湖北省鄂州市多校2025-2026学年高二下学期4月阶段检测英语试卷（Word版附解析）

这是一份湖北省鄂州市多校2025-2026学年高二下学期4月阶段检测英语试卷（Word版附解析），共5页。
1.答题前,考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
2.回答选择题时,选出每小题答案后,用铅笔把答题卡上对应题目的答案标号涂黑。如需改动,用橡皮擦干净后,再选涂其他答案标号。回答非选择题时,将答案写在答题卡上。写在本试卷上无效。
3.考试结束后,将本试卷和答题卡一并交回。
第一部分 听力(共两节,满分30分)
做题时,先将答案标在试卷上。录音内容结束后,你将有两分钟的时间将试卷上的答案转涂到答题卡上。
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小题。每段对话读两遍。
例:Hw much is the shirt?
A.￡19.15. B.￡9.18. C.￡9.15.
答案是C。
1.Which place is the man ging t nw?
A.The meeting rm. B.His wn ffice. C.The wman’s ffice.
2.When will Jim cme back?
A.On June 10. B.On June 11. C.On June 12.
3.Where des this cnversatin prbably take place?
A.In a htel. B.In a hspital. C.In a restaurant.
4.What might the speakers d next?
A.Return t camp. B.G back fr the tent. C.Cntinue t g walking.
5.What are the speakers mainly talking abut?
A.The clr f fish. B.The feeling f fish. C.The prtectin fr fish.
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。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。
听第6段材料,回答第6、7题。
6.What des the wman d?
A.A jurnalist. B.An athlete. C.A cach.
7.What des the man like mst abut the Olympic village?
A.The fd. B.The service. C.The envirnment.
听第7段材料,回答第8、9题。
8.What’s wrng with Dr Carter?
A.He hurt his arm. B.He gt a bad cld. C.He lst his bike.
9.When will the man meet Dr Carter?
A.At 2:00 this afternn.
B.At 9:00 tmrrw mrning.
C.At 2:00 tmrrw afternn.
听第8段材料,回答第10至12题。
10.What is the prbable relatinship between the speakers?
A.Dctr and patient. B.Bss and emplyee. C.Teacher and student.
11.What des the wman have t d n Friday?
A.Write a sales reprt. B.Attend a meeting. C.Pick up a client.
12.What is the weather like nw?
A.Windy. B.Rainy. C.Sunny.
听第9段材料,回答第13至16题。
13.Hw ld was the man when he wanted t jin the army?
A.Arund 4. B.Arund 5. C.Arund 6.
14.Why did the man want t jin the army in childhd?
A.Mst f his tys were ships.
B.His uncle suggested that he d s.
C.He ften heard stries abut the army.
15.What did the wman want t be when she was a child?
A.A sldier. B.A shpkeeper. C.An astrnaut.
16.What is the subject f the cnversatin?
A.Childhd dreams.
B.Hard wrk and success.
C.Happy memries in life.
听第10段材料,回答第17至20题。
17.Hw much can Miss Zhang earn ne mnth in her cmpany?
A.Less than $1,000. B.Abut $1,300. C.Mre than $1,520.
18.What is Miss Zhang’s jb?
A.Selling laptps nline.
B.Selling mbile phnes nline.
C.Selling wmen’s clthing nline.
19.Wh is Miss Zhang’s supplier?
A.Her sister. B.Her friends. C.Her custmers.
20.What d we knw frm the speech?
A.There are fewer peple shpping nline.
B.Shpping nline is cheaper than befre.
C.The Internet makes peple d business faster.
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
The Discvery Award Cmpetitin
D yu knw any unsung heres? They are peple wh shwed extrardinary curage and made a psitive impact n histry, yet their names are ften missing frm histry bks. Irena Sendler saved arund 2,500 children during Wrld War II. Therese Frare tk the pht that changed public understanding f AIDS. Their stries went untld until smene tld them.
The Lwell Milken Center fr Unsung Heres invites students in grades 4–12 t enter the Discvery Award. Yur task: research an unsung her and create a prject that shares their stry using primary surces. Winning prjects will be featured n the center’s website, and winners receive cash prizes t use as they wish. Teachers f winning students may als receive awards.
