广东省东莞市2026届高三上学期1月月考英语试卷（Word版附解析）

这是一份广东省东莞市2026届高三上学期1月月考英语试卷（Word版附解析），文件包含广东省东莞市2026届高三上学期1月月考英语试题原卷版docx、广东省东莞市2026届高三上学期1月月考英语试题Word版含解析docx等2份试卷配套教学资源，其中试卷共34页， 欢迎下载使用。
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）
题目要求：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
Campus Shpper Rewards Prgram
T encurage smart and sustainable shpping, ur campus stre is launching the Smart Shpper Prgram —
a rewards system where yu earn pints every time yu make a purchase. Earn enugh pints, and yu can
exchange them fr snacks, schl supplies, r even dnate them t charity!
Hw It Wrks:
1. Earn 1 pint fr every ¥10 spent (e.g., ¥25 = 2 pints).
2. Bnus Pints:
l +5 pints fr bringing yur wn bag
l +3 pints fr buying ec-friendly prducts (lk fr the green label)
l +2 pints fr shpping during “Happy Hur” (3:00–4:00 PM, weekdays)
Rewards Yu Can Chse:
l 50 pints = a bttle f water
l 80 pints = a ntebk
l 120 pints = a ¥10 stre cupn
l 200 pints = dnate a schl kit t a child in need
Rules Yu Need t Knw:
l Pints expire (过期) after 6 mnths.
l Only ne bnus per purchase (e.g., yu can’t get bth bag and ec-bnus in the same purchase unless
yu meet bth cnditins. All applicable bnuses are added).
l Pints are tracked via yur student ID card r the campus app.
An Example t Fllw:
On Tuesday at 3:30 PM, Lisa spent ¥30, brught her wn bag, and bught a green-labeled ntebk.
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l Base pints: ¥30 = 3 pints
l Bnus: +5 (wn bag) + 3 (ec-prduct) + 2 (Happy Hur) = +10
l Ttal: 13 pints
Shp wisely, and every pint makes a difference! Students are welcme t jin by shwing yur student ID
card at checkut. Fr questins, please visit the stre service desk r email shp@
1. Hw many pints did Emma earn in the fllwing purchase?
Item Details
Amunt Spent ¥60
Time f Purchase 3:15 PM, Thursday
Own Shpping Bag Used? Yes
Ec-friendly Item(s) 1 ntebk (with green label)
A. 12. B. 14. C. 16. D. 18.
2. What can a student get with 120 pints?
A. A bttle f water. B. A ntebk.
C. A ¥10 stre cupn. D. A schl kit fr dnatin.
3. What is the main purpse f this prgram?
A. T smartly increase stre prfits n campus.
B. T replace cash payments with digital currency.
C. T encurage students t spend mre mney.
D. T prmte respnsible and sustainable shpping.
【答案】1. C 2. C 3. D
【解析】
【导语】本文是一篇应用文。文章主要介绍了校园购物奖励计划的相关规则与内容
【1 题详解】
细节理解题。根据 Hw It Wrks 部分中“Earn 1 pint fr every ¥10 spent (e.g., ¥25 = 2 pints).(每消费 10 元可
获得 1 积分（例如，25 元=2 积分）)”以及 Bnus Pints 部分中“+5 pints fr bringing yur wn bag(自带包
得 5 分)”，“+3 pints fr buying ec-friendly prducts (lk fr the green label)(+购买环保产品得 3 分（寻找
第 2页/共 23页
绿色标签）)”以及“+2 pints fr shpping during “Happy Hur” (3:00–4:00 PM, weekdays)(在“欢乐时光”
（工作日下午 3:00 至 4:00）购物得 2 分)”可知，每消费 10 元得 1 分，Emma 花了 60 元，基础积分是 60÷
10 = 6 分；自带购物袋加 5 分；买环保产品（带绿色标签的笔记本）加 3 分；购买时间是周四下午 3:15，在
“Happy Hur”时间段内购物，加 2 分。总共是 6 + 5 + 3 + 2 = 16 分。故选 C。
【2 题详解】
细节理解题。根据 Rewards Yu Can Chse 部分中“120 pints = a ¥10 stre cupn(120 积分=10 元商店优惠
券)”可知，120 分可以换一张 10 元的商店优惠券。故选 C。
【3 题详解】
细节理解题。根据第一段中“T encurage smart and sustainable shpping, ur campus stre is launching the
Smart Shpper Prgram — a rewards system where yu earn pints every time yu make a purchase.(为了鼓励智
能和可持续的购物，我们的校园商店正在推出智能购物者计划——一个奖励系统，每次购物都可以获得积
分)”可知，该计划的主要目的是鼓励明智和可持续的购物。故选 D。
B
Des math leave yu anxius? If s, dn’t wrry. Ben Orlin is here t help. This US-based teacher wants t
reduce the anxiety math causes.
He believes that many peple wh struggle with math simply weren’t taught it crrectly. In many classrms,
teachers present math as a memry exercise. But t Orlin, math really is a system f cmmunicatin. It’s a way t
share ideas. And it all starts with assigning numbers t the wrld.
In his 2024 bk Math fr English Majrs, Orlin builds n Galile’s idea f math as a universal language, but
he takes it further. He suggests we treat math nt as a “Freign” Language, but as an everyday tl t interpret the
wrld.
Orlin suggests cnsidering numbers as nuns and explains that sme mathematical features crrespnd t
verbs and even grammar. What in math crrespnds t verbs? Verbs typically represent actin. Operatins such as
additin, subtractin, multiplicatin and s n, stand in fr verbs? Stretch yur imaginatin. And peratins are nt
just a set f instructins, he suggests, but als a grammatical structure fr math. Cnsider the plus sign in “2+3”.
Mre than just a symbl, it can functin as a cnjunctin (the “and” in “2 and 3”) r a prepsitin (the “with” in “2
with 3”) .
Negative numbers can be a linguistic trick, Orlin argues. Cnsider phrases like “300 feet belw sea level”
frm a mathematical perspective. The altitude culd be represented as “-300 feet”. The minus symbl culd be
mapped t prepsitins, such as “belw”, “befre”, “backward” and “dwn”. Similarly, the plus symbl culd be
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mapped t their ppsites — “abve”, “after”, “frward” and “up”. T make negative numbers mre accessible,
Orlin suggests that educatrs cnnect them t cncrete cncepts like debt. That’s a term ften assciated with
negative dllars.
