山西省2025_2026年高三下5月模拟英语试卷（文字版含答案）

这是一份山西省2025_2026年高三下5月模拟英语试卷（文字版含答案），共8页。试卷主要包含了 What will Mrs， Hw will Mrs， N guilt等内容，欢迎下载使用。
1. 答卷前，考生务必将自己的姓名、班级、考场号、座位号、考生号填写在答题卡上。
2. 回答选择题时，选出每小题答案后，用铅笔把答题卡上对应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。
选择题部分
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段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1. When is the appintment tmrrw?
A. At 9:00 a.m.
B. At 11:00 a.m.
C. At 9:00 p.m.
2. Hw des Lisa sund?
A. Prud.B. Excited.C. Mdest.
3. What is the man prbably?
A. A headmaster.B. A student.C. A temprary teacher.
4. Why did the wman use the app?
A. T kill time.B. T d research.C. T watch mvies.
5. Where des the cnversatin prbably take place?
A. In a clthing stre.
B. In a bank.
C. In a cmpany.
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 des the by want t d?
A. Jin the basketball team.
B. Play n the sccer team.
C. Watch a basketball game.
7. What is the prbable relatinship between the speakers?
A. Sister and brther.B. Mther and sn.C. Teacher and student.
听第7段录音，回答第8至10题。
8. Why des Tm call Mrs. White?
A. T ask fr sme details.
B. T make an appintment.
C. T infrm her f a meeting.
9. What will Mrs. White d n Mnday mrning?
A. Have a business talk.
B. Visit the factry.
C. Hst a meeting.
10. Hw will Mrs. White g t the factry?
A. By subway.B. By car.C. By taxi.
听第8段录音，回答第11至13题。
11. What des the wman plan t d next mnth?
A. Take the written test.
B. Take the rad test.
C. Renew her driving license.
12. Why did the man fail his first rad test?
A. He parked imprperly.
B. He was t nervus.
C. He frgt the turn signal.
13. What des the man ffer t d fr the wman?
A. Accmpany her t practice.
B. Ask her father t cach her.
C. Drive her t the test center.
听第9段录音，回答第14至16题。
14. What imprved the wman's painting skills?
A. Trying new things.B. Learning frm artists.C. Practicing cnsistently.
15. What des the man think f the wman's apprach t painting?
A. Bring.B. Wise.C. Cnventinal.
16. Hw lng has the wman been painting seriusly?
A. Fr abut fur mnths.
B. Fr arund three years.
C. Fr ver fur years.
听第10段录音，回答第17至20题。
17. Hw d yung peple practice "slw living"?
A. By reducing screen time.
B. By setting hurs fr exercise.
C. By traveling t the cuntryside.
18. What has made slw living practices widely accessible?
A. Prfessinal training curses.
B. Cmpany plicies n wrk hurs.
C. Affrdable tls and simple phne features.
19. Why d peple share their ffline achievement lists?
A. T shw ff their artistic skills.
B. T recall quiet times and mtivate thers.
C. T find buyers fr their handmade crafts.
20. What is the speaker mainly talking abut?
A. A lifestyle trend.B. A smartphne app.C. A hme design.
第二部分 阅读（共两节，满分50分）
第一节 （共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Many talented musicians either had hearing prblems frm birth r gt them because they were arund lud nises fr a lng time. Here are sme well - knwn artists wh have talked penly abut their hearing issues.
Neil Yung
Neil Yung suffered frm serius hearing damage during the mixing f his 1991 live album Weld, which led him t take a break frm recrding. This lss reshaped his musical style, driving him t create mre atmspheric wrks like Harvest Mn t avid lud sunds. Thugh he still deals with tinnitus(耳鸣)and imperfect hearing, his sensitivity t lud nises has gradually decreased ver time.
Matt Maxey
Matt Maxey, brn with hearing lss, funded DEAFinitely Dpe and wrked as an ASL (American Sign Language) interpreter fr celebrities like Chance the Rapper. He adapts nn - traditinal ASL fr stage perfrmances and ntes the grwing public awareness f sign language.
Mby
Mby, a pineer in electrnic music, emphasizes the dangers f lud music. Reflecting n his early days in bands, he admits t ignring hearing prtectin, leading t cnstant ringing in his ears after lud perfrmances. Since then, Mby has priritized hearing prtectin, recgnizing the serius cnsequences f hearing lss.
Pete Twnshend
Pete Twnshend, the lead guitarist f The Wh, has suffered frm severe hearing damage acrss his nearly five - decade career. In 2012, he had t leave the stage due t lud vlume. This was a reminder f his nging challenge, which was intensified by the fact that The Wh's 1976 Lndn cncert nce held the Guinness recrd fr the ludest shw.
21. What caused Neil Yung t take a break frm recrding?
A. His dislike f lud music.B. His severe hearing lss.
C. His lack f musical inspiratin.D. His busy schedule at that time.
22. What did Matt Maxey d fr Chance the Rapper?
A. He adapted his sngs.B. He served as an interpreter.
C. He funded a band with him.D. He taught him sign language.
23. Wh had t stp a live perfrmance because f the lud sund?
A. Neil Yung.B. Matt Maxey.C. Mby.D. Pete Twnshend.
B
Vlunteers, wearing glves, mve alng the lakeside, with their garbage bags full f rubbish. Sme bend dwn t pick up wet plastic, while thers use nets n ples t fish ut wrappers, bttles, etc. frm the dirty water. It's an unusual sight: yung peple turning a plluted water bdy back int its natural state. This lake in Kta, Rajasthan, has always attracted visitrs. But a lack f care has left it full f waste. Nw, the sund f cllected rubbish hitting the bags signals the beginning f its rebirth.
This energy cmes frm Kta Cmmunity, an initiative that has develped int ne f the city's mst visible grassrts mvements fr cleanliness. What started as a small circle f cncerned residents has expanded int a netwrk f students and wrking prfessinals wh meet regularly, ften n Sunday, t clean streets, ancient stepwells and water bdies. Their guiding mtt (标语), "Pehal Ek Kadam" (the first step), reflects the belief that every transfrmatin begins with ne actin in the right directin.
