辽宁省葫芦岛市2025-2026学年高二上学期1月期末考试英语试卷

这是一份辽宁省葫芦岛市2025-2026学年高二上学期1月期末考试英语试卷，共19页。

2026年葫芦岛市普通高中高二年级期末考试
时间：120 分钟满分：150 分
注意事项：
1．答卷前，考生须在答题卡和试题卷上规定的位置，准确填写本人姓名、准考证号，并核对条形码上的信息。确认无误后，将条形码粘贴在答题卡上相应位置。
2．回答选择题时,选出每小题答案后,用 2B 铅笔把答题卡上对应题目的答案标号涂
黑，如需改动,用橡皮擦干净后,再选涂其它答案标号。回答非选择题时，将答案写在答题卡上各题目规定答题区域内,超出答题区域书写或写在本试卷上的答案无效。
装第一部分 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。
订第一节（共 5 小题; 每小题 1.5 分，满分 7.5 分）
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
Which activity will the man take part in?
线A. Clthing Recycling.
B. Being a Vegetarian fr One Day.
C. Water Cnservatin.
What is the prbable relatinship between the speakers?
A. Bss and secretary.B. Business partners.C. Interviewer and interviewee.
What will the man mst prbably d?
A. Make sme cffee.B. Cntinue t read.C. Meet friends.
When did the speakers arrive in Suzhu?
A. May 9th.B. May 11th.C. May 13th.
What des Jacb advise Sphia t d?
A. Imprve the design.B. Make better preparatins.C. Behave mre cnfidently.
第二节（共 15 小题; 每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒
钟；听完后，各小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
葫芦岛市普通高中 2025-2026 学年上学期期末考试
高二英语
时间：120 分钟满分：150 分
注意事项：
答卷前，考生须在答题卡和试题卷上规定的位置，准确填写本人姓名、准考证号，并核对条形码上的信息。确认无误后，将条形码粘贴在答题卡上相应位置。
回答选择题时 , 选出每小题答案后, 用 2B 铅笔把答题卡上对应题目的答案标号涂黑，
如需改动 , 用橡皮擦干净后 , 再选涂其它答案标号。回答非选择题时，将答案写在答题卡上各题目规定答题区域内 , 超出答题区域书写或写在本试卷上的答案无效。
Where des the cnversatin mst prbably take place?
A. In a canteen.B. In a grcery stre.C. In a kitchen.
Which fd des the wman like best?
A. Chicken.B. Beef.C. Fish.
听第 7 段材料，回答第 8 至 10 题。
Hw des Andrew feel abut Clara’s marathn training?
A. It’s striking.B. It’s bring.C. It’s perfect.
What is Andrew’s final decisin?
Signing up fr a marathn race.
Climbing muntains nearby.
Jining a hiking club.
What are the speakers mainly talking abut?
Clubs t make friends.
Ways t wrk ut.
Leisure activities fr weekends.
听第 8 段材料，回答第 11 至 13 题。
Wh is the man?
A. A salesman.B. A judge.C. A hst.
What advice des the wman ffer in her bk?
Meet challenges.
Make a difference t thers.
Ask fr help if in truble.
What des the wman think happiness is?
Sharing with thers.
Slving prblems.
Making accmplishments.
听第 9 段材料，回答第 14 至 16 题。
What will prbably be cvered in the presentatin abut the islands?
A. Their ecnmy.B. Their lcatins.C. Their histry.
Hw will the speakers present the islands’ educatin?
By prviding statistics.
By discussing details.
By utlining backgrund.
Wh is in charge f the visual tls?
A. Dr.White.B. Trevr.C. Julie.
听第 10 段材料，回答第 17 至 20 题。
What was a tp attractin fr children in Lewes Public Library?
Discussing abut bks.
Watching mvie shwings.
Learning abut special animals.
学校
姓名
考号
Where can a family with kids get a free bk mnthly?
Frm Lewes public Library.
Frm Delaware Library.
Frm Wheatn Library.
Why d many libraries run bk stres?
T help children cver health insurance.
T buy laptps fr the pr families.
T fund the develpment f libraries.
Which f the fllwing best describes the new libraries?
A. Multifunctinal.B. Academic.C. Digital.
第二部分 阅读（共两节, 满分 50 分）
第一节（共 15 小题；每小题 2.5 分，满分 37.5 分）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
A
The Spring Festival is nt nly a time fr family reunins but als a glden pprtunity fr students t earn pcket mney thrugh part-time jbs. Fr students wanting t make gd use f the hliday, there are varius part-time ptins fitting their schedules and ability levels. Here are sme practical and ppular chices:
Spring Festival Shpping Guide
With the Spring Festival shpping spree in full swing, shpping malls, supermarkets and specialty stres are in urgent need f shpping guides. It requires n prfessinal skills, but des need a cheerful persnality, gd cmmunicatin skills and patience. Mst merchants ffer simple pre-jb training, with flexible shift wrking hurs fr students.
Estimated pay: 12-20 yuan per hur, plus perfrmance bnuses fr prmting featured prducts
Takeut Delivery Rider Assistant
During the Spring Festival, takeut demand surges—many families rder meals nline t avid cking hassle. This makes it urgent fr platfrms t hire temprary delivery rider assistants. Fr students unfamiliar with city rads r withut a driver’s license, this is safer than being a frmal rider.
Estimated pay: 15-25 yuan per hur, with extra subsidies n New Year’s Eve and legal hlidays
New Year Decratin and Gift Packer
Befre the Spring Festival, cmmunities, malls and enterprises need decratin fr a festive atmsphere; gift shps and e-cmmerce platfrms are busy packing gifts. These labr-intensive jbs have lw skill threshlds—packers nly need t pack gifts neatly as
required. Simple and easy t start, they suit students eager t earn mney quickly.
Estimated pay: 10-18 yuan per hur fr decratin; 0.5-2 yuan per gift fr packing, with higher efficiency bringing higher earnings
What is a requirement fr being a Spring Festival shpping guide?
Having prfessinal prduct design skills.
Being cheerful and having gd cmmunicatin skills.
Having a full-time wrk experience in shpping malls.
Being able t wrk 12 hurs a day.
Why is being a takeut delivery rider assistant suitable fr students?
It prvides free takeut meals every day.
It allws students t drive and practice rad skills.
It desn’t require familiarity with city rads r a driver’s license.
It ffers a fixed mnthly salary higher than ther jbs.
What d the three part-time jbs have in cmmn?
They prvide perfrmance bnuses fr hard-wrking students.
They are flexible r easy t get started and fit students’ hliday schedules.
They are designed fr students wh have advanced prfessinal skills.
They require gd cmmunicatin skills.
B
The Christmas Truce（停战）f 1914 is ne f the mst remarkable events in Wrld War I histry. On Dec. 24, 1914, British and French sldiers were facing German trps alng the French-Belgian brder. Life in the trenches( 壕沟)was tugh—wet, cld and full f cnstant threat f death frm the cruel fire and attacks. Hwever, a sudden peace brke ut that day.
Frm Dec. 24 t Dec. 26, arund 100,000 trps frm bth sides laid dwn their weapns t celebrate Christmas. Sldiers left their muddy trenches and met in N Man’s Land, the area between the tw sides. They sang carls, exchanged small gifts like tbacc, and buried their dead tgether. Reprts even said that 100 sldiers frm bth sides played a sccer game during the truce.