It’s still early days t determine whether math culd indeed serve as a universal language. Mrever, fr Tm
Crawfrd, a math prfessr at the University f Oxfrd, it’s hardly the nly way t help kids appreciate math. “But
t me, any idea aimed at presenting math differently and making it mre accessible is an excellent idea,” Crawfrd
says.
4. Which f the fllwing best describes Ben Orlin accrding t the text?
A. cautius and theretical. B. lyal and patritic.
C. innvative and intellectual. D. ambitius and cnservative.
5. Accrding t Ben Orlin’s lgic, which f the fllwing statements is crrect?
A. “X” can be accurately described as “Divided int”.
B. “4” can be expressed by the cncept f “Belnging t”.
C. “+” is best understd thrugh the lens f “Exceeding”.
D. “-” can be effectively represented by the idea f “Eliminating”.
6. What is the main purpse f Orlin’s example f “300 feet belw sea level”?
A. T illustrate math can replace natural languages.
B. T argue mathematical symbls shuld be taught like grammar.
C. T demnstrate hw math ideas relate t cmmn wrds.
D. T prve negative numbers are essential fr scientific measurements.
7. What is Tm Crawfrd’s attitude twards Orlin’s apprach t teaching math?
A. dismissive. B. supprtive. C. enthusiastic. D. critical.
【答案】4. C 5. D 6. C 7. B
【解析】
【导语】本文是一篇说明文。文章介绍了一位美国教师 Ben Orlin 的创新数学教学理念：他将数学视为一种
沟通系统和日常工具，并创造性地将数学符号与语言语法进行类比，以帮助人们减少数学焦虑、更直观地
理解数学概念，这一观点也得到了另一位数学教授的认可。
【4 题详解】
推理判断题。根据第二段“He believes that many peple wh struggle with math simply weren’t taught it
crrectly. In many classrms, teachers present math as a memry exercise. But t Orlin, math really is a system f
第 4页/共 23页
cmmunicatin. It’s a way t share ideas. And it all starts with assigning numbers t the wrld.(他认为，许多在数
学上挣扎的人只是没有学到正确的教学。在许多教室里，老师把数学作为一种记忆练习。但对 Orlin 来说，
数学实际上是一种交流系统。这是一种分享想法的方式。这一切都始于给世界分配数字)”和第三段“In his
2024 bk Math fr English Majrs, Orlin builds n Galile’s idea f math as a universal language, but he takes it
further. He suggests we treat math nt as a “freign” language, but as an everyday tl t interpret the wrld.(在他
2024 年出版的《英语专业数学》一书中，Orlin 在伽利略的数学是通用语言的基础上进一步发展了他的观点。
他建议我们不要把数学当作一门“外语”，而是当作解释世界的日常工具)”可知，Orlin 创造性地认为数学
是一种交流系统，是解释世界的日常工具，由此可推知，奥林充满创新精神和智慧。故选 C 项。
【5 题详解】
推理判断题。根据第四段中“Operatins such as additin, subtractin, multiplicatin and s n, stand in fr
verbs? (加法、减法、乘法等运算，可以代表动词吗？)” 和第五段中“The minus symbl culd be mapped t
prepsitins, such as “belw”, “befre”, “backward” and “dwn”. (减号可以映射到介词，如“在……以下”、
“在……之前”、“向后”和“向下”) ”可知，在 Orlin 逻辑中，数学运算(如减法“-”)对应动作或关系。
选项 D“‘-’可以有效地用“消除”的概念来表示”，这与减法作为一种表示“消除”或“减少”的动作
相符，是对其“动词”或“关系”属性的引申，是正确表述。而其他选项中的表述(如 Divided int、Belnging
t、Exceeding)在文中没有对应的直接逻辑关联。故选 D 项。
【6 题详解】
推理判断题。根据第五段中“Negative numbers can be a linguistic trick, Orlin argues. Cnsider phrases like “300
feet belw sea level” frm a mathematical perspective. (Orlin 认为，负数可以是一种语言技巧。从数学角度考虑
“海平面以下 300 英尺”这样的短语)” 以及他随后将减号“-”与“belw”等介词联系起来的分析可知，
他举这个例子的主要目的是展示抽象的数学概念(负数、负号)如何与日常生活中常见的词语和概念相联系，
从而让数学更容易被理解。故选 C 项。
【7 题详解】
推理判断题。根据最后一段中““But t me, any idea aimed at presenting math differently and making it mre
accessible is an excellent idea,” Crawfrd says. (“但对我来说，任何旨在以不同方式呈现数学并使其更容易理
解的想法都是一个绝妙的想法，”Crawfrd 说)”可知，Tm Crawfrd 对 Orlin 的教学方法是持肯定和支持态
度的。故选 B 项。
C
When “Edubt” was intrduced int ur classrm, we expected a revlutin in learning. It prmised
persnalized lessns, instant feedback, and tireless patience in many ways, it delivered. It culd identify a student’s
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weak spt in algebra with lightning speed and generate endless practice prblems.
Hwever, the mst significant impact was ne n prgrammer had cded. We called it “the slidarity effect.”
Students started gathering arund the single rbt, nt in cmpetitin, but in cllabratin. They wuld discuss the
prblems it gave, argue ver slutins, and explain cncepts t each ther when the rbt’s pre-set explanatins fell
shrt. The machine, designed fr individual learning, had accidentally becme a cre driver fr grup
prblem-slving.
This phenmenn highlights a critical blind spt in educatinal technlgy. We ften fcus n hw
technlgy transmits infrmatin t the individual learner. Yet sme f the mst prfund learning mments are
scial: The spark f a shared idea, the mtivatin f a peer’s encuragement, the deepened understanding that
cmes frm teaching anther. Edubt, fr all its algrithms, culd nt create these mments. But by its very
presence and limitatins, it inspired them.
The lessn is clear. The future f ed-tech shuld nt be abut replacing human interactin, but abut designing
tls that thughtfully enhance it. The gal is t create technlgy that desn’t just teach, but als cnnects.
