河北衡水中学2025-2026学年度高二年级下学期期中综合素质评价英语试题含答案

这是一份河北衡水中学2025-2026学年度高二年级下学期期中综合素质评价英语试题含答案，共22页。试卷主要包含了5 分，满分 7等内容，欢迎下载使用。
（满分 150 分、考试时间 120 分钟)
Ⅰ卷（共 95 分）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 段对话。每段对话后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一题。每段对话读两遍。
1. What is Tina ging t d tmrrw?
A. Watch TV. B. Meet her teacher. C. Hand in her hmewrk.
2. What will Mary d in the cmpetitin?
A. Wrk as a hstess B. Play the pian. C. Sing alng with Jane.
3. Where des the cnversatin prbably take place?
A. At hme. B. In a schl. C. In a hspital.
4. What is the prblem with the curtains?
A. They are nt thick. B. They can’t be pened. C. They dn’t fit the windw.
5. What are the speakers talking abut?
A. A restaurant. B. Weekend plans. C. The busy wrk.
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 was the speakers’ riginal plan fr the evening?
A. Eating ut. B. Buying sme candles. C. Having dinner at hme.
7. Hw des the wman sund in the end?
A. Annyed. B. Wrried. C. Pleased.
听第 7 段录音，回答第 8 、9 题。
8. Why did Eric leave the classrm ahead f time this mrning?
A. He misread the time.
B. He fund the test quite easy.
C. He missed the writing part.
9. What can we say abut Eric?
A. He’s mdest. B. He’s prud. C. He’s selfless.
听第 8 段录音，回答第 10 至 12 题。
10. What prblem des Jessie have?
A. She has a difficult client.
B. She can’t get thrugh t her manager.
C. She is unable t find imprtant data.
11. When will David prbably cme back hme?
A. At 8:15 a.m. B. At 8:45 a.m. C. At 9:15 a.m.
12. What d we knw abut David and Jessie?
A. They’re family. B. They’re clleagues. C. They’re neighbrs.
听第 9 段录音，回答第 13 至 16 题。
13. Hw many children des the wman have?
A. One. B. Tw. C. Three.
14. What is the prbable relatinship between Steven and the wman?
A. Brther and sister. B. Husband and wife. C. Father and daughter.
15. What did the wman d n Newprt Beach?
A. She sailed. B. She read. C. She swam.
16. Which place des the wman recmmend mst?
A. The Universal Studi. B. Newprt Beach. C. Suthern Califrnia beach.
听第 10 段录音，回答第 17 至 20 题。
17. Wh is the speaker talking t?
A. Parents. B. Scientists. C. Students.
18. What percentage f peple are likely t be shrt-sighted by 2050?
A. 25%. B. 40%. C. 50%.
19. What is the key factr in nearsightedness accrding t sme scientists?
A. Gene. B. Lifestyle. C. Wrng glasses.
20. What will the speaker talk abut next?
A. Hw t cnduct a survey.
B. Hw t find ut nearsightedness early.
C. Hw t prevent nearsightedness.
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 和 D 四个选项中，选出最佳选项。
A
We’re happy t intrduce News fr Classrm Use: a weekly newsletter with a piece f news and activities based n it which yu can use as a warm-up, a filler r a
wrap-up task. The newsletter might include: discussin questins, tasks arund
headlines and images, cmments t respnd t vcabulary and links t related ESL Brains lessn plans.Hw t use the newsletter
The stries cvered in the newsletter range frm breaking news t mre evergreen
cntent which yu will be able t g back t accrding t yur students’ needs. The newsletter itself has several parts.INTRO: A shrt paragraph describing what the
news is abut. Yu might need t read it ut t students r it may als serve as a
reference pint t yu, depending n the activities that g with the particular piece f news.
ACTIVITY: A task r tasks fr students t wrk n in the classrm. Each
newsletter cntains a set f questins related t the news. Yu might ask students t discuss all f them r just sme f them. If yu teach lwer-level students, use the easier questins r just ask students t say what they think abut the news. Other
activities might include cmpleting headlines, cmmenting n pictures, reprting what students have heard abut the news, etc.
Subscribe t the newsletter
If yu are an Unlimited r a Premium user and yu're subscribed t ur
newsletters, the News fr Classrm Use newsletter will drp int yur mailbx every Wednesday.
1 ．Wh is the text intended fr?
A ．News presenters. B ．Teachers. C ．Freign students. D ．Reprters.
2 ．Which is a feature f the newsletter?
A ．It psts daily updates. B ．It priritizes breaking news.
C ．It cntains real-time cmments. D ．It ffers reusable reading materials.
3 ．What activity can be recmmended t beginners?
A ．Rewriting related news. B ．Chsing news pictures.
C ．Expressing their pinins. D ．Cntributing t the newsletter.
B
Lng befre I had studied a secnd language, I had an abslute rmance with my first
language — English. When I was a by, I realized that by applying certain linguistic (语言的) rules, I culd cin wrds that culd be entirely understd. If smething that qualifies has
qualificatin, I thught smething that terrifies ught t have terrificatin. This way f thinking pened up a whle wrld f creativity t me that had never existed befre.
Hwever, when I started studying ther languages, I lst this fascinatin. The mre I’ve interacted with ther masters f many languages, the mre this seems like an almst universally shared experience: as ne falls in lve with ther languages and digs int ther frms f
cmmunicatin, ne starts t lse an appreciatin f his r her native tngue. This is perfectly natural. As we begin t expand ur views in new and exciting ways thrugh freign languages, ur native language begins t seem uninteresting, and even annying by cmparisn.