Prizes
● Grand Prize: $6,000
● First Place: $3,000
● Outstanding High Schl Prject: $2,500
● Outstanding Middle Schl Prject: $2,000
● Outstanding Elementary Schl Prject: $1,500
● Funder’s Award: $1,000
● Numerus Additinal Awards
The center reserves the right t mdify award categries.
Hw t Enter
1.Dwnlad the applicatin frm the center’s website.
2.Email yur tpic fr pre-apprval (ptinal) t [email protected].
3.Submit yur cmpleted prject by July 1, 2026.
21.Why are Irena Sendler and Therese Frare mentined?
A.T recgnize their acts. B.T remember their deeds.
C.T prve they deserve fame. D.T shw what an unsung her is.
22.What can we learn abut the awards fr the cmpetitin?
A.The ttal sum is $15,000. B.The award settings are diverse.
C.Six participants will be awarded. D.All participants share awards equally.
23.What shuld participants d t enter the cmpetitin?
A.Submit a prject abut an unsung her. B.Chse a her frm the center’s website.
C.Send their applicatin by a delivery man. D.Get their tpic pre-apprved by the center.
B
In 2008, at the age f 27, Mike suffered a life-changing injury in a snwmbile accident. Befre that, his yuth had been filled with intense racing sprts. He had been participating in snwmbile races since 2002.The dctr said the nly way he wuld survive was by amputating (截) his left leg abve the knee.
He wasn’t ready t give up his athletic career. Just weeks after his surgery, he was sneaking away fr shrt jyrides n his snwmbile and knew he had t find a way t return t sprts. And that’s when he started thinking abut develping his wn prsthetic (义肢的) leg t get back int riding. His first prsthetic leg was designed fr everyday use and walking. It was nt made t withstand the impact and mvement f intense athletics and mtrsprts.
S, Mike—withut any technical engineering training—started t build his wn prsthetic leg. After five weeks f wrking in his garage wrkstatin, Mike made his wn prsthetic leg, which used a muntain bike shck absrber and included ther creative details. Nt even a year later, he was placing secnd at the ESPN Summer X Games Adaptive Super-X with his wn prsthetic inventin.
In 2010, he cnstituted his cmpany t design and make lwer limb prsthetic cmpnents fr amputees lking t participate in high-intensity sprts and activities. The gal riginally was t create smething t get back n his mtcrss bike and his snwmbile. And abut a year later, he realized that there were s many ther adaptive athletes that culd emply the equipment he was develping.
“I’ve always had tw sides t my career—cmpeting and building,” Mike said in a statement. “Fr years, I’ve pushed myself t be the best athlete I culd be, while spending cuntless hurs imprving the equipment that makes that perfrmance pssible. As I step away frm cmpetitin, I’m excited t take everything I’ve learned and apply it t helping the next generatin f athletes g even further.”
24.What d we knw abut Mike befre the accident?
A.He had already lst his left leg. B.He had limited experience in racing.
C.He was keen n cmpetitive sprts. D.He was devted t prsthesis making.
25.Why did Mike decide t develp his wn prsthetic leg?
A.T fit in with intense racing sprts. B.T cmpete as an abnrmal athlete.
C.T reduce the cst f a prsthetic leg. D.T help ther athletes with disabilities.
26.What des the underlined wrd “cnstituted” mean in paragraph 4?
A.Exhibited. B.Explred. C.Purchased. D.Funded.
27.What might Mike think f his building prsthetic legs?
A.It is his nly chice. B.It is a win-win chice.
C.It pushes him t much. D.It is an inspiratin fr thers.
C
Scientists lking t tackle ur nging besity crisis have made an imprtant discvery: Intermittent (间歇的) calrie restrictin leads t significant changes bth in the gut (肠道) and the brain, which may pen up new ptins fr maintaining a healthy weight.
Researchers frm China studied 25 vlunteers classed as bese ver a perid f 62 days, during which they tk part in an intermittent energy restrictin (IER) prgram, a methd that invlves careful cntrl f calrie intake and eating little r n fd n sme days. Nt nly did the participants in the study lse weight—7.6 kilgrams r 7.8 percent f their bdy weight n average—but there was evidence f shifts in the activity f besity-related regins f the brain, and in the makeup f gut bacteria (细菌).
It’s nt clear what causes these changes, r whether the gut is influencing the brain r the brain is influencing the gut. Hwever, we d knw that the gut and the brain are clsely linked, s treating certain regins f the brain culd be a way t cntrl fd intake.
