江苏苏州市、无锡、常州、镇江四市2026届下学期高三一模 英语试题+答案解析+听力音频

这是一份江苏苏州市、无锡、常州、镇江四市2026届下学期高三一模 英语试题+答案解析+听力音频，文件包含江苏苏州市无锡常州镇江四市2026届下学期高三一模英语试题+答案解析docx、江苏苏州市无锡常州镇江四市2026届下学期高三一模英语听力音频mp3等2份试卷配套教学资源，其中试卷共22页， 欢迎下载使用。
2026.03
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。
1. What will the speakers d next?
A. Give up the prject.B. G ver the prject. C. Cmplain abut the prject.
2. Hw much will the wman pay fr her bking?
A. £215.B. £350.C. £430.
3. What are the speakers talking abut?
A. Fixing the kitchen windw.
B. Replacing the brken glass.
C. Mnitring strmy weather.
4. What des the man ask the wman t d?
A. Share her experience.B. Change a schedule.C. Attend a wrkshp.
5. What made the wman surprised?
A. The length f the trip.B. The arrangement f rutes. C. The number f rainy days.
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. Which bike will the man rent?
A. The classic bicycle.B. The muntain bicycle.C. The crss bicycle.
7. What will the man prbably d?
A. Ride n hills.B. G t the shp.C. Pay in advance.
听第7段材料，回答第8至10题。
8. What are the tw speakers ding?
A. Discussing a travel plan.
B. Teaching the kids swimming skills.
C. Lking fr a desirable swimming pl.
9. What is a prblem f Happy Summer?
A. N café.B. N parking lt.C. N changing rms.
10. Which swimming pl is pen in the evening?
A. Water Bay.B. Blue Ocean.C. Happy Summer.
听第8段材料，回答第11至14题。
11. Where are the speakers prbably?
A. In the wman’s hme.B. At a jb center.C. At a htel’s frnt desk.
12. Why did Ms. Lin quit her previus jb?
A. The need f childcare.B. The lack f rest.C. The burden f wrklad.
13. What is the Parkview Htel’s requirement?
A. Wrking vernight.
B. Cking traditinal dishes.
C. Mastering multiple languages.
14. What can we learn abut the Lakeside Htel ptin?
A. It ensures prmtin.B. It ffers free meals.C. It prvides generus salaries.
听第9段材料，回答第15至17题。
15. What is the man ding?
A. Hsting a prgram.B. Chatting with his friend.C. Intrducing this year’s City Fair.
16. Where will this year’s City Fair be held?
A. In a park.B. In a schl.C. At the amusement grund.
17. Which f the fllwing is intended fr all the family members at the fair?
A. A magic shw.B. A cartn film.C. A lakeside cncert.
听第10段材料，回答第18至20题。
18. What was last year’s winning film abut?
A. Lcal business.B. Sprting Natin.C. Green transprtatin.
19. What is the prize f the cmpetitin this year?
A. A sum f mney.
B. A film-making device.
C. A free ne-night stay in a htel.
20. What is the deadline fr entering the film cmpetitin?
A. March 31.B. April 30.C. May 31.
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
UNICEF is launching the Yuth Climate Actin Challenge 2026, inviting yu t make yur vice heard, drive psitive change, and win exciting rewards! Here’s everything yu need t knw t jin:
1. Eligibility (资格)
Open t students wrldwide aged 13-18 (as f May 1, 2026).
Participatin frmat:
Teams f 2-4 students (n age restrictin within the 13-18 range).
Individual participatin is nly allwed fr students aged 13-14 (n team required).
2. Key Timeline
Registratin (February 1 — April 15): Cmplete nline registratin with persnal/team inf (schl name, age, cntact details).
Submissin (March 1 — May 1): Uplad pdcasts (播客) t the fficial platfrm; submit a 100-wrd English summary f the pdcast cntent.
3. Pdcast Guidelines
Duratin: 2-5 minutes (submissins shrter than 2 minutes r lnger than 5 minutes will be disqualified).
Language: English (with ptinal English subtitles fr clarity).
Cntent fcus: Intrduce a specific lcal climate issue (e.g. air pllutin, water scarcity, defrestatin) with real-life examples r data. Prpse creative and wrkable slutins (individual, cmmunity, r schl-level actins).
Frmat: MP3 r WAV frmat; backgrund music is allwed but must nt vershadw the speaker’s vice.
4. Rewards
Tp 10 teams/individuals:
A $500 prject fund t carry ut their prpsed climate actin in their cmmunity.
One-n-ne mentr (导师) supprt frm UNICEF climate experts fr 3 mnths.
Their pdcasts will be featured n UNICEF’s glbal yuth platfrm, reaching audiences wrldwide.
