北京市石景山区2026年第二学期初三中考一模 英语试题+答案解析

这是一份北京市石景山区2026年第二学期初三中考一模 英语试题+答案解析，共4页。试卷主要包含了5分，共15分)， A等内容，欢迎下载使用。
2026.4
第一部分 知识运用 (共两节，30分)
第一节 完形填空 (共10小题；每小题1.5分，共15分)
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
Years ag, my friend and I were hanging ut in my parents’ Bstn hme when he pressed an range slice and the juice sht ut and ____1____ him. I said, “Oh, the range just rbisculated.” “It did what?” he asked.
I grabbed a dictinary, skipped t the “O” sectin and stared at the ____2____ where “rbisculate” shuld have been. Mments later, ____3____. I burst int my dad’s study and tld him the shcking ____4____: “Orbisculate” was smehw nt in the dictinary!
My father lked kind f embarrassed, and that’s when I fund ut that he ____5____ this wrd when he was in cllege and had just been using it ur whle lives; as if it were a ____6____ wrd. He’d always defined it as “when yu dig yur spn int a grapefruit and get juice ____7____ int yur eyes”. Wndering what ther nnsense wrds might be hidden in my vcabulary, I was ____8____ at the time.
Years later, I came t see my dad’s invented wrds as a gift it speaks t his ____9____ and the idea is that, even when smething’s ____10____, like getting grapefruit juice in yur eye, yu can laugh it ff and take it as a little fun in life.
1. A. bitB. hitC. fedD. lit
2. A. sptB. chartC. cverD. letter
3. A. ashamedB. wrriedC. wundedD. hrrified
4. A. wrdB. newsC. stryD. secret
5. A. gave upB. put upC. made upD. lked up
6. A. rareB. crrectC. realD. magic
7. A. directlyB. intentinallyC. wrnglyD. successfully
8. A. madB. sadC. cldD. sick
9. A. cncernB. curisityC. curageD. creativity
10. A. tiringB. cnfusingC. bringD. annying
第二节 语法填空 (共10小题；每小题1.5分，共15分)
阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
A
The UN bserves the Chinese Language Day every year n r arund April 20. The cntributin f Chinese culture and language ____11____ (highlight) n this day. Language is a bridge f interactin between natins. As mre and mre peple start t study Chinese, the wrld will gain an even ____12____ (deep) understanding f China. On its part, China will als welcme the wrld with greater ____13____ (pen) t the internatinal cmmunity.
B
Maybe yu’re ne f thse wh take ff sweaters when thers ____14____ (cmplain) that it’s cld, are still wearing them. Or yu’re the persn wearing a sweater while everyne else feels ht. The pint is, there’s n single temperature regarded ____15____ cmfrtable fr everyne. In fact, ur perceptin f heat and cld desn’t just depend n the temperature. Cmbinatins f factrs unique t individuals—age, gender, medical cnditin—affect _____16_____ we experience temperature.
C
When Hurricane Helene rushed twards Rcks Beach, many residents, including Marty Thmas, stayed put, as the strm was frecast ____17____ (miss) them. A massive strm destryed the twn’s seawalls just at midnight. Thmas rushed t wake his neighburs up, and ____18____ (take) an elderly man ut f the bed and int his car. Thmas, ____19____ wn huse was flding. drve back several times t rescue peple f the twn where he’d grwn up, delivering them safely t ____20____ (unfld) shelters.
第二部分 阅读理解 (共两节，38分)
第一节 (共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。
A
Advance yur leadership with Aurra LEAP, ur flagship nline certificate prgram. Build the skills and mindset yu need t succeed in tday’s fast-changing wrld.
What Is LEAP?
Taught by experienced faculty (教员) frm Aurra Schl f Management, LEAP is a nine-mnth experiential learning jurney that helps yu unlck yur leadership ptential. This flexible and practical prgram develps yur ability t drive change, lead innvatin and achieve yur persnal and prfessinal gals.
Thrugh Aurra’s engaging nline curriculum, yu will wrk n yur wn real-life prjects and cnnect curse ideas with daily business challenges. The prgram ffers a rare chance t braden yur view by sharing experiences with a diverse glbal cmmunity f peers, while receiving persnal and useful feedback frm prfessrs, cnsultants and classmates.
Wh Shuld Enrl?
●Mid- r senir-level prfessinals wh want new strategies t guide their rganizatins.
●Team leaders hping t strengthen management skills and imprve grup perfrmance.
●Yung prfessinals r startuppers wishing t advance their careers and build strng leadership fundatins.
