湖南省长沙市第一中学2025-2026学年高三上学期2月期末英语试题（含答案）含答案解析

这是一份湖南省长沙市第一中学2025-2026学年高三上学期2月期末英语试题（含答案）含答案解析，共14页。试卷主要包含了5分，满分7，15等内容，欢迎下载使用。

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。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。
例： Hw much is the shirt?
A. £19.15.B. £9.18.C. £9.15.
答案是C。
1. What has the wman finished ding?
A. Chsing her majr.
B. Wrking n the cmputer.
C. Sending her applicatin frm.
2. What will the man buy?
A. A bag.B. A laptp.C. A suitcase.
3. When will the man check ut?
A. On the 16th.B. On the 17th.C. On the 18th.
4. What are the speakers mainly talking abut?
A. Ging n vacatin.
B. Dealing with sensitivities.
C. Taking care f the pet.
5. What will the man prbably d fr the wman?
A. Clean the table.B. Help with her reprt.C. Carry the shpping.
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。
6. What did Barbara begin t d tw mnths ag?
A. D the gardening.B. Tidy the bedrms.C. Decrate the living rm.
7. Wh might Brian be?
A. Barbara's neighbr.B. Barbara's husband.C. Barbara's gardener.
听第7段材料，回答第8至10题。
8. When des the cnversatin take place?
A. Befre rdering.B. During a meal.C. After a meal.
9. What d we knw abut the restaurant?
A. It has a nice envirnment. B. It has a new address.C. It has a gd name.
10. What d the speakers decide t d?
A. Reprt service issues.
B. Cmplain abut the manager.
C. Mve t a less crwded place.
听第8段材料，回答第11 至13题。
11. What is the wman curius abut?
A. What life caches d.
B. Why Mel des the qualificatin.
C. Whether Mel is gd at fixing prblems.
12. What des the wman hate ding?
A. Talking abut her family situatin.
B. Analyzing persnal prblems.
C. Cmpleting the husewrk.
13. Hw can the wman slve her prblem accrding t the man?
A. By seeking cperatin.B. By changing her attitude.C. By starting a new rutine.
听第9段材料，回答第I4至17题。
14. What inspired Trent t start climbing?
A. A picture f muntains.
B. A televisin dcumentary.
C. A bigraphy f a climber.
15. Hw did Trent feel when climbing his first big muntain?
A. Nervus.B. Cnfident.C. Tired.
16. Why did Trent decide t climb the seven peaks?
A. T vercme his fear.
B. T realize his lng-held dream.
C. T raise mney fr his grandpa.
17. What made Trent special amng the climbers f the seven peaks?
A. He was accmpanied by his grandpa.
B. He climbed snw-cvered muntains.
C. He was yunger than any ther climber.
听第10段材料，回答第18至20题。
18. What did Bhlin d in his first jb?
A. He taught at a cllege.B. He designed aircraft.C. He prduced cars.
19. When did the first mdern car seat belt appear?
A. In 1942.B. In 1958.C. In 1959.
20. Which cuntry was the first t intrduce car seat belt laws?
A. Japan.B. Australia.C. France.
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 SmartSip is a 500ml duble-walled stainless-steel cup designed fr daily use, suitable fr bth ht and cld drinks. It features a built-in temperature display and a leak-prf lid, making it ideal fr cmmuting, ffice wrk, and utdr activities.
Key Functins
Temperature Mnitring: The LED display n the lid shws the liquid temperature in real-time, ranging frm 0℃ t 100℃. It updates every 5 secnds and autmatically turns ff after 3 minutes f inactivity t save pwer.
Heat & Cld Retentin(保持): The duble-walled vacuum design keeps ht drinks warm fr up t 12 hurs and cld drinks cl fr up t 24 hurs.
Leak-Prf Design: The fd-grade silicne seal n the lid prevents spills, even when the cup is flipped ver.
Cmpnents
1 cup bdy(500ml capacity)
1 LED- display leak-prf lid
1 USB-C charging cable (fr the lid's battery)
1 cleaning brush
1 user mattress
Usage Instructins
1. Befre first use, wash the cup bdy and lid with warm sapy water and rinse thrughly.
2. Charge the lid fr 2 hurs using the prvided USB-C cable; a full charge lasts abut 30days.
3. Pur drinks int the cup (d nt fill beynd the max line marked at 450ml).
4. Clse the lid tightly until yu hear a “click” t ensure it is sealed. The display will light up autmatically when the lid is clsed.
5. After use, empty the cup prmptly. Fr stubbrn stains (like cffee residues), use the cleaning brush with a small amunt f baking sda t scrub gently.
Safety & Maintenance Tips
—— D nt put the cup in a micrwave r dishwasher.
—— D nt use the cup fr carbnated drinks, as pressure may build up and cause leakage.
—— If the display malfunctins, reset it by pressing and hlding the lid's buttn fr 5secnds.
21. What is the main advantage f the SmartSip cup?
A. It can heat up drinks quickly.
B. It has a large 1000ml capacity.
C. It can be used in a micrwave ven.
D. It keeps drinks at desired temperatures fr lng.
22. What shuld yu d when using the SmartSip cup?
A. Use the sft brush t clean the cup.
B. Fill the cup up t its 500ml full capacity.
C. Charge the lid fr 5 hurs t get a full battery.
D. Turn n the display t check whether the cup is clsed.
23. Where can yu mst prbably find this text?
A. A children's strybk.B. A prduct guide.
C. A news reprt.D. A healthy drinking blg.
B
William Wrdswrth's metaphr, “Yur mind is the garden, yur thughts are the seeds. The harvest can either be flwers r weeds,” resnates with the idea that ur mental landscape is similar t a garden, where the seeds f ur thughts determine the nature f ur lives. This cncept suggests that the way we nurture ur thughts can significantly impact ur persnal develpment and success.