8. What was the main functin f Edubt as riginally designed?
A. T encurage grup discussins amng students.
B. T prvide standard lessns t the whle class.
C. T ffer tailred learning experiences t individuals.
D. T replace teachers in the classrm entirely.
9. What des “the slidarity effect” (paragraph 2) refer t?
A. Students cmpeted fiercely t use the rbt.
B. The rbt malfunctined and required grup effrt t fix.
C. Students unintentinally started learning tgether because f it.
D Prgrammers had t cllabrate t imprve its sftware.
10. What is the “critical blind spt” mentined in paragraph 3?
A. The high cst f advanced educatinal rbts.
B. The veremphasis n individual learning in ed-tech design.
C. The inability f technlgy t explain cncepts clearly.
D. The lack f training fr teachers using new technlgy.
11. What is the authr’s suggestin fr future educatinal technlgy?
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A. It shuld be mre affrdable and accessible.
B. It shuld aim t fster human cnnectin.
C. It shuld becme mre intelligent and autnmus.
D. It shuld fcus n standardized testing.
【答案】8. C 9. C 10. B 11. B
【解析】
【导语】这是一篇议论文。文章主要讲述了教育机器人“Edubt”的实际案例，论证了教育技术设计中存在
的盲点，并提出了未来发展方向建议。
【8 题详解】
细节理解题。根据文章第一段内容“It prmised persnalized lessns, instant feedback, and tireless patience. In
many ways, it delivered. (它承诺提供个性化的课程、即时的反馈以及无尽的耐心。在很多方面，它都做到了。
)”可知，Edubt 的设计初衷是为学生提供个性化学习体验。故选 C 项。
【9 题详解】
词义猜测题。根据后文的进一步解释“Students started gathering arund the single rbt, nt in cmpetitin, but
in cllabratin. They wuld discuss the prblems it gave, argue ver slutins, and explain cncepts t each ther
when the rbt’s pre-set explanatins fell shrt.(学生们开始围聚在这台机器人旁，他们不是为了竞争，而是为
了协作。他们会讨论机器人给出的题目，为解题方案争论不休；当机器人预设的讲解有所欠缺时，还会互
相讲解相关概念。)”可知，学生开始围绕机器人聚集，不是竞争而是合作，讨论问题、解释概念。这种效
应是未经编程的意外结果，即机器人无意中促进了小组学习。由此推知，“the slidarity effect”应是指“机
器人无意中促进了小组学习”。故选 C 项。
【10 题详解】
细节理解题。根据其后内容的进一步解释“We ften fcus n hw technlgy transmits infrmatin t the
individual learner.(我们通常会关注的是技术是如何将信息传递给个体学习者的这一过程。)”可知，盲点在
于教育技术过于关注个体学习，忽视了社会性学习的重要性。故选 B 项。
【11 题详解】
推理判断题。根据文章末尾段内容“The future f ed-tech shuld nt be abut replacing human interactin, but
abut designing tls that thughtfully enhance it. The gal is t create technlgy that desn’t just teach, but als
cnnects.(教育科技的未来，不应以取代人际互动为目标，而应致力于打造能巧妙促进人际互动的工具。其
核心目的，是创造出一种不仅能传授知识，更能搭建联结的技术。)”可知，作者在末尾段落表达了“未来
教育技术应增强人际互动，目标是连接而不仅是教学”的想法，由此推知，他的建议是“未来教育技术应
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当旨在促进人与人之间的联系。”故选 B 项。
D
Fr centuries, the human brain has remained ne f science’s greatest mysteries. Hw d billins f neurns
(神 经 元 )prduce thughts and memries? Tday, artificial intelligence (AI) is prviding new clues. By using
machine learning t analyze brain data, researchers can translate neural activity (神经活动)int understandable
infrmatin, advancing bth neurscience (神经科学)and medicine.
The key challenge lies in interpreting the brain’s “neural cde” — the cmplex electrical and chemical
signals that represent ur mental activity. Traditinal methds struggle with this nisy and intricate data, but AI,
particularly deep learning, excels at detecting patterns within it. These systems learn frm examples: By training AI
n paired brain scans and crrespnding images, scientists can teach it t predict what a persn is seeing based
slely n brain signals — a prcess knwn as “neural decding.”
A majr applicatin is brain-cmputer interfaces (BCIS) (脑机接口), which assist peple unable t speak r
mve. Surgens place tiny electrdes (电极)n the brain’s surface. When a user imagines speaking, the electrdes
detect the signals, and AI decdes them in real time, turning imagined speech int text r artificial vice. Recent
advances even allw “typing” by decding imagined handwriting.
Beynd cmmunicatin, AI ffers a windw int perceptin. Using brain scans and generative AI, scientists
can recnstruct simple versins f images r vides a persn views. This nt nly helps explain hw visin is
prcessed but may smeday allw us t visualize dreams r memries.
Yet such technlgy raises serius ethical questins. Decding thughts pses a threat t “mental privacy.”
Wh cntrls ur brain data? Culd it be used withut permissin? Mrever, AI may reprduce biases frm its
training data, leading t unfair utcmes. Strng ethical guidelines are needed t prtect neural infrmatin as the
technlgy develps.
Lking ahead, AI brain decders are likely t integrate brain scans with genetic and wearable device data.
This culd imprve early diagnsis f cnditins like Alzheimer’s (阿尔茨海默病). The cllabratin between AI
and neurscience is nt merely abut better tls — it is abut understanding the human mind and repairing its
brken cnnectins.
12. What is the primary purpse f the passage?
A. T warn against the ptential threats psed by brain-decding technlgy.
B. T explain the principles and implicatins f AI in decding brain signals.
C. T cmpare traditinal methds with AI in analyzing brain data.
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D. T advertise the latest medical devices fr paralyzed patients.
