河南安阳一中、鹤壁高中、新乡一中三校2025-2026学年下学期高一年级第一次联考英语试卷含答案

这是一份河南安阳一中、鹤壁高中、新乡一中三校2025-2026学年下学期高一年级第一次联考英语试卷含答案，共21页。试卷主要包含了细节理解题，考查动词词义辨析，考查名词词义辨析，考查形容词词义辨析等内容，欢迎下载使用。
时间：120 分钟 总分：150 分注意事项：
1 ．答卷前，考生务必将自己的姓名、准考证号填写在答题卡（卷）上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应的答案标号涂黑。如需改动，用橡皮擦干净，再选涂其他答案标号。回答非选择题时，将答案写在答题卡（卷）上。写在本试卷上无效。
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 段录音。每段录音后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段录音后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1. What caused the man’s accident?
A. A lvely bird. B. An attractive bike. C. A rubbish bin.
2. Where des the cnversatin prbably take place?
A. At hme. B. In a bkstre. C. At schl.
3. What des the man ask the wman t d?
A. Make a reprt. B. Pick up Mr. Allen. C. Put ff the meeting.
4. What kind f film will the speakers watch?
A. A hrrr film. B. A cmedy film. C. An actin film.
5. What is the prbable relatinship between the speakers?
A. Fellw wrkers. B. Business partners. C. Salespersn and custmer.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段录音。每段录音后有几个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。
听第 6 段录音，回答第 6 、7 题。
6. What is the man ging t d this afternn?
A. Take a picture. B. Visit his family. C. Meet a custmer.
7. Where will the man prbably g?
A. Statin Street. B. Redstne Street. C. Center Street.
听第 7 段录音，回答第 8 、9 题。
8. What d we knw abut the package?
A. It’s a gift t the wman’s grandfather.
B. It was sent frm Denmark.
C. It weighs 10 kils.
9. Hw much will the wman pay in ttal?
A. $12. B. $18. C. $20.
听第 8 段录音，回答第 10 至 12 题。
10. Wh is prbably Anne?
A. The man’s wife. B. The man’s manager. C. The man’s custmer. 11. What did the man d in the meeting rm?
A. He develped a sales plan.
B. He tk sme phts with his phne.
C. He cllected sme custmers’ infrmatin.
12. What will the man d next?
A. Ring Luke. B. Wrk vertime. C. Order sme fd.
听第 9 段录音，回答第 13 至 16 题。
13. When did Ryan learn t play the vilin?
A. In primary schl. B. In high schl. C. In cllege.
14. What club did the man sign up fr in high schl?
A. Science. B. Music. C. Math.
15. What will the man be respnsible fr at the charity party?
A. Playing music.
B. Guarding the entrance.
C. Selling suvenirs.
16. At what time will the charity party end?
A. 6:00 pm. B. 7:00 pm. C. 8:00 pm.
听第 10 段录音，回答第 17 至 20 题。
17. What is the speaker ding?
A. Telling a stry.
B. Hsting a talent shw.
C. Offering advice.
18. Where d mst visitrs g skiing in Switzerland in winter?
A. Lucerne. B. Zermatt. C. Geneva.
19. What makes Switzerland suitable fr health turism?
A. Its strict rules f fd safety.
B. Its rich utdr activities.
C. Its nice natural envirnment.
20. What is the last pint mentined by the speaker?
A. Making use f scial media.
B. Imprving transprtatin.
C. Prmting cultural festivals.
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
Make a Difference: Summer Vlunteer Prgram 2026
Are yu lking fr a meaningful summer? Jin ur “Glbal Yuth Cnnect”
prgram! Wrk with lcal cmmunities and create a lasting impact. Chse yur path belw.Ancient Twn Guardians
Lcatin: Lijiang, Yunnan
Help prtect the ancient architecture and traditinal Naxi culture. Tasks include dcumenting ral histries, assisting with artifact (手工艺品) preservatin, and
teaching basic English t lcal guides. Yu dn’t need a backgrund in histry —just a great sense f respnsibility.
Duratin: July 10 — July 25
Accmmdatin: Hst family
Highlight: Experience the unique “Old Twn” charm while safeguarding it.Marine Cnservatin
Lcatin: Sanya, Hainan
Wrk alngside scientists t prtect cral reefs (珊瑚礁). Activities include
diving t clean up cean waste, recrding marine life data, and participating in “Blue Carbn” awareness campaigns. Nte: Participants must be able t swim and hld a
basic diving certificate (r cmplete a training curse befre departure).
Duratin: July 28 — August 12
Accmmdatin: Shared beach drmitry
Highlight: Learn abut marine eclgy hands-n.Rural Educatin Lcatin: Fenghuang, Hunan
Empwer children in beautiful rural villages. Yu will design creative English and art lessns, rganize sprts activities, and set up a small “Dream Library”.
Patience and a warm heart are mre imprtant than teaching experience.
Duratin: August 5 — August 20
Accmmdatin: Schl drmitry
Highlight: Witness the pwer f educatin t change lives.
·Applicatin Deadline: May 10, 2026
·Fee: Cvers accmmdatin, meals, and insurance. Flight tickets are nt included.
1 ．What is the shared gal f the three prgrams?
A ．T teach English t children. B ．T prtect the natural envirnment.
C ．T encurage yuth t cntribute t sciety. D ．T explre turist attractins
fr free.
2 ．What can participants in the Rural Educatin prgram d?
A ．Live with a lcal family. B ．Help set up a “Dream Library”.
C ．Prtect cral reefs. D ．Dcument ral histries.
3 ．Which is NOT cvered by the prgram fee?
A ．Meals. B ．Accmmdatin. C ．Insurance. D ．Flight tickets.
B
Fr mst f my freshman year, I lived a duble life. At schl, I was “Alex the Quiet” — the by wh sat at the back f the classrm, ndded alng with whatever everyne said, and never viced an pinin that might cause disagreement. My
classmates liked me well enugh, r at least they didn’t dislike me. But at hme, in the pages f my ntebk, I was smene else cmpletely. I wrte stries filled with bld characters wh said exactly what they meant, wh std up fr their beliefs
withut hesitatin.
