河北省衡水市第二中学2025-2026学年上学期高三高考一模英语试卷（含解析，无听力音频有听力原文）
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| 名称 | 河北省衡水市第二中学2025-2026学年上学期高三高考一模英语试卷（含解析，无听力音频有听力原文） |
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| 格式 | docx | ||
| 文件大小 | 54.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-24 00:00:00 | ||
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2025—2026学年衡水二中高三一轮复习摸底检测
英语试卷
本试卷共8页,满分150分。考试用时120分钟。
注意事项：
1. 答卷前,考生务必用黑色字迹钢笔或签字笔将自己的姓名、准考证号、考场号和座位号填写在答题卡上。将条形码横贴在答题卡"贴条形码区"。
2. 作答选择题时,选出每小题答案后,用2B铅笔把答题卡上对应题目选项的答案信息点涂黑;如需改动,用橡皮擦干净后,再选涂其他答案,答案不能答在试卷上。
3. 非选择题必须用黑色字迹钢笔或签字笔作答,答案必须写在答题卡各题目指定区域内相应位置上;如需改动,先划掉原来的答案,然后再写上新的答案;不准使用铅笔和涂改液。不按以上要求作答的答案无效。
4. 考生必须保持答题卡的整洁。考试结束后,将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。每段对话仅读一遍。
例:How much is the shirt
A. 19.15. B. 9.18. C. 9.15.
答案是C。
1. What is the matter with the man
A. He lost his way.
B. His car broke down.
C. His phone stopped working.
2. What is Jim going to do this Thursday
A. See a sci - fi film.
B. Go shopping downtown.
C. Visit his grandparents.
3. Why does the man recommend starting earlier
A. To avoid possible delays.
B. To catch the first bus.
C. To set up a comfortable tent.
4. What does the woman suggest the man do about his laptop
A. Set up the operating system again.
B. Have it fixed this weekend.
C. Send for a technician immediately.
5. What are the speakers mainly talking about
A. A picnic plan. B. Weather conditions. C. Cooking homemade meals.
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 did Tom do last Friday
A. He visited a lake.
B. He sold foods for charity.
C. He attended a club gathering.
7. What is the probable relationship between the two speakers
A. Fellow club members. B. Aunt and nephew. C. Cousins.
听第7段材料,回答第8至10题。
8. Why does the woman talk to the man
A. To ask him to revise the project.
B. To confirm the project deadline.
C. To tell him the changed arrangement.
9. Where will the presentation be held
A. In Lecture Hall 2. B. In Seminar Room 5. C. In Seminar Room 9.
10. What will the man probably do next
A. Get in touch with the instructor.
B. Check the seminar room's location.
C. Discuss the rearrangement with the group.
听第8段材料,回答第11至13题。
11. What made Mary realize she was suitable for teaching
A. Education theories she learned in college.
B. Her experience of a rural teaching program.
C. Encouragement from her previous students.
12. Where did the man photograph a bird
A. On a college campus.
B. In a rural school.
C. In a forest.
13. What do the two speakers' stories show
A. Small events can shape one's future.
B. Career choices depend on theories.
C. Passion is the key to success in life.
听第9段材料,回答第14至17题。
14. What is the woman's destination
A. Brighton. B. Bath. C. Lewes.
15. What's wrong with the woman
A. She accidentally got on the wrong bus.
B. She simply couldn't find her bus ticket.
C. She went to the wrong boarding zone.
16. What does the man do
A. He is a station conductor.
B. He is a travel guide.
C. He is a bus mechanic.
17. What can we infer from the conversation
A. The woman isn't well prepared for her trip.
B. The man is familiar with scenic spots in Bath.
C. The bus trip will be very comfortable.
听第10段材料,回答第18至20题。
18. How long will the invention exhibition last
A. For eleven days. B. For eight days. C. For four days.
19. What do we know about the team's invention
A. It is related to environmental protection.
B. It was designed for classroom teaching.
C. It took less than a year to complete.
20. What is the speaker's purpose of giving the talk
A. To find a location for the exhibition.
B. To introduce the team's invention exhibition.
C. To encourage students to pursue scientific careers.
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
Fjord Explorers Base was founded by Elara and Soren Vik, a couple who love outdoor adventures. It has two different camps: the Forest Camp and the Lakeside Outpost. Started in March 2011, the base offers deep nature experiences and survival skills learning. Online pictures show boating and evening campfires, but the real fun is being there yourself—like listening to wild birds over the water or learning
to make a simple shelter in the woods.