Tp 50 shrtlisted (入围的) teams/individuals:
Official UNICEF certificatin f participatin.
Free access t UNICEF’s climate educatin nline curses.
Fr mre details r t register, visit the fficial website:
21. What is the maximum age fr students t participate in the challenge alne?
A. 13.B. 14.C. 16.D. 18.
22. Which f the fllwing is a qualified pdcast?
A. One with Chinese subtitles.B. One abut lcal pllutin.
C. One f mre than 5 minutes.D. One abut backgrund music.
23. What is nly awarded t a Tp 10 winner?
A. A dnatin t his/her cmmunity.B. Free curses n climate change.
C. Prfessinal mentr guidance.D. UNICEF-issued participatin certificatin.
B
Christpher C. Grinter has spent much f his life surrunded by insects, thugh nt in the way mst peple imagine. His wrk helps supprt the Califrnia All-Taxa Bidiversity Inventry (CalATBI), an effrt t dcument every species in the state befre they disappear.
Grinter’s fascinatin began far frm Califrnia. Grwing up in suburban Chicag, he watched butterflies dance thrugh his backyard and wanted t knw their names. “It all started with butterflies,” he says. His parents tk him t a members’ night at the Field Museum, where he saw an insect cllectin fr the first time. “I had my mind blwn.” He began vlunteering there, labeling and databasing specimens (标本), and eventually started his career in the field.
When CalATBI started, Grinter’s team cllected hundreds f thusands f insects, cvering tens f thusands f miles. Their fieldwrk was unlike anything seen in a generatin. It prduced scientific treasure and als the ccasinal misadventure — like the time their vehicle sank int Mjave Desert sand. They waited fr rescue in 100-degree heat, but, as he recalls, “culdn’t stp the sampling.”
Tday, genetic sequencing (排序) is rutine. “DNA barcding as a technique isn’t n the cutting edge anymre, and in the best way — it has becme rutine,” Grinter says. His team integrates genmic (基因组的) analysis int specimen digitizatin, creating a DNA reference library fr insects.
Still, Grinter insists that data alne is nt enugh. “The next key step is t cllect and keep specimens in a prper way, which makes scientific research pssible.” Museums, he says, are like “strehuses f life” — they keep scientific evidence safe ver time and ensure that experiments can be repeated and cnfirmed.
What gives him hpe are the peple jining the effrt. “Mdern science desn’t happen alne in basements,” he says. “It’s teams f peple wrking and supprting each ther.” Fr Grinter, that cllabratin, and the interest that drives it, may be as vital t bidiversity as the species themselves.
24. Why is the authr’s childhd experience mentined in paragraph 2?
A. T explain his career rts.B. T stress his family backgrund.
C. T shw his early interest.D. T highlight the uniqueness f insects.
25. What did Grinter’s team d when CalATBI started?
A. They visited special insect libraries.B. They sught brad recgnitin.
C. They cnducted extensive fieldwrk.D. They learnt frm cntemprary scientists.
26. What is the main idea f paragraph 5?
A. The cultural functin f museums.B. The imprtance f string specimens.
C. Specimens’ safety prblems.D. Research’s reliance n museums.
27. Which f the fllwing is true f Grinter’s stry?
A. Practice makes perfect.B. A friend in need in a friend indeed.
C. Every dg has its day.D. Curisity is the mther f success.
C
Culd yu imagine being able t “feel” the images n yur screen? UCSB researchers have made this sci-fi-like idea a reality. They’ve develped a display where pixels (像素) physically rise ff the surface when activated by laser light (激光) .
Even ur mst advanced screens tday have a limitatin: they’re flat. We never quite feel what we see.
In 2021, UCSB prfessr Yn Visell investigated this very questin: culd light be made t create a sensatin that culd be felt thrugh tuch? He saw a breakthrugh in late 2022. A single pixel rse upward under a flash f laser light, sending a pulse (脉冲) that was very much nticeable t Prfessr Visell’s fingertips.
At the heart f this inventin are tiny pixels, which are tiny cells built with a thin film stretched abve a small air cavity (腔) . When a quick pulse f laser light hits a pixel, the film heats up, causing the trapped air t expand, making the surface swell upward in just 2 t 100 millisecnds, by abut a millimeter (0.04 inch) .
As a sighted persn, it des initially feel like smething new and unusual. But the mre I think abut it, the mre it feels like it culd have the mst significant benefit t peple wh explre the wrld thrugh tuch. This begins t lk like a srt f “animated Braille (动画盲文)” and tells a stry in real-time. It culd make digital learning faster and richer fr blind users.
