2026湖南省衡阳市初中英语中考模拟试卷含答案（自编试卷二）

这是一份2026湖南省衡阳市初中英语中考模拟试卷含答案（自编试卷二），文件包含2026湖南省衡阳市初中英语中考模拟试卷自编二docx、2026湖南省衡阳市初中英语中考模拟试卷答案解析自编二docx等2份试卷配套教学资源，其中试卷共16页， 欢迎下载使用。
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第一部分 听力（共20小题；每小题1分，满分20分）
略
第二部分 阅读理解（共两节，满分30分）
第一节（共11小题；每小题2分，满分22分）
阅读下列三篇材料，从每题所给的A、B、C三个选项中选出最佳选项。
A
In an ancient Chinese text, there is a stry abut a general cllecting a thusand cranes t make his army fly. While this was just a legend, the flying ability f birds has always inspired human imaginatin. Tday, scientists are using a new technlgy called AI t study bird flight in ways they never culd befre.
Researchers in Germany have develped an AI system that can analyze vides f birds flying t identify the mvements f individual feathers with high accuracy. T train this system, the team created a digital “dve” with 4,166 feathers, each mdeled and able t mve independently. The AI learned by cmparing ftage f real pigens t the mvements f this virtual bird.
The study has already revealed surprising details, such as hw pigens adjust their feathers differently when taking ff, turning, r flapping. Understanding these mvements culd help engineers design better aircraft and drnes, especially thse with fld-able wings fr flying in tight spaces.
21.Why did the authr mentin the ancient Chinese legend at the beginning?
A. T intrduce the histry f flight.
B. T shw human's early dream f flying.
C. T explain why pigens are special.
21. B
此题核心在于文章的意图分析，即希望从古老的神话巧妙地过渡到现代的AI研究议题。文章通过生动的传说引入了人类一系列的起飞梦，并非为了详细叙述古代如何飞行或历史本身，而是允许读者提前预知本次研究的伟大动机与深远渊源。答案B最佳，因为它清晰地指出了文章的主要意图——突出展现人类自古以来的飞翔善梦，天然地为后续AI探秘奠定传统与现代接轨的情感动因。
22.Hw did the researchers train the AI system?
A. By teaching it traditinal physics.
B. By letting it watch real birds fr days.
C. By using a specially built digital mdel.
22.C
题干分析: 明确指向文中对训练AI方法的描述。原文第二段具体说明AI训练方式——通过对比真实鸽子飞行的录像与虚拟数字鸽子的动作进行学习。关键信息是“created a digital ‘dve’”“cmparing ftage f real pigens t the mvements f this virtual bird”。选项B干扰性较强，因为需要“看录像”，但关键在于不仅仅是观看，而是有“虚拟模型”作为对比学习的核心机制。答案C清晰、准确地反映了文章中的关键信息与研究方法的核心创新点：需要构建特定模拟进行比对学习。
23.What is the main purpse f this research?
A. T invent new flying machines.
B. T better understand nature.
C. T help design better aircraft.
23. C
题干分析: 本题考查对整个研究核心目的的理解。文章的最后一段提到了这种研究的实际应用价值：“Understanding these mvements culd help engineers design better aircraft and drnes...”。选项A过于激进具体（发明），过度引申了文章的本意——研究目的在于辅助设计而非声称发明全新机型。选项B偏低实用性方向（单纯理解自然界），跨度太大没有综合体现文章中叙述的实用性应用潜力。文章的末尾直接点出其应用的转化方向，即基于这种理解来帮助工程师进行改进设计，因此C选项最贴合作者的核心意图。
B
On a bridge in Shayang, Hunan, peple can ften see a wman carrying a simple tlbag. 71-year-ld Grandma Shi is a traditinal bridge rpe-kntting master. Fr ver 30 years, she has been maintaining and repairing the safety nets and rpe railings alng the bridge. Made f thick bamb rpes, these traditinal prtectins, knwn as “lifeline weaving”, are a special skill passed dwn in her village fr centuries.