The Forest Camp and Lakeside Outpost are 2 km away from each other. Forest Camp has small wooden houses with simple beds, while Lakeside has tents (帐篷) and outdoor sleeping areas. The base welcomes groups of 15 - 60 students and other guests for activities such as river trips, rock climbing, and night walks. Choices include shared rooms, private tents, or group sleeping areas. Basic tools and safety instructions are provided. You can book a one - day visit to enjoy the excitement here.
Pricing
Program Base Fee (per day) Group Size for Base Price Extra Person Fee
Forest/Lakeside $750 12 Beyond 12: $15/person
Activity Package + $150 10 Beyond 10: $20/person
Guidelines
※ Check - in: 1:00 p.m. Early arrival at 11:00 a.m. is free if arranged in advance.
※ Check - out: 11:00 a.m. Staying after 1:00 p.m. costs $20 per hour.
※ Do not bring pets. Only helper animals for special needs are allowed.
※ Please be quiet after 10:00 p.m. All outside fun must stop by 11:00 p.m.
※ Campfires are okay only in special areas when staff are there.
※ Everyone must join a short safety lesson when they arrive.
21. What do we know about Fjord Explorers Base
A. Its two camps offer identical accommodation.
B. It is intended for activities with student groups.
C. It had been operating for over 15 years by 2024.
D. It provides nature exposure and survival training.
22. How much should a group of 15 pay for the Forest Camp with Activity Package per day
A. $900. B. $945. C. $1,045. D. $1,150.
23. What does the Guidelines suggest about guests' behavior
A. Following time rules can help avoid extra costs.
B. No animals are allowed to be brought to the base.
C. The safety lesson is optional for experienced guests.
D. Campfires are permitted anywhere with staff around.
B
When you step into "Yameng's Home", a guesthouse in Qingdao, the first things that may catch your eye are a Barbie doll in a wheelchair and a three - legged cat named Joy happily wandering around. The guesthouse is run by 29 - year - old Cui Yameng, a passionate advocate for public welfare who is devoted to breaking down barriers for people with disabilities.
In 2023, Cui returned to her hometown of Qingdao after working in Beijing and Chongqing and purchased a two - story apartment. She kept the second floor as her own living and working space while transforming the first floor into a fully welcoming guesthouse. This decision wasn't made on a whim. While in high school, Cui volunteered with a public welfare organization and later applied to a university of special education. During her university years, she traveled with friends with disabilities and witnessed first - hand how everyday barriers could keep them from moving forward. It was then that Cui set her long - term goal: to open a fully accessible hotel.
At Yameng's Home, every detail has been thoughtfully designed. At the entrance, a 3 - centimeter - high ramp(斜坡) allows easy access for wheelchair users. In the kitchen, the counters are lowered to make cooking more convenient for guests with limited movement. In the bedroom, the bed height can be
altered by adding or removing mattresses(床垫) to suit different needs.
Cui also offers free accommodation to guests with disabilities. In return, visitors are invited to share a story about themselves. "Some people might hesitate when they hear there's no charge. I want guests to feel they can stay here with dignity and peace of mind," Cui said.
Cui's home has already welcomed 28 guests from across China. Despite the growing popularity of her guesthouse, she hopes that one day she will be able to close it because it is no longer needed. "That would mean people with disabilities can easily find and book accessible, affordable accommodations anywhere," she said. "I truly look forward to that day."