The inspiratin fr the mvement came frm a persnal mment. Recalling hw it all began, c - funder f Kta Cmmunity Gulshan Manwani said, "On ne fine evening in 2023, when my wife and I were walking arund Kta Barrage, a dam lcated n the Chambal River, we saw lts f garbage lying arund." The scene refused t leave him. Manwani and his wife, Mayuri, decided they wuld clean the spt themselves and put up a simple pht fr a cleanliness drive n their private Instagram page, which wuld later becme Kta Cmmunity.
They were excited when they gt respnses frm fur t five peple expressing interest in the cleanliness drive. Since then, they have held multiple such drives acrss the city.
Nwadays, Kta Cmmunity wrks tgether with the authrities t make sure the cllected waste is taken away and dispsed (处理) f prperly, ensuring their labr leads
t lasting results. Over the past three years, Kta Cmmunity has rganized 75 drives acrss 30 temples and 45 public spaces, steadily reclaiming crners f the city that had been ignred and left dirty.
24. What d we knw abut Kta Cmmunity frm the text?
A. It was funded by a grup f students.
B. It fcuses n cleaning streets and wells.
C. It hlds cleaning drives every weekday.
D. It has grwn int a ppular grassrts grup.
25. What inspired Gulshan Manwani t start the cleanliness drive?
A. A mtt abut transfrmatin.
B. A scene f garbage near the dam.
C. A visit t an ancient stepwell.
D. An urgent call frm lcal authrities.
26. What is the authr's attitude tward the effrts f Kta Cmmunity?
A. Appreciative.B. Dubtful.C. Neutral.D. Unsatisfied.
27. Why des the authr mentin the figures in the last paragraph?
A. T attract mre vlunteers.B. T prmte scenic spts.
C. T stress authrities' rles.D. T shw effective effrts.
C
Regent hneyeaters (王吸蜜鸟), nce cmmn in sutheastern Australia, are nw critically endangered, with nly a few hundred left in the wild. As their numbers declined, their unique sft sng, used by males t defend territry and attract mates, als disappeared. Yung males started singing sngs f ther species r simpler versins f the riginal. Thse brn in zs under a captive breeding (圈养繁殖的) prgram didn't learn the traditinal sng at all.
T restre the sng, scientists emplyed skilled hneyeaters as singing instructrs. They fund that regent hneyeaters familiar with the standard sng culd teach it t yung, captive - brn birds befre they were released int the wild. Sme f these birds even passed the sng n t the next generatin.
Daniel Appleby, a cnservatin bilgist, emphasized the imprtance f a stable sng fr the birds' reprductin. The study highlights the need t cnsider animal culture in cnservatin effrts, as scially learned behavirs like birdsng are crucial fr species survival.
The hneyeater ppulatin drpped sharply in the 20th century due t habitat lss. With fewer birds arund, yung nes had little chance t learn the traditinal sng. A similar issue arse in captive breeding prgrams, where yung birds had limited expsure t adult males during the critical sng - learning perid. As a result, z - brn birds sang "strange, simple sngs" and struggled t attract wild mates.
Appleby and his team tried varius strategies at Tarnga Z and Tarnga Western Plains Z. Playing recrdings f the wild sng thrugh speakers failed, but real - life tutrs (导师)—tw wild - brn males—succeeded. Yung birds living alngside these tutrs began t sing the traditinal sng. Maintaining reduced student - t - teacher prprtins, with n mre than five students per tutr, was key t success. Many tutred birds prduced sngs indistinguishable frm the wild versin, and sme even became tutrs themselves.
The tutring prgram cntinues, with researchers mnitring the birds' survival and the spread f the traditinal sng in the wild. This study shws that captive breeding prgrams can take cncrete steps t preserve the culture f threatened species, as scially learned behavirs play a vital rle in animals' survival and reprductin.
28. Hw did scientists succeed in bringing back the hneyeaters' sng?
A. By using skilled singing caches.
B. By training yung birds intensively.
C. By playing recrdings f the wild sngs.
D. By intrducing new species t the habitat.
29. What can be inferred abut the yung regent hneyeaters brn in zs?
A. They had n prblem reprducing.B. They sang sft and cmplex sngs.
C. They met difficulty securing wild mates.D. They cmpsed indistinguishable sngs.
30. What cntributes t the success f the tutring prgram?
A. Keeping small class sizes.
B. Having a large number f tutrs.
C. Prviding a rich diet fr the birds.
D. Using advanced recrding equipment.
31. What is the best title fr the text?
A. Captive Breeding Prgrams fr HneyeatersB. Saving Regent Hneyeaters' Traditinal Sng
C. The Imprtance f Birdsng in CnservatinD. Reprducing Regent Hneyeaters in Australia
D
Since ChatGPT emerged ver three years ag, its use has rapidly spread frm wrkplaces t schls natinwide, causing a heated debate amng educatrs. While sme advcate fr its integratin, thers call fr a cmplete ban due t cncerns like cheating. As a result, educatrs are nw divided n the issue.
Amanda Bickerstaff, CEO f AI Fr Educatin, supprts teaching AI literacy. She believes that instead f banning AI cmpletely, educatrs shuld teach students what AI is, its limitatins, and hw t use it respnsibly. As a frmer high schl bilgy teacher, she nw helps K-12 and higher educatin teachers adpt AI in their classrms, preparing students fr bth immediate and future technlgical changes.
Hwever, philsphy prfessr James Taylr frm The Cllege f New Jersey disagrees. After seeing many identical, AI - generated essays filled with false infrmatin, he banned AI in his classes. He argues that relying n AI prevents students frm develping critical thinking skills, as they utsurce their thinking t machines. In his philsphy classes, students must cmplete handwritten assignments withut any devices, encuraging them t discuss views, analyze arguments, and reach cnclusins independently.
Bickerstaff warns that banning AI may backfire, making it mre appealing t students. Instead, she teaches students and teachers hw t write effective AI prmpts (指令) t enhance learning and check AI utputs.
