2026年上海市浦东新区高三下学期二模英语试卷（含答案）

这是一份2026年上海市浦东新区高三下学期二模英语试卷（含答案），文件包含新部编版八年级语文下册第六单元教学目标测评卷PPT参考答案课件pptx、新部编版八年级语文下册第六单元教学目标测评卷A3原卷版doc、新部编版八年级语文下册第六单元教学目标测评卷A3解析版doc等3份课件配套教学资源，其中PPT共28页， 欢迎下载使用。

Grammar and Vcabulary Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passage cherent and grammatically crrect. Fr the blanks with a given wrd, fill in each blank with the prper frm f the given wrd; fr the ther blanks, use ne wrd that best fits each blank.
Temperatures are warming up with days getting lnger, s we thrw ff ur cats and bts and spend time utside taking in the sun’s warmth.
Thse signs f spring als signal t many that it’s time t cnduct a thrugh cleaning in their huse, a traditin with rts (1) (date) back t ancient times, symblizing the transitin frm the hibernating ( 冬眠) winter seasn t the dynamic grwth f spring. “We sweep the flr and plish the surface, and (2)these actins represent is that we are
hnring a traditin which unites us with past generatins,” says Maren Vss, a directr at the Museum f the Hme in Lndn.
Spring cleaning actually arises frm varius cultures. In Chinese culture, it is custmary just befre New Year’s Day (3)(tidy) up ne’s hme s that gd frtune will arrive. In Western culture, spring cleaning als has a practical histry. In the past, hmes (4) (heat) with wd r cal. And il lamps lit hmes (5)electricity was widely used, s dirt built up n surfaces. Here came spring cleaning.
Hwever, spring cleaning may have mre t d with bilgy. Sme studies suggest mre sunlight increases ur wakefulness because we prduce less melatnin, a chemical that makes us sleepy. Melatnin causes us t becme (6) (willing) t refresh ur space. When the seasns start t shift, feelings f dullness reduce, and we regain energy and feel (7) (mtivate) t deep clean ur living envirnments.
Studies have shwn that cleaning has a healing effect, as seen by the new generatin f “cleanfluencers” (8)are taking scial media by strm. Millins f peple watch them clean dirty hmes and share cleaning tips. What starts (9)a simple vide watch ften ends with viewers tackling their wn husehld chres.
If yu haven’t visited the gym lately, (10) (start) yur wrkut at hme by washing windws and flrs. S pick a rm, grab sme cleaning supplies and begin. Make yur living space as fresh as spring.
Sectin B
Directins: Cmplete the fllwing passage by using the wrds in the bx. Each wrd can nly be used nce. Nte that there is ne wrd mre than yu need.
China’s first rbt Peking Opera has drawn attentin fr its cstumes, classic pieces, and the team-up between a fully made-up rbt and a human perfrmer.
Vides frm the first shw f Farewell My Cncubine (《霸王别姬》) shw “Schlar 01,”
China’s first rbt dctral student, stepping nstage. Dressed as the histrical 1_1 Xiang
Yu, the rbt mves, raises its arms, and shifts its eyes t the beat f music, perfrming alngside Wu Xiafeng, a Peking Opera majr.
Thse vides triggered widespread discussin. Fr sme audience, the perfrmance was
“full f futuristic charm,” an inventive 1_2f traditinal pera and cutting-edge
technlgy. Others questined whether a machine, hwever 1_3, culd truly belng n a stage fr which human perfrmers have spent their whle lives training.
Yet what 14 n stage tuched smething deeper than the nvelty f a rbt in face
paint. The interactin f human breath and machine cde suggested a(n) 1_5 pssibility: That technlgy might extend beynd the languages f traditinal peras.
The rbt’s 16 added a strange clarity t the unique mvements that have defined Peking Opera fr centuries. Wen Mu, the directr f the perfrmance, stated it aimed t ffer a glimpse f what a data-driven interpretatin f the frm culd lk like. One that can be repeated, fine-tuned and built upn in ways n human bdy wuld tlerate. And beynd the
mechanics, the integratin f rbtics and Peking Opera is 1_7 new life int the ancient art, drawing in yungsters.
