湖南省长沙市师范大学附属中学2026届高三上学期第一次联考英语试题（Word版附解析）

这是一份湖南省长沙市师范大学附属中学2026届高三上学期第一次联考英语试题（Word版附解析），共21页。
1．答卷前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，
写在本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回。
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 will the man d next?
A．Prepare a speech draft.
B．Submit his applicatin.
C．Practice prnunciatin
2．What des the wman plan t change?
A．Her eating habits.
B．Her sleep schedule.
C. Her exercise rutine.
3．Where will the cuple g fr their anniversary?
A．A beach destinatin．
B．A muntain huse.
C．A city museum．
4．What are the speakers talking abut?
A．A persnal hbby. B．A birthday gift. C．A wrk place.
5．When will the speakers meet?
A．On Saturday mrning. B．On Sunday afternn. C．On Mnday evening.
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、
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7 题。
6．Where did the cat g after jumping ff the rf?
A．T the rf again.
B．Behind a big building.
C．Int the small street nearby.
7．Hw des the wman prbably feel?
A．Relaxed. B．Wrried. C．Cnfused.
听第 7 段材料，回答第 8 至 10 题。
8．What is the relatinship between the speakers?
A．Clleagues.
B．Teacher and student.
C．University classmates.
9．Wh is ging t have an interview?
A．Tm. B．Lily. C．Anna.
10．What will Lily and Anna prbably d later?
A．Attend a lecture. B．Have an interview. C．Have lunch.
听第 8 段材料，回答第 11 至 13 题。
11．What des the wman say abut scial media?
A．It causes interruptin fr mst students.
B．It prvides educatinal resurces.
C．It shuld be banned in schls.
12．What is the man's attitude tward scial media?
A．Favrable. B．Neutral. C．Critical.
13．What des the wman suggest?
A．Banning scial media. B．Teaching prper use. C．Limiting class time.
听第 9 段材料，回答第 14 至 17 题。
14．Where des Luna currently wrk?
A．Green Craft. B．Star Design Studi. C．Ec-friendly Prject.
15．Hw lng has Luna wrked n the lasting fashin line?
A．1 year. B．3 years. C．5 years.
16．What des Luna think f her present wrk recently?
A．It's full f brave ideas.
B．It's stuck in ld patterns.
C．It's very challenging.
17．What can we knw abut Marcus?
A．He refuses t talk with Luna.
B．He desn't care abut Luna's chice.
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C．He tries t keep Luna in the cmpany.
听第 10 段材料，回答第 18 至 20 题。
18．Where was the prject carried ut?
A．In a frest. B．Near a river. C．Alng ld railway tracks.
19．What d the metal markers indicate?
A．Histrical infrmatin.
B．The number f trees planted.
C．The distance frm the city center.
20．What des the prject's success stress?
A．Cmmunity engagement.
B．The need fr mdern cnstructin.
C．The imprtance f gvernment funding.
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
Building Bridges f Trust
Date and time
Sunday, Octber 19
Lcatin
Online
Abut this event
This 3.5-hur interactive webina（r 网络研讨会）will fcus n ways we can share intercultural
spaces with ne anther. S many f us cme frm different backgrunds and cultures and it can
be difficult t see anther persn's r culture's perspective. We will discuss the multiple spaces and
cultures we inhabit. In additin, we will use cmedy as a tl t "nt take urselves t seriusly"
and t aid us in finding slutins t these age-ld challenges we humans invent. We will "re-think"
and "re-cnstruct" hw we psitin urselves in ur wrk and ur lives s that we might build
bridges f trust with each ther and with the clients we wrk with.
Educatinal bjectives
RECOGNlZE the varius spaces and cultures we inhabit individually as well as the varius
spaces r cultures ur clients may inhabit.
ANALYZE the ways this might be blcking us frm building trust with ne anther and with
ur clients. (We will be using cmedic tls t keep this light.)
IDENTIFY three ways ur perspectives may be blcking us frm building trust with each
ther and with ur clients.
PROPOSE ne way t re-think r re-cnstruct the spaces we inhabit individually in rder t
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build trust with each ther and with ur clients.
Frequently asked questins( FAQ)
What time is the event?
The wrkshp will be frm 10 a.m. t0 1:30 p.m.
Will the recrding qualify fr RID CEUs?
Yes! There will be a shrt quiz (5 questins) that will be sent alng with the recrding a week
after the wrkshp. T qualify, yu will need t have at least 4 ut f 5 questins crrect.
I need t change the recrding. Hw d I d s?
Please email me at [email protected] and I'd be happy t help.
21．Which tl helps slve challenges accrding t the text?
A．Music. B．Games. C．Debates. D．Cmedy.
22．What is needed fr RID CEUs via recrding?
A．Attending the webinar.
B．Sending an email request.
C．Finishing a lng research paper.
D．Answering at least 4 questins crrectly.
23．What is the text prbably?
A．A news reprt. B．A stry chapter.
C．An event ntice. D．A research paper.
(★)B
We were designing a wheelchair fr a cllege engineering curse. While my classmates were
certain that we needed t use steel and felt nly steel wuld be strng enugh, I thught steel
wuld be t heavy and aluminum(铝) wuld be a better ptin. But the student wh strngly
argued fr steel wrked at a bike shp. A few days later, when the big and heavy steel arm kept
drpping dwn, I wished I had shwn mre determinatin t defend my psitin.
I was a crafty kid. Nt crafty like a fx, but crafty t the pint that my parents wuld cme
hme ready fr whatever "artistic" explsin I had made that day— painting, clay sculpting,
clthes, and mre. But when I studied engineering in cllege, these pursuits were deep-sixed. Nt
nly was I stretched fr time, but I didn't think they were relevant t my academic wrk. I
hesitated t highlight my female crafting interests in the male-dminated engineering envirnment
where I already felt like an utsider.