The gap between these tw selves grew wider every day. I tld myself it was fine — being agreeable was easier and safer. I had made sure that fitting in was the same as being accepted. But when my English teacher, Ms. Chen, annunced a
creative writing cntest, smething stirred inside me. The theme was “The Vice Within.” Fr the first time, I wanted t share smething real.
I spent tw weeks n my entry — a stry abut a by wh wears a mask s lng that he frgets his wn face. It was the mst hnest thing I had ever written. When I
handed it in, my hands trembled. What wuld Ms. Chen think? Wuld she see thrugh the fictin t the truth beneath?
The day she returned ur drafts, she asked me t stay after class. My heart sank, expecting criticism. Instead, she lked at me with a kind f understanding that made my thrat tighten. “This by in yur stry is yu, isn’t he?” she said sftly. I culdn’t speak. I just ndded. She slid the paper back acrss the desk. “The vice in this piece is pwerful. I think it’s time yu let the wrld hear it.”
That night, I read my stry alud t my parents fr the first time. Their smiles, warm and genuine, felt like sunlight after a lng winter. I didn’t win the cntest, but smething mre imprtant happened. The wall I had built between my tw selves
began t crack. I started speaking up in class, nt t argue, but t share. Slwly, I learned that it felt a great deal better t be accepted fr wh I really was than t be liked fr wh I pretended t be.
4 ．Why did the authr describe himself as living a “duble life”?
A ．He had tw different grups f friends. B ．He had tw sides t his persnality.
C ．He was cnfused abut his career chice. D ．He struggled with tw different subjects.
5 ．What des the underlined phrase “fitting in was the same as being accepted” in paragraph 2mst prbably mean?
A ．He believed that making himself agreeable was the way t be liked.
B ．He thught that standing ut was the key t success.
C ．He realized that being different was acceptable.
D ．He understd that acceptance required hard wrk.
6 ．What can we learn frm Ms. Chen’s wrds t the authr?
A ．She thught the authr’s stry was prly written.
B ．She recgnized the authr’s persnal struggle in his writing.
C ．She wanted the authr t keep his feelings hidden.
D ．She believed winning the cntest was the nly gal.
7 ．What did the authr gain frm his experience?
A ．He wn the creative writing cntest.
B ．He learned that pretending t be smene else brings happiness.
C ．He discvered the value f expressing his true self.
D ．He decided t stp writing stries.
C
In the heart f the Amazn rainfrest, a unique prject is underway. It’s nt abut saving a single animal species, but abut preserving a disappearing human culture — the culture f the indigenus Sápara peple.
The Sápara were nce ne f the mst pwerful natins in the Amazn.
Hwever, due t diseases brught by utside settlers and the destructin f the
rainfrest fr resurces, their ppulatin has dramatically declined. Tday, nly a few hundred Sápara remain. With them, their ancient language and rich cultural
knwledge are als at the risk f being lst frever.
T fight this, the Sápara cmmunity, with the help f UNESCO, has started
building the first-ever “Sápara Cultural Schl” . This is n rdinary schl. Hidden
deep in the jungle and accessible nly by cane, it has n walls r desks. The
“classrm” is the rainfrest itself. Here, the elders take the yung Sápara children
int the frest, teaching them t identify hundreds f different plants, nt just by
name, but by their medicinal uses, their spiritual significance, and the stries that have been passed dwn fr generatins.
“We are nt just teaching them wrds”, explains ne elder, Antni. “We are
teaching them hw t read the frest. This plant is nt just ‘a plant’; it is medicine fr a fever. That river is nt just ‘water’; it is the hme f the spirit f ur ancestr.” The curriculum includes learning the ancient Sápara language, hunting and fishing
techniques that respect the balance f nature, and the traditinal sngs and dances that tell the stry f their peple.
The schl is a race against time. As the mdern wrld creeps clser, the yung generatin is attracted t the cnveniences f city life. By making learning rted in their envirnment, the Sápara hpe t shw their children that their heritage is nt a relic f the past, but a living, valuable part f their future.
8 ．What is the main purpse f building the Sápara Cultural Schl?
A ．T attract mre visitrs t the Amazn rainfrest.
B ．T teach yung Sápara mdern survival skills.
C ．T prtect the Sápara language and traditins.
D ．T study the medicinal use f rainfrest plants.
9 ．In what way is the Sápara Cultural Schl “n rdinary schl”?
A ．It has n teachers r frmal lessns.
B ．It fcuses n prtecting wildlife rather than culture.
C ．It nly pens during certain seasns f the year.
D ．It uses the natural envirnment as a classrm.
10 ．What challenge des the Sápara schl face?
A ．Lack f supprt frm the lcal gvernment.
B ．The difficulty f building classrms in the jungle.
C ．The influence f mdern life n the yung generatin.
D ．Disagreements between elders and children ver the curriculum.
11 ．Which f the fllwing is the best title fr the text?
A ．The Disappearing Sápara Peple in the Amazn.
B ．A Unique Cultural Schl in the Amazn Rainfrest.
C ．UNESCO’s Help fr the Wrld.
D ．Hw t Prtect the Amazn Rainfrest’s Plants.
D
Fr decades, envirnmental educatin has fcused n raising awareness abut eclgical prblems — melting glaciers, endangered species, and plluted ceans.
While these issues remain critical, a new apprach is gaining ppularity: instead f just telling peple abut envirnmental crisis, rganizatins are nw wrking t help peple experience nature directly. The thinking behind this shift is simple: peple
prtect what they lve, and they lve what they knw.
This mvement is taking shape in cities arund the wrld. In the United
Kingdm, the Wildlife Trust runs an annual campaign called “30 Days Wild”, which challenges participants t perfrm a “randm act f wildness” every day thrughut June. These acts can be simple — feeding birds, planting flwers n a balcny, r
simply sitting in a park and bserving the changing leaves. The gal is nt t
transfrm everyne int envirnmental scientists, but t help city residents ntice the nature that exists alngside their daily lives.