After the perfrmance, teenagers wh had never watched a full traditinal pera suddenly fund themselves discussing face-painting styles. Whatever ne makes f the aesthetics (审美),
it is clear that the prductin succeeded in 1_8 the cnversatin arund Peking Opera. A
rbt dressed as Xiang Yu des ffer yunger and glbal audiences an accessible drway int a dense, centuries-ld traditin. Fr a cultural frm that is s ften 19 “t distant,” this is n small achievement.
And perhaps that is where the Shanghai experiment lands mst thughtfully as a reminder
that the future f an ancient art depends n hw carefully its devted prtectrs 2_0
prgress and preservatin. Rbtics can enrich the stage, but it shuld nt replace the human instinct and emtinal intelligence n which Peking Opera’s survival depends.
A. balance
B. breathing
C. expanding
D. figure
E. labeled
F. meeting
G. precisin
H. skilled
I. transitin
J. unexpected
K. unflded
Reading Cmprehensin Sectin A
Directins: Fr each blank in the fllwing passages there are fur wrds r phrases marked A, B, C and D. Fill in each blank with the wrd r phrase that best fits the cntext.
Letting kids run wild utside
A grup f children is attempting t mve a large stick int place, discussing where it shuld g. Anther child kneels beside a puddle ( 水坑), drawing a treasure map in the mud.
What is 2_1 in this scene? There are n parents standing clse by, telling them t “be
careful”. This kind f 2_2 adventure—what scial media has called “unstructured child
summer”—is gaining attentin. A study fund children spend 35 percent less time playing
utdrs than their parents did. Scientists say the 2_3 matters because nature play is gd
fr executive functin, emtinal regulatin and mre.
Letting children spend their days in wild spaces may lk simple, but t the brain, these mments are a 2_4 . “Our research shws children allwed t participate in utdr play becme mre independent and self-sufficient,” says Martha Thrne, a prfessr at Queen Maud
University Cllege. She adds 2_5 play is linked t higher physical and mental well-being,
and children wh take physical risks ften becme better at judging ther kinds. Thrne ntes
this kind f play ften 2_6 a “flw state,” a sweet spt where challenges are engaging but
nt verwhelming. In this state, learning ptential is at its peak. She als ntes nature play is
ften mre 2_7than playgrund interactins because it leads t grup prjects.
2_8 inevitably arise, but kids have strnger mtivatin t wrk them ut, building skills that serve them well thrughut life.
It is widely claimed that sprts and ther indr activities have their benefits, but
2_9them exclusively means kids aren’t develping executive functin skills independently. Withut practice navigating truble r nvel situatins n their wn, teens and
yung adults may 3_0 when real life desn’t fllw a pattern.
It’s usually easier t build these skills early, when brains are mst 3_1 . “The early years are really frmative years fr feeling cmfrtable and capable in nature.” Still, Thrne
emphasizes 3_2 ver age. she says, “A child shuld develp at their wn pace and
vercme challenges step-by-step because then they learn hw t 3_3 risks and handle them within their level.”
Our experiences with nature in childhd have the ptential fr a lifelng impact. A review
f schl-led green space prgrams fund 3_4 imprvements t students’ md and peer
cnnectin. 3_5, playing with nature isn’t just gd fr children. It’s gd fr the balance f nature. Peple wh spend time in nature as children are mre likely t care fr it as adults.
Sectin B
Directins: Read the fllwing three passages. Each passage is fllwed by several questins r unfinished statements. Fr each f them there are fur chices marked A, B, C and D. Chse the ne that fits best accrding t the infrmatin given in the passage yu have just read.
(A)
When I was abut t start my Ph.D. studies, I was full f excitement, nursing a firm belief: I wuld becme a scientist.
On the first day, I immediately felt ut f place. The labratry was full f shiny instruments I had nly ever seen in textbks. My teacher handed me a tube and asked me t set up a reactin I had never dne befre. I stayed in the lab until midnight, afraid f being left behind.