But then smething happened that cmpletely refueled the lve I had fr my mther tngue: I encuntered that same creative passin I nce felt in smebdy else’s wrk. One f my favrite bks as a child was Thrugh the Lking-Glass by Lewis Carrll. Reading this bk ver
again as an adult, I was just as allured by it as when I was a kid.
Sme wrds in this bk either aren’t real wrds, r weren’t real wrds at the time that the bk was written. But they feel like specific types f wrds that yu assciate with a certain srt f feeling. The linguistic differences that went int every nn-cntent wrd were abslutely
fascinating, and the mre I read and recited pems in this bk, the mre I felt the familiar warm passin fr English. I decided t take sme fcus away frm freign languages fr a while just t
fcus n and prperly appreciate my first language.
4 ．What culd the authr d at a yung age?
A ．Guess new wrds’ meanings. B ．Make up nn-existent wrds.
C ．Make use f grammatical rules. D ．Create new sentence structures.
5 ．Why did the authr lse the lve fr English?
A ．Its ppularity was in decline. B ．Its inflexibility was apparent.
C ．It failed t ffer fresh excitement. D ．It gave him fewer grwth chances.
6 ．What des the underlined wrd “allured” in paragraph 3 mean?
A ．Sensed. B ．Drawn. C ．Persuaded. D ．Supprted.
7 ．What finally made the authr appreciate English?
A ．Pems’ cmplex emtins. B ．Special writing techniques.
C ．Lewis Carrll’s creativity. D ．Intense lve fr literature.
C
Whether yu want t assess yur hrmne (荷尔蒙) levels r heart health, find ut why yu’re tired all the time r get a general wellness prfile, increasing numbers f at-hme
self-testing tls are prmising t help. Often, these are marketed as a flexible way f taking cntrl f yur persnal health.
Self-diagnsis tests are flding the market. “Many cnsumers are using them because they’re accessible, because it can take weeks t get a dctr’s appintment, and they might be denied the test they want,” says Patti Shih, a scilgist.
Althugh sme self-tests might be useful, there are a range f prblems assciated with
using them, such as lack f medical guidance. Dctrs will lk at a patient’s medical histry and assess symptms befre deciding n the apprpriate methd f diagnsis. They will als fllw up and interpret any results. But with self-testing, all f that may be missing.
Others might give accurate results but still wn’t be particularly helpful. Even sme f
them aren’t backed by science. Fr example, sme cmpanies market saliva (唾液) tests as a way t detect hrmnal issues. Hwever, scientific evidence shws that saliva tests are nt reliable, as they d nt accunt fr the cmplex interactins between hrmnes in the bdy.
Shih has been studying YuTube influencers wh prmte self-diagnsis. Her cncerns
include misleading infrmatin, the risk f ver-testing, and that self-testing may lead t
unnecessary use f nn-evidence-based supplements and treatments that carry health risks.
“Perhaps mst cncerning are the cancer self-tests being marketed and sld in the US. These claim t detect ver 50 types f cancer befre symptms have ccurred.” she added.
Largely thanks t advances in diagnstic technlgy and digital health, in the US alne, sales f direct-t-cnsumer tests increased frm $15 millin in 2010 t $1.15 billin in 2022.
Self-testing isn’t likely t g away, s experts are calling fr better regulatin and fr patients t have clearer infrmatin abut when testing is recmmended and when it is nt.
8 ．Why d peple chse self-testing tls?
A ．They can assess hrmne levels accurately.
B ．They can replace prfessinal medical advice.
C ．They are effective in cntrlling disease prcess.
D ．They are superir in availability and flexibility.
9 ．What d the third and furth paragraphs mainly discuss?
A ．The wide ppularity f self-testing. B ．Sme failed cases abut self-testing.
C ．The assciated prblems f self-testing. D ．Sme scientific dubts abut self-testing.
10 ．What is Shih’s biggest cncern?
A ．Misuse f untested supplements. B ．Prmtin f s-called cancer self-tests.
C．Misleading infrmatin frm sales markets. D．Hidden risks f t much self-testing at hme. 11 ．What suggestin d the experts give fr self-testing?
A ．Self-testing shuld be managed intensively.
B ．Cnsumers shuld stp self-testing immediately.
C ．Cmpanies shuld tackle all prblems in diagnstic technlgy.
D ．The gvernment shuld make self-testing affrdable t cnsumers.
D
Yu might be leaving sme happiness n the table by ding yur everyday activities all by yurself. Happiness, it seems, is nt just a state f mind — it’s a shared enterprise. A new study has fund that almst any activity, frm the rdinary t the prfund, becmes mre enjyable
when dne with thers. Whether pumping gas, r cking dinner, the cmpany f anther persn
appears t make life’s rutines a little brighter.
The study, published in Scial Psychlgical and Persnality Science, drew n data frm
mre than 40,000 Americans wh cllectively reprted ver 100,000 daily activities. “Participants cnsistently rate every cmmn daily activity as mre enjyable when they’re interacting with
smebdy else,” said Elizabeth Dunn, the study’s senir authr. Even seasned experts n scial behavir were taken aback by the cnsistency f the findings. “I was surprised by the extent and extremity f the effects,” admitted Nichlas Epley, a behaviral scientist wh was nt invlved in the research.
Unsurprisingly, the biggest bsts were linked t activities already scial by nature —
eating, drinking, walking, running, and playing games. Yet even slitary (独自的) pursuits such as reading, r crafting als saw a happiness bump when shared. While in-persn interactins
prvided the strngest benefits, even phne calls prduced measurable md imprvements. Dunn ntes that if it can’t be in-persn, having sme element f vice seems t be imprtant.