But why des this fcus n cities? Currently, ver half f the glbal ppulatin lives in urban areas, and in cuntries like Australia, the figure reaches nine ut ften. Fr these peple, pprtunities t experience untuched wilderness are limited. If
envirnmentalism nly speaks t thse wh hike muntains r camp in frests, it risks leaving the majrity behind. Urban nature prjects bridge this gap, bringing nature t where peple already are.
S hw can individuals in cities cnnect with nature? The answer may be
simpler than expected. Yu dn’t need t travel t a natinal park. Start by nticing
the tree utside yur windw, the birds that visit yur neighbrhd, r the weeds grwing thrugh cracks in the radsides. Small daily bits f urban nature — what
researchers call “micr- experiences” — can build the emtinal cnnectin that
mtivates envirnmental actin. In a rapidly urbanizing wrld, finding nature in the city might be the key t saving nature everywhere.
12 ．What is the new apprach t envirnmental educatin?
A ．Fcusing mre n envirnmental crisis like melting glaciers.
B ．Encuraging peple t directly experience nature in daily life.
C ．Training everyne t becme prfessinal envirnmental scientists.
D ．Mving all envirnmental educatin t natinal parks.
13 ．What des the "30 Days Wild" campaign ask participants t d?
A ．Stay in the wilderness fr 30 days.
B ．Dnate mney t wildlife prtectin rganizatins.
C ．Perfrm simple nature- related acts every day fr a mnth.
D ．Attend envirnmental science classes fr a mnth.
14 ．What des paragraph 3 imply abut envirnmentalism?
A ．It needs t include urban ppulatins t be effective.
B ．It shuld nly fcus n wilderness areas.
C ．It shuld require everyne t hike muntains.
D ．It has already succeeded in prtecting nature.
15 ．Hw des the authr suggest city residents cnnect with nature?
A ．By mving t rural areas r natinal parks.
B ．By taking lng vacatins t wilderness destinatins.
C ．By becming envirnmental scientists first.
D ．By nticing and appreciating nature in their everyday surrundings.
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。
We all have big gals we want t achieve — getting fit, learning a new
language, r reading mre bks. Yet many f us struggle t make lasting changes. We start with great enthusiasm, nly t give up a few weeks later. 16 This apprach, knwn as micr-habits, is changing the way peple think abut persnal grwth.
Micr-habits are tiny actins that take less than tw minutes t cmplete.
Instead f prmising t exercise fr an hur every day, yu start by ding just ne push-up. Instead f aiming t read a whle bk, yu begin with a single page.
17 They als require almst n mtivatin t start.
The science behind that apprach is simple. When we try t make big changes, ur brains ften refuse because the effrt seems hard t bear 18 Once the
behavir becmes autmatic, we can gradually increase the difficulty. This is why micr-habits wrk: they avid ur brain’s natural refusal t change.
The benefits f micr-habits g beynd just getting things dne. When yu
cmplete a tiny habit successfully, yu experience a small sense f achievement.
19 It encurages yu t keep ging, creating a snwball effect that leads t bigger changes ver time.
S hw can yu start? Chse ne small behavir yu want t develp.
20 Fr example, if yu want t practice gratitude, spend ne minute each evening thinking abut ne thing yu’re thankful fr. The key is cnsistency — d the tiny actin every day, n matter what. Over time, these small steps add up t
remarkable results.
A ．This feeling builds cnfidence and mtivatin.
B ．This helps them achieve their gals faster.
C ．Hwever, micr-habits are easy t maintain.
D ．But a new strategy suggests starting much smaller.
E ．The size f the habit smetimes matters.
F ．Then, cnnect it t an existing daily rutine.
G ．They require a little time and energy.
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。
When my schl intrduced an AI-pwered learning platfrm, I thught it
wuld make everything easier. When I was tired f struggling with math prblems fr hurs, the idea f having a digital tutr me seemed like a dream cme true.
Fr the first few weeks, it was exactly what I had hped fr. Whenever I
a prblem, the platfrm wuld prvide step-by-step slutins. I stpped
thinking and simply fllwed the instructins. My hmewrk was getting dne faster than ever, and I felt a sense f every time I submitted perfect answers.
But smething strange began t happen. In class, when the teacher asked
questins abut what we had learned, I fund myself . I culd recall the answers I had typed, but I culdn’t explain why they were crrect. I had been s
fcused n the right answers that I had never learned the thinking behind them.
The turning pint came during a test. I stared at a prblem that lked familiar
— I had slved it n the platfrm just days befre. But my mind was . I
culdn’t remember a single step. When I gt my grade, it was the lwest I had ever received. I felt like I had myself.
That night, I had a lng cnversatin with my math teacher. “Technlgy is a tl,” she said. “But it can’t think fr yu. The struggle yu were aviding is exactly where real happens.” Her wrds stayed with me.
I decided t using the platfrm — but differently. Instead f asking fr answers, I used it t check my wrk after I had tried n my wn. When I gt stuck, I wuld review the explanatins and then the prblem nce again. It was
slwer and harder, but gradually, things began t .
By the end f the semester, my grades had imprved — but mre imprtantly, I had learned smething far mre valuable. Technlgy can be a pwerful , but it can’t replace the prcess f vercming difficulties. The shrtcuts (捷径) I had
taken weren’t saving me time; they were away the learning I needed.
Nw, whenever I see an ad prmising instant success, I think back t thse
weeks when I let an app d my thinking. The real grwth, I’ve learned, desn’t cme frm the hard parts. It cmes frm them.
21 ．A ．guiding B ．ignring C ．praising D ．replacing
22 ．A ．made up B ．came acrss C ．gt rid f D ．lked int
23 ．A ．cnfusin B ．frustratin C ．achievement D ．disappintment
24 ．A ．cnfident B ．excited C ．lst D ．prud
25 ．A ．questining B ．reaching C ．aviding D ．missing
26 ．A ．clear B ．blank C ．active D ．sharp
27 ．A ．cheated B ．helped C ．imprved D ．challenged
28 ．A ．learning B ．teaching C ．testing D ．laughing
29 ．A ．give up B ．keep n C ．thrw away D ．devte t
30 ．A ．lk after B ．cut ff C ．wrk n D ．turn up
31 ．A ．click B ．arrive C ．rise D ．disappear
32 ．A ．prblem B ．excuse C ．aid D ．enemy
33 ．A ．taking B ．putting C ．frightening D ．breaking
34 ．A ．facing B ．skipping C ．enjying D ．understanding
35 ．A ．running frm B ．wishing fr C ．waiting fr
D ．wrking thrugh
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。
Chinese calligraphy, 36 (cnsider) ne f the highest frms f art in Chinese culture, has a histry spanning thusands f years. Unlike rdinary writing, 37 is mainly fr cmmunicatin, calligraphy emphasizes the beauty f each
strke (笔画).