The changes in brain activity were in regins knwn t be imprtant in the regulatin f appetite and addictin—including the inferir frntal rbital gyrus. What’s mre, the gut micrbime (微生物组) changes were linked t particular brain regins.
Mre than a billin peple wrldwide are estimated t have besity, which leads t an increased risk fr a hst f different health issues, frm cancer t heart disease. Knwing mre abut hw ur brains and guts are dependent n each ther culd make a huge difference in effectively preventing and reducing besity.
“The next questin t be answered is the precise mechanism by which the gut micrbime and the brain cmmunicate in bese peple, including thse wh are lsing weight,” said Wang, a bimedical scientist frm the Chinese Academy f Sciences. “What specific gut micrbime and brain regins are critical fr successful weight lss and maintaining a healthy weight?”
28.What des the study find abut intermittent calrie restrictin?
A.It influences brain micrbime. B.It affects bth the gut and the brain.
C.It wrks mainly by reducing appetite. D.It effectively reduces the gut bacteria.
29.What did the 62-day study reveal regarding the participants?
A.They ate little fd n mst days. B.Their calrie intake increased greatly.
C.Their brain and gut activities changed. D.They lst ver 8% f their bdy weight.
30.What is Wang’s statement abut?
A.The chice f new research methds. B.The need t invlve mre researchers.
C.The pssible directin fr further study. D.The ptential applicatin f the findings.
31.Which can be the best title fr the text?
A.The New Discvery Will Help End Obesity B.The Gut-Brain Link May Aid Weight Cntrl
C.The Gut-Brain Link May Reveal a Secret f Fat D.The Gut Micrbime Will Have a Hidden Effect
D
Frests wrldwide are increasingly ruled by fast-grwing trees, while slw-grwing, lng-lived species are disappearing. This shift may help the wd industry and frest recvery after fires, but it makes frests mre easily harmed by climate change and extreme weather events.
In a glbal analysis f ver 31,000 tree species, scientists at Aarhus University mapped where fast-grwth features are taking ver. Using thse maps, Svenning, a researcher f the study, shwed slw, specialized trees lsing grund t fast generalist species. In trpical and subtrpical regins, Svenning flagged many small-range trees as mst likely t disappear as disturbances increase. Once fast grwers dminate a stand, strms, drught, and pests can knck larger parts f that frest dwn at nce.
Lgging (采伐), rad building, and strnger fires leave pen, sunny gaps where fast-grwing trees take ver quickly. Lighter leaves and sfter wd let these trees grw fast, even when drught r heat makes water scarce. Lw wd density (密度), hw heavy wd is fr its size, als makes trunks easier t break and dry ut. Over decades, stands packed with light-wd trees can snap r dry faster, making die-ffs mre likely during extreme years.
Lng-lived trees grw slwly, yet their deep rts and strng trunks hld a frest tgether when weather turns tugh. Denser wd and tugher leaves help them resist drught and pests, and a recent reprt tied that durability (持久性) t climate prtectin.
Because slw-grwing trees take decades t mature, tday’s chices can lck in either stability r fragility (脆弱) fr a lng time. Overall, frests seem set t grw quicker while lsing the slw trees that keep ecsystems steady and diverse. Future planning can treat thse slw species as essential cmpnents, and it can test which restratin mixes hld up under extremes.
32.What des the study reveal?
A.Fast-grwing trees are replacing slw nes. B.Slw-grwing trees are taking ver frests.
C.Fast-grwing trees are disappearing rapidly. D.Frests are becming mre diverse wrldwide.
33.What makes fast-grwing trees quickly take up sunny gaps?
A.Cnstant disruptins. B.Rich resurces. C.Human actins. D.Inner structures.
34.What advantage d lng-lived trees have ver fast-grwing nes?
A.They help maintain frests’ stability. B.They recver quickly after wildfires.
C.They grw faster in tugh cnditins. D.They prvide better wd fr industry.
35.What is the authr’s attitude t prtecting slw-grwing trees?
A.Critical. B.Dubtful. C.Angry. D.Supprtive.
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。
When a medical emergency happens, the first few minutes are ften the mst critical. Prfessinal help may take time t arrive, but what happens in thse mments can mean the difference between life and death. 36 First aid is the immediate care given t an injured r suddenly ill persn befre prfessinal medical treatment is available. It is nt just fr dctrs r nurses—it is a life skill that every rdinary persn shuld learn.