13. What des the underlined wrd “decde” Mst likely mean in the cntext?
A. T translate signals r data int understandable infrmatin.
B. T remve secret prtectin frm a message.
C. T imprve the quality f a weak signal.
D. T send instructins t a machine.
14. What is the majr ethical cncern assciated with brain-decding technlgy in the text?
A. It is t expensive fr widespread clinical use.
B. The accuracy f the technlgy is still t lw fr practical applicatin.
C. It may invade persnal mental privacy and be misused withut apprval.
D. It requires risky brain surgery that can cause severe side effects.
15. What is the authr’s view n the field’s future develpment in the last paragraph?
A. It will fcus n restring cmmunicatin in paralyzed individuals.
B. Prgress is limited by the patients’ unwillingness t share brain data.
C. It aims t cmbine multiple data types t better understand and treat brain disrders.
D. It will replace human dctrs in diagnsing all mental illnesses.
【答案】12. B 13. A 14. C 15. C
【解析】
【导语】本文是一篇说明文。文章主要介绍了人工智能在解码大脑信号方面的原理、应用场景，同时探讨
了该技术引发的伦理问题及未来发展前景。
【12 题详解】
推理判断题。根据第一段中的“By using machine learning t analyze brain data, researchers can translate neural
activity (神经活动)int understandable infrmatin, advancing bth neurscience (神经科学) and medicine.(通过
使用机器学习分析大脑数据，研究人员可以将神经活动转化为可理解的信息，推动神经科学和医学的发
展)”、第三段对脑机接口应用的介绍、第四段对感知研究的说明、第五段对伦理问题的探讨及最后一段对
未来的展望可知，文章核心是解释人工智能解码大脑信号的原理及其多方面影响。故选 B 项。
【13 题详解】
词句猜测题。根据划线词下文“turning imagined speech int text r artificial vice.(将想象中的话语转化为文
字或人工语音)”可知，此处指将信号翻译成可理解的信息。故选 A 项。
【14 题详解】
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细节理解题。根据第五段中的“Decding thughts pses a threat t “mental privacy.” Wh cntrls ur brain
data? Culd it be used withut permissin?(解码思想对“心理隐私”构成威胁。谁控制着我们的大脑数据？它
会被未经允许使用吗？)”可知，该技术主要的伦理担忧是可能侵犯个人心理隐私且被擅自滥用。故选 C 项。
【15 题详解】
推理判断题。根据最后一段中的“AI brain decders are likely t integrate brain scans with genetic and wearable
device data. This culd imprve early diagnsis f cnditins like Alzheimer’s (阿尔茨海默病). The cllabratin
between AI and neurscience is nt merely abut better tls — it is abut understanding the human mind and
repairing its brken cnnectins.(人工智能大脑解码器可能会将脑部扫描与基因和可穿戴设备数据相结合。这
有助于改进对阿尔茨海默病等疾病的早期诊断。人工智能与神经科学的合作不仅仅是为了更好的工具——
更是为了理解人类思维并修复其受损的连接)”可推断，作者认为该领域未来将结合多种数据类型，以更好
地理解和治疗脑部疾病。故选 C 项。
第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）
题目要求：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。
Are yu able t ck a healthy meal? Are yu able t manage yur mney well? Are yu able t sew n a buttn?
___16___ This highlights a significant gap in mdern educatin, which heavily priritizes academic achievement
and strict testing, ften at the expense f practical life skills.
Schls have dne well in preparing us t be academic achievers in schl, but may nt have prepared us well
enugh in develping life skills. ___17___ Fr thse withut these basic skills, the pandemic lckdwn was a rude
shck. With restaurants clsed and hme services stpped, it wuld have been satisfying t ck a meal r fix a
light bulb. It’s a shame that schls prduce schlarly individuals wh are unprepared fr simple hme tasks.
___18___ Fr example, financial management fsters respnsibility and cautin, while lessns n investment
teach wealth grwth. Equipped with this literacy, students can better discuss financial gals with parents, and
budgeting knwledge can steer them away frm verspending. Thus, in ur cmplex wrld, schls must teach
beynd academic subjects.
After all, all the respnsibility cannt be transferred t the hme. The argument fr parents teaching practical life
skills verlks mdern realities. Many wrking parents lack the time, and sme may nt pssess the prficiency
themselves. ___19___.
Sandra Carey, a writer, puts it apprpriately: “Never mistake knwledge fr wisdm. One helps yu make a
living; the ther helps yu make a life.” Schl is nt simply a place t pass knwledge and prepare us fr a career.
