时的教育体系需要紧急变革”，并依据神经科学强调
“儿童通过游戏学习”，还表示自己的方法“可以推广”，同时对学生的投入度感到认可，这些表述体现
她对教育理念的“坚定”和对自身方法的“自信”。故选 A。
【7 题详解】
推理判断题。根据第三段“Farr had lng champined the value f play, wrking hard t bring it int breaktimes.
(法尔长期以来一直倡导游戏活动的价值，并努力将其引入课间休息时间)”结合主要讲述牛津某小学的校长
Tina Farr 在学校推行以游戏为基础的学习模式，调整教学环境，促进学生健康发展并取得良好效果的故事
可知，文章主要传达了只工作不玩耍，聪明孩子也会变傻。故选 C。
C
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Have yu ever heard sme children screaming with irritatin (怒) n an airplane and cmplained “Can’t their
parents take a little cntrl?” Read n.
Irritability is a high likelihd f becming frustrated r angry. This hair-trigger tmper may influence
children’s relatinships and schl perfrmances. Experts used t see it as an early symptm f biplar disrder (双
相情感障碍). But by tracking such children ver many years, clinical child psychlgist Spencer Evans, a
researcher directing the University f Miami’s Child Affect and Behavir Lab, fund that they actually develp
depressin and anxiety, the symptms f Disruptive Md Dvsregulatin Disrder (DMDD 破坏性心境失调障碍).
One study cnfirmed severely irritable children’s different respnse t frustratin (沮丧). It invlved 134
children between 8 and 18 wh had irritability and a diagnsis f DMDD, with 61 nn-irritable vlunteers. Lying in
the MRI scanner, the children played a game, earning 50 cents fr every target they hit — until the researchers
intentinally frustrated them by reducing winnings.
Thugh irritable and nn-irritable kids reprted similar levels f frustratin, the brains f the irritable grup
shwed heightened activity in the striatum (脑纹状体), a brain regin imprtant fr prcessing rewards, and in the
prefrntal crtex (前额叶皮层), key t administerting emtins and perfrming tasks. The latter suggests that
irritable kids need mre effrt t cncentrate. “It’s unclear why children cme dwn with DMDD, yet if pssibly
invlves genes, hard experiences and parenting ways.” Evans says.
Recently, clinicians are trying t help by creating anger-prvking situatins like asking patients t stp vide
games, meanwhile instructing them t cpe with their frustratins. They als trained parents t ignre irritatin at
hme and reward cnstructive cping behavirs. While drugging children sunds awful, Evans says medicatins
can help make them mre receptive t therapy. Evans als adds that kids with DMDD need mre empathy and
understanding in general.
S, next time in a child-screaming situatin, just be nice t yur fellw human.
8. What des the underlined wrd “hair-trigger” in paragraph 2 mean?
A. Related t hair. B. Extremely sensitive.
C. Of little significance. D. Particularly stable.
9. What can we learn abut the study?
A. The findings were ttally unexpected by the researchers.
B. The prcess went naturally withut any human interventin.
C. The subjects differed in real-time brain activities acrss grups.
D. The methd turned ut t primitive t serve scientific research.
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10. Hw des the authr present the ptential causes f DMDD?