24. What is the purpose of the first paragraph
A. To describe the decorations of a guesthouse.
B. To show the toys and pets in "Yameng's Home".
C. To explain the popularity of a guesthouse in Qingdao.
D. To highlight the unique features of the guesthouse.
25. What do the underlined words "on a whim" in paragraph 2 probably mean
A. On the basis of long - term planning.
B. Without careful consideration.
C. Under the influence of friends.
D. For the purpose of making money.
26. Why does Cui Yaneng ask free accommodation guests to share their stories
A. To make guests feel respected and at ease.
B. To collect materials for her public welfare work.
C. To learn about the difficulties of disabled people.
D. To promote her guesthouse through interesting stories.
27. What can be a suitable title for the text
A. Closing a Guesthouse for a Brighter Tomorrow
B. Yameng's Home: Breaking Barriers with Love
C. Disabled Travelers' Favorite Guesthouse in Qingdao
D. Accessible Guesthouse: Spreading Care Through Actions
C
Humans are by nature social creatures. Our desire to be accepted by our in - groups is born and one form of this behavior is over - imitation(过度模仿)—the tendency to copy actions that are unnecessary to achieve a goal.
Researchers found 73 children with a mean age of just over 18 months. Each child was given four tasks, each designed to test a specific type of imitation. All tasks involved an experimenter demonstrating the task to the child, who was then scored based on their responses.
The over - imitation task required opening a box containing a toy through a series of three actions, one of which was irrelevant to the goal. The elicited(诱发的) imitation task asked the child to correctly copy a series of three actions. For the unfinished intentions imitation task, an experimenter used play materials to attempt an action (e.g., placing a string of beads in a cup). If the experimenter failed to complete the task, the child was then asked to successfully do it.
Finally, the in - group preference task had the child seated in front of a screen showing a woman and a robot side by side. Both held the same soft animal and performed identical actions at the same time. An experimenter hid behind a curtain beneath the screen, holding the toys on a stick to pretend an offer from both the robot and the woman. Children were scored based on whether they reached for the robot's or the woman's toy first.
Among the 73 children, 62% showed a clear correlation between prompted imitation and imitation
of incomplete actions; no significant link was found between the other task pairs.
We suspect a link between over - imitation and preference for in - group members, but it may emerge with age—suggesting a developmental pattern tied to understanding group membership. Given over - imitation's importance in childhood development, further research is needed, especially on fostering children's critical thinking skills.
28. What was the primary aim of the four tasks in the study
A. To assess different kinds of imitation in young children.
B. To compare children's learning abilities with robots.
C. To find ways to foster children's critical thinking.
D. To prove over - imitation is born with humans.
29. What can be learned about the over - imitation task
A. It required the child to finish an uncompleted action.
B. It involved more complex steps than the other tasks.
C. It was designed to test in - group preference indirectly.
D. It included an action unnecessary for achieving the goal.
30. What conclusion can we draw from the experiment
A. Most children performed perfectly in the experiment.
B. Over - imitation is potentially linked to in - group preference.
C. All task pairs showed significant connections to some degree.
D. Children performed better in tasks involving human interaction.
31. What will probably be discussed after the last paragraph
A. The relationship between age and in - group preference.
B. More details about the experiment's design and process.
C. Practical methods to develop children's critical thinking.
D. Differences in imitation abilities across age groups.
D
Climate change is causing rising temperatures and extreme weather events. What if there were a way to cool Earth by reflecting the Sun
In 2022, the US company Make Sunsets released two weather balloons above Baja California in Mexico. These balloons, when reaching a certain height, burst open, spreading sulfur dioxide particles (二氧化硫颗粒) across the sky, thus creating a bright mist in the sky that reflects sunlight. A similar weather balloon test flight was launched in the UK. This method belongs to solar geoengineering, a process of bouncing sunlight back into space. Other approaches include installing reflectors on satellites, though these are more technically complex.