Despite their differing views n bans, bth Bickerstaff and Taylr agree n the need fr a thughtful, balanced apprach t AI. Bickerstaff pints ut that we are at a turning pint, with generative AI becming cmmn in tls, scial media, and devices. "If yu have a new iPhne, yu already have generative AI mdels in yur hands," she says, highlighting the urgency f preparing students fr this AI - driven future.
32. What des Amanda Bickerstaff suggest educatrs d abut AI in classrms?
A. Limit its applicatin t specific subjects.
B. Replace traditinal tls with AI - based nes.
C. Teach students its functins and ethical use.
D. Prhibit its use entirely in schl assignments.
33. Why did James Taylr ban AI in his philsphy classes?
A. AI - generated essays were unclear.
B. Students lacked access t devices.
C. It harmed independent thinking skills.
D. He wanted the students t avid cheating.
34. What des the underlined wrd "backfire" in paragraph 4 prbably mean?
A. Cause minr issues.B. Imprve learning efficiency.
C. Gain unexpected supprt.D. Prduce the ppsite effect.
35. What des Bickerstaff imply abut generative AI accrding t the last paragraph?
A. It is unavidable.B. It shuld be rejected.
C. It affects creativity.D. It risks academic integrity.
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。
Have yu ever tried t make a big life change and felt like yu were fighting a battle f willpwer? Maybe yu prmised t cut ut sugar, caffeine(咖啡因), r takeut, nly t feel discuraged. 36 The prblem with this all - r - nthing apprach is that it ften feels like punishment — a rigid set f rules abut what yu can't have. That's why I lve the flexible crwding ut methd. Instead f fcusing n restrictin r cmpletely changing yur habits vernight, this methd takes a gentle, intentinal apprach. 37 Instead, yu start adding in healthier, mre cnsistent chices — and ver time, they naturally take up mre space, making the less supprtive habits disappear n their wn.
38 I used t start my mrnings with cffee simply ut f habit. It wasn't smething I thught much abut — it was just part f my rutine. But when I gt curius abut hw I actually wanted t feel in the mrning (grunded, clear - headed, and calm), I realized my daily caffeine rush wasn't always in line with that intentin.
Rather than frcing myself t "quit cffee" cmpletely, I tk a different apprach. As I ran ut f my usual beans, I tried new drinks like a mushrm latte r a decaf Lndn fg. It felt like an upgrade instead f a lss. I still had my mrning rutine, but nw it was smething that truly supprted my energy levels. N deprivatin(剥夺). N guilt. 39
Here's why the crwding ut methd is great. 40 Whether it's adding mre whle fds t yur plate, mving yur bdy in ways that feel jyful, r making space fr mindfulness, the fcus is always n what yu gain, nt what yu lse.
A. Yu ended up right back where yu started.
B. It was just a small, easy change that helped my bdy.
C. Rather than restricting yurself, it's abut adding mre gd things.
D. Yu dn't have t eliminate habits r fds that n lnger serve yu.
E. This shift in mindset cmpletely changed my relatinship with caffeine.
F. Over time, the things that n lnger serve yu naturally take a back seat.
G. Instead f calling habits gd r bad, ask if they help r hurt yur well - being.
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四个选项中选出最佳选项。
I rent a sunny, ne - bedrm apartment in Prspect Heights. I've lived there happily fr six years. I lve the apartment and the neighbrhd. Plus, the empty unit next dr meant cmplete 41.
Several mnths ag, I was wrking frm hme when I heard hammering(捶打)n the wall behind my bedrm headbard. Later I fund ut smene was installing(安装)a TV hlder. Then fr weeks, my new 42 played lud R&B music late at night
while I was trying t sleep. Our musical tastes 43 , while ur schedules did nt. I fund myself stepping int my bedrm each evening, listening t 44 whether I wuld be able t sleep r wuld have t use my pillws (枕头) t 45 the nise.
I 46 with myself nightly, wndering whether I shuld say smething, but stpped fr fear f being painted as the 47 yunger persn next dr. Then ne night at abut 11, wrk stress and lack f 48 pushed me t jump ut f bed, 49 t my neighbr's dr, and angrily shut at him. T my 50 , he barely let me finish befre aplgizing 51 . We ended n a relatively warm nte.
The next afternn, I pened my dr nly t 52 a bunch f flwers and a handwritten 53 in neat writing with small hearts. In that small exchange f anger and kindness, I realized that building a cmmunity smetimes begins with the 54 t speak up and the grace t 55 .
41.A. silenceB. funC. hpeD. lneliness
42.A. friendB. neighbrC. rmmateD. cwrker
43.A. differedB. matteredC. matchedD. imprved
44.A. prveB. explainC. debateD. determine
45.A. blck utB. turn dwnC. shut dwnD. take in
46.A. dealtB. metC. agreedD. argued
47.A. pliteB. quietC. meanD. lazy
48.A. energyB. cnfidenceC. mneyD. sleep
49.A. driveB. wanderC. marchD. jg
50.A. angerB. surpriseC. regretD. hrrr
51.A. casuallyB. happilyC. prudlyD. sincerely
52.A. buyB. findC. sendD. fetch
53.A. psterB. reprtC. nteD. bk
54.A. curageB. rightC. dutyD. chance
55.A. frgetB. frgiveC. ignreD. cmplain
非选择题部分
注意：将答案写在答题卡上，写在本试卷上无效。
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。
Fr Sun Lixin, a 68 - year - ld Beijing native wh has spent mre than half a century in the kitchen, few armas (香味) are unfamiliar. Each spring, there is a particular ne he waits fr: the sharp, unmistakable smell f fresh Chinese tn (香椿) shts, 56 (rise) vividly with the seasn.
His memry f that smell 57 (date) back t life in ld Beijing curtyard hmes. As late spring arrived, tn trees in the yard wuld push ut purplish - red buds (嫩芽). Families wuld use a lng ple 58 (grab) the shts frm high and utstretched 59 (branch).