A. By listing statistics.
B. By drawing a flw chart.
C. By quting a researcher.
D. By citing an example.
11. What can we infer abut the treatment f DMDD?
A. It requires cllective effrts.
B. It is an entirely mental practice.
C. It bans patients frm digital devices.
D. It cnsumes large amunts f mney.
【答案】8. B 9. C 10. C 11. A
【解析】
【导语】本文是一篇科普说明文。主要介绍儿童易怒与 DMDD 的关联、相关研究及 DMDD 的成因与干预
方式。
【8 题详解】
词义猜测题。根据第二段中的“Irritability is a high likelihd f becming frustrated r angry. This hair-trigger
temper may influence children's relatinships and schl perfrmances.(易怒是指很容易感到沮丧或愤怒。这种
hair-trigger 脾气可能会影响孩子的人际关系和学业表现)”可知，“hair-trigger”修饰“temper（脾气）”，结
合前文“易怒”的定义，可推断其意为“极其敏感的（极易爆发的）”。故选 B 项。
【9 题详解】
细节理解题。根据第四段中的“Thugh irritable and nn-irritable kids reprted similar levels f frustratin, the
brains f the irritable grup shwed heightened activity in the striatum (脑纹状体), a brain regin imprtant fr
prcessing rewards, and in the prefrntal crtex (前额叶皮层), key t administerting emtins and perfrming
tasks.(尽管易怒儿童和非易怒儿童报告的沮丧程度相似，但易怒组儿童的大脑在脑纹状体（一个对处理奖励
很重要的脑区）和前额叶皮层（管理情绪和执行任务的关键脑区）表现出更强的活动)”可知，不同组别的
实验对象在实时大脑活动上存在差异。故选 C 项。
【10 题详解】
推理判断题。根据第四段中的““It’s unclear why children cme dwn with DMDD, yet if pssibly invlves
genes, hard experiences and parenting ways.” Evans says.(埃文斯说：‘目前尚不清楚儿童为何会患破坏性心境
失调障碍（DMDD），但这可能与基因、艰难经历和养育方式有关。’)”可知，作者通过引用研究者埃文斯
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的话来呈现 DMDD 的潜在成因。故选 C 项。
【11 题详解】
推理判断题。根据第五段中的“Recently, clinicians are trying t help by creating anger-prvking situatins like
asking patients t stp vide games, meanwhile instructing them t cpe with their frustratins. They als trained
parents t ignre irritatin at hme and reward cnstructive cping behavirs. While drugging children sunds
awful, Evans says medicatins can help make them mre receptive t therapy.(最近，临床医生正试图通过制造引
发愤怒的场景来提供帮助，比如让患者停止玩电子游戏，同时指导他们应对沮丧情绪。他们还培训家长在
家中忽视孩子的易怒表现，并奖励积极的应对行为。虽然给孩子用药听起来很糟糕，但埃文斯表示，药物
可以帮助他们更易接受治疗)”可知，DMDD 的治疗需要临床医生、家长及药物的配合，即需要集体努力。
故选 A 项。
D
A new study mapping the planetary bundary f “functinal bisphere (生物圈) integrity” in spatial dctail and
ver centuries finds that human activity has pushed mst f Earth’s land beynd safe bisphere limits The study
was led by the Ptsdam Institute fr Climate Impact Research (PIK) tgether with BOKU University in Vienna and
published in the jurnal One Earth.
Functinal bisphere integrity refers t the plant wrld’s ability t c-regulate (共调) the state f the Earth
system. It requires the plant wrld t acquire enugh energy thrugh phtsynthesis (光合作用) t maintain the
material flws f carbn, water and nitrgen (氮) that supprt the ecsystems and their netwrked prcesses.
Energy flws drive all f life, but humans are disturbing nature’s dynamic prcesses.
Based n the glbal bisphere mdel LPJmL, which simulates water, carbn and nitrgen flws n a daily
basis, the study prvides a detailed image fr each year since the 1600. The research team als evaluated tw
indicatrs (stress indicatr and risk indicatr) by cmparing with ther measures frm the literature fr which
“critical threshlds (阈)” are knwn. This resulted in each glbal land area being assigned a status: Safe Operating
Space, Zne f Increasing Risk r High Risk Zne.
The mdel calculatin shws that wrrying develpments began as early as 1600 in the mid-latitudes (纬度).
By 1900, the Increasing-Risk Zne and the High-Risk Zne accunted fr 37% and 14% respectively, cmpared t
60% and 38% tday.Industrializatin was beginning t take its tll; land use affected the state f the Earth system
much earlier than climate warming. At present, this bisphere bundary has been.brken n almst all land surface
— primarily in Eurpe, Asia and Nrth America — that underwent strng land cver changes, mainly due t
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agriculture.
“This is a breakthrugh frm a scientific perspective, ffering a better verall understanding f planetary
bundaries,” says Jhan Rckstrōm, ne f the c-authrs f the study. “It als inspires further develpment f
internatinal climate plicy.”