When I went n t pursue a Ph. D. early in the pandemic, I felt anxius and turned t
crafting. One day I was making a set f dice as a gift fr a friend, While putting the liquid resin(树
脂 ) int the silicne mld(硅 胶 模 具 ), I made a jke t my partner that I was "injectin
mlding"—a standard engineering manufacturing(制造) prcess. I suddenly realized that althugh
resin art is nt injectin mlding in the technical sense, it shares the spirit and prbably sme skills.
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Sn I saw mre cnnectins between engineering and crafting that I had previusly ignred.
And crafting taught me nt t give up when my prduct didn't match my initial visin and t
cnsider the failed creatin a learning experience, just as an engineer must.
Since then, I’ve built crafting back int my free time. I mentined my dice-making
experience at a rbtics cnference and explained in a team meeting hw we culd gain
inspiratin frm art experiences. I was glad that the respnses were psitive-nt rude r
unfriendly, as I used t fear.
24．What can we knw abut the authr and her classmates?
A．They had disagreements when creating a wheelchair.
B．They knew little abut the structure f wheelchairs.
C．They didn't get alng well with each ther.
D．They wrked part-time at a lcal bike shp.
25．What des the underlined wrd "deep-sixed" in paragraph 2 prbably mean?
A．Fllwed thrugh. B．Dug ut.
C．Put up. D．Put aside.
26．What did the authr realize after making a gift fr a friend?
A．Crafting can help make her a better engineer.
B．She shuld becme mre determined.
C．Crafting needs great practical skills.
D．She shuld develp new hbbies.
27．Which f the fllwing wrds can best describe the authr?
A．Cnfident but unrealistic. B．Creative and sensitive.
C．Smart but headstrng. D．Hnest and frank.
(★)C
Carried by the wind, dust particles(微粒) frm places such as the Sahara Desert can flat
halfway arund the wrld befre settling t the grund. As the plastics abandned by humans
break dwn int tiny pieces in the envirnment, they, t, travel thrugh the atmsphere. Nw
scientists arc a step clser t understanding hw these micrplastics travel in the glbe, bth
lcally and r lng-distance flights.
Researchers spent mre than a year cllecting micrplastics frm 11 natinal parks and
wilderness areas in the western U.S. They examined the particles that settled n dry days and
thse that fell alng with rain r snw. In additin t making clear hw micrplastics mve
arund, the results, published n Thursday in Science, reveal the seriusness f the prblem: mre than I millin kilgrams f micrplastics—the weight f 120 millin t 300 millin plastic water bttles-fall n prtected lands in the cuntry's western regin each year.
The new findings add t scientists' cncern ver micrplastics pllutin's ptential impacts
n the envirnment and human health. "We're nt suppsed t breathe in this material," says Steve
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Allen, a micr-plastics researcher at the University f Strathclyde in Sctland, wh was nt
invlved in the new study. "Plastics in the envirnment carry all srts f pesticides(农药) , heavy
metals and all the ther chemicals that we've made ver time," he adds. "They're ging t carry
them directly int ur lungs."
Since their discvery in ceans in the 1970s, micrplastics—which can be as large as a grain
f rice r smaller .than a particle f dust-have been fund nearly everywhere researchers have
lked: in cities, in Arctic snw, n remte muntaintps. Their presence in areas distant frm the
place where humans live has pinted t them being carried by winds.
28．What d the scientists further understand nw?
A．Hw plastic particles travel n the wind.
B．Why it is hard fr plastics t break dwn.
C．Hw dust particles are spreading thrugh the wind.
D．Why Sahara Desert is expanding t the suth f Africa
29．What d we knw abut the new study?
A．The results shwed the amunt f micrplastics is huge.
B．Researchers cllected micrplastics 4crss the U.S.
C．Numerus plastic water bttles were fund each year.
D．Researchers fcused n plastic particles in dry days.
30．What des Steve Allen say abut plastics?
A．They shuld be recycled.
B．They d harm t weather.
C．They carry harmful chemicals t human lungs.
D．They can be used t make all srts f pesticides.
31．What wuld be the best title fr the text?
A．Plastics Bring Abut Debate
B．Micrplastics Are Falling frm the Sky
C．Dust Particles Are Harmful t Our Lungs
D．The Envirnment Is Threatened by Plastics
D
Researchers have lng been interested in hw humans and animals make decisins by
fcusing n trial-and-errr behavir infrmed by recent infrmatin. Hwever, the cnventinal
framewrks fr understanding these behavirs may verlk certain realities f decisin-making
because they assume we make the best decisins after taking int accunt ur past experiences.
One new study emplys AI in innvative ways t better understand this prcess. By using
tiny artificial neural netwrks, the researchers' wrk illuminates in detail what drives an
individual's actual chices.
"Instead f assuming hw brains shuld learn in bettering ur decisins, we develped an
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alternative apprach t discver hw individual brains actually learn t make decisins," explains
Mattar, a prfessr in New Yrk University. "This apprach functins like a detective, uncvering
hw decisins are actually made by animals and humans. By using tiny neural netwrks—small
enugh t be understd but pwerful enugh t catch cmplex behavir— we've discvered
decisin-making strategies that scientists have verlked fr decades."
"Large neural netwrks used in AI are very gd at predicting things," says Benna, a
prfessr at UC San Dieg's Schl. "Fr example, they can predict which mvie yu wuld like
t watch next. Hwever, it is very challenging t describe simply what strategies these cmplex
machine learning mdels emply t make their predictins-such as why they think yu will like
ne mvie mre than anther ne. By training the simplest versins f these AI mdels t predict
animals' chices and analyzing their dynamics using methds frm physics, we can thrw light n
their inner wrkings in mre easily understandable terms."
