山西大学附属中学校2025~2026学年第二学期高二期中考试英语试题含答案

这是一份山西大学附属中学校2025~2026学年第二学期高二期中考试英语试题含答案，文件包含2026新高考预测卷海南专版答案_4pdf、2026新高考预测卷海南专版_4pdf等2份试卷配套教学资源，其中试卷共12页， 欢迎下载使用。
英语试题
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，并标在试卷的相应位置。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小题。每段对话仅读一遍。
1. When is the first train t Lndn tmrrw?
A. At 5:00. B. At 5:15. C. At 6:00.
2. Why is the wman late fr class?
A. Her bike brke dwn. B. There was heavy traffic. C. She missed the schl bus.
3. Where des this cnversatin prbably take place?
A. In a bkstre. B. On the street. C. At a schl ffice.
4. What will the speakers d this weekend?
A. G shpping tgether. B. Visit their grandparents. C. Help paint the living rm.
5. What are the speakers talking abut?
A. An illness. B. An athlete. C. A sprt.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A 、B、 C 三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，各小题将给出5 秒钟的作答 时间。每段对话或独白读两遍。
听下面一段对话，回答以下小题。
6. What is the prject abut?
A. Making art frm ld items.
B. Designing ec-friendly plastics.
C. Making use f recycling things.
7. Hw des the girl feel at the end f the cnversatin?
A. Interested. B. Surprised. C. Nervus.
听下面一段对话，回答以下小题。
8. What’s wrng with the by’s headphnes?
A. Only ne side wrks. B. The sund stps cnsistently. C. The sund stps smetimes. 9. What des the mther suggest ding with the headphnes first?
A. Buying new nes. B. Trying t repair them. C. Brrwing frm a friend.
10. What cnditin des the mther set?
A. He must use it prperly.
B. He must pay half the cst.
C. He must return it afterward.
听下面一段对话，回答以下小题。
11. Where can students wrk accrding t the ntice?
A. In the library. B. At the student stre. C. In the cafeteria.
12. What is the requirement fr applying?
A. Taking a training lessn.
B. Getting parents’ permissin.
C. Being available every day.
13. What is the prbable relatinship between the speakers?
A. Teacher and student. B. Manager and custmer. C. Classmates.
听下面一段对话，回答以下小题。
14. What is the wman’s pinin n her perfrmance?
A. Satisfying. B. Surprising. C. Disappinting.
15. Hw far did the wman run every day during primary schl?
A. 8 miles. B. 10 miles. C. 16 miles.
16. When did the wman begin t participate in lts f cmpetitins?
A. At primary schl. B. At middle schl. C. At cllege.
17. What des the wman think f running?
A. It’s quite enjyable. B. It’s rather encuraging. C. It’s really hard.
听下面一段独白，回答以下小题。
18. What is the man ding?
A. Making an annuncement.
B. Intrducing a cking prgram.
C. Sharing a persnal experience.
19. Why did Daniel decide t help with cking?
A. He wanted t surprise his mther.
B. His father asked him t learn life skills.
C. He realized his family’s financial pressure.
20. What change has Daniel nticed at hme?
A. His sister helps with hmewrk.
B. They eat ut less but cnnect mre.
C. His dad has returned t wrk full-time.
第二部分 阅读（共 2 节，满分 50 分）
第一节（共 15 小题；每小题 2.5 分，满分 37.5 分）
阅读下列短文，从每题所给的 A 、B 、C 、D 四个选项中选出最佳选项。
A
If yur teen r middle-schler is curius abut AI, they nw have many ptins fr
explring the field. In the list belw, yu’ll find a mix f summer AI prgrams in bth in-persn and nline frmats. These prgrams are dedicated t AI and generally tailred fr teens. If yur teens dn’t have access t an in-persn prgram in yur lcal area, nline learning is an excellent alternative.
In-Persn Camps
There are numerus cmpanies with a natinal reach that ffer AI summer camps arund
the cuntry. iD Tech, which kicked ff AI summer camps a few years ag, has nw expanded t
deliver a variety f prgrams acrss the tpics f rbtics, game develpment, cding, digital arts, and mre. Other cmpanies ffering AI camps include Lavner Educatin where teens prgram AI rbts and explre tls like ChatGPT, the Cder Schl which targets kids’ interests, frm vide game develpment t rbtics, and iCde Schl that ffers different STEM classes with the latest hardware such as gaming cmputers, 3D printers, rbtics, and even drnes (无人机).
But yu dn’t have t restrict yur search t this list alne. There may be rganizatins in yur cmmunity that ffer AI camps, where yu can search fr prgrams t find even mre.
Online-Only Prgrams
The Cding Schl ffers a 5-week natinal AI research prgram fr rising grades 9-12 and cllege freshmen. Thrughut the prgram, mentrs (导师) prvide persnal feedback t help
students cnduct research in AI and develp cllege-level prjects and presentatins.
MehtA+, an educatinal institutin, ffers tw summer camps in AI/ Machine Learning — an intensive 6-week machine learning research bt camp fr grades 8-12. In the camps, students will be able t wrk clsely with tp university prfessrs t cmplete an AI research prject in the sciences r the humanities.
Veritas AI, funded by Harvard graduate students, is an AI prgram fr high schl students. In the prgram, students learn the fundamentals fAI, interact with wrld-class AI practitiners, and build persnalized prjects that they can use fr cllege applicatins and beynd. N cding skills are required, and the prgram has levels fr advanced students.
1 ．Which f the fllwing prvides prgrams related t game develpment in In-Persn Camps?
A ．iD Tech and Lavner Educatin. B ．iCde Schl and the Cder Schl.
C ．iD Tech and the Cder Schl. D ．Lavner Educatin and iCde Schl.
2 ．What d we knw abut Online-Only AI prgrams?
A ．They require prgramming skills. B ．They are limited t 5 weeks at mst.
C ．They ffer interactins with AI experts. D ．They are targeted at high schl students.
3 ．Wh is the text mst likely written fr?
A ．Educatrs. B ．High schl students. C ．AI develpers.
D ．Parents.
B
We were sailing n a white bat thrugh the clear waters f Turks and Caics. The view was s beautiful that even my teenage daughter, Kavya, paused her usual rudeness t admire the scenery and breathe in the salty air.
Instead f relaxing by the pls, we had spent the previus day training fr ur big scuba (潜水) trip. We tk a curse with written tests and did tw exhausting pl practices. Nw, the
mment had arrived. Our instructr was abut t place the helmets (头盔) n ur heads. I tk a deep breath. This was it — my chance t cnnect with Kavya thrugh a new experience,
smething we culd finally share.
