河北衡水市桃城区河北衡水中学2025-2026学年度高三年级下学期综合素质评价二英语试题含答案

这是一份河北衡水市桃城区河北衡水中学2025-2026学年度高三年级下学期综合素质评价二英语试题含答案，共13页。试卷主要包含了5 分，满分 7， B ．3等内容，欢迎下载使用。
英语试卷
考试时间：120 分钟;满分：150 分
注意事项：
1 ．答题前填写好自己的姓名、班级、考号等信息
2 ．请将答案正确填写在答题卡上Ⅰ卷(95 分)
第一部分 听力 (共两节，满分 30 分)
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 ．Where are the speakers mst prbably?
A ．In a library. B ．In a bkstre. C ．In a cmputer rm.
2 ．Why des the man drive t wrk?
A ．The bus statin is far away.
B ．It’s faster than the bus.
C ．He finishes wrk late.
3. What is the wman lking fr?
A.Frks. B.Baskets. C. The manager.
4. Hw des Lucy sund?
A.Regretful. B.Pleased. C.Cnfused.
5 ．What are the speakers talking abut?
A ．Making an exercise plan.
B ．Dealing with weight issues.
C ．Slving jb schedule prblems.
听下面一段对话，回答以下小题。
6 ．What experience des the man have?
A ．Running his wn bakery.
B ．Wrking in a cffee shp.
C ．Assisting at a family bakery.
7 ．When d they have the interview?
A ．Thursday. B ．Friday. C ．Saturday.
听下面一段对话，回答以下小题。
8 ．Hw many items des Liam buy?
A ．2. B ．3. C ．4.
9 ．What is Liam’s delivery address?
A ．Flat 23. B ．Flat 23B ． C ．Flat 23O.
10 ．Why des Liam get a discunt?
A ．He is a new custmer. B ．He pays by card. C ．He lives nearby.
听下面一段对话，回答以下小题。
11 ．Wh is prbably the wman?
A ．A museum guide.
B ．A schl teacher.
C ．A gallery rganizer.
12 ．What d we knw abut the bk Ways f Seeing?
A ．It is a strybk.
B ．It’s gd fr beginners.
C ．It was published last year.
13 ．Why des the wman recmmend the new editin?
A ．Its expressins are clearer.
B ．The print quality is gd.
C ．It has mre phts in it.
听下面一段独白，回答以下小题。
14. What did the children’s grup achieve?
A. Winning first prize in the cntest.
B. Winning a singing cntest.
C. Ding Shakespeare plays
15. What type f plays des the club mainly stage?
A. Musical dramas. B. Classical theater. C. Adventure shws.
16.What d we knw abut the club?
A.It hlds practices af a city library.
B.It has tw shws left in Octber.”
C.It is famus fr dance drama.
17.What skill will Betty ffer?
A.Making psters. B.Operating sund. C.Designing actins.
听下面一段独白，回答以下小题。
18 ．What d we knw abut wrkshps this term?
A ．They’re pen t all students.
B ．They’re nly fr freign students.
C ．They’re nly fr first-year students.
19 ．What des wrkshp “Time and Life” teach?
A ．Hw t imprve sleep quality.
B ．Hw t keep in gd health.
C ．Hw t manage schedules
20 ．Which sessin helps with cncentratin?
A ．Speaking and Understanding.
B ．Guided walks and skill-building.
C ．Keep Yur Mtivatin.
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，从每题所给的四个选项(A 、B 、C 和 D) 中，选出最佳选项。
A
Breathe, Think, D with Sesame
It is a free research-based app designed t help yung children develp skills such as
calming dwn and slving prblems. This app encurages yur child t help a mnster friend
calm dwn by taking lng, deep breaths, and then t think f a slutin t everyday challenges.
The app is als great fr teaching children skills such as self cntrl and persistence. It is available
in English and Spanish.
Mindful PwersTM
Mindful PwersTM is an award-winning app that is fully fcused n the whle develpment f children thrugh play. The app uses vice-guided stries t teach kids abut managing
emtins and abut the pwer f mindfulness. Kids als get t practise calming their wn
FlibbertigibbetTM, a cute virtual pet. If yur child is struggling with anxiety r cncentratin
prblems, yu may want t try Mindful PwersTM t help him stay calm and fcused. This app is available fr free.
Headspace
Althugh the app initially was targeted at meditatin (冥想) and mindfulness in adults, it
nw has many sectins yur entire family can use. This app has breathing exercises, tutrials,
guided relaxatins, cmfrtable sunds, visualizatins and meditatin exercises, brken dwn int different categries depending n the user’s age. The app als has shrt sessins and simple
techniques fr yung children. Headspace als suggests a family subscriptin. A 7-day free trial is available, and the premium versin (高级版) csts $12.99 per mnth.
Stp, Breathe&Think Kids
Stp, Breathe&Think Kids suggests mindful breathing exercises and guided meditatin t help children learn hw t meditate, fcus, and identify and prcess big emtins. This app
encurages them t fcus n their feelings and n hw their bdy feels, and therefre helps them cnnect with their inner selves. There are mre than 20 free exercises available and the premium versin csts $10 a mnth.
1 ．What d we knw abut Mindful PwersTM?
A ．It charges a small fee.
B ．It is cmbined with games.
C ．It advises kids t keep pets at hme.
D ．It prvides sme mindful breathing exercises.
2 ．Which app is suitable fr the whle family?
A ．Headspace. B ．Mindful PwersTM.
C ．Stp, Breathe&Think Kids. D ．Breathe, Think, D with Sesame.
3 ．What benefit may these fur apps bring t peple?
A ．Imprved sleep. B ．Effective teamwrk.
C ．Gd eating habits. D ．Better mental well-being.
B
Sent thrugh the washing. Eaten by insects. Bitten by a dg. These are just sme f the ways that bks can be damaged, as seen n a recent afternn at the Weissman Preservatin Center.
Students in “Texts in Transitin,” a GenEd class taught by Prfessrs Ann Blair and Leah Whittingtn, were visiting the Weissman Preservatin Center t witness preservatin firsthand. Their curse explres hw written wrks are passed dwn thrugh time.
Cnservatrs play a vital rle in this prcess. Their wrk — repairing trn manuscripts (手稿), reducing insect damage, and s n — ensures the survival f texts frm the ancient t the
present. At the Weissman Preservatin Center, students learn what happens behind the scenes
when cnservatrs step in t keep materials usable and preserve them fr the future. “Harvard
Library nt nly has remarkable materials gathered ver generatins but als expert staff wh
allw students t experience these treasures up clse and frm new views,” said Blair, a prfessr in the Histry Department.