Understanding hw animals and humans learn frm experience t make decisins is nt nly
a primary gal in the sciences, but, mre bradly, useful in the fields f business, gvernment, and
technlgy. Hwever, existing mdels f this prcess, because they are aimed at describing
ptimal(最佳的) decisin-making, ften fail t get realistic behavir.
"Just as studying individual differences in physical characteristics has revlutinized
medicine, understanding individual differences in decisin-making strategies culd transfrm ur
apprach t mental health and cgnitive functin," cncludes Mattar. 32．What can be inferred abut traditinal decisin-making mdels?
A．They are cnsistent with real-life decisin behavir.
B．They pay much attentin t individual differences.
C．They ignre chices that are nt the best,
D．They use AI-based methds.
33．What is special abut the new study?
A．Using tiny neural netwrks. B．Analyzing past experiences.
C．Predicting mvie preferences. D．Revisiting cnventinal framewrks.
34．What des Benna mean cncerning large neural netwrks?
A．They lack predictive accuracy.
B．Their strategies are hard t interpret.
C．They utperfrm tiny netwrks in research.
D．They revlutinize decisin-making studies.
35．What is Mattar's attitude twards the new research?
A．Cautiusly skeptical. B．Indifferently neutral.
C．Strngly supprtive. D．Mildly critical.
(★)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
7
余选项。
Any time f the day yu can cmmit t exercising is a gd time fr getting active. Hwever,
the best time t exercise is different fr each persn. 36
Determine when yu have the mst energy. D yu struggle t get ut f the bed in the
mrning r d yu wake up energized and ready t g? Are yu a night wl and never get t bed
befre midnight? Once yu establish what yur sleep tendencies are, yu will have a better idea f
when yur bdy is mst ready t exercise. 37 Yu are mre likely t hit the snze buttn
instead f getting a wrkut in.
Cnsider yur daily schedule. When are yu the busiest? 38 Try t fit in exercise
befre r at least arund these events. Sme peple wuld prefer t get it ut f the way first
thing, while thers prefer t put it ff until the end f the day when they are all caught up.
Determine yur exercise gals. If yu are trying t develp a rutine, yu may want t
exercise in the mrning. Peple wh exercise in the mrning are mre cnsistent. 39 If yu
are trying t imprve yur perfrmance, evening exercise may be best. Yu may experience less
tiredness, quicker reactin times, and mre strength and flexibility in the evening. If yu are trying
t lse weight, yu may want t exercise in the mrning befre yu have eaten when yur bdy is
mre likely t use fat instead f carbhydrates（碳水化合物）fr energy.
40 This way, yu'll see hw yu feel and find the time that wrks best with yur
schedule. Keep an exercise lg t help yu evaluate each time.
A．This will give yur bdy time t relax.
B．D yu perfrm better in the mrning r at night?
C．Yu may nt feel like exercising after a lng day f wrk.
D．When d yu tend t schedule yur mst imprtant tasks?
E．Cnsider yur lifestyle and exercise gals t find the right time.
F．If yu're nt a mrning persn, d nt schedule an early mrning wrkut.
G．Anyway, yu'd better experiment with bth mrning and evening wrkuts.
第三部分 语言运用（其两节，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。
In 1990, Karen de Ber, a cllege freshman, felt thrilled when she gt int her schl's
well-knwn chir(合唱团)—a grup set t tur China and Japan that year. She valued this cliance
deeply, eager t 41 n the internatinal stage.
One 42 mrning, the chir was t perfrm at a church an hur away. But Karen
verslept, suddenly waking up t find the bus lng gne. She felt the bttm f her stmach had just 43 ut—fearing being labeled immature, kicked ut, and lsing the dream 44 ．
Stuck with n car r nearby friends t 45 , Karen wandered the hallway, tears burning.
Then neighbr Pam stepped ut. Their relatinship was ever 46 : Karen and her rmmates
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ften made nise late, ignring Pam's plite requests fr 47 —she needed peace t sleep r
study.
48 , Karen said quickly abut her truble: versleeping, missing the bus, the urgent
perfrmance. T her shck, Pam smiled, “I have a car and knw the church. Let's 49 .”
Strange-Karen had been unkind, yet Pam helped withut 50 .
They raced t the car; Pam wve thrugh traffic as Karen checked time 51 ．They
arrived as the chir 52 up t enter—right n time.
Decades later, Karen reflects: "It wasn't just a 53 . It was Pam frgiving thse nisy
nights. I'd tell her, 'Srry I ignred yu. Thank yu— yur kindness, when I least deserved it,
taught me t be better. It 54 hw I treat thers fr 30 years.''' That small act f grace, she
knws, was a 55 lessn that utlasted the tur.
41．A．cmpete B． shine C．cnnect D．speak
42．A．randm B．freezing C．crucial D．busy
43．A．brke B．stepped C．wre D．drpped
44．A．battle B．tur C．light D．fuel
45．A．get n B．chat with C．bring in D．turn t
46．A．tense B．sincere C．mysterius D．distant
47．A．quietness B．freedm C．fairness D．permissin
48．A．Shcked B．Ashamed C．Regretted D．Delighted
49．A．bargain B．wait C．hurry D．cheer
50．A．difficulty B．exceptin C．hesitatin D．warning
51．A．nervusly B．gradually C．bviusly D．eventually
52．A．sped B．turned C．wke D．lined
53．A．ride B．dream C．mrning D．perfrmance
54．A．cnfirmed B．described C．witnessed D．shaped
55．A．peace B．hnesty C．frgiveness D．wisdm
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。
Lngevity ndles arc nt merely a dish but a cultural symbl representing the wish fr alng
and rich life. Chinese traditin is 56 the length f the ndle is directly assciated with the
length f the cnsumer's life, making it an essential part f birthday celebratins, especially fr the
elderly. The cncept is simple yet far-reaching—cutting the ndles is cnsidered bad luck as it
might symblically 57 (shrt) ne's life.