Mst f all, I was hit hard by the language barrier. I was used t classes taught in my mther tngue, but here, everyne spke English. After the presentatin that left me red in the face, just as I was cnsidering leaving science, a senir lab member pulled me aside. “Yu are nt here because f yur English,” he reminded me. “Yu came here because yu can think.” His simple wrds gave me the curage t cntinue. I carried a tape recrder t every class, replaying presentatins t fill gaps. My English prgress was slw but steady. By the time I defended my Ph.D., I culd express my ideas clearly, and I had cme t see my accent nt as a
21. A. cnfusing
B. alarming
C. missing
D. disappinting
22. A. cautius
B. independent
C. exclusive
D. lnely
A. return
A. natural break
B. prgress
C. structure
B. mysterius wrld
D. trend
C. cmplex netwrk
D. training grund
25. A. aimless
B. adventurus
C. cnventinal
D. demanding
26. A. generates
B. affects
C. requires
D. predicts
27. A. subjective
B. available
C. cperative
D. fundamental
28. A. Interruptins
B. Cnflicts
C. Slutins
D. Details
29. A. getting thrugh
B. identifying with
C. lnging fr
D. relying n
30. A. adapt
B. struggle
C. regret
D. persevere
31. A. passive
B. receptive
C. selective
D. bjective
32. A. speed
B. rule
C. ability
D. nature
33. A. escape
B. share
C. verlk
D. weigh
34. A. rushed
B. sustained
C. targeted
D. limited
35. A. Mrever
B. Therefre
C. Hwever
D. Otherwise
barrier, but as a part f my identity that I was prud f. My cnfidence had skyrcketed.
After cntinuing training in Canada and the US, I returned t my hmeland t run my wn lab. I assumed my students wuldn’t suffer frm the language barrier as I had. But gradually I saw they faced with the same dubts—anxiety abut career, cnfusin abut identity. I realized my jb was t teach them t think critically and, mst f all, give them cnfidence t succeed in science and in life.
One afternn, I saw a student wrestling with varius samples, her glved hands carefully labeling tube after tube, just like mine used t. Remembering my frustratin and what my lab partner nce tld me, I said, “ Yu are nt here because 38 . Yu are here because yu can think.” Her smile tld me she was inspired by these wrds.
Tday, what I value mst in my jb is the transfrmatin I see in the students wh arrive nervus but leave cnfident enugh t challenge me, their prfessr. Every time I walk int the classrm, I see a yunger versin f myself, and remember the bridge I had t crss t get where I am tday. Fr me, helping thers crss that bridge is the true reward f scientific life.
The underlined phrase ut f place in Para. 2 is clsest in meaning t .
A. indifferentB. amazedC. relievedD. incmpetent
What can be learned abut the authr’s experience as a Ph.D.?
She had t give up due t language and academic pressure.
She eventually gained cnfidence t express herself clearly.
She was the nly nn-native English speaker in her labratry.
She accepted mre help frm her teacher than frm her lab mates.
Which f the fllwing sentences best fits the blank 38in Para. 5?
yur English is perfectB. yu use shiny instruments
C. yu wash tubes carefullyD. yur experiments always wrk
What mral des the authr want t cnvey thrugh the stry?
Language barriers are the biggest challenge in scientific research.
Returning t ne’s hmeland is the fundamental gal fr scientists.
A scientist’s true reward lies in building the next generatin’s cnfidence.
Hard wrk and determinatin are essential fr a successful scientific career.
(B)
Which f the fllwing is included in the LifeBk service?
A guaranteed minimum f 200 pages per bk.
A cmplete audi recrding f yur life stries.
A 20-hur in-persn interactins t gather yur stries.
A family jurney featuring interest-free payment plans.
Wh is mst likely t be interested in LifeBk’s service?
A university student studying writing skills.
A prfessinal writer seeking a publisher fr a nvel.
A cmpany planning t publish a bk abut its histry.
A persn hping t recrd life experiences fr grandchildren.
What is the tne f this passage？
Frmal and serius.B. Critical and warning.
C. Persuasive and warm.D. Humrus and casual.
(C)
Understanding a simple-lking sentence such as “I read this article” actually requires sme cmplicated cnceptual cmputatin. But the human brain rutinely des this wrk nearly immediately based n the language’s grammatical rules, says linguist (语言学家) Clara Beckett in the Netherlands. And Beckett’s team has nw fund that the human brain accmmdates
fundamental grammatical differences acrss languages by adjusting hw it prcesses each sentence.
Fr a recent study in PLOS Bilgy, the researchers bserved variatins in Dutch-speaking participants’ brain waves while they listened t a Dutch-language audibk. T visualize these changes, the scientists quantify hw many new “predictins” the brain makes f wrds that culd cme next in a sentence. This framewrk was then tested against three different parsing strategies, r linguistic mdels that illustrate hw the brain builds infrmatin ver time.