As students handled the papers, ink and paints befre them, they studied the evidence
manuscripts ffer researchers and the cmplexities f preservatin. “What happens when the
riginal material is n lnger available?” ne student asked. “Any treatment we apply must nt harm the bject and can be restred,” explained Eliza, Senir Paper Cnservatr. “We always respect the integrity f the materials and nly make changes that can be reversed, which is
imprtant in ur cnservatin standards.”
The class cncluded with a clse-lking exercise. Using angle lights and pcket
micrscpes, students examined manuscripts n the table, amazed at iridescent (泛着虹彩的) inks f the pages. One student, enthusiastic abut her discveries, set up her phne t phtgraph the
scene. Turning t senir rare bk cnservatr Jdy Beenk, she declared, “I think I have fund my career.”
4 ．What is the “Texts in Transitin” curse intended t d?
A ．Teach literary writing.
B ．Train paper cnservatrs.
C ．Observe ancient bks.
D ．Explre the survival f ld texts.
5 ．What is special abut the Weissman Preservatin Center?
A ．It mainly centers n repairable treasures.
B ．It relies n supprt frm Harvard Library.
C ．It huses the largest ancient bk cllectin.
D ．It allws a thrugh lk at the preservatin prcess.
6 ．What des the underlined wrd “reversed” in paragraph 4 mean?
A ．Changed back. B ．Recreated.
C ．Turned ver. D ．Plished.
7 ．What can be inferred frm the last paragraph?
A ．The curse inspired career interest.
B ．New techniques were used in repairs.
C ．Texts were restred with special inks.
D ．Students imprved phtgraphic skills.
C
“Ghst gear” refers t lst r abandned fishing nets, a highly destructive pllutant in
ceans. Each year, apprximately 1 millin tns f such gear are discarded at sea, accunting fr up t 86% f large marine flating plastics. Unlike visible plastic waste like bttles, it sinks int the deep cean, cntinuusly trapping sea animals, prducing micrplastics and endangering
navigatin.
T address this issue, rganizatins like Cnservatin Internatinal have launched
prgrams wrldwide. A distinctive prject in Mexic fcuses n training female divers knwn as sirenas t clear away ghst gear and help castal cmmunities gain a direct understanding f the pllutin’s harm.
These female divers rely n cmmercial fishing as their primary incme surce but
vlunteer fr the cleanup. After prfessinal training and certificatin, they start searching fr and remving dangerus ghst gear. The peratin tests their physical limits and patience t the
fullest. As many as 117 sailrs nce invested ver 40 hurs in clearing a massive 300-ft-lng
fishing net. Their diving experience has cmpletely transfrmed their perceptin f the cean. By engaging with cmmunities and fishing cperatives, they have gradually gained recgnitin,
carving ut a space fr wmen in marine cnservatin within the male-dminated fishing industry.
Undubtedly, preventin deserves the equal pririty t cleanup. The Glbal Ghst Gear Initiative has develped a reprting system fr fishers t ntify lst gear fr timely recvery and prvided them with regin-specific recmmendatins, such as aviding peratins in severe
weather and string gear prperly.
In selected regins, fishing nets bear unique identifiers, enabling the precise tracking f
their wnership by individuals r cmmercial fisheries pst-recvery and instantly lcking dwn whever is at fault. “Once yur fishing gear is attached t distinct identifiers, it facilitates a
heightened sense f individual accuntability, which in turn generates a cncrete effect n yur behaviral apprach t fishing practices,” ntes Jimenez, a marine bilgist.
The gvernance f ghst gear demands cperatin amng fishers, researchers and
plicymakers. By changing mindsets and taking effective measures, this campaign against cean “ghsts” is advancing steadily, injecting hpe fr the sustainable future f marine ecsystems and castal cmmunities.
8 ．Hw des ghst gear differ frm ther marine plastics?
A ．It’s harder t detect. B ．It’s distributed mre extensively.
C ．It takes lnger t break dwn. D ．It flats evenly in shallwer water.
9 ．Why des the authr mentin the 300-ft-lng net remval example?
A ．T shwcase training effect. B ．T emphasize ptential net risks.
C ．T highlight wrk efficiency. D ．T demnstrate cleanup challenges.
10 ．What can we infer frm Jimenez’s wrds?
A ．Labels avid fishing net lss. B ．Technlgy reshapes prductivity.
C ．Markings bst respnsibility. D ．Identity validatin guarantees security.
11 ．What can be the best title f the text?
A ．Deep-sea Ghst Gear: Silent Killers.
B ．Sirenas: Dedicated Ocean Guardians.
C ．Multi-dimensinal Actins: Tackling Marine Ghsts.
D ．Fr Marine Cnservatin: Mind Yur Fishing Gear.
D
In New Jersey’s suburban intersectins, an immature Cper’s hawk (鹰) was at wrk. It was unflding a nvel hunting strategy that wuld astnish even seasned ethlgists, which was dcumented by University f Tennessee researcher Vladimir Dinetes in his study Street smarts: a remarkable adaptatin in a city-wintering raptr (猛禽).
Over 18 freezing winter mrnings, Dinetes bserved frm a parked vehicle as birds
gathered n the sidewalk t eat fd left by residents. In a nearby tree, a yung hawk waited,
listening fr a specific electric sund that signals it’s safe t crss the street. This high tne, tied t a red-light extensin frm 30 t 90 secnds, meant cars wuld stretch farther back alng the blck, frming a dense line. When that line reached a certain pint, the hawk wuld launch an attack,
flying lw alng the sidewalk, hidden by the line f waiting cars. Then it wuld slip, bursting int the birds’ feeding space and securing an exceptinally high hunting success rate.
Critically, the hawk avided attacks n weekends when cars didn’t line up sufficiently lng t prvide a visual barrier. This selectivity prved n accident: The hawk had learned t link the signal sund, traffic patterns and hunting pprtunities.
Cper’s hawks, nce restricted t deep wdlands, have inhabited Nrth American cities since the 1970s, but nly ne urban-adapted behavir — hunting near sunset lights — was
previusly recrded. Dinetes’ finding adds a far mre cmplex strategy, ne that demands mapping envirnments, tracking time-based clues and carrying ut plans.
Dinetes explains, “The hawk desn’t evlve urban skills anew but uses pre-existing
prblem-slving ability meant fr frest hunts where it measures flight angles and escape paths
amid branches. Its frest hunting skill translates int viewing city traffic as branches and
crsswalks as tree gaps. This crss-cntextual thinking — where a bilgical instinct is adapted t an artificial landscape — is ne f the hallmarks f intelligence in the animal kingdm.”