British captain Reginald Jhn “Jake” Armes described the event in a letter t his wife. On
Christmas Eve, the firing stpped arund seven ’clck. The Germans lit up their trenches, and
sldiers frm bth sides shuted Christmas wishes t each ther. Armes went ut and talked t the Germans in German, asking them t sing flk sngs. A German sldier with a fine vice sang Schumann’s The Tw Grenadiers, and the British sldiers cheered ludly. Later, Armes and anther British fficer walked acrss N Man’s Land t talk t a German fficer, agreeing t stp shting until midnight the next day t let the Germans bury their dead.
On Christmas Day, the tw sides cntinued t fraternize（密切交往）. British sldiers
helped the Germans bury their dead, and they gathered in grups t talk and exchange gifts. Armes met a German clnel and several fficers, and phts were taken f British and German sldiers tgether. The Germans, wh were Saxns, expressed their wish fr peace in a manly way. The truce lasted until dusk n Christmas Day, after which the war resumed.
Anthny Richards f England’s Imperial War Museums nted that the Christmas Truce was unique and never happened again n such a large scale. Right after the truce, the high cmmand f bth sides tk measures t prevent similar ceasefires, as they feared it wuld affect the sldiers’ fighting spirit.
What can we learn abut the Christmas Truce f 1914 frm Paragraph 2?
It kept ging fr an entire week.
A frmal ftball match was held between the tw sides’ sldiers.
A large number f rdinary sldiers tk part in the truce.
The sldiers n bth sides refused t exchange any gds with each ther.
Why did Armes and the German fficer agree t stp shting temprarily?
T sing Christmas carls tgether.
T take phts with each ther.
T have a big Christmas dinner tgether.
T allw the Germans t bury their dead.
What did Anthny Richards think f the Christmas Truce?
It was a ne-f-a-kind event in the war.
It had a bad influence n the war prcess.
It was a cmmn event in Wrld War I.
It was planned by the high cmmand f bth sides.
What is the authr’s purpse in writing the text?
T criticize the cruelty f Wrld War I.
T tell a tuching stry f humanity in the war.
T explain the reasns fr the failure f the Christmas Truce.
T praise the high cmmand’s decisin t prevent similar ceasefires.
C
The human brain is capable f amazing learning achievements, but have yu ever wndered hw we remember new infrmatin? Recent research has made the science f memry frmatin clearer, revealing the cmplex prcesses that take place in ur brains when we learn smething new.
When we encunter new infrmatin—whether it’s a name, a fact, r a skill—ur brains g thrugh three key stages: encding, strage, and retrieval. Encding is the prcess f changing infrmatin int a frm that can be stred in the brain. This can happen thrugh repetitin, assciatin with existing knwledge, r emtinal cnnectin. Fr example, remembering a persn’s name is easier if yu link it t a familiar place r bject.
Strage invlves keeping the encded infrmatin in the brain fr later use. The brain has different types f memry strage, including shrt-term memry and lng-term memry. Shrt-term memry can hld a small amunt f infrmatin fr a brief perid—usually a few secnds t a minute. Lng-term memry, n the ther hand, can stre infrmatin fr years r even a lifetime. Research shws that sleep plays a key rle in transferring infrmatin frm shrt-term t lng-term memry, as the brain prcesses and rganizes memries during rest.
Retrieval is the prcess f accessing stred infrmatin when needed. This is what happens when yu recall a phne number yu memrized r a lessn yu learned in schl. Hwever, retrieval isn’t always perfect—we’ve all felt frustrated when frgetting smething we thught we knew. Factrs like stress, distractin, and the passing f time can affect ur ability t retrieve memries.
Scientists are still explring the detailed aspects f memry frmatin, but their findings have practical uses. Fr students, understanding hw memry wrks can help imprve study habits—such as reviewing material regularly, getting enugh sleep, and using assciatin techniques. Fr lder adults, engaging in activities that keep the mind active and maintaining a healthy lifestyle may help preserve memry functin.
What can we infer abut encding frm Paragraph 2?
It is a prcess limited t remembering names and facts nly.
It requires students t have a strng emtinal cnnectin t all things they learn.
It is the mst challenging stage amng the three memry stages.
It wrks better when new infrmatin is cnnected t what we already knw.
Hw des sleep affect memry?
It helps transfer infrmatin t lng-term memry.
It increases the capacity f shrt-term memry.
It prevents the lss f stred infrmatin.
It imprves the speed f encding.
What can affect ur ability t retrieve memries?
Regular review f material.
Strng emtinal cnnectins.
Stress and distractin.
Use f assciatin techniques.
What is the practical value f research n memry frmatin?
It helps develp new memry-enhancing drugs.
It prvides strategies fr imprving memry.
It explains why sme peple have better memries.
It enables us t cntrl thers’ memries.
D
Marine fishing supprts 44% f the wrld’s ttal fishery utput, making it vital fr human life. Hwever, this industry faces a critical challenge: accidental catch—the unintended capture f vulnerable marine animals such as seabirds, sea turtles, and marine mammals. Each year, fishing activities cause ver 500,000 marine mammals and 400,000 seabirds t die frm drwning r severe injuries. T deal with this prblem, scientists and fishermen have turned t technlgical slutins, and a recent glbal study published in Nature Sustainability has explained their effectiveness clearly.
The research team, led by schlars frm Sun Yat-sen University, analyzed 42 technical measures designed t reduce accidental catch acrss different fishing methds, including lng fishing lines, gill fishing nets, trawling nets, and traps. They fund that these technlgies can cut dwn n unintended captures withut reducing the catch f target fish species. Clearly, measures based n animal senses ften wrk better than purely physical nes. Fr example, bird-scaring lines have prven effective in reducing seabird accidental catch in lng fishing line and trawling net fisheries, while lighting devices minimize unintended captures f sea turtles and seabirds in gill fishing net peratins.
Hwever, the study als revealed limitatins. Few measures are widely applicable acrss multiple fishing tls r animal grups. Additinally, current technlgies struggle t effectively reduce the accidental catch f marine mammals, thugh they d help lwer lsses caused by fin-fted marine mammals (e.g. seals) t target catches. Mst successful tests were dne in the Atlantic, Mediterranean and Black Seas, with mre data frm high-incme cuntries like Eurpean natins and the US. Arund 59% f the measures used by reginal
fishery grups match the study’s results, while 26% lack enugh data fr full assessment.
Experts stress that technical slutins alne are nt enugh. Cmbining these measures with peratinal practices, emergency release rules, and trade regulatins can create a mutually beneficial effect under the framewrk f “preventin-reductin-restratin-supplement .” This all-arund apprach is key t supprting living creature diversity and achieving glbal sustainability gals related t underwater life.
What des the underlined wrd “vulnerable” in Paragraph 1 prbably mean?
A. strng and pwerful.B. hard t find.
C. large in number.D. weak and easily harmed.
What can we learn abut the technical measures frm the study?
They wrk equally well fr all marine animal grups.
Physical measures are mre effective than sense-based nes.
They can reduce accidental catch withut affecting target fish.
Mst f them have been widely used in lw-incme cuntries.
What can we infer frm the data mentined in Paragraph 3?
Mst reginal fishery management measures are fully backed by scientific data.
