广东省2025—2026学年高三上学期一轮复习验收考试英语带答案解析

这是一份广东省2025—2026学年高三上学期一轮复习验收考试英语带答案解析，文件包含26届12月底广东高三·英语pptx、26届12月底广东高三·英语答案pdf、26届12月底广东高三·英语答案docx、26届12月底广东高三·英语1218pdf、26届12月底广东高三·英语答题卡1218pdf等5份试卷配套教学资源，其中试卷共16页， 欢迎下载使用。
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和D四个选项中，选出最佳选项。 A　　Art fr Everyne! K12 Prgram at the Getty Museums　　Whether n site at the Getty Center， the Getty Villa Museum， r nline with Virtual Art Explratins， students will engage in deep investigatins， clse lking， drawing exercises， mvement activities， and mre．During a Getty field trip， students explre a selectin f artwrks using inquiry－based learning that centers n students’ experiences．The prgram aims t prmte a deep appreciatin and lve fr the arts and culture．
Each year the Getty welcmes mre than 160，000 K－12 students t the Getty Center and Getty Villa Museum t experience turs， prgrams， and creative spaces．A trip t the Getty is a multi－media experience； therefre， learning is enhanced thrugh sensry and tactile（触觉） inputs．Cnversatins abut art can als spark an appreciatin f culture and increase students’ ability t think critically abut the arts．　　●T reserve yur Virtual Art Explratins， please review the infrmatin belw fr Virtual Field Trips：　 Virtual Art Explratins　　Fall 2026　　September 8， 2026 － December 19， 2026 n Mndays and Tuesdays at 9：00 a．m．， 10：15 a．m．， 11：30 a．m．and 1：15 p．m．　　Spring 2027 Reservatins have nt yet been annunced．
　　●T reserve an n－site field trip fr the Getty Center r Getty Villa Museum， please review the infrmatin belw： Getty Center　　Reservatins are available fr the fllwing prgrams， dates， and times．　　Summer 2026　　Summer turs are led by Teen Gallery Guides．　　July 9 － August 1， 2026； Tuesday， July 15th & Wednesdays － Fridays at 11 a．m．， 11：45 a．m．， and 1：15 p．m． 2026 － 2027 Schl Year　　September 2，2026－May 29，2027；Tuesdays－Fridays at 10：15 a．m．， 10：45 a．m．， 11：45 a．m．， and 12：15 p．m．
Getty Villa Museum　　Reservatins fr guided schl prgrams fr the 2026－2027 schl year have nt yet been annunced．Please check back fr updates．21.What is the gal f the K12 prgram at the Getty Museums？A．T ffer students free art materials．B．T develp lve fr artistic and cultural wrks．C．T train students t be excellent prfessinal artists．D．T rganize instructive activities and scientific explratins．
22.What des the authr emphasize abut the trip t the Getty？A．Its fcus n individual artistic talent．B．Its reliance n traditinal teaching methds．C．Its cmbinatin f multiple learning appraches．D．Its emphasis n students’ cnversatinal abilities．23.When can schls visit the Getty Center in 2026－2027 schl year？A．On the mrning f a Friday in Octber．B．In the late afternn hurs befre evening．C．On weekends thrughut the calendar year．D．During the summer mnths f June and July．
本文是一篇应用文。文章主要介绍了盖蒂博物馆针对K12学生提供的线上线下教育项目及预约信息。21.B　细节理解题。根据第一段最后一句中的“The prgram aims t prmte a deep appreciatin and lve fr the arts and culture．”可知，项目旨在培养学生对艺术和文化的深度欣赏与热爱。故选B。22.C　推理判断题。第二段提到“multi－media experience”和“sensry and tactile inputs”，说明学习方式多样（multiple appraches）。故选C。23.A　细节理解题。根据Getty Center部分的“September 2， 2026 － May 29， 2027； Tuesdays － Fridays at 10：15 a．m．， 10：45 a．m．， 11：45 a．m．， and 12：15 p．m．”可知，可预约的时间限定在该学年（9月至次年5月）的工作日上午（周二至周五）。故选A。
