广东大湾区名校共同体2026届高考考前预测卷（二） 英语试题含答案

这是一份广东大湾区名校共同体2026届高考考前预测卷（二） 英语试题含答案，共22页。
本试卷共 10 页，满分 150 分。考试时长 120 分钟。
注意事项：
1. 答卷前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
2. 回答选择题时，选出每小题答案后，用 2B 铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3. 考试结束后，将本试卷和答题卡一并交回。
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
TechFrward is lking fr lcal residents t test its new smart hme assistant, a
vice-cntrlled device designed t help users manage daily tasks such as setting reminders, cntrlling lights, checking the weather, and playing music. The cmpany aims t gather
real-wrld feedback befre the fficial prduct launch later this year.
The selected residents will receive the device free f charge and will be able t keep it after the trial ends. They will als be cmpensated $100 fr cmpleting a final feedback survey that asks abut their experience with the device’s features, ease f use, and any suggested imprvements. TechFrward will prvide setup supprt and technical assistance thrughut the testing perid, including a ne-n-ne virtual sessin t help participants get started. The cmpany will als be available by phne r email t answer any questins during the trial.Prgram Timeline
Applicatin Requirements
This prgram will select 15 full-time participants t use the device in their hmes fr fur
weeks. The call is pen t residents living within the city area. All applicants are suppsed t be at least 18 years ld and previus experience with smart devices is a must.
T apply, applicants are required t prvide the fllwing infrmatin:
● Name and a valid email. This infrmatin will nly be used fr prgram-related cmmunicatin.
● A brief descriptin f yur experience with smart devices (maximum 100 wrds). This helps us understand yur familiarity level.
Please send the abve materials "tapply@" t [email protected]. Any applicatin received after the deadline will nt be cnsidered.
1 ．What is the purpse f this text?
A ．T intrduce a new smart device. B ．T advertise a technlgy cmpany.
C ．T seek vlunteers fr a prduct trial. D ．T explain hw t use a smart assistant.
2 ．Hw lng are participants expected t test the device?
A ．18 days. B ．20 days. C ．28 days. D ．30 days.
3 ．Wh is the mst suitable fr the prgram?
A ．Samantha, a lcal cllege graduate majring in IT.
B ．Christpher, a retired teacher living utside the city.
C ．Fia, a junir high schl student fnd f technlgy.
D ．Max, a part-time wrker seldm using smart devices.
B
Last summer, I made a rather uncnventinal decisin t run a small bkstre in the
bustling fd market f my neighbrhd. My friends cast dubt n the plan, fr the market was crwded with nisy vendrs (小贩) and filled with pungent fd smells. Their cncerns prved well-funded n its pening day. Sandwiched between a prk stall and a tfu shp, my bkstre attracted barely any attentin. With few custmers stepping in, I felt disheartened and began t
reflect n what went wrng. Never had I anticipated such a frigid beginning.
It didn’t take me lng t figure ut where the prblem lay. I had stcked my shelves with
classic nvels and petry I cherished, yet they failed t meet the needs f lcal residents. I
therefre reslved t make a thrugh change. In place f thse bks, I displayed hme-style
ckbks, stries abut street fd, and fd-related picture bks fr children. I sincerely hped these new bks wuld win ver the lcals. I als launched a “Bk-fr-Veggie Exchange”
activity in the stre.
The new adjustment turned ut t be highly successful. Lcal peple sn tk t this
creative idea. A yung mther came first with a carrt t exchange fr a picture bk, and befre lng, my cunter was verflwing with fresh vegetables. The tfu vendr’s daughter, wh had
watched silently fr weeks n end, finally stepped frward t brrw a cmic. Mnths later, the bkstre became a warm part f market life, with the scent f bks blending gently with the fresh arma f farm prduce.
This experience reshaped my understanding f bks. I nce believed bks culd nly shine in quiet places, but nw I have seen their real value. It lies in cnnecting with peple’s
everyday life: bks can blend perfectly int daily rutines and warm ur hearts. They becme meaningful and tuching when cmbined with the hustle and bustle, fd and laughter f
everyday life.
4 ．What prblem did the authr face last summer?
A ．Dubt amng clse friends.
B ．Strng fd smells in the market.
C ．Lw stre traffic in the bkstre.
D ．Disturbance frm nearby vendrs.
5 ．Hw did the authr attract custmers t the bkstre?
A ．By selling lcal vegetables.
B ．By ffering reader-specific bks.
C ．By stcking favrite classics.
D ．By rganizing bk-swap activities.
6 ．What can we learn abut the bkstre in paragraph 3?
A ．It aimed at a prfitable trade in farm prduce.
B ．It funded the yung children in the cmmunity.
C ．It reflected a harmnius integratin int market life.
D ．It served as a ppular gathering spt in the neighbrhd.
7 ．What has the authr learned frm pening the bkstre?
A ．Better late than never.
B ．Bks are fr life, nt fr shelves.
C ．Think utside the bx.
D ．Reading cnnects sul t daily life.
C
The grammar schl by frm Stratfrd-Upn-Avn has made headlines again after a grundbreaking study shwed that Shakespeare des benefit children’s literacy and emtinal develpment, but nly if they can act him ut.
The study fund that a drama-based apprach t teaching Shakespeare bradened children’s vcabulary, imprved the quality f their writing, and enhanced their emtinal understanding.