As cities grw, understanding hw animals adapt will be crucial fr cnservatin and cexistence strategies. The study highlights the interplay between wildlife and human
envirnments.
12 ．What des the authr primarily intend t tell us in paragraph 2?
A ．Lcal residents care fr birds well. B ．Prlnged signal duratin causes traffic jam.
C ．The hawk is skilled at timing its hunt. D ．The hawk tends t launch attacks randmly.
13 ．Why did the hawk avid its hunt n weekends?
A ．Birds didn’t search fr fd then. B ．Light traffic failed t prvide enugh cver.
C ．Traffic lights were ut f functin. D ．Bystanders interfered with its behavir.
14 ．What lessn can we learn frm the hawk’s crss-cntextual thinking?
A ．Use available resurces strategically. B ．A patient heart eats the sweet fruit.
C ．Dn’t fllw thers blindly. D ．The early bird catches the wrm.
15 ．What kind f writing methd is mainly used in the text?
A ．Explaining a finding with relevant data. B ．Defending a view thrugh an experiment.
C ．Presenting a study with specific facts. D ．Narrating a stry in time rder.
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。
A few days befre, I tried clearing ut sme ld schlbks. Deep dwn, I knew I wuld never read them again. Yet I realized with myself that maybe they wuld be helpful smeday.
16 I am prbably nt alne in this: this struggle is a phenmenn knwn as the “Endwment Effect (禀赋效应)” .
Psychlgists wh demnstrated the effect fund that peple demanded a much higher price t sell a bttle f wine they wned than they were willing t pay t buy that same bttle. 17 It explains why we are s unwilling t give smething up nce we wn it.
Why des this happen? At first, researchers thught it was a classic case f “lss aversin”, where the pain f lsing smething feels twice as strng as the pleasure f gaining it. 18 Psychlgists cnclude that we value smething mre simply because it is urs. We prject ur
identity nt the bject, making it painful t mve n.
Frtunately, there is an effective cunteractin: shifting yur perspective frm an “wner” t a “buyer”. When yu are hesitating t thrw smething away, ask yurself: “Hw much wuld I pay t buy this frm thers nw?” 19 If that is the case, it is a clear sign yu value the item nt fr its usefulness, but simply fr the endwment effect.
20 Besides turning ur hmes int strage units fr the past, it makes us mentally trapped in them as well. Recgnizing this is the first step tward the liberatin f living with less. Make space fr what truly matters.
A ．It just feels right t keep them.
B ．Mre ften than nt, the answer is “nthing”.
C ．Thus, a price gap exists between buyers and sellers.
D ．The cst f wnership is ften far greater than we think.
E ．We ften mistakenly believe these items define wh we are.
F ．That sunds lgical, but the real reasn is the sense f wnership itself.
G ．The incnsistency reveals we vervalue things just because we pssess them.
第三部分：语言运用(共 15 小题;每小题 1 分，满分 15 分)阅读下面短文，从短文后各题所给的 四个选项(A 、B 、C 和 D) 中，选出可以填入空白处的最佳选项。
After weeks wrapped up in my yungest daughter’s wedding, it feels like a quiet
t save a small, warm mment. T be hnest, the huse had been with
guests fr days — bed sheets t irn, meals t arrange, last-minute details at the venue (宴会) t ut — and scarcely did I draw a breath until the final farewell was exchanged.
Given that life has returned t its accustmed rutine, I gladly back int my
everyday rhythm, starting with an nline grcery . The delivery came right as
: a yung man std at the drway, a heavy bag hung n his arm, his vice calm as he handed ver my purchase. I expressed my gratitude, and he set the bag dwn n the entry table
. Just as he turned t depart, he paused. “Wuld yu mind a quick ? When lifting the bag, grasp it frm the bttm — there are cartns (盒) f milk inside, and they might
if yu nly hld it by the tp handles,” he remarked. I ndded, smiling t myself at his
.
_________
As I was putting away the grceries, I the milk cartns at the very bttm f the bag. Withut his wrds, I wuld have grabbed the bag and watched it spill (洒) all
ver the flr. In mdern times, when everyne seems frm ne task t the next, here was smene wh t think f thers and speak plitely. It’s these little, yet cnsiderate
that light up an rdinary day, dn’t yu think?
21 ．A ．regret B ．respnsibility C ．excitement D ．relief
22 ．A ．blessed B ．equipped C ．packed D ．cnnected
23 ．A ．pick B ．srt C ．leave D ．hand
24 ．A ．settled B ．fell C ．lked D ．called
25 ．A ．review B ．rder C ．prmtin D ．exchange
26 ．A ．expected B ．imagined C ．indicated D ．described
27 ．A ．decisively B ．carelessly C ．cautiusly D ．randmly
28 ．A ．questin B ．discussin C ．service D ．reminder
29 ．A ．run ut B ．slip ut C ．fade away D ．steal away
30 ．A ．reliability B ．diligence C ．sympathy D ．thughtfulness
31 ．A ．sptted B ．pressed C ．smelled D ．laid
32 ．A ．curiusly B ．slwly C ．unthinkingly D ．carefully
33 ．A ．nervus B ．hurried C ．eased D ．patient
34 ．A ．paused B ．hesitated C ．prmised D ．pretended
35 ．A ．reflectins B ．mds C ．desires D ．gestures
Ⅱ卷(共 55 分)
(以下题目请在答题纸规定区域内作答，否则无效)
语法填空(共 10 小题，每小题 1 分共 10 分)
阅读下面材料，在空格处填入适当的内容(1个单词)或使用括号中单词的正确形式。
In early Nvember, seeders mved up and dwn the fields, placing wheat seeds in the sil in 36 agricultural district f Dngying, Shandng prvince. It’s hard t imagine back in 2010, nthing wuld grw n the bare, white stretch f saline-alkaline land (盐碱地), just thin
cttn with 37 (pitiful) lw yields. “The land was cnsidered wrthless. Fellw farmers rented it t me fr nly 50 yuan per mu.” said Li Dianquan, a lcal farmer ____38____ family has farmed this land fr generatins.
On the shres fthe Bhai Sea where the winding Yellw River 39 (empty) int the cean, Dngying’s landscape has been shaped by an unusual gegraphical legacy. The gradual 40 (withdraw) f seawater ver time left behind salt depsits (沉积物) which
have created 227.330 hectares f saline-alkaline land.
“In the autumn harvest seasn, Shandng’s landscape is a clrful palette (调色
板),____41____ the last clr we want t see is the white f saline-alkaline land,”said Wang
Jingdng, an fficial f the Department f Agriculture. This year farmers started planting a new
strain f wheat, which has resistance 42 pests and diseases — exactly 43 years f scientific research has aimed fr.