All successful tests f the measures have been cnducted in the three seas.
Lw-incme cuntries have cntributed the majrity f data fr the research.
Over half f the measures adpted by fishery grups agree with the study’s results.
Which f the fllwing can be the best title fr the text?
Fighting Fishing Accidental Catch: Technlgical Slutins and Mre
Marine Fishing: A Majr Surce f Glbal Fishery Output
High-incme Cuntries Lead the Way in Fishery Research
The Decline f Marine Animals: A Grwing Cncern
第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Hw t Chse Suitable Reading Materials fr Winter Vacatin
Winter vacatin is a precius time fr high schl students t expand hrizns and imprve English skills thrugh reading. Hwever, with cuntless bks, articles and nline resurces, picking suitable reading materials can be challenging. 36 The key is t find materials matching yur level, interests and learning gals.
37 Assessing yur English prficiency is the first step. Fr intermediate learners, yu shuld avid materials with verly cmplex vcabulary and sentences that may discurage yu; instead, chse thse that yu can understand mst f the cntent
with ccasinal dictinary use. Advanced learners can chse challenging wrks like classic nvels r academic essays t push limits and enhance critical thinking.
Persnal interests are als crucial fr maintaining mtivatin. 38 If yu lve sprts, read sprts news, athlete bigraphies r sprts magazines. Stry lvers can explre shrt stries, yung adult nvels r English cmics. Reading what yu enjy helps yu stay fcused and build reading cnfidence.
39 Clear learning gals help narrw dwn chices. T imprve vcabulary fr exams, yu can chse materials with rich practical vcabulary, such as English learning magazines. T enhance academic reading cmprehensin, academic jurnals, research summaries r nn-fictin n histry, science r sciety are ideal. Aligning materials with gals makes vacatin reading enjyable and prductive.
Lastly, dn’t fear trying different materials and adjusting. 40 Start with shrt articles and gradually mve t lnger nes. If a bk feels t hard r bring after a few pages, put it dwn and try anther. Winter vacatin reading aims t relax, learn and grw, nt t frce yurself thrugh uninteresting materials. With the right apprach, yu can make the mst f yur vacatin and becme a better reader.
Matching yur reading materials t yur English level is essential.
Reading widely can keep yu infrmed and help yu embrace challenges.
It’s easy t feel verwhelmed by the vast number f ptins.
Yur learning gals shuld guide yur chice f reading materials.
Chsing materials that agree with yur interests can make reading mre enjyable.
Yu can als ask teachers r classmates fr recmmendatins.
Remember that the best reading materials keep yu engaged and curius.
第三部分 语言运用（共两节, 满分 30 分）
第一节（共 15 小题；每小题 1 分，满分 15 分）
阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
Nick Wilde, the 41 fx prtagnist f Disney’s Ztpia, is far mre than a witty n-screen character—he’s a charming “spkesanimal” fr real red fxes. Nt all red fxes fit their name: they can 42 appear in shades f brwn, deep black, r sleek silver. At birth, red fx babies are blind, helpless, and 43 barely less than a standard smartphne. They 44 clsely with their mthers in undergrund dens fr abut seven
mnths, 45 entirely n her fr nurishment, warmth, and prtectin.
When hunting, an adult red fx can reach speeds f 30 miles per hur in shrt bursts— 46 as fast as a charging bull! Unlike scial wlves, red fxes are primarily
47 creatures: they hunt alne and defend individual territries, nly gruping temprarily t mate r raise yung. A small family unit is 48 as a “leash” in wildlife terminlgy（术语）.
In Ztpia, Nick makes histry as the first fx fficer t 49 the city’s plice
department—a rle that frces him t 50 lng-held steretypes（刻板印象） abut fxes being “untrustwrthy tricksters.” By the film’s end, he prves that even thse labeled by prejudice can 51 their gals with grit（毅力）and kindness.
Beynd the mvie, real red fxes have 52 sensry skills: their hearing is s sharp that they can detect small rdents（啮齿动物） 53 a ft f snw, pinpinting prey like rabbits. They’re 54 hunters, blending stealth (sneaking thrugh tall grass) and quick bursts f speed t catch meals.
The Natinal Gegraphic Kids feature 55 Nick’s ppularity t bridge fictin and science, teaching yung readers abut fx bilgy and behavir while keeping them engaged with a belved character.
41.
A. anxius
B. fictinal
C. cautius
D. curius
42.
A. thus
B. als
C. instead
D. ever
43.
A. weigh
B. cunt
C. accunt
D. wrap
44.
A. cmmunicate
B. cmpete
C. argue
D. stay
45.
A. insisting
B. fcusing
C. relying
D. feeding
46.
A. rughly
B. merely
C. rarely
D. slightly
47.
A. scial
B. islated
C. aggressive
D. energetic
48.
A. attached t
B. adapted t
C. applied t
D. referred t
49.
A. resist
B. manage
C. jin
D. resign
50.
A. ignre
B. create
C. accept
D. challenge
51.
A. change
B. set
C. achieve
D. adjust
52.
A. nrmal
B. cmmn
C. limited
D. sensitive
53.
A. acrss
B. beneath
C. beynd
D. beside
54.
A. skilled
B. lazy
C. generus
D. clumsy
55.
A. cmpares
B. replaces
C. emply
D. treats
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。
Nrtheast Errenzhuan, a belved flk art frm rted in China’s nrtheastern prvinces, has a histry spanning ver 300 years. It riginated frm lcal flk sngs and dances, and gradually develped int a unique perfrmance 56 cmbines singing, speaking, acting, and acrbatics(杂技)—fur skills that test perfrmers’ abilities t the full.
Deeply influenced by 57 bld and straightfrward character f nrtheastern peple, Errenzhuan perfrmances are knwn fr their humr and energy. Perfrmers ften wear brightly clred cstumes and use 58 (vivid) expressins than thse f traditinal pera artists t tell stries abut daily life, lve, and scial phenmena. The music, 59 (create) by instruments like the suna and erhu, sets a cheerful and lively atmsphere that resnates with audiences f all ages.
Over the years, Errenzhuan 60 (experience) cnstant innvatin while preserving its traditinal essence. There are many mdern adaptatins, which integrate cntemprary themes and stage techniques, 61 (make) it mre appealing t yung peple. Many artists devte 62 (they) t prmting this flk art, taking it t stages acrss the cuntry and even verseas, where it serves as a bridge fr cultural exchange.
As a precius intangible cultural heritage, Errenzhuan deserves t be prtected and inherited. Its charm lies nt nly in its entertaining 63 (perfrmance) but als in its reflectin f nrtheastern culture—values, custms, 64 lifestyles that have been passed dwn thrugh generatins. 65 mre yung peple shwing interest, this ancient art frm will cntinue t shine in the future.