“The way actrs wrk makes a big difference t hw children use language and hw they think abut themselves,” said Jacqui O’Hanln, lead researcher f the study.
The randm trial invlved hundreds f Year 5 pupils (aged nine and ten) at 45 state primary schls. The children were divided int a target grup and a cntrl grup. Bth grups read a
passage frm Rme and Juliet and were asked t write a letter as Rme after being separated frm Juliet. Befre writing, the target grup tk part in a 30-minute drama-based activity, while the cntrl grup did nt.
It was shwn that pupils in the target grup drew n a wider vcabulary, used mre
cmplicated r rarer wrds, and wrte at greater length. They als appeared mre cmfrtable writing in rle. While pupils in the cntrl grup imagined hw they themselves wuld react t being separated frm a lved ne, children in the target grup put themselves in Rme’s shes and expressed that character’s emtin.
O’Hanln said she had been mst surprised by the emtinal understanding evident in the
children’s writing, and that they shwed deeper empathy and expressed emtins mre vividly. “It is prbably related t the drama-based prcess, where yu are used t trying t think and feel as
the character,” she added.
But culd the results be reprduced with any ld dramatists? O’Hanln said mre research
wuld be needed but suggested that Shakespeare’s use f 20,000 wrds, cmpared with the
everyday 2,000 wrds, gave a massive expansin f language int children’s lives, which was cmbined with children using their whle bdies t bring wrds t life.
8 ．What des the study encurage children t d?
A ．Perfrm Shakespeare’s wrks. B ．Write their wn riginal plays.
C ．Learn Shakespeare’s lines by heart. D ．Watch prfessinal acting n stage.
9 ．Which aspect f the study des paragraph 3 mainly talk abut?
A ．Its prcedure. B ．Its backgrund.
C ．Its purpse. D ．Its significance.
10 ．What impressed O’Hanln mst abut the target grup’s writing?
A ．Passage fluency. B ．Emtinal depth.
C ．Wrd cmplexity. D ．Plt imaginatin.
11 ．What can be learned frm the text?
A ．Practice makes perfect. B ．Learning by ding wrks best.
C ．Reading makes a full man. D ．Wrds are the vice f the mind.
D
The cean may appear bundless. It’s easy t imagine that fish and ther cean creatures
swim freely withut restrictin. That assumptin, hwever, is mistaken. Accrding t eclgist
Karissa Lear, many cean species stick t specific habitats and seldm g beynd them. This habit can cause unexpectedly big prblems, especially when human-built structures get in the way.
Take, fr example, the green sawfish living near the muth f the Ashburtn River in
Western Australia. In 2017, a large structure was built by the shre, stretching abut 550 yards
int the sea. As Lear had feared, the cnstructin did harm the critically endangered green sawfish — they were unable t pass arund the barrier. T Lear, this discvery supprted a surprising new idea that cean animals, much like land species, need a helping hand getting arund human-built structures.
On land, wildlife crssings are becming mre cmmn. Green bridges, fr instance, help bears and elk avid a rad in Canada’s Banff Natinal Park. In 2022, a wildlife crssing in
Washingtn State was used mre than 5,000 times by animals such as deer and cytes. Althugh
the bridges are already ppular n land, Lear says little attentin has been paid t the idea f wildlife crssings designed t help cean animals get arund safely.
Fr cean animals, t many barriers can cut them ff frm imprtant feeding sites. Overly limited mvement can lead t the develpment f islated grups that are mre likely t g
extinct. With mre large structures planned fr the Ashburtn River area, Lear says the cumulative (累积的) effect f multiple barriers is a real cncern fr the green sawfish’s future.
As the climate cntinues t change, paying attentin t the needs f cean animals is
imprtant. Many are mving farther nrth, and they need suitable habitats t mve thrugh. T
address this, we can create crssings thrugh human-built structures r prtect habitats alng their migratin rutes. As we cntinue t engineer the cean, such effrts culd g a lng way tward prtecting cean life.
12 ．Hw des the authr present the issue in the first paragraph?
A ．By detailing research findings. B ．By describing a natural scene.
C ．By addressing public cncerns. D ．By challenging a cmmn belief.
13 ．What effect did the structure near the Ashburtn River have?
A ．It prvided a new habitat fr cean life.
B ．It blcked the path f the green sawfish.
C ．It attracted mre new species t the area.
D ．It drve the green sawfish int deep waters.
14 ．What des Lear imply abut wildlife crssings?
A ．They have reduced rad accidents n land.
B ．They will replace cean barriers eventually.
C ．They have destryed land animals’ habitats.
D ．They are urgently needed fr cean animals.
15 ．What can be a suitable title fr the text?
A ．Wildlife Crssings: Frm Land t Sea B ．When Ocean Life Is in Danger
C ．The Sawfish That Lst Their Way Hme D ．Ocean Structures: N Harm Dne
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。
In everyday cmmunicatin, we exchange nt nly lgical infrmatin but als emtins, attitudes and inner states. Since human beings are emtinal creatures, ur decisins, whether
significant r trivial, are ften driven mre by emtins than by pure reasn. Therefre, t express strng emtins clearly, we tend t use wrds like very, s and truly in daily language.
16
Verbal intensifiers (强化词) are special functin wrds that enhance the meaning,
especially the emtinal meaning f the wrds they are attached t. 17 Accrding t
Buzarv (1998), intensificatin is a stable and vital feature f infrmal language. Wrds such as awfully, deeply, tremendusly, and truly help speakers strengthen emtinal impact and influence listeners’ psychlgical perceptin.