Applicatin Prcess fr Aurra LEAP
T apply, yu cmplete an nline frm, write a shrt persnal statement and take part in a brief vide interview.
Fees & Payment
The prgram fee includes training and all digital curse materials. Prgram fees may change. After admissin, payment instructins and a secure nline payment link will be emailed t yu. Full payment is required t cnfirm yur place. Payment can be made by bank transfer r credit card.
21. What can we learn abut Aurra LEAP?
A. It fcuses n business thery.
B. It stimulates interest in academics.
C. It aims t enhance leadership skills.
D. It ffers n-campus weekend classes.
22. Wh is mst likely t apply fr Aurra LEAP?
A. Teenagers preparing fr exams.
B. Retired peple lking fr hbbies.
C. Prfessinals seeking career grwth.
D. New graduates with n wrk experience.
23. What is stated abut the prgram fee?
A. It can be paid in cash.
B. It is set at a fixed amunt.
C. It cvers curse materials.
D. It is paid befre the interview.
B
As I stepped ut f the DMV (车管所) with my license and my head held high, I thught f all the new memries I culd create. The places I culd drive t were limitless. As I started driving, hwever, I realized that it wasn’t the GPS saying, “Yu have reached yur destinatin,” that gave me a rush in my heart. The jurney became mre electrifying as I sang alng t my “Driving Playlist”.
I never understd when my mm asked me, “D yu want t g ut fr a drive, man?” There was nwhere t g—I didn’t have a class r a club that we wuld be driving t. It wuld be 5:00 pm n a randm Tuesday when she psed the questin. I declined the ffer. Fr a lng time, I apprached my creative aspiratins the same way I viewed thse drives—nly with a purpse when given a specific destinatin.
I nly picked up a paintbrush when schl required it fr a prject. I nly tk up a bk when I had a reading assignment. I knew I needed t change the belief that because there wasn’t a grade attached t my passin, that was meaningless. In an art prject, a gd friend f mine ffered a slutin that erased my desire fr perfectin: she tld me t just draw aimlessly n paper. Withut an end prduct in mind, I was able t cnstruct a masterpiece that I culd be prud f withut having t receive an “A+” n it.
In the past, I was driven by the fear f missing ut (FOMO). Instead f enjying mments with my friends, I attended every single academic event because I wrried abut the cnsequences if I missed ne. At the start f my senir year, I feared missing ut n the “high schl experience” that was prtrayed (描绘) in the mvies I watched grwing up. Yet, I am nw defining my wn versin f that experience. It is wrthwhile t pursue simple passins in life. There desn’t need t be a grand reasn fr venturing ut f the huse; driving just fr the sake f driving is my favurite pastime.
The day I gt my license, I n lnger grabbed the wheel with hesitatin; I was in cntrl f it as I uncvered a new wrld f pssibilities.
24. Hw did the authr feel when he first gt his driver’s license?
A. Rewarded.B. Heartened.
C. Hnured.D. Relieved.
25. What changed the authr’s perspective n schl life?
A. His desire t receive an “A+”.
B. Mments shared with his friends.
C. A prduct t create a masterpiece.
D. A friend’s suggestin t draw aimlessly.
26. The authr’s previus FOMO was related t ________.
A. the mvies n high schl life
B. a grand reasn fr driving arund
C. the pressure f study in high schl
D. a grade attached t academic events
27. What can we learn frm this passage?
A. Trends help yu find yur true passin.
B. A jurney hlds mre than the destinatin.
C. A well-planned path finally leads t success.
D. Childhd shws the man, as mrning shws the day.
C
It was dark utside, a late afternn in the winter f 1981. As I did each week during my last year f graduate schl, I was sitting with my thesis (论文) directr, the pet James Dickey. I remember that particular meeting because f ne ill-chsen wrd. In a pem that was therwise finished, a single adjective was clearly wrng. We batted alternatives back and frth acrss the desk, but nne was right.
Hurs later, while I was washing the cups at ten ’clck, the right wrd surfaced: pale. Withut pausing t weigh the hur, I called my prfessr and said, “The wrd is ‘pale’.” Mr. Dickey was verjyed abut that wrd, every bit as delighted as I was. If nly fr a mment, the wrld made a kind f sense it hadn’t made befre.