第 10页/共 23页
___20___
A. Thus, a balanced apprach is needed early n.
B. Fr instance, many cmmunities ffer evening classes fr adults.
C. Instead, it equips us with the wisdm t cnstruct a fulfilling life.
D. Nt many f us can cnfidently nd ur heads t these questins.
E. Cnsequently, the central rle in bridging this gap must fall t ur schls.
F. By integrating practical skills, schls can teach a mre cmplete set f life values.
G. Yet practical skills such as cking and husekeeping are essential in the real wrld.
【答案】16. D 17. G 18. F 19. E 20. C
【解析】
【导语】本文是一篇议论文。文章主要讲述了现代教育中重学术轻实践技能的问题，强调学校应教授实用
生活技能以帮助学生构建充实人生。
【16 题详解】
由上文“Are yu able t ck a healthy meal? Are yu able t manage yur mney well? Are yu able t sew n a
buttn? (你会做一顿健康的饭吗？你能很好地管理你的钱吗？你会缝纽扣吗？)”提出的一系列问题可知，
本空应是对这些问题的回应。D 选项“Nt many f us can cnfidently nd ur heads t these questins. (我们中
很少有人能自信地对这些问题点头。)”是对上文问题的直接回应，表示很少有人能自信地回答这些问题，
符合题意。故选 D。
【17 题详解】
由上文“Schls have dne well in preparing us t be academic achievers in schl, but may nt have prepared us
well enugh in develping life skills. (学校在培养我们在学校成为学术成就者方面做得很好，但在培养我们的
生活技能方面可能做得不够好。)”及下文“Fr thse withut these basic skills, the pandemic lckdwn was a
rude shck. (对于那些没有这些基本技能的人来说，疫情封锁是一个沉重的打击。)”可知，本空应强调实践
技能的重要性。G 选项“Yet practical skills such as cking and husekeeping are essential in the real wrld. (然
而，烹饪和家务等实践技能在现实世界中是必不可少的。)”能承上启下，强调实践技能的重要性，符合题
意。故选 G。
【18 题详解】
由下文“Fr example, financial management fsters respnsibility and cautin, while lessns n investment teach
wealth grwth. (例如，财务管理培养责任感和谨慎性，而投资课程教授财富增长。)”可知，本空应总起说
明学校教授实用技能的作用。F选项“By integrating practical skills, schls can teach a mre cmplete set f life
第 11页/共 23页
values. (通过整合实用技能，学校可以教授一套更完整的人生价值观。)”可以概括下文的例子，起到总起的
作用，符合题意。故选 F。
【19 题详解】
由上文“After all, all the respnsibility cannt be transferred t the hme. The argument fr parents teaching
practical life skills verlks mdern realities. Many wrking parents lack the time, and sme may nt pssess the
prficiency themselves. (毕竟，所有的责任都不能转移到家庭。父母教授实践生活技能的观点忽视了现代现
实。许多上班族父母缺乏时间，有些父母自己可能也不具备这些技能。)”可知，本空应提出解决这一问题
的建议。E 选项“Cnsequently, the central rle in bridging this gap must fall t ur schls. (因此，弥补这一差
距的核心作用必须落在我们的学校身上。)”能承接上文，提出学校应在弥补这一差距中发挥核心作用，符
合题意。故选 E。
【20 题详解】
由上文“Schl is nt simply a place t pass knwledge and prepare us fr a career. (学校不仅仅是传授知识和
为我们准备职业的地方。)”及下文“Sandra Carey, a writer, puts it apprpriately: “Never mistake knwledge fr
wisdm. One helps yu make a living; the ther helps yu make a life.” (作家桑德拉·凯里恰当地表达了这一点：
“永远不要把知识和智慧混为一谈。一个帮助你谋生；另一个帮助你创造生活。”)”可知，本空应强调学校
应传授的更深层次的东西。C 选项“Instead, it equips us with the wisdm t cnstruct a fulfilling life. (相反，它
赋予我们构建充实生活的智慧。)”能承上启下，强调学校应赋予我们构建充实生活的智慧，符合题意。故
选 C。
第三部分 语言知识运用（共两节，满分 30 分）
第一节（共 15 小题；每小题 1 分，满分 15 分）
题目要求：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。
Mm kept a mdest wden bx, which held her mst cherished relics. Amng them was a faded pht f her
as a teenager, ____21____ with her clsest friend, Maria. The tw were ____22____, their bnd frmed in the
inncent years f yuth. ____23____, life drew them apart after mm married and mved away. This was an era
lng befre digital cmmunicatin, leaving handwritten letters as the nly fragile thread between distant hearts. As
years passed, the demands f daily life gradually ____24____ her silent lnging fr Maria.
That pht, hwever, held a special ____25____ fr me. In mm’s lined face, weathered by early widwhd
(寡居) and the lss f a child, it was hard t trace the carefree girl in the picture. Yet the image ____26____ a
versin f her that existed befre srrw — a self-unburdened, bright and trusting.
第 12页/共 23页
After her passing, I was ____27____ by a restlessness that busyness alne culd nt relieve. I buried myself in
a new career, as if prductivity culd ____28____ the hllw ache inside. Mnths later, a clleague I barely knew
lst her mther. Thugh we were nt clse, I felt a strng need t ffer my ____29____.
At the funeral hme, while waiting in the receiving line, my eyes ____30____ a table f memrial
phtgraphs. I ____31____ they were images f her mther’s life — childhd, wedding, family gatherings.
Then, ____32____, my breath caught. There, amng the arranged pictures, was the same prtrait my mther had
kept: Tw girls, ____33____ in timeless laughter, their pses identical.
I std frzen, lst in a fg. When I finally ____34____ my clleague and ffered my cndlences (慰唁), I
culdn’t help remarking, “yu have a pht f my mther,” Her eyes widened in surprise, fllwed by a quiet,
knwing nd. After ____35____, we embraced, a lng silent hug that spke f shared lss, unexpected cnnectin,
and the quiet grace f inherited memry.
21. A. psing B. arguing C. whispering D. laughing
22. A. inseparable B. indifferent C. inaccessible D. independent
23. A. unexpectedly B. unfrtunately C. undubtedly D. unnecessarily
24. A. vershadwed B. utlived C. illuminated D. sustained
25. A. attractin B. significance C. mystery D. charm
26. A. betrayed B. cnveyed C. preserved D. altered
27. A. cnsumed B. driven C. accmpanied D. surrunded
28. A. intensify B. ease C. reveal D. justify
29. A. sympathy B. cngratulatins C. aplgies D. regards
30. A. scanned B. arranged C. avided D. remved
31. A. recalled B. assumed C. cnfirmed D. regretted
32 A. by design B. in vain C. withut warning D. beynd dubt
33. A. absrbed B. lst C. engaged D. captured
34. A. apprached B. interrupted C. recgnized D. thanked
35. A. amusement B. cnfusin C. recgnitin D. relief
【答案】21. D 22. A 23. B 24. A 25. B 26. C 27. A 28. B 29. A 30. A
31. B 32. C 33. D 34. A 35. C
【解析】
第 13页/共 23页
【导语】本文是一篇记叙文。文章讲述了作者通过母亲珍藏的一张老照片，意外发现并重新联系上母亲青
年时代的挚友玛丽亚的女儿，在共同经历丧亲之痛时，一张照片将两代人的记忆与情感相连，带来慰藉与
联结的故事。
【21 题详解】
考查动词词义辨析。句意：其中有一张母亲十几岁时和她最好的朋友玛丽亚一起大笑的褪色照片。A. psing
摆姿势；B. arguing 争论；C. whispering 低语；D. laughing 大笑。根据后文“Tw girls, 13 in timeless
laughter”以及本段描述的纯真友谊可推知，照片最可能捕捉的是她们快乐“大笑”的瞬间。故选 D 项。
【22 题详解】
考查形容词词义辨析。句意：两人形影不离，她们的纽带在纯真的少年时代就已形成。A. inseparable 形影
不离的；B. indifferent冷漠的；C. inaccessible难以接近的；D. independent独立的。根据后文“their bnd frmed
in the inncent years f yuth”描述的牢固纽带和前文“her clsest friend”可知，她们关系亲密，两人“形影
不离的”。故选 A 项。
【23 题详解】
考查副词词义辨析。句意：然而，在母亲结婚搬走后，生活将她们分开了。A. unexpectedly 出乎意料地；
B. unfrtunately 不幸的是；C. undubtedly 毫无疑问地；D. unnecessarily 不必要地。前文描述两人亲密无间，
形影不离，而后文“life drew them apart after mm married and mved away”表示这种亲密关系被迫中断，这
是一种令人遗憾的转折，因此“不幸的是”最符合语境。故选 B 项。
【24 题详解】
考查动词词义辨析。句意：随着岁月流逝，日常生活的需求逐渐掩盖了她对玛丽亚的无声思念。A.