18 In English, we ften say “I am deeply grateful” r “He is dead tired.” Other languages als have similar wrds: очень in Russian, sehr in German, très in French. Sme new intensifiers are even created by cmbining wrds, like fantabulus frm fantastic and fabulus.
T make the mst f intensifiers, we shuld use them with a clear purpse. D nt use them mindlessly. 19 Cnnect them with yur genuine attitude and fcus n cnveying precise emtins. This way, apprpriate use f intensifiers will make ur wrds mre pwerful and
sincere.
Intensifiers, like any ther linguistic tl, wrk best in the right cntext. 20
Hwever, verusing them withut necessity will nly weaken their expressive effect and make ur wrds sund empty. Mastering them wisely helps us becme mre prficient and persuasive
cmmunicatrs.
A ．Prper use is a smart linguistic chice.
B ．These functin wrds have great expressive value.
C ．Yu’d better use them t express real ideas and emtins.
D ．Using intensifiers at will influences emtinal expressin.
E ．Intensifiers are used t simplify the meaning f ther wrds.
F ．This is why verbal intensifiers have emerged in languages wrldwide.
G ．They are cmmnly emplyed acrss languages and take n diverse frms.
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。
I usually eat an apple n the drive hme frm wrk. Nrmally, I carry the cre (果核) int the kitchen dustbin marked “rganics.”
But ne day, I the cre as I climbed ut f the car. Guiltily, I kicked it tward the fence, myself t pick it up later. Of curse. I frgt all abut it.
The next mrning, I nticed rabbit ftprints arund the fence. I remembered the apple cre and felt a mment f that sme creature had fund the treat I’d left. I fund
myself grinning, and the happy mment stuck in my mind.
That evening, I did the same thing at the same spt. T my delight, mre f
different animals were fund. I began t Ggle them and take ________ fr the fllwing
mnths in identifying my visitrs. I felt t a different wrld that existed all arund me.
I didn’t share my new ________ with anyne and I knew the cmplaints frm my
neighbrs abut my seemingly inncent gifts. I all their cautinary vices and enjyed my every mrning until ne day, the driveway was full f large prints, scattered mud and leaves, which deeply the neighbrs. I didn’t say a wrd but leaving my cres and my secret c-existence with wildlife came t an end.
This episde was just ne inncent t lessen the divide between urselves and the many species with whm we c-exist. It seems that living ur feathered and furred friends is a difficult challenge. I am that we can figure it ut, r at least lessen ur
impact.
21 ．A ．hid B ．wrapped C ．held D ．drpped
22 ．A ．prmising B ．warning C ．teaching D ．encuraging
23 ．A ．guilt B ．srrw C ．satisfactin D ．curisity
24 ．A ．secretly B ．cautiusly C ．unwillingly D ．unintentinally
25 ．A ．recrds B ．images C ．tracks D ．enemies
26 ．A ．pleasure B ．cmfrt C ．care D ．part
27 ．A ．limited B ．cnnected C ．reduced D ．prmted
28 ．A ．hme B ．ty C ．hbby D ．skill
29 ．A ．understd B ．ignred C ．dubted D ．cnsidered
30 ．A ．trips B ．stries C ．discveries D ．cllectins
31 ．A ．disturbed B ．interested C ．mved D ．cnfused
32 ．A ．delayed B ．frgt C ．imagined D ．stpped
33 ．A ．result B ．attempt C ．excuse D ．questin
34 ．A ．in partner with B ．in charge f C ．in exchange fr D ．in reply t
35 ．A ．grateful B ．infrmed C ．impressed D ．ptimistic
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。
The 2021 list f Best Turism Villages was released at the 24th General Assembly f the
Wrld Turism Organizatin, with Yucun 36 (list) amng the 44 utstanding villages. Launched in May 2021, the Best Turism Villages initiative drew applicatins frm 174 villages wrldwide, and the candidates were assessed 37 an independent cmmittee against a set f criteria cvering cultural and natural heritage, ecnmic sustainability, and ther key
dimensins.
38 (lie) in Anji Cunty, Zhejiang Prvince, Yucun nce relied n mineral
resurces fr its ecnmic grwth and became the wealthiest cmmunity in the area f Anji.
39 all f this was achieved nly at the cst f envirnmental damage. In 2005, President Xi Jinping visited Yucun, 40 he put frward the cncept that lucid waters and lush
muntains are invaluable assets. Under this visin, Yucun made great effrts t restre its
eclgical envirnment and 41 (award) the title f Natinal Eclgical Cultural Village in 2021. Blessed with distinctive natural scenery, villagers sn lived ____42____ (enjyable)
lives, cmpared with thse they had when depending n mining. Tday, it has grwn int a
ppular turist destinatin, attracting mre than 10 millin dmestic and internatinal visitrs annually.
This 43 (transfrm) f Yucun ffers a vivid example. Over the past decades, China has been cmmitted t green and lw-carbn develpment. With Yucun as 44 shining mdel, the natin has achieved remarkable prgress in eclgical cnservatin and
adpted effective 45 (strategy) t build a Beautiful China.
第四部分 写作（共两节，满分 40 分）第一节（满分 15 分）
66.