In Dali, Yunnan prvince, lngevity ndles are a highlight amng the hundreds f lcal
snacks. The extrardinary feature f these ndles is their length; a single ndle is lng enugh
58 (serve) as many as 1,000 peple. This practice nt nly shws cking skills but als
stresses the 59 (cllect) aspect f dining, as many peple share frm a single ndle,
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60 (strengthen) scial bnds.
Smetimes, in Lanzhu, Gansu prvince, Lanzhu beef ndles 61 (refer) t as
"lngevity ndles". These ndles are classified int mre than ten types 62 (base) n
thickness, suiting different age grups. The thinner ndles are particularly assciated with
lngevity, as they are easier fr lder individuals t eat, making them ppular amng the elderly
63 cnsume them as a regular part f their diet.
In traditinal settings, the ndles are pulled by hand, 64 technique that requires
extensive training and practice. This methd f hand-pulling ensures that the ndles are 65
unifrm thickness and texture. The art f making lngevity ndles is ften passed dwn thrugh
generatins, with each family r chef adding their unique tuch t the dish.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
假定你是李华，你椅英语报要增设一个关于文化遗产保护的栏目。外教 Mr. Brwn 建议
从“文化遗产保护价值(the value f cultural heritage prtectin)”和“文化遗产保护方法(methds
fr cultural heritage prtectin)”中选择一个方向展开讨论。请给 Mr. Brwn 写一封邮件，内容
包括：
(1)你的选择（具体的讨论方向）；
(2)简要说明理由。
注意：
(1)写作词数应为 80 个左右；
(2)请按如下格式在答题卡的相应位置作答。
Dear Mr. Brwn.
I'm thrilled t cntribute t the new clumn n cultural heritage prtectin.
Best regards,
Li Hua
第二节 （满分 25 分）
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。
Last mnth, my best friend Lily and I made an appintment t vlunteer at the lcal animal
shelter every weekend. We bth adred animals and had dreamed f pening ur wn rescue
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center smeday. Our rutine was simple: I'd clean kennels(狗舍)while Lily scialized the cats.
But as midterm exams apprached, my anxiety snwballed. I began skipping shifts, inventing
excuses like "family emergencies" r "study sessins". Lily never questined me, but her
disappinted sighs cut deeper than any accusatin.
One rainy Saturday, the shelter's directr called me directly. "Lily's dwn with a cld," she
said, "and we've gt sme abandned dgs arriving in an hur. Can yu cme?" My hands gt
sweaty, I'd lied abut studying that very mrning, claiming I needed t g ver chemistry. Nw,
faced with a chice between my lie and the dgs, I frze. “I…I have a fever,” I tripped ver my
wrds. “I can't make it.” The directr's silence felt like a hit.
The night, guilt bthered me as I went thrugh Lily's Instagram(照片墙). There she was
wrapped in a blanket, surrunded by eight tiny glden retrievers（寻回犬）. The illustratin read; "
Even when I'm sick, these angels keep me ging." Belw it were cmments praising her devtin.
My chest tightened. Scrlling further, I saw Lily's pst frm last night: "Stuffy nse, but Mm's
chicken sup saved the day!"
The next day, I dragged myself t the shelter. Thrugh the windw, I saw Lily kneeling in
frnt f a kennel, cleaning patiently. Her cughs rang ut thrugh the curtyard. I pushed pen the
dr, my thrat tightening, "Lily..." She turned, her face pale but eyes bright. "Yu said yu were
sick," she whispered. "But here yu are, perfectly fine.” I pened my muth t explain, but the
wrds died as a tremble attacked her bdy.
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。
I realized it was time t admit my lie and make up fr my mistakes.
11
With trembling hands. I tk ut the hmemade chicken sup I'd cked early in the
mrning.