But suddenly, Kavya pulled my arm. Her face shwed the same wrried lk she had
during math hmewrk. I culd sense her emtins tightening under her diving suit. Just as the
instructr apprached, she whispered, “Dad, can I quit?” The waves sunded luder, the gear (设备) heavier. Surprisingly, I didn’t say what I nrmally wuld: “Quitting is nt an ptin!” I even stpped myself frm thinking, “But this was my plan.” Trying t give her a gentle hug in the
heavy gear nly resulted in me splashing water all ver her and making us bth laugh awkwardly.
When she was little, cnnecting with Kavya was effrtless. I knew everything abut her,
and she always jined my adventures with pure excitement. But as she grew lder, she discvered her wn interests, drifting away frm mine. What fllwed were sighs, eye-rlls, and half- hearted “I guess s” replies. I had hped this scuba curse wuld bring us clser again. I didn’t expect her quitting t hit me s hard r s suddenly.
Even withut the dive, we enjyed ur vacatin. We swam, cllected seashells, and played wrd games. In thse slw, quiet mments, I realized jy isn’t nly in big adventures. It wasn’t
the mment f clseness I had imagined — but it turned ut t be exactly the ne we needed.
4 ．Why did the authr train hard fr the diving trip?
A ．T impress the instructr. B ．T relax in natural beauty.
C ．T grw clser t his daughter. D ．T challenge himself physically.
5 ．Which f the fllwing best describes the authr accrding t paragraph 3?
A ．Strict and determined. B ．Insightful and inspiring.
C ．Resurceful and encuraging. D ．Thughtful and understanding.
6 ．Which culd be a suggestin frm the authr t parents f teenagers?
A ．Be adaptive. B ．Be curageus. C ．Be prtective. D ．Be adventurus.
7 ．What key message is expressed in the stry?
A．Nature helps t bridge generatin gaps. B．Bnding happens naturally in shared mments.
C ．Scheduled adventures ruin true happiness. D ．Cnnectins rely heavily n thughtful planning.
C
Imagine yu have a jigsaw puzzle with 10,000 pieces but n picture n a bx. In fact, yu dn’t even have the bx—it was destryed nearly 2,000 years ag. These puzzle pieces are parts f wall paintings in the ancient Rman city f Pmpeii. Hw wuld yu slve this puzzle?
Scientists in Italy have a plan: send in the rbt. Their prject—RePAIR (Recnstructing the Past: Artificial Intelligence and Rbtics meet Cultural Heritage)—cmbines rbtics, AI
(Artificial Intelligence) and archaelgy in an attempt t recnstruct architectural features f
Pmpeii, because they’re either t difficult r wuld require impssible amunts f human labr and time.
Over the next several mnths, the Italian researchers and their helpers will build, train, test and manage a rbt t piece tgether ruined wall paintings in tw buildings. If the prject
succeeds, the technlgy can be used t rebuild a variety f destryed cultural artifacts whse rebuilding has remained “ut f humans’ reach”.
RePAIR’s rbt must have a cmbinatin f brains, strength and a sensitive tuch. The
brains will cme frm a mix f high-tech cmputer visin t scan the puzzle pieces f wall
paintings, machine-learning algrithms t slve the puzzles and human expertise t guide the AI. “We think that using an AI-based system will nt be enugh.” says Pelill, whse grup is
develping the puzzle-slving AI tgether with anther team at a university.
The researchers are in the prcess f digitizing every piece f wall paintings in the tw test sites t create a digital database fr the RePAIR rbt. Once the whle system is fully peratinal,
“we’ll have the rbt ding the scanning prcess itself, and humans are free t handle mre difficult tasks. The idea is t wrk twards autmating as much as pssible this quite
time-cnsuming and als bring activity f digitizing cultural heritage.”
8 ．Why des the authr mentin the jigsaw puzzle in paragraph 1?
A ．T express his dubts. B ．T state his argument.
C ．T give an example. D ．T intrduce the tpic.
9 ．What did the Italian researchers d t recnstruct the wall paintings?
A ．Make a difficult jigsaw puzzle. B ．Wrk with leading archaelgists.
C ．Make use f advanced technlgy. D ．Devte much human labr and time.
10 ．What can be inferred frm the last tw paragraphs?
A ．A team develps the AI rbt independently.
B ．The digital database has been fully peratinal.
C ．Human interventin is irrelevant t the entire prcess.
D ．The rbt aims t cmbine AI and digital- based systems.
11 ．Which wrd can best describe the researchers’ attitude tward RePAIR?
A ．Indifferent. B ．Optimistic. C ．Dubtful. D ．Pessimistic.
D
Frm an early age, we tend t divide urselves and thers int ppsing grups—such as
“smart vs. dumb” in schl r “rich vs. pr” in adulthd. This thinking is ften used fr simpler identificatin, but it carries significant risks.
Once we assign peple r urselves t a grup, several psychlgical effects take hld.
First f all, the grup members assume an identity. A label is placed n them, which ver time
achieves a level f permanency. Fr example, if yu decide yurself as belnging t the “I’m
really nt creative” grup, yu tend t view yurself as primarily and permanently uncreative. The lnger this belief lasts, the harder it is t change.
Mrever, grups prvide us with a false sense f cmfrt. By jining the “I’m nt
creative” grup, we als cnveniently prtect urselves frm mving beynd the brders f that grup int new and ften unfamiliar areas. Like birds that hesitate t leave their cages even when the dr is pen, we eschew the desire t get ut f ur cmfrt zne—nt because we can’t, but because we wn’t. There are nt just many like-minded peple in the grup, but it ffers a safe
envirnment t wrk and play.
But the prblem desn’t end there. There is a tsunami f bks and articles that use
language such as the fllwing: “Creative peple are individuals like Lenard, Edisn, Picass, r Einstein wh have changed ur culture in sme imprtant respects” and “Creative peple are
the nes wh get ahead in their jbs, start new businesses, invent prducts... paint pictures, and
make things f beauty.” When reading these statements, we autmatically assign urselves t that “ther grup”, knwing that we can never measure up.
Hwever, as psychlgical research has cnvincingly demnstrated, creativity is nt
exclusive t a select few; it is a birthright shared by everyne. S, be mindful f what yu read.
Smetimes, thers may be putting yu in a bx withut yur knwing.
12 ．What des the text mainly discuss?
A ．Benefits f grup identity.
B ．Ways t develp creativity.