This precise sense f timing reflects 60 deeply rted dietary principle in China: eating with the seasns. The mment is 61 (clse) linked t Grain Rain (gu yu), the final slar term f spring, when increasing temperatures and rainfall bring rapid plant grwth. Spring is the shrt perid when Chinese tn—ften 62 (call) the "vegetable frm a tree"—is delicate and 63 (taste).
Chinese tn is famus fr its strng and distinctive arma. Sme prize it as a seasnal treat, while thers find its verpwering, but fr many Chinese diners, spring feels incmplete 64 it. Its seasn lasts barely a cuple f weeks, after 65 the leaves quickly becme wdy and bitter.
第四部分 写作（共两节，满分40分）
第一节 （满分15分）
假定你是李华，为了帮助同学们缓解学习压力，增进友谊，上周末你们班在学校小花园里举办了一场“Campus Picnic”。请你给英国好友Lily写一封邮件，分享这次特别的经历，内容包括：
1. 聚会中的趣事；
2. 你的感受与收获。
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 Lily, Hw is everything ging? Yurs, Li Hua
第二节 （满分25分）
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。
"There's anther deep infectin... I'm afraid we're ging t have t amputate(截肢)yur sn's leg," the dctr explained t Jackie Burns as she fught back tears f desperatin.
In June 2018, her 10 - year - ld sn Gavin was in a hrrific car accident. He had been airlifted by medical helicpter t a lcal children's hspital where he underwent several surgeries trying t save his left leg and ft. But nthing had wrked. Gavin ultimately had t have his leg amputated frm the knee dwn. After 17 days in the hspital, the by was finally able t g hme.
The fllwing year, Gavin did nt g t a regular schl. Instead, he was taught at hme. This was very difficult because he had t handle many things at nce. He needed t g t physical therapy(治疗)regularly, visit the dctr, and learn hw t use his prsthetic leg(假肢). Later, he had t have anther surgery. Life was very hard fr him.
When he was finally able t g back t schl, he still needed help. Besides using his prsthetic leg, he als had t use a wheelchair t get arund. He was very wrried abut fitting in with his classmates again. Other kids culd run and jump, but he was nt the same. He was afraid peple might lk at him differently r think he was strange.
"Yu're still the same Gavin inside even thugh yu may lk different frm ther kids," Jackie said, hugging him tightly. "Yu can still d anything yu put yur mind t. I believe in yu!"
As the years rlled by, Gavin held n t his mther's wrds, and by high schl, he had becme strnger, mre cnfident and mre skilled at using his prsthetic leg.
One day, the 17 - year - ld came int the kitchen with a smile. "Mm, I want t play ftball." Jackie frze and her heart skipped a beat. "Are yu sure?" Gavin raised his head with cnfidence and answered ludly and clearly, "I am. After all, yu said I culd d anything!"
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。
With his parents' supprt, Gavin signed up fr the ftball team and was accepted. Finally, the day fr the ftball game came.
高三英语 参考答案
第一部分 听力
1—5 BCCBA 6—10 ABBAA
11—15 BCACB 16—20 CACBA
第二部分 阅读
第一节
A
【语篇导读】本文是一篇应用文。文章介绍了四位因先天或长期处于噪音环境下而产生听力问题的知名音乐人及其相关经历。
21. B 细节理解题。根据 Neil Yung 部分的内容 “Neil Yung suffered frm serius hearing damage during the mixing f his 1991 live album Weld, which led him t take a break frm recrding.”可知，尼尔·杨在混音1991年现场专辑《Weld》时遭受了严重的听力损伤，这导致他暂停录制工作。故选B。
22. B 细节理解题。根据 Matt Maxey 部分的内容 “Matt Maxey, brn with hearing lss, funded DEAFinitely Dpe and wrked as an ASL（American Sign Language）interpreter fr celebrities like Chance the Rapper.” 可知，马特·麦西为像钱斯勒这样的名人担任翻译。故选B。
23. D 细节理解题。根据 Pete Twnshend 部分的内容 “In 2012, he had t leave the stage due t lud vlume.” 可知，皮特·汤森在2012年因音量过大而不得不离开舞台。故选D。
B
【语篇导读】本文是一篇记叙文。文章主要介绍了科塔组织发起清洁运动，组织志愿者定期清理湖泊与公共场所，推动城市环境复兴的故事。
24. D 细节理解题。根据文章第二段第一句 “This energy cmes frm Kta Cmmunity, an initiative that has develped int ne f the city's mst visible grassrts mvements fr cleanliness.” 可知，Kta Cmmunity 已经成为一个受欢迎的民间草根团体。故选D。