12. What is functinal bisphere integrity mainly abut?
A. The smthness f material flws within the plant wrld.
B. The stability f plant species cvering lands f the Earth.
C. The harmny between the plant wrld and life-supprting systems.
D. The diversity f materials prduced by the plant wrld n the Earth.
13. What des paragraph 3 mainly talk abut?
A. What challenges the researchers met with.
B. Hw the research was scientifically cnducted.
C. When the stress and risk came up fr the first time.
D. Why glbal land arcas were at different risk levels.
14. Which f the fllwing prbably shws the brken bisphere in 1900?
A. B.
C. D.
15. What is Jhan Rckström’s attitude twards the study?
A. Skeptical. B. Objective. C. Unclear. D. Favrable.
【答案】12. C 13. B 14. B 15. D
【解析】
【导语】这是一篇说明文。文章主要介绍一项新的研究发现，人类活动已使地球大部分陆地超出生物圈安
第 11页/共 24页
全界限；研究详细阐述了“功能性生物圈完整性”的定义、研究方法，以及自 1600 年以来生物圈风险区的
扩张情况，还提及该研究的科学意义。
【12 题详解】
细节理解题。根据第二段“Functinal bisphere integrity refers t the plant wrld’s ability t c-regulate the state
f the Earth system. It requires the plant wrld t acquire enugh energy thrugh phtsynthesis t maintain the
material flws f carbn, water and nitrgen that supprt the ecsystems and their netwrked prcesses.(功能性生
物圈完整性指植物界共同调节地球系统状态的能力。它要求植物界通过光合作用获取足够能量，以维持支
撑生态系统及其网络过程的碳、水、氮物质循环)”可知，功能性生物圈的核心是植物界与维持生命的生态
系统间的协调。故选 C。
【13 题详解】
主旨大意题。根据第三段“Based n the glbal bisphere mdel LPJmL, which simulates water, carbn and
nitrgen flws n a daily basis, the study prvides a detailed image fr each year since the 1600. The research team
als evaluated tw indicatrs (stress indicatr and risk indicatr) by cmparing with ther measures frm the
literature fr which “critical threshlds (阈)” are knwn. This resulted in each glbal land area being assigned a
status: Safe Operating Space, Zne f Increasing Risk r High Risk Zne.(基于全球生物圈模型 LPJmL，该模型
每天模拟水、碳和氮的流动，该研究提供了自 1600 年以来每年的详细图像。研究小组还通过与已知“临界
阈值”的文献中的其他指标进行比较，评估了两个指标（压力指标和风险指标）。这导致全球每个陆地区域
都被分配了一个状态：安全操作空间，风险增加区域或高风险区域)”可知，该段主要介绍研究的科学开展
方式（基于的模型、评估的指标、最终结果）。故选 B。
【14 题详解】
细节理解题。根据第四段“The mdel calculatin shws that wrrying develpments began as early as 1600 in
the mid-latitudes (纬度). By 1900, the Increasing-Risk Zne and the High-Risk Zne accunted fr 37% and 14%
respectively.(模型计算表明，早在 1600 年中纬度地区就开始出现令人担忧的发展。到 1900 年，风险递增区
和高风险区分别占 37%和 14%)”可知，生物圈的破坏从中纬度开始，1900 年时，“安全运行区”占比约为
100% - 37% - 14% = 49%，且“风险递增区”占比（37%）高于“高风险区”（14%）。对比选项图片可知，
B 对应的图片符合以上描述。故选 B。
【15 题详解】
推理判断题。根据最后一段““This is a breakthrugh frm a scientific perspective, ffering a better verall
understanding f planetary bundaries,” says Jhan Rckstrōm, ne f the c-authrs f the study. “It als inspires
further develpment f internatinal climate plicy.(“从科学的角度来看，这是一个突破，提供了对行星边界
第 12页/共 24页
更好的全面了解，”该研究的共同作者之一约翰 Rckstrōm 说。“它还激发了国际气候政策的进一步发展。”
)”可知，他认为这是一个突破，提供对行星边界更好的了解，并且激发了国际气候政策的进一步发展。由此
推知，他对该研究持肯定、支持态度。故选 D。
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。
Have yu ever walked away frm a cnversatin with the sinking feeling that yu said t much? Nt because
yu were implite r incnsiderate — but because yu tried t explain yurself t smene wh didn’t really want
t understand? ____16____
Over-explaining happens ften in ur daily life. This behavir riginated in early survival strategies. Fr thse
raised in emtinally unpredictable husehlds, clarity may be a frm f self-prtectin. Anticipating thers’
reactins, smthing things ver, r presenting a “bulletprf” reasn may prevent punishment r emtinal fallut.
____17____ Peple wh have ever undergne trauma (创伤) tend t explain a lt t avid cnflict r rejectin.
Regardless f rigin, the pattern is the same: We spend unnecessary energy trying t justify ur right t take
up space, t say n r t make chices thers might nt like. ____18____ Clear language like “I’ve made my
decisin.” and “Let’s shift the cnversatin.” can actually d the trick. These direct statements priritize emtinal
hnesty withut ver-disclsure. And they dn’t leave space fr negtiatin where nne is guaranteed.
____19____ Yu spend less f it in practicing, defending, r recvering, and yu needn’t always react t
thers’ discmfrt. Yu als start attracting a different kind f relatinship. It is based nt n perfrmance r
submissin, but n mutual respect. ____20____ Yu begin healing the part f yu that believed lve had t be
earned thrugh explanatin. The versin f yu wh felt unsafe being misunderstd learns a new truth:Yur wrth
was never cnditinal r dependent n being agreeable r persuasive.
A. If s, yu are nt alne.
B. But maybe the biggest shift is internal.
C. Like any behaviral change, this takes practice.
D. But it’s nt impssible t rid urselves f the truble.
E. When yu stp ver-explaining, yu reclaim emtinal energy.
F. Have yu ever explained t shw yur pliteness and cnsideratin?
G. Over-explaining can als cme frm the way yur brain is wired by past experiences.
【答案】16. A 17. G 18. D 19. E 20. B
【解析】
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【导语】本文是一篇议论文。文章以生活中“对话后因过度解释而不安”的常见场景引入，深入分析了过
度解释的起源，随后提出改变过度解释的方法，最后阐述停止过度解释带来的积极影响。
【16 题详解】
根据前文以设问句“Have yu ever walked away frm a cnversatin with the sinking feeling that yu said t
much? Nt because yu were implite r incnsiderate — but because yu tried t explain yurself t smene
wh didn't really want t understand? (你是否曾在一场对话后离开时，带着一种自己说得太多的不安感？不是
因为你无礼或考虑不周——而是因为你试图向一个根本不想理解你的人解释自己？)”引出“过度解释”的
话题，此空需回应这种经历是否普遍。A 选项“If s, yu are nt alne.(如果是这样，你并不孤单)”中“if s
”直接承接前文的设问场景，“nt alne”既缓解了读者可能的孤独感，又自然过渡到下文“Over-explaining
happens ften in ur daily life.(过度解释在日常生活中很常见)”的论述，符合语境。故选 A 项。
【17 题详解】
根据前文“Over-explaining happens ften in ur daily life. This behavir riginated in early survival strategies.