C ．Harm in scial categrizatin.
D ．Cmpetitins between age grups.
13 ．What happens when peple label themselves as uncreative?
A ．Their skills stp imprving. B ．Their mindset becmes fixed.
C ．They distrust pineering ideas. D ．They develp a stable persnality.
14 ．What des the underlined wrd “eschew” prbably mean in paragraph 3?
A ．Avid. B ．Analyze.
C ．Express. D ．Channel.
15 ．What might the authr suggest peple d?
A ．Measure their creative skills.
B ．Judge creative claims critically.
C ．Study famus creatrs’ lives.
D ．Attend creative training prgrams.
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。
Maintaining Rhythm and Happiness in Final Year
Fr students navigating the intensity f final-year studies, happiness is a luxury that yu cannt affrd during this critical perid. Hwever, happiness is nt the absence f stress, but a sense f cntrlled prgress and inner peace cultivated within the demanding envirnment.
16
Why then shuld yu priritize the cultivatin f happiness? In an age f prevalent stress, actively safeguarding this happiness is essential. Chrnic anxiety and burnut impair cgnitive functin, and even hurt yur academic perfrmance. Research cnfirms that greater happiness is assciated with better physical health, strnger resilience, and mre fulfilling relatinships.
17
T achieve this, begin with intentinally designing yur daily rhythm. This means
scheduling nt nly study sessins but als breaks. 18 These acts are nt time wasted; they are strategic resets that prevent mental fatigue and sustain cncentratin. Fr instance, a
ten-minute walk after a 90-minute study blck can significantly clear mental fg, thus imprving efficiency in the next sessin.
19 While academic gals are vital, defining yur self-wrth nly by test scres is a fragile fundatin. Instead, cnsciusly cnnecting yur daily effrt t larger persnal grwth
such as prblem-slving skills fsters a better sense f accmplishment. This shift frm a purely utcme-based t a prcess-riented perspective transfrms the jurney int a surce f
satisfactin.
In fact, maintaining yur wn rhythm in senir year is an act f wise self-management. It invlves prtecting yur mental space thrugh structured balance and reframing the purpse f yur effrt. 20 Then, yu are empwered t perfrm at yur best when it matters mst.
A ．Perspective is key, t.
B ．Self-wrth als matters.
C ．Yu’ll find all yur stress disappear withut a trace.
D ．It is a feeling f mving frward at a sustainable pace.
E ．They can be brief walks, mindful breathing, r a favrite hbby.
F ．Thus, investing in happiness can energize yu in all aspects f ur lives.
G ．By ding s, yu’ll harvest bth academic knwledge and sustainable happiness.
第三部分 语言运用（共 2 节，满分 30 分）
第一节 完形填空（共 15 小题；每小题 1 分，满分 15 分）
After a day’s pht-taking in Ethipia, I said gdbye t the lcal. Tired, I was back t camp when I heard a vice behind. “Pht, pht, pht!” A by, abut seven years ld, was fllwing me clsely. I had n energy t sht ne mre time, but he kept fllwing, his eyes wide with .
Finally, I . An idea fr a perfect cmpsitin flashed in my mind. I knelt in the crnfield and the by where t stand and hw t pse. But as I prepared t sht, his
energy suddenly shifted frm eagerness t and fear. Try as I might, I culdn’t get what I wanted. , I gave up. He’d just wanted his phtgraph taken, and nw he’d gne
camera shy.
T the by, I started clapping my hands, “Yu were great!” Others gathering
arund als began clapping ludly. The by’s face immediately _________ a smile. I instinctively (本能地) tk a few phts f that mment.
That phtgraph turned ut much better than the ne I had . Later, I realized I had been s my wn wants — getting a perfect picture fr . But all the by had wanted was t be __________ fr a mment, a real mment t be captured. Phtgraphy is nt just abut taking pictures but a way f t thers and the wrld. It reminds me f what truly in life: genuine human cnnectin.
21 ．A ．travelling B ．rushing C ．heading D ．fleeing
22 ．A ．surprise B ．hpe C ．pride D ．relief
23 ．A ．agreed B ．refused C ．hesitated D ．regretted
24 ．A ．frced B ．requested C ．helped D ．instructed
25 ．A ．patience B ．curisity C ．shyness D ．guilt
26 ．A ．Scared B ．Frustrated C ．Ashamed D ．Embarrassed
27 ．A ．calm dwn B ．cheer up C ．call n D ．cunt n
28 ．A ．brke int B ．brke ff C ．brke up D ．brke dwn
29 ．A ．rare B ．nrmal C ．casual D ．natural
30 ．A ．insisted B ．adpted C ．sptted D ．imagined
31 ．A ．expsed t B ．blessed with C ．trapped in D ．ppsed t
32 ．A ．him B ．thers C ．myself D ．them
33 ．A ．seen B ．displayed C ．acknwledged D ．encuntered
34 ．A ．appealing B ．cnnecting C ．attending D ．subscribing
35 ．A ．exists B ．bthers C ．differs D ．matters
第二节（共 10 小题；每小题 1.5 分，满分 15 分）
阅读下面短文，在空白处填括号内单词的正确形式。
On December 10, 2025, China Central Televisin (CCTV) 36 (fficial) released
the lg fr the 2026 Spring Festival Gala.
The gala’s theme 37 (set) as “Gallping Steed, Onward Unstppable,” prmising a vibrant cultural spectacle. The theme’s cre cncept f“Qi Ji” is 38 elegant ancient
term in Chinese culture referring t a legendary “thusand-mile steed” r a swift, fine hrse.
Crucially, the phrase “Qi Ji” als bears a phnetic similarity t the Chinese wrd fr “miracle.” This dual meaning prjects a pwerful determinatin 39 (create) new wnders and an unwavering cnfidence in achieving natinal gals. The theme is thus deeply rted 40 a hpeful visin fr the new era and jurney in line with the launch f the 15th Five-Year Plan
perid (2026-2030). The cncept’s artistic rts trace back t the ancient pem Li Sa frm the classical Chinese petry cllectin “Sngs f Chu” (ChuCi), 41 speaks f riding a
magnificent steed, symblizing the curage t take the lead and frge a path frward fr thers.
The lg draws 42 (inspire) frm the theme “Gallping Steed,” featuring fur hrses advancing side by side. These hrses are nt drawn in a realistic style, 43 are drawn with traditinal Chinese patterns such as clud mtifs, thunder symbls and gemetric brders. The “Gallping Steeds Pattern” can be extended infinitely, creating a dynamic visual effect f“thusands f hrses gallping.” This lg nt nly 44 (reflect) the festive atmsphere f the Spring Festival but als embdies the Chinese natin’s spirit f striving fr excellence and creating miracles, which is cnsidered ne f the mst ____45____ (impress) cultural designs in recent years.