Our thughts are the seeds that, when nurtured with care, can blssm int the flwers f success and happiness. Cnversely, neglecting the cultivatin f ur thughts can lead t a life vergrwn with the weeds f failure and despair. T ensure ur minds bear the fruits f ur desires, it's crucial t prepare the sil f ur minds with the nutrients f educatin, health, and effective time management. These elements enrich ur mental landscape, prviding the ideal envirnment fr ur ambitins t take rt and flurish.
The principle f swing and reaping(收获) is as true fr ur lives as it is fr a garden. Just as a gardener wh plants tmates expects tmates, we shuld anticipate that the intentinal cultivatin f ur thughts will yield a crrespnding harvest in life. Each f us hlds the pwer t chse which seeds t plant, and thus, the respnsibility fr the utcmes we reap.
Mrever, the impact f ur thughts extends beynd persnal success; they als influence ur relatinships and scietal cntributins. Kind thughts and actins can fster harmny and cperatin, while negative thughts can lead t cnflict and islatin. The chice t plant seeds f empathy and understanding can result in a life enriched by strng scial bnds and a sense f cmmunity. Additinally, ur thughts can shape ur resilience in the face f adversity, as ptimistic thinking can guide us thrugh challenges, whereas pessimism may hinder ur ability t vercme bstacles.
Drawing everything tgether, the garden f ur mind requires deliberate tending. By selecting and nurturing psitive thughts, and by preparing the cnditins fr their grwth, we can harvest a life rich with the fulfillment f ur gals and dreams. The chice is urs: t plant the seeds f ptential r t let the garden lie fallw(休耕). It is thrugh this cnscius cultivatin that we can transfrm ur minds frm a plt vergrwn with weeds int a garden blming with the flwers f success and the fruits f meaningful cntributins t sciety. The pwer t shape ur destiny lies within us, and it begins with the thughts we chse t plant tday.
24. Hw des the authr illustrate the cncept f mental preparatin in paragraph 1?
A. By relating it t the achievement f persnal gals.
B. By emphasizing the imprtance f seeds f thughts.
C. By assciating it with the management f natural cnditins.
D. By cmparing it t the prcess f gardening and seed nurturing.
25. What can we infer frm paragraph 3?
A. Life utcmes are decided in advance.
B. Life utcmes cme frm desires.
C. Cultivating thughts shapes life utcmes.
D. Cultivating thughts relies n life utcmes.
26. What is the main idea f paragraph 4?
A. The pwer f thughts in shaping ur lives.
B. The imprtance f persnal success in sciety.
C. The rle f empathy in building a strng cmmunity.
D. The effect f ptimism n vercming life's challenges.
27. What cnclusin can we draw frm the text?
A. We cannt change ur destiny.B. Cultivating psitive thughts matters.
C. Persnal gals depend n scial impact.D. Our thughts can directly lead t success.
C
When a persn views a phtgraph f a hairy snake in a lab experiment, scientists usually see markers f increased electrical activity deep in that persn's brain, in a regin called the periaqueductal gray (PAG). When a caged muse smells a cat and freezes, scientists bserve similar changes in the muse's PAG. What's the bvius cnclusin? The PAG cntrls fight-r-flight respnses f animals in threatening situatins.
But what if brains dn't have dedicated circuits fr fighting and fleeing? Peple clearly experience threats, but is threat detectin really a primary mde f the brain with its wn neural(神经的) circuitry? A bdy f recent evidence frm my lab suggests that we dn't g thrugh life cnstantly detecting threats and reacting with flight-r-fight circuits. Actually, brains perate mainly by predictin, nt reactin. All brains cnstantly anticipate the needs f the bdy and attempt t meet thse needs befre they arise. They seek t reduce uncertainty t survive in circumstances that are nly partially predictable.
Like every ther animal, yu have basic needs. T eat, drink and deal with ther imperatives f life, yu must mve abut in an ever-changing wrld ppulated with ther living creatures. In an uncertain situatin, yur brain must gather multiple predictins with multiple actin plans and maintain them fr an extended time thrugh neural activity and ther brain functins.
Uncertainty is a nrmal cnditin f life, but these days, with scial media and rund-the-clck news cverage, it smetimes bmbards(轰炸) us. At every mment, there's a crisis smewhere in the wrld: wars, natural disasters and ther issues. T much uncertainty can leave yu feeling anxius and wrn ut. But these feelings dn't emerge frm vertaxed fight-r-flight circuits. They may just mean yur brain is trying hard t tackle smething uncertain.
28. Why des the authr mentin the caged muse?
A. T crrect an bvius mistake.B. T illustrate a cmmn bservatin.
C. T make a simple cmparisn.D. T intrduce a ppular interpretatin.
29. What des the authr think f the fight-r-flight idea?
A. It verlks the brain's predictive pwer.
B. It can keep humans' bad manners in check.
C. It accunts fr a primary mde f the brain.
D. It best explains the animals' neural activity.
30. What des the underlined wrd “imperatives” in paragraph 3 refer t?
A. Cmplex instructins.B. Essential necessities.
C. Unpredictable challenges.D. Repeated actins and habits.
31. Which is the mst suitable title fr the text?
A. Uncertainty: The Brain's Greatest Challenge
B. Predictin, Nt Reactin: Hw Brains Really Wrk
C. The Truth abut the Brain's Threat Detectin System
D. Inside the Periaqueductal Gray: A Key Brain Regin
D
Philsphers suffer frm a bad reputatin fr dry and dull expressin. The ideals fr mst philsphical writing are precisin, clarity, and the srt f cnceptual analysis that leaves n hair un-split.