46 ．假定你是李华，你的英国朋友 Tm 对你校智能操场的“无感数据采集功能”很感兴趣，请你结合附图给他写一封邮件，内容包括：
（1）你的体验；
（2）你的感想。
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。 Dear Tm,
Yurs,
Li Hua
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。
It all started when I walked t a quiet crner f my neighbrhd ne afternn. T my
disappintment, I fund an empty lt vergrwn with weeds, where ld furniture had been left and rainwater had gathered in muddy puddles (小水坑) n the grund. I std there fr a while,
feeling sad abut this wasted space. Then an idea came t me — what if we culd turn this messy place int a small garden fr everyne?
That evening, I sent a message in ur neighbrhd chat grup. I explained my plan and
invited peple t jin me. Hurs passed, but nly tw neighbrs sent shrt replies saying “A gd idea.” I felt a little discuraged. Just when I was abut t give up, my phne lit up with a private message. It was frm Mr. Wilsn, an elderly man wh lived alne in Building 3. I knew him by
sight but had never spken t him befre. His message read: “I have sme gardening tls and a few flwer seeds. Can I help yu?” I sent him a message, saying, “Yes. That's abslutely great.”
We met at the empty lt the next Saturday mrning. Mr. Wilsn brught nt nly tls but als a small hand- drawn map. He pinted and said, “We can plant sunflwers here because they lve sunlight, and we can put sme easy- t- grw flwers near the path.” I was surprised by his knwledge. As we started cleaning tgether, he shared stries abut the small garden he used t keep in his hmetwn. I realized he missed thse days deeply.
During the fllwing weeks, we wrked every weekend. The wrk was nt easy. We had t remve the rubbish, clear the deep weeds and fill the muddy puddles with sil. Mr. Wilsn
shwed me hw t prperly plant the seeds and water them. As we wrked, mre neighbrs became interested. A yung girl ffered t paint signs fr the garden; an ld lady shared her gardening tips; and a cuple helped build a simple fence.
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。
Slwly, the garden started t take shape.
_______________________________________________________________________________
_______________________________________________________________________________
The garden quickly became a favrite spt fr ur cmmunity.
1 ．C 2 ．C 3 ．A
本文是一篇应用文。文章主要介绍了 TechFrward 公司招募本地居民试用其新款智能家庭助手并收集反馈的相关信息。
1 ．推理判断题。根据第一段“TechFrward is lking fr lcal residents t test its new smart
hme assistant, a vice-cntrlled device designed t help users manage daily tasks such as setting reminders, cntrlling lights, checking the weather, and playing music. The cmpany aims t
gather real-wrld feedback befre the fficial prduct launch later this year. (TechFrward 正在寻找本地居民来测试其新的智能家庭助手，这是一款语音控制设备，旨在帮助用户管理日常任务，如设置提醒、控制灯光、查看天气和播放音乐。该公司旨在在今年晚些时候正式推出产品之前收集真实世界的反馈)”可知，本文的目的是为产品试用寻找志愿者。故选 C。
2 ．细节理解题。根据 Prgram Timeline 部分“June 1-28 Device testing perid (6 月 1 日至 28日 设备测试期)”可知，参与者预计要测试设备 28 天。故选 C。
3 ．细节理解题。根据 Applicatin Requirements 部分“The call is pen t residents living within the city area. All applicants are suppsed t be at least 18 years ld and previus experience with
smart devices is a must.(本次招募面向居住在城市地区的居民。所有申请人都必须年满 18 岁，并且必须有使用智能设备的经验)”可知，最合适这个项目的人是居住在城市地区、年满 18 岁并且有使用智能设备的经验的人。A 选项“Samantha ，当地一名主修信息技术的大学毕业生”符合条件。故选 A。
4 ．C 5 ．B 6 ．C 7 ．B
本文是一篇记叙文。文章讲述了作者去年夏天在热闹的食品市场开了一家小书店，起初因书籍选择不当导致顾客稀少，后来通过调整书籍种类和开展“蔬菜换书”活动，成功吸引了当地居民，使书店成为市场生活的一部分，并从中领悟到书籍与日常生活紧密相连的真正价值。
4 ．细节理解题。根据第一段“Sandwiched between a prk stall and a tfu shp, my bkstre
attracted barely any attentin. With few custmers stepping in, I felt disheartened and began t
reflect n what went wrng. (我的书店夹在一个猪肉摊和一个豆腐店之间，几乎没有引起任何注意。很少有顾客光顾，我感到很沮丧，开始反思哪里出了问题。)”可知，作者面临的问题是书店顾客稀少，即客流量低。故选 C 项。
5．细节理解题。根据第二段“I had stcked my shelves with classic nvels and petry I cherished, yet they failed t meet the needs f lcal residents. I therefre reslved t make a thrugh