In a world of rising temperatures, dimming the Sun is an immediate way to cool the planet. Luke Iseman, the founder of Make Sunsets, claims that without solar geoengineering there are no other realistic choices to stay below 2 °C, beyond which many effects of climate change will be irreversible (不可逆转的). Studies have confirmed its effectiveness: a 2022 Yale study suggested reflecting sunlight could slow sea - level rise and help restore polar ice. Financially, it is also more possible: the estimated annual cost is around $10 billion, far lower than the trillions of dollars required for a full global transition to renewable energy.
However, over 380 scientists worldwide have opposed the technology. Some warn that interfering with the weather may disrupt rainfall patterns, triggering droughts in some regions and floods in others. Since its effects are not limited to participating nations, conflicts between countries could arise.
Additionally, experts argue that it might encourage polluters to continue burning fossil fuels. There is also concern about long - term maintenance: if solar geoengineering is stopped suddenly, Earth could face a sharp temperature surge, severely harming wildlife.
Given its potential benefits and significant risks, solar geoengineering requires cautious evaluation. Governments, scientists, and global organizations should cooperate to conduct thorough research, assess its long - term impacts, and establish strict regulatory frameworks before any large - scale implementation.
32. What is the function of the balloons released by Make Sunsets
A. To absorb sulfur dioxide particles.
B. To form a sunlight - reflecting mist.
C. To monitor extreme weather changes.
D. To help install sunlight reflectors.
33. What is the advantage of solar geoengineering over renewable energy transition according to the text
A. It is more affordable. B. It is more eco - friendly.
C. It is easier to carry out. D. It is more accessible.
34. What can we infer from paragraph 4 about solar geoengineering
A. It may reduce the use of oil.
B. It may cause damage to satellites.
C. It mainly benefits nations involved.
D. It may affect rainfall distribution.
35. What's the author's attitude to dimming the Sun
A. Supportive. B. Opposed. C. Objective. D. Doubtful.
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。
As you get stronger, you become able to lift heavier and heavier weights. That's the key idea behind a frequently misunderstood fitness concept: progressive overload. Progressive overload refers to the gradual increase in the amount of work or stress you place on your body over time. 36 So if you're asking how to "use progressive overload", you're essentially exploring how to design an effective workout program.
The simplest way to put this into practice is to do a little more each time you're in the gym: add more weight, complete more repetitions, or increase the workout's difficulty in another way. You can still include lighter "deload" workouts or even "deload" weeks periodically, but over the long term, you should aim for a pattern of gradually increasing workout intensity. 37 That is because you'll be getting stronger - instead, it's more like the workouts are keeping pace with your growing fitness level.
If the idea of working harder indefinitely sounds discouraging, don't worry. You will work harder in absolute terms, for example, by lifting heavier weights. 38 Your workouts will stay within an effort range you might describe as "hard but possible", and you'll track progress through improving numbers, such as more weight, more repetitions rather than a constant increase in felt difficulty.
39 I consistently lifted weights that felt heavy for my current ability. Over time, the weights that once felt challenging started to feel easy, so I needed to add more weight to the bar to maintain that sense of difficulty.
Most of the time, I followed one of two fitness plans. One told me exactly how much weight to lift, increasing slowly over time. The other focused on how hard I felt, letting me pick the right weight each day. Following a structured program typically gives better progress than making it up as you go. 40
A. How did I make progress with this approach
B. What does progressive overload look like in real life
C. Importantly, these workouts won't necessarily feel harder.
D. However, the relative challenge will remain roughly the same.
E. The term describes how a workout program changes over time.
F. In all, as long as you stick to the principles, you will get stronger.
G. Even as your strength improves, you don't have to do more in every single workout.
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。
Betty could have easily decided not to go boating—she was 20 weeks pregnant(怀孕的), after all. It would have been 41 if she didn't feel like participating in such an outdoor outing. But she did, and this 42 set off an amazing event that no one could have predicted.
Betty and her husband were enjoying their river ride with their own dog when they 43 another four - legged friend in the distance. But there wasn't a single human, boat, or anything else near the seemingly 44 dog.