Tuch and sight have always lived in separate digital wrlds. We input with tuch, and cnsume utputs with sight. With this new inventin, this separatin may just be narrwing. As the UCSB researchers put it, smeday sn, anything yu see, yu may als feel.
28. What makes the new display different frm the screens tday?
A. It sends ut laser light.B. Its pixels can expand upward.
C. It rises ff fingertips.D. Its pulses are unnticeable.
29. Which aspect f the inventin is talked abut in paragraph 4?
A. Its wrking principle.B. Its daily applicatin.
C. Its bvius advantages.D. Its ptential challenges.
30. Wh will benefit mst frm the new display accrding t the authr?
A. UCSB researchers.B. Adventurus sighted peple.
C. The visually disabled.D. The digital enthusiasts.
31. What des the authr imply abut the inventin in the last paragraph?
A. It may help replace sight with tuch.B. It may separate input frm utput.
C. It may help feel what is usually seen.D. It may enlarge gaps between senses.
D
The ty industry is pushing frward with AI chatbts built int stuffed animals and mini rbts. These tys are flexible enugh t cnduct limited cnversatins with children and t respnd t them just as they finish talking. Are these interactins enugh t prvide the “persnalized educatin” ne cmpany claimed? Will tys like Curi’s Grem help r harm children’s language develpment?
The mre language that is addressed t children, the bigger their vcabulary will be. But these vcabulary wrds are nt learned because they were spken ut f cntext, as current AI-infused tys d, but frm caregivers wh make the wrds cme alive. Research shws that chatbt talk is unlikely t imprve yung children’s language utcmes. In fact, if allwed t replace cnversatins with caregivers, these tys may impede children’s language learning.
When a caregiver describes smething that a child is interested in, children can learn its name. A chatbt is less able t teach children abut their envirnments because it cannt see and describe a ty the child is hlding. Even if it culd see, it des nt have prir knwledge abut the tys a child wns. Language skills d nt grw frm simply hearing lts f wrds — they grw frm hearing wrds in cnversatins that capture the child’s attentin.
Finally, children are als seeking further infrmatin abut the sunds f their language. The caregivers’ repetitin f the wrd emphasizes its name while als giving the child mre infrmatin abut the sund f the wrd. If the child misprnunces the wrd, the caregiver will likely emphasize the crrect prnunciatin. Cmmercially available chatbts can’t reliably d this.
Quality language expands n what tddlers (学步的儿童) knw, takes the child’s perspective and past histry int cnsideratin, and respnds t children’s questins. We have seen sme wrk that shws scial rbts can help preschl children learn vcabulary, and that cnversatinal agents wh ask lder children t respnd t educatinal televisin prgrams can help children learn. Hwever, we need mre research t knw the effects these rbts have n babies’ and tddlers’ language learning. Until that happens, we believe that the humans in tddlers’ lives are respnsible fr cnducting the cnversatins that grw children’s language. As a researcher and his teammates state, “Our babies shuldn’t be lab mice fr ty cmpanies.”
32. What is the functin f the first paragraph?
A. T pint ut a prblem.B. T present a phenmenn.
C. T put frward the viewpint.D. T intrduce the tpic.
33. What des the underlined wrd “impede” in paragraph 2 mean?
A. Prevent.B. Facilitate.C. Secure.D. Maintain.
34. What can a caregiver d t help children learn a language?
A. Prvide interactin in cntext.B. Emphasize their names.
C. Weaken their attentin.D. Repeat grammar rules.
35. Which f the fllwing is the best title f the passage?
A. Is It Necessary t Interact with Caregivers?
B. Will AI-Pwered Tys Be a New Ty Trend?
C. Are Caregivers the Secret t Kids’ Overall Develpment?
D. Can AI-Pwered Tys Help Tddlers Learn Language?
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。
StryTree is a website fr sharing, encuraging, and recrding persnal and family memries and histry. It can be dne nline r ffline, in real-time, r in yur wn time, all in a fun and simple new way. 36 All f them wrk well tgether t supprt each ther.
37 StryTree is different. It lets yu “tap” thse phts and stries int yur digital jurnal and tpical memry bks. Everyne belnging t yur StryTree can add and read the entries in real time, r at any time!
Additinally, nce a week StryTree sends everyne in a StryTree grup an interesting prmpt (提示) int their StryChat as well as t their emails, t help bring back memries and encurage reflectin and discussin. 38 (But if yur brther tells a big fish stry, yu will surely want t crrect it with the true versin!)
And if yu prefer t save yur stries and memries in an additinal “private jurnal”, yu can simply create a synchrnized (同步的) persnal StryTree that nly yu can see. 39 In fact, create as many StryTrees as yu like, and synchrnize as many as yu like t!