Fr thse raised in emtinally unpredictable husehlds, clarity may be a frm f self-prtectin.(过度解释在日
常生活中很常见。这种行为源于早期的生存策略。对于在情绪不稳定的家庭中长大的人来说，清晰的解释
可能是一种自我保护方式)”可知，前文已提及过度解释的一个起源（早期生存策略与家庭环境），此空需补
充其他起源。G 选项“Over-explaining can als cme frm the way yur brain is wired by past experiences.(过度
解释也可能源于过去经历塑造的大脑思维模式)”中“als”体现递进关系，补充了“过往经历”这一起源，
且与后文“Peple wh have ever undergne trauma tend t explain a lt t avid cnflict r rejectin.(经历过创
伤的人往往会过多解释以避免冲突或被拒绝)”中“过往创伤”的具体例子相呼应，完善了“过度解释起源”
的论述，符合语境。故选 G 项。
【18 题详解】
根据前文“Regardless f rigin, the pattern is the same: We spend unnecessary energy trying t justify ur right t
take up space, t say n r t make chices thers might nt like.(无论起源如何，这种模式都是相同的：我们花
费不必要的精力，试图证明自己有权利占据空间、说“不”或做出别人可能不喜欢的选择)”可知，前文指
出了过度解释的问题与负面影响，此空需转折并引出解决方法。D选项“But it’s nt impssible t rid urselves
f the truble.(但要摆脱这个困扰并非不可能)”中“but”形成转折，打破前文“过度解释带来困扰”的负面
氛围，“nt impssible”传递出“可改变”的积极信号，自然引出后文“Clear language like ‘I’ve made my
decisin.’ and ‘Let’s shift the cnversatin.’ can actually d the trick.(像‘我已经做了决定’和‘我们换个话题
吧’这样简洁的表达其实能解决问题)”的具体方法，符合语境。故选 D 项。
【19 题详解】
第 14页/共 24页
根据后文“Yu spend less f it in practicing, defending, r recvering, and yu needn’t always react t thers’
discmfrt.(你会少花精力去练习、辩解或恢复，也不必总是对别人的不适做出反应)”可知，后文描述的是
“停止过度解释”后节省精力的好处，此空需总领该内容。E 选项“When yu stp ver-explaining, yu
reclaim emtinal energy.(当你停止过度解释时，你会重新获得情感能量)”中“reclaim emtinal energy(重新
获得情感能量)”直接概括了后文“少花精力在辩解、恢复”的核心好处，“it”指代“emtinal energy”，
与后文“spend less f it”形成呼应，符合语境。故选 E 项。
【20 题详解】
根据前文“Yu als start attracting a different kind f relatinship. It is based nt n perfrmance r submissin,
but n mutual respect.(你还会开始吸引一种不同类型的关系。这种关系不基于表现或顺从，而是基于相互尊
重)”可知，前文阐述的是停止过度解释带来的“外在关系”变化，此空需转折并深入到“内在”层面。B
选项“But maybe the biggest shift is internal.(但或许最大的改变在于内在)”符合语境,引起下文。故选 B 项。
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。
As Bell, the distinguished vilinist and the symphny perfrmed, a little by in the audience seat ccasinally
accmpanied them with his wn spntaneus (自发的), sweet sunds. Every nw and then, his ____21____ t the
music was full f excitement and abandn.
I felt ____22____ that evening t have such particular sunds. Listening t him als ____23____ me f my
wn adult sn, Ezra wh is autistic (自 闭 症 的 ) t. But when Ezra was a child, my wife and I smetimes
____24____ t bring him alng t cncerts r mvies fr fear he might nt behave himself. Hw I wish we’d dne
the same as the by’s parents ____25____ the little by.
That’s why I was s ____26____ t see the by leave his seat befre Bell finished his perfrmance. A few
minutes earlier, I had ____27____ an audience member sitting near him get up t apprach a staff member, wh
then stepped ver t him. Shrtly after that, the by and his parents made a quick ____28____. The audience must
have assumed his sunds were ____29____ and that smene shuld have dne smething t ____30____ him.
What upsets me is that the evening culd have ended s ____31____.
When peple are pen-minded and cmpassinate (有同情心的), they can engage themselves in the pleasure
f ____32____ the diverse beauty f the wrld. I hpe the by’s ____33____ that night wn’t make him unwilling
t express his ____34____ twards the utside wrld. I als hpe he will cntinue t ____35____ his heartfelt jy
and appreciatin f the wrld’s glries.