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，你校近期将举办 “英语戏剧表演大赛”，请给留学生朋友 David 写一封邮件，邀请他组队参赛，内容包括：
比赛时间、地点；
参赛要求。
表达合作的信心。
注意：
写作词数应为 80 个左右；
请按如下格式在答题卡的相应位置作答。
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。
Bnnie had always admired her mther Janice’s creativity and kindness. Grwing up in the 60’s and 70’s, Janice wuld stay up late sewing cstumes fr the entire class in schl plays, nt just her daughter’s. Hwever, having suffered three strkes in 2017, Janice lst the use f her right side and having t rely n a wheelchair. Tw years ag, when Bnnie sld her mther’s huse t mve int a smaller place, she fund three unfinished knit sweaters in the packing bxes. She knew exactly wh they were fr: a blue and white ne fr Janice, a purple ne fr herself, and a cardigan（开衫）fr her daughter. Bnnie, wh never tk t crafting like her mther, tk the sweaters t a lcal knitting stre fr help. There, she was intrduced t “Lse Ends”—a nnprfit rganizatin funded tw years ag that matches peple with unfinished prjects frm incapacitated r deceased lved nes with vlunteer crafters, free f charge. The rganizatin has nearly 30,000 vlunteers wh have taken n abut 3,500 prjects. Bnnie cntacted Lse Ends and was cnnected with Anna, a skilled knitter wh had picked up
the hbby at 9 and had 20 years f experience.
Anna wrked n the sweaters diligently(勤奋地). She said the prject reminded her f her wn grandmther, wh had t give up knitting due t arthritis(关节炎). Fr Anna, it was bth a chance t pursue her hbby withut buying supplies and an pprtunity t stretch her skills with new patterns. Meanwhile, Janice passed away in September f last year, making the cmpletin f the sweaters even mre meaningful t Bnnie. As Anna neared the finish line, bth she and Bnnie lked frward t the mment when the unfinished pieces wuld becme tangible(有形的) memries f Janice’s lve.
注意：
续写词数应为 150 个左右；
When Anna finally handed ver the three finished sweaters t Bnnie, tears welled up in Bnnie’s eyes.
Bnnie wasted n time in writing a heartfelt thank-yu letter t Anna and the Lse Ends rganizatin.
请按如下格式在答题卡的相应位置作答。
Dear David,
Hpe yu’re having a great week!
Yurs sincerely , Li Hua
葫芦岛市普通高中 2025-2026 学年上学期期末考试高二英语参考答案及评分标准
第一部分 听力（共 20 题，满分 30 分。每小题 1.5 分）
1 — 5. BABAC6 —10. ACACB11 —15. CCABA16 —20. BCBCA
第二部分 阅读（共 20 题，满分 50 分。每小题 2.5 分）
21 — 23. BCB24 — 27. CDAB28 — 31. DACB32 — 35. DCDA36 — 40. CAEDG
第三部分 语言运用（共两节，满分 30 分）
第一节 完形填空（共 15 题，满分 15 分。每小题 1 分）
41—45. BBADC46—50. ABDCD51—55. CDBAC
第二节 语法填空（共 10 题，满分 15 分。每小题 1.5 分）
第四部分 写作（共两节，满分 40 分）第一节（满分 15 分）
应用文参考范文 1 Dear David,
Hpe yu’re having a great week! I’m writing t invite yu t team up with me fr ur schl’s English Drama Perfrmance Cntest, which will be held at the auditrium next Friday at 2 PM. Here are the key rules: each team must have 2-3 students, ur English drama piece shuld be 5-8 minutes lng with full English lines, and simple prps are allwed t make the perfrmance vivid. I hpe yu’ll jin me because yu’re nt nly excellent at English but als have a great gift fr acting. I’m sure ur jint effrts will make us a fantastic team and help us shine in the cntest.
Wuld yu be interested in jining me? Lking frward t yur reply!
56. that/which
57. the
58. mre vivid
59. created
60. has experienced
61. making
62. themselves
63. perfrmances
64. and
65. With
第二节（满分 25 分）读后续写参考范文
Yurs sincerely, Li Hua
When Anna finally handed ver the three finished sweaters t Bnnie, tears welled up in Bnnie’s eyes. As she held them clse, Bnnie culd almst hear her mther’s gentle hum as Janice knitted late at night. The blue-and-white ne retained the sftness Janice favred, and the purple ne had a subtle pattern Anna added t match Bnnie’s style. Her daughter let ut a delighted scream when she put n the cardigan, twirling arund t shw it ff. Bnnie thught t herself—these weren’t just sweaters; they were pieces f her mther that had cme back t life.
Bnnie wasted n time in writing a heartfelt thank-yu letter t Anna and the Lse Ends rganizatin. She shared phts f her daughter wearing the cardigan and expressed hw much the finished sweaters meant t her family. Anna was tuched by Bnnie’s wrds and replied that the prject had been a jy fr her t. Inspired by this experience, Bnnie decided t vlunteer at Lse Ends in her spare time. She wanted t help ther peple turn the unfinished prjects f their lved nes int warm, lasting memries, just as Anna had dne fr her.
【听力原文】：第一节
Text 1
W: The Students’ Unin is rganizing several green-life activities. What wuld yu like t jin in?
M: Clthing Recycling and Water Cnservatin will help reduce ur carbn ftprint, but I think being a Vegetarian fr One Day is mre fun.
Text 2
W: I need the reprt by the mrning f June 5th, s it can be reviewed by ther members befre the meeting.
M: All right. I’ll get it ready sn. And I’ll present yu the afternn schedule befre lunch time. W: That wuld be fine.
Text 3
W: Hey, Larry. Hw abut meeting a few f us fr cffee in a little while?
M: Hmm, I wuld if I weren’t s far behind in this reading. I’m ding fr histry.
Text 4
M: Hw lng will we stay in Suzhu?
W: We’ ll stay here fr tw nights. That means we will leave fr the next destinatin n the mrning f May 11th.
Text 5
W: Jacb, I can hardly breathe; tmrrw will be the first time fr me t shw my design.
M: I’ m sure yur ideas are great. Stp dubting yurself. Sphia. The mre yu believe in yurself, the mre thers will believe in yu.
W: Many thanks fr yur advice.
第二节
Text 6
W: All the fd smells fresh tday and makes my muth water. M: Let’s line up here. This line seems a little shrter.
W: What’s n the menu tday?
M: Fish, beef, prk, chicken and vegetables. Fr main fd there is rice, steamed bread and ndles. W: Oh, we’re lucky tday, aren’t we?
M:Yes, I’d rather take cabbage with beef.
W: I think I’ll take fried fish, because fish is my favurite. M: That’s gd. We can share what we have.
Text 7
M: Clara, I heard yu were training fr a marathn. I’m really impressed. I culd never d that. W: I’ve been running fr a few mnths nw, but I stepped things up abut a mnth ag.
M: But it’s s hard t d marathn. Hw did yu make it?
W: I started ff slwly wrked my way alng, and nw I d ver three miles every day, mre n weekends. Give it a sht, and yu’ll feel great.
M: Sure. I will. S besides running, d yu recmmend any ther wrkut?
W: Well, it depends. Andrew, d yu prefer t be quiet and alne r like making friends?
M: Yu knw I study alne in this city, far away frm my hmetwn. S if I can make sme friends, it wuld be perfect.
W: Well, I knw a club fcusing n hiking trips at weekends. It usually sets ut n Friday evening, taking a bus ride t a nearby muntainus area, and they spend Saturday hiking, camping, even diving smetimes, befre heading back n Sunday.
M: Cl! I lve that. Please d let me knw hw t jin it. W: N prblem.
Text 8
M: The guest fr tday is Sue Walter, a famus judge in curt. Gd mrning, Sue! W: Gd mrning, Shawn.
M: Sue, wuld yu please tell us the theme f yur nw bk?