40 It’s like having a kind and curius authr cme t yur hme whenever yu want and have her interview yu t cmpse yur persnal r family bigraphy. Wh desn’t want t have a persnal histry bk written fr them? There are ver 700 questins in five categries the StryBk interviewer can ask yu, all abut yur life and family, at yur leisure.
The furth and final key tl is StryBx. It can hld all yur ld phts, vides, memrable dcuments, talks, artwrk, schlwrk t either stre r t srt ut later.
A. StryTree des all f this thrugh fur key tls.
B. Memries can nly be shared and preserved alne.
C. Each persn can read it and respnd, r nt, as they like.
D. StryTree can als serve as an “autmated life-stry writer”.
E. Or just use StryTree as a private jurnal withut any grup Tree at all.
F. It can recrd whatever yu put int yur grup StryTree — autmatically!
G. Mst apps let shared phts and life experiences be “Here tday, gne tmrrw.”
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。
Last week, my decades-ld fiddle leaf ficus tree (琴叶榕) was dying. I texted my neighbr Karen. She texted me back 41 t teach me hw t make the yellw return t green. I was 42 t have a neighbr wh cared abut my plants.
When my family mved here in 2017, Karen created a detailed map f the hmes surrunding us, s I culd becme 43 with the ther neighbrs. Karen wanted t help create a sense f 44 , and she wasn’t ging t leave it up t 45 .
Sn after we mved in, Karen began 46 when I was in the yard. I lved flwers as much as Karen did. I was a gardener befre I became a caregiver t my 10-year-ld daughter, wh had a rare 47 . I didn’t have much time fr 48 at that time. Karen 49 what it tk t care fr a persn with disabilities.
Yet Karen went even further — she helped us 50 an uplifting landscape. Nw, my hme is flanked (两侧环绕) with deep-pink rses that climb up almst as tall as the rf. It was Karen and I wh planted them tgether several years ag. When I lk at thse lng-lasting flwers, I knw I am nt 51 .
Smetimes, my husband and I think abut 52 t a bigger huse, especially during the lng Minnesta winters. Having a neighbr like Karen is ne gd reasn t 53 where we are. She makes me want t be a better neighbr. Mst imprtantly, a better 54 . She makes me want t be like thse 55 that climb up the frnt f my hme, displaying smething beautiful.
41. A. hesitantlyB. instantlyC. eventuallyD. gradually
42. A. cautiusB. luckyC. curiusD. ptimistic
43. A. strictB. patientC. cntentD. familiar
44. A. achievementB. humrC. belngingD. satisfactin
45. A. chanceB. expectatinC. standardD. challenge
46. A. shwing ffB. drpping byC. standing byD. putting ff
47. A. habitB. diseaseC. talentD. pprtunity
48. A. readingB. cleaningC. chattingD. gardening
49. A. understdB. predictedC. frgtD. cmplained
50. A. createB. imagineC. preserveD. assess
51. A. busyB. readyC. lazyD. alne
52. A. adaptingB. returningC. mvingD. sticking
53. A. restB. waitC. stayD. recgnize
54. A. humanB. gardenerC. caregiverD. mther
55. A. leavesB. rsesC. treesD. weeds
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。
Frm the misty hills f Guizhu emerges a meldy (旋律) shaped by earth, water and fire. Dating back ver 600 years, clay whistles nce were blwn thrugh rural festivals and family gatherings. Made frm clay 56 (entire) by hand, the whistles are frmed int animal figures typically. A small air hle 57 (leave) at the base, allwing the whistle t prduce a clear sund when blwn. 58 (cmbine) functinality with
visual appeal, the clay whistle is bth a playable bject 59 a frm f flk art that integrates sund with sculpture. Lcals ften say 60 blwing a clay whistle brings is mre than just the sund f wind — it als carries the eches f time and memry f childhd in Guizhu’s muntain landscapes.
Beynd artistry, these whistles are driving 61 (sustain) turism in the regin. Wrkshps led by inheritrs (传承人) welcme travelers all ver the wrld and ffer hands-n lessns 62 cmbine traditin with mdern strytelling. Accrding t lcal turism bards, visits t heritage sites in Guizhu 63 (rise) by 25% in the last tw years — prf that culture and cmmunity can fuel ecnmic grwth.