The study did nt include persnality data, leaving unanswered hw individual
characteristics might influence utcmes. Previus studies, hwever, suggest that scial
cnnectin reliably enhances wellbeing acrss persnality types. Researchers identify
“undersciality” — the tendency t underestimate hw warmly thers will respnd t scial initiatives — as a primary barrier t seeking cnnectin.
The practical implicatins are clear; we shuld intentinally create mre pprtunities fr scial engagement. Simple strategies such as wrking alngside friends at cffee shps r
cnversing by phne while cmpleting chres can transfrm rdinary activities int surces f jy. Ultimately, the research cnvincingly demnstrates that happiness arises nt merely frm what we d, but fundamentally frm wh we d it with.
12 ．Hw was the research mainly cnducted?
A ．By analyzing massive activity reprts. B ．By cnducting labratry experiments.
C ．By cmparing different persnality types. D ．By interviewing experts in scial behavir.
13 ．What did the study find abut scial interactins?
A ．They require face-t-face cmmunicatin. B ．Their effects vary greatly amng individuals.
C ．They enhance enjyment f varius activities. D ．They bring greater jy in independent activities.
14 ．Why des the authr mentin previus studies in paragraph 4?
A ．T stress the limitatin f the new study. B ．T intrduce a different research methd.
C ．T prvide supprting evidence fr a claim. D ．T questin the findings fthe new study.
15 ．What can be a suitable title fr the text?
A ．Alne r Tgether: A Scial Dilemma. B ．Scial Activities: Relatinship Builder.
C ．Persnality Differences: A Factr in Scial Jy. D ．Shared Mments: The Scial Key t Happiness.
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。
After 20 years f teaching, I thught I’d heard every excuse frm students trying t get a better grade. But recently I heard a new cmplaint: “My grade desn’t reflect the effrt I put int this curse.” 16 In the past, students understd it and they knew “A” required great wrk. Yet tday, Generatin Z expect t be rewarded fr the quantity f their effrt rather than the quality f their knwledge. In surveys,
tw-thirds f cllege students say that “trying hard” shuld be a factr in their grades.
17 It’s the result f a misunderstanding abut ne ppular educatinal
theries. Psychlgists have lng fund that rewarding effrt helps frm a strng
wrk ethic and reinfrces learning. 18 We’ve gne frm praising effrt t
treating it as an end in itself. We’ve failed t remind them that wrking hard desn’t guarantee ding a gd jb. There’s a reasn we award Olympic medals t the
athletes wh swim the fastest, nt the nes wh train the hardest. What cunts is nt mere effrt but the prgress and result.
The ideal respnse t a disappinting grade is nt t cmplain that yur
diligence wasn’t rewarded. 19 Trying harder isn’t always the answer.
Smetimes it’s wrking smarter, and ther times, it’s wrking n smething else altgether. Devtin is just ne f the many cntributing factrs t achievement. Ability, pprtunity and luck cunt, t.
Nw in my classes, students are assessed n the quality f their written essays, class participatin, grup presentatins and final papers r exams. I make it clear that “A” is nt granted fr effrt itself; it is earned thrugh mastery f knwledge. The
true measure f learning is nt the time and energy yu put in. 20
A ．Teachers are t blame.
B ．It is t ask hw t imprve.
C ．This isn’t Generatin Z’s fault.
D ．“B” may nt fully reflect yur dedicatin.
E ．It’s the knwledge and skills yu acquire.
F ．High marks are fr excellence, nt perseverance.
G ．But we’ve taken the practice f celebrating diligence t far.
第三部分：语言运用（共 15 小题；每小题 1 分，满分 15 分）
第一节完形填空阅读下面短文，从短文后各题所给的四个选项（A 、B 、C 和 D）中，选出可以填入空白处的最佳选项。
The players n the Academy basketball team knew smething was wrng. Their cach, Brendan King, wh never them n weekends, urged them back t the gym. They had wn the champinship the night befre, yet nw they felt smewhat
.
_______
“We actually lst t Apache 43 — 42,” King annunced. “The recrdkeeper
the scre.” All fell silent. “But this desn’t hw prud I am f yu
and hw hard we wrked t get here.” , it was a bitter pill fr them t swallw. Within 20 minutes’ debating, the whle team t turn the trphy (奖杯) ver t the rightful champins, Apache.
The game had been physical and . Scring was back and frth until the furth quarter, when Apache pulled away by 14 pints. The Academy players,
t give up and fught back hard, hitting sht after sht. Ultimately, they hit a 3-pint buzzer-beater (压哨球) t tp Apache by a pint. The players , but
strangely King had a sinking feeling.
That night, he replayed the game tape carefully, cunting every . His gut (直觉) was right: An Academy sht was mistakenly cunted due t the
recrdkeeper’s pr angle. The next mrning, he the basketball fficials befre addressing his .
With his team’s supprt, King drve t Apache t the trphy. “I knw we didn’t have t d this,” King says. “But fr us means far mre than a
trphy. Apache earned their champin , and we earned urs here.”