change. In place f thse bks, I displayed hme-style ckbks, stries abut street fd, and
fd-related picture bks fr children. (我在书架上摆满了我珍视的经典小说和诗歌，但它们未能满足当地居民的需求。因此，我决定彻底改变。我展示了家常菜谱、街头美食故事以及与食物相关的儿童图画书，以取代那些书。)”可知，作者通过提供符合当地居民需求的特定书籍来吸引顾客。故选 B 项。
6．推理判断题。根据第三段“Mnths later, the bkstre became a warm part f market life, with the scent f bks blending gently with the fresh arma f farm prduce. (几个月后，书店成为了市场生活中温暖的一部分，书香与农产品的清新香气轻轻交融。)”可知，书店与市场生活和谐融合，成为市场的一部分。故选 C 项。
7．推理判断题。根据最后一段“I nce believed bks culd nly shine in quiet places, but nw I have seen their real value. It lies in cnnecting with peple’s everyday life: bks can blend
perfectly int daily rutines and warm ur hearts. (我曾经认为书籍只能在安静的地方发光，但现在我看到了它们的真正价值。它在于与人们的日常生活相联系： 书籍可以完美地融入日常生活，温暖我们的心。)”可知，作者从开书店的经历中学到了书籍不仅仅是为了放在书架上，而是为了融入生活，与人们的日常生活紧密相连。故选 B 项。
8 ．A 9 ．A 10 ．B 11 ．B
本文是一篇说明文。文章主要讲述了一项研究表明，通过戏剧方式教授莎士比亚作品能提升孩子的读写能力和情感理解力。
8 ．细节理解题。根据第一段中“The grammar schl by frm Stratfrd-Upn-Avn has made headlines again after a grundbreaking study shwed that Shakespeare des benefit children’s
literacy and emtinal develpment, but nly if they can act him ut.(这位来自埃文河畔斯特拉特福德的文法学校男生再次成为头条新闻，此前一项突破性的研究表明，莎士比亚确实有益于儿童的读写能力和情感发展，但前提是他们能把他演出来)”以及第二段中“The study fund that a drama-based apprach t teaching Shakespeare bradened children’s vcabulary, imprved the quality f their writing, and enhanced their emtinal understanding.(研究发现，以戏剧为基础的莎士比亚教学方法拓宽了孩子们的词汇量，提高了他们的写作质量，增强了他们的情感理解力)”可知，这项研究鼓励孩子们表演莎士比亚的作品。故选 A。
9 ．主旨大意题。根据第三段中“The randm trial invlved hundreds f Year 5 pupils (aged nine and ten) at 45 state primary schls. The children were divided int a target grup and a cntrl
grup. Bth grups read a passage frm Rme and Juliet and were asked t write a letter as
Rme after being separated frm Juliet. Befre writing, the target grup tk part in a 30-minute drama-based activity, while the cntrl grup did nt.(这项随机试验涉及 45 所公立小学的数百名五年级学生（9 岁和 10 岁）。孩子们被分为目标组和对照组。两组都阅读了《罗密欧与朱丽叶》中的一段，并被要求以罗密欧的身份写一封信，讲述与朱丽叶分离后的感受。在写作之前， 目标组参加了一个 30 分钟的以戏剧为基础的活动，而对照组没有)”可知，本段介绍了研究的参与对象、分组方式与具体实验步骤，即介绍了研究的过程。故选 A。
10 ．细节理解题。根据倒数第二段中“O’Hanln said she had been mst surprised by the
emtinal understanding evident in the children’s writing, and that they shwed deeper empathy
and expressed emtins mre vividly.(O’Hanln 说，最让她惊讶的是孩子们写作中表现出的情感理解力，他们表现出更深的同理心，更生动地表达情感)”可知，O’Hanln 对目标组写作印象最深刻的是情感深度。故选 B。
11 ．推理判断题。根据第二段中“The study fund that a drama-based apprach t teaching
Shakespeare bradened children’s vcabulary, imprved the quality f their writing, and enhanced their emtinal understanding.(研究发现，以戏剧为基础的莎士比亚教学方法拓宽了孩子们的词汇量，提高了他们的写作质量，增强了他们的情感理解力)”以及倒数第二段中““It is
prbably related t the drama-based prcess, where yu are used t trying t think and feel as the character,” she added.(她补充道：“这可能与基于戏剧的过程有关，在这个过程中，你习惯于像角色一样思考和感受。”)”可推知，通过戏剧表演实践学习莎士比亚效果显著，体现“在实践中学习效果最佳” 。故选 B。
12 ．D 13 ．B 14 ．D 15 ．A
本文是一篇说明文。文章主要介绍了海洋动物因人类建造的结构面临生存障碍，呼吁建立海洋动物通道以保护其生存。
12．推理判断题。 根据第一段中“The cean may appear bundless. It’s easy t imagine that fish and ther cean creatures swim freely withut restrictin. That assumptin, hwever, is
mistaken.(海洋似乎无边无际。人们很容易想象鱼类和其他海洋生物可以不受限制地自由游动。然而，这种假设是错误的)”可知，作者通过挑战一个普遍的观念来引出问题。故选 D。
13 ．细节理解题。 根据第二段中“As Lear had feared, the cnstructin did harm the critically endangered green sawfish — they were unable t pass arund the barrier.(正如 Lear 所担心的那样，这项工程确实对极度濒危的绿锯鳐造成了伤害——它们无法绕过障碍物)”可知，阿什伯顿河附近的结构阻挡了绿锯鳐的路径。故选 B。
14 ．推理判断题。 根据第三段中“Althugh the bridges are already ppular n land, Lear says little attentin has been paid t the idea f wildlife crssings designed t help cean animals get
arund safely.(尽管这种桥梁在陆地上已经很受欢迎，但 Lear表示，专门为帮助海洋动物安全通行而设计的野生动物通道却很少受到关注)”以及第四段中“With mre large structures
planned fr the Ashburtn River area, Lear says the cumulative (累积的) effect f multiple