There is nthing wrng with clarity, precisin, and the like but this isn't the nly apprach t philsphical inquiry. Outside academic jurnals, abstract philsphical ideas are ften expressed thrugh literature, cinema, and music. Nthing captures attentin quite like an appealing tale, and there exist prfundly philsphical stries that engage and delight, rather than lull the reader t sleep.
One f the great things abut this is that, unlike frmal philsphy, which strives t be very clear, stries dn't wear their meanings n their sleeve——they require interpretatin, and ften express cnflicting ideas fr the reader t wrestle with.
Cnsider what philsphers term the metaphysics(形而上学) f race——an area f philsphy that explres the questin f whether race is real. Three primary psitins can be adpted n this matter. One might think that a persn's race is written in their genes(a psitin knwn as “bilgical realism”). Alternatively, ne might view race as scially cnstructed, similar t cncepts like weekdays r currencies (“scial cnstructinism”).Finally, ne might argue that races are unreal—— mre cmparable t mythical creatures like dragns and unicrns than t Thursdays r dllars (“anti-realism”).
In Black N Mre, Gerge Schuyler ffers a scial cnstructinist perspective n race. The stry fllws a Black scientist named Crkman wh invents a prcedure that makes Black peple visually indistinguishable frm Whites. Thusands f African Americans flck t Crkman's Black N Mre clinics and pay him their hard-earned cash t underg the prcedure. White racists can n lnger distinguish thse peple wh are “really” White frm thse wh merely appear t be White. In a cncluding episde, Crkman discvers that new Whites are actually a whiter shade f pale than thse wh were brn that way, which kicks ff a trend f sunbathing t darken ne's skin s as t lk mre authentically White.
Philsphically rich stries such as this breathe vitality int mre technical philsphical wrks. They serve as narratives t think with, prviding vivid, engaging access t cmplex abstract debates.
32. What is a crucial difference between frmal philsphy and stries?
A. Stries are intended t be mre precise.
B. Frmal philsphy avids abstract ideas.
C. Stries inspire appreciatin and critical thinking.
D. Frmal philsphy exists in academic jurnals nly.
33. Which categry might “natinal identity” fall int accrding t paragraph 4?
A. Bilgical realism.B. Anti-realism.
C. Scial cnstructinism.D. Literary realism.
34. What message is cnveyed in the nvel Black N Mre?
A. Race is actually real.B. Race is entirely fictinal.
C. Race is bilgically fixed.D. Race is scially shaped.
35. What is the authr's main purpse in writing this text?
A. T criticize philsphical writing fr being bring.
B. T argue that stries are superir t frmal philsphy.
C. T detail three metaphysical perspectives regarding race.
D. T demnstrate literature's capacity t explre philsphy.
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。
Yu might think that the difference between 1,5 and 2 degrees wuld nt be that great, but climate scientists have run simulatins(模拟) f bth situatins. The news is nt gd. In many ways, a 2-degree rise wuldn't simply be 33 percent wrse than 1.5; it culd be 100percent wrse. 36 Crn prductin in the trpics wuld g dwn twice as much.
Any ne f these effects f climate change will be bad enugh. But n ne's ging t suffer frm just ht days, r just flds, and nthing else. That's nt hw climate wrks. 37
38 They like it humid(湿热的), and they' ll mve frm areas that dry ut t nes that becme mre humid. S we' ll see cases f malaria and ther insect-brne diseases where they' ve never appeared befre.
Heatstrke(中暑) will be anther majr prblem, and it's linked t the humidity, f all things. Air can cntain nly a certain amunt f water vapr. At sme pint it hits a ceiling, filled with s much water that it can't absrb any mre. 39 Because the human bdy's ability t cl ff depends n the air's ability t absrb sweat as it evaprates(蒸发). If the air can't absrb yur sweat, then it can't cl yu ff, n matter hw much yu sweat. 40 Yur bdy temperature stays high, and if nthing changes, yu die f heatstrke within hurs.
A. Why d yu sweat?
B. Why des that matter?
C. But yu wuld find mre examples later.
D. There's simply nwhere fr yur sweat t g.
E. The effects f climate change add up, ne n tp f the ther.
F. Twice as many peple wuld have truble getting clean water.
G. As it gets htter, fr example, msquites will start living in new places.
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四个选项中选出可以填入空白处的最佳选项。
A few weeks ag, Tulsa, Oklahma, sixth-grade teacher Melissa Bur received a friend request n Facebk frm ne f her students. She didn't accept the request, but a quick brwse(浏览) thrugh the girl's friends list 41 the names f dzens f kids frm her classrm. Many f the students' Facebk pages were cmpletely 42 , meaning even strangers culd 43 the kids' persnal phts and messages.
“I saw middle fingers, students dressed inapprpriately, and extremely 44 language,” Melissa says. “It was 45 .” When she brught up her 46 in class, the students were nt 47 at all. S she created a pst f her wn. With a bright green marker pen, she wrte n a piece f paper: “Dear Facebk: my 12-year-ld students think it is ‘n big deal’ that they are psting pictures f themselves ... Please help me shw them hw 48 their images can get arund.” She put a picture f the letter n her Facebk page and asked peple t share it.
In hurs, it was shared 108,000 times acrss dzens f states and fur cuntries. She 49 it after eight hurs, but it cntinued t spread.“I wanted t shw them that it's n the Internet 50 ,” she says.
