重庆市2026届高三上学期12月第四次质量检测英语试卷（Word版附解析）

这是一份重庆市2026届高三上学期12月第四次质量检测英语试卷（Word版附解析），共12页。试卷主要包含了12， 本试卷由四个部分组成等内容，欢迎下载使用。
2025.12
命审单位:重庆南开中学
注意事项:
1. 本试卷由四个部分组成。其中第一、二部分和第三部分的第一节为选择题。第三部分的第二节和第四部分为非选择题。共 150 分，共 12 页。
2. 全部答案在答题卡上相应区域内完成, 在本试卷上作答无效。选择题请使用 2B 铅笔填涂, 非选择题请使用 0.5 毫米黑色签字笔作答。要求字迹工整、笔迹清晰。
3. 请在答题卡规定的地方填写好个人信息，并认真核对答题卡上所粘贴的条形码是否与本人的信息一致。
4. 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)
做题时,先将答案标在试卷上。录音内容结束后,你将有两分钟的时间将试卷上的答案转涂到答题卡上。
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,并标在试卷的相应位置。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。
1. When will the man begin a new jb?
A. Next Mnday. B. This Sunday. C. This Friday.
2. What is the relatinship between the speakers?
A. Friends. B. Neighbrs. C. Classmates.
3. What will the wman prbably d next?
A. G t the dentist. B. Change a hspital. C. Give the man a lift.
4. What is the wman dissatisfied with?
A. The implite waiters. B. The pr taste. C. The slw service.
5. What are the speakers mainly talking abut?
A. The changes n the market.
B. The management f a cmpany.
C. The keys t a cmpany’s success. 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 至 7 题。
6. Why is Tm mving t Singapre?
A. His family are mving there.
B. He has gt a new jb there.
C. He’s ging back hme.
7. Hw des Tm feel abut the mve?
A. Excited. B. Dubtful. C. Unhappy.
听第 7 段材料，回答第 8 至 10 题。
8. Where d the speakers prbably wrk?
A. In a shp. B. In a hspital. C. In a restaurant.
9. What is wrng with Alice?
A. She is ill. B. She is sad. C. She is busy.
10. What is Simn ging t d?
A. Leave his jb. B. D Alice’s wrk. C. Find smene else.
听第 8 段材料，回答第 11 至 13 题。
11. What service des the man’s team prvide?
A. Recrding a vacatin. B. Planning a wedding. C. Arranging a tur.
12. Hw did the wman learn abut the man’s service?
A. Frm the Internet. B. Frm her husband. C. Frm TV.
13. Where will the wman prbably g?
A. T New Yrk. B. T Lndn. C. T Bali.
听第 9 段材料，回答第 14 至 17 题。
14 What is the mst difficult clthes the wman has ever made?
A. A pair f trusers. B. A dress. C. A cat.
15 Wh first taught the wman t make clthes?
A. Her grandmther. B. A fashin designer. C. Her cllege teacher.
16. Hw ld is the wman nw?
A. 32. B. 33. C. 34.
17. Where des the wman wrk?
A. At a clthing shp. B. At a hspital. C. At a cllege. 听第 10 段材料，回答第 18 至 20 题。
18. Hw many vlunteers tk part in the prject?
A. 15. B. 19. C. 40.
19. What did the scientists want t knw thrugh the prject?
A. When the bdy clck wuld fail t wrk.
B. What it wuld be like t remain undergrund.
C. Hw peple wuld adapt t changes in living envirnments.
20. What did sme vlunteers lse?
A. Their sense f directin.
B. Their sense f smell.
C. Their sense f time.
第二部分 阅读理解(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，从每题所给的四个选项(A、B、C 和 D)中，选出最佳选项。
A
The Knwles Teaching Fellwship
The Knwles Teaching Fellwship is a fur-year prgram that supprts early-career, high schl mathematics and science teachers in their effrts t develp teaching expertise and lead frm the classrm. Knwles
TEACHERING
Knwles Teaching Fellwship Benefits
Teaching Fellws receive financial supprt in the frm f grants (政府拨款) thrughut the year, helping t cver classrm materials and supprt prfessinal grwth. Knwles Teaching Fellwships are NOT awarded based n need (financial r therwise), but n ability and prmise.
Prgram staff and Teacher Leader Mentrs regularly check in with Fellws, discuss prfessinal dilemmas, and prvide supprt thrugh persnal challenges.
After cmpleting the Fellwship, Teaching Fellws becme members f the Senir Fellws Prgram, allwing them t stay invlved in the Knwles cmmunity, which includes mre than 600 Fellws in ver 40 states and the District f Clumbia, and receive nging supprt thrughut their careers.