Many peple believe first aid is t difficult r that they might d smething wrng. 37 Fr example, applying firm pressure t a bleeding wund stps bld lss. Leaning an uncnscius persn’s head back pens their airway and prevents chking. These actins require n special equipment. They nly need basic knwledge and a calm mind. Studies shw bystanders giving simple first aid duble r triple survival chances.
38 When yu knw what t d in an emergency, yu are less likely t freeze r panic. Instead, yu becme smene wh can take charge and help. This sense f cntrl is nt nly gd fr the persn in need but als fr yur wn mental well-being. Furthermre, it’s beneficial t the spread f first aid knwledge. When ne persn in a family r a classrm learns it, thers ften becme interested t.
First aid is especially imprtant in places where accidents are cmmn—hmes, schls, and sprts fields. In fact, mst emergencies happen arund us like a child swallwing a small bject, a friend fainting during a game, r an elderly relative falling in the kitchen. 39 Withut it, even a minr injury can becme serius. With it, a crisis can be managed calmly and effectively.
In cnclusin, first aid is nt just fr prfessinals. It is an easy-t-learn knwledge that helps rdinary peple act in emergencies. Learning it makes yu mre respnsible and cnfident. 40
A.This is where first aid cmes in.
B.In reality, basic techniques are simple.
C.Next time, yu can be the first t help.
D.Yu need a lt f mney t learn first aid.
E.Beynd saving lives, learning first aid als builds cnfidence.
F.Dn’t mve smene injured if yu knw nthing abut first aid.
G.These are situatins where first aid can make an immediate difference.
第三部分 语言运用(共两节,满分30分)
第一节 (共15小题;每小题1分,满分15分)
阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
I was struggling in my junir year at schl. My grades during my junir year were 41 . My teachers had tld me that if I culdn’t keep my 42 up, I shuld spend mre time n my studies and advised me nt t participate in the schl play. Acting was my nly relief frm stress and my way t deal with life, but suddenly, that utlet was 43 . The situatin reached a breaking pint that day when my acting teacher called me int his classrm. Instead f ffering 44 , he tld me that the situatin wuld be a(n) 45 if I didn’t make a change. Hearing that, I felt ashamed and 46 , crying fr the first time since my father had left hme.
I sat n the train, trying t cntrl my tears but 47 . I felt lnely in my despair. Just then, a wman sitting a few 48 away apprached me. She didn’t ignre me. Instead, she pened her arms and 49 me. She whispered gently, “I dn’t knw what yu’re 50 , but yu’re ging t be kay.”
She gt ff at the next stp befre I culd prperly thank her. Hwever, her 51 act had a lasting impact. Fur mnths later, I mved t a new twn fr a fresh 52 . Whenever I recall that dark perid, I nt nly remember the pain but als remember that 53 . Her cmfrt gave me the curage t 54 frward and taught me a valuable lessn—n matter hw difficult life becmes, things will 55 get better.
B.increasing C.slipping D.jumping
B.grades C.vices D.gals
B.defended C.pretested D.frbidden
B.reputatin C.rder D.criticism
B.success C.mess D.trap
B.desperate C.inactive D.puzzled
B.pausing C.failing D.missing
B.desks C.miles D.blcks
B.grabbed C.tapped D.hugged
up B.ging thrugh C.turning dwn D.taking ver
B.severe C.gentle D.realistic
B.place C.idea D.getaway
B.client C.friend D.stranger
B.mve C.stick D.skip
B.repeatedly C.tightly D.eventually
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。
Tif refers t visual displays created by sprts fans in stadiums. In recent mnths, the Chinese Super League (CSL) has seen a 56 (remark) increase in tif displays, with 57 (visual) exciting banners (横幅) unflded by fans t excite the stands. 58 began as rare shwcases has becme a defining feature f native ftball culture.
In July, 2025, during a match, fans 59 (display) a massive banner inspired by traditinal culture, 60 (cver) ne stand with a design full f cultural meaning. The attendance reached a seasn-high, shwing the pwerful effect f such displays.