Previus English-based studies with a similar setup cncluded in favr f a mdel where listeners “wait and see” hw each phrase in a sentence will end befre interpreting it. But the Dutch speakers in Beckett’s study leaned strngly tward a highly predictive mdel; participants tended t finish each phrase in their head befre it was cmplete. (A third mdel, in which listeners wait t hear all the phrases in a sentence befre interpreting any part f it, is seldm used in either language.)
In Dutch language structure, verbs cme near the end f a sentence rather than immediately after the subject like they d in English, explains study lead authr Linden in New Yrk University. Fr instance, “‘I ate a ckie with chclate’ in Dutch wuld be ‘I the ckie with chclate ate.’ Yu wuld have t wait very lng fr the verb t cme,” Linden says. “And
that’s prbably unrealistically late; yu’re prbably much mre predictive in prcessing” the sentence.
Neither parsing strategy is necessarily “better r wrse” than the ther, Linden adds. “It just happens t be suited t the language peple are prcessing. S we seem t be quite flexible in that yu might prcess ne language differently frm anther simply because they have different prperties.”
The findings supprt the need fr scientists t incrprate mre diversity when crafting linguistic mdels, says Zining Qiu, a linguist wh was nt invlved in the new study. Her wn wrk has illustrated hw different brain regins activate when prcessing English r Chinese sentences because f their differing linguistic prperties. If these studies are dne nly in English-speaking adults, she says, crucial differences in prcessing will be missed. Qiu maintains that this limitatin defeats the purpse f the mdels, which are meant t prvide a realistic picture f human language-based thinking.
Diversifying subjects in studies f hw the brain prcesses language “is ging t help us capture hw the brain is understanding the structured meaning f language, and the scial utility f language, in many different ways,” Beckett says. “There’s s much yet t be understd in the brain.”
Which f the fllwing situatins best shws the result f cnceptual cmputatin
(Para.1)?
A child repeats “kangar” after hearing it frm her mther.
A listener instantly knws wh did what in “Dad made pizza”.
A student takes ntes t break dwn a cmplicated argument.
A prcessr ttals the number f wrds in a sentence in n time.
The linguistic mdel in Dutch is highly predictive because .
Dutch verbs arrive late, frcing the brain t predict early
Dutch-language audibks help visualize the meaning
Dutch speakers use varius mdels t analyze sentences
Dutch listeners “wait and see” hw each phrase will end
Zining Qiu wuld mst likely agree that .
English-based studies have huge scientific value
existing linguistic mdels may nt apply universally
nly nn-English languages deserve further investigatin
findings frm Dutch speakers cntradict previus research
Which f the fllwing might be the best title f the passage?
Eurpean grammar rulesB. Understanding the brain
C. Cmparing Dutch and EnglishD. Language n the mind
Sectin C
Directins: Read the passage carefully. Fill in each blank with a prper sentence given in the bx. Each sentence can be used nly nce. Nte that there are tw mre sentences than yu need.
Critics argue that screens have replaced face-t-face cnversatins and that scial media ften creates shallw cnnectins.
In fact, pebbling can serve as a gentle bridge fr thse wh are nt used t cnventinal clseness.
It is easy t verlk pebbling as an especially valuable frm f cmmunicatin fr sciable peple.
It’s nt surprising that this practice has earned a name: Pebbling.
Rather, it can be a new path t building and maintaining clse relatinships.
When transferred t human relatinships, this practice invlves tiny, cnsiderate gestures.
The Pwer f Pebbling
Every day, despite ur demanding rles, we exchange small digital clips and emjis. These are meaningful signals that keep us cnnected, a way f saying, “I’m thinking f yu.”
In many ways, this is ur newfund practice that keeps us cnnected when life pulls us in
different directins. 4_7 Inspired by Gent penguins (巴布亚企鹅) wh ffer
pebbles t mates, pebbling in human relatinships invlves small, thughtful gestures that shw smene is n ur mind. In a digital age, this means sharing vides, r articles that mirrr ur inner circles, serving as a mdern lve language that narrws emtinal and physical distance.