Candidate Requirements
1. Be a high schl math r science teacher entering yur 1st, 2nd, r 3rd year f teaching in September 2026.
2. Be cmmitted t teaching grades 9-12 in the United States.
3. Have earned a mathematics, bilgy, chemistry, r physics degree within the past ten years by September 1, 2026.
Applicatin Timeline
Initial Applicatin Deadline: January 6, 2026
Annuncement f Preliminary (预赛) Rund Advancement: January 9, 2026
» Preliminary Rund Essay Due: January 16, 2026
Quarterfinalist Vide Submissin: February 17, 2026
Semifinalist Grup Interview: Saturday, April 11, 2026
Finalist Individual Interviews: May 3-15, 2026
» Fellwship Awarded: Early July 2026
21. What des the Knwles Teaching Fellwship ffer?
A. Teaching psitins in different states.
B. Prfessinal training frm lcal schls.
C. Lng-term cnnectin with the Knwles.
D. Financial aid fr lw-incme participants.
22. Which f the fllwing is required fr applicatin?
A. Strng teaching ability.
B. Previus wrk experience.
C. Recent university graduatin.
D. Related academic backgrund.
23. Hw many tasks must an applicant cmplete t receive the fellwship?
A. 4. B. 5. C. 6. D. 7.
B
When James Shapland sptted a gap in the market fr a dg-friendly café that was half-way between a tiny, trendy cffee shp and a large chain, he started ne himself, Cffi Lab - cffi is Welsh fr cffee and the lab refers t Labradrs (a breed f dg).
It’s nt his first try in cffee shps. He sld his first business, Cffee #1, in 2011 fr abut £ 10 millin t SA Brain, the Welsh brewer. Hwever, he missed his business after the sale. He spent 2017 n a plan fr a surdugh café, inspired by the success f the pizza chain Franc Manca, but shelved the idea because "the market seemed a little t gd t be true".
In 2020, he sensed an unmet need fr cafés that had enugh "space t take my labradr in". His plan was t pen cffee shps big enugh fr dgs and their wners, with friendly staff selling gd fd and cffee. Cffi Lab als dnates the prfits frm the hmemade dg biscuits it sells, plus first-day takings frm each stre it pens. S far, it has raised mre than $\textsterling {100},{000}$ fr Guide Dgs charity and spnsred 11 dgs in training.
Cffi Lab nw has 11 sites, with number 12 pening sn in Pntcanna, and three mre ver the next year in Wiltshire and Shrpshire, all within 100 miles frm its base in Cardiff. "I feel quite strngly abut being able t visit frequently, s it’s nt ging t becme a ne-a-week blind expansin," he said.
Cffi Lab began ding its wn baking in 2023, when Shapland decided that buying in pre-packaged baked gds and sandwiches wuldn’t keep custmers cming back. "When yu d that, yu end up with average fd that yu’re selling fr $\textsterling 5$ and it’s nt what peple want"- especially when they are paying £ 4 fr a cffee.
24. What can we learn abut Cffi Lab frm the first tw paragraphs?
A. It represents an emerging business.
B. It was mdeled n a pizza chain.
C. It is a sub-brand f Cffee #1.
D. It began as surdugh café.
25. What des Cffi Lab d besides serving fd and cffee?
A. Prvide dg training sessins.
B. Run a dg welfare fundatin.
C. Dnate dg biscuits t charity.
D. Fund a dg charitable rganizatin.
26. Which wrd best describes Shapland’s business apprach?
A. Daring. B. Strategic. C. Idealistic. D. Traditinal.
27. What des the underlined part in the last paragraph mean?
A. Cffee prices have been rising.
B. Fd shuldn’t cst mre than cffee.
C. Fd and cffee shuld be priced reasnably.
D. Custmers expect better fd fr their mney.
Earlier this year, Alicia Meyer, a researcher at the University f Pennsylvania, tried t figure ut the true wnership f a pair f leather glves that rested in the university’s library fr nearly a century. The lng-frgtten mysterius glves culdn’t have belnged t William Shakespeare. Or culd they?
Few relics tied t Shakespeare, wh died in 1616, have survived the centuries. The writer’s signature is extremely rare, existing nly in legal dcuments. Hwever, that Penn may pssess a Shakespearean treasure is n surprise. Its Shakespeare cllectins, mstly frm the dnatins f H. H. Furness, the greatest Shakespearean schlar f his time, are wrld-famus. Amng the Shakespearean jewels at Penn’s library is a 1611 editin f Hamlet, ne f nly 19 cpies in the wrld. But nthing like the glves. They caused a stir when Furness’ sn dnated them in 1931.
Meyer reached ut t cnservatin librarian Tessa Gadmski fr help, wh studied them with technlgy nrmally used t treat and care fr rare bks and papers. Examining the glves under ultravilet light, Gadmski searched fr clues f any pst-industrial materials, which wuld shw the glves were likely made r repaired after Shakespeare’s time. And fund nne. Next, she used x-ray flurescence technlgy t search fr signs f chrmium (Cr) r titanium(Ti), cmmnly used in 18th-and 19th-century tanning techniques. Again, she fund nne.
It wuld fit that Shakespeare wuld wn a pair f fancy glves. Clthes, as he nce famusly wrte, make the man. His plays made the mney. His father was a glve maker. Plus, it was cmmn fr rich peple t dnate clthes, and even glves, t theaters fr cstumes, Meyer said.
"If he really wre them, then we feel like we’re smehw in the presence f him," Penn prfessr Zachary Lesser said abut the glves. But in his heart f hearts, he feels it’s a lng sht that they’ll ever truly knw. He hpes the renewed attentin culd unearth sme histrical evidence that culd definitively tie the glves t the hands f perhaps the greatest writer the wrld has ever knwn.