Other clubs have als created impressive tifs. In ne city, thusands f fans used clred bards 61 (frm) the name f their team acrss a stand. In anther city, a large tif featured a symbl f ancient civilizatin, cnnecting lcal heritage with mdern sprts ambitin. Tifs have als celebrated club identity and lcal culture in ther 62 (regin).
Making a tif requires weeks f preparatin and effrt, yet it lasts nly minutes befre the match begins. Still, these displays serve 63 emtinal bsters fr bth fans and players. Tifs help express emtin, build cmmunity, and strengthen lcal identity. Fans invest 64 (they) time, creativity, and resurces t create smething 65 lasts beynd the 90-minute game. The rise f tifs in the CSL is mre than decratin—it is a living bridge between sprts and culture.
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,下周五你班将上一节美术作品分享课。请你给请假的交换生同学Lucas写一封邮件,内容包括:
(1)告知上课时间、地点与安排;
(2)建议准备作品并分享感受。
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 Lucas,
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。
Elena grew up in the Suth Brnx, ne f the prest neighbrhds in New Yrk City. Her parents struggled with serius prblems and culd nt take gd care f her. As a result, Elena ften went hungry and wre dirty clthes t schl. By the age f fifteen, Elena had n place t call hme. She spent her nights n friends’ sfas, in subway statins, r n park benches. She had t beg fr fd and find ways t survive each day.
Despite these hardships, Elena never gave up hpe. She lved her parents deeply, even thugh they culd nt prvide her with a stable life. When her mther became seriusly ill and passed away, Elena was heartbrken. But instead f letting srrw destry her, she made a life-changing decisin. She realized that if she cntinued living the way she had been, her future wuld be dark, s she decided t change her life thrugh educatin.
At seventeen, Elena returned t high schl. She had missed years f classes and was far behind ther students. But she refused t let that stp her. She studied whenever she culd—n the subway, during lunch breaks, and late int the night. Often, she had n electricity r cmfrtable place t study, but she used the light frm streetlights r public libraries. She finished fur years f high schl curses in just tw years. Her hard wrk paid ff, and she graduated at the tp f her class.
Her excellent grades earned her a trip t visit Harvard University. Standing n the beautiful campus, Elena imagined herself as a student there. She knew that the nly thing standing between her and that dream was the high tuitin cst. Determined t succeed, she applied fr a schlarship frm The New Yrk Times. Her pwerful essay abut her life experiences mved the judges deeply. She wn the schlarship and was accepted int Harvard University. The mment she received the acceptance letter, she burst int tears—nt f sadness, but f jy and relief. All her years f struggle had finally led t this mment.