Technlgy can be a regenerative frce fr cnnectin, thugh peple remain dubtful
abut its rle in human relatinships. 4_8 While there may be sme truth t
these cncerns, it’s als imprtant t detail hw technlgy can enhance ur relatinships. Fr thse wh are interested in less straight ways f knwing, the attempts fr digital cnnectin can remind us that relatinships are nt always defined by being physically clse r respnsive.
4_9 Fr thse wh find traditinal frms f cmmunicatin challenging, pebbling can be a strng alternative fr expressing affectin and maintaining clseness withut the pressure f sustained cnversatin. Traditinal expressins f affectin may nt feel genuine, but pebbling can allw fr relatinal develpment thrugh digital actins.
In ur fast-paced wrld, it’s tempting t dismiss these digital cnnectins. Yet, by nticing hw peple create new frms f relatinships, we can enrich ur understanding. Screen time
shuld nt be seen nly as an enemy f cnnectin. 5_0 If that is the case, then
ur wrk is t keep searching and learning frm hw peple adapt as relatinships keep evlving.
Summary Writing
Directins: Read the fllwing passage. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
51.
The Secret f Belly Fat (腹部脂肪)
Belly fat refers t the unnecessary fat stred deep in the belly arund the internal rgans. It
has lng been thught t be particularly bad fr yur heart, increasing the risk f high bld pressure. Hwever, recent scientific studies are casting new light n its mre cmplex functins.
A large-scale study published in Neurlgy has fund that peple with mre belly fat tend t have less gray matter in their brains. Since gray matter helps with thinking and memry, this reductin in size means t much belly fat culd lead t memry prblems later in life. Scientists believe belly fat may harm the brain by prducing harmful substances that cause gray matter t decrease and gradually damage the brain ver time.
Hwever, nt all belly fat is harmful. Emerging research frm the Karlinska Institute reveals that there are several types f belly fat, and sme can actually help yur bdy. Fr example, fat lcated near yur intestine ( 肠子) cntains many defense cells that help fight
diseases. This fat acts like an rgan that talks t yur bdy’s defense netwrk. Furthermre,
ther studies distinguish between different types f fat cell. Unlike white fat that stres energy, brwn and light yellw-brwn fat burn calries t prduce heat and can help lwer bld pressure, which means sme belly fat can prtect yur heart and imprve yur health.
Thus, belly fat represents a bilgical mystery: while t much fat leads t disease, certain fat tissues play prtective rles in fighting illness and prcessing energy. This tw-sided fact emphasizes that health depends nt just n fat quantity, but n its type and functin. Maintaining a balanced diet, engaging in regular physical activity, and managing stress effectively can help cntrl harmful belly fat while prmting the beneficial frms, cntributing t verall well-being.
Translatin
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
元宵节当天，志愿者们忙着在社区准备节日庆祝活动。(engage)
第一次乘坐高铁远行，我学会了找站台，也学会了和陌生人打交道。(The first time)
乡村生态研学中，呼吸着清新的空气，听着鸟鸣声，我意识到放慢脚步，才能看见风景。(aware)
这家位于大学内拐角处的咖啡店看似普普通通，实则咖啡豆品质上乘，难怪多年来深受师生青睐。(lcate)
Guided Writing
Directins: Chse ne f the tw tasks belw and write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese.