12
英语参考答案
题序 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
答案 A A B B B C B C A C B C B A B
题序 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
答案 B C C A A D D C A D A B A A C
题序 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
答案 B C A B C E F D C G B C D B D
题序 46 47 48 49 50 51 52 53 54 55
答案 A A B C C A D A D C
【语篇导读】本文是一篇应用文，介绍了关于线上互动研讨会的时间、核心内容、教育目标，
以及关于活动时间、RID CEUs 资格要求和录制内容更改方式等常见问题的解答。
21．D。细节理解题。文本在“Abut this event”中明确提到：“we will use cmedy as a
aid us in finding slutins t these age-ld challenges”，即喜剧被用作解决挑战的工具。其他选
项（音乐、游戏、辩论）未在文中提及，因此选 D。
22．D。细节理解题。关于 RID CEUs 的要求，文本在 FAQ 中说明：“T qualify，yu will need
t have at least 4 ut f 5 questins crrect.”，即需正确回答至少 4 道题。A(参加网络研讨会)
与“via recrding”无关；B(发邮件请求)是更改录制内容的操作，非资格要求；C(完成长篇研
究论文)未提及。因此选 D。
23．C。推理判断题。文本包含活动名称、日期、时间、地点、内容介绍、教育目标及常见
问题等信息，这些均为活动通知的典型要素。A(新闻报道)须具备时效性和客观性叙事，文
中无；B(故事章节)需有情节和人物，文中无；D(研究论文)需有论点、论据和分析结构，文
中无。因此选 C。
【语篇导读】本文的语篇类型是记叙文，主题语境是人与自我之生活与学习。作者在求学的
过程中逐渐意识到自己的爱好——手工制作——对自己所学的专业是大有益处的。
24．A。细节理解题。根据第一段中的“While my classmates were certain that we needed t use
a better ptin.”可知，作者和她的同学在设计制作一辆轮椅时，他们的意见出现了
分歧。
25．D。词义猜测题。根据画线单词后的“Nt nly was I stretched fr time，but I didn't think
they were relevant t my academic wrk.”可知，作者在上大学时时间紧张，而且她认为她的爱
好与学术学习无关，因此她将过去这些需要花时间和精力做的事情“搁置了”。
26．A。推理判断题。根据第三段中的“I suddenly shares the spirit and prbably sme
skills.”以及第四段中的“And crafting taught mc nt t give as an engineer must.”可知，
作者在给朋友制作礼物的过程中意识到：制作手工艺品可以帮助作者成为更好的工程师。
27．B。推理判断题。根据全文内容可知，作者喜欢制作各种手工艺品，因此她是一个富有
创造力的人；同时，作者不够自信，过于在意别人的看法，因此，她是一个敏感的人。
【语篇导读】这是一篇说明文。科研人员通过研究发现，微塑料的传播不局限于本地传播，
13
还可通过空气在全球范围内传播。
28．A。细节理解题。根据第一段中的“Nw scientists are a step clser t understanding hw these
micrplastics travel in the glbe—bth lcally and n lng-distance flights.（目前，科学家更进
一步地了解到这些微塑料足如何在全球传播的——既有本地化传播，又有远距离传播。）”可
知，科学家目前更深入地了解塑料分子是如何在风中传播的。故选 A。
29．A。细节理解题。根据第二段中的“In additin t making clear hw micrplastics mve
arund，the results，published n Thursday in Science, reveal the seriusness f the prblem: mre
than 1 millin kilgrams f micrplastics—the weight f 120 millin t 300 millin plastic water
bttles-fall n prtected lands in the cuntry's western regin each year.（周四发表在《科学》杂
志上的研究结果除了明确了微塑料是如何移动的之外，还揭示了问题的严重性：每年有超过
100 万公斤的微塑料——相当于 1.2 亿到 3 亿个塑料水瓶的重量——落在该国西部地区的受
保护土地上。）”可知，研究结果表明，微塑料的数量是巨大的。故选 A。
30．C。细节理解题。根据第三段中的“ 'Plastics in the envirnment carry all srts f pesticides
(农药)，heavy metals and all the ther chemicals that we've made ver time,' he adds. ‘They're
ging t carry them directly int ur lungs.’（他补充说，‘环境中的塑料携带着各种农药、重金
属和我们长期制造的所有其他化学物质。它们会把这些物质直接带到我们的肺部。’）”可知，
Steve Allen 表示空气中的塑料会把毒性物质送人肺中。故选 C。
31．B。主旨大意题。文章主要介绍了对微塑料在空气中传播的研究成果：第一段介绍了研
究主题，第二段主要介绍了研究的过程和结果，第三段主要介绍了研究成果在科学界的影响，
最后一段则补充介绍了对微塑料的研究发现。B 选项“微塑料正在从天上掉下来”最适合作文
章标题。故选 B。
【语篇导读】本文探讨了传统决策模型的局限性，介绍一项利用微型神经网络(AI)的新研究。
该研究通过分析个体实际决策策略，揭示了被忽视的决策机制，并指出其对科学、商业和心
理健康领域的潜在影响。
32．C。推理判断题。原文第一段提到传统模型“assume we make the best decisins"且第五段
提到“fail t get realistic behavir”，说明其忽略了非最佳选择，与选项 C(“ignre chices that
are nt the best”)直接对应。故选 C。
33．A。细节理解题。第二段明确提到“using tiny artificial neural netwrks”，第三段进一步解
释其“small... but pwerful”的特性。即新研究特点是用微型神经网络替代传统模型。故选 A。
34．B。推理判断题。第四段 Benna 指出，大型神经网络虽擅长预测（如电影推荐），但“难
以简单描述其决策策略”，并强调需用物理学方法解析其内部机制。Benna 通过对比“预测能
力”与“策略解释”，暗示大型网络的核心问题在于策略的不可解释性。故选 B。
35．C。推理判断题。第三段 Mattar 称新方法“像侦探一样揭示决策真相”，并在末段将其与
医学革命类比，强调其变革性意义。另外，Mattar 使用“detective" "verlked fr decades”
等积极词汇，明确表达对新研究的肯定。故选 C。
36．E。E 选项是对正文部分二、三、四段首句也就是主旨句的总结概括。
37．F。F 选项与下句紧密相关。句意：如果你不是个喜欢早起的人，就不要安排早上锻炼，