The wrk requires strength and patience. In winter, her hands becme rugh and chapped frm the cld rpes. Children nwadays prefer easier jbs in cities. “My sn wants me t retire and live with him in Shanghai, but this bridge needs smene t take care f it,” she says. “If yu dn't d it, this skill might disappear.”
Lcal fficials are trying t help. They have invited her t teach weekend wrkshps t middle schl students, hping t spark their interest. They als plan t dcument her wrk vide as a kind f “living archive”. “It's nt just a jb,” Grandma Shi smiles, tightening the last knt n a railing. “These rpes prtect peple. That makes my life meaningful.”
24.What is Grandma Shi's special skill?
A. Making bamb rpes.
B. Building traditinal bridges.
C. Weaving and repairing bridge safety nets.
24. C
题干分析: 直接考查人物核心技能定位。文章第一段介绍Grandma Shi是“traditinal bridge rpe-kntting master”，她的工作是“maintaining and repairing the safety nets and rpe railings”，这种技能被称为“lifeline weaving”。选项A（制作绳索）和B（建造桥梁）都只涉及技能的某个组成部分或相关背景，不能准确概括她的核心工作——编织和维修桥上作为“生命线”的绳索防护设施。C选项精准且全面地抓住了文章的核心信息。
25.What is the biggest challenge fr this skill?
A. It's physically t hard.
B. It's hard t find new learners.
C. Its materials are hard t get.
25. B
题干分析: 考查该传统工艺面临的主要困境。文章第二段提到“Children nwadays prefer easier jbs in cities”以及“If yu dn't d it, this skill might disappear.” 第三段也反映当地政府正试图通过工作坊和视频记录来激发年轻人的兴趣，以帮助传承。这表明最大的挑战是后继乏人，找不到愿意学习这项手艺的新人。虽然体力上的辛苦（选项A）是困难之一，但文章强调了新一代的选择倾向，最终回归的核心痛点在于“传承”问题，即无人愿意学习，可能导致技艺消失。因此选项B “It's hard t find new learners.” 最符合文意，抓住了挑战的核心。
26.Which f the fllwing best describes Grandma Shi?
A. Creative and funny.
B. Patient and serius.
C. Respnsible and devted.
26. C
题干分析: 考查人物性格品质归纳。文章通过她的言行体现其品格：坚持工作30多年，不顾艰苦（冬季双手皲裂），拒绝退休（认为桥需要有人照顾），强调工作的意义（“These rpes prtect peple. That makes my life meaningful.”）。这些细节共同塑造了一个责任心和奉献精神极强的形象。选项B中的“patient”有一定依据（工作需要耐心），但“serius”并非文章主要基调（文章描述了她的微笑）。选项A（有创意和风趣）未在文中体现。选项C全面且精准地概括了她坚守岗位、心系桥梁和技艺传承的核心品质。
27.What is the text mainly abut?
A. A disappearing traditinal skill and its keeper.
B. The imprtance f bridges in Hunan villages.
C. Hw lcal fficials prtect cultural heritage.
27. A
题干分析: 考查文章主旨和中心思想。文章围绕Grandma Shi及其守护的“lifeline weaving”技艺展开，详细描述了技艺内容、面临的传承危机、Grandma Shi的个人坚守以及当地为保护技艺所做的努力。通篇都是关于这门传统技艺及其守护者的故事，技艺的濒危是整个叙述的基石。虽然段落中也提及了桥的重要性（守护桥梁的防护网）和官方的努力（选项C），但这些都是以“人和技艺”为核心展开的细节，而非文章的主导核心。因此，最贴切的选项是A，它完整地概括了文章的叙事焦点——一种正在消失的传统技艺与它的守护者。
C
D yu knw that many animals als have a sense f “fairness”? A classic experiment invlves tw mnkeys. Bth are trained t exchange a small stne with a human fr a piece f cucumber. They are happy t d this. But when ne mnkey sees its neighbr receiving a much better treat—a sweet grape—fr the same stne, it feels upset. It may thrw the cucumber away, refuse t d the exchange, r even get angry. This shws animals can ntice unequal treatment.