64 business and tech enthusiasts, Guizhu’s singing clay is a case study in preserving traditin thrugh 65 (innvate). Thught leaders see lessns in cmmunity-led preservatin, while yung glbal citizens find a fresh way t cnnect acrss brders thrugh sng.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
假定你是校英语俱乐部主席李华，俱乐部将从成员中选拔“双语校园导览员（bilingual campus guide）”，旨在向来访的外宾介绍校园文化，助力跨文化交流。请你代表俱乐部用英文写一则通知，内容包括：
1．报名条件；
2．其他事项。
注意：
1．写作词数应为80左右；
2．请按如下格式在答题卡的相应位置作答。
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。
Eddie valued his family’s accrdin (手风琴) — a treasure passed dwn frm his grandfather t his father, representing his Mexican-American family’s Tejan music traditin. Raised in San Antni neighbrhd filled with Tejan rhythms, Eddie learned the instrument frm his father and frmed the band Las Estrellas (“The Stars”) with childhd friends: Luis n drums and Ruben n guitar.
Each day, Eddie hurried t Luis’s huse fr practice, struggling with the heavy accrdin case while wrrying abut Ruben. Thugh a gifted guitarist wh picked up sngs quickly and lved playing with the band, Ruben hated practicing alne. He was always late, and his lack f sl (单独的) practice led t cnstant mistakes — a grwing prblem fr the tri (三重奏).
Their lives changed when Luis handed Eddie an envelpe frm the Tejan Festival: an invitatin t perfrm in just tw mnths. The bys celebrated wildly, but Eddie’s jy was mixed with anxiety, hping the pprtunity wuld mtivate Ruben t practice. That night, Eddie shared the news with his family. His father, a frmer festival winner, presented a trphy (奖杯) with “First Place” written n it and encuraged him, “Yu belng there and will shine.” Eddie admitted his wrry abut Ruben, wh was t talented and dear a friend t replace. His father advised, “Find ut why he wn’t practice alne and help him.”
At their next practice, Ruben messed up the festival sng at the very beginning. He claimed sre fingers frm building a hut (简陋的小屋), but Luis accused him f skipping practice. Ruben gt annyed, and Eddie was angry. Fllwing his father’s advice, Eddie asked Ruben why he didn’t play at hme as he shuld. Ruben admitted, “My guitar sunds lnely alne, and I can’t fcus.”
Upn learning where Ruben’s prblem lay, Eddie decided t take immediate actin t make practice fun fr Ruben. On the way t Luis’s, Eddie came up with a plan: practice tgether at Ruben’s huse daily. Luis agreed and they rdered Ruben’s favrite pizza fr a surprise.
注意：
1．续写词数应为150左右；
2．请按如下格式在答题卡的相应位置作答。
2025-2026 学年度苏锡常镇四市高三教学情况调研（一)
英语试题评分参考
第一部分听力
第二部分阅读理解（共两节，满分 21-23）第一节（共 15 小题：每小题 2.5 分，满分 21.5 分）
21-23BBC
24-27. ACBD
28-31: BACC
32-35: DAAD
第二节（共 5 小题：7 选 5 密分，满分 36-分）
36-40 AG CED
第三部分语言知识运用（共两节，满分 30 分）第一节完形填空（共 15 小题：每小题 1 分，满分 15 分）
41-45: BBD CA
46-50: BBDAA
51-55: D CCAB
第二节（共 10 小题：每小题 1.5 分，满分 190 分）
56 entrely
57. is left
58. Cmbining
59. and
60. what
61. sustainable
62. that/which
63. has risen
64. fr
65. innvatin
第四部分写作（共两节，满分 40 分）第一节（满分 15 分）(一) 评分原则
1.本题满分 15 分，按 5 个档次给分。
2.评分时，先根据文章内容和语言初步确定所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
3.词数少于 60 和多于 100 的，从总分中扣 2 分。