14
因为到时候你更有可能起不来而接着睡，而不是锻炼。
38．D。D 选项是个问句，与前面的问句构成了两个并列的问句，共同展开阐述首句也是主
旨句里的“daily schedule”。
39．C。C 选项前两句都是说早上起来锻炼。选择早上起来锻炼与不愿意在工作了一天之后
去锻炼是一个意思。
40．G。G 选项与下句紧密联系。句意：无论如何，你最好早上锻炼和晚上锻炼都尝试一下。
有了自己的亲身体会，你就会知道什么时间最适合你。“This way”指的是上句提及的方法：
早上晚上都去尝试一下。
【语篇导读】这是一篇记叙文。文章讲述了大学生卡伦因睡过头错过合唱团去教堂演出的班
车，与她关系紧张的邻居帕姆却不计前嫌，开车送她及时赶到现场。这件事让卡伦深受触动，
明白了宽恕的意义，也影响了她此后 30 年对待他人的方式。
41．B。考查动词词义辨析。根据前文“gt int her schl's well-knwn chir(合唱团)—a grup
set t tur China and Japan that year” 以及“valued this chance deeply”可知，卡伦很珍惜进入合
唱团并能参与国际巡演的机会，渴望在国际舞台上“闪耀(shine)”。“cmpete’’意为“参加比赛”；
“cnnect”意为“连接”；“speak”意为“说话”，均不符合语境。故选 B。
42．C。考查形容词词义辨析。根据后文“the chir was t perfrm at a church’’可知，这一天
有演出任务，对合唱团来说是“关键的( crucial)”一天。“randm”意为“随机的”；“freezing”意为
“极冷的”；"busy”意为“忙碌的”，均不能体现这一天的重要性。故选 C。
43．D。考查动词（短语）词义辨析。“the bttm f ne's stmach drps ut”是固定表达，意
为“感到万分焦急；心沉了下去”。此处描述卡伦发现班车已走时的恐慌心情，“drpped”符合
语境。“brke ut”意为“爆发”；“stepped ut”意为“走出”；“wre ut”意为“磨损”，均不符合语
境。故选 D。
44．B。考查名词词义辨析。根据上文“a grup set t tur China and Japan that year”可知，卡
伦担心失去的是这次“巡演( tur)”的机会。“battle”意为“战斗”；“light”意为“光线”；“fuel’’意为
“燃料”，均与语境不符。故选 B。
45．D。考查动词短语辨析。根据“Stuck with n car”可知，卡伦被困住了，没有车，附近也
没有可以“求助(turn t)”的朋友。“get n”意为“上车”；“chat with”意为“和……聊天’’；“bring
in”意为“引入”，均不符合语境。故选 D。
46．A。考查形容词词义辨析。根据后文“Karen and her rmmates ften made nise late，
ignring Pam’s plite requests”可知，卡伦和室友常吵闹，忽视帕姆的请求，两人关系一直很
“紧张(tense)”。“sincere”意为“真诚的”；“mysterius”意为“神秘的”；“distant”意为“遥远的”，均
不符合语境。故选 A。
47．A。考查名词词义辨析。根据“she needed peace t sleep r study”可知，帕姆需要安静的
环境睡觉或学习，所以是请求“安静(quietness)”。“freedm”意为“自由”；“fairness”意为“公平”；
“permissin”意为“允许”，均不符合语境。故选 A。
48．B。考查形容词词义辨析。卡伦之前对帕姆不友好，现在却要求助，内心应是“羞愧的
(Ashamed)”。“Shcked"意为“震惊的”；“Regretted”意为“后悔的”（动词过去式，此处作形容
15
词 ）；“Delighted”意为“高兴的”，均不符合语境。故选 B。
49．C。考查动词词义辨析。根据“the urgent perfrmance”可知，演出很紧急，所以帕姆说“我
们赶紧(hurry)走”。“bargain”意为“讨价还价’’；“wait”意为“等待”；“cheer”意为“欢呼”，均不符
合语境。故选 C。
50．C。考查名词词义辨析。根据“Strange－Karen had been unkind，yet Pam helped”可知，
帕姆虽然被不友好对待，却“毫不犹豫(withut hesitatin)”地帮忙了。“difficulty”意为“困难”；
“exceptin”意为“例外”；“warning”意为“警告”，均不符合语境。故选 C。
51．A。考查副词浏义辨析。因为时间紧迫，卡伦应是“紧张地(nervusly)”查看时间。“gradually”
意为“逐渐地”；“bviusly’’意为“明显地”；“eventually”意为“最终”，均不符合语境。故选 A。
52．D。考查动词（短语）词义辨析。“lined up”意为“排队”，此处指合唱团正排队进入教堂，
符合语境。“sped up”意为“加速”；“turned up”意为“出现”；“wke up”意为“醒来”，均不符合语
境。故选 D。
53．A。考查名词词义辨析。根据前文帕姆开车送卡伦可知，卡伦觉得这不仅仅是一次“搭
车(ride)”，更是帕姆的宽恕。“dream”意为“梦想’’；“mrning”意为“早上’’；“perfrmance”意为
“表演”，均不符合语境。故选 A。
54．D。考查动词词义辨析。根据“hw I treat thers fr 30 years”可知，帕姆的善举“塑造
(shaped)”了卡伦 30 年来对待他人的方式。“cnfirmed”意为“确认”；“described”意为“描述”；
“witnessed”意为“见证”，均不符合语境。故选 D。
55．C。考查名词词义辨析。根据前文“It was Pam frgiving thse nisy nights”可知，这个小
小的善举是关于“宽恕(frgiveness)”的一课。“peace”意为“和平”；“hnesty”意为“诚实”；
“wisdm’’意为“智慧”，均不符合语境。故选 C。
【语篇导读】这是一篇说明文。中国长寿面不仅是一碗面，更是承载长寿与富足寓意的文化
符号，展现了其文化内涵、地域特色（如大理、兰州的差异）及传统制作工艺。
56．that。考查名词性从句。空格前为系动词 is，空格后是完整的句子（主谓宾结构），构成
表语从句。表语从句不缺成分，且句意完整，需用 that 引导(that 在表语从句中不充当成分，
仅起连接作用)。故填 that。
57．shrten。考查词性转换。空格前为情态动词 might，需接动词原形。所给词 shrt 为形容
词，其动词形式为 shrten（缩短），符合句意“切断面条可能象征着缩短人的寿命”。故填
shrten。
58．t serve。考查非谓语动词。句意为“一根面条足够长，能供多达 1000 人食用。”此处使用
了固定结构“adj.+enugh+t d sth.”，表示“足够……去做某事”。故填 t serve。
59．cllective。考查词性转换。空格后为名词 aspect(方面)，需用形容词修饰。所给词 cllect
为动词，其形容词形式为 cllective(集体的)，符合句意“强调用餐的集体性”。故填 cllective。
60．strengthening。考查非谓语动词。逗号前为主句，空格处需用非谓语动词作结果状语。
strengthen（加强）与前面的句子构成主动关系（很多人共享一根面条的结果是加强社会联
系）。故填 strengthening。
61．are referred。考查主谓一致、动词的时态和语态。句子主语为“Lanzhu beef ndles”，
16
与动词 refer(提及，称为)构成被动关系（被称为“长寿面”）。时态为一般现在时，主语为复
数，故填 arc referred。