I had nt thught abut that phne call, much less that pem, in many years, but I’ve begun t think abut it ften. Nwadays, “AI assistants” have suddenly clnized (征服) my dcuments. They appear ut f nwhere, like fruit flies arund an verripe banana. In this brave new wrld, the search fr a wrd like “pale” has been utsurced t a rbt that will never suggest such a wrd. The yking f unlikely adjective and nun is still, fr nw, the prvince f unwetted pets. I have spent hurs trying t kill these ghsts in my machine. In sme cases, I can’t turn it ff at all.
The writing teachers I knw struggle t persuade their students nt t use these tls. They are everywhere nw. Wh culd blame a yung writer fr wndering hw using these “assistants” is any different frm using spell check r letting AI supply the next wrd in a text? Besides, if they dn’t use these tls, wn’t they be falling behind the many students wh d?
Wh was it wh first said, “I dn’t knw what I think until I see what I write”? Versins f this statement have been attributed (具有……特质) t writers as varius as Jan Didin, William Faulkner, and Stephen. In I, Rbt, the 2004 film lsely inspired by Isaac Asimv’s classic sci-fi nvel, ne rbt has feelings. It learns t slve prblems with human creativity. And with thse attributes cme the questins raised by being human. Twenty-six minutes int the film, the rbt asks, plaintively, “What am I?” This is a questin writers ask every day.
28. The authr suggests the AI tls are ______.
A. intended t substitute fr teachers’ judgment
B. ideal fr chsing rare and unlikely adjectives
C. suitable fr drafting pems with impactful imagery
D. helpful fr rutine messages yet limited fr discvery
29. What des the wrd “yking” underlined in Paragraph 3 mst prbably mean?
A. Explaining.B. Cmparing.C. Jining.D. Describing.
30. Which wuld be the best title fr the passage?
A. I, HumanB. A Wrd, A Wrld
C. I, RbtD. A Student, A Prfessr
D
Fr a lng perid, many parents have assumed that additinal mathematics exercises and an increased number f after-schl classes represent the mst reliable rute t imprving a child’s prspects. Mre recently, hwever, a research team at the University f Melburne has directed attentin t a different type f educatinal experience: sustained participatin in schl-based arts prgrammes. Their ten-year lngitudinal study indicates that regular engagement in the arts is assciated with enhanced emtinal well-being, greater scial cnfidence and higher levels f engagement with academic wrk.
The researchers tracked nearly 8,500 students frm Grade 3 thrugh Grade 12. At tw-year intervals, the students reprted the frequency with which they jined schl bands, tk part in theatrical perfrmances, cntributed t designing stage sets r psters, r attended art clubs after schl. At the same time, teachers systematically dcumented bservable changes in classrm behaviur, including whether students cmpleted hmewrk n time, participated in grup discussins r displayed disruptive cnduct during lessns.
When the team cmpared students frm bradly similar family backgrunds, a cnsistent pattern emerged. Thse wh participated in arts activities at least nce a week were, n average, less anxius and mre ptimistic abut their future than peers wh rarely tk part. Students in the arts-participatin grup were als mre likely t remain in schl thrugh t graduatin and t reprt that “schl is a place where I belng.”
The researchers then sught t explre ptential mechanisms underlying these utcmes. Interviews with students pinted t several cntributry factrs. Rehearsing (排练) fr a cncert r a play, fr instance, required them t manage their time carefully, attend t the views f thers and tlerate feedback in the presence f their peers. Sme quieter students reprted discvering that they culd cmmunicate strng emtins thrugh a rle n stage r thrugh the use f clur and frm n a canvas (画布).
The study stps shrt f presenting arts educatin as a simple guarantee f success. Even s, the authrs cntend that when schls reduce prvisin in music r art in rder t create additinal time fr test preparatin, they may unintentinally remve ne f the few envirnments in which certain students feel recgnised and valued. On this basis, the researchers recmmend that schls maintain a basic level f arts prvisin, particularly in cmmunities experiencing ecnmic pressure.