甲题
明启中学计划在微信公众号（public accunt）推出栏目“Weekend Spts fr Students”，邀请学生推荐值得参观的城市文化场馆。假如你是学校高三学生李华，请给公众号负责老师写一封信，信件内容包括：
推荐一个场馆（图书馆/美术馆/科技馆）；
说明你为什么推荐这个场馆；
就该场馆在公众号上的呈现形式提出建议（如图文、短视频等），并说明理由。
乙题
假如你是明启中学环保社团成员李华。你校将举办“绿色校园周” (Green Campus Week) 活动，现向全校征集活动方案。请你以社团名义提交一份英文提案，内容包括：
你提议的一项具体环保活动（如废旧物品改造、校园植物认养、节能挑战等）；
该活动的目的与预期效果；
活动的具体实施步骤。
高三英语练习批阅指南
11-15 DFHKJ16-20 GBCEA
21-35 CBDDBACBDBBCDBA
36-39 DBDC
40-42 CDC
43-46 BABD
47-50 DABE
答案
Versin 1
Belly fat was nce cnsidered harmful t heart. Hwever, new studies shw t much belly fat may harm the brain and cause memry lss while sme fat, like brwn fat, helps fight diseases, burn calries and prtect the heart. S health depends n fat’s type and rle. Eating well, exercising, and managing stress can cntrl bad fat. (59)
Versin 2
New studies shw belly fat is mre cmplex than previusly thught. While t much belly fat harms the brain and causes memry lss, certain types, like brwn fat, can prtect health by burning calries and supprting immunity. Therefre, health depends n its type and functin. Eating well, exercising, and managing stress help cntrl bad fat. (55 wrds)
概要写作评分标准
1.dating
2.what/all
3.t tidy
4.were heated
5.befre/until
6.less willing
7.mtivated
8.wh/that
9.as/with
10.start
内容得分
作答描述
A (5 分)
在满足 3 分要求的基础上，还需同时提到以下 3 点（表述可以多样）
新研究发现（Karlinska Institute 等）指出有些脂肪（如棕色脂肪）对健康有益
有益脂肪的具体功能：fight diseases/burn calries/prtect heart 3
点当中任意 2 点
健康生活方式的建议：eating well/exercising/managing stress 3
点当中任意 2 点
语言得分：
基本与内容挂钩，例如 3 分内容+3 分语言
若语言表述特别好，并用了逻辑衔接词but，语言可以酌情加分，例如 3 分内容+4分语言。
超过字数 3 个单词以上（3 个单词不扣分），语言扣 1 分。
照抄原文连续 5 个单词及以上，语言扣 1 分。
要点说明：
3 分基础分要求涵盖：复杂功能、大脑伤害、结论建议
4 分进阶要求在 3 分基础上增加：有益脂肪的存在 + 其功能（2 点）或 健康建议
（2 点）
5 分满分要求在 3 分基础上完整涵盖：有益脂肪的存在 + 其功能（2 点）+ 健康
建议（全部 3 点）
翻译：
元宵节当天，志愿者们忙着在社区准备节日庆祝活动。(engage)参考译文：
On the Lantern Festival（0.5 分）, the vlunteers were busy engaging themselves in（1 分）
preparing the festival celebratins in the cmmunity（1.5 分）.
元宵节当天 0.5 分
n the Lantern Festival / n the day f the Lantern Festival
B (4 分)
在满足 3 分要求的基础上，还能进一步表述以下 3 点中的任意 2
点（表述可以多样）
新研究发现（Karlinska Institute 等）指出有些脂肪（如棕色脂肪）对健康有益
有益脂肪的具体功能：fight diseases/burn calries/prtect heart 3
点当中任意 1 点
健康生活方式的建议：eating well/exercising/managing stress 3
点当中任意 1 点
C (3 分)
必须涵盖以下 3 点，表述可以多样：
复杂功能：belly fat has cmplex functins
新研究发现：t much belly fat may harm the brain and cause memry lss
结论/解决方案：health depends n fat's type and rle / healthy
habits can cntrl bad fat（两点中任意 1 点）
E (2 分)
涵盖 3 个要点中的 2 点
F (1 分)
只涵盖 3 个要点中的任意 1 点
介词用 at / in 扣 0.5 分，节日前缺少定冠词 the 扣 0.5 分，元宵节表达成 the Lantern’ s Festival 扣 0.5 分
志愿者们忙着…… 1 分
the vlunteers were busy engaging (themselves) in engage in 用主动被动均可(be/get engaged in)
忙于用be busy ding/busily 均可
谓语时态用一般过去时或过去进行时均可，用其他时态扣 0.5 分
在社区准备节日庆祝活动 1.5 分
preparing (fr) the festival celebratins / getting ready fr the festival activities / preparing t celebrate the festival
celebratins 表达成 ceremnies/rituals/celebratin activities/celebratin parties/celebratin events 不扣分
在社区 in / within the cmmunity 漏译扣 0.5 分
节日庆祝活动 只译出 festival / celebratins 但未完整表达扣 0.5 分
用 celebrate 作名词形式错误（如 celebratin 写成 celebrate）扣 0.5 分
prepare 未使用动名词形式扣 0.5 分
第一次乘坐高铁远行，我学会了找站台，也学会了和陌生人打交道。(The first time)
参考译文：
The first time（1 分）I traveled lng distance by high-speed rai（l 1 分）, I learned hw t find
the platfrm（0.5 分）and hw t deal with strangers（0.5 分）.