62．based。考查非谓语动浏。固定搭配“based n”表示“基于……”，在句中作状语，修饰
“classified int mre than ten types”，意为“基于厚度被分为十多种类型”。故填 based。
63．wh/that。考查定语从句。空格前为名词 the elderly(老年人)，空格处引导定语从句，修
饰先行词 the elderly（指人）。从句中缺少主语，故填 wh 或 that。
64．a。考查冠词。空格后为可数名词单数 technique(技艺)，此处表示“一种需要大量训练和
练习的技艺”，表泛指，故用不定冠词 a。
65．f。考查介词。此处表示“手工拉制确保面条厚度和质地均匀”，需使用固定结构“f+名
词”，相当于形容词，故填 f。
第四部分
第一节
【参考范文 l】
Dear Mr. Brwn,
I'm thrilled t cntribute t the new clumn n cultural heritage prtectin. After thinking
ver yur suggestins, I've decided t fcus n the value f cultural heritage prtectin.
Firstly, cultural heritage is an irreplaceable witness t histry. It ffers a direct cnnectin t
ur ancestrs' lives, helping us truly understand hw civilizatins evlved. Secndly, it
strengthens cultural identity. When we preserve ancient ruins r histrical sites, we pass dwn a
sense f belnging t future generatins, reminding them f their rts. What's mre, cultural
heritage has educatinal value. It serves as an utdr classrm, making histry and culture mre
vivid fr students than any textbk. Lastly, it bsts lcal ecnmies by attracting turists, which
in turn supprts cmmunity develpment.
In shrt, prtecting cultural heritage is abut hnring the past, enriching the present, and
safeguarding the future.
Best regards,
Li Hua
【参考范文 2】
Dear Mr. Brwn,
I'm thrilled t cntribute t the new clumn n cultural heritage prtectin. I strngly
recmmend fcusing n methds fr cultural heritage prtectin.
I suggest cmbining cultural heritage prtectin with the digital age, where technlgies like
3D scanning and AR guides can revlutinize prtectin effrts. Fr instance, Dunhuang Grttes uses Huawei's Hetu AI platfrm t create virtual turs, reducing physical damage frm turists while enhancing glbal accessibility. By highlighting such cutting-edge methds, students can explre hw technlgy bridges prtectin and public engagement. Additinally, prpsing student-led initiatives, such as designing QR-cde strytelling systems fr lcal ruins, wuld
17
prmte hands-n participatin and cultural pride. This apprach nt nly addresses practical
challenges but als inspires creative slutins, making the clumn bth infrmative and feasible.
I believe this fcus will nt nly make the clumn vivid and practical but als inspire
students t think creatively abut heritage prtectin.
Best regards,
Li Hua
【评分标准】
一、内容完整性与准确性（6 分）
1．选择明确（2 分）
需清晰表述选择“文化遗产保护价值”或“文化遗产保护方式”，未明确提及扣 2 分；表述
模糊（如仅说“我选择您建议的方向之一”）扣 1 分。
示例：明确写出“I will fcus n the value f cultural heritage prtectin”得 2 分。
2．理由充分具体（3 分）
若选“保护方式”，可包含①技术应用或其他（如数字技术、社区参与模式等，1 分）；
②可行性方案（如学生可操作的具体活动，1 分）；③预期效果（如平衡保护与利用，1 分）。
若选“保护价值”，可包含①历史意义（如承载文明记忆，1 分）；②当代价值（如文化
认同构建，1 分）；③社会影响（如教育功能，1 分）。
3．词数合规（1 分）
词数少于 60，从总分中减去 1-2 分。
二、语言表达（5 分）
1．语法准确性（2 分）
重大语法错误（如时态混乱、主谓不一致）每处扣 0.5 分，小错误（如冠词遗漏）每 2
处扣 0.5 分，最多扣 2 分。
2．词汇运用（2 分）
3．句式多样性（1 分）
三、篇章组织（2 分）
1．结构清晰（1 分）
需包含引言（选择）、主体（理由）、结尾（总结）三部分，缺任一部分扣 0.5 分；未分
段扣 1 分。
2．逻辑连贯（1 分）
连接词使用不当（如用“but”连接递进关系）扣 0.2 分／处，最多扣 1 分。
四、交际得体性（2 分）
1．语气恰当（1 分）
需体现建议的委婉与尊重(如使用“I wuld suggest” “Culd we cnsider”)，语气生硬(如
“Yur idea is nt gd”)扣 1 分。
2．内容真实（1 分）
需结合具体案例（如真实遗址名称、可行的学生活动），泛泛而谈（如“保护很多地方”）
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扣 1 分。
五、评分原则
第六档（13－15 分）完全完成了试题规定的任务。
—覆盖所有内容要点；
—应用了较多的语法结构和词汇；
—语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致；具
备较强的语言运用能力；
—有效地使用了语句间的连接成分，使全文结构紧凑；
—完全达到了预期的写作目的。
第五档（10—12 分）完全完成了试题规定的任务。
—虽漏掉 l、2 个次重点，但覆盖所有主要内容；
—应用的语法结构和词汇能满足任务的要求；
—语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法结构或词汇
所致；