31. What can be inferred abut schl arts activities?
A. They lead t higher marks in schl subjects.
B. They give students a strnger sense f belnging.
C. They take the place f academic supprt after class.
D. They are designed fr students frm well-ff families.
32. What can we learn frm this passage?
A. Arts educatin has limited value in exam-driven systems.
B. Test practice changes when schls increase arts activities.
C. Parents are the frce behind the reductin f arts prgrammes.
D. Cutting arts prvisin has side effects that are easy t verlk.
33. What des the authr mainly d in Paragraphs 3 and 4?
A. Present a research prject and its implicatins.
B. Cmpare different types f after-schl classes.
C. Highlight a viewpint with varius after-schl activities.
D. Challenge a cmmn belief thrugh interviews with students.
34. What is the passage mainly abut?
A. Hw schl arts educatin aids students’ develpment.
B. Hw exam pressure changes parents’ assumptins fr educatin.
C. Hw students gradually lse their mtivatin fr cmmunicatin.
D. Hw researchers recrd and assess students’ after-schl behaviurs.
第二节 (共5小题；每小题2分，共10分)
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
Many teenagers prmise themselves they’ll g t sleep early, yet still stay up scrlling (浏览) their phnes in the dark. As minutes turn int an hur, messages, shrt vides and games keep their brains awake. ____35____ Blue light frm the screen slws the release f sleep hrmnes (荷尔蒙), and wrries frm scial media can fllw yu int yur dreams. The habit can be changed with a few simple steps.
Build a phne-free wind-dwn time. Avid lying in bed with yur phne beside yu. ____36____ After that, yu might read a paper bk, write in a diary, r simply listen t sft music. Keeping yur hands busy with ffline activities makes it easier t frget abut checking yur phne again.
Understand why yu reach fr yur phne. ____37____ Maybe yu are afraid f missing ut n news frm friends, r maybe yu are putting ff thinking abut hmewrk. Once yu name the true reasn, yu can lk fr healthier ways t deal with it, such as talking t smene yu trust.
Make nights smething t lk frward t. Plan a small treat, like enjying a cup f warm milk r ding a shrt relaxatin exercise. Yu culd als keep a gratitude list and add three gd things that happened that day. ____38____ When yur brain cnnects bedtime with cmfrt instead f stress, the pull f the phne grws weaker.
____39____ Instead, by practising these ideas, yu can prtect yur sleep, care fr yur mental health, and wake up with mre energy fr the next day.
A. Yu dn’t have t let late-night scrlling cntrl yur life.
B. Withut strict requirements, yu may stay up all night lng.
C. Of curse, yu shuldn’t cmpletely give up smartphnes t sleep well.
D. Set a clear “screen-ff” time, such as 30 minutes befre yu plan t sleep.
E. Over time, this late-night scrlling quietly steals bth yur rest and yur energy.
F. Ask yurself what yu are really lking fr when yu keep refreshing the screen.
G. Fcusing n these pleasant mments gently mves yur attentin away frm the screen.
第三部分 书面表达 (共两节，32分)
第一节 (共4小题：第40、41题各2分，第42题3分，第43题5分，共12分)
阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。
The prize may belng t the fastest, but smetimes the persn wh lifts the trphy (奖杯) is nt the nly winner. That was clearly seen at a recent crss-cuntry race in Greenfield, Ohi.
There were tw main runners in the event: Marcus Lee and Daniel Rivera. Marcus a 17-year-ld frm Lakeside High Schl, had trained fr mnths, dreaming f earning a sprts schlarship. Daniel, frm Nrth Ridge High, was knwn by his classmates as smene wh wuld rather help thers than gain attentin fr himself. He nce tld his teammates, “When yu are standing at a crssrad, yu can chse the path f self-interest, r yu can g the extra mile fr smene in need.”
The race went smthly at first. The runners mved like a clurful river thrugh the trees. With less than ne kilmetre t g, hwever, Marcus stepped n a lse stne, lst his balance and fell, badly hurting his knee “I heard a sharp sund and felt smething g wrng,” Marcus later recalled.
Marcus tried t stand up and waved fr Daniel t pass him and keep ging. Fr mst athletes, crssing the line first is the main gal. But in that mment, winning suddenly seemed less imprtant t Daniel. As he reached Marcus, he saw the pain n his face and heard his shrt, shaking breaths.
Instead f running ahead, Daniel stpped and put Marcus’s arm ver his shulder. Slwly step by step, they mved twards the finish line tgether. “Helping him finish meant mre than any medal,” Daniel said later. “That day, we bth wn in a different way.”
40. What event did Marcus and Daniel take part in?
______________________________________________________________________
41. Why had Marcus trained s hard fr mnths?
______________________________________________________________________
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
Daniel, wh had been Marcus’s clse classmate at Lakeside High Schl, helped injured Marcus crss the finish line.