barriers is a real cncern fr the green sawfish’s future.(随着阿什伯顿河地区计划建造更多的大型建筑，Lear 表示，多重障碍的累积效应确实令人担忧绿锯鳐的未来)”可推知，Lear 暗示海洋动物迫切需要野生动物通道。故选 D。
15．主旨大意题。 根据第三段中“On land, wildlife crssings are becming mre cmmn.(在陆地上，野生动物通道越来越普遍)”、最后一段中“T address this, we can create crssings thrugh human-built structures r prtect habitats alng their migratin rutes.(为了解决这个问题，我们可以在人类建造的结构中建立通道，或者保护它们迁徙路线上的栖息地)”以及结合全文可知，本文主要介绍了海洋动物因人类建造的结构面临生存障碍，呼吁建立海洋动物通道以保护其生存。由此可知，A 选项“野生动物通道：从陆地到海洋”最适合作为文章标题。故选 A。
16 ．F 17 ．B 18 ．G 19 ．C 20 ．A
本文是一篇说明文。主要介绍语言中强化词的定义、特点、在不同语言中的应用及合理使用强化词的建议。
16 ．根据上文“In everyday cmmunicatin, we exchange nt nly lgical infrmatin but als
emtins, attitudes and inner states. Since human beings are emtinal creatures, ur decisins,
whether significant r trivial, are ften driven mre by emtins than by pure reasn. Therefre, t express strng emtins clearly, we tend t use wrds like very, s and truly in daily language.(在日常交流中，我们不仅交换逻辑信息，还交换情感、态度和内心状态。由于人类是情感动物，我们的决定，无论重大还是琐碎，往往更多地由情感驱动，而不是纯粹的理性。因此，为了清晰地表达强烈的情感，我们在日常语言中倾向于使用 very 、s 和 truly 等词)”可知，此处应衔接上文“为表达强烈情感使用相关词汇” ，引出强化词的出现，F 选项“This is why verbal intensifiers have emerged in languages wrldwide.(这就是为什么世界各地的语言中会出现口头 强化词的原因)”中的 This 指代上文“为表达强烈情感使用相关词汇”这一现象，引出下文对强化词的介绍，符合语境。故选 F 项。
17 ．根据上文“Verbal intensifiers (强化词) are special functin wrds that enhance the meaning, especially the emtinal meaning f the wrds they are attached t.(口头强化词是一种特殊的功
能词，它们能增强所附着词汇的意义，尤其是情感意义)”以及下文“Accrding t Buzarv
(1998), intensificatin is a stable and vital feature f infrmal language. Wrds such as awfully,
deeply, tremendusly, and truly help speakers strengthen emtinal impact and influence
listeners’ psychlgical perceptin.(根据 Buzarv（1998）的观点，强化是非正式语言的一个稳定且重要的特征。awfully、deeply、tremendusly 和 truly 等词帮助说话者增强情感影响力，并影响听众的心理感知)”可知，此处应体现强化词的价值，B 选项“These functin wrds have great expressive value.(这些功能词具有很强的表达价值)”中的 These functin wrds 指代上文的 Verbal intensifiers ，expressive value 与下文 strengthen emtinal impact and influence
listeners’ psychlgical perceptin 相呼应，符合语境。故选 B 项。
18 ．根据下文“In English, we ften say “I am deeply grateful” r “He is dead tired.” Other
languages als have similar wrds: очень in Russian, sehr in German, très in French. Sme new
intensifiers are even created by cmbining wrds, like fantabulus frm fantastic and fabulus.(在英语中，我们经常说“我非常感激”或“他极度疲惫” 。其他语言也有类似的词：俄语中的
очень , 德语中的 sehr，法语中的 très。一些新的强化词甚至是通过组合单词创造出来的，比如 fantastic 和 fabulus 组合成的 fantabulus)”可知，此处应总述强化词在不同语言中的使用及形式，G 选项“They are cmmnly emplyed acrss languages and take n diverse frms.(它们在不同语言中被广泛使用，并呈现出多种形式)”中的 They 指代强化词，acrss languages 与 下文不同语言的例子相呼应，diverse frms 与下文“ 组合创造新强化词”相呼应，符合语境。故选 G 项。
19 ．根据上文“T make the mst f intensifiers, we shuld use them with a clear purpse. D nt use them mindlessly.(为了充分利用强化词，我们应该有明确的目的使用它们。不要盲目地使用它们。)” 以及下文“Cnnect them with yur genuine attitude and fcus n cnveying precise
emtins.(将它们与你真诚的态度结合起来，专注于传达准确的情感)”可知，此处应体现使用强化词的正确方式，C 选项“Yu’d better use them t express real ideas and emtins.(你最好用它们来表达真实的想法和情感)”中的 real ideas and emtins 与下文 genuine attitude 、precise emtins 相呼应，承接上文“不要盲目使用” ，给出具体建议，符合语境。故选 C 项。
20 ．根据上文“Intensifiers, like any ther linguistic tl, wrk best in the right cntext.(强化词和其他语言工具一样，在合适的语境中效果最好)”以及下文“Hwever, verusing them withut necessity will nly weaken their expressive effect and make ur wrds sund empty.(然而，不必要地过度使用它们只会削弱它们的表达效果，使我们的话语听起来空洞)”可知，此处应体现
合理使用强化词的重要性，A 选项“Prper use is a smart linguistic chice.(合理使用是一种明智的语言选择)”承接上文“合适语境效果最好”，与下文“过度使用的弊端”形成对比，符合语境。故选 A 项。
21 ．D 22 ．A 23 ．C 24 ．D 25 ．C 26 ．A 27 ．B 28 ．C
29 ．B 30 ．C 31 ．A 32 ．D 33 ．B 34 ．A 35 ．D
本文是一篇记叙文。文章主要讲述了作者与野生动物秘密共处的经历及感悟。
21．考查动词词义辨析。句意：但是有一天，我下车的时候把果核掉了。A. hid 隐藏；B. wrapped包裹；C. held 握住；D. drpped 掉落。根据后文“Guiltily, I kicked it tward the fence”可知，作者把果核踢向了篱笆，说明果核掉了。故选 D。
22 ．考查动词词义辨析。句意：我内疚地把果核踢向篱笆，承诺自己稍后再捡起来。A.