B　　At 60， Martine Aeschlimann hardened her reslutin t study law at the University f Geneva， where her 21－year－ld sn Jasn studied．When she asked Jasn abut his thughts， he said， “N prblem．But if yu see me n campus when I’m with my friends， dn’t say hell!”　　After Aeschlimann started her law studies， Jasn tld her hw impressed his friends were with what she was ding．“S， yu tld them？” she asked， amazed and amused at his change f heart．“Of curse，” he replied．He turned ut t be a huge supprt， calming his mther’s nerves befre law exams and helping revise a legal research paper fr the master’s degree in law she went n t cmplete．
Aeschlimann first set her mind n ging t university t study law when she was 58 and in need f a cnfidence bst．“I needed t prve that I was capable．I hadn’t wrked fr 18 years，” she explains．She als wanted t keep her brain active as she gt lder and believed that being admitted int a university t study a practical subject like law was a gd way t achieve that．　　Her interest in law was first inspired in 1994 when she set up a charitable fundatin with her mther t help children frm lw－incme families access legal aid fr educatin－related cnflicts．Then， while studying fr her master’s degree in law， she fcused n civil litigatin（民事诉讼）， a field that helps individuals reslve cnflicts ver family，prperty， and persnal rights．It led Aeschlimann in a directin she had
never expected—she became a qualified civil litigatin lawyer after passing the bar exam（律师资格考试）．When she finished her master’s in 2021 at 64， she pened her wn law firm， specializing in prviding affrdable legal services t disadvantaged grups． “I’ve always felt the need t help thers，” says Aeschlimann， nw 68.“Nw when I see clients win their cases， get the legal prtectin they need， r finally reslve lng－standing cnflicts， it fills me with jy．”24.Hw did Jasn feel abut his mther’s decisin at first？A．Amused．　　B．Disappinted．　　C．Impressed．　　D．Embarrassed．
25.What inspired Aeschlimann t g t university？A．The supprt frm her sn．　　B．The wrsening health f her brain．C．Her desperatin t prve her ability．　　D．Her thirst fr managing a law cmpany．26.What des paragraph 4 mainly fcus n abut Aeschlimann？A．Hw she helped kids access educatin．　　B．Her wish fr getting the master’s degree．C．Her success in winning a civil litigatin．　　D．Hw she turned her interest int a career．
27.What des Aeschlimann’s stry shw？A．Still waters run deep．　　B．All rads lead t Rme．C．It is never t ld t learn．　　D．An ld man in the huse is a treasure．
本文是一篇记叙文。文章讲述了 60 岁的 Martine Aeschlimann 为证明自身的能力、保持大脑的活跃，进入日内瓦大学攻读法律的故事。她早年因参与慈善工作与法律结缘，最终通过努力成为合格的民事诉讼律师并开设律所，生动诠释了终身学习的精神。24.D　推理判断题。根据第一段中Jasn的回应“N prblem．But if yu see me n campus when I’m with my friends， dn’t say hell!”可知，他表面虽称“没问题”，但要求母亲在校园里遇到自己和朋友在一起时不要打招呼，由此推知Jasn起初对母亲60岁仍入学的决定觉得尴尬。故选D。
25.C　细节理解题。根据第三段“Aeschlimann first set her mind n ging t university t study law when she was 58 and in need f a cnfidence bst．‘I needed t prve that I was capable．．．’”可知，Aeschlimann在58岁时下定决心上大学学习法律的驱动力是对提升自信心、证明自己的能力的渴望。故选C。26.D　段落大意题。第四段开头介绍 Aeschlimann于1994 年因与母亲创办慈善基金会来帮助贫困儿童获取教育相关法律援助而对法律产生兴趣；之后她攻读法律硕士，聚焦民事诉讼领域；最终她成功通过律师资格考试成为合格的民事诉讼律师并开设律所。由此可知，整段围绕“她如何从对法律产生兴趣，逐步将其发展为职业”展开。故选D。27.C　推理判断题。Aeschlimann 60岁进入大学学习法律，64岁获得硕士学位并开设律所，即便年过半百仍坚持学习、实现职业转型，其故事核心是“活到老，学到老”。故选C。