21 ．A ．cntacted B ．fllwed C ．praised D ．welcmed
22 ．A ．relieved B ．awkward C ．excited D ．nervus
23 ．A ．disregarded B ．miscunted C ．disallwed D ．misinterpreted
24 ．A ．reflect n B ．bring ut C ．take away D ．make fr
25 ．A ．Still B ．Mrever C ．Instead D ．Therefre
26 ．A ．managed B ．decided C ．pretended D ．struggled
27 ．A ．balanced B ．casual C ．intense D ．flexible
28 ．A ．learned B ．tended C ．hesitated D ．refused
29 ．A ．sweated B ．erupted C ．ndded D ．escaped
30 ．A ．pint B ．sht C ．tuch D ．pass
31 ．A ．blamed B ．questined C ．alerted D ．lectured
32 ．A ．families B ．assistants C ．fans D ．players
33 ．A ．exchange B ．deliver C ．reclaim D ．display
34 ．A ．integrity B ．effrt C ．reputatin D ．determinatin
35 ．A ．n camera B ．in sight C ．n curt D ．in time
Ⅱ卷（共 55 分）第二节语法填空（共 10 小题，每小题 1.5 分，共 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。
Eaves beasts (檐兽), special decrative sculptures (雕像) n ancient Chinese
buildings,are mre than just beautiful decratins but carry rich cultural meanings.
They first appeared in the Han Dynasty and 36 (becme) ppular in later
dynasties, mainly fixed n the edges f temple, palace and imperial (皇家的) building 37 (rf).
These mythical (神秘的) creatures usually stand in a line, with a leading figure called Chi-lin (麒麟), 38 symbl f gd luck. Fllwed by varius beasts like dragns,phenixes and lins, each has 39 (it) wn special meaning —
dragns represent pwer and rain, phenixes stand 40 peace and greatness, and lins symblize prtectin against evils. The number f eaves beasts was
41 (strict) cntrlled in ancient times, depending n the building’s status; mre beasts meant higher status, with the Frbidden City having the mst.
42 (make) f materials like glazed tile (瓦片) and stne, eaves beasts are nt nly visually appealing 43 practical. They can prtect rf crners frm rain damage and balance the rf structure. Tday, they are precius cultural relics, 44 (shw) ancient Chinese craftsmen’s wisdm and the deep cultural meanings behind traditinal architecture.They remind us f the lng histry and
brilliant art f ur ancestrs, and it’s ur duty 45 (prtect) and pass them dwn.
第四部分：写作（共两节，满分 40 分）
第一节：应用文（满分 15 分）
46．在上周学校组织的教学创新周活动中，语文老师与英语老师合作执教了一堂诗歌鉴赏课。请你为校英语报撰写一篇报道，内容包括：
1.课堂情况；
2.你的感想。
写作词数：约 100 词；标题已给出，不得改写。
When Chinese Meets English
第二节 读后续写（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。
The car turned nt the familiar rad that led t Grandma’s farm. “Jude, this
summer hliday will be a great chance fr yu t stay with yur grandma.” Dad said as he drve. Every mment, we were mving farther away frm the city, the place
where I knew hw t d things right.
The car engine wasn’t ff befre Grandma hugged me. I slwly dragged myself ut f the car. “Jude, yu lk unhappy Why?” Grandma asked. She acted like
nthing bad had happened last time. Culd I ask hw much mney her neighbr Mr. Jacksn had lst because f my mistake? Was he still upset with me? “I’m fine,” I
answered. “I’m just missing my cmputer camp. Cmputers are smething I’m gd at.” “That sunds disappinting.” Grandma ndded.
I liked visiting the farm during breaks befre I messed things up last summer. Grandma lived alne, and Mr. Jacksn was like family t her. Then ne day I frgt t lck the gate and let the gats int his flwer beds He lst almst all his rses fr the farmers’ market.
Nw, back at the farm. I felt nervus. I was trying t hide in the rm when I saw Mr. Jacksn! He was pening the dr and calling Grandma. “I need help!” he yelled t her. “Just a secnd fr the freshly harvested rses!” That was when he saw me. I felt my heart tighten and was ready fr his criticism. I deserved it. He had
prbably been waiting fr this mment since last summer.
Hwever, Mr. Jacksn greeted me happily, “Great, Jude is here! Yur grandma always tells us yu are a wnderfully cmpetent (有能力的) cmputer prgrammer.” I shk my head. “I am nt cmpetent. I am srry I messed things up.” He was
surprised and cmfrted me, “It was an accident. Being cmpetent desn’t mean yu never make mistakes.”
I lked ut f the windw. There were piles f rses waiting t be sld. “Jude,
can yu help us? We want t sell rses nline. We have a cmputer and all the parts (零件) fr ur internet cnnectin, but we just can’t set it up,” Grandma asked. N Internet. They seemed t live in the twentieth century.
注意：
（1）续写词数应为 150 个左右：
（2）请按如下格式在相应位置作答。
Maybe I culd be smene wh was really cmpetent.
_____________________________________________________________________
_____________________________________________________________________
Within a few hurs, rders fr rses flded in.