28. Why is it nt surprising that the glves at Penn may belng t Shakespeare?
A. The glves have been kept there fr years.
B. Penn has a histry f seeking valuable relics.
C. Penn is knwn fr wning rare Shakespearean items.
D. The glves were dnated by a Shakespearean schlar.
29. What was the significance f Gadmski’s wrk?
A. It ruled ut nn-Shakespearean pssibilities.
B. It cnfirmed the glves’ link t Shakespeare.
C. It secured the glves’ lng-term preservatin.
D. It uncvered pst-industrial glve-making methds.
30. What is the functin f Paragraph 4?
A. T suggest anther rigin f the glves.
B. T cnclude the findings f the research.
C. T supprt the assumptin abut the glves.
D. T prvide mre infrmatin abut Shakespeare.
31. What can be a suitable title fr the text?
A. Where did the Glves Lead Us?
B. Did Shakespeare Own These Glves?
C. Shakespeare’s Glves Resurfaced at Penn
D. Lng-frgtten Glves Fund Their Owner
D
Fr parents, dealing with schl schedules can be a nightmare: half-days, days ff, and vacatin. It impses (强加) a burden s great that they simply cannt be the caretakers r wrkers they want t be. It’s hard t imagine any wrking parent wh wuld be able t handle regular 3 p. m. schl dismissals, alng with frequent half-days and full days ff. After all, hw many parents get mre than 10 weeks f vacatin each year? Hw many struggle t affrd camps?
Hwever, even if we shuld be mving in the directin f mre time spent at schls, dn’t hld yur breath. Increasingly, public schl systems are embracing fur-day weeks. Of curse, many f the cuts are brn f financial necessity. But we’ve failed t recgnize hw smething as basic as schl schedules dramatically disadvantages wrking parents, alng with thse wh can’t affrd the muntain f ut-f-schl csts these schedules impse. It has always been surprising t Ulrich Bser, an expert n learning, that pliticians dn’t even raise the tpic f schl schedules. Wrking 9 t 5 really resnates with individuals, he says. And yet, "It’s nt like we’ve seen any presidential candidates run n schl being nine t five."
The change we want is difficult t carry ut. Sme parents - particularly, affluent parents - strngly resist changes t schl calendars, especially if they want t sign their children up fr certain afterschl activities r camps, r if they’ve gt vacatin plans. And then there’s the business cmmunity. Restaurants, ice cream parlrs, and htels all depend n high schl students as emplyees. All f this makes it mre challenging t increase the amunt f time students spend in schls.
Thugh few pliticians care abut it, there are enrmus advantages t adpting a schl schedule that lks a little mre like a wrk schedule. Change culd cme gradually. In a city, yu culd imagine creating just ne year-rund elementary schl. Being a student there wuld be purely vluntary. Teachers wh pt in wuld get paid mre fr their additinal wrk. We wuld start small, and see if children and adults embraced the advantages.
32. What is the rt cause f the prblem parents face?
A. The financial burden f afterschl camps.
B. An ver-packed schedule f schl activities.
C. A lack f vacatin time prvided by emplyers.
D. The cnflict between wrk and schl schedules.
33. What are public schls ding nw?
A. Increasing tuitin fees. B. Shrtening schl time.
C. Drawing plitical attentin. D. Extending schl schedules.
34. What des the underlined wrd "affluent" in Paragraph 3 mean?
A. Wealthy. B. Wrried.
C. Uneducated. D. Overprtective.
35. What is mainly discussed in the last paragraph?
A. Benefits f the slutin. B. Challenges t the refrm.
C. Cnsequences f the issue. D. Suggestins fr the change.
第二节(共5小题；每小题2.5分，满分12.5分)
根据短文内容，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。
Lneliness Makes Us Prcrastinate ( 拖延 ) Mre
Prcrastinatin trubles us all, thugh sme f us reprt a mre lng-lasting experience f pushing ff un-fun tasks t the final hur r never cmpleting them at all. Sme studies estimate that arund 25 percent f adults and 80 percent f cllege students habitually prcrastinate. There are many reasns we wait until the last minute t d what we shuld have dne days, weeks, r mnths ag. 36
Lneliness is the negative perceptin that ne has n r t few friends and lved nes. It’s different frm islatin, which is the bjective fact f being alne. 37 One can have many friends but still feel lnely.
Lneliness is knwn t predict a range f pr physical and mental health utcmes, including greater risks f heart disease and strke, dementia, anxiety, and depressin. Even cancer. 38 Mre ften than nt, it makes even the smallest f tasks - respnding t a text r email, say - seem impssible t d.
As Mark Gulstn, M. D., explains in Get Out Of Yur Own Way, the link between lneliness and prcrastinatin is abut mre than just the energy lss peple with lneliness experience. 39 During that time we learned t assciate challenge with the pain f being alne.
40 Building genuine scial bnds thrugh cmmunity activities r therapy is a gd ne. By recgnizing lneliness as an adjustable factr, individuals can break the prcrastinatin cycle, reclaiming prductivity and emtinal resilience. Ultimately, understanding this cnnectin highlights the imprtance f nurturing relatinships t fster a mre mtivated, cnnected life.
A. Lneliness is mre f a feeling than a fact.
B. Nt surprisingly, it can ruin ur mtivatin.
C. Lneliness can accmpany peple with depressin.
D. It can ften be related t negative experiences in childhd.
E. Addressing this link requires self-awareness and active steps.
F. In fact many f us may nt even realize that we are prcrastinating.
G. Hwever, ne unexpected factr influencing prcrastinatin is lneliness.
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，从各题所给的四个选项(A、B、C 和 D)中，选出可以填入空白处的最佳选项。
Nthing is s bad that it is nt gd fr smething.