25. B 细节理解题。文章第三段明确指出，Gulshan Manwani和妻子在Kta Barrage散步时看到大量垃圾，这一幕令他难忘，从而促使他们开始清理行动。故选B。
26. A 观点态度题。作者在描述志愿者的行动和运动的发展时，使用了积极、肯定的事实性语言（如 “unusual sight”，“energy cmes frm”），没有表现出怀疑或批评，因此态度是赞赏的。故选A。
27. D 推理判断题。文章最后一段通过具体数据展示Kta Cmmunity的广泛覆盖和持续行动，目的是突出其运动的规模和卓有成效的努力。故选D。
C
【语篇导读】本文是一篇说明文。文章主要讲述了科学家通过为极度濒危的王吸蜜鸟安排“声乐导师”来恢复其传统求偶鸣唱，以挽救因圈养和数量稀少而失传的“鸟文化”，从而提高其在野外的繁殖成功率。
28. A 细节理解题。根据文章第二段 “T restre the sng, scientists emplyed skilled hneyeaters as singing instructrs.” 可知，为了成功恢复这种歌声，科学家们用技艺娴熟的王吸蜜鸟作为歌唱老师。故选A。
29. C 细节理解题。根据文章第四段 “As a result, z - brn birds sang ‘strange, simple sngs’ and struggled t attract wild mates.” 可知，在动物园出生的幼鸟很难通过歌唱觅得野外的配偶。故选C。
30. A 推理判断题。根据文章第五段 “Maintaining reduced student - t - teacher prprtins, with n mre than five students per tutr, was key t success.” 可以推测出：小班教学，每个导师教不超过五个学生，是成功的关键。故选A。
31. B 文章标题题。文章围绕王吸蜜鸟的传统鸣叫展开，先说明其鸣叫因其数量减少而消失及带来的问题，再详细介绍科学家通过“鸣叫导
师”计划恢复其传统鸣叫的过程和成果，核心是“拯救王吸蜜鸟的传统鸣叫”。故选B。
D
【语篇导读】本文是一篇议论文。文章主要聚焦于人工智能在教育中的应用，指出当前教育界存在分歧：一方主张通过教授AI素养引导学生负责任地使用技术，另一方则因学术诚信和思维培养的担忧而支持禁用，但双方均认为需采取审慎而平衡的应对策略。
32. C 细节理解题。根据文章第二段 “She believes that instead f banning AI cmpletely, educatrs shuld teach students what AI is, its limitatins, and hw t use it respnsibly.” 可知，Bickerstaff主张教育者应教授学生AI的定义、局限性及负责任的使用方法，而非全面禁止。故选C。
33. C 推理判断题。根据文章第三段 “He argues that relying n AI prevents students frm develping critical thinking skills, as they utsurce their thinking t machines.” 可知，Taylr禁止AI的原因是他认为依赖AI会使学生将思考外包给机器，从而阻碍批判性思维的发展。因此可推断出他在自己的哲学课堂上禁用AI的原因是认为AI会损害学生独立思考的能力。故选C。
34. D 词义猜测题。根据文章第四段，Bickerstaff警告禁止AI可能会适得其反(backfire)，使其对学生更有吸引力。选项D “产生相反效果” 与上下文逻辑吻合。故选D。
35. A 推理判断题。根据文章最后一段，Bickerstaff指出生成式AI已普遍存在于工具、社媒和设备中(如iPhne)，并强调让学生为这个由AI驱动的未来做好准备已刻不容缓。由此可推断出，生成式AI是不可避免的。故选A。
第二节
【语篇导读】本文是一篇说明文。文章介绍了“挤出法”这一生活调整策略，其核心在于通过主动增加健康、愉悦的新习惯来自然排挤掉旧的不良习惯，而非依靠意志力强制戒断，从而在无剥夺感和负罪感中实现积极改变。
36. A 前文提到尝试大幅改变生活习惯却感到沮丧，A选项 “你最终又回到了原点” 承接上文，说明这种极端改变的方法的无效性。故选A。
37. D 设空处前的句子提到“这种方法不会一味限制自己，也不会强求一夜之间彻底改掉习惯，而是采用温和且有意识的方式。”设空处顺承上一句，继续解释说明。D项“你不必彻底戒掉那些不再对你有益的习惯或者不再适合你的食物”有效承接上下文，符合语境。故选D。
38. E 此空是段落主旨句。根据后面的句子 “我以前早上喝咖啡，纯粹只是出于习惯。我从未多想这件事，它不过是我日常作息的一部分。但当我开始认真思考，自己清晨真正想要的状态是什么(踏实安稳、头脑清醒、心绪平静)，我才意识到，每天靠咖啡因强行提神，往往和我想要的状态背道而驰。” 可知，作者在介绍过去和现在对待咖啡的心态变化。E项 “这种心态的转变，彻底改变了我与咖啡因之间的关系” 可以概况这段的主旨。故选E。
39. B 前文讲述作者用新饮品替代过去常喝的咖啡，B选项 “这只是一个简单的小调整，却对我的身体有益” 总结了这种改变的轻松与正向作用。故选B。
40. C 下文具体列举了增加健康食物、快乐运动等正向行动，C选项 “它不是要限制你，而是要添加更多有益的事物”，与下文内容呼应，点明 “挤出法” 的核心逻辑。故选C。
第三部分 语言运用
第一节
【语篇导读】本文是一篇记叙文。文章讲述了作者因新邻居的噪音困扰而鼓起勇气沟通，最终双方和解并感悟到良好邻里关系需要坦诚交流与宽容的故事。
41. A 前文说“隔壁是空的(empty unit next dr)”，所以意味着完全的“安静(silence)”。其他选项：fun(乐趣)、hpe(希望)、lneliness(孤独)都不符合语境。故选A。
42. B 文章讲的是住在隔壁的人的故事，所以是“新邻居(neighbr)”。friend(朋友)、rmmate
（室友）、cwrker(同事)文中均未提及。故选 B。
43. C 后一句说“while ur schedules did nt”（而我们的作息不一致），说明是转折关系，“我们的音乐品味很合拍（matched）”。differed（不同）、mattered(重要)、imprved(改善)都不符合语境。故选 C。
44. D 作者每天晚上倾听，是为了“确定（determine）”自己能不能睡着。prve(证明)、explain(解释)、debate(辩论)在这里都不如 determine 贴切。故选 D。
45. A “blck ut the nise”是固定搭配，意思是“阻挡/隔绝噪音”。turn dwn（拒绝）、shut dwn(关闭)、take in(吸收)都不符合用枕头来捂耳朵的语境。故选 A。
46. D 根据“wndering whether I shuld say smething”（纠结该不该说些什么）可知，作者在内心“争辩/斗争（argued）”。met（遇见）、agreed(同意)、dealt(处理)不符合内心纠结的语境。故选 D。
47. C 作者怕被看成“刻薄的/坏脾气的（mean）”年轻人。plite(礼貌的)、quiet(安静的)、lazy（懒惰的）都不是作者担心被贴的标签。故选 C。
48. D 前文一直说邻居晚上吵得作者睡不着，所以这里是因为“缺乏睡眠（lack f sleep）”才爆发。energy(精力)、cnfidence(自信心)、mney（钱）不是直接原因。故选 D。
49. C “march”形象地表现出作者生气地“大步走向”邻居家。drive(开车)、wander(漫步)、jg（慢跑）都不能准确体现愤怒的情绪。故选 C。
50. B 作者本以为会吵架，结果邻居马上道歉，所以是“令我很惊讶（T my surprise）”。anger（愤怒）、regret(后悔)、hrrr(恐惧)不符合这里的情感转折。故选 B。
51. D 邻居“真诚地（sincerely）”道歉，和后文送花、写纸条相呼应。casually(随意地)、happily（开心地）、prudly(骄傲地)都不符合当时的氛围。故选 D。
52. B 打开门，作者意外“发现（find）”了花和纸条。buy(买)、send(送)、fetch(取)都不是开门那一瞬间意料之外的动作。故选 B。
53. C 邻居留下的是一张手写的“便条（nte）”。pster(海报)、reprt(报告)、bk(书)都不符合情境。故选 C。