W: Well, I want peple wh have challenges in their lives t believe that they can still accmplish a lt. Always ash fr help. I suggest.
M. Right. What’s the best part f being a judge in curt?
W: Having a vice in the decisin-making prcess. I feel a sense f satisfactin and happiness abut that. M: Er... What d yu mean by happiness?
W: I think it wuld be the satisfactin f enjying things with thers, meaning when yu give it t thers, whether it ’s time, attentin, a gift, anything, just thse mments f sharing. I have been n a children’s prgram. I talk t them abut hw the law helps peple slve their prblems.
M: Thanks. I appreciate yur time...
Text 9
W: Remind me, Trevr. When shuld we make the presentatin? M: Dr. White said it’s n June 4th.
W: S what are we ging t include in it? Shall we start frm sme histrical-backgrund f the islands? Maybe smething abut the ecnmy r smething else?
M: Oh n! Dr. White said we shuldn’t g int that srt f detail.
W: OK. Hw abut the gegraphical lcatin since nt many peple knw where the islands are. M: Gd idea. And an verview f their educatin system shuld be included.
W: That means educatin statistics like literacy rates and schl places shuld be presented.
M: Abslutely. Dr. White said he wanted us t use plenty f visual tls, like the verhead prjectr and sme maps and we might as well try them ut befre the presentatin.
W: N prblem. They are available in the Resurces Rm.
M: I see, Julie. But it’s almst time fr my lessn. May we divide it? I will bk all the visuals and yu d the ther stuff. Let’s meet again n Mnday.
W: Sure.
Text 10
Public libraries arund the United States are changing what it means t be a library. Instead f just being places fr bks, they have becme cmmunity centers. Lewes Public Library is ne f them. This mnth, the library held events like discussins abut bks and current events, mvie shwings, petry writing wrkshps. And Spanish-language discussins. Fr children, ne f the mst ppular events this year was when a nature center brught in several special animals. Delaware Library als has a prgram t mail a free bk t families with yung children each mnth. The gal is t prvide children with a large bk cllectin in their hme withut having t pay fr it themselves. In sme cmmunities, libraries are where peple access scial services. Wheatn Library, Maryland’s new public library, hlds jb fairs and partners with lcal rganizatins t help families get health insurance. Peple wh cannt affrd t buy their wn laptp cmputers can brrw ne frm the library. Besides, many libraries have bk stres where visitrs can buy new and used bks. The mney raised ges back t supprting the libraries.
书面表达评分标准
第一节（满分 15 分）一、评分原则
本题总分为 15 分，按五个档次进行评分。
评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
对内容要点的覆盖情况以及表述的清楚程度和合理性。
使用词汇和语法结构的准确性、恰当性和多样性。
上下文的衔接和全文的连贯性。
评分时，先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。
评分时还应注意：
词数少于 60 的，酌情扣分。
单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑。英、美拼写及词汇用法均可接受。
书写较差以致影响交际的，酌情扣分。
二、各档次的给分范围和要求第五档（13～15 分）
覆盖了所有内容要点，表述清楚、合理。
使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
完全达到了预期的写作目的。第四档（10～12 分）
覆盖了所有内容要点，表述比较清楚、合理。
使用了比较多样并且恰当的词汇和语法结构，可能有些许错误，但不影响理解。比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
达到了预期的写作目的。第三档（7～9 分）
覆盖了大部分内容要点，有个别地方表述不够清楚、合理。
使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
基本达到了预期的写作目的。第二档（4～6 分）
遗漏或未清楚表述一些内容要点，或一些内容与写作目的不相关。所使用的词汇有限，语法结构单调，错误较多，影响理解。
几乎不能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。未能达到预期的写作目的。
第一档（1～3 分）
遗漏或未清楚表述大部分内容要点，或大部分内容与写作目的不相关。所使用的词汇有限，语法结构单调，错误很多，严重影响理解。
几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
完全未达到预期的写作目的。零分
未作答；所写内容太少或无法看清以致无法评判；所写内容与题目要求完全不相关。
第二节（满分 25 分）一、评分原则
本题总分为 25 分，按五个档次进行评分。
评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
创造内容的质量，续写的完整性以及与原文情境的融治度。
使用词汇和语法结构的准确性、恰当性和多样性。
上下文的衔接和全文的连贯性。
评分时，先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。
评分时还应注意：
词数少于 120 的，酌情扣分。
单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑。英、美拼写及词汇用法均可接受。
书写较差以致影响交际的，酌情扣分。二、各档次的给分范围和要求
第五档（21～25 分）
创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。
使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
第四档（16～20 分）
创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融治度较高。