C　　This mnth， the U．S．gvernment prpsed a rule that wuld limit what defines “harm” under the Endangered Species Act t nly direct actins against wildlife， such as hunting， wunding r trapping．Destrying their habitats wuld n lnger cunt．　　Anyne wh has ever seen radkill littering U．S．highways shuld understand the fallacy in this lgic： Species can survive nly when they have space t live free frm dangers caused by humankind．
　Since the law tk effect in 1973， the number f species listed as threatened r endangered has explded t almst 1，700.Envirnmentalists are satisfied with the act’s pwer t blck prjects that culd damage ecsystems， thus rescuing many species．But the scale f the threats t bidiversity—including climate change， freign species and habitat lss—makes it essential t expand gvernment’s cnservatin strategy beynd punitive（惩罚的） measures． An estimated three－quarters f species listed under the law live n private land， and prtecting them cmes at a real cst．One study in Califrnia fund that habitat prtectin fr the red－legged frg caused land values t fall 48 percent． This discurages peple frm cperating with cnservatin effrts and has even led peple t destry habitats t avid restrictins n their prperty．
Why nt use thse same ecnmic frces fr gd？ The gvernment culd give landwners financial mtives t assist in cnservatin effrts．The Agriculture Department has been paying farmers t maintain sil health．The same culd be dne fr private landwners whse prperties are hme t endangered species．　　Csta Rica started such a prgram in 1997， and it is credited with helping t relieve defrestatin（森林砍伐） there．Tday， frest cvers mre than 50 percent f the cuntry， up frm a little ver 20 percent in the 1980s．Imagine what culd be accmplished if the United States adpted a similar strategy fr preventing the lss f species．
28.What happened t the Endangered Species Act？A．Its terms were clarified．　　B．Its range was narrwed．C．Its rules were simplified．　　D．Its cntent was enriched．29.What des the underlined wrd “fallacy” in paragraph 2 mean？A．Mistake．　　B．Prf．　　C．Missin．　　D．Prgress．30.What might be a prblem f the current Endangered Species Act？A．It destrys bidiversity．　　B．It harms landwners’ benefits．C．It excludes creative measures．　　D．It threatens red－legged frgs’ survival．
31.Why des the authr mentin Csta Rica？A．T measure its rate f frest cverage．B．T shw the causes f destryed frest．C．T present the results f its jint prtectin．D．T display the success f financial mtives．
本文是一篇说明文。文章围绕美国《濒危物种保护法》展开论述。美国政府提出新规，将该法案中“伤害”的定义限定为直接伤害野生动物的行为，不再涵盖栖息地被破坏。文章既指出了该法案的作用，也点明其仅依赖惩罚性措施的局限性，进而提议政府采用经济激励手段推动保护工作，并以哥斯达黎加的成功案例佐证了该手段的可行性。
28.B　细节理解题。根据第一段内容可知，美国政府提出了一项新规，将《濒危物种保护法》中“伤害”的定义限定为狩猎、伤害或诱捕等直接针对野生动物的行为，而破坏它们栖息地的行为不再被算作“伤害”。这意味着该法案的管控范围变小了，即其规模被缩小了。故选B。29.A　词义猜测题。根据第二段“Species can survive nly when they have space t live free frm dangers caused by humankind．”可知，物种只有在拥有不受人类活动威胁的生存空间时才能存活，这与美国政府提出的新规中“破坏栖息地不算伤害”的逻辑相悖。由此可推测，这种逻辑存在错误，所以“fallacy”应意为“错误”。故选A。