_________________________________
1 ．B 2 ．D 3 ．C
本文是一篇应用文。文章主要介绍“课堂使用新闻”周刊的内容构成、使用方法及订阅方式，为特定用户提供教学辅助参考。
1 ．推理判断题。根据第一段中的“We’re happy t intrduce News fr Classrm Use: a weekly newsletter with a piece f news and activities based n it which yu can use as a warm-up, a filler r a wrap-up task. (我们很高兴介绍《课堂使用新闻》：这是一份周刊，包含一则新闻及基于该新闻的活动，你可将其用作热身、过渡或收尾任务。)”以及INTRO 部分中的“Yu might need t read it ut t students r it may als serve as a reference pint t yu, depending n the
activities that g with the particular piece f news. (根据这则特定新闻配套的活动安排，你或许需要向学生宣读它，或者它也可能成为你的参考依据。)” 以及 ACTIVITY 部分中的“Yu
might need t read it ut t students r it may als serve as a reference pint t yu, depending n the activities that g with the particular piece f news. (你或许需要把它读给学生听，或者它也可能成为你的参考依据 —— 具体如何使用，取决于与这则特定新闻搭配的活动是什么。)”可知，文中多次出现“你的学生” 、“教学”等与教师相关的表述，由此可推断，该文本的目标读者是教师。故选 B 项。
2．细节理解题。根据第二段中的“The stries cvered in the newsletter range frm breaking news t mre evergreen cntent which yu will be able t g back t accrding t yur students ’
needs.(该周刊涵盖的新闻故事从突发新闻到长期适用的内容不等，你可根据学生需求反复使用这些内容。)”可知，周刊包含可反复使用的内容，即提供可重复利用的阅读材料。故选 D项。
3 ．细节理解题。根据 ACTIVITY 部分中的“If yu teach lwer-level students, use the easier questins r just ask students t say what they think abut the news. (如果您教授水平较低的学生（初学者），可以使用较简单的问题，或者直接让学生说出他们对这则新闻的看法。)”可知，向初学者推荐的活动是让他们表达自己的观点。故选 C 项。
4 ．B 5 ．C 6 ．B 7 ．C
本文是一篇记叙文。文章讲述了作者对母语英语的情感变化过程，从最初对英语的热爱，到学习其他语言后对英语的热情减退，再到通过阅读刘易斯·卡罗尔的作品重新燃起对英语的热爱。
4．细节理解题。根据第一段中的“When I was a by, I realized that by applying certain linguistic
(语言的) rules, I culd cin wrds that culd be entirely understd.(当我还是个小男孩的时候，
我意识到通过应用某些语言规则，我可以创造出完全能被理解的单词。)”可知，作者在小的时候可以创造不存在的单词。故选 B 项。
5 ．细节理解题。根据第二段中的“As we begin t expand ur views in new and exciting ways
thrugh freign languages, ur native language begins t seem uninteresting, and even annying
by cmparisn.(当我们开始通过外语以新的和令人兴奋的方式扩展我们的视野时，相比之下，我们的母语开始显得无趣，甚至令人厌烦。)”可知，作者失去对英语的热爱是因为英语无法再给他带来新鲜的兴奋感。故选 C 项。
6 ．词句猜测题。根据第三段中的“One f my favrite bks as a child was Thrugh the
Lking-Glass by Lewis Carrll. Reading this bk ver again as an adult, I was just as allured by it as when I was a kid.(我小时候最喜欢的书之一是刘易斯·卡罗尔的《爱丽丝镜中奇遇记》。
成年后再读这本书，我依然像小时候一样 allured。)”可知，作者小时候对语言着迷，成年后也一样被吸引，所以划线词“allured”意为“ 吸引” ，与“Drawn”含义相近。故选 B 项。
7．细节理解题。根据最后一段“Sme wrds in this bk either aren’t real wrds, r weren’t real wrds at the time that the bk was written. But they feel like specific types f wrds that yu
assciate with a certain srt f feeling. The linguistic differences that went int every nn-cntent wrd were abslutely fascinating, and the mre I read and recited pems in this bk, the mre I
felt the familiar warm passin fr English. I decided t take sme fcus away frm freign
languages fr a while just t fcus n and prperly appreciate my first language. (这本书中的一些单词要么不是真实的单词，要么在写这本书的时候不是真实的单词。但它们让你联想到某种特定感觉的特定类型的单词。每一个非内容词中的语言差异都绝对令人着迷，我读和背诵这本书中的诗歌越多，我就越能感受到对英语的熟悉和热情。我决定暂时把注意力从外语上移开，专注于并好好欣赏我的母语。)”可知，是刘易斯·卡罗尔的创造力最终让作者重新欣赏英语。故选 C 项。
8 ．D 9 ．C 10 ．B 11 ．A
本文是一篇说明文。文章主要介绍了自测工具的流行原因、存在问题及专家对其监管和使用的建议。
8 ．细节理解题。根据第一段中“Often, these are marketed as a flexible way f taking cntrl f yur persnal health.(通常，这些被宣传为一种灵活的方式，让人们能够掌控自己的个人健康状况)”和第二段中“Many cnsumers are using them because they’re accessible, because it can
take weeks t get a dctr’s appintment, and they might be denied the test they want(许多消费
答案第 2 页，共 11 页
者正在使用这些（自我检测工具），因为它们容易获得，还因为要预约看医生可能得等上好几个星期，而且他们想要做的检查可能还会被拒绝)”可知，人们选择自我检测工具是因为它们在可获得性和灵活性方面有优势。故选 D。