The tls used in calligraphy — brush, ink, paper, and inkstne — 38
(knw) as the “Fur Treasures fthe Study.” Mastering this art requires years f
practice. A calligrapher must learn 39 (cntrl) the brush’s pressure and angle exactly. Even the slightest variatin can change 40 (entire) hw the character lks.
Fr centuries, calligraphy has served as 41 means f persnal
cultivatin. Schlars believed that ne’s character culd be seen in their handwriting — a patient and disciplined persn wuld naturally prduce steady strkes. This
philsphy gives calligraphy a depth that is far 42 (deep) than visual appeal alne.
In recent years, hwever, calligraphy has faced challenges frm digital
cmmunicatin. Many yung peple type rather than write, 43 (lead) t what sme call “character amnesia (遗忘症).” Yet, rather than fading away, the art is
finding new life. Innvative artists are cmbining traditinal brushwrk 44
mdern themes. This 45 (flexible) allws calligraphy t remain significant in a changing wrld.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
46．假定你是李华，你校上周举办了“校园体育节”活动。请你为校英文报社写一篇报道，内容包括：
1 ．活动目的与持续时间；
2 ．活动项目（如篮球赛、接力赛、趣味运动等）；
3 ．活动意义与学生反响。
注意：1 ．写作词数应为 80 个左右；
2 ．请按如下格式在答题卡的相应位置作答。
Sprts Festival Brings Energy t Campus
第二节（满分 25 分）
47 ．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。
Auggie Pullman was nt like ther bys his age. He had been brn with a facial difference that had kept him frm ging t a regular schl fr years. But nw, At the age ften, he started the fifth grade at Beecher Prep, but Auggie was scared. He knew that kids culd be mean, and he had already experienced t many stares (异样眼光) and whispers.
On the first day, Auggie’s father walked him t the schl gate. “Yu’re ging t be great,” his father said, giving him a warm hug. Auggie tk a deep breath and walked thrugh the gate. His heart was beating fast, and his hands felt sweaty. The hallway was crwded with students, and he culd feel their eyes n him. Sme kids lked away quickly; thers stared fr a mment. Auggie kept his head dwn and
walked tward his classrm.
When he entered the classrm, the nise suddenly died dwn. Everyne turned t lk at him. Auggie felt his face grw ht. He wanted t run back hme, but he
remembered what his mther had tld him: “Yu can’t hide frever, Auggie. Yu have t shw them wh yu really are.”
He fund a seat near the windw and sat dwn quietly. Mst students went back t their cnversatins, but a by named Julian turned arund and lked at Auggie
with a strange smile. “Hey, what happened t yur face?” Julian asked ludly. Sme kids laughed. Auggie didn’t answer. He just stared at his desk, wishing he culd
disappear.
At lunchtime, Auggie sat alne at the end f a lng table. He watched ther kids eating tgether, laughing and talking. He felt a familiar lneliness creeping in. He was abut t leave when a girl sat dwn acrss frm him. Her name was Summer, and she smiled at him warmly.
注意：1 ．续写词数应为 150 个左右；
2 ．请按如下格式在答题卡的相应位置作答。
“D yu mind if I sit here?” Summer asked kindly.
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Frm that day n, things began t change fr Auggie.
1 ．C 2 ．B 3 ．D
【原文】本文是一篇应用文。文章主要介绍了 2026 年暑期三个志愿者项目的内容、时间、地点及相关要求。
1 ．推理判断题。根据标题“Make a Difference: Summer Vlunteer Prgram 2026 (有所作为：
2026 年暑期志愿者项目)”以及第一段“Wrk with lcal cmmunities and create a lasting impact (与当地社区合作，产生持久的影响)”可知，三个项目的共同目标是鼓励青少年为社会做贡献。故选 C。
2 ．细节理解题。根据 Rural Educatin 部分中“Yu will design creative English and art lessns, rganize sprts activities, and set up a small “Dream Library” .(你将设计创意英语和美术课，组织体育活动，并建立一个小型“梦想图书馆”)”可知，乡村教育项目的参与者可以帮忙建立“梦想图书馆” 。故选 B。
3 ．细节理解题。根据 Rural Educatin 部分中最后“Fee: Cvers accmmdatin, meals, and
insurance. Flight tickets are nt included.(费用：包含住宿、餐饮和保险。机票不包含在内)”可知，机票费用不包含在项目费用中。故选 D。
4 ．B 5 ．A 6 ．B 7 ．C
【导语】这是一篇记叙文。作者在大一期间性格呈现两面性，在学校沉默随和，在家写作时大胆真实。在参加以“ 内心的声音”为主题的创意写作比赛后，作者在陈老师的鼓励和家人的支持下，逐渐打破内心的隔阂，学会勇敢表达真实的自己。