vershadwed 使相形见绌、掩盖；B. utlived 比……活得长；C. illuminated 阐明、照亮；D. sustained 维持。
根据前文“life drew them apart”和“As years passed”可推知，“silent lnging”这种较为深层的情感最可
能被日复一日的“demands f daily life”所冲淡或“掩盖”。故选 A 项。
【25 题详解】
考查名词词义辨析。句意：然而，那张照片对我有着特殊的意义。A. attractin 吸引力；B. significance 意义、
重要性；C. mystery 神秘；D. charm 魅力。根据后文“In mm’s lined face, weathered by early widwhd (寡
居) and the lss f a child, it was hard t trace the carefree girl in the picture. Yet the image 6 a versin
f her that existed befre srrw”可知，作者通过照片看到了母亲未曾被生活磨难的悲伤所侵蚀的另一面，
这使照片超越了其本身，承载了理解母亲的“意义”。故选 B 项。
【26 题详解】
考查动词词义辨析。句意：然而，这张图像保存了她存在于悲伤之前的一个版本——一个无忧无虑、明亮
第 14页/共 23页
而充满信任的自我。A. betrayed 背叛；B. cnveyed 传达；C. preserved 保存，保留；D. altered 改变。结合常
识，照片作为一种影像记录，其功能是“保存”或“留存”下某个瞬间。根据后文“a versin f her that
existed befre srrw”可知，照片“保存”了母亲早年的形象。故选 C 项。
【27 题详解】
考查动词词义辨析。句意：母亲去世后，我被一种不安所吞噬，仅仅靠忙碌无法缓解。A. cnsumed 吞噬，
使全神贯注；B. driven 驱使；C. accmpanied 陪伴；D. surrunded 包围。根据后文“restlessness that busyness
alne culd nt relieve”可知，这种情绪非常强烈，以至于“吞噬”了作者；be cnsumed by 意为“被……所
占据/吞噬”。故选 A 项。
【28 题详解】
考查动词词义辨析。句意：我埋头于新的事业，仿佛生产力可以缓解内心的空洞和疼痛。A. intensify 加剧；
B. ease 缓解；C. reveal 揭示；D. justify 证明……合理。根据后文“the hllw ache inside”可知，这是作者想
摆脱的状态，作者希望通过忙碌来“缓解”痛苦。故选 B 项。
【29 题详解】
考查名词词义辨析。句意：虽然我们并不亲近，但我感到一种强烈的需求，要向她表示我的同情。A. sympathy
同情；B. cngratulatins 祝贺；C. aplgies 道歉；D. regards 问候。根据前文“lst her mther”可推知，对
于失去亲人，最合适表达的是“同情”。故选 A 项。
【30 题详解】
考查动词词义辨析。句意：在殡仪馆，在排队等候时，我的眼睛扫过一张摆满纪念照片的桌子。A. scanned
快速查看，扫描；B. arranged 安排；C. avided 避免；D. remved 移除。根据前文“while waiting in the receiving
line”可知，此处描述作者在排队等候，结合后文“a table f memrial phtgraphs”可推知，作者的目光很
可能在无意中“扫视”周围的环境。故选 A 项。
【31 题详解】
考查动词词义辨析。句意：我推测那是她母亲一生的影像——童年、婚礼、家庭聚会。A. recalled 回忆；B.
assumed 假定、推测；C. cnfirmed 确认；D. regretted 后悔。根据前文“a clleague I barely knew”可知，作
者并不了解同事和她的母亲，因此看到照片时是在“推测”其内容。故选 B 项。
【32 题详解】
考查介词短语辨析。句意：然后，毫无预警地，我屏住了呼吸。A. by design 故意地；B. in vain 徒劳地；C.
withut warning 毫无预警地；D. beynd dubt 毫无疑问地。根据后文“my breath caught”和发现相同照片时
的震惊，这发现是突然的、“毫无预警的”。故选 C 项。
【33 题详解】
第 15页/共 23页
考查动词词义辨析。句意：在那些摆放好的画中，有一幅是我母亲一直保存着的：两个女孩，被永恒的笑
声所捕捉，她们的姿势一模一样。A. absrbed 吸收、吸引；B. lst 迷失；C. engaged 从事；D. captured 捕捉。
根据前文“amng the arranged pictures”以及常识可知，照片的功能是“捕捉”瞬间；be captured in 意为“被
定格在……中”。故选 D 项。
【34 题详解】
考查动词词义辨析。句意：当我最终走近我的同事并表示哀悼时，我忍不住说：“你有一张我母亲的照片。”
A. apprached走近；B. interrupted打断；C. recgnized认出；D. thanked感谢。根据前文“waiting in the receiving
line”和语境，轮到作者时，她需要“走近”逝者家属以表达哀悼。故选 A 项。
35 题详解】
考查名词词义辨析。句意：在认出彼此后，我们拥抱在一起，一个漫长的、无声的拥抱，诉说着共同的失
去、意想不到的联系以及传承记忆的静谧恩典。A. amusement 娱乐；B. cnfusin 困惑；C. recgnitin 认出、
认识；D. relief 宽慰。根据前文“yu have a pht f my mther”和“Her eyes widened in surprise, fllwed
by a quiet, knwing nd.”可知，双方都明白了照片联系起的母女关系，这是一个“认出”彼此关联的时刻。
故选 C 项。
第二节（共 10 小题；每小题 1.5 分，满分 15 分）
题目要求：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。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。
Chinese textiles (纺织业) have a remarkable histry that stretches back millennia (千年), telling ____36____
(fascinate) tales f their mst ancient civilizatins. Indig (靛蓝色) is a vital part f this histry. Natural indig-dye
(染色) has a lng histry in china, dating back t the Qin and Han Dynasties, and indig-dyed clth ____37____
(use) as a main material fr clthes fr at least 1,000 Years.