54. A 对应上文作者纠结许久终于去敲门，体现了自己的“勇气（curage）”。right(权利)、duty（责任）、chance(机会)都不如 curage 准确。故选 A。
55. B 和“grace(风度/宽容)”相配的是“原谅（frgive）”。frget(忘记)、ignre(忽视)、cmplain(抱怨)都不符合文章倡导的邻里和睦的主题。故选 B。
第二节
56—65 题评分标准：严格按照答案批改，有拼写错误或大小写错误均不给分。未作答题目不得分。
参考答案：
56. rising 57. dates 58. t grab
59. branches 60. a 61. clsely 62. called
63. tasty 64. withut 65. which
【语篇导读】本文是一篇说明文。文章通过讲述北京老人孙立新对香椿气味的记忆，介绍了中国饮食中“不时不食”的传统理念，以及香椿作为春季短暂而珍贵的时令蔬菜所承载的文化意义。
56. rising 考查非谓语动词。smell 与 rise 之间为主动关系，且表示伴随状态，故用现在分词作后置定语，修饰前面的名词短语“the sharp, unmistakable smell”。故填 rising。
57. dates 考查动词的时态和语态。句意：他对那种气味的记忆，要追溯到老北京四合院的生活。短语 date back t... 表示“追溯到……”，陈述客观事实，应用一般现在时，且主语为第三人称单数。故填 dates。
58. t grab 考查非谓语动词。句意：家家户户用长杆从高高向外伸展的树枝上够取嫩芽。此处为动词不定式作目的状语，表示“用长杆”的目的是“去够取嫩芽”。故填 t grab。
59. branches 考查名词复数。branch（树枝）为可数名词，前面没有不定冠词限定，且根据语境可知，院子里有多棵树或多根树枝，应用复数。
形式。故填 branches。
60. a 考查冠词。句意：这种精准的时间把控，折射出中国一条根深蒂固的饮食理念：顺时而食。这里缺少一个冠词，principle 此处被首次提及，是泛指，应用不定冠词。故填 a。
61. clsely 考查词性转换。句意：这一时刻与春季的最后一个节气——谷雨紧密相连。此处修饰动词 linked，应用副词形式。clse 作副词时多指距离近，而此处表示关系“紧密”，应用 clsely。故填 clsely。
62. called 考查非谓语动词。Chinese tn 与 call 之间为被动关系，应用过去分词作后置定语，构成 call sb./sth. …结构的被动形式。故填 called。
63. tasty 考查词性转换。根据 delicate 可知，此空需要填形容词作表语。动词 taste 的形容词形式为 tasty，表示“好吃的；味道不错的”。故填 tasty。
64. withut 考查介词。句意：有些人将香椿奉为时令珍味，也有人觉得它味道浓烈刺鼻，但对无数中国食客而言，少了它，春天便不算完整。此空需要一个介词表示“没有”。故填 withut。
65. which 考查定语从句引导词。句意：香椿的时令仅持续短短两周，此后叶子很快就会变得木质化且苦涩。此处为“介词＋关系代词”引导的非限制性定语从句，先行词为 a cuple f weeks，指物，关系代词用 which。故填 which。
第四部分 写作
第一节
【参考范文】
Dear Lily，
Hw is everything ging? I'm writing t tell yu abut a heartwarming event we held last weekend—a Campus Picnic in the schl garden.
We spread picnic blankets under a big tree, sharing hmemade snacks. The highlight was ur "talent shw withut practice": ne classmate sang an English sng while anther classmate did a funny magic trick, making everyne burst int laughter.
As the sun set, we sat tgether, chatting freely abut ur dreams.
This party tk away my stress! It helped me relax and realize that friendship is the best cmfrt. I felt recharged and clser t my classmates.
Yurs，
Li Hua
【评分标准】
一、评分原则
1. 本题总分为 15 分，按五个档次给分。评分标准同高考标准。
2. 评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量、确定或调整档次，最后给分。
3. 词数少于 60 和多于 100 的，适当扣分。
4. 评分时，应注意的主要内容为：内容重点、应用词汇和语法结构的数量和准确性、上下文的连贯性。
5. 拼写与标点符号是语言准确性的一个方面，评分时，应视其对交际的影响程度予以考虑。英、美拼写词汇和用法均可接受。
6. 如书写较差以致影响交际的，将分数降低一个档次。
二、各档次的给分范围和要求
第五档(13—15 分)：完全达成了试题规定的任务，完全达到了预期的写作目的。
—覆盖全部内容重点。
—应用了许多的语法结构和词汇。
—语法结构或词汇方面有些许错误，但为因使用较复杂结构或较高级词汇所致；具备较强的语言运用能力。
—有效使用了语句间的连接成分，使全文结构紧凑。
第四档(10—12 分)：完全达成了试题规定的任务，达到了预期的写作目的。
—虽遗漏 1、2 个次重点，但覆盖全部主要内容。
—应用的语法结构和词汇能满足任务的要求。
—语法结构或词汇方面应用基本正确，些许错误主
要是因尝试较复杂语法结构或词汇所致。
—应用简单的语句间的连接成分，使全文结构紧凑。
第三档(7—9分)：基本达成了试题规定的任务，整体而言，基本达到了预期的写作目的。
—虽遗漏一些内容，但覆盖全部主要内容。
—应用的语法结构和词汇能满足任务的要求。
—有些语法结构或者词汇方面的错误，但不影响理解。
—应用简单的语句间的连接成分，使全文内容连贯。
第二档(4—6分)：未恰当完成试题规定的任务，信息未能清楚地传达给读者。
—遗漏或未描绘清楚一些主要内容，写了一些不相关内容。
—语法结构单一、词汇项目有限。
—有一些语法结构或词汇方面的错误，影响了对写作内容的理解。
—较少使用语句间的连接成分，内容缺乏连贯性。
第一档(1—3分)：未达成试题规定的任务，原因可能是未理解试题要求。
—显然遗漏主要内容，写了一些不相关内容，原因可能是未理解试题要求。
—语法结构单一、词汇项目有限。
—许多语法结构或词汇方面的错误，影响对写作内容的理解。
—缺乏语句间的连接成分，内容不连贯。
不得分(0分)：未能传达给读者任何信息；内容太少，没法评判；写的内容均与所要求内容不相关或所写内容没法看清楚，逻辑混乱。
第二节
【参考范文】
With his parents' supprt, Gavin signed up fr the ftball team and was accepted. Frm that mment n, Gavin's life became a rush f training sessins. He'd wake up befre dawn, put n his special sprts prsthetic leg, and head t the field. There, he'd practice tirelessly, running drills until his legs ached. His teammates, initially dubtful abut his ability, sn witnessed his incredible determinatin. Gavin never cmplained, even when faced with setbacks. Instead, he used every challenge as mtivatin t imprve. His psitive energy was infectius, and sn, the entire team gathered arund him, training harder and grwing strnger tgether.