These findings make us rethink animal intelligence. It's nt just abut prblem-slving r using tls. Emtins and scial awareness, nce thught t be uniquely human, exist in the animal wrld t. Fr example, elephants will cmfrt a member f their grup wh is upset. Dlphins have been knwn t help injured friends.
What can we learn frm this? As humans, we ften think we are at the tp. But recgnizing that animals have their wn cmplex feelings and scial rules shuld change hw we treat them. It encurages us t be mre respectful and build a mre harmnius wrld with all living things.
28.What happened t the mnkey that gt the cucumber in the experiment?
A. It felt pleased with the fair trade.
B. It felt angry abut the unfair treatment.
C. It tried t steal the neighbr's grape.
28. B
题干分析: 直接考查实验细节。第一段描述，当一只猴子看到同伴用同样的石头换来一颗葡萄（更优越的奖赏）时，它感到“upset”，并具体表现为“thrw the cucumber away, refuse t d the exchange, r even get angry”。选项A与描述相反。选项C未提及（文中无偷窃行为描述）。选项B准确捕捉了该猴子的情绪反应——因不平等对待而感到生气。
29.Why des the authr mentin elephants and dlphins?
A. T list mre intelligent animals.
B. T prve animals als shw scial care.
C. T cmpare different animal behavirs.
29. B
题干分析: 考查写作手法与段落功能。文章第二段在阐释“动物也有情感和社交意识”的观点后，随即举例“大象会安慰沮丧的同伴，海豚会帮助受伤的朋友”。作者的意图是用具体的例子来支撑前文提出的“动物具有情感和社交关怀”这一概括性论述。选项A仅停留在“罗列”，未触及举例的根本目的——即为论点提供佐证。选项B明确指出，举例是为了证明动物也有社会性的关怀行为，这与文章脉络完全吻合。
30.What is the authr's main purpse in writing this text?
A. T intrduce a funny animal experiment.
B. T shw hw smart animals are.
C. T encurage respect fr animals.
30. C
题干分析: 考查作者的写作意图或主旨目的。文章的逻辑递进层次清晰：从介绍“公平感”实验 → 引申出动物具有情感情商和社会意识 → 最后呼吁人类反思，倡导尊重和善待动物。结尾段落明确提出“encurages us t be mre respectful...”，直接指明了写作的最终落脚点和呼吁读者的行动方向。选项A和B都只是文中提及的部分内容，并非全文最终的、深层的写作目的。选项C直击核心，准确概括了作者希望通过科学认知引发社会反思和行动转变的最终意图。
Which f the fllwing best expresses the main idea f the text?
A. Animals deserve fair treatment.
B. Animals can feel and think like humans.
C. Animals have emtins and scial awareness.
31. C
题干分析: 考查全文中心思想概括。文章的论述核心是：通过科学实验（如猴子）和观察（如大象、海豚）来证明“动物具有情感和社会意识”。这是全书中的主干论点。选项A侧重于“公平对待”——这只是一种基于动物具有公平感的引申呼吁，是主旨基础上的价值延伸，而非主旨本身。选项B表述过于绝对（“like humans”），文章是强调动物也有复杂情感和社交规则，并没有完全等同于人类。选项C精准提炼了全文的中心观点（即非智能问题，而是复杂的情感和社会能力表现）。因此，C是最佳选项。
第二节（共4小题；每小题2分，满分8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。
Many f us feel stressed befre exams. It's nrmal. The key is managing that stress s it helps instead f hurts yu. Here are sme useful tips.
Firstly, plan yur study. Dn't wait until the last minute. 32. Break yur study materials int small parts and set a clear schedule. This makes a big task feel easier and helps yu avid panic.
Next, take care f yur bdy. 33. Exercise, even a shrt walk, can clear yur mind and make yu feel better. Als, eat healthy fds t give yur brain gd energy.
Thirdly, be kind t yur mind. Practice deep breathing r shrt meditatin when yu feel verwhelmed. Remind yurself f past success. 34. Talk t friends, family r teachers if yu feel wrried. Sharing yur feelings can lighten yur burden.