使用了比较多样并且怡当的词汇和语法结构，可能有些许错误，但不影响理解，比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第三档（11～15 分）
创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。 使用了简单的词汇和语法结构，有一些错误或不怡当之处，但基本不影响理解。基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
第二档（6～10 分）
内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度脱节。所使用的词汇有限，语法结构单调，错误较多，影响理解。
未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。第一档（1～5 分）
内容或逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。所使用的词汇有限，语法结构单调，错误很多，严重影响理解。
几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。零分
未作答：所写内容太少或无法看清以致无法评判：所写内容全部抄自原文或与题目要求完全不相关。
A
【语篇解读】本文是一篇说明文，属于 “生活与实践” 主题语境。文章主要介绍了春节期间适合学生的三类兼职工作（导购、外卖骑手助理、节日装饰与礼品打包工），包括工作内容、岗位要求和薪资水平，旨在考查学生获取实用信息、梳理文本结构的能力。
题 答案：B
解析：本题考查细节信息定位能力。根据“Spring Festival Shpping Guide”部分的内容“it des need a cheerful persnality, gd cmmunicatin skills and patience”可知，开朗的性格和良好的沟通能力是春节导购岗位的要求。A 选项“具备专业的产品设计能力”、C 选项“有商场全职工作经验”、D 选项“能够每天工作 12 小时”均未在原文提及，属于无中生有。
题 答案：C
解析：本题考查细节理解能力。根据“Takeut Delivery Rider Assistant”部分的表述“Fr students unfamiliar with city rads r withut a driver’s license, this is safer than being a frmal rider”可知，外卖骑手助理岗位适合学生的原因是该岗位不要求熟悉城市路况或持有驾照。A 选项“每天 提供免费外卖餐食”、B 选项“允许学生开车练习路况技能”在原文无依据；D 选项“提供比其他工作更高的固定月薪”错误，原文仅给出该岗位时薪范围，未提及“固定月薪”，也未明确其薪资为三类工作中最高。
题 答案：B
解析：本题考查对全文细节的综合推理能力。文章开头提到这些兼职“fit their schedules and ability levels”，后续分别说明导购岗位“wrking hurs are usually arranged in shifts（时间灵 活）”、装饰打包工岗位“simple and easy t get started（容易上手）”，由此可推断三类工作均灵活易上手，适配学生的假期安排。A 选项错误，原文仅导购岗位提及绩效奖金，并非三类工作都有，属于以偏概全；C 选项错误，原文明确三类工作技能门槛低，与“需要高级专业技能”表述相反；D 选项错误，外卖骑手助理岗位的薪资是浮动时薪范围，并非“固定最高薪资”，属于偷换概念。
B
【语篇解读】本文是一篇记叙文，属于“人与社会—历史与文化”主题语境。文章主要介绍了 1914 年一战期间，英、法与德国士兵在圣诞期间自发停战、友好互动的历史事件，详细描述了停战的过程、士兵的交流行为以及事件的后续影响，旨在考查学生获取细节信息、推理判断和归纳主旨的能力。
题 答案：C
解析：本题考查对第二段细节信息的理解。A 选项错误，根据第二段首句“Frm Dec. 24 t Dec. 26”可知，停战仅持续 3 天，并非“an entire week（一整周）”。B 选项错误，第二段提到士兵“played a sccer game”，但并未说明是“frmal ftball match（正式足球比）”，属于偷换概念。C 选项正确，第二段明确指出“arund 100,000 trps frm bth sides laid dwn their weapns”，数量庞大的参战士兵均为普通作战人员，说明“a large number f rdinary sldiers”参与了此次停战。D 选项错误，第二段提到士兵“exchanged small gifts like tbacc”，与选项中“refused t exchange any gds”表述完全相反。
题 答案：D
解析：本题考查具体细节的查找能力。根据第三段尾句“agreeing t stp shting until midnight the next day t let the Germans bury their dead”可知，Armes 与德国军官达成临时停火协议的直接目的是允许德国人埋葬阵亡士兵，因此 D 选项符合原文内容。A、B、C 选项中的“唱圣诞颂歌”“合影”“共进圣诞大餐”均未在原文提及，属于无中生有。
题 答案：A
解析：本题考查人物观点的提炼能力。根据第五段首句“Anthny Richards... nted that the Christmas Truce was unique and never happened again n such a large scale” 可知， Anthny Richards 认为此次圣诞停战是独一无二的，此后再也没有出现过如此大规模的停战事件。选项 A 中的“ne-f-a-kind”与原文的“unique”为同义替换，表述准确。B 选项错误，原文未提及停战对战争进程产生负面影响；C 选项错误，“cmmn”与“unique”语义相反； D 选项错误，第五段表明双方高层事后采取措施阻止类似事件，说明停战并非由高层策划。
题 答案：B
解析：本题考查文章主旨的归纳能力。全文围绕 1914 年一战期间的圣诞停战事件展开，依次介绍了停战的背景、士兵的友好互动（唱歌、交换礼物、埋葬阵亡士兵）、英军上尉的记录以及事件的特殊性，核心是讲述战争中一段充满人性光辉的感人故事，因此 B 选项最能概括全文主旨。A 选项仅为文章开头的背景铺垫，并非核心内容；C 选项“解释停战失败的原因”在原文无依据；D 选项“赞扬高层阻止类似停战的决策”与原文态度相悖，原文未体现对该决策的肯定。
C
【语篇解读】本文是一篇说明文，属于“人与自我—学习与生活”主题语境。文章主要介绍的是人类记忆形成的三个关键阶段（编码、储存、提取）以及相关研究的实用价值，旨在考查学生获取细节信息、归纳主旨和推理判断的能力。
答案：D
解析：本题考查基于第二段内容的推理判断能力。A 选项错误，第二段明确指出编码适用于 “a name, a fact, r a skill” 三类信息，“limited t”（仅限于）的表述过于绝对，属于以偏概全。B 选项错误，“emtinal cnnectin” 只是编码的方式之一，并非要求对所有学习内容都建立强烈的情感关联，表述过于绝对。C 选项错误，第二段仅介绍编码的定义和实现方式，未将其与储存、提取阶段的难度进行对比，属于无中生有。D 选项正确，第二段提到编码可通过 “assciatin with existing knwledge” 实现，且举例说明将人名与熟悉的地点或物品关联会更容易记住，由此可推断新信息与已有知识建立联系时，编码效果更好。
答案：A
解析：本题考查细节理解能力。根据第三段尾句“Research shws that sleep plays a key rle in transferring infrmatin frm shrt-term t lng-term memry”可知，睡眠的作用是帮助信息从短期记忆转移到长期记忆。B、C、D 选项的表述在原文中均无依据。
答案：C
解析：本题考查细节查找能力。根据第四段尾句“Factrs like stress, distractin, and the passing f time can affect ur ability t retrieve memries”可知，压力和分心是影响记忆提取能力的因素。A、B、D 选项均为有助于强化记忆的方法，而非影响记忆提取的因素。
答案：B
解析：本题考查推理判断能力。根据最后一段内容，记忆形成的研究成果能为学生提供改善学习习惯的方法，也能为老年人提供维持记忆功能的建议，这些都属于提升记忆力的实用策略。A 选项“研发记忆增强药物”、C 选项“解释个体记忆差异的原因”、D 选项“控制他人的记忆”均未在原文提及。
D
【语篇解读】本文是一篇说明文，属于“人与自然—环境保护与可持续发展”主题语境。文章主要介绍的是“渔业误捕问题的危害、减少误捕的技术措施及其局限性，以及“技术+管理”的综合解决思路 ”，旨在考查学生词义猜测、细节理解和主旨归纳的能力。
答案：D
解析：本题考查词义猜测能力。根据第一段“the unintended capture f vulnerable marine animals”以及后文“ver 500,000 marine mammals and 400,000 seabirds t die frm drwning r severe injuries”可知，这些海洋动物极易因捕捞活动伤亡，因此“vulnerable”的意思是“脆弱的、易受伤害的”。A 选项（强壮有力的）与文意相反；B 选项（难以发现的）、C 选项（数量 庞大的）在原文无依据。
答案：C