4 ．细节理解题。根据文章第一段“At schl, I was “Alex the Quiet” — the by wh sat at the back f the classrm, ndded alng with whatever everyne said, and never viced an pinin
that might cause disagreement. My classmates liked me well enugh, r at least they didn’t dislike me. But at hme, in the pages f my ntebk, I was smene else cmpletely. I wrte stries
filled with bld characters wh said exactly what they meant, wh std up fr their beliefs
withut hesitatin(在学校里，我是“安静的亚历克斯”——那个总坐在教室后排，对大家说的话一概点头附和，从不会发表可能引发分歧的观点的男孩。同学们对我还算认可，至少没人讨厌我。但回到家，在笔记本的字里行间，我完全是另一个人。我笔下的故事里满是勇敢的人物，他们直言不讳，会毫不犹豫地捍卫自己的信念)”可知，作者在学校沉默随和，在家写作时大胆直率，性格具有两面性，因此称自己过着 “双重生活” 。故选 B 项。
5 ．词句猜测题。根据文章第二段“I tld myself it was fine — being agreeable was easier and
safer(我告诉自己这没关系——随和一点，既轻松，又稳妥)”可知，作者认为随和待人更轻松
安全，他觉得融入集体、迎合他人就是被大家接受和喜欢的方式。由此可猜测划线句意为：他认为让自己随和友善是获得喜爱的方式。故选 A 项。
6 ．推理判断题。根据文章第四段““This by in yur stry is yu, isn’t he?” she said sftly. I
culdn’t speak. I just ndded. She slid the paper back acrss the desk. “The vice in this piece is
pwerful. I think it’s time yu let the wrld hear it.”(“你故事里的这个男孩，就是你自己，对吗？”她轻声说道。我一时说不出话，只是点了点头。她将稿纸顺着桌面推回给我，说道：“这篇作品里的声音充满力量，我想，是时候让世界听到它了。”)”可知，陈老师说这篇作品里的 声音充满力量，是时候让世界听到它了，可推理出陈老师看穿了故事背后真实的作者，看出了作者隐藏真实自我的内心挣扎，并鼓励他勇敢发声。故选 B 项。
7．细节理解题。根据文章最后一段“Slwly, I learned that it felt a great deal better t be accepted fr wh I really was than t be liked fr wh I pretended t be(慢慢地，我明白了：因为真实的自己而被接纳，远比因伪装的模样被喜欢，要好得多)”可知，作者从这段经历中明白，做真实的自己被接纳远比伪装成别人被喜欢更美好，他发现了表达真实自我的价值。故选 C 项。
8 ．C 9 ．D 10 ．C 11 ．B
【导语】本文是一篇说明文。文章主要讲述了在亚马逊雨林中心，一个旨在保护正在消失的萨帕拉（Sápara）人文化的独特项目——建立萨帕拉文化学校。
8．细节理解题。根据第二段中“With them, their ancient language and rich cultural knwledge are als at the risk f being lst frever. (随着萨帕拉人的减少，他们古老的语言和丰富的文化知识也面临着永远消失的风险。)” 以及第三段中“T fight this, the Sápara cmmunity, with the help f UNESCO, has started building the first-ever ‘Sápara Cultural Schl’ . (为了应对这一情况，萨帕拉社区在联合国教科文组织的帮助下，开始建立有史以来第一所‘萨帕拉文化学校’。)”可知，建立萨帕拉文化学校的主要目的是保护萨帕拉人的语言和传统。故选 C。
9 ．细节理解题。根据第三段中“This is n rdinary schl. Hidden deep in the jungle and
accessible nly by cane, it has n walls r desks. The ‘classrm’ is the rainfrest itself. (这不是一所普通的学校。它隐藏在丛林深处，只能乘独木舟到达，没有墙壁和课桌。‘教室’就是雨林本身。) ”可知，萨帕拉文化学校“不普通”在于它利用自然环境作为教室。故选 D。
10 ．推理判断题。根据最后一段中“As the mdern wrld creeps clser, the yung generatin is attracted t the cnveniences f city life. (随着现代世界的逐渐逼近，年轻一代被城市生活的便利所吸引。)”可知，由此可推知，萨帕拉学校面临的挑战是现代生活对年轻一代的影响。故选 C。
11 ．主旨大意题。根据第一段中“In the heart f the Amazn rainfrest, a unique prject is
underway. It’s nt abut saving a single animal species, but abut preserving a disappearing
human culture — the culture f the indigenus Sápara peple. (在亚马逊雨林的中心，一个独特的项目正在进行中。它不是为了拯救单一的动物物种，而是为了保护正在消失的人类文化——土著萨帕拉人的文化。)”以及第三段中“T fight this, the Sápara cmmunity, with the help f UNESCO, has started building the first-ever ‘Sápara Cultural Schl’. (为了应对这一情况，萨帕拉社区在联合国教科文组织的帮助下，开始建立有史以来第一所‘萨帕拉文化学校’。)” 可知，本文主要讲述了在亚马逊雨林中心，一个旨在保护正在消失的萨帕拉人文化的独特项目——建立萨帕拉文化学校。故选 B。
12 ．B 13 ．C 14 ．A 15 ．D
【导语】这是一篇说明文。文章主要介绍了环境教育的新方法，并以英国的“30 Days Wild”活动为例，阐述了聚焦城市的原因，并指出城市居民可通过关注日常环境中的自然，建立与自然的情感联结，从而激发环保行动。
12．细节理解题。根据第一段“a new apprach is gaining ppularity: instead f just telling peple abut envirnmental crisis, rganizatins are nw wrking t help peple experience nature
directly.(一种新方法正逐渐流行：组织不再仅仅向人们告知环境危机，而是致力于帮助人们直接体验自然)”可知，环境教育的新方法是鼓励人们在日常生活中直接体验自然。故选 B 项。
13 ．细节理解题。根据第二段“the Wildlife Trust runs an annual campaign called “30 Days
Wild”, which challenges participants t perfrm a “randm act f wildness” every day thrughut June. These acts can be simple — feeding birds, planting flwers n a balcny, r simply sitting in a park and bserving the changing leaves.(野生动物信托基金会开展名为“30 Days Wild” 的年度活动，要求参与者在 6 月的每一天完成一项“ 随机亲近自然的行为”。这些行为很简单，比如喂鸟、在阳台种花，或者只是坐在公园观察树叶的变化)”可知，该活动要求参与者在一个月内每天完成简单的与自然相关的行为。故选 C 项。