Getting caught in a fld is n ne’s idea f a(n) 41 day. Unless yu’re Justin and Jessica Walker. It was August 2004. Jessica, then a Virginia Cmmnwealth University student, was waiting utside the campus gym, her ride hme 42 t be seen. Justin walked ut and ffered a ride and shelter frm the increasing rain which was 43 in Richmnd, Virginia. She recgnized him frm rientatin (新生培训) a few days befre.
"I was like, OK. Maybe he was seeking my attentin," Jessica later said. But it was raining buckets, s she 44 . Buckets turned t barrels as Justin, 45 t Richmnd, made a wrng turn nt Main Street, 46 the tw peple in the traffic disabled by rising fldwaters and abandned cars. Just when the tw thught their luck culdn’t get wrse, a wave 47 ver Justin’s car, flding the engine and sending rainwater thrugh the air vents. Suddenly, the water was up t their laps and rising. Justin 48 Jessica’s dr handle and in ne blw pened her dr and pushed her ut f the car. 49 rushing water and debris (碎片), the tw made it t the steps f a nearby train statin. They spent the next few hurs helping thers t_____ 50 inside the statin. Trembling in wet clthes, they shared a (n) 51 half-sandwich and a beer. At that mment their cnnectin_____52_____.
"I’m a persn wh needs a_____53_____, and I thught if Gd isn’t giving me ne right nw, I’m a fl," says Jessica. "And I knew: This is the man I’m gnna marry."
If Justin hadn’t made a wrng 54, the tw likely wuld have avided the fd and may never have spken again. Instead, fur years later, Justin gained a wife 55 he lst a car.
第二节(共 10 小题；每小题 1.5 分，满分 15 分)
41. A. trublesme B. fresh C. lucky D. unfrtunate
42. A. anywhere B. nbdy C. smething D. nwhere
43. A. puring B. whispering C. weakening D. flwing
44. A. fled B. lied C. accepted D. replied
45. A. native B. new C. drawn D. relevant
46. A. landing B. arranging C. surrunding D. separating
47. A. frze B. brke C. danced D. died
48. A. repaired B. released C. grabbed D. inspected
49 . A. Clearing B. Battling C. Cllecting D. Appraching
50 A. satisfactin B. danger C. silence D. safety
51. A. valueless B. pitiful C. abundant D. rdinary
52. A. sparked B. faded C. crashed D. maintained
53. A. present B. judgement C. sign D. warning
54. A. plan B. suggestin C. gesture D. turn
55. A. because B. thugh C. when D. if
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 small, picturesque village f Xiahuang, nestled deep in the heart f the Dng ethnic regin f Cngjiang cunty, Guizhu prvince, 56 ancient traditin still resnates. The Kam Grand Chirs, als 57 (call) Grand Sng f the Dng peple, cntinues t ech thrugh the vice f ne remarkable wman: Pan Sayinhua. She, 58 the age f 82, remains ne f the last great bearers f this living traditin. S far, as a natinal-level inheritr, she 59 (spend) her entire life singing, teaching, and preserving the music that defines the identity f her peple.
60 traditinal Chinese music is ften mnphnic - built n a single meldic line, the Grand Sng is plyphnic, weaving multiple independent vcal lines int breathtaking harmny. This layered chral sund bth delicate and pwerful is 61 fascinates listeners acrss generatins. Singers rely n their vcal strength t harmnize in ways nt 62 (cmmn) fund in ther traditinal music. In 63 (recgnize) f its uniqueness and cultural significance, UNESCO inscribed it n the Representative List f the Intangible Cultural Heritage f Humanity in 2009.
Tday, this heritage risks 64 (fade) in the digital age. Hwever, cncerted effrts thrugh safeguarding prjects and cultural turism are vital 65 (ensure) this craft cntinues t thrive fr future generatins as a precius cultural treasure.
第四部分 写作(共两节; 满分 40 分)
第一节(满分 15 分)
假设你是新华中学的李华，你校将举办一场以“Chinese Culture Meets AI”为主题的线上直播活动。你的英国笔友 Alex 对中国文化非常感兴趣，请你给他写一封邮件，邀请他参加活动，要点如下:
1. 活动时间;
2. 活动内容。
注意:
(1)写作词数应为 80 左右;
(2)请按如下格式在答题卡的相应位置作答。
Dear Alex,
Hw’s everything ging?
_____
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。
It was my first day at the internatinal summer camp in Canada. Students frm ver twenty cuntries gathered in the dining hall fr breakfast. The atmsphere was lively, filled with greetings in different languages that blended int a cheerful symphny f cultural diversity. Sme laughed easily, exchanging jkes with their new friends, while thers eagerly cmpared ntes n their travel experiences. Yet I sat alne at a crner table, feeling verwhelmed by the unfamiliar envirnment and the fast rhythm f English cnversatins arund me.
As I nervusly picked at my scrambled eggs, a girl with curly blnde hair apprached my table. "Mind if I sit here?" she asked with a warm smile. I ndded, grateful fr the cmpany. "I’m Emma, frm Sweden," she intrduced herself, extending her hand. "Li Ming, frm China," I replied, shaking her hand tentatively. Her friendliness sftened my nervusness.