4.评分时应注意的主要内容：内容要点、应用词汇和语法结构的丰富性和准确性，以及上下文的连贯性。
5.拼写和标点符号是语言准确性的一个方面，评分时，应视其对交际的影响程度予以考虑。英、写及词汇用法均均可接受。
6.如书写较差以至于影响交际，将分数降低一个档次。
(二) 评分标准
第 V 档 (13-15 分)：完全完成了试题规定的任务。覆盖所有内容要点，应用了较多的语法和词汇语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致：具备较的语月用能力。有效使用了语句同的连接成分，使全文结构紧谈。
第 V 档 (10-12 分)：完全完成了试题规定的任务。最漏掉 12 个次重点，但覆盖所有主要内容。应用的语法结构和词汇能满足任务要求。语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法纬恂或词汇所致。应用简单的语句间连接成分，使全文结构紧凑。
江苏苏锡常镇四市 2026 届高三下学期教学情况调研（一）
英语试卷答案解析
第一部分阅读理解 (21-35 题) A 篇
21 题
答案：B
解析：细节理解题。定位至原文 Eligibility 部分“Individual participatin is nly allwed fr students aged 13-l4(n team required).”,可知个人参赛的学生年龄上限为 14 岁。
22 题
答案：B
解析：细节理解题。定位至原文 Pdcast Guidelines 部分，合格播客的核心要求为：时长 2-5 分钟、英文语言、聚焦当地气候问题并提出可行方案、MP3WAV 格式。
A 项错误，原文仅允许可选英文字幕，而非中文字幕，B 项正确.当地污染属于要求中的当地气候问题范畴：
C 项错误，时长超过 5 分钟会被取消资格；
D 项错误，背景音乐仅为辅助，不能作为播客核心内容。
23 题
答案：C
解析：细节理解题。定位至原文 Reward 心 s 部分：
前 10 名专属奖励：500 美元项目基金、联合国儿童基金会气候专家 3 个月一对一导师指导、播客登上全球青年平台；
前 50 名入围奖励：官方参与证书、免费气候教育线上课程。
只有 C 项“专业导师指导”为前 10 名获奖者专属。
B 篇
24 题
答案：A
解析：写作目的题。第二段讲述了 Grinter 童年对蝴蝶的好奇、在博物馆接触昆虫标本的经历，以及后续在博物馆志愿工作、最终开启昆虫研究职业生涯的完整脉络。提及童年经历，核心是解释他从事该领域研究的职业根源，而非单纯展示早期兴趣。B、D 项与段落内容无关。
25 题
答案：C
解析：细节理解题。定位至原文第三段“When CalATBI started,. Grinter's team cllected hundreds f thusands f insects,.
cvering tens f thusands f miles. Their fieldwrk was unlike anything seen in a generatin..”,可知团队开展了大范围、高强度的野外工作。A、B、D 项在原文中均无对应表述。
26 题
答案：B
解析：段落主旨题。第五段核心句为 Grinter 的观点“数据本身远远不够，下一步关键是用正确的方式收集和保存标本，这才让科学研究成为可能”，后续补充了博物馆作为标本储存库的价值，全段围绕“保存标本的重要性”展开。A 项“博物馆的文化功能”、C 项“标本的安全问题”均偏离核心，D 项“研究对博物馆的依赖”仅为补充细节，并非主旨。
27 题
答案：D
解析：主旨推断题。全文讲述了 Grinter 因童年对昆虫的好奇心，逐步深耕生物多样性研究领域，最终取得专业成就的故事，契合“好奇心是成功之母”的内核。A 项“熟能生巧”、B 项“患难见真情”、C 项“凡人皆有得意时”均与故事核心无关。
C 篇
28 题
答案：B
解析：细节理解题。定位至原文第一段“They've develped a display where pixels (像素) physically rise ff the surface when activated by laser light (激光).”，以及第二段“Even ur mst advanced screens tday have a limitatin: they're flat..”,可知新显示屏与现有屏幕的核心差异是像素可向上隆起。A 项错误，激光是激活像素的工具，而非屏幕自身发射激光；C、D 项与原文表述完全相反。
29 题
答案：A
解析：段落主旨题。第四段详细介绍了新型像素的结构，以及激光照射后，薄膜加热、空气膨胀、表面隆起的完整工作流程，核心是阐述该发明的工作原理。B、C、D 项在本段中均无涉及。
30 题
答案：C
解析:细节理解题。定位至原文第五段"it culd have the mst significant benefit t peple wh explre the wrld thrugh tuch. This begins t lk like a srt f "animated Braille (动画盲文)"... It culd make digital learning faster and richer fr blind users.”，可知视障人士是该发明的最大受益群体。
31 题
答案：C
解析:推理判断题。定位至原文最后一段"smeday sn, anything yu see, yu may als feel.",可知作者暗示这项发明能让人们触摸到原本只能用眼睛看到的事物。A 项“用触觉替代视觉”过度推断; B、D 项与原文“触觉和视觉的数字壁垒正在缩小”的表述相反。
D 篇
32 题
答案：D
解析:段落作用题。第一段先介绍了 AI 植入玩具的行业现象,随后提出两个核心问题:这类玩具能否实现个性化教育?对儿童语言发展是利是弊?下文全程围绕这两个问题展开分析论证,因此第一段的核心作用是引出全文话题。A 项“指出问题”、B 项“呈现现象”仅为段落部分内容,并非核心作用; C 项错误,第一段未提出明确观点。
33 题
答案：A
解析:词义猜测题。定位至原文第二段"Research shws that chatbt talk is unlikely t imprve yung children's language utcmes. In fact, ifallwed t replace cnversatins with caregivers, these tys may impede children's language learning.",句中 in fact 表递进,前文说明 AI 玩具无法提升语言能力，后文进一步说明若其替代了看护者的对话，会阻碍儿童的语言学习。impede 意为“阻碍、阻止”，与 prevent 同义。B 项“促进”、C 项“保护”、D 项“维持”均不符合语境。
34 题
答案：A
解析:细节理解题。定位至原文第二段 "these vcabulary wrds are nt learned because they were spken ut f cntext...