14 ．推理判断题。根据第三段“If envirnmentalism nly speaks t thse wh hike muntains r camp in frests, it risks leaving the majrity behind. Urban nature prjects bridge this gap,
bringing nature t where peple already are.(如果环保主义只针对登山或在森林露营的人，就有可能将大多数人排除在外。城市自然项目填补了这一缺口，将自然带到人们所在的地方)”可知，如果环保主义只针对登山或在森林露营的人，就有可能将大多数人排除在外，由此可推知，环保主义若想有效，就必须覆盖城市人口，否则会脱离大多数群体。故选 A 项。
15 ．细节理解题。根据最后一段“Start by nticing the tree utside yur windw, the birds that visit yur neighbrhd, r the weeds grwing thrugh cracks in the radsides. Small daily bits f urban nature — what researchers call “micr-experiences” — can build the emtinal cnnectin that mtivates envirnmental actin.(从留意窗外的树、光顾社区的鸟，或是路边裂缝里生长的杂草开始。日常细微的城市自然片段——研究人员称之为“微体验”——能够建立起激发环境行动的情感联结)”可知，作者建议城市居民通过关注并欣赏日常环境中的自然来与自然建立联结。故选 D 项。
16 ．D 17 ．G 18 ．C 19 ．A 20 ．F
【导语】本文是一篇说明文。主要介绍了许多人难以实现大目标，而微习惯这一策略能帮助人们逐步实现改变，并讲解了微习惯的特点、原理、好处及实践方法。
16 ．根据上文“We start with great enthusiasm, nly t give up a few weeks later.(我们满怀热情地开始，却在几周后放弃)”以及下文“This apprach, knwn as micr- habits, is changing the
way peple think abut persnal grwth.(这种被称为微习惯的方法，正在改变人们对个人成长的看法)”可知，此处应衔接上文“难以坚持大目标” 的问题，引出下文的微习惯策略，D 选项 “But a new strategy suggests starting much smaller.(但一种新的策略建议从小得多的目标开始)”中的 new strategy 指代下文的 micr-habits，starting much smaller 呼应微习惯的特点，符合语境。故选 D 项。
17．根据上文“Micr-habits are tiny actins that take less than tw minutes t cmplete. Instead f prmising t exercise fr an hur every day, yu start by ding just ne push-up. Instead f
aiming t read a whle bk, yu begin with a single page.(微习惯是只需不到两分钟就能完成的微小行动。与其承诺每天锻炼一小时，不如从做一个俯卧撑开始。与其目标是读完整本书，不如从读一页开始)”以及下文“They als require almst n mtivatin t start.(它们开始时几乎不需要动力)”可知，此处应介绍微习惯的特点，且与下文的 als 相呼应，G 选项“They require a little time and energy.(它们只需要一点时间和精力)”中的 a little time and energy 与上文 less than tw minutes t cmplete 相契合，They 指代微习惯，符合语境。故选 G 项。
18．根据上文“When we try t make big changes, ur brains ften refuse because the effrt seems hard t bear.(当我们试图做出巨大改变时，我们的大脑往往会拒绝，因为这种努力似乎难以承受)”以及下文“Once the behavir becmes autmatic, we can gradually increase the
difficulty.(一旦这种行为变得自动化，我们就可以逐渐增加难度)”可知，此处应对比大改变和微习惯的不同，说明微习惯容易坚持，C 选项“Hwever, micr-habits are easy t maintain.(然
而，微习惯很容易坚持)”中的 Hwever表转折，承接上文大改变难以坚持的问题，引出微习惯的优势，且与下文“逐渐增加难度”相衔接，符合语境。故选 C 项。
19 ．根据上文“When yu cmplete a tiny habit successfully, yu experience a small sense f
achievement.(当你成功完成一个微小的习惯时，你会体验到一种小小的成就感)”以及下文“It encurages yu t keep ging, creating a snwball effect that leads t bigger changes ver
time.(它鼓励你继续前进，创造一个滚雪球效应，随着时间的推移带来更大的改变)”可知，
此处应说明成就感带来的影响，A 选项“This feeling builds cnfidence and mtivatin.(这种感觉能建立信心和动力)”中的This feeling 指代上文的small sense f achievement，cnfidence and mtivatin 与下文 encurages yu t keep ging 相呼应，符合语境。故选 A 项。
20 ．根据上文“S hw can yu start? Chse ne small behavir yu want t develp.(那么你该如何开始呢？选择一个你想培养的小行为)”以及下文“Fr example, if yu want t practice
gratitude, spend ne minute each evening thinking abut ne thing yu’re thankful fr.(例如，如果你想培养感恩的习惯，每天晚上花一分钟想想你感恩的一件事)”可知，此处应介绍培养微习惯的具体做法，F 选项“Then, cnnect it t an existing daily rutine.(然后，把它和你现有的日常习惯联系起来)”中的 Then 承接上文“选择小行为” ，cnnect it t an existing daily rutine与下文的例子（每天晚上花一分钟）相契合，符合语境。故选 F 项。
21 ．A 22 ．B 23 ．C 24 ．C 25 ．B 26 ．B 27 ．A 28 ．A
29 ．B 30 ．C 31 ．A 32 ．C 33 ．A 34 ．B 35 ．D
【导语】本文是一篇记叙文。文章主要讲述了作者从依赖 AI 学习平台到反思并调整学习方式，最终领悟到克服困难才能获得真正成长的故事。
21．考查动词词义辨析。句意：当我厌倦了长时间苦苦钻研数学题时，拥有一个数字导师来指导我的想法似乎是梦想成真。A. guiding 指导，引导；B. ignring 忽视；C. praising 赞扬； D. replacing 取代，替换。根据前文“When I was tired f struggling with math prblems fr hurs, the idea f having a digital tutr”可知，作者希望有一个导师，导师的核心作用是指导学习。
故选 A。
22．考查动词短语辨析。句意：每当我遇到问题时，平台就会提供分步解答。A. made up 编造，弥补；B. came acrss 偶遇，遇到； "C.gt" C. gt rid f 摆脱；D. lked int 调查。根据前文“Fr the first few weeks, it was exactly what I had hped fr.”和后文“the platfrm wuld prvide
step-by-step slutins” ，这里指在做题过程中“遇到”难题，平台给出解答。故选 B。
23．考查名词词义辨析。句意：我的作业完成得比以往更快，每次提交完美答案时，我都感到一种成就感。A. cnfusin 困惑；B. frustratin 沮丧；C. achievement 成就，成绩；D.