As she explained the results f her 51 in class, the students' eyes gt bigger and bigger. “It scared a few f them int deleting their pages 52 ,” she says. Others have remved inapprpriate psts and used privacy settings t 53 their pages.
Her 54 wasn't t scare them ff scial media but t push them t be 55 f what they pst. Melissa says,“I tell them, ‘It desn't mean yu have t just because everyne else is sharing.’”
41. A. requiredB. erasedC. revealedD. sptted
42. A. publicB. famusC. secretD. unknwn
43. A. watch verB. search thrughC. hld backD. hand in
44. A. prperB. pliteC. simpleD. rude
45. A. inspiringB. cmfrtingC. disturbingD. exciting
46. A. resultB. discveryC. suggestinD. wish
47. A. wrriedB. satisfiedC. relievedD. disappinted
48. A. urgentlyB. quicklyC. slwlyD. badly
49. A. preventedB. keptC. cpiedD. deleted
50. A. fastB. earlyC. freverD. then
51. A. experimentB. lessnC. studyD. prpsal
52. A. nlyB. cmpletelyC. recentlyD. accidentally
53. A. displayB. createC. manageD. print
54. A. applicatinB. questinC. imaginatinD. intentin
55. A. mindfulB. fearfulC. hpefulD. frgetful
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。
Embridery, a precius traditinal Chinese craft with a histry f mre than 3,000years, has lng been admired fr its craftsmanship and cultural meaning. 56 (riginate)in the Shang Dynasty, it has develped varius styles acrss different regins f China, such as Su embridery knwn fr its delicacy, Xiang embridery famus fr its vivid patterns, and Shu embridery 57 (celebrate) fr its smth stitches.
The creatin f embridery requires great preparatin and patience. Craftsmen usually start with selecting high-quality silk 58 cttn fabrics, as the texture f either material directly affects the final effect f the wrk. They then sketch the desired patterns n the fabric with light strkes, ensuring the 59 (clear) f every detail. Next 60 (cme) the cre prcess f stitching, where different stitching techniques are applied accrding t the design requirements.
In the past, embridery was mainly used t decrate clthing, quilts, and ther daily items. Tday, it has transcended its practical functin and becme a frm f 61 (art)expressin. Many exquisite embridery wrks are cllected by museums and art lvers arund the wrld, serving as 62 bridge fr cultural exchange between China and ther cuntries. Yung peple are als shwing increasing interest in this craft, learning and inheriting it 63 (keep) the ancient art alive in mdern times.
64 an imprtant part f Chinese cultural heritage, embridery reflects the wisdm and aesthetic pursuit f the Chinese natin. It nt nly recrds the changes f times but als passes n the cultural genes frm generatin t generatin, 65 makes it an indispensable treasure in the treasure huse f wrld culture.
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，你校英文报就“是否应在课堂上全面使用平板电脑”公开征稿。请你写一篇短文投稿，内容需包括：
(1)你的观点；
(2)阐述具体理由(至少两点)。
注意：
(1)写作词数应为80个左右；
(2)请按如下格式在答题卡的相应位置作答。
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 a cld December. Mum had a hard time raising us kids n her wn. My father had drwned in Pitt Lake five years earlier. Because Dad had n pensin r benefits, there was nt much mney; we went n scial assistance.
Lking back, I realize what Mum went thrugh sending us kids t schl. Every mrning she wuld tuck a new piece f cardbard in ur shes because ur sles(鞋底) were wrn ut. When we gt hme, Mum wuld have French tast ready fr us. This was bread deep-fried in lard(猪油). Cnstant mving was typical fr my family in thse days, and it didn't lk like we'd be in ur current huse much lnger. Rent was $25 a mnth, but Mum culdn't pay it, and we knew we wuld be frced ut after Christmas.
The hlidays were fast appraching, and we were entitled t $25 fr Christmas frm scial services. An inspectr came t ur huse and searched thrughly t be sure we didn't have any fd hidden away. When he didn't find any, he issued the cheque t Mum. Mum said that instead f buying fd, she was ging t use the mney t pay ur rent. That way we'd have a rf ver ur heads fr a little while lnger. Then she tld us there wuld be n Christmas gifts.
Unknwn t Mum, I had been selling Christmas trees, shveling snw and ding dd jbs t earn enugh mney t buy a new pair f bts—— bts with n cardbard in the sles. They were ten-inch, Tp-Genuine, and cst $23.
The big day fr getting my bts came n Christmas Eve afternn. I was very excited as I hurried tward the bus stp t catch the bus int twn. But n the way t the bus stp I nticed a huse with Christmas lights and decratins. It was then that I realized we had n lights, n decratins and n Christmas gdies. I als knew we wuld have n turkey r ham fr Christmas dinner. But at least there wuld be French tast.
注意：
(1)续写词数应为150个左右；
(2)请按如下格式在答题卡的相应位置作答。
As I cntinued walking, I began t think the bts culd wait.
The bus drve ff withut me.