but frm caregivers wh make the wrds cme alive",以及第三段“Language skills d nt grw frm simply hearing lts f wrds-they grw frm hearing wrds in cnversatins that capture the child's attentin.",可知看护者帮助儿童学习语言的核心,是提供贴合儿童兴趣、有真实语境的互动。B、C、D 项均与原文表述不符。
35 题
答案：D
解析：主旨大意题。全文以"AI 玩具能否帮助幼儿学习语言”为核心议题,分析了 AI 玩具的局限性、看护者对话的不可替代性,最终给出了明确结论。只有 D 项精准概括了全文核心。A、C 项偏离了“AI 玩具”的核心主体; B 项“玩具新趋势”在原文中无相关论证。
第二部分七选五 (36-40 题)
36 题
答案：A
解析:后文"All f them wrk well tgether t supprt each ther."中 them 为复数指代,且下文分模块介绍了 StryTree 的四大核心工具, A 项"Stry Tree des all f this thrugh fur key tls.”完美承接上下文,引出全文的核心说明对象。
37 题
答案：G
解析：后文“StryTree is different.”形成了鲜明的对比逻辑，说明前文应介绍其他同类应用的不足。G 项"Mst apps let shared phts and life experiences be "Here tday, gne tmrrw."" 恰好与 StryTree 的永久保存、实时编辑功能形成对比，符合语境。
38 题
答案：C
解析：前文介绍 StryTree 会给群成员发送回忆提示,鼓励讨论;后文补充了成员可对内容进行纠正的细节。C 项“Each persn can read it and respnd, r nt, as they like."承接了前文的提示内容,也为后文的纠正行为做了铺垫,符合群聊互
动的逻辑。
39 题
答案：E
解析:前文核心是“私人日记功能”,介绍了可创建仅自己可见的个人 StryTree;后文进一步说明可创建任意数量的 StryTree。 E 项"Or just use StryTree as a private jurnal withut any grup Tree at all."承接了私人日记的话题,对该功能做了进一步补充，符合语境。
40 题
答案：D
解析：后文将该功能比作“随时上门的传记作家”，可通过提问帮用户撰写个人或家庭传记。D 项“StryTree can als serve as an "autmated life-stry writer"."精准概括了本段的核心功能,与后文内容完全契合。d 第三部分 语言运用
第一节 完形填空（41-55 题）
41 题
答案：B
解析:前文提到作者给邻居发消息求助,邻居立刻回复并提供指导, instantly (立刻、马上) 符合语境。hesitantly (犹豫地)、eventually (最终)、gradually (逐渐地) 均不符合邻里热心相助的场景。
42 题
答案：B
解析:拥有一位关心自己植物的邻居，作者感到十分幸运. lucky (幸运的) 符合语境。cautius (谨慎的)、curius (好奇的)、ptimistic（乐观的) 均不符合情绪逻辑。
43 题答案: D
解析:邻居制作了周边房屋的详细地图,目的是让作者熟悉其他邻居, becme familiarwith (熟悉) 为固定搭配,符合语境。strict (严格的)、patient (耐心的)、cntent (满意的) 均不符合语义。
44 题
答案：C
解析:邻居的一系列行为,核心是为了营造邻里之间的归属感, a sensefbelnging (归属感) 为固定搭配,符合语境。
achievement (成就)、humr (幽默)、satisfactin (满意) 均不符合邻里关系的核心主题。
45 题
答案：A
解析:她不打算把营造邻里归属感这件事交给偶然, leave it up t chance (听天由命、顺其自然) 为固定搭配,符合语境。expectatin (期待)、standard (标准)、challenge (挑战) 均不符合搭配和语义。
46 题
答案：B
解析:作者搬来不久,只要她在院子里,邻居就会顺路拜访, drpping by (顺路拜访) 符合邻里交往的场景。shwing ff（炫耀）、standing by（支持)、putting ff（推迟）均不符合语境。
47 题
答案：B
解析:前文提到作者成为了女儿的看护者,后文提到照顾残障人士的辛苦,可知女儿患上了罕见的疾病, disease (疾病) 符合语境。habit (习惯)、talent (天赋)、pprtunity (机会) 均不符合语义。
48 题
答案：C
解析:前文提到作者在成为看护者之前是一名园丁,照顾生病的女儿让她没有太多时间做园艺, gardening (园艺) 与前文的园丁身份形成呼应，符合语境。
49 题
答案：A
解析:邻居理解照顾残障人士需要付出的时间和精力, understd (理解) 符合语境。predicted (预测)、frgt (忘记)、cmplained (抱怨) 均不符合人物善良共情的设定。
50 题
答案：A
解析：后文提到作者家门前种满了玫瑰，可知邻居帮她打造了一片赏心悦目的景观，create (创造、打造) 符合语境。
imagine (想象)、preserve (保存)、assess (评估) 均不符合语义。
51 题
答案：B
解析：看到和邻居一起种下的玫瑰，作者知道自己并不孤单，ale (孤单的) 符合全文邻里温情的核心主题。
52 题
答案：C
解析：作者和丈夫有时会考虑搬到更大的房子里，mve t (搬家到) 为固定搭配，符合语境。adapting (适应)、returning (返回)、sticking (坚持) 均不符合语义。
53 题
答案：C
解析：有 Karen 这样的邻居，是他们留在原地的绝佳理由，stay (留下) 与前文的搬家形成对比，符合语境。
54 题
答案：A
解析：邻居的善意让她想成为更好的邻居，更重要的是，成为一个更好的人。human (人) 在此处升华了主题，指拥有善良、共情等美好品质的人，符合全文的情感内核。