30.B　细节理解题。根据第四段内容可知，受该法案保护的物种约有四分之三生活在私人土地上，而保护这些物种需付出实际代价。加利福尼亚州的一项研究显示，为保护红腿蛙的栖息地，当地相关土地的价值下降了 48%。这一情况打击了人们配合保护工作的积极性，甚至有人为规避法案对自己名下的土地的限制而破坏栖息地。由此可见，当前法案损害了土地所有者的利益。故选B。31.D　推理判断题。文章第五段提出政府应给予土地所有者经济激励以助力物种保护的建议，紧接着第六段指出哥斯达黎加1997 年就推出了此类相关项目，该项目有效缓解了当地的森林砍伐问题，森林覆盖率大幅提升。作者提及哥斯达黎加的案例正是为了证明经济激励手段在生态保护方面是切实有效的。故选D。
　D A few weeks ag， an article by Nathan Heller in The New Yrker was named “the end f the English majr”， examining the trend f declining English departments natinwide and the cultural factrs that lead students away frm spending fur years with the passin fr Dickens and Shakespeare．Like every ther humanities－lver n a cllege campus that day， I was swept away in the mass panic．My majr was， accrding t a reputable English－majr－lving publicatin， dead．
　 Heller fcused n Arizna State University（ASU） and Harvard University， large “indicatrs” f higher educatin．I initially thught he ignred small liberal arts（文科） clleges， assuming English majrs were safe at Allegheny Cllege， where students suppsedly came fr the lve f learning， nt fr middle management when they graduate．But data ruined this hpe： Allegheny had 84 English majrs（9% f all majrs） in the spring semester f 2003， but just 20（2.5%） nw—a 72% drp in abut 20 years， matching the natinal trend．
　 Allegheny’s website fuels ptimism， asking， “Why put yur mind t just ne thing？” and defining itself as a “safe place f learning”， unlike ASU， which sees degrees as career stepping stnes， r Harvard， where， accrding t Heller， even an “unusual majr” finds wrk．Yet campus reality in Allegheny differs： Students get lcked int majrs early， “mind ver majr” lses t clsed－ff departments， and English majrs fear unemplyment， thinking they wasted time and mney．
We need t reject the campus “disease”， Heller nted—pressuring students t chse “safeguard” paths and dismissing humanities as “hbby－based”．Well－knwn authr Kurt Vnnegut reminded us that the arts may nt be the best way t “make a living” but “make life mre bearable” and “make suls grw”．Nt everybdy can r shuld pursue a degree in chemistry， but it is increasingly clear t me that everybdy wuld benefit frm spending 20 credit hurs reading， thinking abut and discussing literature．While English majrs may decline， their lessns live n．As nvelist Jnathan Lethem wrte， “Times change and men adapt．” Between “t bad” and “wrst”， we can d better．
32.What phenmenn did Heller pint ut abut English literature？A．Students’ fading lve fr it．　　B．Its limited research visins．C．Students’ cnfusin abut it．　　D．Its declining literary wrks．33.Why did the authr’s hpe fr Allegheny Cllege fade？A．It clsed mst liberal arts majrs．　　B．It valued mre n career training．C．It admitted fewer English majrs．　　D．It cared less abut students’ likes．
34.What can be inferred frm Allegheny’s website？A．It tried t learn frm Harvard．　　B．It didn’t match its real situatin．C．It failed t ensure students’ safety．　　D．It didn’t prmte critical thinking．35.Which statement may the authr agree with？A．Students shuld plan a unique life jurney．B．Schls must make English mre inviting．C．Students need t stick t their wn purpses．D．Schls ught t lk beynd practical values．