The furth general cnference called fr enhancing verall agricultural prductin
perfrmance, quality and efficiency. Saline-alkaline land use is crucial t this effrt, 44 (hld)significant strategic imprtance fr natinal fd security. Shandng is explring a path
45 (characterize) by eclgical priritizatin and technlgical supprt.
单词拼写：根据句意及所给汉意或单词填入单词的正确形式。(共 5 小题，每小题 1 分，共 5 分)
46 ．Despite having clearly infrmed the waiter f my nut allergy, the dessert served cntained peanuts, which caused a severe ________ (allergy) reactin.(所给词的适当形式填空)
47 ．There is an (balance) between yur study and sleep. T imprve efficiency, it is essential t strike a prper balance between wrk and rest. (所给词的适当形式填空)
48 ． (beat) dwn by failure and self-dubt, he nearly gave up. But a gentle vice frm behind pulled him back frm the edge. (所给词的适当形式填空)
49 ．At first, the lng train jurney was incredibly dull. But sn, the (bre) turned int excitement when he sptted a rainbw ver the muntains. (所给词的适当形式填空)
50 ．My visit t the rphanage made me realize that n matter hw tugh my life seemed,many children there were far (badly) ff than I had ever been. (所给词的适当形式填空)
写作(共两节，满分 40 分)
第一节(满分 15 分)
51．你和英国好友 Tim 原计划下周五共赴一场郊外古村落的“融合音乐会”(西方古典乐器+传统戏曲) 。Tim 因路途远、担心听不懂而犹豫，觉得等以后准备充分再去更好。请你给他写封邮件，内容包括：
1.提出解决问题的办法；
2.阐释音乐会的文化融合价值，并帮他分析：“准备好了再出发”与“在体验中学习” 哪种态度
更有意义。
注意：1.写作词数应为 80 左右；2.请按如下格式作答。 Dear Tim,
Yurs,
Li Hua
第二节(满分 25 分)
52 ．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。
Sumi’s daughter Anna had always been called “Number 23.” Every time the schl
released exam results, Anna wuld always end up in 23rd psitin amng 50 pupils. Always 23, regardless f tpic r term. Every time Sumi heard that nickname, it caused her cncern.
When Sumi stayed with her friends, their discussin nearly always turned t their children. Yu knw hw it ges-ne parent discusses their child’s pian hnrs, anther basts abut math lympiads r leadership respnsibilities. While thers were hnring these “great yungsters,” all Sumi culd think abut was Anna and her unpleasant nickname, Number 23.
Sumi had dne everything t help Anna with schl-hired prfessinal tutrs, bught fancy statinery, even packed brain fd. And Anna tried. She gave up sketching, paper cututs, and
many thers. She mved frm ne class t anther, endlessly trying. But then the indicatrs
started shwing-she lst her appetite, culdn’t sleep, and sweated all the time. Eventually, she gt terribly sick. That was when Sumi gave in. She stpped pressing and Anna bunced back t being the cheery little child they knew.
One day, Sumi and her friends went n a weekend trip with their families. During lunch, tw kids gt int a heated quarrel ver a single slice f dessert. N ne culd calm them dwn. Then Anna stepped in. “Let’s flip (抛) a cin,” she said. Simple as that. Bm-prblem slved. Everyne was astnished.
Later, n the jurney back, they gt delayed in traffic. The kids were getting restless. Anna?
She started delivering jkes like a big sister. Even the adults laughed. Then she tk the leftver candy bxes and started changing them int animals-paper elephants, lins, and birds. Befre
everyne said gdbye, she presented ne t each yungster as a gift. The ther parents were shining with appreciatin. Fr the first time in years, Sumi felt smething well up in her
chest-pride.
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。
Nt lng after, Sumi gt a phne call frm Anna’s class teacher.
_______________________________________________________________________________
_______________________________________________________________________________
That afternn, Anna returned hme, the Class Star certificate in hand.
1 ．B 2 ．A 3 ．D
【导语】本文是应用文。文章详细介绍了四款针对儿童心理健康和情绪管理的应用程序，包括它们的功能、特点、适用人群以及价格等信息。
1．细节理解题。根据 Mindful PwersTM 下的“Mindful PwersTM is an award-winning app that is fully fcused n the whle develpment f children thrugh play.(Mindful PwersTM 是一款屡获殊荣的应用程序，它完全专注于儿童通过游戏的整体发展)”可知，Mindful PwersTM 与游戏相结合帮助孩子。故选 B 项。
2 ．细节理解题。根据 Headspace 下的“Althugh the app initially was targeted at meditatin (冥想) and mindfulness in adults, it nw has many sectins yur entire family can use.(虽然这款应用最初针对的是成年人的冥想和正念，但现在它有很多部分可供全家人使用)”可知，