Here in Dali, ____38____ ancient ethnic Dng village in the suthern Chinese prvince f Guizhu, making
indig clth has lng been a part f life, n less imprtant t the Dng peple than ____39____ (farm) rice. Even in
this era f fast fashin, many Dng wmen still devte cuntless hurs t making the dark, glssy clth. The fabric
must g thrugh multiple prcedures ____40____ it can be used t create traditinal Dng cttn garments —
navy blue cstumes with clurful flwer trim fr the wmen and plain indig fr the men.
Hwever, the survival f this craft nw faces a threat beynd mere ecnmic pressure. With yuth
increasingly ____41____ (draw) t cities, few yung Dng wmen stay in villages like Dali. Of thse ____42____
remain, even fewer shw interest in learning the highly labr-intensive techniques f indig dyeing, ften
interpreting the craft ____43____ a struggle with little reward.
第 16页/共 23页
Hping t save Dali’s flk traditins, prvincial fficials in 2011 ____44____ (invite) in the Glbal heritage
fund, and it has begun wrking with atlas studi, a Beijing-based design studi t set up a weaving and dyeing
c-p (合 作 性 商 业 机 构 ) in Dali. The aim is twfld: T create pprtunities t wrk clser t hme and
____45____ (ultimate) t persuade yung Dng wmen t learn their time-hnred traditins.
【答案】36. fascinating
37. has been used
38. an 39. farming
40. befre 41. drawn
42. wh 43. as
44. invited
45. ultimately
【解析】
【导语】本文是一篇说明文。文章主要介绍了中国贵州大理一个古老的侗族村庄的靛蓝纺织业及其传承面
临的挑战，以及为保护这一传统所采取的措施。
【36 题详解】
考查形容词。句意：中国纺织业有着悠久的历史，可以追溯到几千年前，讲述着古老文明引人入胜的故事。
提示词修饰名词 tales，用形容词 fascinating 作定语，意为“引人入胜的”。故填 fascinating。
【37 题详解】
考查时态和语态。句意：天然靛蓝染色在中国有着悠久的历史，可以追溯到秦汉时期，靛蓝染布作为衣物
的主要材料至少已有 1000 年的历史。use(使用)作分句谓语动词，与主语 indig-dyed clth 之间是被动关系，
结合时间状语“fr at least 1,000 Years”可知，讲述从过去持续到现在的动作，应用现在完成时的被动语态，
主语是不可数名词，谓语动词用单数形式。故填 has been used。
【38 题详解】
考查冠词。句意：在中国贵州省南部大理的一个古老的侗族村庄，制作靛蓝布一直是生活的一部分，对侗
族人来说，其重要性不亚于种植水稻。village 是可数名词单数，表泛指，且 ancient 发音以元音音素开头，
应用不定冠词 an 修饰。故填 an。
【39 题详解】
考查非谓语动词。句意：在中国贵州省南部大理的一个古老的侗族村庄，制作靛蓝布一直是生活的一部分，
对侗族人来说，其重要性不亚于种植水稻。than 是介词，其后接动名词作宾语。故填 farming。
【40 题详解】
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考查连词。句意：这种布料必须经过多道工序才能用于制作传统的侗族棉质服装——女性穿着海军蓝色带
有彩色花边的服装，男性穿着纯靛蓝色服装。根据句意可知，表示“在……之前”，应用连词 befre 引导
时间状语从句。故填 befre。
【41 题详解】
考查非谓语动词。句意：随着年轻人越来越多地被吸引到城市，很少有年轻的侗族妇女留在大理这样的村
庄。draw(吸引)作 with 复合结构中宾语补足语，用非谓语动词形式，与其逻辑主语 yuth 之间是被动关系，
应用过去分词表被动。故填 drawn。
【42 题详解】
考查定语从句。句意：在那些留下来的人中，甚至更少的人对学习这种高度劳动密集型的靛蓝染色技术感
兴趣，他们常常将这种工艺视为一种几乎没有回报的挣扎。“__7__ remain”是限制性定语从句，修饰先行
词 thse，指人，关系词将其代入定语从句中作主语，应用关系代词 wh 引导该从句。故填 wh。
【43 题详解】
考查介词。句意：在那些留下来的人中，甚至更少的人对学习这种高度劳动密集型的靛蓝染色技术感兴趣，
他们常常将这种工艺视为一种几乎没有回报的挣扎。是固定短语，意为“将……解释为……，
将……视为……”。故填 as。
【44 题详解】
考查时态。句意：为了拯救大理的民间传统，省级官员于 2011 年邀请了全球遗产基金会，并开始与北京的
设计工作室 atlas studi 合作，在大理成立了一个编织和染色合作社。invite(邀请)是谓语动词，根据时间状
语“in 2011”可知，讲述过去发生的事情，用一般过去时。故填 invited。
【45 题详解】
考查副词。句意：其目标有两个：一是创造在家附近工作的机会，二是最终说服年轻的侗族妇女学习她们
悠久的传统。提示词修饰不定式短语“t persuade yung Dng...”，应用副词 ultimately 作状语，意为“最
终”。故填 ultimately。
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
46. 假定你是李华。你校与英国姊妹校正在举办“当代青年生活”线上交流活动。请你在活动论坛上，根据
以下关于中国中学生家务劳动情况的调查数据，写一篇短文，分享你的观察与思考。
写作要求：1. 简要描述图表及分析原因；2. 提出你的具体倡议。
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注意：1. 词数 80 左右；2. 可以适当增加细节，以使行文连贯。
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【答案】
A Call fr Mre Husewrk Engagement
As the survey shws, Chinese middle schl students’ invlvement in husewrk has drpped sharply ver a
decade. While 92% still tidy their wn rms in 2024, thse ding shared chres like cleaning r cking
plummeted frm 78% and 65% t 35% and 22% respectively, with weekly husewrk time halving t 60 minutes.