本文是一篇议论文。作者围绕《纽约客》刊登的一篇文章中提及的“英语专业衰落”趋势展开，结合阿勒格尼学院英语专业学生数量锐减的实例，批判了大学校园里“迫使学生选择‘安全’的专业、贬低人文学科”的现象，并强调人文学科对生活的重要价值。32.A　细节理解题。根据第一段内容可知，Heller的一篇名为“英语专业的终结”的文章探讨了“全国英语系规模萎缩的趋势”以及“导致学生不愿再将（大学的）四年时间投入到对狄更斯和莎士比亚的热爱中的文化因素”。由此可知，Heller关注到的现象是“学生对英语文学的热爱逐渐消退”。故选A。
33.C　细节理解题。根据第二段内容可知，作者最初认为阿勒格尼学院的英语专业是安全的，但数据打破了这一希望：2003年该学院有84名英语专业学生（占所有专业学生的9%），如今仅剩20人（占2.5%），20年间占比下降了72%。由此可知，作者希望破灭的原因是“该学院英语专业的招生人数大幅减少”。故选C。34.B　推理判断题。第三段明确提到阿勒格尼学院的官网营造乐观氛围，提出“为何只专注于一件事？”的疑问，并将自身定义为“安全的学习场所”，且强调它与将学位视为职业跳板的亚利桑那州立大学、即便“小众专业”也能找到工作的哈佛大学不同；但紧接着指出“该校校园现实却并非如此”：学生早早地被锁定在特定专业，“思维优先于专业”的理念被封闭的
院系所取代，英语专业的学生还担忧失业并认为自己浪费了时间和金钱。由此可推知，官网所宣传的“多元学习、安全的学习环境”与校园实际存在差距，即官网内容“与真实情况不一致”。故选B。35.D　推理判断题。根据最后一段可知，作者批判校园里“迫使学生选择‘安全’（功利性）的专业、贬低人文学科为‘爱好导向’”的现象，还引用冯内古特的话指出“艺术也许不是让人谋生的最好方法，但能让生活更易忍受、滋养灵魂”，强调每个人都能从文学学习中受益。由此可知，作者反对“只看重职业、功利性的物质主义导向”，主张关注人文学科的精神价值，即“超越实用价值”。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能填入空白处的最佳选项。选项中有两项为多余选项。　　As wners， we’ve all seen ur dgs lk happy and even smile smetimes．But can dgs smile like we d？ Dgs can indeed smile， but it’s nt exactly like we d and nt fr the same reasns．That said， a dg’s smile ften means it’s happy and relaxed．　36（D） The first thing t knw abut a dg’s smile is that animal behavirists dn’t cnsider it a smile， at least nt in the way that we humans think f smiling．After all， there are all kinds f expressins that make dgs lk like they’re smiling， including pen－muthed panting（喘气） and threateningly baring teeth．　37(F)　 But dgs d smile when they’re happy．　
　38(C)　 They knw hw t cmfrt us r hw t make us happy．When dgs smile， we ften give them psitive respnses， such as smiling back r petting them a lt．When that happens， yur dgs are mre likely t keep smiling．　　Dgs dn’t really smile at ther dgs， at least nt like we smile at ther humans t express friendliness．　39(A)　 Instead， they cmbine the entirety f their bdy psture（姿势） t get messages acrss t ther dgs．Whether that message is “Let’s play!” r “This persn is mine， back ff”， bdy language is hw dgs cmmunicate．
Our fur－legged pals can technically smile， but they d it mre in respnse t us and ur wn smiles r emtins rather than because they are happy．　40(G)　 Yur dgs may actually be giving yu a submissive smile r even baring their teeth angrily， s keep an eye n what their ears and tails are ding when yur dgs lk as if they’re smiling．
A．Dgs may exchange a smile but they dn’t stp there．B．We humans seldm express messages by simply smiling．C．Our dgs are experts at nticing and analyzing hw we act．D．Here’s a detailed and prfund analysis f why dgs act it ut．E．Dgs fear being abandned if they can’t give emtinal supprt．F．Yu certainly dn’t want t mistake such cases fr a kind smile．G．The key t sptting a dg’s happy smile is its ther bdy languages．
本文是一篇说明文。文章围绕“狗是否会像人类一样微笑”展开，解释了狗的“微笑”与人类的微笑的差异——动物行为学家对其定义不同，狗的微笑大多数时候是回应人类的情绪，而不是单纯地表达自身快乐，且需结合肢体语言来判断其真实意图。36.D　前文指出“狗确实会微笑，但和人类的微笑不完全一样，原因也不同”，后文对狗微笑行为表现的成因进行了详尽而深刻的分析。D选项“接下来本文会对狗微笑表现的成因进行详尽而深刻的分析”起到了很好的承上启下的作用，逻辑衔接紧密。故选D。37.F　前文提到“有很多表情会让狗看起来像在微笑，包括张嘴喘气和有威胁性地露齿”，后文提到“但狗在开心时确实会微笑”。F选项“你肯定不想把这些情况误认为是善意的微笑”既承接前文提到的“非友好类的‘微笑’表情”，又与后文“真正开心的微笑”形成对比，符合语境。故选F。