The first time 引导状语从句 1 分
The first time 后加that/when 均不得分
乘坐高铁远行 1 分
I traveled / tk a lng trip / went n a lng jurney by high-speed rail
从句时态用一般过去时，用其他时态扣 0.5 分
“高铁”写成 high speed train / high-speed railway 均可，写成 fast train 扣 0.5 分
我学会了找站台，也学会了和陌生人打交道 1 分
I learned / learnt
用 learn 的过去式，用其他时态扣 0.5 分
找站台(t) find / lcate / lk fr /search fr the platfrm
写成 find the statin / find the way 扣 0.5 分，站台写stand 扣 0.5 分
和陌生人打交道 (t) deal with / get alng with / interact with/cmmunicate with strangers
用 talk t / speak t 但未体现“打交道”的交际含义扣 0.5 分陌生人表达成unfamiliar peple/freigner 扣 0.5 分
两个“学会了”用 and / as well as 连接，缺少连词扣 0.5 分
乡村生态研学中，呼吸着清新的空气，听着鸟鸣声，我意识到放慢脚步，才能看见风景。(aware)
参考译文：
During the rural eclgical study tur（1 分）, breathing the fresh air and listening t the birdsng（1 分）, I became aware that（1 分）nly by slwing dwn culd I see the scenery
（1 分）.
乡村生态研学中 1 分
研学表达为learning prgram/study/research study/study prgram/field trip 不扣分介词使用in/during 均可
生态eclgical 缩写ec-不扣分
写成 in the cuntryside / in rural areas 但未体现“生态研学”扣 0.5 分
呼吸着……听着…… 1 分
breathing the fresh air and listening t the birdsng
用现在分词作伴随状语，结构正确即可听着用hearing 不扣分
“鸟鸣声”写成 birds’ singing / birds’ vices / birds’ sng 均可，写成 bird sund
扣 0.5 分
我意识到 1 分
I became / was /came t be aware that
用be aware f the fact that 不扣分，aware 使用错误（如 awared / aware f that）扣 1 分时态用一般现在时不扣分
放慢脚步，才能看见风景 1 分
nly by slwing dwn culd I see the scenery / I culd see the scenery nly if I slwed dwn
“放慢脚步”译为 slw dwn / walk slwly / take a slwer pace / slw the pace / slw dwn the pace 均可
“看见风景”译为 see / enjy / appreciate / take in the scenery / view 均可，“看见”译为lk at 扣 0.5 分
使用nly by 结构后半句未使用倒装扣 0.5 分
这家位于大学内拐角处的咖啡店看似普普通通，实则咖啡豆品质上乘，难怪多年来深受师生青睐。(lcate)
参考译文：
The cffee shp, lcated at the crner inside the university（1 分）, seems rdinary, but in fact its cffee beans are f high quality（2 分）, s n wnder (that) it has been ppular with teachers and students ver the years（2 分）.
位于大学内拐角处的 1 分用定语从句结构不扣分
位于表达为lying at/situated at 均可，lcate 用成主动扣 0.5 分
lcated at/n the crner in/inside/within the university
“大学内”漏译扣 0.5 分，“拐角处”漏译扣 0.5 分
咖啡店看似普普通通，实则咖啡豆品质上乘 2 分
seems / appears rdinary / average / cmmn / nthing special, but in fact / actually its cffee beans are f high quality / f tp quality / high in quality
“看似……实则……”用 but / yet / while 等转折结构正确即可 “品质上乘”表达不完整扣 0.5 分
若将“咖啡豆”译成cffee 扣 0.5 分
难怪多年来深受师生青睐 2 分
前后句连接用and / s 均可，缺少连词扣 0.5 分
n wnder (that)/ it is n wnder that it has been ppular with / favred by / well-received by teachers and students ver the years / fr years / these years
“多年来”用现在完成时，其余时态扣 0.5 分
“师生”译为 teachers and students / faculty and students 均可，只译出一方扣 0.5 分 “青睐”译为 ppular / favred / well-received 均可，译为 like / lve ... very much 也不扣分
作文：略