______________________________________________________________________
43. What d yu think f Daniel’s chice in the race? (In abut 40 wrds)
______________________________________________________________________
第二节 (20分)
44. 假设你是红星中学高三学生李华。近期你班组织了“Read Tgether”阅读分享活动，你的外国朋友Jim对此很感兴趣。请你用英文给他写一封电子邮件，内容包括：
1. 活动内容；
2. 你的体会。
注意：1. 词数100字左右；
2. 开头和结尾已给出，不计入总词数。
Dear Jim,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
石景山区2026年初三统一练习
英 语 参考答案与解析
2026.4
第一部分 知识运用 (共两节，30分)
第一节 完形填空 (共10小题；每小题1.5分，共15分)
【答案】1. B 2. A 3. D 4. B 5. C 6. C 7. A 8. A 9. D 10. D
【解析】
【导语】本文讲述作者小时候发现父亲编造的单词 “rbisculate” 不在字典中，多年后理解了父亲的创造力，并领悟到生活中即使有恼人的小事，也能笑着面对的故事。
【1题详解】
句意：几年前，我和朋友在我父母波士顿的家里闲逛，他按了一片橙子，橙汁溅出来击中了他。
空后描述橙汁溅出后作用于朋友的动作，“hit”（击中）符合“橙汁溅到身上” 的语境，“bit咬”、“fed”喂养、“lit点亮”均不符合逻辑。
【2题详解】
句意：我抓起一本字典，翻到“O”区，盯着本该有“rbisculate”的位置。
字典中单词按字母顺序排列，“spt”（位置）指代字典里该单词应在的条目位置，“chart图表”、“cver封面”、“letter字母”均不符合语境。
【3题详解】
句意：片刻之后，我震惊了。
发现自己一直使用的单词并不存在，作者的情绪是震惊惶恐的，“hrrified震惊的、惶恐的”符合语境，“ashamed羞愧的”、“wrried担忧的”、“wunded受伤的”均不符合情绪逻辑。
【4题详解】
句意：我冲进爸爸的书房，告诉他这个令人震惊的消息：“rbisculate” 不知为何不在字典里！
“rbisculate不在字典中”是一件事，“news消息”指代这件事，符合语境，“wrd单词”、“stry故事”、“secret秘密”均不符合表达习惯。
【5题详解】
句意：我爸爸看起来有点尴尬，就在那时我发现他在大学时编造了这个词，并且我们一辈子都在用它。
后文提到单词是父亲创造的，“made up编造”符合语境，“gave up放弃”、“put up张贴”、“lked up查阅”均不符合逻辑。
【6题详解】
句意：就好像它是一个真实存在的单词一样。
父亲一直用这个编造的词，伪装成正规存在的单词，“real真实的”符合语境，“rare稀有的”、“crrect正确的”、“magic有魔力的”均不符合语境。
【7题详解】
句意：他总是把它定义为“当你把勺子插进西柚，果汁直接溅进你眼睛里”。
描述果汁意外溅入眼睛的状态，“directly直接地”符合语境，“intentinally故意地”、“wrngly错误地”、“successfully成功地”均不符合逻辑。
【8题详解】
句意：我好奇我的词汇里还藏着其他什么无意义的词，当时我很生气。
得知自己被父亲用编造的词骗了很久，作者的情绪是恼怒的，“mad生气的、恼怒的”符合语境，“sad伤心的”、“cld冷漠的”、“sick生病的”均不符合情绪逻辑。
【9题详解】
句意：多年后，我开始把父亲编造的单词看作一份礼物，它体现了他的创造力。
“编造单词”是一种创造行为，“creativity创造力”符合语境，“cncern关心”、“curisity好奇心”、“curage勇气”均不符合逻辑。
【10题详解】
句意：这个想法是，即使有些事很恼人，比如西柚汁溅进眼睛里，你也可以一笑置之，把它当作生活中的一点乐趣。
“果汁溅进眼睛”是一件令人烦恼的小事，“annying恼人的”符合语境，“tiring累人的”、“cnfusing令人困惑的”、“bring无聊的”均不符合语境。
第二节 语法填空 (共10小题；每小题1.5分，共15分)
A
【答案】11. is highlighted
12. deeper
13. penness
【解析】
【导语】本文介绍了联合国中文日的相关背景，阐述了中文文化和语言在促进国际交流中的作用，以及随着中文在全球的推广，世界对中国的理解和中国的对外开放程度也将不断加深。
【11题详解】
句意：中文文化和语言的贡献在这一天得到突出强调。句子主语The cntributin f Chinese culture and language与动词highlight之间是被动关系，且句子描述的是一个客观事实，应使用一般现在时的被动语态is highlighted。
【12题详解】
句意：随着越来越多的人开始学习中文，世界对中国的理解将更加深入。副词“even”后接比较级，此处用形容词的比较级，表示“更深入的理解”。
【13题详解】
句意：与此同时，中国也将以更开放的姿态走向世界。形容词“greater”后需接名词，“pen”的名词形式为penness，表示“开放程度”。
B
【答案】14. cmplain
15. as 16. hw
【解析】
【导语】本文探讨了人们对温度感知的个体差异，说明不存在对所有人都舒适的统一温度，年龄、性别、健康状况等个体因素会影响人们对冷热的感受。
【14题详解】
句意：也许你是那种在别人还抱怨天冷、穿着毛衣时，就已经脱掉毛衣的人之一。句子主语为thers，时态为一般现在时，故用动词原形cmplain。