9 ．主旨大意题。根据第三段中“Althugh sme self-tests might be useful, there are a range f prblems assciated with using them, such as lack f medical guidance.(尽管一些自我检测可能是有用的，但使用它们仍存在一系列问题，比如缺乏医疗指导)”和第四段中“Others might give accurate results but still wn’t be particularly helpful. Even sme f them aren’t backed by
science.(其他一些自我检测可能会得出准确的结果，但仍然不会特别有帮助。甚至其中一些自我检测还没有科学依据)” 可知，这两段主要讨论的是自我检测相关的问题。故选 C。
10．细节理解题。根据第五段中“Perhaps mst cncerning are the cancer self-tests being marketed and sld in the US. These claim t detect ver 50 types f cancer befre symptms have
ccurred.(或许最令人担忧的是在美国市场上销售的癌症自测产品。这些产品声称能够在症 状出现之前检测出 50 多种癌症)” 可知，Shih 最担心的是在美国销售的所谓癌症自我检测。故选 B。
11 ．推理判断题。根据最后一段中“Self-testing isn’t likely t g away, s experts are calling fr better regulatin and fr patients t have clearer infrmatin abut when testing is recmmended and when it is nt.(自我测试不太可能消失，因此专家呼吁加强监管，让患者更清楚地了解何时应该进行测试，何时不应该进行测试)”可推知，专家们建议对自我测试进行严格管理。故选 A。
12 ．A 13 ．C 14 ．C 15 ．D
本文是一篇说明文。主要介绍一项新研究发现，与他人共同完成日常活动能提升幸福感，社交互动是获得快乐的关键因素。
12．细节理解题。根据第二段中的“The study, published in Scial Psychlgical and Persnality Science, drew n data frm mre than 40,000 Americans wh cllectively reprted ver 100,000 daily activities.(这项发表在《社会心理与人格科学》上的研究，利用了 4 万多名美国人的数据，他们总共报告了超过 10 万项日常活动。)”可知，该研究主要通过分析大量的活动报告开展。故选 A 项。
13 ．细节理解题。根据第一段中的“A new study has fund that almst any activity, frm the
rdinary t the prfund, becmes mre enjyable when dne with thers.(一项新研究发现，几乎任何活动，无论是平凡的还是意义深远的，与他人一起做都会变得更愉快。)”可知，研究
发现社交互动能提升各类活动的愉悦感。故选 C 项。
14 ．推理判断题。根据第四段中的“Previus studies, hwever, suggest that scial cnnectin
reliably enhances wellbeing acrss persnality types.(然而，以往的研究表明，社交联系确实能提升各种性格类型人群的幸福感。)”可知，作者提及以往研究是为了给观点提供支持性证据。故选 C 项。
15．主旨大意题。通读全文，尤其是第一段中的“Happiness, it seems, is nt just a state f mind — it’s a shared enterprise. A new study has fund that almst any activity, frm the rdinary t
the prfund, becmes mre enjyable when dne with thers.(幸福似乎不仅仅是一种心态，更是一项共同的事业。一项新研究发现，几乎任何活动，无论是平凡的还是意义深远的，与他人一起做都会变得更愉快。)” 以及最后一段中的“Ultimately, the research cnvincingly
demnstrates that happiness arises nt merely frm what we d, but fundamentally frm wh we
d it with.(最终，该研究有力地证明，幸福不仅仅来自我们做什么，更根本地来自我们和谁一起做。)”可知，全文核心观点是与他人共享时光是获得幸福的社交关键，因此“Shared
Mments: The Scial Key t Happiness(共度时光：通往幸福的社交密码)”概括了文章的主题，最适合作为文章标题。故选 D 项。
16 ．F 17 ．C 18 ．G 19 ．B 20 ．E
本文是一篇议论文。文章主要探讨了当下学生将努力与成绩挂钩的现象，阐明成绩应基于知识掌握而非单纯付出的观点。
16．根据空前“But recently I heard a new cmplaint: “My grade desn’t reflect the effrt I put int this curse.” (但最近我听到了一个新的抱怨：“我的成绩没有体现出我在这门课上付出的努力。”)” 以及空后“In the past, students understd it and they knew “A” required great wrk. Yet tday, Generatin Z expect t be rewarded fr the quantity f their effrt rather than the quality f their knwledge. (过去，学生们都明白这一点，也知道 A 级成绩需要实打实的出色表现。然而如今，Z 世代期望自己付出的努力多少能得到回报，而非依据掌握知识的质量来评判)”可知，此空应点明成绩的评定标准，即高分奖励的是优秀成果而非努力过程，F 选项“High marks are fr excellence, nt perseverance. (高分是对优秀成果的奖励，而非对坚持不懈的努力的认可)”承接前文的学生抱怨，且引出后文的古今对比，符合语境。故选 F 项。
17 ．根据空后“It’s the result f a misunderstanding abut ne ppular educatinal theries. (这是对一种流行的教育理论产生误解所导致的结果)”可知，此空应表明 Z 世代的这种想法并非其自身的过错，C 选项“This isn’t Generatin Z’s fault. (这并不是 Z 世代的错)”引出后文对该现
象成因的分析，符合语境。故选 C 项。
18．根据空前“Psychlgists have lng fund that rewarding effrt helps frm a strng wrk ethic and reinfrces learning. (心理学家早就发现，奖励努力有助于培养强烈的职业道德，还能强化学习效果)”以及空后“We’ve gne frm praising effrt t treating it as an end in itself. We’ve
failed t remind them that wrking hard desn’t guarantee ding a gd jb. (我们已经从赞扬努力，变成了将努力本身当作最终目的。我们没能提醒他们，努力并不一定能保证把事情做好)”可知，此空应形成转折，指出如今人们对赞扬努力这件事做得过了头，G 选项“But we’ve taken the practice f celebrating diligence t far. (但我们把赞扬勤奋这件事做得太过火了)”承接前文的正确理念，且引出后文的过度做法，符合语境。故选 G 项。