Headspace 适合全家使用。故选 A 项。
3 ．细节理解题。根据 Breathe, Think, D with Sesame 下的“It is a free research-based app
designed t help yung children develp skills such as calming dwn and slving prblems.(这是一款基于研究的免费应用程序，旨在帮助幼儿培养冷静和解决问题等技能)” ，Mindful
PwersTM 下的“The app uses vice-guided stries t teach kids abut managing emtins and
abut the pwer f mindfulness.(该应用程序使用语音引导的故事来教孩子们如何管理情绪和正念的力量)” ，Headspace 下的“Althugh the app initially was targeted at meditatin (冥想) and mindfulness in adults, it nw has many sectins yur entire family can use.(虽然这款应用最初针对的是成年人的冥想和正念，但现在它有很多部分可供全家人使用)”以及 Stp,
Breathe&Think Kids 下的“Stp, Breathe&Think Kids suggests mindful breathing exercises and
guided meditatin t help children learn hw t meditate, fcus, and identify and prcess big
emtins.(Stp, Breathe&Think Kids 建议正念呼吸练习和引导冥想来帮助孩子们学习如何冥想，集中注意力，识别和处理大的情绪)”可知，这四个应用程序会给人们带来更好的心理健康。故选 D 项。
4 ．D 5 ．D 6 ．A 7 ．A
【导语】这是一篇说明文。文章主要介绍了哈佛大学一门名为“Texts in Transitin” 的课程，学生们通过参观 Weissman保护中心，亲身体验了古籍保护的过程，并了解了保护工作的重要性和复杂性。
4 ．细节理解题。根据第二段“Students in “Texts in Transitin,” a GenEd class taught by
Prfessrs Ann Blair and Leah Whittingtn, were visiting the Weissman Preservatin Center t
witness preservatin firsthand. Their curse explres hw written wrks are passed dwn thrugh
,
time.(“Texts in Transitin” 是Ann Blair教授和Leah Whittingtn教授教授的一门通识教育课程学生们正在参观 Weissman保护中心，亲眼见证保护工作。他们的课程探索书面作品是如何随着时间的推移而传承下来的。)”可知，这门课程的目的是探索旧文本的生存。故选 D。
5．细节理解题。根据第三段“At the Weissman Preservatin Center, students learn what happens behind the scenes when cnservatrs step in t keep materials usable and preserve them fr the
future.(在 Weissman保护中心，学生们了解到当保护者介入以保持材料可用并为其未来保存时，幕后发生了什么。)”可知，Weissman 保护中心的特别之处在于它允许对保护过程进行彻底的了解。故选 D。
6 ．词句猜测题。根据第四段““Any treatment we apply must nt harm the bject and can be
restred,” explained Eliza, Senir Paper Cnservatr. “We always respect the integrity f the
materials and nly make changes that can be reversed, which is imprtant in ur cnservatin
standards”(“我们采用的任何处理方法都不能损害文物本身，并且可以复原，” 高级纸张修复师伊莱扎解释道，“我们始终尊重材料的完整性，只做可 reversed 的改动，这在我们的保护标准中至关重要。”)”可知，因为始终尊重材料的完整性，只进行可以改回的更改，所以
“reversed” 的意思是“ 改回” 。故选 A。
7．推理判断题。根据最后一段“One student, enthusiastic abut her discveries, set up her phne t phtgraph the scene. Turning t senir rare bk cnservatr Jdy Beenk, she declared, “I
think I have fund my career” .(一名学生对自己的发现充满热情，她拿起手机拍摄了这一幕。转向高级珍本书保护者 Jdy Beenk ，她宣称：“我想我找到了我的职业” 。)”可知，从最后一段可以推断出这门课程激发了职业兴趣。故选 A。
8 ．A 9 ．D 10 ．C 11 ．C
【导语】本文是一篇说明文。主要介绍了幽灵渔具对海洋的巨大危害，以及人们从清理、预防、监管多方面采取措施治理该问题。
8．细节理解题。根据第一段“Unlike visible plastic waste like bttles, it sinks int the deep cean, cntinuusly trapping sea animals, prducing micrplastics and endangering navigatin. (与瓶子等可见的塑料垃圾不同，它会沉入深海，不断困住海洋动物，产生微塑料，危及航行)”可知，幽灵渔具和其他海洋塑料不同，它沉入深海、更难被检测到。故选 A 项。
9 ．推理判断题。根据第三段“The peratin tests their physical limits and patience t the fullest. As many as 117 sailrs nce invested ver 40 hurs in clearing a massive 300-ft-lng fishing
net. (这项行动最大限度地考验了她们的体力和耐心。多达 117 名水手曾投入超过 40 小时清理一条长达 300 英尺的巨大渔网)”可知，作者提到清理 300 英尺长的渔网是为了展示清理工作的挑战性。故选 D 项。
10 ．推理判断题。根据倒数第二段“Once yur fishing gear is attached t distinct identifiers, it facilitates a heightened sense f individual accuntability, which in turn generates a cncrete
effect n yur behaviral apprach t fishing practices, (一旦你的渔具贴上了独特的标识，就会增强个人的责任感，进而对你的捕鱼行为产生具体的影响）”可知，从 Jimenez 的话中我们可以推断出标记能增强责任感。故选 C 项。
11 ．主旨大意题。根据第一段““Ghst gear” refers t lst r abandned fishing nets, a highly
destructive pllutant in ceans.(“ 幽灵渔具”是指丢失或遗弃的渔网，这是海洋中一种极具破坏性的污染物)” 、最后一段“The gvernance f ghst gear demands cperatin amng fishers,
researchers and plicymakers.(幽灵渔具的治理需要渔民、研究人员和政策制定者之间的合
作)”以及文章内容可知，本文既介绍幽灵渔具的危害，又介绍多国组织、人员从清理、预防、监管多方面采取措施，所以“ 多维行动：对抗海洋幽灵”适合作为文章标题。故选 C 项。
12 ．C 13 ．B 14 ．A 15 ．C
【导语】本文是一篇说明文。文章主要讲述了鹰在城市环境中展现出的复杂狩猎策略及跨情境思维能力。
12 ．主旨大意题。根据第二段中“When that line reached a certain pint, the hawk wuld launch an attack, flying lw alng the sidewalk, hidden by the line f waiting cars. Then it wuld slip,
bursting int the birds’ feeding space and securing an exceptinally high hunting success rate.(当车流排到一定长度时，鹰便发起攻击，沿着人行道低空飞行，被排队等候的车辆遮挡。随后它猛冲过去，闯入鸟群觅食区，狩猎成功率极高)”可知，这只鹰非常擅长把握狩猎时机。故选 C。