This trend stems frm heavy academic wrklads that push families t priritize studies ver life skills, plus
mdern appliances reducing manual needs. T reverse it, schls can add weekly chre lessns, and parents shuld
encurage kids t share daily tasks. Let’s act t build a respnsible and capable yung generatin.
【解析】
【导语】本篇书面表达属于图表作文。要求考生以李华的身份，在中英姊妹校“当代青年生活”线上交流
活动论坛中，结合中国中学生家务劳动调查数据，描述现状、分析原因并提出倡议。
【详解】1.词汇积累
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急剧下降：plummet → drp sharply
趋势：trend → tendency
能干的：capable → able
扭转：reverse → turn arund
2.句式拓展
句子扩展
原句：As the survey shws, Chinese middle schl students’ invlvement in husewrk has drpped sharply ver a
decade.
拓展句：As the survey shws, Chinese middle schl students’ invlvement in husewrk has drpped sharply
ver the past decade, which suggests a significant shift in their daily rutines.
【点睛】[高分句型 1] While 92% still tidy their wn rms in 2024, thse ding shared chres like cleaning r
cking plummeted frm 78% and 65% t 35% and 22% respectively, with weekly husewrk time halving t 60
minutes. (运用了 while 引导的让步状语从句和 with 的复合结构作伴随状语)
[高分句型 2] This trend stems frm heavy academic wrklads that push families t priritize studies ver life
skills, plus mdern appliances reducing manual needs. (运用了 that 引导的定语从句)
[高分句型 3] T reverse it, schls can add weekly chre lessns, and parents shuld encurage kids t share daily
tasks. (运用了动词不定式作目的状语)
第二节（满分 25 分）
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。续写的词数应为
150 左右。
Li Wei’s grandfather’s wdwrking shp was full f memries and the smell f wd. Fr many years, the
ld man had made furniture using the ancient mrtise-and-tenn (榫卯) way, withut any nails (钉子). But nw,
his shp had t be trn dwn t build a new shpping mall.
On his last visit befre mving, 17-year-ld Li Wei brught his classmate Emma, wh was frm England. “It’s
just an ld, dusty place,” Li Wei said, feeling a little embarrassed by the ld tls. But Emma fund it interesting.
She saw a brken wden stl (凳子) in the crner. “Lk! This part came lse. Can we fix it?” She asked.
Fr the first time in weeks, grandpa’s eyes shne with happiness. He sftly tld them that this stl was the
first thing he made, fifty years ag. The crss-shaped tenn (十字榫) had becme lse. “Mdern glue can’t fix
this,” He said. “It needs the ld methd — yu must be precise, patient, and understand hw wd wrks.”
He put an ld tlbx in frnt f them. Inside were special chisels (凿子) and a marking gauge (墨斗). “The
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secret,” Grandpa said quietly, “is nt t frce the pieces tgether, but t make them fit s they want t hld each
ther”. Then he left t pack sme bxes.
Li Wei lked clsely at the wden jints. Emma checked the tls with curisity. “It’s like a 3d puzzle,”
She said. “Yur grandpa is right — this is clever wrk.” Suddenly, Li Wei felt prud and wrried. The mvers
wuld cme in tw hurs.
Paragraph 1:
Li Wei tk a deep breath and picked up the thinnest chisel frm the tlbx.
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Paragraph 2:
When the last jint fit perfectly int place, grandpa came back and saw the fixed stl.
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【答案】例文
Paragraph 1:
Li Wei tk a deep breath and picked up the thinnest chisel frm the tlbx. He carefully scraped the wrn
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edges f the tenn, while Emma held the stl steady. Fllwing Grandpa’s wrds, they measured twice befre
making any cut. The ld wd was fragile, and Li Wei’s hands trembled at first. But as they wrked, a calm fcus
settled ver them. Emma suggested ensuring the depth was precise. Bit by bit, the tenn was reshaped t fit its
mrtise. It was like slving a 3D puzzle where every angle mattered. Finally, after a gentle tap with a mallet, the
jint slid in smthly — a perfect fit withut frce.
Paragraph 2:
When the last jint fit perfectly int place, grandpa came back and saw the fixed stl. He stpped in the
drway, his eyes widening. Slwly, he walked ver and ran his fingers ver the repaired jint, a smile sftening
his weathered face. “This stl,” he said quietly, “I made it fr yur grandmther when we were newlyweds.” He
lked at Li Wei and Emma, pride gleaming in his eyes. “Yu’ve nt nly fixed wd; yu’ve kept a stry alive.”
Li Wei felt a warmth swelling in his chest — n lnger embarrassed by the dusty shp, but hnred t be part f
its legacy. In that mment, he understd that sme bnds, like the mrtise and tenn, are meant t hld frever.
【解析】
【导语】本文以榫卯技艺为线索展开，讲述李伟爷爷的木工店即将拆除，李伟带同学艾玛来访，爷爷拿出
自己五十年前做的松动凳子，教他们用古法修复的故事。
【详解】1. 段落续写：
①由第一段首句内容“李伟深吸一口气，从工具箱里拿起最薄的凿子。”可知，第一段可描写李伟和艾玛按
照爷爷的指导，小心翼翼地修复凳子榫卯的过程，他们仔细测量、耐心打磨，最终让榫卯完美契合。
②由第二段首句内容“当最后一个榫卯完美契合时，爷爷回来了，看到了修好的凳子。”可知，第二段可描
写爷爷看到修好的凳子后十分动容，讲述凳子的过往，李伟也从羞愧转为自豪，意识到榫卯技艺承载的意
义。
2. 续写线索：修复榫卯——契合完美——爷爷归来——讲述往事——感悟传承
3. 词汇激活：
行为类
①颤抖：tremble/shake
②建议：suggest/prpse
③匹配：fit/match
情绪类
①平静地：quietly/calmly
②尴尬的：embarrassed/awkward
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【点睛】[高分句型 1] It was like slving a 3D puzzle where every angle mattered. (运用了 where 引导的限制性
定语从句)
[高分句型 2] He stpped in the drway, his eyes widening.(运用了独立主格结构 his eyes widening 作伴随状语)
[高分句型 3] In that mment, he understd that sme bnds, like the mrtise and tenn, are meant t hld frever.
(运用了 that 引导的宾语从句)
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