55 题
答案：B
解析：前文多次提到两人一起种下的玫瑰，此处作者想成为像门前攀援的玫瑰一样，绽放美好，ss (玫瑰) 与前文内容形成精准呼应，符合语境。
第二节语法填空 (5665 题) entirely
解析：此处修饰动词 made,需用副词形式，entire 的副词为 entirely。
is left
解析：主语 Asmall air hle 与动词 leave 为被动关系，句子描述陶哨的制作工艺，用一般现在时.主语为单数.故填 is left。
Cmbining
解析：此处为非谓语动词作状语，逻辑主语 the clay whistle 与 cmbine 为主动关系，句首首字母大写，故填 Cmbining。
and
解析：bth... and..为固定搭配.意为“既.…又.”，故填 and。
what
解析：say 后为宾语从句，宾语从句中缺少主语，指代“吹陶哨带来的东西”，故填 what。
sustainable
解析：此处修饰名词 turism,需用形容词形式，sustain 的形容词为 sustainable (可持续的)。
that/which
解析：此处为定语从句，先行词为 hands-n lessns,指物，在从句中作主语，故填 that/which。
have risen
解析：in the last tw years 为现在完成时的标志，主语 visits 为复数，故填 have risen.。
Fr
解析：此处意为“对于商业和科技爱好者来说”，句首首字母大写，故填 F。
innvatin
解析：介词 thrugh 后需接名词作宾语，innvate 的名词为 innvatin (创新)。
第四部分写作第一节通知 Ntice
T prmte crss-cultural cmmunicatin and intrduce ur campus culture t freign visitrs, the English Club is recruiting bilingual campus guides frm its members.
Applicants are required t meet the fllwing requirements. First, yu shuld have fluent ral English and accurate prnunciatin, capable f cmmunicating with freign guests smthly. Secnd, a gd knwledge f ur campus histry, characteristic buildings and student activities is a must. Besides, applicants shuld be utging, respnsible and with a strng awareness f crss-cultural cmmunicatin.
If yu are interested, please sign up at the English Club ffice befre March 25. An interview will be held n March 27 t select the final candidates.
The English Club March 18,2026 第二节 读后续写
With pizza in hand, Eddie and Luis arrived at Ruben's dr. Ruben's eyes widened in surprise when he pened the dr, and his annyance frm the earlier argument melted away instantly. As they sat n the flr f his rm, pizza bxes spread ut, Eddie said, “We're a band. We dn't practice alne-we practice tgether.” Fr the next tw mnths, they shwed up at Ruben's huse every afternn. They laughed thrugh mistakes, adjusted the sng t highlight Ruben's guitar skills, and turned practice int a jyful time. Ruben n lnger felt lnely, and his playing became precise and full f passin.
Finally the big day came. The three bys stepped nt the stage, Eddie's accrdin glinting under the lights. When the first nte rang ut, they played in perfect harmny, Ruben's sl shining brighter than ever. The audience cheered wildly as the final nte faded. They didn't just win the first prize that day-they learned that the bet music, like the truest friendship, is never played alne.
注意：本试卷分第一卷（选择题）和第二卷（非选择题）两部分。两部分答案都做在答题卡上。总分为150分。考试时间120分钟。
Ntice
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The English Club
With pizza in hand, Eddie and Luis arrived at Ruben’s dr.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Finally the big day came.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________