第四部分 写作（满分 40 分）
第一节（满分 15 分）
46 ．假如你是 Li Hua，你的英国笔友 Lily 来信说，她因为长相不够出众而自卑，沉迷修图软件，不敢在社交平台分享自己的生活。请你给她写一封回信，内容包括：
1. 表达安慰；
2. 你对“美” 的看法及给她的建议。
注：词数 80 词左右，可适当增加细节，使行文连贯。
Dear Lily,
_______________________________________________________________________________
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。
When Mark, a sftware engineer frm Chicag, first arrived in Chengdu t lead a jint prject, he prided himself n his cultural adaptability. He had read the guidebks and even
learned basic Chinese greetings. Hwever, nthing prepared him fr a dramatic and cnfusing Chinese dinner bill fight.
On a Friday evening, Mark invited tw Chinese clleagues (同事), Li Wei and Directr Zhang, t a htpt dinner t celebrate the cmpletin f a prject. Since it was a casual uting, Mark had planned t g Dutch (split the bill), the standard and fair practice in Chicag.
The meal was fantastic and the atmsphere was warm, filled with laughter and tasts t
future success. As the meal wund dwn, Mark signaled the waiter ver and asked him fr the
bill, intending t split the cst equally and pay his wn share. Seeing this, Li Wei and Directr
Zhang exchanged surprised glances and practically leaped frm their chairs. What fllwed was a scene f chas that genuinely alarmed Mark. Bth f the clleagues were physically blcking him frm the waiter. And each f them was trying t pay fr the dinner.
“N, n, n! Mark! Yu are a guest in China. It’s my treat!” Li Wei insisted, his hand
grabbing Mark’s arm with surprising strength. And Directr Zhang, usually a quiet man, shuted
ludly, “Yu are in Chengdu, my hmetwn. I shuld pay!” He already stuffed the mney int the waiter’s hand.
Mark felt a rush f cnfusin and annyance. In America, financial independence is a virtue, and if smene pays fr yu, they seem t lk dwn upn yu.
“Stp!” Mark said, his vice a little luder than he intended. The table went quiet. “Each pay his wn way. OK?” Then he threw his share n the table heavily. His clleagues frze,
lking awkward. The ride hme was silent — Mark had finally fllwed his wn way, but he culdn’t shake the feeling that he had lst smething imprtant.
注意：1.续写词数应为 150 左右；
2.请按如下格式在答题卡的相应位置作答。
The next day, Mark asked Li Wei, “Why were yu and Directr Zhang s aggressive (强势) last night?”
_______________________________________________________________________________
_______________________________________________________________________________
Weeks later, t celebrate anther prject’s cmpletin, the three went ut fr dumplings.
1 ．C 2 ．C 3 ．D
本文是一篇应用文。文章主要讲述了为对人工智能感兴趣的青少年提供的线上和线下人工智能暑期项目相关信息。
1 ．细节理解题。根据 In-Persn Camps 部分中“iD Tech, which kicked ff AI summer camps a few years ag, has nw expanded t deliver a variety f prgrams acrss the tpics f rbtics,
game develpment, cding, digital arts, and mre. Other cmpanies ffering AI camps include
Lavner Educatin where teens prgram AI rbts and explre tls like ChatGPT, the Cder
Schl which targets kids ’ interests, frm vide game develpment t rbtics, and iCde Schl that ffers different STEM classes with the latest hardware such as gaming cmputers, 3D
printers, rbtics, and even drnes (无人机). (iD Tech 几年前就启动了人工智能夏令营，如今已扩展到提供涵盖机器人技术、游戏开发、编程、数字艺术等多个主题的各类项目。其他提供人工智能夏令营的公司包括：Lavner Educatin（青少年可在此编程人工智能机器人，探索ChatGPT 等工具）、the Cder Schl（围绕孩子们的兴趣设置课程，从视频游戏开发到机器人技术），以及 iCde Schl（提供多种 STEM 课程，配备游戏电脑、3D 打印机、机器人甚至无人机等最新硬件）。)”可知，iD Tech 和the Cder Schl 提供了与游戏开发相关的项目。故选 C。
2 ．细节理解题。根据 Online-Only Prgrams 部分中“MehtA+, an educatinal institutin, ffers tw summer camps in AI/ Machine Learning — an intensive 6-week machine learning research
bt camp fr grades 8-12. In the camps, students will be able t wrk clsely with tp university
prfessrs t cmplete an AI research prject in the sciences r the humanities. (MehtA+是一所
教育机构，提供两个人工智能/机器学习的夏令营——一个为期 6 周的 8-12 年级机器学习研究训练营。在夏令营中，学生们将能够与顶尖大学教授密切合作，完成一个科学或人文领域的人工智能研究项目。)” 以及“Veritas AI, funded by Harvard graduate students, is an AI
prgram fr high schl students. In the prgram, students learn the fundamentals fAI, interact