So, the couple decided to 45 it. It didn't take them long to 46 that the dog was alone. Soon, however, they had another 47 : The dog was blind. To 48 the dog got to safety, they carefully placed her inside their boat. 49 , their own dog didn't mind at all. She was 50 in exploring the river, which could be seen in the video the couple recorded.
Thankfully, this dog was reunited with her 51 shortly after the video was posted online. As it 52 , the poor little 15 - month - old dog had been missing for more than a week. Her owners were surprised to get a call from Betty, though, at first, they were 53 . In fact, the first thing they asked her was "Is she dead "
"What a lovely 54 ! So grateful we went on that outing that day!" Betty shared.
It's incredible what can happen when we take the time to help others—and no wonder Betty's story is 55 others to pay forward the love.
41.A. funny B. strange C. wrong D. reasonable
42.A. decision B. hobby C. intention D. response
43.A. photographed B. noticed C. disturbed D. frightened
44.A. anxious B. aimless C. curious D. lost
45.A. check B. measure C. monitor D. protect
46.A. conclude B. imagine C. predict D. announce
47.A. inspiration B. discovery C. expectation D. description
48.A. learn B. prove C. ensure D. explain
49.A. Interestingly B. Eventually C. Obviously D. Fortunately
50.A. included B. trapped C. engaged D. skilled
51.A. keepers B. doctors C. trainers D. partners
52.A. burst out B. turned out C. broke out D. came out
53.A. disappointed B. confused C. annoyed D. worried
54.A. animal B. boating C. reunion D. couple
55.A. reminding B. urging C. inspiring D. expecting
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。
Colorful traditional costumes, handmade cultural items, and the smell of Southeast Asian flavors filled a hall at Beijing's International Innovation Park as young people from across the region 56 (gather) under one roof. Music and lively conversations flowed through the air, 57 (turn) the spot into a celebration of diversity. The event was SEA YOU@ASEAN 2025, a cultural festival organized for 58 (young).
At one stand, an Indonesian student named Lim 59 (cautious) unfolded pieces of batik(巴蒂克布料). "Batik is a great source 60 pride for Indonesians," she said. "Every pattern of its own tells a story about history, nature or daily life."
Lim was one of the young professionals from China and ASEAN countries who took part in the festival, 61 was cooperatively organized by the Malaysian Students Association in China and the Association of Malaysian Students in Beijing.
62 (hold) as Malaysia served as ASEAN's rotating chair in 2025, the festival aimed 63
(strengthen) people - to - people ties and show the region's cultural diversity through exhibitions, performances, and interactive experiences.
At the Myanmar stand, for example, Hein, a 21 - year - old junior studying at Peking University, demonstrated chinlone, a traditional Burmese sport often compared to China's cuju— 64 ancient ball game considered an early form of soccer. He said he was especially touched when participants from different ASEAN countries exchanged small gifts at the end of the event. "It showed 65 closely connected our cultures are," he added.
第四部分 写作(共两节,满分40分)
第一节(满分15分)
假定你是某国际学校学生李华,你校计划引入教育机器人“Mike 老师”辅助教学,校长Mr. Black就此向学生征求意见。请你用英语给他写一封邮件,内容包括:
陈述观点;
说明理由;
提出相关建议。
注意:
写作词数应为80左右;
请按如下格式在答题卡的相应位置作答。
Dear Mr. Black,
Yours sincerely,
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。
Tom set his lunch tray(盘) on the table near his friend Jake. "Trade you a sandwich for an apple pie," Tom said. Jake nodded, taking his apple pie out of his lunchbox. Tom noticed a folded piece of paper at the bottom of Jake's lunchbox.
"What's that " demanded Ethan, another boy in their class. Before Jake could answer, Ethan grasped the paper. He unfolded it and saw the words: "Dear Jake, I hope you have a great day. Love, Mom." Ethan read the note in a loud voice, laughing at the note that Jake's mother had put into the lunchbox. It seemed that he was trying to attract nearby students to glance over. Surprisingly, Ethan read the note in a low voice again, to himself. He ran his fingers across the note, with his eyes resting on the words for a second. It almost looked as if he wanted to keep it.