第 15页/共 24页
21. A. cmparisn B. alternative C. respnse D. bjectin
22. A. annyed B. awkward C. wrried D. grateful
23. A. infrmed B. reminded C. relieved D. cnvinced
24. A. expected B. managed C. hesitated D. arranged
25. A. accmpanying B. criticizing C. instructing D. appraching
26. A. cnfused B. tuched C. satisfied D. disappinted
27. A. remembered B. demanded C. prpsed D. bserved
28. A. decisin B. exit C. calculatin D. call
29. A. distinctive B. rewarding C. intentinal D. impressive
30. A. intrduce B. silence C. invlve D. stimulate
31. A. differently B. suddenly C. efficiently D. disastrusly
32. A. handing ver B. referring t C. taking in D. cmmenting n
33. A. encunter B. mistake C. defence D. chice
34. A. purpse B. wnder C. accunt D. sympathy
35. A. recrd B. cntrl C. review D. share
【答案】21. C 22. D 23. B 24. C 25. A 26. D 27. D 28. B 29. C 30. B
31. A 32. C 33. A 34. B 35. D
【解析】
【导语】本文是一篇夹叙夹议文，讲述了在一场音乐会中，一个小男孩自发地随着音乐发出声音，这让作
者想起自己患有自闭症的儿子，然而小男孩在演出结束前离场，作者猜测是因观众认为小男孩发出的声音
是故意的并进行了干涉，作者对此感到失望，强调人们应保持开放和富有同情心，接纳世界多样的美，希
望小男孩不要因此封闭自己，继续分享对世界的喜爱。
【21 题详解】
考查名词词义辨析。句意：时不时地，他对音乐的反应充满了兴奋与放纵。A. cmparisn 比较；B. alternative
选择；C. respnse 反应；D. bjectin 反对。根据上文“a little by in the audience seat ccasinally accmpanied
them with his wn spntaneus (自发的), sweet sunds.”可知，小男孩随着音乐发出声音，这是他对音乐的反
应，故选 C。
【22 题详解】
考查形容词词义辨析。句意：那天晚上，我很感激能听到这样特别的声音。A. annyed 恼怒的；B. awkward
尴尬的；C. wrried 担忧的；D. grateful 感激的。从根据下文“Hw I wish we’d dne the same as the by’s
第 16页/共 24页
parents little by.”可知，作者对小男孩发出的声音是感激的，故选 D。
【23 题详解】
考查动词词义辨析。句意：听他的声音也让我想起我自己患有自闭症的成年儿子，以斯拉。A. infrmed 通
知；B. reminded 使想起；C. relieved 缓解；D. cnvinced 使信服。根据上文“Listening t him”以及“me f
my wn adult sn”可知，小男孩的表现让作者想起自己的儿子，remind sb. f sth. 为固定搭配，意为 “使
某人想起某事”，故选 B。
【24 题详解】
考查动词词义辨析。句意：但以斯拉小时候，我和妻子有时会犹豫是否带他去听音乐会或看电影，因为担
心他举止不当。A. expected 期望；B. managed 设法；C. hesitated 犹豫；D. arranged 安排。根据下文“fr fear
he might nt behave himself.”可知，因为担心儿子举止不当，所以犹豫是否带他去，故选 C。
【25 题详解】
考查动词词义辨析。句意：我多么希望我们能像陪伴小男孩的父母一样，也这样做。A. accmpanying 陪伴；
B. criticizing 批评；C. instructing 指导；D. appraching 接近。根据上文“accmpanied”可知，这里指小男孩
的父母陪伴他来音乐会，故选 A。
【26 题详解】
考查形容词词义辨析。句意：这就是为什么我很失望地看到小男孩在贝尔的表演结束前离开了座位。A.
cnfused 困惑的；B. tuched 感动的；C. satisfied 满意的；D. disappinted 失望的。根据下文“see the by leave
his seat befre Bell finished his perfrmance.”可知，作者欣赏小男孩的表现，他提前离场，作者感到失望，
故选 D。
【27 题详解】
考查动词词义辨析。句意：几分钟前，我注意到坐在他附近 一位观众站起来去找工作人员，然后工作人
员走到了他身边。A. remembered 记得；B. demanded 要求；C. prpsed 提议；D. bserved 观察到，注意到。
根据下文“an audience member sitting near him get up t apprach a staff member, wh then stepped ver t him.”