—应用简单的语句间连接成分，使全文结构紧凑；达到了预期的写作目的。
第四档（7—9 分）基本完成了试题规定的任务。
—虽漏掉一些内容，但覆盖所有主要内容；
—应用的语法结构和词汇能满足任务的要求；
—有一些语法结构或词汇方面的错误，但不影响理解；
—应用简单的语句间连接成分，使伞文内容连贯；
—整体而言，基本达到了预期的写作日的。 第三档(4—6 分)末适当完成试题规定的任务。
—漏掉或未描述清楚一些主要内容，写了一些无关内容；
—语法结构单调，词汇项目有限；
—有一些语法结构或词汇方面的错误，影响了对写作内容的理解；
—较少使用语句间的连接成分，内容缺乏连贯性；
—信息未能清楚地传达给读者。 第二档（1—3 分）未完成试题规定的任务。 —明显漏掉主要内容，写了一些无关内容，原因可能是未理解试题要求；
—语法结构单调，词汇项目有限； —较多语法结构或词汇方面的错误，影响对写作内容的理解；
—缺乏语句间的连接成分，内容不连贯； —信息未能传达给读者。 第一档（0 分） —未能传达给读者任何信息；
—内容太少，无法评判；写的内容均与所要求内容无关或所写内容无法看清。
第二节
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【参考范文】
I realized it was time t admit my lie and make up fr my mistakes. “I'm srry, Lily. I wasn't
sick yesterday.1was just t scared f exams t cme,” I said suddenly, tears rlling dwn. Her
eyes widened in surprise, then sftened. Befre she culd speak, a tiny dg barked frm the dg
huse. I rushed ver, gently picking it up. “Let me help yu take care f them,” I said, wiping my
tears. Lily ndded, a faint smile crssing her face. Tgether, we cleaned the puppies, fed them
warm milk, and cmfrted the scared nes. As the flurry f activity finally settled, exhaustin
washed ver us. Sitting n the frnt steps and staring blankly side by side with Lily at nthing in
particular, I snapped back t reality—the chicken sup I'd prepared fr Lily.
With trembling hands, I tk ut the hmemade chicken sup I'd cked early in the
mrning. “I knw yu have a cld. This might help,” I said, handing her the cntainer. She tk it,
her fingers brushing mine. “Thank yu,” she said sftly, taking a little drink. “I missed yu these
days.” I felt a weight lift ff my chest. “I’ll never skip shifts again. Our dream f the rescue center
needs bth f us,” I said firmly. She smiled, and we cntinued ur wrk, cleaning kennels and
scializing the cats. The warmth between us drve away the cld.
【评分标准】
一、内容（10 分）
主题紧扣：续写需围绕“诚实与责任”展开，体现主人公从逃避到直面错误的心理转变。
情节合理：
第一段需包含坦诚真相的具体细节（如对话、心理描写），如主人公承认撒谎的原因和
内心挣扎。
第二段需体现关系修复和责任承担，可展示具体的实际行动（如共同救助动物）。
情感连贯：从愧疚到和解，情感层次分明，结尾需呼应前文伏笔（如共同照顾动物、承
诺未来行动）。
二、语言（8 分）
词汇准确性
句式多样性
语法规范：时态（过去完成时、过去进行时）、主谓一致等语法错误控制在 2 处以内。
三、连贯性（7 分）
逻辑衔接：使用“but” “yet” “as”等过渡词，使情节发展自然流畅。伏笔呼应：续写内容
需与原文伏笔相呼应。
段落结构：两段内容分配均衡，每段重点明确。
四、区分度说明
评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡
量，确定或调整档次，最后给分。
五、评分时还应注意：
1．词数少于 120 的，从总分中减去 1－2 分；
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2．单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以
考虑。英、美拼写及词汇用法均可接受；
3．书写较差以致影响交际的，酌情扣分。
六、评分原则
第七档(25 分)
—创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；
—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解；
—自然有效地使用了段落间、句间衔接手段，全文结构清晰，前后呼应，意义连贯。
第六档（21—24 分）
—创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较
高；使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但不影响
理解；
—比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第五档（16—20 分）
—创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关；
—使用了比较恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本
不影响理解；
—使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第四档（11—15 分）
—创造了基本完整的故事内容，但有的情节不够合理或逻辑性不强，与原文情境基本相
关；使用了简单的词汇和语法结构，有部分语言错误和不恰当之处，个别部分影响理解；
—尚有语句衔接的意识，全文结构基本清晰，意义基本连贯。
第三档（6—10 分）
—内容和逻辑上有一些重大问题，续写不够完整，与原文有一定程度脱节；
—所用的词汇有限，语法结构单调，错误较多且比较低级，影响理解；
—未能有效地使用语句间衔接手段，全文结构不够清晰，欠连贯。
第二档（1—5 分）
—内容和逻辑上有较多最大问题，或有部分内容抄自原文，续写不完整，与原文情境基
本脱节；所使用的词汇非常有限，语法结构单调，错误极多，严重影响理解；
—几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
第一档（0 分）
—未作答。所写内容太少或无法看清以致无法评判。所写内容全部抄自原文或与题目要
求完全不相关。
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