高三英语参考答案
A篇
21. D。根据原文 Key Functins 中的“Heat & Cld Retentin(保持): The duble-walled vacuum design keeps ht drinks warm fr up t 12 hurs and cld drinks cl fr up t 24 hurs.”可知,这款水杯的核心优势是能长时间维持饮品的温度。A选项“快速加热饮品”在原文未提及；B选项“容量为1000毫升”与原文“500ml”的信息不符；C选项“可用于微波炉”与 Safety & Maintenance Tips 中的“D nt put the cup in a micrwave”的要求相悖。
22. A。根据原文 Usage Instructins 第 5 条“Fr stubbrn stains … use the cleaning brush with a small amunt f baking sda t scrub gently.”以及 Cmpnents 中提到的配件“1 cleaning brush”可知,使用软毛刷清洁杯子是正确操作。B选项“装满 500 毫升”错误:原文 Usage Instructins第3 条明确要求“d nt fill beynd the max line marked at 450ml”；C选项“充电5 小时”错误；原文指出充满电仅需 2 小时；D选项“需要打开显示器确认杯盖已锁上”错误:原文 Usage Instructins第4条明确措出“当杯盖关紧时,显示器会自动打开”。
23. B。本文全文围绕 SmartSip 便携式智能水杯的功能、配件、使用方法和安全保养须知展开，文本结构和内容完全符合产品手册的文体特征。A选项“儿童故事书”以叙事为主，与本文说明性内容不符；C选项“新闻报道”侧重事件时效性和客观性陈述，而本文无相关新闻要素；D选项“健康饮水博客”侧重饮水知识科普或经验分享，并非产品使用指导。
B篇
24. D。第一段以威廉·华兹华斯的隐喻“Yur mind is the garden, yur thughts are the seeds. The harvest can either be flwers r weeds”开篇，将人的心灵比作花园，思想比作种子，通过和园艺耕种的类比，阐释了思想对人生的影响以及用心培育思想的重要性。
25. C。根据第三段核心内容“the intentinal cultivatin f ur thughts will yield a crrespnding harvest in life”以及“Each f us hlds the pwer t chse which seeds t plant, and thus, the respnsibility fr the utcmes we reap.”可知，本段的核心逻辑是有意地培养思想会塑造相应的人生结果。A选项“人生结果是预先注定的”与原文观点相悖；B选项“人生结果源于欲望”属于偷换概念，原文强调的是思想耕耘的作用，而非欲望的直接影响；D选项“培养思想依赖于人生结果”逻辑颠倒，原文是思想的培养决定人生结果，而非结果决定思想。
26. A。第四段首句“Mrever, the impact f ur thughts extends beynd persnal success; they als influence ur relatinships and scietal cntributins.”是该段的主旨句,点明思想的影响不仅局限于个人成功,还会塑造人生。选项 A充分反映了这一论点。
27. B。根据最后一段中的“By selecting and nurturing psitive thughts, and by preparing the cnditins fr their grwth, we can harvest a life rich with the fulfillment f ur gals and dreams.”可知,培养积极的思想很重要。
C篇
28. D。首段描述了人类看蛇的照片和老鼠闻到猫味时，PAG脑区都有类似的活动。随后作者提问：“What’sthebvius cnclusin?”并自行给出答案:“The PAG cntrls fight-r-flight respnses ...”这说明,作者是在呈现一个基于此类观察的、显而易见的(bvius)结论或流行解释，为下文对其进行质疑做铺垫。故选D。
29. A。作者在第二段直接对此观点提出质疑:“But what if brains dn't have dedicated circuits fr fighting and fleeing?”并紧接着提出自己的核心观点:“Actually, brains perate mainly by predictin, nt reactin.”这表明作者认为传统观点(反应)未能涵盖大脑更主要的运作模式(预测)。故选A。
30. B。根据第三段中的“… yu have basic needs. T eat, drink and deal with ther imperatives f life ...”可知,“imperatives”与“basic needs”(吃喝)并列,由“and”连接,语义相近,并且通过“yu have t mve abut ...”可知,imperatives是指为了生存必须完成的基本事项，因此是“至关重要的必需品”。故选B。
31. B。文章的核心论点在第二段明确提出:“Actually, brains perate mainly by predictin, nt reactin.”全文围绕此展开，先介绍传统的“反应”论(战斗或逃跑)，再详细阐述大脑的“预测”机制如何运作及应对不确定性。B项精准概括了全文的对比核心和结论。故选 B。
D篇
32. C。文中第三段指出“stries… require interpretatin, and ften express cnflicting ideas fr the reader t wrestle with(故事……需要解读并且常常表达出相互矛盾的观点，供读者绞尽脑汁地去思考、反复推敲)”，这与哲学追求“clarity(清晰)”和“precisin(精确)”形成对比，这体现了故事能激发理解与批判性思维的特点。故选 C。
33. C。第四段将“scial cnstructinism(社会建构主义)”定义为视事物为“scially cnstructed, similar t cncepts like weekdays r currencies(像工作日或货币一样被社会建构的概念)”。“natinal identity”是基于历史、文化、法律等社会共识形成的民族认同，与之性质相同，而非由基因决定(bilgical realism)或完全虚幻(anti-realism)。故选 C。
34. D。小说情节中，种族身份通过社会性医疗手段改变，且“White racists can n lnger distinguish thse peple wh are ‘really’ White frm thse wh merely appear t be White.(白人种族主义者无法再区分谁‘真的’是白人，谁仅仅看起来是白人。)”直接表明“scial views”会塑造种族的概念，而非基因固定或完全不存在。这完美契合社会建构主义的观点。故选 D。
35. D。本文通过对比，论证故事是探索哲学的有效载体。开篇指出哲学表达的另一途径是“literature, cinema, and music”,结尾总结此类故事“breathe vitality int mre technical philsphical wrks”并提供“engaging access t cmplex abstract debates”。故选 D。
【语篇导读】本文为科普说明文，聚焦全球升温1.5℃与2℃的差异及其引发的多重叠加效应，通过具体实例与生理机制分析，揭示了小幅温差可能导致的非线性、系统性风险。