【15题详解】
句意：关键是，不存在被认为对所有人都舒适的单一温度。固定搭配be regarded as意为“被认为是……”，故填介词as。
【16题详解】
句意：个体特有的多种因素——年龄、性别、健康状况——影响我们感受温度的方式。此处引导宾语从句，从句中缺少方式状语，需用hw表示“如何、怎样”，故填hw。
C
【答案】17. t miss
18. tk 19. whse
20. unflded
【解析】
【导语】本文主要讲述了飓风来临的时候， Marty Thmas没有选择逃跑，而是帮助邻居们转移，躲避飓风。
【17题详解】
句意：因为飓风，Helene冲向Rcks海滩，许多居民，包括Marty Thmas，留在原地，因为风暴被预测会错过他们。分析句子结构可知，空格处为非谓语动词，根据句意和提示词可知，故填t miss。
【18题详解】
句意：Thmas冲去叫醒他的邻居，并且把一个老人从床上带下来，并且带进了他的车里。分析句子结构可知，空格处和前面的rushed是并列关系，故用动词的过去式，故填tk。
【19题详解】
句意：Thmas，他自己的房子被淹了，好几次开车回去营救镇上的人，就是他长大的地方，把他们安全地送到未被淹没的避难所。分析句子结构可知，空格处引导的是非限制性定语从句，先行词是Thmas，从句中缺少定语，故填whse。
【20题详解】
句意：Thmas，他自己的房子被淹了，好几次开车回去营救镇上的人，就是他长大的地方，把他们安全地送到未被淹没的避难所。分析句子结构可知，空格处应该用形容词，修饰名词shelters,根据句意可知，应该是安全的避难所，故填unflded。
第二部分 阅读理解 (共两节，38分)
第一节 (共14小题；每小题2分，共28分)
A
【答案】21. C 22. C 23. C
【解析】
【导语】本文是一篇说明文，介绍了Aurra LEAP这一在线领导力证书项目，包括其课程内容、招生对象、申请流程及费用说明。
【21题详解】
根据第一段“Advance yur leadership with Aurra LEAP, ur flagship nline certificate prgram”以及第二段“…helps yu unlck yur leadership ptential”可知，Aurra LEAP旨在提升学员的领导力技能，与选项C“It aims t enhance leadership skills.”相符。
【22题详解】
根据“Wh Shuld Enrl?”部分：“Mid- r senir-level prfessinals wh want new strategies t guide their rganizatins”“Team leaders hping t strengthen management skills and imprve grup perfrmance”以及“Yung prfessinals r startuppers wishing t advance their careers and build strng leadership fundatins”，可知招生对象包括中高层管理者、团队领导者、希望提升职业发展的年轻专业人士或创业者，与选项C“Prfessinals seeking career grwth.”相符。
【23题详解】
根据“Fees & Payment”部分：“The prgram fee includes training and all digital curse materials”，可知项目费用包含课程资料，与选项C“It cvers curse materials.”相符。
B
【答案】24. B 25. D 26. C 27. B
【解析】
【导语】本文是一篇记叙文，作者通过考驾照后对驾驶意义的重新理解，结合朋友建议改变对兴趣的态度，摆脱FOMO，认识到追求无目的的简单热爱比结果更重要。
【24题详解】
第一段说明：“I stepped ut f the DMV with my license and my head held high”，作者拿到驾照后“head held high”，感到充满可能，说明他感到振奋。
【25题详解】
第三段说明：“a gd friend f mine ffered a tld me t just draw aimlessly n paper. Withut an end prduct in mind, I was able t cnstruct a masterpiece”，改变他观点的是一位朋友“随意画画”的建议。
【26题详解】
第四段说明：“In the past, I was driven by the fear f missing ut (FOMO). Instead f enjying mments with my friends, I attended every single academic event because I wrried abut the cnsequences if I missed ne.”，作者怕错过学术活动、怕有不好后果，错失恐惧的根源是学业压力。
【27题详解】
结合第一段“The jurney became mre electrifying as I sang alng t my ‘Driving Playlist’.”和最后一段“I n lnger grabbed the wheel with hesitatin; I was in cntrl f it as I uncvered a new wrld f pssibilities.”可知， 全文核心观点是过程（旅程）本身比目的地更重要。
C
【答案】28. D 29. C 30. A
【解析】
【导语】本文是一篇议论文，主要讲述了作者回忆当年和教授推敲诗歌用词的经历，对比如今AI辅助写作的现状，探讨了人类写作中寻找精准词汇的独特性，以及AI工具的局限性。