Tom grasped the paper angrily and gave it back to Jake. Ethan insisted no one wanted a note anyway. "I do," said Jake. Tom liked getting notes too. Hearing this, Ethan burst into anger, suddenly grasping the note from Jake's hand again. Ethan threw the note and it fell to the floor. Tom picked it up quickly and then handed it back to Jake, who placed it into his pocket right away.
When Tom wanted to argue with Ethan, Jake stopped him and whispered that Ethan didn't live with his mother. Tom's anger faded at once, and he suddenly connected this to how Ethan had stared at the note earlier.
Tom couldn't stop replaying the strange way Ethan had acted in his mind. Ethan was so mean to Jake, but Tom still thought about how to help Jake and Ethan. He kept turning the problem over in his mind, wondering how to make things right. Suddenly, his eyes lit up and a smile spread across his face—he had a great idea.
注意:
续写词数应为150左右;
请按如下格式在答题卡的相应位置作答。
On the bus back home, Tom talked with Jake about what had happened during lunchtime.
The next lunchtime, Tom hurried to the cafeteria with some extra handwritten notes.
参考答案及解析
答案速查
题号 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
答案 B C A B A B A C B A B C A B C
题号 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
答案 C A C A B D C A D B A B A D B
题号 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
答案 C B A D C E C D A F D A B D A
题号 46 47 48 49 50 51 52 53 54 55
答案 A B C D C A B D C C
56. gathered 57. turning 58. youth 59. cautiously 60. of
61. which 62. Held 63. to strengthen 64. an 65. how
第二部分 阅读
第一节
A
【语篇导读】这是一篇应用文,介绍了由 Elara 和 Soren Vik 夫妇创办的 Fjord Explorers Base 户外探险基地,旨在吸引学生团体及其他游客参与。
21. D 【解析】理解具体信息。根据文章第一段中的 “the base offers deep nature experiences and survival skills learning”(该基地提供深度的自然体验和生存技能培训)及“the real fun is being there yourself”(真正的乐趣在于亲身体验)可知,该基地的魅力在于让游客亲身参与自然体验和生存技能学习,D 项与原文表述一致。故选 D 项。
22. C 【解析】理解具体信息。根据价格表计算:基础费用( Base Fee)为 ，，15)= ，795;活动套餐(Activity Package)为 ，，20)= ，250;总费用为(250)= $1,045。故选 C 项。
23. A 【解析】理解具体信息。根据指南内容:退房时间为上午 11 点,若于下午 1 点后停留每一小时需支付 $20;办理入住时间为下午 1 点,若提前至上午 11点到达并提前安排的话可免费。由此可知,遵守时间规则能避免额外费用,此逻辑与 A 项一致。故选A 项。
B
【语篇导读】这是一篇记叙文。文章主要讲述 29 岁的崔雅梦在家乡青岛开办“雅梦之家”无障碍民宿的公益实践。她通过贴心的服务和免费住宿等举措,致力于帮助残疾人士破除出行住宿的障碍。
24. D 【解析】作出推理判断。根据第一段内容,开头在描述“雅梦之家”的视觉场景后,随即用“The guesthouse is run by 29 - year - old Cui Yameng, a passionate advocate for public welfare who is devoted to breaking down barriers for people with disabilities.”(这家民宿由 29 岁的崔雅梦运营,她是一位热心公益的倡导者,致力于为残障人士破除各类障碍。)指出这家民宿的主人崔雅梦的身份,旨在突出该民宿的核心理念。故选 D 项。