"Is this yur first time abrad?" Emma asked, nticing my unease. I admitted it was, and that I was wrried abut my English skills. "Dn’t wrry," she said reassuringly, "everyne here is learning frm each ther. That’s the beauty f this camp." Her wrds cmfrted me, but I still felt the weight f being far frm hme.
During the mrning activity sessin, Emma and I ended up in the same grup with students frm Brazil, Japan, and France. The challenge required us t slve riddles in English and find hidden clues. I struggled t understand sme f the wrdplay, ften asking fr explanatins. Thugh my teammates were patient and encuraging, I culdn’t shake the feeling that I was slwing them dwn. Still, the mment we were ging t slve the last riddle tgether, I realized I was beginning t belng.
注意:
(1)续写词数应为 150 左右；
(2)请按照如下格式在答题卡的相应位置作答。
As we reached the last riddle, a clue abut an ancient Chinese tale suddenly ppped up.
Slving the riddle injected mre cnfidence int me fr the evening cultural presentatin.
_____
_____
重庆市高 2026 届高三第四次质量检测
英语试题参考答案与评分细则
听力
1-5 ABACC 6 -10 ACCAB 11 - 15 AACCA 16 -20 ABACC
阅读理解
21 - 23 CDB 24 -27 ADBD 28 -31 CACB 32 -35 DBAD
七选五
36 -40 GABDE
完形填空
41 -45 CDACB 46 -50 ABCBD 51 -55 BACDB
语法填空
56. an 57. called 58. at 59. has spent
60. While / Althugh / Thugh 61. what 62. cmmnly
63. recgnitin 64. fading 65. t ensure
写作
第一节范文
Dear Alex,
Hw’s everything ging? I’m thrilled t extend a persnal invitatin t ur innvative nline event themed "Chinese Culture Meets AI" n Zm this Saturday, Nvember 15th, at 8:00 p. m. Beijing Time (1:00 p. m. yur time). It’ll last abut 2 hurs!
We’ll shwcase amazing AI-generated Chinese calligraphy, petry, traditinal dances, and festivals like the Mid-Autumn Festival with live dems, interactive Q&A, and fun quizzes! It’s a perfect blend f ancient culture and cutting-edge tech, guaranteed t spark yur fascinatin!
Yur passin fr Chinese culture makes yu the ideal participant. Simply click this Zm link t jin: zm. us/j/987654321. Hpefully, yu will enjy the activity!
Lking frward t seeing yu!
Yurs sincerely,
Li Hua
第二节范文
As we reached the last riddle, a clue abut an ancient Chinese tale suddenly ppped up. It referred t the legend f the Mnkey King frm "Jurney t the West," smething I knew by heart frm childhd stries. Hesitantly, I explained the tale’s themes f adventure and transfrmatin, linking it t the puzzle’s hints abut "a mischievus traveler with a magical staff. " My teammates listened attentively, and Emma’s eyes widened in admiratin. "That’s it!" Carls frm Brazil shuted, as we cnnected the dts t reveal the hidden treasure - a small bx f internatinal treats. The grup’s applause washed ver me, turning my initial anxiety int a sense f triumph. Fr the first time, I felt my cultural backgrund was an asset, nt a barrier, fstering deeper cnnectins as we shared laughs ver ur victry.
Slving the riddle injected mre cnfidence int me fr the evening cultural presentatin. I vlunteered t shwcase a traditinal Chinese fan dance, incrprating elements frm my heritage that I’d practiced back hme. With Emma and the thers cheering me n, I mved gracefully under the camp lights, explaining the symblism f harmny and elegance. The audience, including campers frm diverse natins, respnded with enthusiasm, asking questins that sparked lively discussins n glbal traditins. As the night wund dwn with a grup pht and prmises t stay in tuch, I realized the camp had bridged my islatin int lasting friendships. When I headed back t my cabin, the weight f hmesickness lifted, replaced by gratitude fr this transfrmative experience that celebrated unity in diversity.
试题详解
听力部分
Text 1
M: I can’t wait fr this Friday. I’m ging t really enjy the weekend.
W: That’s when yu leave the place where yu wrk, isn’t it?
M: Yes, and then I will start my new jb next Mnday. (1)
Text 2
M: Hi, I am Paul. I live acrss the rad. I just wanted t say hell and welcme yu t the neighbrhd.
W: Nice t meet yu. (2) Yu’re friends with Janet, wh lives next dr, right?
M: Yes, srt f! Our kids g t schl tgether.
Text 3
M: If yur tth is hurting badly, perhaps yu shuld g see yur dentist.
W: I dn’t really want t, but I guess I dn’t have a chice. (3)
M: Cme n. I’ll drive yu.
Text 4
W: Where is my meal? I’m feeling hungry nw. Is service always this slw at this restaurant? (4)
M: On the cntrary, it’s always been very quick when I’ve been here befre.
W: I must say, thugh, the waiters are extremely plite.
Text 5
M: S Mrs. Jnes, we’d like t knw hw yu manage this cmpany s well and hw yu made it int such a large business.
W: Well, I think a clear understanding f the market and gd management are the keys. (5)
Text 6
M: Have yu heard that Tm is leaving ur schl? (6)
W: Hw cme?
M: His parents are mving t Singapre. (6) His dad has gt a jb there.
W: Ww, that’s exciting.
M: But Tm isn’t t pleased abut it. (7)
W: Why nt?