【28题详解】
根据第三段“Nwadays, ‘AI assistants’ have suddenly clnized (征服) my dcuments ... the search fr a wrd like ‘pale’ has been utsurced t a rbt that will never suggest such a wrd... the yking f unlikely adjective and nun is still, fr nw, the prvince f unwetted pets”提到AI被广泛用于文本写作，但作者强调，像“pale”这类充满个人体验和创造性的词，AI永远无法生成；而将不寻常的形容词与名词结合的创造性搭配，仍是人类诗人的专利；结合第四段“They are everywhere nw. Wh culd blame a yung writer fr wndering hw using these ‘assistants’ is any different frm using spell check r letting AI supply the next wrd in a text?”可知，学生常将AI用于拼写检查、文本补词这类常规用途。这说明AI在常规、机械的文本处理上有帮助，但在需要创造性发现、捕捉独特表达的任务上存在局限，对应D项表达。
【29题详解】
第三段划线词的上文提到“the search fr a wrd like ‘pale’ has been utsurced t a rbt that will never suggest such a wrd. ”作者为诗歌找到恰当形容词搭配的经历可知，此处指“把不常规搭配的形容词和名词结合在一起”，yking的含义与选项Jining（结合）一致。
【30题详解】
文章结尾引用电影《I, Rbt》中机器人的台词 “What am I?”，并点明这也是作家们每天都会问的问题，强调了人类创作的本质是对自我与存在的探索。全文围绕 “AI 与人类创作的区别” 展开，突出 “人类创作的独特性”。I, Human（我，人类）呼应了电影标题，也点明了文章的核心 —— 人类创作的本质； B、D 仅对应文中的局部细节，无法概括全文主旨； C：电影《I, Rbt》只是文中的例子，并非文章主题。
D
【答案】31. B 32. D 33. A 34. A
【解析】
【导语】本文是一篇说明文，墨尔本大学研究表明，持续参与学校艺术项目与学生情绪健康、社交自信及学业投入提升相关，呼吁学校保留艺术课程。
【31题详解】
第三段提到“schl is a place where I belng”，说明艺术活动增强归属感。
【32题详解】
第五段说明：“when schls reduce prvisin in music r may unintentinally remve ne f the few envirnments in which certain students feel recgnised and valued.”，学校为备考减少艺术课程，这说明减少艺术教育会产生容易被忽视的负面影响。
【33题详解】
第三段呈现研究发现（参与艺术活动的学生更少焦虑、更乐观、更愿留校学习）， 第四段探索背后的机制（学生访谈指出：排练需要管理时间、接纳反馈、内向学生发现可通过角色或画画表达情感）。 因此这两段主要是“呈现研究项目及其启示”。
【34题详解】
全文围绕“学校艺术教育对学生发展的积极影响”展开，主旨是“学校艺术教育如何帮助学生发展”。
第二节 (共5小题；每小题2分，共10分)
【答案】35. E 36. D 37. F 38. G 39. A
【解析】
【导语】本文围绕青少年睡前熬夜刷手机的不良习惯展开，分析了该行为的危害，并给出了改善睡眠习惯的实用建议。
【35题详解】
前文描述了青少年熬夜刷手机的现象，提到消息、短视频和游戏让大脑保持清醒。后文紧接着解释了蓝光和社交媒体带来的焦虑如何影响睡眠。选项E“Over time, this late-night scrlling quietly steals bth yur rest and yur energy.”起到承上启下的作用，总结了熬夜刷手机的危害，与上下文语境契合。
【36题详解】
本段的小标题是“建立无手机放松时间”。前一句建议“避免躺在床上把手机放在身边”。后一句说“在那之后，你可以读纸质书……”。选项D“Set a clear ‘screen-ff’ time, such as 30 minutes befre yu plan t sleep.”提出设定明确的关屏时间，对应后文的“After that”，符合语境。
【37题详解】
本段主题为明确自己拿手机的真实原因，选项F“Ask yurself what yu are really lking fr when yu keep refreshing the screen.”引出了对刷手机动机的思考，与下文呼应。
【38题详解】
空前提到睡前安排愉快小事、罗列当日开心事，选项G“Fcusing n these pleasant mments gently mves yur attentin away frm the screen.”承接了这些睡前的美好活动，说明它们能将注意力从手机上移开。
【39题详解】
最后一段总结全文，选项A“Yu dn’t have t let late-night scrlling cntrl yur life.”点出不必被熬夜刷手机控制生活，引出后文“用这些方法就能获得更好的睡眠和精力”，符合总结语境。
第三部分 书面表达 (共两节，32分)
第一节 (共4小题：第40、41题各2分，第42题3分，第43题5分，共12分)
【答案】40. A recent crss-cuntry race in Greenfield, Ohi.