Finally, keep test day calm. Get a gd night's sleep befre the exam. On the day, arrive early and avid talking abut the test with anxius classmates. 35. Finally, remember it's just a test. D yur best and believe in yurself.
A. Scial supprt is als imprtant.
B. Make a list f what yu need t review.
C. Physical health greatly affects mental state.
D. Try t finish yur hmewrk as sn as pssible.
E. Instead, review yur ntes quietly r listen t calm music.
[答案解析]
32题 B 上文是“Firstly, plan yur study. Dn't wait until the last minute.”。下文是“Break yur study materials int small parts and set a clear schedule.” 下文是具体如何“plan”的分解动作。因此，空白处应是一个承上启下的具体指令或建议，以“planning”为核心。选项B “Make a list f what yu need t review.” 是制作复习清单，属于规划学习的具体行动，与“plan yur study”和“ small parts”（将材料拆分）逻辑上连贯。它并非直接重复下文内容，而是作为“规划”的一个先行步骤。选项D的“finish yur hmewrk”与考试准备直接关系不大，语境脱离。故32选B。
33题 C 第二段主旨是“Next, take care f yur bdy.”。下文具体说“Exercise, even a shrt walk...”，“Als, eat healthy fds...”。空白处应该是一个概括性的句子，既能引出下文关于运动和饮食的具体内容，又能与主旨“照顾身体”呼应。选项C “Physical health greatly affects mental state.”（身体健康极大影响心理状态）是一个总领性的观点，完美解释了为何要“take care f yur bdy”（为了保持良好的精神状态），为下文的运动和饮食建议提供了理论依据。故33选C。
34题 A 第三段主旨是“be kind t yur mind”。上文提到了一些心理调节技巧（深呼吸、冥想、回忆成功）。下文是“Talk t friends, family r teachers if yu feel wrried. Sharing yur feelings can lighten yur burden.”，这是一个具体的行动建议——寻求社会支持来缓解焦虑。空白处需要一个句子来引出或概括下文的“scial talk”。选项A “Scial supprt is als imprtant.”（社会支持也很重要）明确提出“社会支持”的概念，直接对应下文的“talk t friends, family r teachers”和“sharing”。词组“als”表明，这是在“be kind t yur mind”范畴内的另一个重要方面，衔接顺畅。故34选A。
35题 E 第四段主旨是考前和考试当天的平静策略。上文说“avid talking abut the test with anxius classmates.”。下文是“Finally, remember it's just a test. D yur best and believe in yurself.”。空白处需要一个行动来替代“与焦虑的同学谈论考试”，以达到“calm”的效果。选项E “Instead, review yur ntes quietly r listen t calm music.”（相反，安静地复习笔记或听舒缓的音乐）完美接续了“instead”这一转折词，提供了与“avid talking”相对的积极替代方案，从而直接引出下文的最终鼓励。故35选E。
第三部分 语言运用（共两节，满分25分）
第一节 完形填空 （共10小题；每小题1.5分，满分15分）
阅读下面短文，从短文后各题所给的A、B、C三个选项中选出可以填入空白处的最佳选项。
Last winter, I std at the entrance f a village in western Hunan, map in my hand. I was an exchange student trying t find a unique cultural experience. An ld man, nticing my 36 , came ver and pinted t the map with a 37 smile. “Lking fr ur paper-cutting lanterns?” he asked.
He was Mr. Li, the last paper-cutting lantern master in the village. I 38 if I culd watch him wrk. He ndded and led me t his small wrkshp. The prcess was beautiful and skillful. He first cut red paper int cmplex patterns f birds, flwers, and Chinese characters. Then he 39 them nt bamb frames. Every mve was careful and respectful.
As he wrked, he 40 stries behind the patterns. A pair f fish meant wealth. A dragn meant pwer. Paper-cutting lanterns were nt just decratins; they carried the village’s 41 and hpes. “Yung peple mve t cities,” he sighed. “They think this craft is 42 . But withut it, ur festivals lse their sul.”