38.C　后文提到“它们（狗）知道如何安慰我们、让我们开心；当狗微笑时，我们会给予积极回应，而狗会更可能继续微笑”。C选项“我们的狗狗擅长观察和解读人类的行为”总领该段，说明狗能感知人类行为并做出回应。故选C。39.A　前文指出“狗不会像人类对同类微笑那样向其他狗微笑以表达友好”，后文提到“相反，它们会结合全身姿势向其他狗传递信息”。A项“狗狗们可能会与同类有微笑互动，但不止于此（还需肢体语言）”衔接前后文。故选A。40.G　前文提到“更多时候狗的微笑是回应人类的情绪，而非自身感到开心”，后文补充“你的狗可能是顺从性微笑，甚至可能是在愤怒地露齿，所以一定要关注它的耳朵和尾巴的动作”。G选项“判断狗是否真的在开心地微笑的关键在于留意它的其他肢体语言”符合语境。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，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。　　It was arund 5 pm．I was lined up at the ticket cunter f the Metr system in New Zealand t 　41(reserve)　 a trip t Queenstwn t sht sme phts．It was then that I felt the grund mve slightly like a subway shting thrugh a tunnel far beneath my feet．It was s mild that I 　42(ignred)　 it， as did everyne arund me．Then， secnds later， a vilent shake 　43(ccurred)　 s that signs hanging frm the ceiling began swinging．I lked at an elderly man next t me．He smiled back at me 　44(calmly)　 and just said ne wrd： “Earthquake．”
　I 　45(rushed)　 fr the dr， abut 60 feet away．The grund was shaking s vilently that it was 　46(challenging)　t rush in a straight line．Luckily， I reached the street．I 　47(lnged)　 t get as far away frm shaking buildings as pssible， but in Auckland， crwded and ppulated， finding any truly pen space is rather 　48(difficult)　．　　Eventually， I discvered a 　49(park)　 where everyne else std．During this time， the grund f the spacius park cntinued t 　50(shake)　 less vilently．I later 　51(figured ut)　 the fact that the quake was the strngest earthquake t strike Auckland in recrded histry．Sme peple were visibly frightened．There were a few wmen 　52(crying)　， but many thers appeared calm and 　53(relaxed)　．Even thugh I have witnessed many big events glbally， I really 　54(admired)　 New Zealanders fr their calmness and timely 　55(reactin)　．
41.A．reserve　　B．finish　　C．cancel　　D．delay42.A．adjusted　　B．tracked　　C．ignred　　D．sensed43.A．ceased　　B．lasted　　C．ccurred　　D．drpped44.A．nervusly　　B．calmly　　C．gratefully　　D．delightfully45.A．reached　　B．settled　　C．lked　　D．rushed46.A．dangerus　　B．bvius　　C．challenging　　D．amusing47.A．pretended　　B．prmised　　C．lnged　　D．refused48.A．imprper　　B．difficult　　C．tiring　　D．practical49.A．park　　B．mall　　C．subway　　D．huse50.A．change　　B．crack　　C．fall　　D．shake51.A．referred t　　B．cmplained abut 　　 C．insisted n　　D．figured ut
52.A．cking　　B．crying　　C．debating　　D．surviving53.A．relaxed　　B．utging　　C．shy　　D．talkative54.A．tlerated　　B．rewarded 　　C．thanked　　D．admired55.A．delivery　　B．reactin　　C．warning　　D．Intrductin
本文是一篇记叙文。文章讲述了作者傍晚在新西兰地铁售票口排队时遭遇当地有史以来最强的地震，紧急撤离后，他在公园见证了新西兰人面对强震时的冷静表现，感受到了当地民众在灾难中的应急素养与人性光辉。41.A　考查动词。根据前文“在地铁售票口排队”和“前往皇后镇拍照”可知，作者是要“预订”行程。故选A。42.C　考查动词。前文提到“作者感觉到地面轻微晃动，像是有地铁在底下的隧道穿行”，后文强调“周围人也和我一样”，由此可知大家都“忽视”了最初的晃动。故选C。
43.C　考查动词。一阵猛烈的震动突然“出现”，天花板上悬挂的标识开始晃动。故选C。44.B　考查副词。后文提到“许多新西兰人在地震中表现冷静”，结合老人仅轻描淡写地说“地震了”可知，老人表现得很“冷静”。故选B。45.D　考查动词。地震发生时，作者应是“冲向”门口逃生。故选D。46.C　考查形容词。前文强调“地面剧烈晃动”，由此可知“直线奔跑”是困难的。故选C。47.C　考查动词。作者逃到街上后，应是“渴望”远离摇晃的建筑。故选C。48.B　考查形容词。前文提到“奥克兰拥挤、人口密集”，由此可知找到真正开阔的空间是“困难的”。故选B。49.A　考查名词。后文明确提到“the spacius park”，由此可知作者发现的开阔空间是“公园”。故选A。