Finally, the day fr the ftball game came. The stadium was filled with cheering fans. Gavin std n the sidelines, heart punding, but his eyes shne with determinatin. When he stepped nt the field, the crwd erupted in cheers. During the game, Gavin mved with surprising speed and quickness. In the final minutes, he scred the winning gal. As the final signal sunded, Gavin was lifted nt his teammates' shulders, a her in their eyes, prving that with curage and supprt, anything is pssible.
【评分标准】
一、评分原则
1. 本题总分为25分，按七个档次进行评分。
2. 评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
(1)续写内容的质量、完整性以及原文情景的融洽度。
(2)所使用词汇和语法结构的准确性、恰当性和多样性。
(3)上下文的衔接和全文的连贯性。
3. 评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量、确定或调整档次，最后给分。
4. 评分时还应注意：
(1)词数少于130的，酌情扣分；
(2)书写较差以致影响交际的，酌情扣分；
(3)单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。
二、各档次的给分范围和要求
第七档(22—25分)
—创造了新颖、丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。
—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解。
—自然有效地使用了段落间、语句间的衔接手段，全文结构清晰，前后呼应，意义连贯。
第六档(18—21分)
—创造了丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高。
—使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但不影响理解。
—比较有效地使用了语句间的衔接手段，全文结构比较清晰，意义比较连贯。
第五档(15—17分)
—创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。
—使用了比较恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本不影响理解。
—使用了语句间的衔接手段，全文结构比较清晰，意义比较连贯。
第四档(11—14分)
—创造了基本完整的故事内容，但有的情节不够合理或逻辑性不强，与原文情境基本相关。
—使用了简单的词汇和语法结构，有部分语言错误和不恰当之处，个别部分影响理解。
—尚有语句衔接的意义，全文结构基本清晰，意义基本连贯。
第三档(6—10分)
—内容和逻辑上有一些重大问题，续写不够完整，与原文有一定程度的脱节。
—所用的词汇有限，语法结构单调，错误较多且比较低级，影响理解。
—未能有效地使用语句间的衔接手段，全文结构不够清晰，意义不够连贯。
第二档(1—5分)
—内容和逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。
—所使用的词汇非常有限，语法结构单调，错误极多，严重影响理解。
—几乎没有使用语句间的衔接手段，全文结构不清晰，意义不连贯。
第一档(0分)
—未作答
—所写内容太少或无法看清以致无法评判。
—所写内容全部抄自原文或与题目要求完全不相关。
附听力原文
Text 1
W: I'd like t bk a haircut fr tmrrw.
M: Sure. Hw abut 9:00 tmrrw mrning?
W: I'm afraid I can't make it then. Culd we pstpne it by tw hurs?
M: N prblem.
Text 2
M: Nice wrk! I'm s prud f yu, Lisa.
W: Thank yu, Mr. Jsephsn. I hpe I can get higher chemistry scres next time.
Text 3
W: Yu did a great jb filling in fr Mr. Smith tday. The students said yu explained the math prblems very clearly.
M: Thank yu! I really enjyed teaching them. Please let me knw if yu need smene t cver classes again.
Text 4
M: Were yu watching a mvie in yur rm just nw?
W: N. I was using an app t watch sme shrt vides.
M: I als watch them t kill time.
W: But I am taking part in sme research. It is part f an experiment.
Text 5
M: Excuse me, I'd like t return this jacket. I bught it yesterday.
W: Okay. D yu have the receipt?
M: Yes, here yu are. Can I get a refund?
W: Of curse. Cash r card?
Text 6
M: I really want t jin the schl basketball team.
W: Basketball? What abut yur studies?
M: Dn't wrry. Practice is nly twice a week, and all my friends are signing up.
W: Well, yur sister is n the schl sccer team, and she barely has time t study.
M: I prmise I'm different.
W: Okay, fine. But there's a cnditin.
M: What is it?
W: Yu have t finish yur hmewrk every day befre yu g t the gym. N excuses.
M: Deal! I prmise I wn't let my grades slip.
Text 7
M: Hi, Mrs. White. This is Tm frm Blue Sky Factry. Wuld yu like t lk arund ur factry smetime? I can arrange a tur fr yu next Mnday.
W: Let me see. On Mnday mrning, I will g t a cmpany t take part in a business meeting. And in the afternn, I will have a sales meeting in my cmpany. Maybe it will be ver at 5 'clck. That's a little bit late. Hw abut next Tuesday?
M: OK. I will arrange it right away. I will send a car t pick yu up at yur cmpany at 8:30 a.m.
W: Oh, n. I will take neither the car nr the taxi because f the rush hur. I can take the subway and it is cnvenient fr me.
M: All right. See yu.
Text 8
M: Hi, Helen. Have yu gt yur driving license yet?