with wrld-class AI practitiners, and build persnalized prjects that they can use fr cllege
applicatins and beynd. (Veritas AI 是由哈佛大学研究生创立的面向高中生的人工智能项目。在这个项目中，学生们学习人工智能的基础知识，与世界级的人工智能从业者互动，并构建可用于大学申请及其他方面的个性化项目。)”可知，线上人工智能项目提供与人工智能专家的互动。故选 C。
3 ．推理判断题。根据第一段中“If yur teen r middle-schler is curius abut AI, they nw
have many ptins fr explring the field. In the list belw, yu’ll find a mix f summer AI
prgrams in bth in-persn and nline frmats. These prgrams are dedicated t AI and generally
tailred fr teens. If yur teens dn’t have access t an in-persn prgram in yur lcal area,
nline learning is an excellent alternative. (如果你的青少年或中学生对人工智能感到好奇，他 们现在有很多探索这个领域的机会。在下面的列表中， 你会发现线上和线下形式的暑期人工智能项目。这些项目都是关于人工智能的， 通常是专门为青少年设计的。如果你的青少年在当地没有机会参加线下项目，在线学习是一个很好的选择。)”可推知，文章是写给父母的。故选 D。
4 ．C 5 ．D 6 ．A 7 ．B
这是一篇记叙文。文章讲述了父亲原本计划通过潜水旅行拉近与青春期女儿的距离，当女儿表示想要放弃时，他选择理解与尊重，最终在日常相处的平凡时刻里，父女俩收获了自然而温暖的亲密关系。
4 ．细节理解题。根据第二段“Instead f relaxing by the pls, we had spent the previus day
training fr ur big scuba (潜水) trip. (我们没有在游泳池边放松，而是在前一天为我们的大型潜水之旅进行了训练。)”和“I tk a deep breath. This was it — my chance t cnnect with
Kavya thrugh a new experience, smething we culd finally share. (我深吸一口气。就是这一刻——我通过一次全新经历与卡维亚建立联结的机会，一件我们终于能共同拥有的事。)”可知，作者努力训练潜水是为了和女儿变得更亲近。故选 C。
5．推理判断题。根据第三段“Surprisingly, I didn’t say what I nrmally wuld: ‘Quitting is nt an ptin!’ I even stpped myself frm thinking, ‘But this was my plan. ’ (令人惊讶的是，我没有说出平常会说的话：‘不能放弃 ！’我甚至阻止自己去想‘但这是我的计划’。)”可知，面对女儿想放弃潜水，作者没有强迫、没有指责，而是体贴且理解女儿。故选 D。
6．推理判断题。通读全文，尤其根据最后一段“Even withut the dive, we enjyed ur vacatin. We swam, cllected seashells, and played wrd games. In thse slw, quiet mments, I realized
jy isn’t nly in big adventures. It wasn’t the mment f clseness I had imagined — but it turned ut t be exactly the ne we needed. (即使没有潜水，我们也很享受假期。我们游泳，收集贝壳，玩文字游戏。在那些缓慢而安静的时刻里，我意识到快乐不只存在于盛大的冒险中。这不是我想象中的亲密时刻——但结果却是我们真正需要的。)”可知，作者原本计划用潜水拉近与女儿的距离，当计划无法实现时，他接受现实，并在日常小事中享受与女儿的相处，最终收获了想要的亲密感。由此可推知，作者给青少年父母的建议是学会随机应变、灵活适应。
故选 A。
7 ．主旨大意题。根据最后一段“In thse slw, quiet mments, I realized jy isn’t nly in big
adventures. It wasn’t the mment f clseness I had imagined — but it turned ut t be exactly the ne we needed. (在那些缓慢而安静的时刻里，我意识到快乐不只存在于盛大的冒险中。这不是我想象中的亲密时刻——但结果却是我们真正需要的。)”可知，故事想要传递的关键信息是：陪伴与亲密会在共享的平凡时光里自然发生。故选 B。
8 ．D 9 ．C 10 ．D 11 ．B
本文主要讲的是意大利的科学家们计划运用机器人来重建庞贝古城的建筑特征。
8 ．推理判断题。根据第一段的“Imagine yu have a jigsaw puzzle with 10,000 pieces but n
picture n a bx. In fact, yu dn’t even have the bx—it was destryed nearly 2,000 years ag.
These puzzle pieces are parts f wall paintings in the ancient Rman city f Pmpeii.(假设你有一副包含 10,000 块碎片的拼图，但既没有拼图盒上的图案，甚至连拼图盒都没有——它早在近 2000 年前就已损毁。这些拼图碎片是古罗马城市庞贝的壁画残片。)”及第二段的“Scientists in Italy have a plan: send in the rbt.(意大利的科学家们有了一个计划：派出机器人来完成这项任务。)”可推断，在第一段中提到了拼图游戏是为了表达修复壁画的难度，引出下文的解决办法，即本文的话题。
9 ．细节理解题。根据第二段的“Their prject—RePAIR (Recnstructing the Past: Artificial
Intelligence and Rbtics meet Cultural Heritage)—cmbines rbtics, AI (Artificial Intelligence) and archaelgy in an attempt t recnstruct architectural features f Pmpeii, because they’re
either t difficult r wuld require impssible amunts f human labr and time.(他们的项目
——RePAIR（重建过去：人工智能与机器人技术邂逅文化遗产）——将机器人技术、人工智能（AI）和考古学相结合，试图重建庞贝的建筑特色，因为这些工作要么难度太大，要么需要耗费大量人力和时间，几乎是不可能完成的任务。)”可知，为了重建这些壁画，意大利研究人员利用了现代科技。
10 ．推理判断题。根据倒数第二段的“RePAIR’s rbt must have a cmbinatin f brains,
strength and a sensitive tuch. The brains will cme frm a mix f high-tech cmputer visin t
scan the puzzle pieces f wall paintings, machine-learning algrithms t slve the puzzles and
human expertise t guide the AI.(RePAIR 项目的机器人必须兼具智慧、力量和灵敏的触感。
智慧将来自高科技计算机视觉技术（用于扫描壁画拼图碎片）、机器学习算法（用于解决拼图难题）以及人类专业知识（用于指导人工智能）。)”以及最后一段的“The researchers are in the
prcess f digitizing every piece f wall paintings in the tw test sites t create a digital database
fr the RePAIR rbt.(研究人员正在对两个试验场地的每一块壁画碎片进行数字化处理，以便为 RePAIR 机器人创建一个数字数据库。)”可推断，修复机器人的目的是将人工智能和数字系统结合起来。
11 ．推理判断题。根据最后一段的“Once the whle system is fully peratinal, “we’ll have the rbt ding the scanning prcess itself, and humans are free t handle mre difficult tasks. The