可知，作者看到了这一系列行为，用 bserved 合适，故选 D。
【28 题详解】
考查名词词义辨析。句意：在那之后不久，小男孩和他的父母迅速离场了。A. decisin 决定；B. exit 出口，
离场；C. calculatin 计算；D. call 电话。根据上文“leave his seat”可知，小男孩和他的父母迅速离场了，
make a quick exit 表示 “迅速离场”，故选 B。
【29 题详解】
考查形容词词义辨析。句意：观众一定认为他的声音是故意的，应该有人采取措施让他安静下来。A. distinctive
第 17页/共 24页
独特的；B. rewarding 值得的；C. intentinal 故意的；D. impressive 令人印象深刻的。根据上文“The audience
must have assumed his sunds”可知，观众觉得小男孩声音影响到演出，认为是故意发出的，故选 C。
【30 题详解】
考查动词词义辨析。句意：观众一定认为他的声音是故意的，应该有人采取措施让他安静下来。A. intrduce
介绍；B. silence 使安静；C. invlve 涉及；D. stimulate 刺激。观众觉得小男孩声音不合适，想让他安静，故
选 B。
【31 题详解】
考查副词词义辨析。句意：让我沮丧的是，这个夜晚本可以有不同的结局。A. differently 不同地；B. suddenly
突然地；C. efficiently 高效地；D. disastrusly 灾难性地。根据下文“When peple are pen-minded and
cmpassinate(有同情心的), they can engage themselves in the pleasure f ... the diverse beauty f the wrld.”可
知，作者觉得如果观众能包容，结局会不同，故选 A。
【32 题详解】
考查动词短语辨析。句意：当人们思想开放、富有同情心时，他们就能领略到世界多样之美的乐趣。A. handing
ver 移交；B. referring t 提及；C. taking in 领略，吸收；D. cmmenting n 评论。根据下文“the diverse beauty
f the wrld”可知，这里指领略世界多样的美，故选 C。
【33 题详解】
考查名词词义辨析。句意：我希望那天晚上小男孩的遭遇不会让他不愿向外界表达他的好奇。A. encunter
遭遇；B. mistake 错误；C. defence 防御；D. chice 选择。根据上文“That’s why I was s ... t see the by leave
his seat befre Bell finished his perfrmance.”可知，小男孩提前离场的经历对他来说是一种遭遇，故选 A。
【34 题详解】
考查名词词义辨析。句意：我希望那天晚上小男孩的遭遇不会让他不愿向外界表达他的好奇。A. purpse 目
的；B. wnder 好奇；C. accunt 账户，解释；D. sympathy 同情。根据上文“Every nw and then, the
music was full f excitement and abandn.”可知，小男孩对音乐有反应，体现他对世界的好奇，故选 B。
【35 题详解】
考查动词词义辨析。句意：我也希望他能继续分享他对世界美好事物的由衷喜悦和欣赏。A. recrd 记录；
B. cntrl控制；C. review回顾；D. share分享。根据下文“his heartfelt jy and appreciatin f the wrld’s glries.”
可知，作者希望小男孩不要因这次经历改变，继续分享对世界的喜爱，故选 D。
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。
In the quiet hills f Italy’s Marche regin, the city f Macerata carries a legacy that extends far beynd its
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mdest streets.
Macerata is the hmetwn f Italian missinary Matte Ricci. At its heart ___36___ (lie) “Li Ma Du” Square,
named in Chinese pinyin t reflect Ricci’s multiple ___37___ (tie) t China. Its centerpiece is the brnze (青铜)
sculpture Ricci and Xu Talk abut the Way, ___38___ presents Ricci alngside Chinese scientist Xu Guangqi f the
Ming Dynasty. A plaque (匾牌) beneath describes them ___39___ “tw wise men f the 17th century and pineers
f the ___40___ (fruit) encunter between Chinese and Eurpean civilizatins”. The artistic style cmprises
elements f Chinese culture, ___41___ (aim) t shw the essence f friendship and dialgue.
In Shanghai, Xu’s hmetwn, a crrespnding sculpture stands in Guangqi Park. As a matter f fact, the city
f Macerata and Shanghai’s Xuhui district ___42___ (exchange) statues f Ricci and Xu since 2014, frmalizing a
gesture f cultural integratin.
Ricci and Xu first met in China in the early 1600s and their friendship highlighted ___43___ (equal), respect
and mutual (双方的) admiratin. Their partnership, ___44___ (build) n friendship with intellectual cllabratin,
led t the Chinese translatin f Euclid’s Elements and the intrductin f Cnfucian texts t Eurpe. They set a
gd example fr tday’s further exchanges between ____45____ tw peples.