36. F。空前提到“升温2度的影响并非仅比1.5度时严重33%，而可能是严重100%”，并举例热带地区的玉米减产幅度会翻倍。F项“难以获得清洁用水的人数将增加一倍”与前文数据呼应，且与后文“热带地区的玉米减产幅度会翻倍”形成并列，共同支撑“影响成倍增加”的观点。
37. E。前一句强调气候变化的影响不会是单一的(“不会只遭遇高温或洪水”)，后文以蚊虫滋生、中暑为例说明多种影响并存。E项“气候变化的影响会相互叠加”承上启下，既解释了前文“不会只受一种影响”的原因，也引出了后文对叠加影响的具体说明。
38. G。根据后句中的“they’ ll mve frm areas that dry ut t nes that becme mre humid”可知，大气升温将导致蚊子迁徙到新的地方。G项中的 new places 也就是后文中的 nes (places) that becme mre humid。
39. B。前文提到空气含水量存在上限，后文详细解释人体散热依赖汗液蒸发。B项“这为什么重要呢?”作为设问句，将前文的物理现象(空气饱和)与后文的生理影响(人体散热机制)紧密连接，引发读者对后续关键解释的关注。
40. D。前句指出若空气无法吸收汗液，人体就无法降温。D项“你的汗液根本无处可去”是对这一困境的形象概括，与后文“体温持续升高，可能导致中暑死亡”构成连贯的因果链条，且“nwhere fr yu sweat t g”与前文“can’t absrb yur sweat”语义对应。
【语篇导读】本文围绕数字时代的网络隐私教育与青少年媒介素养展开，通过一位老师发现学生在社交媒体上公开不当内容后，采取创造性方式引导学生认识网络信息传播的永久性与公共性的真实故事。
41. C。句意为“快速浏览该女孩的好友列表显示(revealed)了她班上几十个孩子的名字”。老师通过浏览发现了学生名单，因此“揭示、显示”最符合语境。required(要求)、erased(擦除)、sptted的主语应该为人，均不符合要求。
42. A。后文提到“即使是陌生人也能查看孩子的私人照片和信息”，说明这些页面是完全公开的(cmpletely public)。famus(著名的)、secret(秘密的)、unknwn(未知的)均与“陌生人可查看”的语境不符。
43. B。陌生人能够搜索查看(search thrugh)孩子的照片和信息。watch ver(看守)、hld back(抑制)、hand in(上交)均不符合“浏览网络内容”的语义。
44. D。前文提到学生比中指、穿着不当，因此语言也应是粗鲁的(rude)。prper(恰当的)、plite(礼貌的)、simple(简单的)均与前后文描述的负面行为不一致。
45. C。老师看到这些内容后的感受应该是觉得这个现象令人不安(disturbing)。inspiring(鼓舞人心的)、cmfrting(令人安慰的)、exciting(令人兴奋的)均不符合老师担忧、震惊的情绪。
46. B。老师在课堂上提出的是她的发现(discvery)，即学生公开不当内容的事实。result(结果)、suggestin(建议)、wish(愿望)均与“把看到的情况告诉学生”不符。
47. A。学生对老师的发现并不担心(nt wrried at all)，与后文他们觉得“没什么大不了”的态度一致。 satisfied(满意的)、 relieved(感到宽慰的)、 disappinted(失望的)均不符合学生对问题轻描淡写的反应。
48. B。老师在社交媒体上写信，希望向学生展示他们的照片可以多快地(hw quickly)传播开来。 urgently(紧急地)slwly(缓慢地)、 badly(严重地)均不如“快速传播”贴合网络信息扩散的特点。
49. D。八小时后老师删除了(deleted)这条帖子，但帖子仍在传播。 prevented(阻止)、 kept(保留)、 cpied(复制)均与“删除帖子以控制传播”的意图不符。
50. C。老师想告诉学生，信息一旦上传至网上就是永久存在(frever)的。 fast(快)、 early(早)、 then(那时)均不能准确表达网络信息的不可彻底删除性。
51. A。老师在课堂上解释她这次尝试(experiment)的结果，即发帖引发广泛传播的教育行动。 lessn(课程)、 study(研究)、 prpsal(建议)均不如“实验/尝试”贴切她主动测试网络传播力的行为。
52. B。有些学生被吓得完全(cmpletely)删除了他们的页面。 nly(仅仅)、 recently(最近)、 accidentally(偶然)均不能体现“彻底删除”这一结果。
53. C。其他学生则利用隐私设置来管理(manage)他们的页面。 display(展示)、 create(创建)、 print(打印)均不如“管理页面”贴合“设置隐私”这一具体操作。
54. D。老师的意图(intentin)不是吓唬学生远离社交媒体，而是引导他们注意所发内容。 applicatin(申请)、 questin(问题)、 imaginatin(想象)均不符合“目的、初衷”的语义。
55. A。老师希望推动学生对所发内容多加留意(be mindful f)。 fearful(害怕的)、 hpeful(满怀希望的)、 frgetful(疏忽的)均不如“留心、谨慎”贴合“教育学生审慎发帖”的积极目的。
56. Originating。考查非谓语动词。句子已有谓语 has develped,此处需用非谓语动词；逻辑主语 it(指代 embridery，与 riginate 为主动关系，故用现在分词 Originating 作状语，表“起源于”。
57. celebrated。考查非谓语动词。此处与前文“knwn fr its delicacy ”“famus fr its vivid patterns”结构一致，作后置定语修饰 Shu embridery; Shu embridery 与 celebrate 为被动关系，故用过去分词 celebrated,表“以……闻名”。
58. r。考查连词。此处表示选择关系,“silk(丝绸)”和“cttn fabrics(棉织物)”是工匠选材时的两种可选材质，故填r,意为“或者”。
59. clarity。考查名词。此处表达“以确保每个细节的清晰”,需用名词“clarity”。
60. cmes。考查动词时态和主谓一致。此处为倒装句,正常语序为“The cre prcess f stitching cmes next”;主语the cre prcess 为单数，结合第二段整体用一般现在时可知，此处应用一般现在时。故填 cmes。
61. artistic。考查形容词。此处修饰名词 expressin(表达),需用名词 art 的形容词形式 artistic,表“艺术的表达形式”。
62. a。考查冠词。 bridge 为可数名词，此处泛指“一座文化交流的桥梁”，且 bridge 的发音以辅音音素开头，故填不定冠词 a。
63. t keep。考查非谓语动词。此处用不定式作目的状语，说明年轻人“学习和传承这项传统工艺”的目的是“让这项古老艺术在现代焕发生机”。故填 t keep。
64. As。考查介词。此处表示“作为中国文化遗产的重要组成部分”; as 作介词时可表“作为”,句首首字母大写，故填 As。
65. which。考查定语从句。引导非限制性定语从句，指代前文“It nt nly recrds ... frm generatin t generatin”整个句子的内容，在从句中作主语，故填 which。
第四部分
第一节
【参考范文1】
As digital devices becme mre cmmn in educatin, the debate ver using tablets in class is heating up. I firmly supprt the full integratin f tablets int ur classrms.