idea is t wrk twards autmating as much as pssible this quite time-cnsuming and als bring activity f digitizing cultural heritage.”(一旦整个系统全面投入运行，“我们将让机器人自行完成扫描过程，而人类则可以自由处理更困难的任务。我们的想法是，尽可能将这项耗时且枯燥的文化遗产数字化工作实现自动化。”)”可知，作者认为一旦整个系统运行成功，将会让耗时乏味的遗产修复活动自动化，因此推断作者对于 RePAIR 持支持的态度。
12 ．C 13 ．B 14 ．A 15 ．B
这是一篇议论文，探讨了将人划分为对立群体的思维模式及其带来的心理危害，指出这种分类会固化自我认知、阻碍突破舒适区，并纠正“创造力仅属于少数人” 的错误观念。
12 ．主旨大意题。根据第一段“Frm an early age, we tend t divide urselves and thers int
ppsing grups—such as “smart vs. dumb” in schl r “rich vs. pr” in adulthd. This
thinking is ften used fr simpler identificatin, but it carries significant risks(从小，我们往往将自己和他人划分为对立的群体——比如在学校里是“聪明人与笨人”之分，成年后则是“ 富人与穷人”之别。这种思维方式常被用来简化识别，但它却带来了重大风险)”、第二段“Once we assign peple r urselves t a grup, several psychlgical effects take hld. First f all, the
grup members assume an identity. A label is placed n them, which ver time achieves a level f permanency(一旦我们将他人或自己归入某个群体，几种心理效应就会随之产生。首先，群体成员会获得一种身份认同。一个标签被贴在他们身上，随着时间的推移，这个标签逐渐具有了某种永久性)” 、第三段“Mrever, grups prvide us with a false sense f cmfrt. By
jining the “I’m nt creative” grup, we als cnveniently prtect urselves frm mving beynd the brders f that grup int new and ften unfamiliar areas(此外，群体会给我们带来一种虚假的舒适感。通过加入“我没有创造力”这样的群体，我们还顺势方便地保护了自己，避免跨越该群体的边界，进入那些全新且往往陌生的领域)” 、倒数第二段““Creative peple are
individuals like Lenard, Edisn, Picass, r Einstein wh have changed ur culture in sme imprtant respects” and “Creative peple are the nes wh get ahead in their jbs, start new
businesses, invent prducts... paint pictures, and make things f beauty.” When reading these
statements, we autmatically assign urselves t that “ther grup”, knwing that we can never
体，
measure up(“有创造力的人是像莱昂纳多（达芬奇）、爱迪生、毕加索或爱因斯坦这样的个他们在一些重要方面改变了我们的文化” 以及“有创造力的人是那些在工作中出人头地、开创新企业、发明产品 绘制画作、创造美好事物的人” 。当读到这些陈述时，我们会自动将自己归入那个“另类群体” ，因为我们知道自己永远无法达到那样的标准)”以及最后一段“S, be mindful f what yu read. Smetimes, thers may be putting yu in a bx withut yur
knwing(所以，要留意你阅读的内容。有时候，别人可能会在你不知情的情况下把你框定在某个范围内)”可知，文章开篇指出人们习惯将自己和他人划入对立群体，随后从“身份固
化” 、“舒适区依赖” 以及“创造力误解”三个层面分析这种分类的危害，最后强调创造力是人人共有的权利。全文围绕“社会分类的负面影响”展开，故选 C。
13 ．细节理解题。根据第二段“A label is placed n them, which ver time achieves a level f
permanency. Fr example, if yu decide yurself as belnging t the “I’m really nt creative”
grup, yu tend t view yurself as primarily and permanently uncreative. The lnger this belief
lasts, the harder it is t change(一个标签被贴在他们身上，随着时间的推移，这个标签逐渐具有了某种永久性。例如，如果你将自己归为“我确实没有创造力”这一类，你就会倾向于认为自己主要是且永久地缺乏创造力。这种观念存在的时间越长，就越难改变)”可知，当人们给自己贴上“缺乏创造力” 的标签时，这种自我认知会逐渐固化，形成难以改变的思维模式。故选 B。
14 ．词义猜测题。根据第三段“Like birds that hesitate t leave their cages even when the dr is pen, we … the desire t get ut f ur cmfrt zne—nt because we can’t, but because we
wn’t. There are nt just many like-minded peple in the grup, but it ffers a safe envirnment t wrk and play(就像那些即使笼门敞开也犹豫着不愿离开笼子的鸟儿一样，我们 走出舒适区的愿望——并非因为我们不能，而是因为我们不愿意。这个群体中不仅有众多志同道合的人，它还提供了一个安全的环境供我们工作和娱乐)”可知，就像鸟儿即使笼门敞开也犹豫着不愿离开一样，并非因为我们不能走出舒适圈，而是因为我们不愿意，可推理出划线词的含义为“避免” ，故选 A。
15 ．细节理解题。根据最后一段“S, be mindful f what yu read. Smetimes, thers may be
putting yu in a bx withut yur knwing(所以，要留意你阅读的内容。有时候，别人可能会在你不知情的情况下把你框定在某个范围内)”可知，作者建议人们对书籍和文章中关于“创
造力仅属于少数人” 的说法保持警惕，批判性看待这类观点，避免被无意识分类，故选 B。
16 ．D 17 ．F 18 ．E 19 ．A 20 ．G
这是一篇说明文。本文围绕高三学生如何在高压学习中保持节奏、培养幸福感展开，给出具体建议，助力兼顾学业与身心状态。
16．由上文“Hwever, happiness is nt the absence f stress, but a sense f cntrlled prgress and inner peace cultivated within the demanding envirnment.(然而，幸福不是没有压力，而是在高压环境中培养出的一种可控的进步感和内心平静。)”可知，此处需对幸福进行进一步定义，承接上文对幸福本质的阐述。D 项“It is a feeling f mving frward at a sustainable pace.(它是一种以可持续节奏前进的感觉。)”符合语境，该句是对上文“a sense f cntrlled prgress” 的具体阐释，进一步明确幸福的内涵，逻辑连贯。故选 D 项。
17 ．由上文“Chrnic anxiety and burnut impair cgnitive functin, and even hurt yur academic perfrmance. Research cnfirms that greater happiness is assciated with better physical health,
strnger resilience, and mre fulfilling relatinships.(长期焦虑和倦怠会损害认知功能，甚至影响学业表现。研究证实，更高的幸福感与更好的身体健康、更强的适应能力以及更充实的人际关系相关。)”可知，此处需总结幸福带来的积极影响，承接上文的研究结论。F 项“Thus, investing in happiness can energize yu in all aspects f ur lives.(因此，投入精力追求幸福能让你在生活的各个方面都充满活力。)”符合语境，该句是对前文幸福益处的归纳总结，“energize yu in all aspects”对应上文的“better physical health, strnger resilience, and mre fulfilling