【答案】36. lies
37. ties 38. which
39 as 40. fruitful
41. aiming 42. have exchanged##have been exchanging
43. equality
44. built 45. the
【解析】
【导语】本文是一篇说明文。主要介绍了意大利马尔凯大区的马切拉塔市与中国的文化联结——该市作为
意大利传教士利玛窦的故乡，不仅有以其命名的广场和雕塑，还与上海徐汇区通过交换雕塑等方式深化文
化融合，同时回顾了利玛窦与徐光启的友谊及其对中欧文明交流的贡献。
【36 题详解】
考查时态和主谓一致。句意：城市的核心坐落着“利玛窦”广场，其名称采用汉语拼音，以体现利玛窦与
中国的多重联结。分析句子结构可知，此处为倒装句，句子描述客观事实，应用一般现在时，且主语“Li
Ma Du” Square 为单数，所以谓语动词 lie 应用第三人称单数形式。故填 lies。
【37 题详解】
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考查名词复数。句意：同上。根据空格前的“multiple (多个的)”可知，此处应用可数名词 tie 的复数形式 ties，
意为“联结；联系”。故填 ties。
【38 题详解】
考查定语从句。句意：广场的核心展品是青铜雕塑《利玛窦与徐光启谈道》，该雕塑展现了利玛窦与明代中
国科学家徐光启并肩而立的场景。分析句子结构可知，此处引导非限制性定语从句，先行词是 the brnze (青
铜) sculpture Ricci and Xu Talk abut the Way，指物，关系词在从句中作主语，所以应用 which 来引导。故填
which。
【39 题详解】
考查介词。句意：雕塑下方的匾牌将他们描述为“17 世纪的两位智者，也是中欧文明富有成果的交汇的开
拓者”。为固定搭配，意为“将……描述为……”，符合语境。故填 as。
【40 题详解】
考查形容词。句意：同上。修饰名词“encunter (交汇；相遇)”应用 fruit 的形容词形式 fruitful 作定语，意
为“富有成果的”。故填 fruitful。
【41 题详解】
考查非谓语动词。句意：该雕塑的艺术风格融合了中国文化元素，旨在展现友谊与对话的精髓。分析句子
结构可知，句中已有谓语动词 cmprises，所以此处应用 aim 的非谓语动词形式，因其与逻辑主语 The artistic
style 之间为主动关系，所以应用现在分词作状语。故填 aiming。
【42 题详解】
考查时态和主谓一致。句意：事实上，自 2014 年以来，马切拉塔市与上海徐汇区就一直在交换利玛窦和徐
光启的雕塑，通过这一举措正式形成文化融合的象征。根据时间状语 since 2014 和语境可知，此处可表示从
过去持续到现在的动作，用现在完成时；也可表示从过去持续到现在且仍在进行的动作，用现在完成进行
时；且主语 the city f Macerata and Shanghai’s Xuhui district 为复数，助动词应用 have。故填 have
exchanged/have been exchanging。
【43 题详解】
考查名词。句意：利玛窦与徐光启于 17 世纪初在中国首次相遇，他们的友谊彰显了平等、尊重与相互钦佩
的精神。根据空格后的 respect and mutual admiratin 可知，此处应用 equal 的名词形式 equality，与后面的名
词并列作 highlighted 的宾语，意为“平等”，且为不可数名词。故填 equality。
【44 题详解】
考查非谓语动词。句意：他们的合作建立在友谊与学术协作的基础上，促成了《几何原本》的中文翻译，
也推动儒家典籍传入欧洲。分析句子结构可知，句中已有谓语动词 led t，所以此处应用 build 的非谓语动
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词形式，因其与被修饰的名词 Their partnership 之间为被动关系，所以应用过去分词作后置定语。故填 built
。
【45 题详解】
考查冠词。句意：他们为如今两国人民进一步的交流树立了良好典范。此处特指“中国和意大利两国人民”，
应用定冠词 the 修饰 tw peples。故填 the。
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，你校英文报“Technlgy&Life”专栏近期发起主题征文活动。请你写一篇短文投稿，内
容包括：
(1)介绍一项科技成果；
(2)谈谈你的感想。
注意：
(1)写作词数应为 80 个左右；
(2)可适当增加细节，以使行文连贯。
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【答案】范文
The Rise f Artificial Intelligence
Nwadays, Artificial Intelligence (AI) is transfrming ur lives. AI assistants like Siri r Alexa help us
manage daily tasks, facial recgnitin speeds up security checks, and AI even helps dctrs diagnse diseases mre
accurately. It brings incredible cnvenience and efficiency.
Hwever, AI als raises questins abut jbs and privacy. It’s a duble-edged swrd. I believe we shuld
embrace this pwerful technlgy wisely, ensuring it serves humanity’s best interests. Its future depends n hw
we develp and use it respnsibly.
【解析】
【导语】本篇书面表达属于应用文。要求考生写一篇短文投稿，介绍一项科技成果以及谈谈你的感想。
【详解】1.词汇积累
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任务：task→assignment
引发：raise→trigger
明智地：wisely→advisably
接受：embrace→jump at
2.句式拓展
合并句子
原句：AI assistants like Siri r Alexa help us manage daily tasks, facial recgnitin speeds up security checks, and
AI even helps dctrs diagnse diseases mre accurately. It brings incredible cnvenience and efficiency.
拓展句：AI assistants like Siri r Alexa help us manage daily tasks, facial recgnitin speeds up security checks,
and AI even helps dctrs diagnse diseases mre accurately, which brings incredible cnvenience and efficiency.