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。
Elena’s new jurney, hwever, was nt withut challenges.
Tday, Elena cntinues t inspire thers thrugh her stry.
高二英语参考答案
听力(共20小题;每小题1.5分,满分30分)
1—5 BCABA 6—10 ABBCB 11—15 BACCB 16—20 ACCAC
阅读(共20小题;每小题2.5分,满分50分)
21—23 DBA
A篇:本文介绍了由洛厄尔·米尔肯无名英雄中心举办的一场竞赛的相关信息。
21.D 【解析】推理判断题。文章开头提到“D yu knw an unsung her?”,随后介绍Irena Sendler和Therese Frare的事迹,指出他们展现出非凡勇气并对历史产生了积极影响,但名字却常被历史书籍遗漏。由此可知,文章提及他们是为了说明什么是无名英雄。
22.B 【解析】细节理解题。根据Prizes部分可知,竞赛设有大奖、一等奖以及创始人奖等众多奖项,奖项设置多样。
23.A 【解析】细节理解题。根据Hw t Enter部分和第二段第二句可知,参与者需要提交一个关于无名英雄的项目。
24—27 CADB
B篇:因事故截肢后,Mike不但为自己设计并制作了可用于高强度运动的义肢,还创办公司为其他残疾人设计并制作义肢,帮助他们实现运动梦想。
24.C 【解析】细节理解题。根据第一段第二句可知,事故发生前,Mike热衷于竞技运动。
25.A 【解析】细节理解题。根据第二段可知,Mike决定研发自己的义肢是为了适应高强度的赛车运动。
26.D 【解析】词义推测题。根据第四段第一句可知,Mike创立了公司来为想参与高强度运动和活动的截肢者设计和制作义肢部件。cnstituted在此处的意思是“创立;成立”,与funded意思相同。
27.B 【解析】推理判断题。根据最后一段可知,Mike制作的义肢不仅让他有机会成为优秀运动员,还能帮助下一代运动员。由此可知,他制作义肢的行为是双赢的选择。
28—31 BCCB
C篇:研究人员发现,间歇性热量限制能同时改变肥胖者的肠道菌群结构和大脑相关区域活动。这一发现为健康减重和应对肥胖危机提供了新方向。
28.B 【解析】细节理解题。根据第一段可知,间歇性热量限制会影响肠道和大脑。
29.C 【解析】细节理解题。根据第二段最后一句可知,通过62天的研究,研究人员发现参与者的大脑活动和肠道菌群结构发生了变化,即大脑和肠道活动发生改变。
30.C 【解析】推理判断题。根据最后一段中Wang所说的话可知,他阐述的是接下来需要研究的问题,也就是进一步研究的可能方向。
31.B 【解析】主旨大意题。通读全文可知,研究人员发现,间歇性热量限制可同时改变肥胖人群的肠道菌群结构及大脑相关区域活动。这一发现为科学减重和应对肥胖危机提供了新思路。因此,“The Gut-Brain Link May Aid Weight Cntrl”适合做本文的标题。
32—35 ADAD
D篇:研究发现,全球森林中速生树种正逐渐取代慢生树种。这一趋势虽有利于木材产业的发展和火灾后森林恢复,却使森林更容易受气候变化和极端天气的威胁。
32.A 【解析】细节理解题。根据第一段第一句及第二段第二句可知,研究发现,速生树种正在取代慢生树种。
33.D 【解析】推理判断题。根据第三段第二句可推知,速生树种的内部结构帮助其快速生长,占据阳光充足的空隙。
34.A 【解析】细节理解题。根据第四段第一句可知,长寿树种生长缓慢,但根系深,树干粗壮,能在恶劣天气下维持森林的稳定。
35.D 【解析】推理判断题。根据最后一段最后一句可知,作者建议将慢生树种视为必不可少的组成部分,并测试哪些恢复组合能在极端环境下保持稳定。由此可知,作者对保护慢生树种持支持态度。
36—40 ABEGC
七选五:本文主要论述了急救知识的重要性,强调急救不仅是专业人员需要掌握的技能,普通人也应学习。
36.A 【解析】上文提到医疗紧急情况发生时,最初几分钟至关重要,专业救援人员可能需要一段时间才能赶到,紧接着下文介绍了急救的定义。A项(这就是急救发挥作用的地方)符合语境。
37.B 【解析】上文指出许多人认为急救太难或担心他们可能会做错,下文列举了如按压止血、后仰昏迷者头部以打开气道等简单的急救方法。B项(实际上,基本技巧很简单)与上文人们的错误认知构成转折,并引出下文对简单急救技巧的举例。
38.E 【解析】下文提到学习急救不仅能让你在紧急情况下保持冷静并主动施救,还能增强你的掌控感,有益于心理健康。E项(除了拯救生命,学习急救还能建立自信)符合语境。
39.G 【解析】上文列举了常见的紧急情况,下文强调了急救在这些紧急情况发生时的关键性作用。G项(在这些情况下,急救能立即发挥作用)符合语境。
40.C 【解析】上文强调急救是普通人可学习的知识,学习急救能让人更有责任感和自信心。C项(下次,你可以成为第一个伸出援手的人)是对上文内容的合理延伸,符合语境。
语言运用 第一节(共15小题;每小题1分,满分15分)
41—45 CBDAC 46—50 BCADB 51—55 CADBD
完形填空:在我痛苦之际,一位陌生女士给予我安慰和鼓励。她的善意让我重新振作,并教会我无论生活多么艰难,一切终会好起来。
41.C 【解析】考查动词。高三时,我的成绩在下滑。
42.B 【解析】考查名词。老师们告诉我,如果我的成绩提不上去,我应该多花点时间在学习上。他们还建议我不要参加学校的戏剧表演。
43.D 【解析】考查动词。表演是我缓解压力、应对生活的唯一方式,但突然,这个发泄途径被禁止了。
44.A 【解析】考查名词。他没有给予我支持,相反,他告诉我,如果我不做出改变,情况将是一团糟。
45.C 【解析】考查名词。解析参考上一题。
46.B 【解析】考查形容词。听到这话,我感到羞愧和绝望,这是父亲离家后我第一次哭泣。
47.C 【解析】考查动词。我坐在火车上,努力克制着泪水,但还是失败了。