解析：本题考查细节理解能力。定位第二段“They fund that these technlgies can cut dwn n unintended captures withut reducing the catch f target fish species”，可知技术措施能在不影响目标渔获的前提下减少误捕。A 选项与“ Few measures are widely applicable acrss multiple fishing tls r animal grups”矛盾；B 选项与“measures based n animal senses ften wrk better than purely physical nes”相反；D 选项与“mre data frm high-incme cuntries”不符。
答案：D
解析：本题考查细节推理能力。根据第三段 “Arund 59% f the measures used by reginal fishery grups match the study’s results” 可知，59% 的比例超过半数，即超过半数的渔业措施与研究结果一致。A 选项错误，原文提到 26% 的措施 “lack enugh data fr full assessment”，并非大多数措施有充分数据支撑；B 选项错误，原文 “mst” 不等于 “all”，属于偷换概念；C 选项错误，原文明确 “mre data frm high-incme cuntries”，与低收入国家无关。
答案：A
解析：本题考查主旨归纳能力。文章先提出渔业误捕的问题，再介绍减少误捕的技术措施及局限性，最后给出“技术+管理”的综合解决方案。A 项标题全面概括全文核心内容。B 项仅提及海洋捕捞的地位，C 项只涉及研究数据来源，D 项侧重海洋动物减少的现象，均为局部信息，不能作为全文标题。
第二节
【语篇解读】本文是一篇说明文，属于“人与自我—学习策略”主题语境。文章主要介绍的是高中生寒假选择合适英语阅读材料的三个核心方法：匹配英语水平、契合个人兴趣、贴合学习目标，以及灵活调整阅读材料的建议，旨在考查学生把握语篇结构、梳理逻辑关系和匹配段落主旨的能力。
答案：C
解析：前一句提到“面对海量书籍、文章和线上资源，挑选合适的阅读材料很有挑战性”，空后则给出“关键是找到匹配自身水平、兴趣和目标的材料”的建议。C 选项 It’s easy t feel verwhelmed by the vast number f ptins（海量选择很容易让人不知所措）承接前文的“挑战性”，起到过渡作用，符合上下文逻辑。
答案：A
解析：空格位于第二段段首，是该段的主旨句。后文围绕“评估英语水平”展开，分别给出中级学习者和高级学习者的选材建议。A 选项 Matching yur reading materials t yur English level is essential（阅读材料与英语水平匹配至关重要）精准概括本段核心内容，与下文衔接紧密。
答案：E
解析：第三段的主题是“个人兴趣对维持阅读动力的重要性”，后文举例说明“热爱运动、喜欢故事的人分别适合的阅读材料”。E 选项 Chsing materials that align with yur interests can make reading mre enjyable（选择契合兴趣的材料能让阅读更愉悦）点明兴趣与选材的关系，符合段落主旨。
答案：D
解析：第四段首句为空格，后文强调“明确的学习目标有助于缩小选材范围”，并举例说明“提升备考词汇、增强学术阅读能力”对应的不同材料。D 选项 Yur learning gals shuld guide yur chice f reading materials（学习目标应指导阅读材料的选择）是本段的主旨句，统领全段内容。
答案：G
解析：最后一段开头提到“不要害怕尝试不同材料并做出调整”，后文建议“从短文入手、不合适的材料及时放弃”，核心是“阅读应以兴趣和投入感为导向”。G 选项 Remember that the best reading materials keep yu engaged and curius（记住最好的阅读材料会让你投入且充满好奇）呼应后文“阅读的目的是放松、学习和成长”，符合语境。
完形填空
【语篇解读】本文是一篇说明文，属于“人与自然—自然生态”主题语境。文章主要介绍的是迪士尼动画《疯狂动物城》中的狐狸尼克原型—赤狐的外形、习性、捕猎技能，以及尼克这一角色在科普赤狐知识方面的作用，旨在考查学生词汇辨析、语境逻辑推理和语篇整体理解的能力。
解析
B (fictinal)
解析：Nick Wilde 是《疯狂动物城》里的虚构狐狸主角，fictinal 表示“虚构的”，符合语境；
anxius（焦虑的）、cautius（谨慎的）、curius（好奇的）均与角色设定无关。
B (als)
解析：前文说不是所有红狐都是红色，此处指它们也会呈现棕色、纯黑或银白等色调，als表示“也”，符合逻辑；thus（因此）、instead（反而）、ever（曾经）均不贴合。
A (weigh)
解析：此处描述红狐幼崽出生时的体重“重达不足一部标准智能手机”，weigh 表示“重（多少）”；
cunt（计数）、accunt（解释）、wrap（包裹）均无“称重”含义。
D (stay)
解析：幼崽会和母亲在地下洞穴里待在一起近七个月，stay clsely with 表示“和……紧密相伴”；cmmunicate（交流）、cmpete（竞争）、argue（争论）均不符合语境。
C (relying)
解析：幼崽依赖母亲获取营养、温暖和保护，rely n 表示“依赖”；insist n（坚持）、fcus n
（专注）、feed n（以……为食）均不匹配。
A (rughly)
解析：红狐短距离冲刺速度大约和冲过来的公牛一样快，rughly 表示“大约”；merely（仅仅）、
rarely（很少）、slightly（稍微）均不符合语义。
B (islated)
解析：与群居的狼不同，红狐是独居生物，islated 表示“孤立的、独居的”；scial（群居的）、
aggressive（好斗的）、energetic（精力充沛的）均与后文“独自捕猎”矛盾。
D (referred t)
解析：小家庭单位在野生动物术语中被称作“leash”，be referred t as 表示“被称作”；attached t（依附于）、adapted t（适应）、applied t（应用于）均不贴合。
C (jin)
解析：Nick 成为第一个加入城市警察局的狐狸警官，jin 表示“加入（组织）”；resist（抵抗）、
manage（管理）、resign（辞职）均不符合剧情。
D (challenge)
解析：这个角色迫使他挑战人们对狐狸“不可信的骗子”的刻板印象，challenge 表示“挑战”；
ignre（忽视）、create（创造）、accept（接受）均与剧情主旨相悖。
C (achieve)
解析：被偏见贴标签的人也能凭毅力和善良实现目标，achieve gals 表示“实现目标”；change
（改变）、set（设定）、adjust（调整）均不搭配。
D (sensitive)
解析：真实的红狐有敏锐的感官技能，sensitive 表示“敏锐的”；nrmal（正常的）、cmmn
（普通的）、limited（有限的）均与后文“听觉敏锐”矛盾。
B (beneath)
解析：红狐能探测到雪下一英尺的啮齿动物，beneath 表示“在……下方”；acrss（穿过）、
beynd（超出）、beside（在……旁边）均不符合。
A (skilled)
解析：红狐是熟练的捕猎者，擅长隐蔽和突袭，skilled 表示“熟练的”；lazy（懒惰的）、generus
（慷慨的）、clumsy（笨拙的）均与捕猎技能描述不符。
C (emply)
解析：《国家地理少儿版》利用 Nick 的热度连接虚构与科学，emply 表示“利用”；cmpare
（比较）、replace（取代）、treat（对待）均不贴合语境。
语法填空
【语篇解读】本文是一篇说明文，属于“人与社会——传统文化与文化传承”主题语境。文章主要介绍的是东北二人转的历史起源、艺术特点、创新发展及文化价值，旨在考查学生在语篇中运用定语从句、非谓语动词、时态等核心语法知识的能力，以及理解和提炼文化类说明文关键信息的能力。
答案：that/which
解析：考查定语从句。先行词是 perfrmance（表物），从句中缺少主语，故用关系代词 that/which 引导。
答案：the
解析：考查冠词用法。特指 “东北人的豪爽直率性格”，形容词 + 名词特指，用定冠词 the。
答案：mre vivid
解析：考查形容词比较级。句中 than 是比较级的标志词，vivid 为多音节形容词，其比较级形式为 mre vivid。
答案：created
解析：考查非谓语动词。名词 music 与 create 之间是被动关系，故用过去分词 created 作后置定语。
答案 has experienced
解析：考查动词时态。时间状语 Over the years 是现在完成时的标志，主语 Er ren zhuan 为单数，故填 has experienced。
答案 making
解析：考查非谓语动词。现代改编融入当代元素这件事，自然带来 “吸引年轻人” 的结果，故用现在分词 making 作结果状语。
答案 themselves
解析：考查反身代词。固定搭配 devte neself t 意为 “致力于”，主语 many artists 是复数，故填 themselves。
答案 perfrmances
解析：名词单复数。its 后接名词，perfrmance 是可数名词，此处表 “各类娱乐表演”，指
复数概念，必须用 perfrmances.