disappintment 失望。根据前文“faster than ever”和后文“perfect answers”可知，作者因为快速完成作业且答案正确而感到有“成就”感。故选 C。
24．考查形容词词义辨析。句意：在课堂上，当老师问我们学到了什么时，我发现自己不知所措。A. cnfident 自信的；B. excited 兴奋的；C. lst 迷失的，不知所措的；D. prud 骄傲的。根据后文“I culd recall the answers I had typed, but I culdn’t explain why they were crrect.”可知，作者虽然记得答案但不懂原理，因此在被提问时感到“迷茫，不知所措” 。故选 C。
25．考查动词词义辨析。句意：我太专注于得到正确答案，以至于从未学习过答案背后的思考逻辑。A. questining 质疑；B. reaching 到达，获得；C. aviding 避免；D. missing 错过，想念。根据前文“simply fllwed the instructins”可知，作者只追求“获得”结果，而忽略了思考的过程。故选 B。
26 ．考查形容词词义辨析。句意：但我的大脑一片空白。A. clear 清晰的；B. blank 空白的； "C.active" C. active 积极的； "D.sharp" D. sharp 锋利的，敏锐的。根据后文“I culdn’t remember a single step”可知，作者当时脑子里什么都想不起来，一片“空白” ，my mind was blank 是固定表达，指“大脑一片空白” ，符合语境。故选 B。
27 ．考查动词词义辨析。句意：我觉得我欺骗了自己。A. cheated 欺骗，作弊；B. helped 帮助；C. imprved 提高；D. challenged 挑战。根据前文“it was the lwest I had ever received”可知，成绩很差，作者觉得之前依赖 AI 获得正确答案的行为是在“欺骗” 自己。故选 A。
28．考查名词词义辨析。句意：你所逃避的那些努力正是真正的学习发生的地方。A. learning学习；B. teaching 教学；C. testing 测试；D. laughing 笑。根据老师的话“Technlgy is a tl”和 “But it can’t think fr yu” 以及全文语境，老师强调的那些费力思考的过程才是真正的学习。故选 A。
29 ．考查动词短语辨析。句意：我决定继续使用这个平台——但方式不同了。A. give up 放弃；B. keep n 继续；C. thrw away 扔掉；D. devte t 致力于。根据后文“Instead f asking fr answers, I used it t check my wrk after I had tried n my wn.”可知，作者没有放弃使用 AI 工具，而是换了一种方式“继续”使用。故选 B。
30 ．考查动词短语辨析。句意：当我卡住时，我会重新查看解析，然后再次解决这个问题。 A. lk after 照顾；B. cut ff 切断；C. wrk n 从事，解决，继续工作；D. turn up 出现，调高（音量等）。根据后文“the prblem nce again”可知，复习完解释后，作者重新开始做题，
“wrk n the prblem”意为“着手解题” 。故选 C。
31．考查动词词义辨析。句意：这更慢也更难，但渐渐地，事情开始变得清晰/奏效。 "A.click" A. click被突然明白，豁然开朗；B. arrive 到达；C. rise 上升；D. disappear 消失。根据后文“my grades had imprved”可知，这种方法开始起作用了，那些问题开始变得能理解了、能掌握了。click表示“被突然明白，豁然开朗，（情况）变得顺利”符合虽然过程慢，但情况逐渐变好、成绩提高的语境。故选 A。
32．考查名词词义辨析。句意：技术可以是一个强大的辅助工具，但它不能取代克服困难的过程。A. prblem 问题；B. excuse 借口；C. aid 援助，辅助工具；D. enemy 敌人。根据前文“Instead f asking fr answers, I used it t check my wrk after I had tried n my wn. When I gt stuck, I wuld review the explanatins and then the prblem nce again.”作者调整后的使用方式（用来检查作业）以及转折词“but”可知，技术本身是好的辅助工具，但不能替代思考。故选 C。
33．考查动词词义辨析。句意：我走的捷径并没有为我节省时间；它们正在夺走我需要的学习过程。A. taking 拿走，带走；B. putting 放置；C. frightening 使害怕；D. breaking 打破。根据前文“The shrtcuts (捷径) I had taken weren’t saving me time;”可知，这里指走捷径让我失去了真正思考、完成学习的机会，即走捷径剥夺了真正的学习过程。take away 意为“带走，剥夺” 。故选 A。
34．考查动词词义辨析。句意：我学到的真正的成长，并不是来自于跳过困难的部分。A. facing面对；B. skipping 跳过，略过；C. enjying 享受；D. understanding 理解。根据前文“The shrtcuts (捷径) I had taken”可知，走捷径就是“跳过” 困难部分。故选 B。
35．考查动词短语辨析。句意：它来自于努力解决它们。A. running frm 逃离；B. wishing fr希望；C. waiting fr 等待；D. wrking thrugh 解决，克服。根据前文“it can’t replace the prcess f vercming difficulties”和语境可知，真正的成长来自于努力克服困难。wrk thrugh 意为“解决，克服” ，表示“成功地处理（困难或不愉快的事情）”符合语境。故选 D。
36 ．cnsidered 37 ．which 38 ．are knwn 39 ．t cntrl 40 ．entirely
41 ．a 42 ．deeper 43 ．leading 44 ．with 45 ．flexibility
【导语】本文是一篇说明文。文章主要讲述了中国书法的历史、工具、文化内涵及现代创新发展。
36．考查非谓语动词。句意：中国书法被认为是中国文化中最高形式的艺术之一，有着数千
年的历史。句中已有谓语动词“has”，故空处需填非谓语动词，Chinese calligraphy 和 cnsider之间是被动关系，需用过去分词形式作后置定语。故填 cnsidered。
37．考查定语从句。句意：与主要用于交流的普通书写不同，书法强调每一笔画的美感。空处引导非限制性定语从句，先行词是 rdinary writing ，指物，在定语从句中作主语，需用关系代词 which 引导。故填 which。
38 ．考查动词时态和语态。句意：书法中使用的工具——笔、墨、纸和砚台——被称为“文房四宝”。空处是句子的谓语，句子陈述的是客观事实，需用一般现在时，主语 The tls used in calligraphy 和 knw 之间是被动关系，需用被动语态，主语是复数，be 动词用 are 。故填are knwn。
39 ．考查非谓语动词。句意：书法家必须学会精确控制毛笔的压力和角度。learn 后需接动词不定式作宾语，learn t d sth.意为“学会做某事” 。故填 t cntrl。
40 ．考查副词。句意：即使是最微小的变化也会完全改变汉字的外观。空处修饰动词change ，需用副词形式 entirely 作状语。故填 entirely。
41 ．考查冠词。句意：几个世纪以来，书法一直是一种个人修养的方式。means 意为“方式，方法”，为可数名词，此处泛指“一种方式”，且 means 发音以辅音音素开头，需用不定冠词 a修饰。故填 a。
42．考查形容词比较级。句意：这种理念使书法的深度远远超过了单纯的视觉吸引力。根据句子结构及空后“than”可知，空处需用形容词比较级。故填 deeper。
43 ．考查非谓语动词。句意：许多年轻人打字而不是写字，导致一些人所说的“汉字遗忘
症” 。句中已有谓语动词 type ，故空处需填非谓语动词，Many yung peple type rather than write 和 lead 之间是主动关系，需用现在分词形式作结果状语，表示自然而然的结果。故填