Befre I left, Mr. Li gave me a small lantern with a cutting f a flying phenix. “A phenix rises again,” he said. “Maybe ne day, this skill will 43 t.” His wrds stayed with me. Nw, back at my schl, I’m starting a club t intrduce this art. We’ve even 44 a vide call with Mr. Li as a guest teacher. Our first prject is t make “Hunan Stries” lanterns fr the schl culture fair.
This 45 taught me that cultural heritage isn’t just abut keeping ld things. It’s abut cnnecting them with new hearts and finding meaning acrss time and distance.
36.A. cnfusin B. excitement C. ease
37.A. tired B. wide C. shy
38.A. shuted B. dubted C. wndered
39.A. Painted B. pasted C. wrte
40.A. shared B. created C. recrded
41.A. histry B. strength C. spirit
42.A. easy B. useful C. simple
43.A. change B. return C. appear
44.A. rdered B. planned C. accepted
45.A. event B. experience C. experiment
[答案解析]
36题A: 线索在“map in my hand”和“trying t find a unique cultural experience”。拿着地图站在村口，暗示可能是“困惑”或“不确定”。选项A “cnfusin”（困惑）最符合情境。B “excitement”（兴奋）和C “ease”（轻松）与寻找未知文化体验时可能有的不确定感不符。故36选A。
37题B : 一位老人注意到“我”的困惑，主动过来指地图并提问。这应该是友好、和善的举动。选项B “wide smile”（开怀/咧嘴笑）最能表现老人的热情、友善。A “tired smile”（疲惫的笑）和 C “shy smile”（害羞的笑）与主动上前帮助陌生人的行为不符。故37选B。
38题C: “我”问是否能看他工作，是一种礼貌的请求或“想知道”。C “wndered”（想知道/询问）符合此语境，常与if连用表示“询问/想知道是否...”。A “shuted”（喊叫）在安静的初次见面场景不恰当。B “dubted”（怀疑）与请求观看的意图不符。故38选C。
39题B: 描述制作灯笼的步骤：剪纸 → 把它们弄到竹架上。此处需要与“剪纸”和“竹架”搭配的动作。B “pasted”（粘贴）是最合适的工艺动词，指将剪纸粘贴在框架上。A “painted”（绘画）与剪纸工艺不符。C “wrte”（书写）也不符合。故39选B。
40题A: 段落开头“As he wrked,” 表明他一边工作一边讲述图案背后的故事。A “shared”（分享）符合“讲述故事”的语境。B “created”（创造）和C “recrded”（记录）在此语境下不合适。故40选A。
41题C: “Paper-cutting lanterns were nt just decratins; they carried the village's 41 and hpes.” 灯笼承载着村庄的某种非物质的东西和希望。C “spirit”（精神、灵魂）与“hpes”并列，构成“精神与希望”，能体现文化遗产的深层内涵。A “histry”（历史）是具体史实，B “strength”（力量）在此语境不贴切。且后文“lse their sul”中的“sul”与之呼应。故41选C。
42题C: 引语是年轻人对这门手艺的看法：“They think this craft is 42.” 后文是转折“But withut it, ur festivals lse their sul.” 所以年轻人可能认为这手艺是“不重要的、落伍的、没用的”。A “simple”（简单）是中性，不能直接与“lse its sul”形成强转折。B “useful”是积极的，与老人的惋惜情绪和年轻人的离开行为矛盾。结合前文年轻人进城找“easier jbs”，他们可能认为这手艺是“不实用的、过时的、没有经济价值的”或“太过简单/低级”。A “easy”和C “simple”意思接近，但“easy”更侧重不费力，“simple”更侧重不复杂、不高级。年轻人更可能认为这是一门简单、没有前途的手艺。综合考虑语境，选C “simple”更合适，即他们认为这手艺“简单/低级/没技术含量”，所以放弃了它，这与后文强调的工艺复杂性和“灵魂”形成鲜明对比。原解析可能更倾向于选C。故42选C。
43题B: Mr. Li的赠言关乎技艺的命运：“A phenix rises again… Maybe ne day, this skill will 43 t.” 凤凰是“复兴/重生”的象征，所以技能也应该“复兴、重现”。B “return”（回归、重现）最贴切，指技能重新焕发生机。A “change”（改变）不具体。C “appear”（出现）不能体现“再次”的含义。故43选B。
44题B: 回到学校后，“我们”已经安排/组织了一场与李先生的视频通话，请他做嘉宾老师。B “planned”（计划、安排）符合组织活动的语境。A “rdered”（命令）不适用。C “accepted”（接受）是单向动作，无法搭配“a vide call”。故44选B。
45题B: 总结全文，“This 45 taught me that...”。这里的“this”指代整个经历。B “experience”（经历）是抽象名词，能概括前文叙述的整个事件。A “event”（事件）更强调具体、有组织的事件，不如“experience”贴切。C “experiment”（实验）完全不合适。故45选B。
第二节 选词填空 （共10小题；每小题1分，满分10分）
根据上下文，从所给的10个词中选择恰当的单词填空，使短文意思完整、通顺。注意：每个单词限用一次。
| hw | less | if | but | they |
| althugh | have | we | can | ne |
Different cultures greet peple in different ways. A handshake is cmmn in many cuntries, 46 in Japan, peple ften bw. In parts f India, peple say “Namaste” with 47 hands tgether.