41. Because he dreamed f earning a sprts schlarship.
42. False part：wh had been Marcus’s clse classmate at Lakeside High Schl. Marcus is frm Lakeside High Schl while Daniel cmes frm Nrth Ridge High Schl. They are nt classmates.
43. Daniel’s chice is truly admirable. He put kindness abve winning, shwing that helping thers is mre imprtant than persnal glry. His act makes us realize the true meaning f sprtsmanship.
【解析】
【导语】本文讲述了一个感人的越野赛跑故事。丹尼尔放弃了获胜的机会，帮助受伤的对手马库斯一起跑完全程，展现了极大的善意和超越比赛的真正体育精神。
【40题详解】
原文首段明确提到“a recent crss-cuntry race in Greenfield, Ohi”，最近在俄亥俄州格林菲尔德举行了一场越野赛跑。直接提取即可。
【41题详解】
第二段指出“ trained fr mnths, dreaming f earning a sprts schlarship”，他梦想着能获得体育奖学金，直接回答原因。
【42题详解】
第二段提到Marcus来自Lakeside High Schl，Daniel来自Nrth Ridge High，因此“wh had been Marcus’s clse classmate at Lakeside High Schl”是错误部分，需说明理由。
【43题详解】
本题是开放性题目，需评价Daniel的选择，强调其善意和体育精神，语言符合字数要求。
第二节 (20分)
44.
【答案】
例文
Dear Jim,
Our class recently held a “Read Tgether” activity. Each student shared a favrite bk and explained why it was meaningful. We als discussed ur thughts and exchanged reading lists. I fund it very rewarding. Nt nly did I discver new bks, but I als gained deeper insights frm thers’ perspectives.
The activity strengthened ur class bnd and sparked my interest in mre diverse genres. Seeing hw differently my classmates interpreted the same bk was eye-pening.
If yu’re interested, I can share the bk list with yu.
Yurs,
Li Hua
【解析】
【详解】写作步骤
[第一步：审题立意]
确定文体：应用文，以一般过去时（活动过程）和一般现在时（感悟与邀请）为主
明确要点：向Jim介绍班级“共读”活动的内容、个人收获及活动意义，最后发出分享书单的邀请
确定人称：第一人称（I/ur）
注意事项：符合邮件格式，语气亲切自然，内容具体，突出活动的“收获”
[第二步：构思布局]
三段式结构
开头段：点明班级举办“Read Tgether”活动，简述活动核心内容（分享喜爱书籍、解释意义、讨论想法、交换书单）及个人初步感受（rewarding）
主体段：具体阐述活动带来的收获（发现新书、获得不同视角的见解、增强班级凝聚力、激发对多元体裁的兴趣、了解同学对同一本书的不同解读）
结尾段：向Jim发出分享书单的邀请
[第三步：要点展开]
要点一：活动基本信息
活动名称：“Read Tgether” activity
活动内容：shared a favrite bk/explained why it was meaningful/discussed thughts/exchanged reading lists/discuss ideas/exchange reading resurces/take part in reading sharing等
要点二：活动收获与积极影响
个人收获：discvered new bks/gained deeper insights frm thers’ perspectives/spark interest in different bks/eye-pening/braden hrizns/imprve reading ability/develp reading habits等
班级层面：strengthened class bnd/enrich spare time/prmte mutual understanding/frm a gd reading atmsphere等
要点三：后续邀请
邀请内容：share the bk list with yu/recmmend my favrite bk in detail/discuss the bk’s themes with yu nline/send yu a digital cpy f the bk I shared/invite yu t jin ur next reading activity等