W: S far I have just taken the written test. I will take the rad test next mnth.
M: I remember when I tk the rad test fr the first time, I failed.
W: Yu failed? But yu are such a gd driver. What happened?
M: I drve a little fast and I didn't turn n my turn signal befre making a turn. The examiner was very strict and tld me t g back t the test center.
W: That's t bad. Well, my big prblem is parking.
M: If yu like, I can practice parking with yu this weekend.
W: That wuld be great. Yu knw, my father and my husband are gd drivers but they are bth t busy t practice with me.
Text 9
M: Hey, yur painting skills are really impressive! Can yu share hw yu've imprved s much?
W: Thanks! Well, I guess I just keep painting every day and never give up.
M: That sunds simple, but hw d yu stay mtivated? D yu have a favrite subject t paint?
W: Actually, I like t try different things. Smetimes I paint landscapes, ther times prtraits. It keeps things interesting.
M: Nice! And what d yu d when yu feel stuck r dn't like hw a painting is turning ut?
W: I take a break, maybe g fr a walk r lk at sme ther artists' wrk fr inspiratin. Then I cme back with fresh eyes.
M: That's smart. Hw lng have yu been painting like this, always trying new things and taking breaks when needed?
W: Oh, I've been painting seriusly fr abut fur years nw. It takes time, but it's wrth it.
M: Ww, that's lnger than I thught. I thught yu said yu started three years ag?
W: N, it has been fur years as f last mnth.
M: Practice makes perfect, as they say.
Text 10
M: A "slw living" trend is spreading amng yung prfessinals. They wake up withut checking their
phnes, set specific hurs fr reading and cking, and create "tech - free crners" in their hmes. Yung peple are beginning t reclaim their attentin and time frm cnstant digital interruptins. Thrugh intentinal slwing dwn, individuals aim t reduce stress and rebuild meaningful face - t - face cnnectins.
Nwadays, many smartphne brands have intrduced built - in fcus mdes and usage reminders. Simple tls like timer clcks and paper planners have als returned t ppularity. These easy - t - use features and lw - cst methds have made slw living practices widely accessible.
On nline platfrms, "slw living" cmmunities have attracted thusands f members. Users pst phts f their handwritten jurnals, share rutines fr quiet mrnings, and exchange ideas fr ffline activities like gardening and painting. A warm space fr celebrating simple mments has emerged. At the end f each week, peple ften share their "ffline achievement lists" t lk back n peaceful mments and inspire thers t adpt a calmer pace f life.
试卷答案
第二部分 阅读
第一节（每小题2.5分，满分37.5分）
第二节（每小题2.5分，满分12.5分）
36. A 37. D 38. E 39. B 40. C
第三部分 语言运用
第一节（每小题1分，满分15分）
第二节（每小题1.5分，满分15分）
56. rising
57. dates
58. t grab
59. branches
60. a
61. clsely
62. called
63. tasty
64. withut
65. which
第四部分 写作
第一节（满分15分）
参考范文：
Dear Lily,
Hw is everything ging? I'm writing t tell yu abut a heartwarming event we held last weekend—a Campus Picnic in the schl garden. We spread picnic blankets under a big tree, sharing hmemade snacks. The highlight was ur "talent shw withut practice": ne classmate sang an English sng while anther classmate did a funny magic trick, making everyne burst int laughter. As the sun set, we sat tgether, chatting freely abut ur dreams.
This party tk away my stress! It helped me relax and realize that friendship is the best cmfrt. I felt recharged and clser t my classmates.
Yurs,
Li Hua
评分标准：
1. 第五档(13—15分)：覆盖全部内容要点，语法词汇丰富准确，衔接自然，完全达成写作目的。
2. 第四档(10—12分)：覆盖主要内容，语法词汇满足要求，少量错误不影响理解，结构紧凑。
3. 第三档(7—9分)：覆盖主要内容，语法词汇基本正确，部分错误不影响理解，内容连贯。
4. 第二档(4—6分)：内容有遗漏，语言错误较多影响理解，连贯性不足。
5. 第一档(1—3分)：未完成写作任务，内容偏离要求，语言错误多难以理解。
6. 0分：未作答或内容完全无关。
第二节（满分25分）
参考范文：
With his parents' supprt, Gavin signed up fr the ftball team and was accepted. Frm that mment n, Gavin's life became a rush f training sessins. He'd wake up befre dawn, put n his special sprts prsthetic leg, and head t the field. There, he'd practice tirelessly, running drills until his legs ached. His teammates, initially dubtful abut his ability, sn witnessed his incredible determinatin. Gavin never cmplained, even when faced with setbacks. Instead, he used every challenge as mtivatin t imprve. His psitive energy was infectius, and sn, the entire team gathered arund him, training harder and grwing strnger tgether.
Finally, the day fr the ftball game came. The stadium was filled with cheering fans. Gavin std n the sidelines, heart punding, but his eyes shne with determinatin. When he stepped nt the field, the crwd erupted in cheers. During the game, Gavin mved with surprising speed and quickness. In the final minutes, he scred the winning gal. As the final signal sunded, Gavin was lifted nt his teammates' shulders, a her in their eyes, prving that with curage and supprt, anything is pssible.
评分标准：
1. 第七档(22—25分)：内容新颖合理，和原文情境融合度高，词汇语法丰富准确，衔接自然，结构清晰。
2. 第六档(18—21分)：内容丰富合理，和原文情境契合度高，词汇语法多样，少量错误不影响理解，结构清晰。
3. 第五档(15—17分)：内容基本合理，符合原文情境，词汇语法运用恰当，少量错误不影响理解，结构较清晰。
4. 第四档(11—14分)：内容基本完整，和原文情境基本相关，语言简单，部分错误影响理解，结构基本清晰。
5. 第三档(6—10分)：内容有逻辑问题，和原文有脱节，语言单调错误多，衔接不足，连贯性差。
6. 第二档(1—5分)：内容问题多，和原文情境脱节，语言错误多严重影响理解，结构混乱。
7. 0分：未作答、内容过少无法评判或完全和要求无关。