Why are there s many ways? Greetings are nt just abut saying “hell”. They help 48 start a cnversatin, shw respect, and create trust. The Mari f New Zealand press nses tgether in a greeting called “hngi”. This actin shares the breath f life, which is seen as a way t create a special cnnectin.
S, 49 yu travel r meet peple frm ther cultures, understanding their greetings is 50 f the best ways t shw yu care. It's nt necessary t be perfect. A simple attempt 51 be very meaningful. Taking a mment t learn 52 t say “hell” in anther's way pens drs t friendship.
It als helps us see the wrld frm a new angle. We realize that 53 ur ways are different, the wish t cnnect with thers is the same. In a wrld that smetimes feels divided, these small acts f cultural respect can make it a 54 distant place. Next time yu meet smene new, think abut what yur greeting might mean t them. Yu might just 55 a wnderful cnversatin.
[答案解析]
46题but: 前半句说“握手在很多国家常见”，后半句“在日本，人们常鞠躬”，表示转折对比。需要转折连词。选项中 but 符合。
47题their: “with 47 hands tgether” 表示“双手合十”，需要物主代词修饰“hands”。选项中 their 合适，指代“人们的”双手。
48题us: “They help 48 start a cnversatin...” help 后可接动词原形，但此处需要一个逻辑主语，构成“help sb. d sth.”结构。下文中“we”作为泛指的人称代词，符合“人们/我们”的语义，作help的宾语（help us start...）。
49题if: “S, 49 yu travel r meet peple...” 引导条件状语从句，表示“如果…”。选项中 if 符合。
50题ne: “understanding their greetings is 50 f the best ways...” 表示“理解他们的问候是最好方式之一”。需要表示“之一”的词。选项中 ne 可构成“ne f the...”结构。
51题can: “A simple attempt 51 be very meaningful.” 情态动词后需接动词原形，表示“可以/可能”。选项中 can 表示“可以”，符合语义。故51填 can。
52题hw: “learn 52 t say...” 学习如何说“hell”。需要疑问副词。选项中 hw 表示“如何”，符合。
53题althugh: “We realize that 53 ur ways are different, the wish... is the same.” 引导让步状语从句，表示“尽管我们的方式不同，但…愿望相同”。需要表示“尽管”的连词。
54题less: “these small acts... can make it a 54 distant place.” 让世界成为一个不那么遥远的地方。即减少距离感。需要形容词比较级。选项中 less（更少）可修饰形容词，构成“less distant”（不那么遥远）。
55题have: “Yu might just 55 a wnderful cnversatin.” 可能会拥有/开启一段美妙的对话。需要及物动词原形。选项中 have 意为“拥有/进行”，符合。
第四部分 综合技能（共两节，满分25分）
第一节 简答和翻译 （共5小题；每小题2分，满分10分）
阅读下面短文，根据短文内容回答问题或翻译画线部分。
The Liuyang River in Hunan is famus fr its beautiful firewrks, but a few years ag, it faced serius prblems. Factries plluted the water, and the number f fish drpped sharply. Peple were wrried abut the future f their “Mther River”.