M: He’s made a lt f friends at this schl. He likes it here.
W: I’m sure he’ll sn get ver that when he mves t Singapre.
M: Nt everyne likes t mve frm place t place.
W: Well, I want t see the wrld and make the mst f my life.
Text 7
W: Are we ging t be busy tday?
M: Just a nrmal Thursday evening. We have six guests cming at 7:00 p. m. But ther than that, it’s fairly quiet here in the kitchen. (8)
W: D yu mind if I take the rest f the evening ff?
M: What’s up, Alice? (9) (10)
W: I haven’t been feeling well tday. I feel srt f dizzy. (9)
M: Well, yu g hme and g t bed. Get yurself better. I’ll take care f yur wrk. (10)
W: Thanks, Simn. That’s really gd f yu.
M: N prblem. We never have many peple dining here n Thursdays. Tmrrw may be different.
W: Hpefully I’ll be feeling better by then.
Text 8
M: Our grup leaves the tur planning t the travelers. We just take phts and vides fr hlidays. (11)
W: That’s exactly what I need. Hnestly, I lve yur business mdel. And with yur team’s backgrund in film and TV, I’m sure we’ll be satisfied with yur service.
M: Yu’re taking a trip with yur husband? Hw did yu find us? (12)
W: Yes. I saw yur phts nline. Yur service is what we need. (12)
M: S, where are yu ging?
W: After ur wedding, we want t travel t a unique and new destinatin.
M: We have staff members ready in hundreds f cities. Our mst ppular destinatins are Lndn’s Twer Bridge and Big Ben, alng with New Yrk City’s Central Park and Times Square.
W: We’ve been t the US several times. We want t g smewhere different, and smewhere withut a cld winter - Bali r the Maldives wuld wrk! (13)
M: Excellent chice. (13)
Text 9
M: I lve yur cat. (14) Where did yu buy it?
W: I made it!
M: Ww, hw skillful yu are!
W: It’s the mst difficult thing I’ve ever made. (14) It tk me three weeks t finish!
M: Amazing! I didn’t even knw yu culd make clthes! (15)
W: Yes, my grandmther taught me. (15) The first thing I ever made was a dress fr my dll, when I was a fur-year-ld kid.
M: Hw cute!
W: But I didn’t make clthes very ften. Just ver tw years ag when I was 30, (16) I saw a beautiful pair f trusers in a magazine. I really wanted t have them, but they were s expensive.
M: S, yu decided t make them yurself?
W: That was my plan! But I had frgtten a lt f my skills, s I decided t take a curse at the lcal cllege.
M: Well, it paid ff. Yu’re really talented. Yu culd be a fashin designer!
W: Thanks, but I think I’ll stick t medicine! (17)
M: It’s a nice hbby anyway.
W: It definitely helps me relax after a hard day at the hspital. (17)
Text 10
Hw many days can yu survive withut being cnnected t the Internet? Hw abut living in a cave fr 40 days? Fifteen vlunteers did just that. They tk part in a prject called Deep Time. (18) Scientists frm the Human Adaptin Institute led the $1.9 millin prject. The prject was t find ut hw peple wuld adapt t great changes in living cnditins. (19) They put the vlunteers in a cave fr nearly six weeks. There was n sunlight and the vlunteers had n cntact with the utside wrld. They had t rely n their bdy clck t knw when t wake up, g t sleep and eat. Mst f the vlunteers said they enjyed the experience. Cmpared with living utside, they wuldn’t be trubled by all kinds f infrmatin frm varius electrnic devices. They were able t fcus n themselves and had mre time t think and rest. It made them feel calm and they enjyed the feeling. On the ther hand, hwever, sme vlunteers lst their sense f time. (20) They culdn’t tell hw lng they had been in the cave. That made them uneasy smetimes.