leading。
44 ．考查介词。句意：创新艺术家们正将传统笔法与当代主题相结合。为固定搭配，意为“将 与 相结合” 。故填 with。
45．考查名词。句意：这种灵活性使书法在不断变化的世界中仍然具有重要意义。空处作主语，且前有 This 修饰，应用名词形式，flexible 的名词形式是 flexibility ，意为“灵活性” ，是不可数名词。故填 flexibility。
46．
Sprts Festival Brings Energy t Campus
Last week, t prmte students’physical health and team spirit, ur schl held a sprts
festival lasting three days.
Nt nly did it feature exciting basketball matches and relay races, but it als included fun
activities like tug-f-war and sack races. What impressed us mst was the teachers-versus-students ftball game, which drew lud cheers frm the crwd. Because all participants shwed great
enthusiasm and the playgrund was filled with laughter, the festival turned ut t be a huge success.
Wrn ut but verjyed, students spke highly f the event, realizing that this
experience has taught us that a healthy bdy and psitive mind are what matter mst.
【导语】本篇书面表达属于应用文。要求考生为校英文报社写一篇关于“校园体育节” 的报道，内容包括活动目的与持续时间、活动项目以及活动意义与学生反响。
【详解】1. 词汇积累
促进：prmte → enhance
持续：lasting → sustained
热情：enthusiasm → passin
筋疲力尽的：wrn ut → exhausted/tired ut/fatigued
2. 句式拓展合并句子
原句：Because all participants shwed great enthusiasm and the playgrund was filled with laughter, the festival turned ut t be a huge success.
拓展句：With all participants shwing great enthusiasm and the playgrund filled with laughter, the festival turned ut t be a huge success.
【点睛】【高分句型 1】Nt nly did it feature exciting basketball matches and relay races, but it als included fun activities like tug-f-war and sack races.(运用了部分倒装句：nt nly 置于句首引起部分倒装，后接 but als 连接并列结构)
【高分句型 2】What impressed us mst was the teachers-versus-students ftball game, which drew lud cheers frm the crwd. (运用了 what 引导的主语从句和 which 引导的非限制性定语从句)
【高分句型 3】Wrn ut but verjyed, students spke highly f the event, realizing that this experience has taught us that a healthy bdy and psitive mind are what matter mst. (运用了形容词短语作状语、现在分词作伴随状语以及 what 引导的表语从句)
47．
“D yu mind if I sit here?” Summer asked kindly. Auggie lked up in great surprise and ndded quickly. He had prepared fr mre indifference and whispers, but Summer’s warm smile melted his nervusness. They chatted abut the new teacher and schl fd while eating, and
Summer never avided his eyes r shwed discmfrt abut his face. When Julian passed by and sneered at Auggie, Summer stared back firmly and kept talking t cheer Auggie up. Fr the first time that day, Auggie felt the warmth f being accepted.
Frm that day n, things began t change fr Auggie. Auggie gradually gt clse t mre classmates, wh were attracted by his kindness and humr. He jined the schl science club and wn a prize fr his small inventin, earning respect frm peers. Julian stpped teasing him after
mst students std by Auggie. By the end f the first semester, Auggie n lnger hid himself. He learned that while facial differences may bring stares, ne’s inner charm will finally let thers see wh he really is.
【导语】本文以人物为线索展开，主要讲述了面部有缺陷的十岁男孩 Auggie开始到普通学校上五年级，第一天就遭遇同学异样眼光和嘲笑，午餐时孤独无助，直到女孩 Summer友善地坐在他对面与他交谈的故事。
【详解】1.段落续写：
①由第一段首句内容“‘你介意我坐在这里吗？’Summer 友善地问道。”可知，第一段可描写Summer 主动与 Auggie 同桌、交谈并维护他的过程。
②由第二段首句内容“从那天起，Auggie 的情况开始改变。”可知，第二段可描写他逐渐交友、获得认可并走出自卑。
2.续写线索：Summer 友善交谈并支持——Auggie被接纳感受温暖——情况开始变化——Auggie 与同学亲近并获奖——Julian停止嘲笑——Auggie领悟内在魅力重要性
3.词汇激活行为类
①抬头：lk up/raise ne’s head/lift ne’s eyes
②冷笑：sneer at/laugh at/mck
③接近：get clse t/apprach/draw near t情绪类
①惊讶：in great surprise/in astnishment
②紧张：nervusness/tensin/anxiety
【点睛】【高分句型 1】Auggie gradually gt clse t mre classmates, wh were attracted by his kindness and humr. (运用了 wh 引导的非限制性定语从句)
【高分句型 2】He learned that while facial differences may bring stares, ne’s inner charm will finally let thers see wh he really is. (运用了 that 引导的宾语从句、while 引导的让步状语从句和 wh 引导的宾语从句)