答案 and
解析：考查并列连词。此处连接 values, custms, lifestyles 三个并列的名词，表并列关系，故填 and。
答案 With
解析：考查介词。后接名词 + ding，非完整句子，只能用 With 复合结构，注意区分 As 后接句子。
应用文
【文本分析】本文是一篇英文邀请邮件，属于“人与社会—校园活动与人际交往”主题语境。文章主要介绍学校英语戏剧表演大赛的时间、地点及参赛要求，并邀请好友组队参赛，旨在考查学生运用英语进行日常交际、清晰传达信息及礼貌表达邀请的应用文写作能力。
Dear David,
Hpe yu’re having a great week! I’m writing t invite yu t team up with me fr ur schl’s English Drama Perfrmance Cntest, which will be held at the auditrium next Friday at 2 PM. Here are the key rules: each team must have 2-3 students, ur English drama piece shuld be 5-8 minutes lng with full English lines, and simple prps are allwed t make the perfrmance vivid. I hpe yu’ll jin me because yu’re nt nly excellent at English but als have a great gift fr acting. I’m sure ur jint effrts will make us a fantastic team and help us shine in the cntest.
Wuld yu be interested in jining me? Lking frward t yur reply!
一、 语篇结构分析
Yurs sincerely , Li Hua
本文为邀请类邮件，采用 “寒暄引入 — 核心信息 — 邀请表态 — 期待回复” 的经典应用文结构，逻辑清晰，层次分明：
开篇寒暄：用 Hpe yu’re having a great week! 礼貌开场，符合邮件交际的友好氛围。
核心信息层：先说明活动（英语戏剧表演大赛）的时间、地点，再逐条列出参赛要求，信息传递直接高效。
邀请与信心表达层：提出组队邀请，通过夸赞对方优势强化合作信心，增强说服力。结尾：用 Lking frward t yur reply! 礼貌收尾，符合邮件格式要求。
二、 高分句式
高分句式一：定语从句整合信息（提升句式复杂度）
例句：I’m writing t invite yu t team up with me fr ur schl’s English Drama Perfrmance Cntest, which will be held at the auditrium next Friday at 2 PM.
解析：该句用“which”引导非限制性定语从句，修饰先行词“English Drama Perfrmance Cntest”，将“比赛举办时间、地点”两个信息整合到一个句子中，避免了简单句的堆砌
（如避免写成“I’m writing t invite yu... The cntest will be held...”），使句式更紧凑、复杂度更高。同时，“I’m writing t d sth.”是书信写作的经典开篇句式，清晰点明写作目的，
简洁且正式得体。
可迁移用法：适用于各类书信告知活动信息，如：I’m writing t invite yu t take part in ur schl’s English Speech Cntest, which will be held in the schl hall next Mnday mrning.
高分句式二：并列结构清晰罗列（增强信息条理性）
例句：Here are the key rules: each team must have 2-3 students, ur English drama piece shuld be 5-8 minutes lng with full English lines, and simple prps are allwed t make the perfrmance vivid.
解析：该句采用“主谓结构+冒号+三个并列分句”的句式，通过“and”连接三个规则要点，结构清晰、信息一目了然。同时，第三个分句中“t make the perfrmance vivid”作目的状语，补充说明“允许使用简单道具”的目的，使表达更完整。这种句式适合书信中罗列规则、建议等内容，能提升信息传递的效率。
可迁移用法：适用于告知活动规则、提出建议等场景，如：Here are the suggestins fr the trip: we shuld bk tickets in advance, we’d better bring sme snacks and water, and we need t fllw the guide’s arrangement t ensure safety.
高分句式三：宾语从句表展望（增强表达感染力）
例句：I’m sure ur jint effrts will make us a fantastic team and help us shine in the cntest.
解析：该句中“ur jint effrts will make us... and help us...”是“be sure”后的宾语从句（省略引导词 that），从句内部采用“make sb. sth.+and+help sb. d sth.”的并列结构，既表达了对合作的信心，也描绘了积极的合作前景。其中“jint effrts”（共同努力）、“shine”（脱颖而出）为高级词汇，替代了简单的“wrk tgether”“d well”，提升了表达的亮点；同时，积极的语气能有效激发对方的参与热情。
可迁移用法：适用于表达信心、展望未来等场景，如：I’m sure ur careful preparatin will make the activity a great success and help us leave a gd impressin n the teachers.
读后续写
【文本分析】本文是一篇读后续写记叙文，属于“人与社会—公益互助与情感传承”主题语境。文章主要讲述了邦妮在母亲去世后，借助公益组织和志愿者安娜的帮助，完成母亲未织完的毛衣、留存亲情记忆并决心传递善意的故事，旨在考查学生根据已有情节进行逻辑续写、情感表达和主题升华的写作能力。
When Anna finally handed ver the three finished sweaters t Bnnie, tears welled up in Bnnie’s eyes. As she held them clse, Bnnie culd almst hear her mther’s gentle hum as Janice knitted late at night. The blue-and-white ne retained the sftness Janice favred, and the purple ne had a subtle pattern Anna added t match Bnnie’s style. Her daughter let ut a delighted scream when she put n the cardigan, twirling arund t shw it ff. Bnnie thught t herself—these weren’t just sweaters; they were pieces f her mther that had cme back t life.
Bnnie wasted n time in writing a heartfelt thank-yu letter t Anna and the Lse Ends rganizatin. She shared phts f her daughter wearing the cardigan and expressed hw much the finished sweaters meant t her family. Anna was tuched by Bnnie’s wrds and replied that the prject had been a jy fr her t. Inspired by this experience, Bnnie decided t vlunteer at Lse Ends in her spare time. She wanted t help ther peple turn the unfinished prjects f their lved nes int warm, lasting memries, just as Anna had dne fr her.
一、语篇结构分析
本文为读后续写记叙文，采用 “情节推进 — 情感升华 — 主题延伸” 的三段式逻辑结构，紧扣原文线索，衔接自然流畅：
情节承接段：以 “安娜交付成品毛衣” 为切入点，通过 Bnnie 的落泪、对母亲的回忆，以及女儿穿上开衫的欣喜反应，完成从 “未完成的针织品” 到 “亲情载体” 的转变，呼应原文 “tangible memries” 的核心线索。
情感表达段：过渡到 Bnnie 写感谢信的行为，通过 Anna 的回应，强化 “双向温暖” 的情感基调，为下文的主题升华做铺垫。
主题升华段：以 Bnnie 决定加入 Lse Ends 做志愿者收尾，将个人的亲情故事延伸为 “传递善意” 的公益行动，升华了 “用手艺延续爱与记忆” 的主旨。
二、高分句式情感描写句式
When Anna finally handed ver the three finished sweaters t Bnnie, tears welled up in Bnnie’s eyes.高分亮点：用 时间状语从句开篇，以动作触发情感，画面感极强；短语 welled up 精准描绘泪水涌出的状态，比简单的 cried 更细腻生动，符合读后续写 “细节描写” 的评分要求。
细节刻画句式
The blue-and-white ne retained the sftness Janice favred, and the purple ne had a subtle pattern Anna added t match Bnnie’s style.高分亮点：采用 并列句 结构，对比两件毛衣的细节，既呼应原文中母亲的针织风格，又体现志愿者 Anna 的用心；定语 Janice favred 和 Anna added 后置修饰，句式简洁紧凑，避免冗长。
主题升华句式
She wanted t help ther peple turn the unfinished prjects f their lved nes int warm, lasting memries, just as Anna had dne fr her.高分亮点：运用 “want t d... ” 结构清晰表达 Bnnie 的志愿动机；just as 引导方式状语从句，呼应前文 Anna 的帮助，形成情感闭环；形容词短语 warm, lasting 修饰 memries，精准点明 “记忆的温度与持久性”，升华文章主题。