13 ．细节理解题。根据第三段中“Critically, the hawk avided attacks n weekends when cars
didn’t line up sufficiently lng t prvide a visual barrier.(至关重要的是，鹰会避免在周末发动攻击，因为周末车辆没有排成足够长的队来提供视觉屏障)”可知，周末车辆少，无法为鹰提供足够的掩护，所以鹰避免在周末狩猎。故选 B。
14．推理判断题。根据第五段“Dinetes explains, ‘The hawk desn’t evlve urban skills anew but uses pre-existing prblem-slving ability meant fr frest hunts where it measures flight angles
and escape paths amid branches. Its frest hunting skill translates int viewing city traffic as
branches and crsswalks as tree gaps. This crss-cntextual thinking — where a bilgical instinct is adapted t an artificial landscape — is ne f the hallmarks f intelligence in the animal
kingdm.’(迪内特解释说：‘鹰并没有重新进化出城市技能，而是使用了原本用于森林狩猎的预先存在的解决问题的能力，在森林中它会测量树枝间的飞行角度和逃生路径。它的森林狩猎技能转化为将城市交通视为树枝，将人行横道视为树间空隙。这种跨情境思维——将生物本能适应到人工环境中——是动物王国中智力的标志之一。’)”可知，鹰把原本用于森林狩猎的技能转化到城市环境中，也就是有策略地利用现有的资源。故选 A。
15 ．推理判断题。通读全文，尤其根据第一段“In New Jersey’s suburban intersectins, an
immature Cper’s hawk (鹰) was at wrk. It was unflding a nvel hunting strategy that wuld
astnish even seasned ethlgists, which was dcumented by University f Tennessee researcher Vladimir Dinetes in his study Street smarts: a remarkable adaptatin in a city-wintering raptr (猛 禽).(在新泽西州的郊区十字路口，一只尚未成年的库珀鹰正在行动。它展现出一种全新的捕猎策略，就连经验丰富的动物行为学家也会为之惊叹。田纳西大学研究员弗拉基米尔 ・ 迪内特斯在其研究《街头智慧：越冬猛禽在城市中的非凡适应能力》中记录了这一现象)”可知，第一段引入一个令人惊奇的研究发现；第二、三段详细描述研究的观察过程和具体事实（如鹰如何利用声音和车流捕猎，为何周末不捕猎）；第四段将这一发现与已知的鹰的城市适应行为进行对比，突出其复杂性；第五段引用研究者的解释，阐述其背后的科学原理。整篇文章都是围绕迪内特斯的这项研究展开，用具体的观察事实（如 18 个早晨的观察、特定的声音、车流长度、成功率等） 来呈现这项研究及其意义。所以文章主要是通过具体事实来呈现一项研究。故选 C。
16 ．A 17 ．G 18 ．F 19 ．B 20 ．D
【导语】本文是一篇说明文。文章主要讲的是“禀赋效应” 的表现，产生的原因和应对的方法。
16 ．前文“A few days befre, I tried clearing ut sme ld schlbks. Deep dwn, I knew I
wuld never read them again. Yet I realized with myself that maybe they wuld be helpful
smeday.(几天前，我试着清理一些旧课本。内心深处，我知道自己再也不会读它们了。然而，我还是觉得也许它们某天会有用)”提到作者想清理旧校书，知道不会再读但又觉得也许某天会有用，后文“I am prbably nt alne in this: this struggle is a phenmenn knwn as the “Endwment Effect (禀赋效应)” .(我可能并非只有自己有这种纠结：这种挣扎是一种被称为 “禀赋效应” 的现象)”说明这种矛盾心理是普遍存在的。A 选项“It just feels right t keep
them.(留着它们感觉就是对的)”很好地体现了这种矛盾心理，即虽然知道可能不会再读，但留着又觉得合理，符合语境，故选 A。
17 ．前文“Psychlgists wh demnstrated the effect fund that peple demanded a much higher price t sell a bttle f wine they wned than they were willing t pay t buy that same bttle.(证
明这种效应存在的心理学家发现，人们对自己拥有的一瓶酒的售价比他们愿意为购买同一瓶酒所出的价格要高得多)”举例说明人们对自己拥有的物品要价高，对购买相同物品出价低。 G 选项“The incnsistency reveals we vervalue things just because we pssess them.(这种不一致表明，我们仅仅因为拥有某物就对其估值过高)”是对前文现象的总结，符合语境，故选 G。
18 ．前文“At first, researchers thught it was a classic case f “lss aversin”, where the pain f lsing smething feels twice as strng as the pleasure f gaining it.(起初，研究人员认为这是“损失厌恶” 的典型案例，即失去某物的痛苦感觉是获得同等事物所带来的愉悦感的两倍)”说研究人员最初认为这是“损失厌恶” 的典型案例，后文“Psychlgists cnclude that we value
smething mre simply because it is urs.(心理学家得出结论：我们仅仅因为某样东西属于自己就会更看重它)”说心理学家得出结论是因为物品是自己的所以更看重它。F 选项“That
sunds lgical, but the real reasn is the sense f wnership itself.(这听起来合理，但真正的原因是所有权本身)”起到了转折作用，引出了真正的原因，符合上下文逻辑，故选 F。
19 ．前文“When yu are hesitating t thrw smething away, ask yurself: “Hw much wuld I
pay t buy this frm thers nw?”(当你犹豫是否要扔掉某样东西时，问问自己：“我现在愿意花多少钱从别人那里买下这个东西？”)”说当犹豫是否扔掉东西时，问自己现在愿意花多少 钱从别人那里买这个东西。B 选项“Mre ften than nt, the answer is “nthing” .(通常情况下，答案是“没什么（指不愿花钱再买回自己拥有的东西）”)”承接上文，说明很多时候对购买自己拥有的东西出价很低，与后文“If that is the case, it is a clear sign yu value the item nt fr its usefulness, but simply fr the endwment effect.(如果是这样，那就清楚地表明，你重视这件物品不是因为它的实用性，而仅仅是因为禀赋效应)”对购买自己拥有的东西出价很低的原因是禀赋效应相呼应，故选 B。
20．后文“Besides turning ur hmes int strage units fr the past, it makes us mentally trapped in them as well.(除了把我们的家变成过去的储物间，它还让我们在精神上也受困于过去)”说除了把我们的家变成过去的储物间，它还让我们在精神上也受困于过去，说明禀赋效应有不好的影响。D 选项“The cst f wnership is ften far greater than we think.(拥有物品的成本往往比我们想象的要高得多)”概括了后文内容，说明禀赋效应带来的危害，故选 D。
21 ．D 22 ．C 23 ．B 24 ．A 25 ．B 26 ．A 27 ．C 28 ．D
29 ．B 30 ．D 31 ．A 32 ．C 33 ．B 34 ．A 35 ．D
【导语】本文是一篇记叙文，主要讲述了作者在小女儿婚礼忙碌之后，通过一次网购配送中送货员的贴心提醒，感受到了生活中的小善意，这些小举动照亮了平凡的一天。