relatinships” ，逻辑严密。故选 F 项。
18．由上文“This means scheduling nt nly study sessins but als breaks.(这意味着不仅要安排学习时间，还要安排休息时间。)”及下文“These acts are nt time wasted; they are strategic resets that prevent mental fatigue and sustain cncentratin.(这些行为不是浪费时间；它们是战略性的重置，能防止精神疲劳并保持专注力。)”可知，此处需具体列举休息的方式，衔接上下文的建议。E 项“They can be brief walks, mindful breathing, r a favrite hbby.(它们可以是短途散步、专注呼吸或一项喜爱的爱好。)”符合语境，该句中“They”指代上文的 “breaks” ，具体说明休息的具体形式，与下文“These acts”形成呼应。故选 E 项。
19 ．由下文“While academic gals are vital, defining yur self-wrth nly by test scres is a
fragile fundatin. Instead, cnsciusly cnnecting yur daily effrt t larger persnal grwth
such as prblem-slving skills fsters a better sense f accmplishment.(虽然学业目标至关重要，但仅以考试成绩定义自我价值是脆弱的基础。相反，有意识地将日常努力与解决问题能力等
更大的个人成长联系起来，能培养更好的成就感。)”可知，此处需点明视角的重要性，引出本段关于看待努力与自我价值角度的论述。A 项“Perspective is key, t.(视角同样关键。)”符合语境，该句作为本段主题句，总领全段，“Perspective”对应下文从“utcme-based”到
“prcess-riented” 的视角转变，结构清晰。故选 A 项。
20．由上文“In fact, maintaining yur wn rhythm in senir year is an act f wise self-management. It invlves prtecting yur mental space thrugh structured balance and reframing the purpse f
yur effrt.(事实上，在高三保持自己的节奏是一种明智的自我管理行为。这包括通过有序的平衡来保护你的精神空间，并重新定义你努力的意义。)”及下文“Then, yu are empwered t perfrm at yur best when it matters mst.(然后，你就能在关键时刻发挥出最佳水平。)”可知，此处需总结这样做的最终收获，呼应全文主题。G 项“By ding s, yu’ll harvest bth academic knwledge and sustainable happiness.(这样做，你将收获学术知识和可持续的幸福感。)”符合 语境，该句是对全文建议的总结升华，“harvest bth academic knwledge and sustainable
happiness”对应上文的“wise self-management”和“maintaining yur wn rhythm” ，并引出下文的积极结果。故选 G 项。
21 ．C 22 ．B 23 ．A 24 ．D 25 ．C 26 ．B 27 ．B 28 ．A
29 ．D 30 ．D 31 ．C 32 ．C 33 ．A 34 ．B 35 ．D
本文是一篇记叙文。主要讲述作者在埃塞俄比亚拍照时与男孩的相遇，从中领悟到摄影的真谛是联结人与世界，生活的核心是真诚的人际联结。
21．考查动词词义辨析。句意：我疲惫地返回营地时，听到身后传来一个声音。A. travelling旅行；B. rushing 匆忙跑；C. heading 前往；D. fleeing 逃离。根据前文“After a day’s pht-taking in Ethipia, I said gdbye t the lcal.”可知，作者结束拍摄后准备返回营地，head back t 为固定搭配表“返回” 。故选 C 项。
22．考查名词词义辨析。句意：我已经没有力气再拍一张了，但他一直跟在我身后，眼睛里满是期待。A. surprise 惊讶；B. hpe 希望、期待；C. pride 骄傲；D. relief 宽慰。根据前文“Pht, pht, pht!”可知，男孩非常希望作者能为自己拍照，眼中满是期待。故选 B 项。
23 ．考查动词词义辨析。句意：最后，我答应了。A. agreed 同意、答应；B. refused 拒绝； C. hesitated 犹豫；D. regretted 后悔。根据后文“I knelt in the crnfield and the by
where t stand and hw t pse.”可知，作者跪在玉米地里指导男孩摆姿势，说明作者最终答应了男孩的拍照请求。故选 A 项。
24 ．考查动词词义辨析。句意：我跪在玉米地里，指导男孩该站在哪里、该摆什么姿势。
nd
A. frced 强迫；B. requested 要求；C. helped 帮助；D. instructed 指导。根据后文“where t sta and hw t pse”可知，作者在为拍照做准备，告诉男孩站位和姿势，是对男孩进行指导。故选 D 项。
25．考查名词词义辨析。句意：但就在我准备按下快门时，他的情绪突然从急切变成了羞怯和恐惧。A. patience 耐心；B. curisity 好奇；C. shyness 羞怯；D. guilt 愧疚。根据后文“He’d just wanted his phtgraph taken, and nw he’d gne camera shy.”可知，男孩出现了镜头羞怯的反应，因此情绪变成了羞怯和恐惧。故选 C 项。
26．考查形容词词义辨析。句意：我百般尝试，却还是拍不出想要的效果，沮丧之下，我放弃了。A. Scared 害怕的；B. Frustrated 沮丧的；C. Ashamed 羞愧的；D. Embarrassed 尴尬的。根据前文“Try as I might, I culdn’t get what I wanted.”可知，作者多次尝试仍未拍出满意的照片，内心感到沮丧。故选 B 项。
27．考查动词短语辨析。句意：为了让男孩高兴起来，我开始拍手：“你表现得很棒！”A. calm dwn 冷静下来；B. cheer up 使高兴、振作起来；C. call n 号召；D. cunt n 依靠。根据前文“he’d gne camera shy”和男孩面露羞怯恐惧的状态可知，作者的行为是为了让低落的男孩重新振作、高兴起来。故选 B 项。
28．考查动词短语辨析。句意：男孩的脸上立刻绽开了笑容。A. brke int 突然露出；B. brke ff 中断；C. brke up 分手、解散；D. brke dwn 出故障、崩溃。根据前文“I started clapping my hands”和“Others gathering arund als began clapping ludly”可知，在作者和旁人的拍手夸赞下，男孩的脸上突然露出笑容。故选 A 项。
29．考查形容词词义辨析。句意：我本能地拍下了这个自然的瞬间。A. rare 稀有的；B. nrmal正常的；C. casual 随意的；D. natural 自然的。根据前文“The by’s face immediately a smile.”可知，这个笑容并非刻意摆拍，是自然流露的瞬间。故选 D 项。
30．考查动词词义辨析。句意：这张照片拍出来的效果，比我想象中的那张完美照片要好得多。A. insisted 坚持；B. adpted 采用；C. sptted 发现；D. imagined 想象。根据前文“An idea fr a perfect cmpsitin flashed in my mind”可知，作者此前心中构思了一张完美的照片，这张照片是作者想象中的。故选 D 项。
31．考查形容词短语辨析。句意：后来我才意识到，我一直深陷于自己的执念中——为自己拍一张完美的照片。A. expsed t 暴露于；B. blessed with 有幸拥有；C. trapped in 深陷于、被困在；D. ppsed t 反对。根据前文作者一心构思完美构图、指导男孩摆姿势，却忽略男
孩真实状态的行为可知，作者此前一直深陷在自己的拍摄执念里。故选 C 项。