prmising 承诺；B. warning 警告；C. teaching 教学；D. encuraging 鼓励。根据后文“myself t pick it up later. Of curse. I frgt all abut it.”可知，作者承诺自己稍后再捡起来，但是后来忘了。故选 A。
23．考查名词词义辨析。句意：我想起了那个苹果核，感到一阵满足，因为某个生物找到了我不经意间留下的食物。A. guilt 内疚；B. srrw 悲伤；C. satisfactin 满足；D. curisity 好奇心。根据后文“that sme creature had fund the treat”可知，某个生物找到了作者留下的食物，作者因此感到满足。故选 C。
24．考查副词词义辨析。句意同上。A. secretly 秘密地；B. cautiusly 谨慎地；C. unwillingly不情愿地；D. unintentinally 无意地。根据上文“Of curse. I frgt all abut it.”可知，作者是无意间留下了食物。故选 D。
25 ．考查名词词义辨析。句意：让我高兴的是，发现了更多不同动物的脚印。A. recrds 记录；B. images 图像；C. tracks 脚印；D. enemies 敌人。根据上文“The next mrning, I nticed rabbit ftprints arund the fence.”可知，此处指发现了更多不同动物的脚印。故选 C。
26．考查名词词义辨析。句意：我开始在网上搜索相关信息，并且在接下来的几个月里，我乐于辨认这些到访的小动物。A. pleasure 快乐；B. cmfrt 安慰； "C.care" C. care 关心；D. part 部分。根据后文“in identifying my visitrs”可知，作者开始积极在网上查询资料，说明作者乐于参与辨认这些到访的小动物，take pleasure in (ding) sth. 意为“乐于做某事、从做某事中获得乐 趣” 。故选 A。
一 一
27．考查动词词义辨析。句意：我感觉自己与周围存在的另 个世界联系在了 起。 "A.limited" A. limited
hat
限制；B. cnnected 连接；C. reduced 减少；D. prmted 促进。根据后文“t a different wrld t existed all arund me”可知，作者感觉自己与周围存在的另一个世界联系在了一起。故选 B。
28．考查名词词义辨析。句意：我没有和任何人分享我的新爱好，我知道邻居们会抱怨我那些看似无害的礼物。A. hme 家；B. ty 玩具；C. hbby 爱好；D. skill 技能。根据上文“I began t Ggle them and take fr the fllwing mnths in identifying my visitrs.”可知，作者开始识别访客，这是作者的新爱好。故选 C。
29 ．考查动词词义辨析。句意：我忽略了他们所有的警告声音，享受着我每天早上的发现，直到有一天，车道上布满了大脚印、散落的泥土和树叶，这深深地打扰了邻居们。A.
understd 理解；B. ignred 忽略；C. dubted 怀疑；D. cnsidered 考虑。根据后文“all their cautinary vices and enjyed my every mrning until ne day,”可知，作者忽略了邻居们的警告声音。故选 B。
30 ．考查名词词义辨析。句意同上。A. trips 旅行；B. stries 故事；C. discveries 发现；D. cllectins 收集。根据上文“I began t Ggle them and take fr the fllwing mnths in identifying my visitrs.”可知，作者每天早上都在发现新的访客，因此是享受发现。故选 C。
31 ．考查动词词义辨析。句意同上。A. disturbed 打扰；B. interested 感兴趣；C. mved 感动的；D. cnfused 困惑。根据上文“the driveway was full f large prints, scattered mud and leaves”可知，车道上布满了大脚印、散落的泥土和树叶，这深深地打扰了邻居们。故选 A。
32．考查动词词义辨析。句意：我一句话也没说，就停止了留下果核，我和野生动物的秘密共存也结束了。A. delayed 延迟；B. frgt 忘记；C. imagined 想象；D. stpped 停止。根据后文“leaving my cres and my secret c-existence with wildlife came t an end”可知，作者停止了留下果核，和野生动物的秘密共存也就结束了。故选 D。
33．考查名词词义辨析。句意：这一事件只是我们试图减少我们与许多共存物种之间隔阂的一次无辜尝试。A. result 结果；B. attempt 尝试；C. excuse 借口；D. questin 问题。根据后文“t lessen the divide between urselves and the many species with whm we c-exist”可知，这一事件是作者试图减少与共存物种之间隔阂的一次尝试。故选 B。
34 ．考查介词短语辨析。句意：似乎与我们的羽毛和皮毛朋友和谐相处是一个困难的挑战。 A. in partner with 与 合作；B. in charge f 负责；C. in exchange fr 交换；D. in reply t 回复。根据后文“ur feathered and furred friends”可知，此处指与我们的羽毛和皮毛朋友和谐相处，in partner with“与 为伴”符合语境。故选 A。
35．考查形容词词义辨析。句意：我很乐观，我们能够解决这个问题，或者至少减轻我们的
影响。A. grateful 感激的；B. infrmed 见多识广的；C. impressed 印象深刻的；D. ptimistic乐观的。根据后文“that we can figure it ut, r at least lessen ur impact”以及语境可知，作者和野生动物相处的经历让作者对解决这个问题持乐观态度。故选 D。
36 ．listed 37 ．by 38 ．Lying 39 ．But##Yet 40 ．where 41 ．was awarded
42 ．mre enjyable 43 ．transfrmatin 44 ．a 45 ．strategies
本文是一篇说明文。文章主要讲述了浙江余村入选最佳旅游乡村及绿色转型的成功案例。
36 ．考查非谓语动词。句意：世界旅游组织第 24 届大会发布了 2021 年最佳旅游乡村名单，余村被列入 44 个优秀乡村之列。此处为 with 的复合结构，list 与 Yucun 构成被动关系，用过去分词作宾补。故填 listed。
37 ．考查介词。句意：最佳旅游乡村倡议于 2021 年 5 月启动，吸引了全球 174 个村庄的申请，候选村庄由一个独立委员会根据一套涵盖文化自然遗产、经济可持续性及其他关键方面的标准进行评估。本空表示“ 由（某个机构/人）”, 用于被动语态后引出动作执行者，用介词 by 。故填 by。