50.D　考查动词。地震期间，地面应是持续“晃动”，只是幅度变缓。故选D。51.D　考查动词短语。作者后来“弄清楚了”这次的地震是奥克兰经历过的最强的一次地震。故选D。52.B　考查动词。前文提到“有些人明显很恐慌”，由此可知少数女性应是在“哭泣”。故选B。53.A　考查形容词。前文提到“calm and”，空处需填与“冷静”并列的积极状态。故选A。54.D　考查动词。作者对新西兰人的冷静表现应是感到“钦佩”。故选D。55.B　考查名词。新西兰人在地震中的及时“反应”（如冷静撤离、有序聚集）值得钦佩。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。　　Feng Li， president f the China Natinal Opera and Dance Drama Theatre， made histry by becming the first Chinese recipient f the “Little Prince Lifetime Achievement Award” at the 32nd Internatinal Festival f Children’s Theatres in Serbia．The award ceremny， 　56（held）　（hld） n September 24， hnred her three decades f exceptinal cntributins t children’s perfrming arts．
The festival， which 　57（has established）　（establish） itself as ne f Eurpe’s leading cultural events since its funding in 1994， has hsted ver 300 theatre trupes frm 50 cuntries thrughut its histry．This year’s editin， 　58（running）　（run） frm September 21 t 26， features 13 internatinal prductins alngside perfrmances by Serbian theatres， with all events ffered free t 　59（the）　 public， demnstrating the festival’s cmmitment t making art 　60（accessible）　（access） t yung audiences wrldwide．　
　 61（As）　 ne f nly three jury（评判委员会） members selected fr this year’s event， Feng is evaluating children’s theatre prductins frm 11 cuntries while als hsting a persnal exhibitin and discussin sessin．Her 　62（participatin）　（participate） nt nly celebrates persnal achievement but als demnstrates the grwing glbal recgnitin f Chinese children’s theatre develpment． The award， initiated in 2000 　63（t hnr/hnur）　（hnr） utstanding artists， has nw been presented t 53 recipients wrldwide．Feng’s receptin f this hnr 　64（clearly）　（clear） reflects the internatinal cmmunity’s appreciatin fr China’s evlving rle in glbal children’s culture 　65（and）　 shws hw artistic exchange can build crss－cultural understanding amng yung generatins．
本文是一篇新闻报道。文章报道了中国艺术家冯俐在塞尔维亚国际儿童戏剧节荣获“小王子终身成就奖”的历史性成就，展现了中国儿童戏剧在国际舞台上的影响力与认可度。 56.held　考查非谓语动词。句意为“颁奖典礼于9月24日举行”，ceremny与hld之间为被动关系，故用过去分词作后置定语。 57.has established　考查时态。since its funding in 1994为时间状语，表示“自1994年成立以来”，需用现在完成时。58.running　考查非谓语动词。句意为“本届活动于9月21日至26日举行”，editin与run之间为主动关系，故用现在分词作后置定语。 59.the　考查冠词。the public为固定搭配，特指“公众”。 60.accessible　考查形容词。分析句子结构可知，此处需用形容词作art的宾语补足语，表示“让全世界的年轻观众都能接触到艺术”。
61.As　考查介词。as表示“作为”，位于句首，首字母需大写。62.participatin　考查词性转换。形容词性物主代词Her后需接名词形式。 63.t hn（u）r　考查非谓语动词。此处用动词不定式作目的状语，表示“为了表彰杰出的艺术家”。 64.clearly　考查副词。修饰动词reflects需用副词形式。 65.and　考查连词。根据设空处前后的逻辑关系可知，此处表并列，故填and。
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，你班交换生David即将结束交换学习。回国前，他想给关心他的班主任Mrs．Li赠送一份小礼物，特地来询问你的看法。请给David写一封邮件，内容包括：　　1.推荐礼物；　　2.陈述理由。注意：　　1.写作词数应为80个左右；　　2.请按如下格式在答题纸的相应位置作答。
Dear David，　　I’m glad t help yu pick a gift fr Mrs．Li． 　 　Yurs sincerely，　　Li Hua
One pssible versin：Dear David，　　I’m glad t help yu pick a gift fr Mrs．Li．I think a handwritten album with phts f yur class life here wuld be a perfect ptin．