阅读
A 篇
21.C 细节理解题。根据“Benefits”第三点“After cmpleting the Fellwship, Teaching Fellws becme members f the Senir Fellws Prgram, allwing them t stay invlved in the Knwles cmmunity ..." 可知, 项目结束后学员可成为高级研究员, 继续参与 Knwles 社区活动并获得持续性的支持, 这明确提供了与 Knwles 的长期联系。A 选项“不同州的教学职位” 原文未提及; B 选项“当地学校的专业培训”与原文描述的项目工作人员和导师支持不符；D 选项“给低收入参与者的经济援助”错误，因为资助基于能力而非经济需求。
22. D 细节理解题。根据 “Candidate Requirements” 第三点 “Have earned a mathematics, bilgy, chemistry, r physics degree within the past ten years ... "可知,申请人必须在过去十年内获得相关学科学位，这是明确的学术背景要求。A 选项“强大的教学能力”虽隐含在评选标准中，但非硬性要求；B 选项“先前工作经验”错误，申请人可为教龄第 1-3 年；C 选项“近期大学毕业” 不准确，要求是十年内毕业而非必须近期。
23. B 细节理解题。根据 Applicatin Timeline, 申请人需要完成的任务包括: ①提交初始申请 (1 月 6 日); ②提交预赛论文(1 月 16 日)；③提交四分之一决赛视频(2 月 17 日)；④参加半决赛小组面试 (4 月 11 日)；⑤参加决赛个人面试(5 月 3 - 15 日)，共 5 项任务。预赛晋级通知和奖学金颁发属于结果通知,不属于申请人需要完成的任务。
B 篇
24. A 推理判断题。前两段描述 Shapland 发现市场空白后创立 Cffi Lab, 结合他此前成功的咖啡创业经历，表明这是一种新兴商业模式。B选项“模仿披萨连锁”错误，他只是受启发但未实施；C 选项 “Cffee #1 的子品牌”错误，两者是独立企业；D 选项“始于酸面包咖啡馆”与原文“搁置该想法”矛盾。
25. D 细节理解题。根据第三段“Cffi Lab als dnates the prfits frm the hmemade dg biscuits ... raised mre than $\textsterling {100},{000}$ fr Guide Dgs charity” 可知,其通过销售自制狗饼干的利润和开店首日收入资助导盲犬慈善组织。A 选项“提供狗训练课程”未提及;B 选项“运营狗福利基金会” 错误;C选项“向慈善机构捐赠狗饼干”不准确，原文是捐赠销售利润而非饼干本身。
26. B 推理判断题。Shapland 的商业决策体现了战略性:发现特定市场空白、控制扩张速度(非盲目扩张)、 提升产品质量(自主烘焙)。A 选项“大胆的”不能体现其谨慎规划；C 选项“理想主义的”与实际商业运作不符；D 选项“传统的”与其创新做法相悖。
27. D 词义猜测题。划线部分前文强调预包装食品质量一般, 售价 5 英镑不符合顾客期望, 尤其当他们支付 4 英镑购买咖啡时,表明顾客期望物有所值的食品品质。A 选项“咖啡价格上涨”未涉及；B选项“食物不应比咖啡贵”过度解读；C选项“合理定价”过于笼统。
C 篇
28.C 细节理解题。根据第二段 "that Penn may pssess a Shakespearean treasure is n surprise. Its Shakespeare cllectins . . . are wrld-famus”可知, 宾大以其珍贵的莎士比亚藏品闻名, 因此手套可能属于莎士比亚并不令人惊讶。A 选项“手套保存多年”是事实但非主要原因;B 选项“宾大有寻找文物的历史”未提及；D选项“由学者捐赠”是事实但非核心原因。
29. A 细节理解题。第三段描述 Gadmski 通过紫外线检查和 X 射线荧光技术, 未发现后工业材料或 18-19 世纪鞣制技术成分，从而排除了非莎士比亚时期的可能性。B选项“确认手套与莎士比亚的关联”错误，研究未证实；C 选项“确保长期保存”非研究目的；D 选项“发现后工业制造方法” 与检测结果相反。
30.C 推理判断题。第四段通过莎士比亚名言“衣装造人”、其父为手套匠人、富人向剧院捐赠衣物等背景信息, 支持了手套可能属于莎士比亚的假设。A 选项 “暗示其他来源” 与内容不符; B 选项 “总结研究发现”未发生; D 选项 “提供莎士比亚信息” 不全面, 信息服务于假设论证。
31.B 主旨大意题。全文围绕“这些手套是否属于莎士比亚”展开，描述研究过程、检测方法和相关佐证,但最终未定论 (末段“a lng sht”),因此问句形式标题最能概括核心悬念。A 选项“手套引领我们去向”过于抽象; C 选项 “手套在宾大重现” 未体现探究过程; D 选项 “找到主人” 与结论不符。
D 篇
32. D 细节理解题。首段指出学校日程(半日制、假期多)使父母难以兼顾照料孩子和工作，根本原因是工作与学校时间表的冲突。A 选项“课后营地经济负担”是衍生问题;B 选项“学校活动过多” 未提及;C选项“雇主提供的假期不足”非核心原因。
33. B 细节理解题。第二段明确提到 public schl systems are embracing fur-day weeks”, 即公立学校系统正缩短在校时间，推行每周四天课制。A 选项“增加学费”未提及；C 选项“引起政治关注” 与“政客不提及此话题”矛盾;D 选项 “延长学校时间” 与现状相反。
34. A 词义猜测题。第三段中“affluent parents” 反对改变校历, 因为他们有能力为孩子安排课外活动、 营地和度假计划，结合语境可知 “affluent” 意为富裕的。B 选项 “担忧的”、C 选项 “未受教育的”、 D 选项“过度保护的”均不符合上下文。
35.D 主旨大意题。末段主要讨论改革的具体建议, 包括创建试点全年制小学、自愿参与、教师额外报酬等渐进式改革方案。A 选项 “解决方案的好处”仅在段首提及；B 选项 “改革面临的挑战” 是前段内容; C 选项 “问题的后果” 在文章开头讨论。
七选五
36.G 首段讲拖延症普遍且原因多，下一段开篇说“孤独是...”，因此 36 空需引出“孤独”这个因素。 选项 G: “Hwever, ne unexpected factr influencing prcrastinatin is lneliness.” (然而, 一个影响拖延的意外因素是孤独)承接上句“有很多原因”，并引出下段对孤独的定义。