32．考查代词词义辨析。句意：后来我才意识到，我一直深陷于自己的执念中——为自己拍一张完美的照片。A. him 他；B. thers 其他人；C. myself 我自己；D. them 他们。根据前文“An idea fr a perfect cmpsitin flashed in my mind”可知，作者想要拍的完美照片，是为自己而拍的。故选 C 项。
33．考查动词词义辨析。句意：但这个男孩想要的，只是被看见的那一刻，一个值得被定格的真实瞬间。A. seen 看见；B. displayed 展示；C. acknwledged 认可；D. encuntered 遇见。根据前文““Pht, pht, pht!” A by, abut seven years ld, was fllwing me clsely.” 可知，男孩主动要求作者为自己拍照，结合后文“a real mment t be captured”可知，男孩只是希望自己能被镜头看见，留下真实的瞬间。故选 A 项。
34 ．考查动词词义辨析。句意：摄影不仅仅是拍照，更是一种与他人、与世界联结的方式。 A. appealing 吸引；B. cnnecting 联结；C. attending 参加；D. subscribing 订阅。根据后文“It reminds me f what truly in life: genuine human cnnectin.”可知，作者领悟到摄影的意义在于建立真诚的人际联结，是联结人与世界的方式。故选 B 项。
35．考查动词词义辨析。句意：它让我明白，生活中真正重要的东西是什么：那就是真诚的人际联结。A. exists 存在；B. bthers 困扰；C. differs 不同；D. matters 重要。根据前文作者
从这次拍照经历中领悟到摄影的真谛，以及后文“genuine human cnnectin”可知，作者意识到真诚的人际联结是生活中真正重要的东西。故选 D 项。
36 ．fficially 37 ．is set 38 ．an 39 ．t create 40 ．in 41 ．which
42 ．inspiratin 43 ．but 44 ．reflects 45 ．impressive
本文主要介绍了 2025 年 12 月 10 日央视发布的 2026 年春节联欢晚会的相关信息。
36 ．考查副词。句意：2025 年 12 月 10 日，中国中央电视台（CCTV）正式发布了 2026 年春节联欢晚会的标志。此处修饰动词 released，应用副词 fficially，意为“正式地”。
37．考查动词时态和语态。句意： 晚会的主题被设定为“骐骥驰骋，势不可挡” ，承诺呈现一场充满活力的文化盛宴。根据语境，此处描述客观事实，应用一般现在时。主语 The gala’s theme 与 set 之间是被动关系，所以用一般现在时的被动语态，其结构为“am/is/are +过去分词”，主语是单数，所以用 is set。
38．考查冠词。句意： 主题的核心概念“骐骥”是中国文化中一个优雅的古老词汇，指传说中的“千里马”或一匹敏捷的好马。此处表示泛指“一个优雅的古老词汇”，elegant 是以元音音素
开头的单词，所以用不定冠词 an。
39．考查非谓语动词。句意：这种双重含义表达了创造新奇迹的强大决心以及对实现国家目标的坚定信心。此处应用动词不定式作后置定语，修饰名词 determinatin，a determinatin t d sth.表示“做某事的决心”。
40．考查介词。句意：因此，该主题深深植根于对新时代和与“十五五”规划时期（2026 - 2030年）启动相一致的新征程的充满希望的愿景中。be rted in 为固定短语，意为“植根于”，所以填 in。
41．考查定语从句。句意：这一概念的艺术根源可以追溯到中国古典诗歌集《楚辞》中的古诗《离骚》，其中提到骑着一匹雄伟的骏马，象征着引领他人并为他人开辟道路的勇气。此处为非限制性定语从句，先行词是 the ancient pem Li Sa，指物，在从句中作主语，所以用关系代词 which 引导。
42．考查名词。句意：该标志的灵感来自“骐骥驰骋”这一主题，以四匹并排前进的马为特色。根据空前的 draws（动词，获得）可知，此处应用名词 inspiratin ，意为“灵感” ，作 draws 的宾语，inspiratin 是不可数名词。
43．考查连词。句意：这些马不是以写实风格绘制的，而是用云纹、雷纹和几何边框等中国传统图案绘制的。为固定搭配，意为“不是 而是 ”，所以填 but。
44．考查动词时态。句意：这个标志不仅反映了春节的喜庆气氛，还体现了中华民族追求卓越、创造奇迹的精神，被认为是近年来最令人印象深刻的文化设计之一。根据语境，此处描述客观事实，应用一般现在时，主语 This lg 是单数，所以用 reflects。
45．考查形容词。句意：这个标志不仅反映了春节的喜庆气氛，还体现了中华民族追求卓越、创造奇迹的精神，被认为是近年来最令人印象深刻的文化设计之一。此处修饰名词 cultural designs，应用形容词 impressive，意为“令人印象深刻的”，ne f the mst impressive...表示“最令人印象深刻的 之一”。
46 ．例文Dear Lily,
I’m srry t hear that yu feel insecure abut yur appearance. Please dn’t be t hard n yurself — everyne has mments f self-dubt, and yu are nt alne.
In my pinin, true beauty lies within. A kind heart, a psitive attitude and real cnfidence are far mre attractive than any filtered pht. My advice is t reduce the use f editing apps and
fcus n yur hbbies r studies. When yu feel gd abut wh yu are inside, yu will naturally
want t share yur real life.
Believe me, yur true friends care abut yu, nt yur lks. I hpe yu can accept yurself and live mre freely.
Yurs ,
Li Hua
47 ． The next day, Mark asked Li Wei, “Why were yu and Directr Zhang s aggressive last night?” Li Wei smiled and explained gently that treating guests was a deep-rted Chinese
traditin, a way t shw respect, hspitality and sincerity t friends. “We didn’t mean t be
aggressive. It’s ur way f valuing the friendship with yu,” he added sftly. Mark suddenly
realized it was a cultural misunderstanding, nt disrespect r lking dwn n him. He felt guilty and aplgized fr his rudeness the night befre. Li Wei patted his shulder warmly, saying it was n big deal and they all understd his habit.
Weeks later, t celebrate anther prject’s cmpletin, the three went ut fr dumplings. This time, Mark planned ahead. After the delicius meal, he playfully blcked Li Wei and Directr
Zhang befre they culd stand up, saying with a smile, “As yur friend and clleague, let me treat yu tday — it’s my turn t shw my sincerity!” The tw laughed warmly and n lnger insisted. They chatted happily ver tea, with n awkwardness left. Mark deeply realized that respecting
lcal custms was the key t building true crss-cultural bnds. The dinner ended with cheerful laughter, a beautiful blend f Eastern and Western cultures.