19 ．根据空前“The ideal respnse t a disappinting grade is nt t cmplain that yur diligence wasn’t rewarded. (面对不理想的成绩，理想的反应不是抱怨自己的勤奋没有得到回报)”以及空后“Trying harder isn’t always the answer. Smetimes it’s wrking smarter, and ther times, it’s wrking n smething else altgether. (更努力地尝试并不总是解决问题的办法。有时候需要更聪明地学习，还有些时候则需要彻底转向其他方向)”可知，此空应说明面对不理想成绩的正确做法是寻求改进方法，B 选项“It is t ask hw t imprve. (而是应该思考如何改进)”与前文的错误做法形成对比，且引出后文的具体建议，符合语境。故选 B 项。
20．根据空前“The true measure f learning is nt the time and energy yu put in. (衡量学习的真正标准，不是你投入了多少时间和精力)”可知，此空应点明衡量学习的真正标准是学到的知识和技能，E 选项“It’s the knwledge and skills yu acquire. (而是你所掌握的知识和技能)”与前文形成“不是 而是 ”的逻辑关系，符合语境。故选 E 项。
21 ．A 22 ．D 23 ．B 24 ．C 25 ．A 26 ．B 27 ．C 28 ．D
29 ．B 30 ．A 31 ．C 32 ．D 33 ．B 34 ．A 35 ．C
本文是一篇记叙文。主要讲述学院篮球队在教练发现比赛比分误判后， 全队决定将冠军奖杯交给真正的冠军阿帕奇队，展现了他们对诚信的坚守。
21 ．考查动词词义辨析。句意：他们的教练布伦丹·金，周末从不联系他们，却催促他们回到体育馆。A. cntacted 联系；B. fllwed 跟随；C. praised 赞扬；D. welcmed 欢迎。根据后文“urged them back t the gym”可知，教练平时周末不联系他们，这次却催促他们回体育馆，形成对比。故选 A 项。
22 ．考查形容词词义辨析。句意：他们前一天晚上赢得了冠军，但现在他们却有些紧张。
heir
A. relieved 宽慰的；B. awkward 尴尬的；C. excited 兴奋的；D. nervus 紧张的。根据上文“T cach, Brendan King, wh never them n weekends, urged them back t the gym.”可知，教练周末催促他们回体育馆，以及后文宣布比分有误，所以队员们此时心里是紧张的。故选 D项。
23 ．考查动词词义辨析。句意：记录员把比分算错了。A. disregarded 忽视；B. miscunted误算；C. disallwed 不允许；D. misinterpreted 误解。根据前文“We actually lst t Apache 43 - 42”可知，实际比分与之前宣布的不同，是记录员算错了比分。故选 B 项。
24．考查动词短语辨析。句意：但这并不影响我对你们的骄傲之情，以及我们为走到这一步付出了多少努力。A. reflect n 反思；B. bring ut 使显现；C. take away 带走，影响；D. make fr 走向，有助于。根据前文“We actually lst t Apache”和后文“hw prud I am f yu and hw hard we wrked t get here.”可知，他们实际上输了比赛，但这不影响教练对队员的骄傲之情。故选 C 项。
25．考查副词词义辨析。句意：尽管如此，这对他们来说仍是一颗难以下咽的苦果。A. Still仍然，尽管如此；B. Mrever 此外；C. Instead 反而；D. Therefre 因此。根据后文“it was a bitter pill fr them t swallw.”可知，虽然教练表达了对队员的肯定，但队员们还是觉得难以接受比分误判的事实。故选 A 项。
26 ．考查动词词义辨析。句意：经过 20 分钟的讨论，整个球队决定把奖杯交给真正的冠军，阿帕奇队。A. managed 设法做成；B. decided 决定；C. pretended 假装；D. struggled 挣扎。
根据“Within 20 minutes’ debating”可知，经过讨论球队做出了决定。故选 B 项。
27．考查形容词词义辨析。句意：这场比赛对抗激烈。A. balanced 平衡的；B. casual 随意的； C. intense 激烈的；D. flexible 灵活的。根据后文“Scring was back and frth until the furth quarter”可知，比分一直交替上升，比赛很激烈。故选 C 项。
28 ．考查动词词义辨析。句意：学院队的队员们拒绝放弃，奋力反击，投进一个又一个球。 A. learned 学习；B. tended 倾向；C. hesitated 犹豫；D. refused 拒绝。根据后文“fught back hard”可知，队员们拒绝放弃。故选 D 项。
29 ．考查动词词义辨析。句意：队员们欢呼起来，但奇怪的是，金教练有一种不祥的预感。 A. sweated 出汗；B. erupted 爆发（欢呼等）；C. ndded 点头；D. escaped 逃跑。根据前文
“Ultimately, they hit a 3-pint buzzer-beater (压哨球) t tp Apache by a pint.”可知，球队最后投进压哨球获胜，队员们应该是欢呼起来。故选 B 项。
30 ．考查名词词义辨析。句意：那天晚上，他仔细重放了比赛录像，数着每一分。A. pint
分；B. sht 投篮；C. tuch 接触；D. pass 传球。根据前文““We actually lst t Apache 43 - 42,” King annunced. ”可知，比分有误，教练重看录像应是数每一分来确认比分。故选 A 项。
31．考查动词词义辨析。句意：第二天早上，在向队员们说明情况之前，他通知了篮球官员。 A. blamed 责备；B. questined 询问；C. alerted 使 认识到；D. lectured 演讲，训斥。根据后文“the basketball fficials”可知，教练发现比分问题后，先通知篮球官员。故选 C 项。
32．考查名词词义辨析。句意：第二天早上，在向队员们说明情况之前，他通知了篮球官员。 A. families 家人；B. assistants 助手； "C.fans" C. fans 粉丝；D. players 队员。根据前文“urged them back t the gym.”可知，教练召集队员回体育馆宣布比分有误，这里是在向队员说明情况前通知官员。故选 D 项。
33．考查动词词义辨析。句意：在球队的支持下，金教练开车去阿帕奇队送去奖杯。 "A.exchange" A. exchange交换；B. deliver 递送；C. reclaim 拿回；D. display 展示。根据前文“With his team’s supprt”可知，球队决定把奖杯交给阿帕奇队，这里是教练去送奖杯。故选 B 项。
34 ．考查名词词义辨析。句意：但对我们来说，诚信远比一个奖杯重要。A. integrity 诚信； B. effrt 努力；C. reputatin 名声；D. determinatin 决心。根据前文“With his team’s supprt, King drve t Apache t the trphy.”可知，球队主动归还奖杯，体现的是诚信。故选 A 项。