21．考查名词词义辨析。句意：忙活了好几个星期，终于办完了小女儿的婚礼，此刻能静下心来珍藏这一段温暖的小瞬间，心里总算松了口气。A. regret 后悔；B. respnsibility 责任； C. excitement 兴奋；D. relief 宽慰，轻松。根据上文“After weeks wrapped up in my yungest daughter’s wedding”可知，作者为女儿的婚礼忙碌了数周，现在应该是感到轻松。故选 D。
22．考查动词词义辨析。句意：说实话，一连好几天，家里都挤满了客人——要熨床单、安排饭菜、还要把宴会现场最后那些杂事一一处理妥当，直到最后一声道别说完，我才总算喘了口气。A. blessed 祝福；B. equipped 装备；C. packed 塞满，挤满；D. cnnected 连接。根据下文“with guests fr days”可知，家里这几天挤满了客人。固定搭配 be packed with 表示“挤满” 。故选 C。
23．考查动词词义辨析。句意同上。A. pick 挑选；B. srt 整理，分类；C. leave 离开；D. hand传递。根据上文“bed sheets t irn, meals t arrange”可知，此处指整理宴会场地的最后细节，固定搭配 srt ut 表示“整理，解决” 。故选 B。
24．考查动词词义辨析。句意：既然生活已经恢复了往常的节奏，我很高兴地回到了我的日常生活节奏中，首先是在网上订购杂货。A. settled 安定下来；B. fell 落下；C. lked 看；
D. called 打电话。根据上文“life has returned t its accustmed rutine”可知，生活已经恢复了往常的节奏，所以作者很高兴地安定下来，回到日常生活节奏中。settle back int 表示“重新回到，安定下来” 。故选 A。
25．考查名词词义辨析。句意同上。 "A.review" A. review 评论；B. rder 订单；C. prmtin 提升；D. exchange 交换。根据上文“nline grcery”可知，是在网上订购杂货。故选 B。
26．考查动词词义辨析。句意：快递如约送到了门口：一个年轻小伙子站在门边，胳膊上挎着沉甸甸的袋子，语气平静地把东西递给我。A. expected 期望，预料；B. imagined 想象；
C. indicated 表明；D. described 描述。根据下文“a yung man std at the drway,”可知，快递如约送到了门口。故选 A。
27 ．考查副词词义辨析。句意：我表达了感谢，他小心翼翼地把袋子放在入口处的桌子上。 A. decisively 果断地；B. carelessly 粗心地；C. cautiusly 小心地；D. randmly 随意地。根据
下文“When lifting the bag, grasp it frm the bttm — there are cartns (盒) f milk inside, and
they might if yu nly hld it by the tp handles”可知，快递员提醒作者提袋子时要从底部抓，因为里面有牛奶盒，如果只从顶部提可能会洒出来，所以此处指他小心翼翼地把袋子放在桌子上。故选 C。
28 ．考查名词词义辨析。句意：你介意我提醒一下吗？A. questin 问题；B. discussin 讨论； C. service 服务；D. reminder 提醒。根据下文“When lifting the bag, grasp it frm the bttm — there are cartns (盒) f milk inside, and they might if yu nly hld it by the tp
handles”可知，快递员在提醒作者提袋子时的注意事项。故选 D。
29．考查动词短语辨析。句意：拎袋子的时候要从底下托住——里面有几盒牛奶，如果只拎上面的提手，可能会滑出来洒掉。A. run ut 用完；B. slip ut 洒出，漏出；C. fade away 消失；D. steal away 偷走。根据上文“there are cartns f milk inside”可知，里面有牛奶盒，如果只从顶部提，可能会洒出来。故选 B。
30 ．考查名词词义辨析。句意：我点点头，心里笑着感慨他的细心体贴。A. reliability 可靠性；B. diligence 勤奋；C. sympathy 同情；D. thughtfulness 体贴。根据上文“When lifting the bag, grasp it frm the bttm — there are cartns (盒) f milk inside, and they might if yu nly hld it by the tp handles”可知，快递员提醒作者提袋子时的注意事项，此处指作者因为他的体贴而微笑。故选 D。
31．考查动词词义辨析。句意：我在整理杂货时，发现牛奶盒就放在袋子最底下。A. sptted发现；B. pressed 按压；C. smelled 闻；D. laid 放置。根据下文“the milk cartns at the very bttm f the bag”可知，作者在袋子最底部发现了牛奶盒。故选 A。
32．考查副词词义辨析。句意：要是没有他的提醒，我会不假思索地抓住袋子，眼睁睁看着牛奶洒一地。A. curiusly 好奇地；B. slwly 慢慢地；C. unthinkingly 不假思索地；D. carefully小心地。根据下文“watched it spill all ver the flr”可知，如果没有快递员的提醒，作者会不假思索地抓住袋子，导致牛奶洒出来。故选 C。
33．考查形容词词义辨析。句意：在如今这个时代，每个人似乎都匆匆忙忙地从一件事赶往下一件事，而这个人却愿意停下脚步，为别人着想、礼貌地提醒一句。A. nervus 紧张的； B. hurried 匆忙的；C. eased 放松的；D. patient 耐心的。根据下文“frm ne task t the next”可知，每个人似乎都从一个任务匆忙赶到下一个任务。故选 B。
34 ．考查动词词义辨析。句意同上。A. paused 暂停；B. hesitated 犹豫；C. prmised 承诺； D. pretended 假装。根据上文送货员提醒作者提袋子时的注意事项以及下文“t think f thers
and speak plitely”可知，快递员停下来为别人着想并礼貌说话。故选 A。
35．考查名词词义辨析。句意： 正是这些微小却贴心的举动，点亮了平凡的一天，你不觉得吗？A. reflectins 反思；B. mds 情绪；C. desires 欲望；D. gestures 举动。根据上文“Wuld yu mind a quick ?”可知，快递员提醒作者提袋子时的注意事项，此处应是指这些小小的、体贴的举动。故选 D。
36 ．an 37 ．pitifully 38 ．whse 39 ．empties 40 ．withdrawal 41 ．but
42 ．t 43 ．what 44 ．hlding 45 ．characterized
【导语】本文是一篇说明文，主要讲述山东东营盐碱地改良、小麦新品种种植以及国家粮食安全与生态农业发展的相关情况。
36 ．考查冠词。句意：11 月初，在山东东营一处农业产区，播种机在田间来回播种小麦。此处泛指“一处农业产区”，且 agricultural 以元音音素开头，应用不定冠词 an。故填 an。
37 ．考查副词。句意：很难想象，早在 2010 年，这片光秃秃的白色盐碱地上寸草不生，只有长势稀疏的棉花，产量低得可怜。此处修饰形容词 lw，应用副词形式 pitifully，表“可怜地”，符合语境。故填 pitifully。
38 ．考查定语从句。句意：“这片地曾被认为毫无价值，老乡们每亩只以 50 元的价格租给 我。” 当地农民李典全说，他家世代耕种这片土地。此空考查定语从句，先行词为 farmer，关系词在从句中作定语修饰 family，应用关系代词 whse 引导。故填 whse。
39．考查时态和主谓一致。句意： 在蜿蜒的黄河汇入大海的渤海之滨，东营的地貌由一段独特的地理变迁塑造而成。此空考查谓语动词，the winding Yellw River 与 empty 为主动关系，句子描述客观事实，应用一般现在时，主语为单数，谓语动词用 empties。故填 empties。
40 ．考查名词。句意：随着时间推移，海水逐渐退去，留下了盐分沉积物，形成了 227.330公顷的盐碱地。形容词 gradual 后接名词，withdraw 的名词形式是 withdrawal，表“退回”，
为不可数名词，符合语境。故填 withdrawal。
41．考查连词。句意： 秋收时节，山东的大地宛如一幅五彩斑斓的调色板，但我们最不愿见到的颜色，便是盐碱地的白色。分析句子结构可知，前后句为转折关系，应用连词 but。故填 but。
42．考查介词。句意： 今年农民们开始种植一种新型小麦，这种小麦抗病虫害，而这正是多年科学研究所追求的目标。此处考查固定搭配 resistance t，表示“对 的抵抗”，符合语境。故填 t。
43．考查表语从句。句意：今年农民们开始种植一种新型小麦，这种小麦抗病虫害，而这正是多年科学研究所追求的目标。分析句子结构可知，破折号后面相当于一个名词性结构，作前面整句话的补充说明表语，从句缺少宾语且指事物，应用连接代词 what 引导。故填
what。