T begin with, tablets serve as pwerful interactive tls. With educatinal apps and instant nline resurces, lessns can transfrm frm passive listening int engaging explratins, making cmplex subjects easier t grasp. Additinally, they prmte efficiency. Digital nte-taking, rganized materials, and quick access t infrmatin save valuable time and reduce paper waste, allwing us t fcus mre n critical thinking.
In cnclusin, when used respnsibly, tablets are nt distractins but gateways t a mre dynamic and effective learning envirnment.
【参考范文2】
As mre schls cnsider using tablets in every class, many cncerns have been raised. I firmly believe the drawbacks f their full adptin in classrms utweigh the benefits.
The primary cncern is distractin. With scial media and games just a tap away, maintaining fcus during class wuld becme a significant challenge fr many students. Furthermre, staring at screens fr t lng can cause health prblems, such as digital eye strain, which culd negatively impact ur well-being. Lastly, ver-reliance n technlgy might weaken ur fundamental skills, like handwriting and sustained reading n paper.
Therefre, I believe we shuld priritize traditinal, fcused learning methds while using technlgy nly as a carefully regulated supplement.
第二节
【参考范文1】
As I cntinued walking, I began t think the bts culd wait. The image f ur shabby huse and Mum's wrried expressin kept flashing in my mind, The bts I had been lnging fr suddenly seemed less imprtant. I thught abut hw happy my siblings wuld be if we had a prper Christmas. The guilt inside me grew strnger. I realized that the mney culd bring much-needed cheer t ur hme. Maybe I culd buy sme cheap but clrful Christmas decratins and a few small presents-fr my family. The idea f making my family smile vershadwed my desire fr the bts.
The bus drve ff withut me. I std alne, a strange sense f relief washing ever me. I quickly made my way t a discunt stre. I picked ut sme twinkling lights, a small, artificial Christmas tree, and a bx f ckies. When I arrived hme, Mum was in the kitchen, lking tired. I shwed her what I had bught, and her eyes widened in surprise. She hugged me tightly, and I felt a lump in my thrat. That Christmas, ur hme was filled with laughter and lve, and I knew I had made the right chice.
【参考范文2】
As I cntinued walking, I began t think the bts culd wait. Hw was I suppsed t be happy if everyne else in the family was nt? At the thught f my family, I fund the idea f buying the beautiful bts I had wanted fr s lng far less appealing. As I reached the bus stp, the driver pened the dr, waiting fr me t get n. I std there fr what seemed like a century, until finally the driver asked, “Sn, are yu getting n this bus r nt?” I finally burst ut withut hesitatin, “N, thanks.”
The bus drve ff withut me. I std alne, feeling as if a weight had been lifted ff my shulders. I knew what I had t d next. Acrss the street frm the bus stp was a big grcery stre. I went t buy a turkey, ham, ranges and all the Christmas decratins. I spent every cin f my hard-earned mney. Once I gt hme, I kncked n the dr. I culd nt wait t see Mum's face! When Mum pened the dr, and saw me returning with a full lad, she just std there, t stunned t speak. Hlding back the tears, I exclaimed excitedly, “Merry Christmas, Mum!”
【各档次的给分范围和要求】
听力材料
Text 1
M: What are yu up t?
W: Checking my cllege applicatin frm. I' ve finally cme t a decisin abut what t study in cllege.
M: Is engineering still yur tp chice?
W: Yeah. I was thinking f studying cmputer science, but I decided against it in the end.
Text 2
W: May I help yu, sir?
M: Yes, I'm lking t replace my ld laptp bag. I g n a lt f business trips, s I'm lking fr smething with wheels.
Text 3
W: When will yu be arriving, Mr. Baranski?
M: Let me see. It's Mnday tday, s n Thursday, the 16th f May:
W: And hw lng will yu be staying?
M: Tw nights, leaving n Saturday.
Text 4
M: I'm leaving next week fr the trip and I still dn't knw what t d with my Cper.
W: Well, yu knw I am sensitive t animals s I can't help. Hey! I just remembered I have a friend that has a pet htel.
M: I guess I can d that.
Text 5
M: Yu lk stressed. Is there smething wrng?
W: I' ve been trying t delete a table frm my reprt but every time I d, it ruins the file frmat.