35．考查介词短语辨析。句意：阿帕奇队在球场上赢得了他们的冠军，而我们在这里赢得了我们的（诚信）。A. n camera 在镜头前；B. in sight 在视线内；C. n curt 在球场上；D. in time及时。根据前文“We actually lst t Apache 43 - 42”可知，阿帕奇队在球场上通过比赛赢得冠军。故选 C 项。
36 ．became 37 ．rfs 38 ．a 39 ．its 40 ．fr 41 ．strictly 42 ．Made
43 ．but 44 ．shwing 45 ．t prtect
本文是一篇说明文。文章主要讲述了中国古代建筑上的檐兽的起源、文化意义、种类、作用及保护意义。
36．考查动词时态。句意： 它们最早出现在汉代，并在后来的朝代中流行起来，主要固定在寺庙、宫殿和皇家建筑的屋檐边缘。根据“first appeared”可知，句子描述过去的事情，应用一般过去时，空格处是与 appeared 并列的谓语动词，使用becme“变得” 的过去式，故填
became。
37．考查名词复数。句意： 它们最早出现在汉代，并在后来的朝代中流行起来，主要固定在
寺庙、宫殿和皇家建筑的屋檐边缘。根据“temple, palace and imperial (皇家的) building”可知，此处表示多个建筑的屋檐，应用名词 rf“屋檐，屋顶” 的复数形式，故填 rfs。
38．考查冠词。句意：这些神秘的生物通常排成一列，领头的是麒麟，一种好运的象征。symbl是可数名词，此处表示泛指，应用不定冠词修饰，且 symbl 发音以辅音音素开头，应用 a，故填 a。
39．考查代词。句意：随后是龙、凤凰和狮子等各种野兽，每一种都有自己的特殊含义——龙代表权力和雨水，凤凰代表和平和伟大，狮子象征着抵御邪恶。此处修饰名词 meaning，应用形容词性物主代词 its“它的” ，故填 its。
40．考查介词。句意：随后是龙、凤凰和狮子等各种野兽，每一种都有自己的特殊含义——龙代表权力和雨水，凤凰代表和平和伟大，狮子象征着抵御邪恶。stand fr 是固定短语，意为“代表” ，故填 fr。
41．考查副词。句意：在古代，檐兽的数量受到严格控制，取决于建筑物的地位；野兽越多，地位越高，紫禁城的野兽最多。此处修饰动词 cntrlled ，应用副词 strictly“严格地” ，作状语，故填 strictly。
42．考查非谓语动词。句意：檐兽由琉璃瓦和石头等材料制成，不仅外观吸引人，而且实用。句子已有谓语动词 are ，空处作非谓语动词，make 与其逻辑主语 eaves beasts 之间是被动关系，用过去分词作状语，(be) made f 是固定短语，意为“ 由 制成” ，且空处位于句首，首字母需大写，故填 Made。
43 ．考查连词。句意：檐兽由琉璃瓦和石头等材料制成，不仅外观吸引人，而且实用。nt (als)...是固定短语，意为“不仅 而且 ”，故填 but。
44．考查非谓语动词。句意：今天，它们是珍贵的文物，展示了中国古代工匠的智慧和传统建筑背后的深厚文化内涵。句子已有谓语动词 are ，空处作非谓语动词，shw 与其逻辑主语They 之间是主动关系，应用现在分词作状语，故填 shwing。
45．考查非谓语动词。句意：它们让我们想起了祖先的悠久历史和辉煌艺术，保护和传承它们是我们的责任。it’s ne’s duty t d sth.是固定句型，意为“做某事是某人的责任” ，其中 it作形式主语，动词不定式作真正的主语，所以空处应用动词 prtect“保护” 的不定式形式，故填 t prtect。
46．
When Chinese Meets English Last week, ur schl’s Teaching Innvatin Week featured a
unique petry appreciatin class c-taught by Chinese and English teachers.
The innvative lessn fcused n cmparing classical Chinese pems by Li Bai with renwned English pems, utilizing multimedia tls t highlight the rhythmic beauty. Students actively
participated in discussins abut cultural differences and similarities. This crss-cultural educatinal experience nt nly deepened ur understanding f petic artistry but als
demnstrated the pwer f interdisciplinary learning.
Persnally, the class bradened my perspective n hw different cultures express universal
human emtins and successfully bridged cultural divides.
47．
Maybe I culd be smene wh was really cmpetent. “I can definitely help with that! Where are the parts?” Fllwing Grandma, I went int the rm, where a cmputer sat surrunded by sme scattered parts. Rlling up my sleeves, I carefully cnnected everything. It was a piece f
cake t me. “Dne!” I annunced cnfidently. After a few adjustments, the Internet was up and running. Nw it was time t sell the rses. I decided t start frm my scial media platfrm. I quickly upladed phts, added descriptins, and set prices. Befre lng, ntificatins started shwing up — peple were nticing. My abilities made a difference!
Within a few hurs, rders fr rses flded in. “This is amazing, Jude!” Grandma cheered
with jy as she began bustling abut, packing flwers. Mr. Jacksn chuckled warmly as he handed me anther bunch t label. The energy was electric — everyne was n their feet, mving quickly t keep up with the grwing rders. The farm felt alive, and s did I. T ur surprise, the rses
sld ut in just half a day. “Yu’ve brught the farm int the twenty-first century, Jude,” Grandma hugged me tightly. I realized that being cmpetent wasn’t abut aviding mistakes, it was abut
facing them head-n and making the mst f my strengths.