【点睛】【高分句型 1】I believe we shuld embrace this pwerful technlgy wisely, ensuring it serves humanity’
s best interests.（运用了省略 that 的宾语从句和现在分词作伴随状语）
【高分句型 2】Its future depends n hw we develp and use it respnsibly.（运用了 hw 引导宾语从句）
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。
Wendy grew up in a small and remte village in Wyming, America. Her wrld was ne f wild muntains
and endless fields, but she had a strng passin fr sprts,especially lng running. Wendy always dreamt t be an
Olympic marathn runner. Yet pverty was her biggest hurdle. Her first “running shes” were wrn-ut sneakers
(胶鞋). She trained alne, n rugh, unpaved paths, with n cach t guide her. Her nly pacemaker was the
rhythm f her wn breath, and her nly training plan was t run farther each day than the last. Peple shk their
heads, dismissing her ambitin as a naive fantasy. “Hw culd a girl like her, with nthing, ever cmpete with the
prfessinally trained athletes frm the cities?”
Yet, Wendy’s reslve nly hardened. Witnessing her talents and painstaking practice, her parents, thugh pr,
supprted her in their wn silent ways — a hearty meal after a lng run, a pat n the back, and the precius
savings they gathered tgether t buy her a single pair f prper running shes. When she finally saved enugh fr
the entry fee t a city marathn, it felt like a miracle.
The big day did cme. Wendy and her parents arrived at the spt with uncntrllable excitement. There were
seas f peple — vlunteers, news reprters and well-equipped athletes. Wendy wanted t perfrm well t prve
that determinatin culd vercme any bstacle. It was super-ht that day, but Wendy managed t cme t the last
400 meters Behind her lay 41 kilmeters and 795 meters f Ls Angeles asphalt (沥青), but every step frward cst
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mre than the last ten kilmeters cmbined. She had missed the last water statin — the cup had slipped thrugh
her trembling fingers. The heat had grwn teeth, chewing the strength frm her legs, and cluded her mind.
Suddenly, darkness flashed acrss her eyes, she lst her balance and crashed t the grund.
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。
At this time, tw range-shirted medical vlunteers jgged tward her.
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Finally, the finish line was just 10 meters away.
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【答案】 At this time, tw range-shirted medical vlunteers jgged tward her. Seeing the red crsses n
their shirts, Wendy lifted her arm in refusal, “N help. Nt yet.” The vlunteers then withdrew halfway, as if there
were a cliff they might accidentally push her ver. With painstaking effrts, Wendy struggled t her feet, swaying
unsteadily. Other runners sprinting past fr place and pride, she managed t mve at her wn rhythm. In the chatic
stands, her parents, knwing their daughter’s determinatin, just prayed silently. Wendy trudged n, each ftfall
like a stitch sewing the dream t reality. The crwd blurred, but the finish line grew clearer —200, 100, and 50
meters.
Finally, the finish line was just 10 meters away. With her breath cming in sbs, she made a desperate push
and crssed the line at 2:48:42. Thugh twenty minutes slwer than her training runs, it was a timeless prf that
dreams can utrun pverty. Medical teams swarmed, prviding xygen and water. When interviewed later, Wendy
smiled thrugh cracked lips. “I didn’t just fight fr myself, but fr every dreamer wh starts with nthing but
wrn-ut shes and determinatin.” The next year, she did stand at the start line f the Olympics — n lnger
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defined by pverty, but by limitless pssibility — waiting fr the gun previusly inaccessible t the
underprivileged.
【解析】
【导语】故事以人物为线索展开，讲述温迪生长在美国怀俄明州偏远小村庄，热爱长跑并梦想成为奥运马
拉松选手。虽贫困缺资源且遭质疑，但她意志坚定，父母默默支持。她凑钱参加城市马拉松，却在最后 400
米因酷热缺水摔倒。
【详解】1.段落续写
①根据第一段首句“这时，两个穿橙色衬衫的医疗志愿者向她慢跑过来。”可知，下文可描写温迪拒绝志愿
者的帮助，凭自己的努力和决心继续跑，父母也在默默为她加油。随着她的努力，她离终点越来越近。
②根据第二段首句“最后，终点线只有 10 米远了。”可知，下文可描写温迪冲过终点线，虽然成绩不理想，
但对她却意义重大，第二年她终于站在奥运会的起跑线。
2.续写线索：志愿者跑过来——温迪拒绝帮助——咬牙坚持——父母加油——离终点越来越近——冲过终点
线——医务人员提供救助——参加比赛对温迪的意义——第二年参加奥运会
3.词类激活
行为类
①举起：lift/raise
②撤回：withdraw/retract
③看见：spt/ntice
情绪类
①费尽心血的付出：painstaking effrts/painstaking endeavr/ strenuus effrt
②决心：determinatin/reslve
【点睛】【高分句型 1】Seeing the red crsses n their shirts, Wendy lifted her arm in refusal, “N help. Nt yet.”
（运用了现在分词作状语）
【高分句型 2】Other runners sprinting past fr place and pride，she managed t mve at her wn rhythm.（运用
了独立主格结构）
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