M: I' ll fix it fr yu, if yu agree t help me with the shpping later.
Text 6
M: Hi Barbara, hw's the new huse?
W: We still have t decrate the living rm and the bedrms, but that's because I spent the last tw mnths wrking utside, planting flwers and trees trying t make it lk beautiful. Yu knw me, I’ ll never be inside if I can be ut in the fresh air.
M: I bet yu miss all the cnveniences f the city, dn't yu?
W: Nt really. I like living in a village.
M: I hpe Brian shares yur views and isn't missing city life t much.
Text 7
W: Mike, did yu ntice the slw service tnight? It's unusually crwded.
M: Yeah. Our rders tk frever t arrive, and they gt mine wrng.
W: Same here. And the wait staff seem busy and understaffed. I saw a few tables cmplaining abut their rders t.I think we shuld talk t the manager befre leaving.
M: Definitely. This level f service isn't acceptable fr such a reputable restaurant.
W: Let's d that. Maybe they can imprve service fr future diners. And it culd help them understand what went wrng tnight.
M: Gd idea. I' ll ask fr the manager nce we finish ur meal.
W: It's imprtant t address these issues cnstructively rather than just leaving withut saying anything.
M: Abslutely, Amanda.
Text 8
W: I' ve just seen Mel. She was telling me abut that qualificatin she's ding. It's smething abut life caching, isn't it?
M: That's right. She' ll be great at it. Yu knw hw many times she has helped us with ur prblems?
W: Is that all life caching means?
M: Well, life caches shw their clients hw t adpt new appraches r new rutines, and this enables them t make permanent changes. It's abut much mre than analyzing a specific prblem and fixing it.
W: Yu sund like Mel！ I'm still lst, thugh.
M: Lk, take smething yu' re always cmplaining abut. Like, having t d chres arund the huse. A life cach wuld help yu address this by helping yu change yur attitude t ding the chres in the first place. By wrking n yur mindset, that will help yu g frward.
W: Oh, that makes sense. Mel wuld be brilliant at that.
Text 9
W: Trent, hw did yu get int muntain climbing?
M: Many peple start climbing because they' ve watched a televisin dcumentary abut climbing a muntain and a gd friend enjyed reading the bigraphy f a famus climber. My experience was mre unusual, thugh. When I was nine, I started at a new schl where there was an amazing artwrk n the wall. It shwed sme snw-cvered muntains and I thught, I want t climb thse！
W: Yu climbed yur first big muntain when yu were ten. Hw did yu feel befrehand?
M: I was cnvinced I'd be really nervus befre we set ff, but the ppsite was actually true, which I culdn't quite believe. I went with very experienced climbers whm I trusted.
W: Yu decided t climb the highest peak n each f the seven cntinents. Why was that?
M: My grandfather became ill and there wasn't much financial supprt fr scientists trying t find a cure, s I asked peple t spnsr me t climb the seven peaks. I became the yungest persn ever t climb them, thugh that wasn't my reasn fr ding it.
Text 10
M: Hi, my talk tday is abut an inventin, the mdern car seat belt.
The inventr f the mdern car seat belt was a Swedish man called Nils Bhlin. Bhlin had trained as a mechanical engineer at cllege befre gaining his first emplyment as an aircraft designer. He did well, s was invited t jin a car manufacturing cmpany as a safety engineer.
Bhlin had ften wrked n imprving seats and seat belts fr planes since starting his wrking life in 1942. After jining the car manufacturer in 1958, he spent the fllwing 12 mnths develping his ideas fr cars, and then a car featuring Bhlin's creatin n bth frnt seats was intrduced, making it the earliest example f a vehicle with mdern seat belts.
Hwever, it tk many years fr them t becme widely accepted. Japan made it a rule that everyne must wear seat belts in their cars acrss the whle cuntry in 1971. A year earlier, tw f the six states in Australia had intrduced similar rules. France was the first Eurpean natin t create seat belt laws several years later. It's incredible t think that sme investment in research and develpment in the manufacturing industry has had such a huge glbal impact.







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第五档(21~25 分)
*与所给短文融合度高，与所提供各段落开头语衔接合理；
*内容丰富，故事发展合理、逻辑性强，续写完整，符合写作目的与情境；
*所使用语法结构和词汇多样、准确和恰当，可能有个别错误，但完全不影响意义表达；
*有效地使用了语句间的连接手段，结构清晰，意义连贯。
第四档(16~20分)
*与所给短文融合度较高，与所提供各段落开头语衔接较为合理；
*内容比较丰富，故事发展比较合理、有逻辑性，续写比较完整，比较符合写作目的与情境；
*所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达；
*比较有效地使用了语句间的连接手段，结构比较清晰，意义比较连贯。
第三档(11~15 分)
*与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接；
*写出了若干有关内容，故事发展有合理之处、有一定的逻辑性，续写基本完整，基本符合写作目的与情境；
*应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达；
*应用简单的语句间的连接手段，结构基本清晰，意义基本连贯。
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第二档(6~10分)
*与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接；
*写出了一些有关内容，故事发展不太合理、逻辑性差，不太符合写作目的与情境；
*语法结构单调，词汇项目有限，错误较多，影响了意义的表达；
*较少使用语句间的连接手段，全文结构不够清晰，意义不够连贯。
第一档(1~5分)
*与所给短文和开头语的衔接较差；
*产出无关内容太多，故事发展不合理、不合逻辑，续写不完整，不符合写作目的与情境；
*语法结构单调、词汇项目很有限，错误很多，严重影响了意义的表达；
*缺乏语句间的连接手段，全文结构不清晰，意义不连贯。
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