In 2017, the lcal gvernment started a big prject t clean the river. They clsed sme factries and built mdern water treatment plants. But they knew that saving the river needed everyne's help. Over 20,000 vlunteers frm schls, cmpanies and cmmunities jined in. They clean the riverbanks every mnth and teach peple abut envirnmental prtectin.
The hard wrk has paid ff. Nw the Liuyang River is much cleaner. Peple can see fish again, and the riverbanks have becme beautiful parks fr families t enjy. The success f the Liuyang River shws that when peple and the gvernment wrk tgether, we can slve big envirnmental prblems. This is a perfect example f hw humans and nature can live in harmny.
56.What prblems did the Liuyang River face a few years ag?
57.When did the lcal gvernment start the cleaning prject?
58.What d the vlunteers d t help the river?
59.Hw is the Liuyang River nw?
60.将文中画线句子翻译成中文。
[答案解析]
56. What prblems did the Liuyang River face a few years ag?
解题思路：定位到文章第一段“but a few years ag, it faced serius prblems.”后具体描述的困难。
关键信息：Factries plluted the water, and the number f fish drpped sharply.
参考答案：A few years ag, the Liuyang River faced serius water pllutin frm factries, and the number f fish decreased sharply.
2. When did the lcal gvernment start the cleaning prject?
解题思路：直接寻找时间信息。
关键信息：In 2017, the lcal gvernment started a big prject t clean the river.
参考答案：The lcal gvernment started the cleaning prject in 2017.
3. What d the vlunteers d t help the river?
解题思路：寻找描述志愿者具体行动的句子。
关键信息：They clean the riverbanks every mnth and teach peple abut envirnmental prtectin.
参考答案：The vlunteers clean the riverbanks every mnth and teach peple abut envirnmental prtectin.
4. Hw is the Liuyang River nw?
解题思路：定位文章描述治理后现状的段落。
关键信息：Nw the Liuyang River is much cleaner. Peple can see fish again, and the riverbanks have becme beautiful parks fr families t enjy.
参考答案：Nw the Liuyang River is much cleaner. Fish have returned, and the riverbanks have been turned int beautiful parks fr families.
5. 将文中画线句子翻译成中文。
解题思路：准确理解英文句子结构和含义，用通顺、地道的中文表达。
参考译文：浏阳河治理的成功经验表明，当民众与政府携手合作，我们能够解决重大的环境问题。
第二节 书面表达 （共1题，满分15分）
学校英文报正在举办以“My Favrite Festival Memry”为题的征文活动。请你分享你最喜爱的一个节日（如春节、中秋节、国庆节等）经历，内容包括：
介绍节日；
描述你印象深刻的一次经历；
说明这个经历为什么对你特别。
要求：
内容完整，条理清晰；
书写规范，语言流畅；
词数：80-100。
范文示例：
My Favrite Festival Memry Amng all festivals, the Lantern Festival is my favrite. It marks the end f Chinese New Year celebratins with beautiful lanterns and sweet tangyuan.
My mst unfrgettable memry was frm tw years ag. My classmates and I decided t make lanterns by urselves fr a schl cmpetitin. We spent the whle afternn designing, cutting, and pasting. Laughter filled the rm as we helped each ther. When we finally lit ur lantern—a giant rabbit shaped ne—and saw its warm glw, we cheered with jy. We didn't win the prize, but the shared effrt and happiness were priceless.
This experience is special because it was my first time creating smething traditinal with friends. It turned a cultural traditin int a fun, cllabrative memry, teaching me that jy lies nt just in the utcme, but in the prcess f creating tgether.
(词数：约100)
评分标准参考：
内容（5分）：是否完整覆盖所有要点，内容是否具体、有意义。
语言（5分）：语法和词汇使用是否准确、丰富，表达是否流畅。
结构（3分）：段落是否清晰，衔接是否自然，逻辑是否连贯。
规范（2分）：书写是否整洁，词数是否符合要求。