37. A 第二段定义孤独 (主观感受) 与孤立 (客观状态) 的区别。37 空前面说 “It’s different frm islatin ... " (它不同于孤独), 后面说 "One can have many friends but still feel lnely. (可能有很多朋友但仍感到孤独)。选项 A "Lneliness is mre f a feeling than a fact." (孤独更多是一种感受而非事实)与前后逻辑一致:孤独是主观感受，不同于客观孤立，因此即便有朋友也可能感到孤独。
38.B 第三段讲孤独对身心健康的负面影响。38 空前面列举了疾病风险，后面说“Mre ften than nt, it makes even the smallest f tasks ... seem impssible t d. " (它常常让最小的任务也显得不可能完成)。选项 B “Nt surprisingly, it can ruin ur mtivatin.” (毫不奇怪, 它会破坏我们的动力)前面是健康风险, 后面是任务难以完成, 中间用 “破坏动力” 来衔接很自然。
39.D 第四段引用专家观点, 说孤独与拖延的联系不仅仅是精力丧失。39 空后面说 “During that time we learned t assciate challenge with the pain f being alne." (在那时我们学会了将挑战与孤独的痛苦联系起来)。“During that time” 暗示前面提到了某个时期。选项 D “It can ften be related t negative experiences in childhd. " (它常与童年的负面经历有关) 中“童年”对应后文 “那时”，衔接自然。
40. E 40 空后直接给出解决方案:“Building genuine scial bnds ... is a gd ne.” (通过社区活动或治疗建立真正的社会联系是一个好方法)。选项 E "Addressing this link requires self-awareness and active steps. "(解决这种联系需要自我意识和积极步骤)是总起句，引出后续具体步骤。
完形填空
41.C “Getting caught in a fld” (遭遇洪水) 显然不是幸运的一天, “lucky” (幸运的) 符合语境, 其他选项“trublesme” (麻烦的), “fresh” (新鲜的), “unfrtunate” (不幸的), 此处逻辑不符, 因为是说没人觉得这是幸运日，除非是这对夫妇，故均不合适。
42. D “nwhere t be seen”是固定搭配，意为“不见踪影”，此处指她回家的车不见踪影。
43. A “puring” (倾盆而下) 用来形容雨下得大, 符合 “increasing rain” (雨势变大) 的语境， “whispering” (低语), "weakening" (减弱), "flwing" (流动)不符合描述雨的语境。
44. C 因为雨下得很大, 所以她接受了 (accepted) Justin 的搭车提议, "fled" (逃跑), "lied" (撤谎), "replied" (回复) 均不符合逻辑。
45. B 从后文“made a wrng turn” (转错弯) 可推测 Justin 是新来 (new) t Richmnd 的, 不熟悉路况, "native" (本地的), "drawn" (被吸引的), "relevant" (相关的)均不符合。
46. A "land smebdy/neself in smething" 为固定搭配, 意为“使某人陷入困境”, 故选 land。
47. B "a wave brke ver" (一波浪冲过), 描述洪水冲过汽车, "frze" (结冰), "danced" (跳舞), “died” (死亡) 均不符合。
48.C 情况紧急, Justin 抓住 (grabbed) Jessica 的车门把手, 打开车门把她推出去, "repaired" (修理), "released" (释放), "inspected" (检查)均不符合。
49. B 两人艰难穿过汹涌的洪水和碎片, 仿佛与之薄斗 (Battling), 到达火车站台阶。“Clearing” (清理), "Cllecting" (收集), "Appraching" (接近)均不符合。
50.D 他们帮助其他人到达车站内的安全处 (safety), "satisfactin" (满意), "danger" (危险), "silence" (沉默)均不符合。
51.B 湿冷的环境中, 他们分享了可怜的 (pitiful) 半个三明治和一瓶啤酒, "valueless" (无价值的), "abundant" (丰富的), "rdinary" (普通的)均不符合语境。
52. A 此时他们之间的联系被激发 (sparked), "faded" (褪色), "crashed" (碰撞), "maintained" (维持)均不符合。
53.C Jessica 认为自己需要一个征兆 (sign), 如果上帝现在不给她, 她就是傻瓜, “present” (礼物), “judgement” (判断), “warning” (警告) 均不符合。
54.D 呼应前文“made a wrng turn”，此处指转错弯(turn)，“plan”(计划)，“suggestin”(建议)， “gesture” (手势) 均不符合。
55. B 尽管 (thugh) Justin 失去了汽车，但得到了妻子，表让步关系，“because”(因为)，“when” (当……时)，“if” (如果) 均不符合。
语法填空
56. an 考查冠词。“ancient”以元音因素开头，此处表示 “一种古老的传统”，用不定冠词 an。
57. called 考查非谓语动词。“The Kam Grand Chir”与“call”是被动关系，用过去分词作后置定语。
58. at 考查介词。固定搭配“at the age f”, 表示 “在...”岁时”。
59. has spent 考查动词的时态。“S far” (到目前为止) 是现在完成时的标志, 主语 “she” 是第三人称单数, 用 has spent。
60. While/ Thugh/ Althugh 考查状语从句。此处引导让步状语从句，意为“虽然中国传统音乐通常单音，但侗族大歌却是多音的……”，表示“虽然……但是……”。
61. what 考查名词性从句。引导表语从句，且在从句中作主语，意为“正是这种既细腻又有力量的分层合唱声吸引着历代观众”。
62. cmmnly 考查副词。用副词形式修饰动词“fund”，意为“不是在其他传统音乐中常见的方式”。 63. recgnitin 考查名词。固定搭配“in recgnitin f”, 意为 “为了表彰”。
64. fading 考查非谓语动词。固定搭配“risk ding smething”, 意为“冒着……的风险”, 所以 fading。