　As is knwn t us all， Mrs．Li cared s much abut yur exchange jurney and helped yu with Chinese and shared lcal custms．The album can hld phts f mments like ur class activities， where yu can als insert a thank－yu nte t shw yur gratitude．It’s persnal， inexpensive， and will let her keep the sweet memries f yur time here．Every time she pens it， she’ll think f yu．　　I d hpe yu will take my advice int cnsideratin!　　Yurs sincerely，　　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。　　Shirley and her husband Le ran a small restaurant near a cancer hspital．Thanks t the large number f medical staff and patients nearby， plus their clean and tasty dishes， the restaurant always had a stream f custmers．Business was s gd that they rarely had a mment t sit dwn during peak hurs．
　One Tuesday afternn， a yung man in his thirties walked in．Unlike ther custmers wh headed straight fr the tables， he hesitated by the dr， lking anxius．Shirley nticed his unease and walked ver with a smile．“Can I help yu， sir？” she asked gently．The man tk a deep breath and explained that his father， a lung cancer patient in the nearby hspital， had lst his appetite since getting sick．He refused mst hspital meals and nly ate fd cked by his family．The man begged Shirley t let him use the restaurant’s kitchen and utensils（器具） t make a meal fr his dying father． 　It was the first time Shirley had received such a request．She glanced at Le， wh ndded silently．Withut hesitatin， Shirley agreed．When the man finished cking and asked hw much he shuld pay， Shirley waved
her hand．“N charge，” she said sftly．“Just hpe yur father likes the meal．” Grateful and excited， the man was left speechless． After the man left， Le sighed．“Cancer patients and their families are having such a tugh time，” he said．“If they can eat a hme－cked meal， it might make them feel a little better．” His wrds inspired an idea in Shirley： What if they let patients’ families use the kitchen and utensils t ck， and nly charge a lw cst？ Le lved the idea immediately．They named this service “Anti－Cancer Kitchen” tgether．The next mrning， they hung a bright lg（徽标） f “Anti－Cancer Kitchen” n the restaurant dr．Then， they entered the kitchen and made meals fr custmers as usual．
注意：　　1.续写词数应为150个左右；　　2.请按如下格式在答题纸的相应位置作答。　　T their surprise， “Anti－Cancer Kitchen” became a ppular spt．　 　　　While their prfits fell， the cuple fund smething mre rewarding．　 　
One pssible versin：　　T their surprise， “Anti－Cancer Kitchen” became a ppular spt．Every day， a grwing number f patients’ family members came， carrying fresh ingredients t ck．Shirley and Le always greeted them warmly， smetimes even helping wash vegetables when they were busy．Wrd spread s quickly that sme vlunteers even ffered t lend a helping hand， and lcal supermarkets dnated il and rice．The small kitchen was filled with the smell f hme－cked meals and sft cnversatins， making it a warm haven in the hspital’s cld atmsphere．
While their prfits fell， the cuple fund smething mre rewarding．They n lnger cared t much abut hw much mney they made each day； instead， they cherished the smiles and thanks frm thse wh used the kitchen．A wman nce tld them her mther ate tw bwls f rice after she cked her favrite braised prk， smething the patient hadn’t eaten in weeks．Fr Shirley and Le， these little mments f jy meant far mre than any prfit．Their restaurant had becme nt just a place t eat， but a place that gave hpe t thse in need．