44．考查非谓语动词。句意：盐碱地的利用对这项工作至关重要，对国家粮食安全具有重大战略意义。此空考查非谓语，主语 Saline-alkaline land use 与 hld 为主动关系，再由语境可知，应用现在分词 hlding 作伴随状语。故填 hlding。
45．考查非谓语动词。句意：山东正在探索一条以生态优先、技术支撑为特征的道路。此空考查非谓语，path 与 characterize 为被动关系，再由语境可知，应用过去分词 characterized作后置定语。故填 characterized。
46 ．allergic
【详解】考查形容词。句意：尽管我已明确告知服务员我对坚果过敏，但端上来的甜点中含有花生，这引起了我严重的过敏反应。本空修饰名词 reactin ，作定语，用形容词 allergic。故填 allergic。
47 ．imbalance
【详解】考查名词。句意：你的学习和睡眠之间存在一种失衡状态。为了提高效率，劳逸结合、保持适当的平衡至关重要。结合后文强调要保持平衡的语境，此处应用反义词
imbalance ，表示 “失衡，不平衡” ，作主语，为不可数名词，故填 imbalance。
48 ．Beaten
【详解】考查非谓语动词。句意：由于屡次遭遇失败以及自我怀疑，他几乎要放弃了。但身后传来的一声轻柔的呼唤将他从悬崖边缘拉了回来。空处作状语，he 与 beat构成逻辑上的被动关系，用过去分词，放在句首，首字母大写。故填 Beaten。
49 ．bredm
【详解】考查名词。句意：起初，漫长的火车旅行非常枯燥。但当他看到山上的彩虹时，无聊很快就变成了兴奋。本空在句中作主语，用名词 bredm“无聊” 。故填 bredm。
50 ．wrse
【详解】考查副词比较级。句意：我对孤儿院的访问让我意识到，无论我的生活看起来多么艰难，那里的许多孩子的生活比我曾经经历过的要艰难得多。根据空后 than 可知，此处应用副词 badly 的比较级 wrse“更差，更糟糕” 。故填 wrse。
51．
Dear Tim,
I knw yu’re hesitating abut ging t the fusin cncert next Friday. The distance is far, and yu’re wrried abut nt understanding it. But I have slutins! We can take a train tgether t save time and energy. And I’ll prepare sme materials abut the cncert in advance, which will help yu understand better.
This cncert, where western classical instruments meet traditinal peras, has great cultural value. I think “learning thrugh experience” is mre meaningful than “starting when ready”. What we learn frm experience can’t be replaced by preparatin.
Let’s seize this chance and enjy it!
Yurs,
Li Hua
【导语】本篇书面表达属于应用文。要求考生给英国好友 Tim 写邮件，针对其因路途远、担心听不懂而对赴融合音乐会犹豫一事，提出解决办法，阐释音乐会价值并分析两种态度。 【详解】1.词汇积累
担心：wrried → cncerned
提前：in advance → ahead f time
遇见：meet → encunter
代替：replace → substitute
2.句式拓展
简单句变复合句
原句：Let’s seize this chance and enjy it!
拓展句：Let’s seize this chance s that we can enjy it!
【点睛】【高分句型 1】And I’ll prepare sme materials abut the cncert in advance, which will help yu understand better.（运用了 which 引导的非限制性定语从句）
【高分句型 2】This cncert, where western classical instruments meet traditinal peras, has great cultural value.（运用了 where 引导的非限制性定语从句）
52 ．Paragraph 1:
Nt lng after, Sumi gt a phne call frm Anna’s class teacher: The teacher’s vice was filled
with warmth as she said, “I’m just calling because I have sme wnderful news abut Anna.” She then explained that Anna had been selected fr the Class Star award fr her exceptinal scial
skills and creative talents. Almst every kid vted fr her. Sumi felt her eyes misten as she
listened, remembering all the times she had fcused slely n academic rankings. “Anna was a
genuinely remarkable child and I’m really prud f her,” the teacher added.Paragraph 2:
That afternn, Anna returned hme, the Class Star certificate in hand. She smiled brightly and tld her mther, “I think my friends vted fr me because they like my paper animals and
jkes.” Sumi hugged her tightly and said, “Yu’re a beautiful angel, Anna. I didn’t realize my
little girl was a real-life her.” Lking at Anna’s happy face, Sumi nw realized that every child has their wn unique strengths that cannt be measured by grades alne. Being Number 23 didn’t define her daughter’s wrth-it was simply ne small part f the wnderful persn she was
becming.
【导语】本文围绕 Sumi 和她的女儿 Anna展开。Anna 在学校考试成绩总是第 23 名，被称为“23 号”，这让 Sumi 担忧。Sumi 为提高 Anna 成绩采取诸多措施，却导致 Anna 生病。一次周末旅行中，Anna 凭借出色社交和创造能力解决孩子们的问题，让 Sumi 感到骄傲。
【详解】1.段落续写：
①由第一段首句内容“没过多久，Sumi 接到了 Anna 班主任的电话。”可知，第一段此段应描写老师打电话告知 Sumi，Anna 因出色社交技能和创造天赋被选为班级之星，几乎每个孩子都为她投票，老师也表达对 Anna 的认可，Sumi 听后有所触动。
②由第二段首句内容“那天下午，Anna 回到家，手里拿着“班级之星”证书。”可知，第二段此段应描写 Anna 回家后与 Sumi 分享感受，Sumi 夸赞并拥抱 Anna，她意识到不能仅用成绩衡量孩子，“23 号”并非女儿价值的定义，而是她美好成长的一小部分。
2.续写线索：老师来电告知喜讯——孩子回家分享喜悦——母亲感悟孩子价值
3.词汇激活行为类
①选择：select/chse
②拥抱：hug/embrace
③意识到：realize/recgnize/becme aware f情绪类：
①自豪：be prud f/take pride in/feel hnred abut
①开心的：happy/jyful/delighted
【点睛】[高分句型 1] The teacher’s vice was filled with warmth as she said, “I’m just calling
because I have sme wnderful news abut Anna.”（运用了 as 引导的时间状语从句和 because引导的原因状语从句）
[高分句型 2] Lking at Anna’s happy face, Sumi nw realized that every child has their wn unique strengths that cannt be measured by grades alne.（运用了 that 引导的宾语从句以及that 引导的定语从句）