48.A 【解析】考查名词。就在那时,坐在几个座位之外的一位女士朝我走来。
49.D 【解析】考查动词。她没有无视我,而是张开双臂拥抱了我。
50.B 【解析】考查动词短语。她轻声说道:“我不知道你正在经历什么,但一切都会好起来的。”
51.C 【解析】考查形容词。然而,她温柔的举动产生了持久的影响。
52.A 【解析】考查名词。四个月后,我搬到了一个新的小镇,开始新的生活。
53.D 【解析】考查名词。每当我回忆起那段黑暗的时光,我不仅记得那些痛苦,还会想起那个陌生人。
54.B 【解析】考查动词。她的安慰给了我向前迈进的勇气,还教会我宝贵的一课——无论生活变得多么艰难,一切终会好转。
55.D 【解析】考查副词。解析参考上一题。
第二节(共10小题;每小题1.5分,满分15分)
56.remarkable 57.visually 58.What 59.displayed 60.cvering
61.t frm 62.regins 63.as 64.their 65.that
语法填空:中超球迷通过Tif视觉展示连接足球与本土文化。
56.remarkable 【解析】考查形容词。此处要用形容词修饰名词increase,remark的形容词形式为remarkable。
57.visually 【解析】考查副词。此处要用副词修饰形容词exciting,visual的副词形式为visually。
58.What 【解析】考查名词性从句。分析句子可知,此处要用What引导主语从句,在从句中作主语。
59.displayed 【解析】考查时态。根据时间状语In July, 2025可知,此处描述的是过去发生的事情,应用一般过去时,所以填displayed。
60.cvering 【解析】考查非谓语动词。分析句子可知,cver与其逻辑主语a massive banner之间是主动关系,所以此处用cvering作状语。
61.t frm 【解析】考查非谓语动词。 d...是固定搭配,意思是“用……做……”,所以此处填t frm。
62.regins 【解析】考查名词单复数。regin是可数名词,ther意为“其他的”,后接可数名词复数,所以此处填regins。
63.as 【解析】考查介词。serve as是固定短语,意思是“作为”。
64.their 【解析】考查代词。此处要用形容词性物主代词修饰名词time,所以填their。
65.that 【解析】考查定语从句。分析句子可知,此处引导定语从句,先行词是不定代词smething,指物,关系词在从句中作主语。因为先行词是不定代词,所以此处要用that引导定语从句。
评分原则:
1.铅笔作答不给分。
2.有拼写或大小写错误的作答不给分。
3.所填词汇正确,但有形式错误的不给分。
4.英式、美式拼写均可给分。
5.除所列答案外,若试评过程中发现其他可接受答案,经评卷专家组讨论确认后也可给分。
写作:
第一节(满分15分)
参考范文:
Dear Lucas,
Hw are yu ding recently? I’m writing t let yu knw abut ur art sharing class, scheduled fr next Friday at 3:00 pm in the art rm. The class will last abut an hur, and we will take turns presenting a favrite artwrk, which can be a painting, sculpture, phtgraph, r any piece that means smething t us.
Please chse a piece yu lve and prepare t share yur thughts, such as why yu like it r what feelings it brings ut. It’ll be a wnderful chance fr us t appreciate art thrugh each ther’s perspectives.
Lking frward t seeing yu there!
Yurs,
Li Hua
第二节(满分25分)
参考范文:
Elena’s new jurney, hwever, was nt withut challenges. Adjusting t cllege life was difficult fr smene wh had grwn up n the streets. She ften felt ut f place amng students frm wealthy families. There were times when she dubted whether she belnged there. But each time she felt like giving up, she reminded herself f hw far she had cme. She sught help frm teachers, made friends wh supprted her, and kept pushing frward. Slwly but surely, she fund her fting and graduated successfully.
Tday, Elena cntinues t inspire thers thrugh her stry. She visits schls and cmmunities t speak with yung peple, encuraging them t believe in themselves n matter what challenges they face. She reminds everyne that hard wrk and a strng will can turn even the mst difficult life arund. Her message is simple but pwerful: Every persn has the strength within them t create a better future; n matter where yu start in life, yu can always rise.