38．考查非谓语动词。句意：余村位于浙江省安吉县，曾经依靠矿产资源实现经济增长，成为安吉地区最富裕的社区。lie 与逻辑主语 Yucun 构成主动关系，用现在分词作状语，句首单词，首字母大写。故填 Lying。
39．考查连词。句意：但所有这一切都是以破坏环境为代价的。本空表示转折关系，引出与前文富裕景象相反的后果，用 but/yet表示 “然而，但是” 。句首单词，首字母大写。故填 But/Yet。
40 ．考查定语从句。句意：2005 年，习近平主席访问了余村，提出了“绿水青山就是金山银山” 的理念。本空引导非限制性定语从句，修饰先行词 Yucun ，关系词在从句中作地点状语，用 where 引导。故填 where。
41．考查动词语态。句意：在这一愿景下，余村努力恢复生态环境，并于 2021 年荣获“全国生态文化村”称号。根据上文 made 可知，本句描述过去发生的事情，时态用一般过去时，
主语 Yucun 与 award 构成被动关系，用一般过去时的被动语态，主语为第三人称单数，be动词用 was 。故填 was awarded。
42．考查形容词比较级。句意：凭借得天独厚的自然风光，村民们很快过上了比依靠采矿时更惬意的生活。根据 cmpared with thse they had when depending n mining 可知，表示两者
之间的比较，需用形容词比较级 mre enjyable。故填 mre enjyable。
43．考查名词。句意： 余村的转型提供了一个生动的例子。本空作主语， 表示“转型”应用名词 transfrmatin。故填 transfrmatin。
44．考查冠词。句意： 以余村为一个光辉典范，我国在生态保护方面取得了显著进展，采取了有效战略，建设美丽中国。此处为泛指“一个光辉典范”，且 shining 是发音以辅音音素开头的单词，用不定冠词 a。故填 a。
45．考查名词的数。句意： 以余村为光辉典范，我国在生态保护方面取得了显著进展，采取了有效战略，建设美丽中国。strategy 为可数名词，此处表示不止一个战略，应用复数形式。故填 strategies。
46 ．One pssible versin: Dear Tm,
I’m abslutely verjyed t share my incredible experience n ur schl’s smart
playgrund with yu! This smart playgrund basts cutting-edge technlgy, enabling real-time, autmatic sprts data cllectin.
T see hw it wrks in practice, let me share what happened yesterday. I finished a
5-kilmeter run, during which the system captured every detail f my sprts data accurately,
including my running time (50:08 minutes), average speed (5.96 km/h), ttal steps (8,679), and calries burned (441 kcal). It even prvided a prfessinal suggestin t imprve my exercise intensity apprpriately.
I’m utterly fascinated by its intelligence and cnvenience! It makes wrkuts far mre systematic and enjyable, and I’m dying t hear yur thughts n this amazing technlgy!
Yurs,
Li Hua
47 ．范文
Slwly, the garden started t take shape. The muddy puddles disappeared, replaced by neat, small flwer beds. The mst eye-catching were the sunflwers. The empty grund was nw
cvered with sft and green grass. We built a simple winding path using bricks and stnes we
fund. The thrwn-away furniture was gne, and in its place std the new wden bench and a small fence painted white. A yung tree was planted in ne crner, its new leaves gently swaying in the wind. Birds and butterflies started visiting, adding life and mvement. The nce dirty place was nw full f life and beauty.
The garden quickly became a favrite spt fr ur cmmunity. Every afternn after
schl, children wuld run straight here t play. They lved chasing each ther alng the path,
watching butterflies, r simply lying n the grass t lk at the cluds. Parents sat n the bench r n mats, talking and laughing, while their children played nearby. Mr. Wilsn was almst always
there, patiently watering the plants. The garden was n lnger just a place with plants; it became
the ne where peple shared stries and built friendships. It taught us all that by wrking tgether, we culd create nt just a beautiful garden, but a warmer and clser cmmunity.
May 10
Applicatins due
By May 20
Selected participants ntified; agreements signed
June 1-28
Device testing perid
July 18
Final feedback survey due