25. B 【解析】词义猜测。根据第二段语境“While in high school, Cui volunteered... During her university years, she traveled... and witnessed... It was then that Cui set her long - term goal...”(高中时期,崔雅梦参与了志愿服务……大学期间,她走访……并亲眼看到了……也正是在那时,她确立了自己的长期目标……)可推断,“开办民宿”的决定是她经过深思熟虑做出的,并非“临时起意”,故“on a whim”意为“没有仔细考虑”。故选 B 项。
26. A 【解析】理解具体信息。根据第四段崔雅梦的表述“I want guests to feel they can stay here with dignity
and peace of mind”(我希望客人能有尊严、安心地住在这里)可知,她的目的是让客人摆脱“免费住宿”的心理负担,感受到尊重与内心的平和。故选A项。
27. B 【解析】理解主旨要义。文章核心围绕“雅梦之家”展开,强调雅梦残障贴心的服务和免费住宿等举措,致力于帮助残疫族人克服住宿障碍。B项“Yameng’s Home: Breaking Barriers with Love”(雅梦之家:以爱破除障碍)既点明了核心对象“雅梦之家”,又概括了“用爱破除障碍”的核心内容,是最恰当的标题。故选B项。
C
【语篇导读】这是一篇说明文。文章介绍了一项针对幼儿(平均月龄超18个月)模仿行为的研究,强调了过度模仿在儿童发展中的重要性以及培养批判性思维的必要性。
28. A 【解析】理解具体信息。根据第二段第二句“Each child was given four tasks, each designed to test a specific type of imitation.”(每名儿童被分配了四项任务,每项任务均旨在测试一种特定类型的模仿行为。)可知,A项“To assess different kinds of imitation in young children.”(评估幼儿的各类模仿行为。)符合语境。故选A项。
29. D 【解析】作出推理判断。根据第三段对过度模仿任务的描述,其中明确指出该任务包含“one of which was irrelevant to the goal”(其中一个是与目标无关的动作),因此D项“It included an action unnecessary for achieving the goal.”(它包含一个对实现目标来说不必要的动作。)符合语境。故选D项。
30. B 【解析】作出推理判断。根据最后一段第一句“We suspect a link between over - imitation and preference for in - group members, but it may emerge with age—suggesting a developmental pattern tied to understanding group membership.”可知,研究人员推测过度模仿和群体内偏好之间存在关联,只是这种关联可能会随着年龄增长显现。B项“Over - imitation is potentially linked to in - group preference.”(过度模仿可能与群体内偏好有关联。)符合语境。故选B项。
31. C 【解析】作出推理判断。根据最后一段中的“Given over - imitation’s importance in childhood development, further research is needed, especially on fostering children’s critical thinking skills.”(鉴于过度模仿在儿童发展中的重要性,我们有必要开展进一步研究,尤其是在培养儿童批判性思维能力方面。)可知,C项“Practical methods to develop children’s critical thinking.”(培养儿童批判性思维的实用方法。)与原文逻辑一致。故选C项。
D
【语篇导读】这是一篇议论文。文章主要围绕应对气候变化的“太阳能地球工程”展开,介绍了该技术的原理,意在引发读者对于该技术可行性的思考。
32. B 【解析】理解具体信息。根据第二段中的“These balloons, when reaching a certain height, burst open, spreading sulfur dioxide particles(二氧化硫颗粒)across the sky, thus creating a bright mist in the sky that reflects sunlight.”(这些气球升至特定高度后便会爆裂,向空中释放二氧化硫微粒,进而在天空中形成一层明亮的薄雾,以此反射阳光。)可知,B项“To form a sunlight - reflecting mist.”(形成反射阳光的雾气。)表述与之一致。故选B项。
33. A 【解析】理解具体信息。根据第三段中的“Financially, it is also more possible: the estimated annual cost is... far lower than the trillions of dollars required for a full global transition to renewable energy.”(在资金层面,这一方案也具备更高的可行性:其年度预估成本……远低于全球全面转型至可再生能源所需的数万亿美元。)可知,A项“It is more affordable.”(它更经济实惠。)抓住了“可负担性”这一要点,符合原文含义。故选A项。
34. D 【解析】作出推理判断。根据第四段中的“Some warn that interfering with the weather may disrupt rainfall patterns...”(一些人警告称,干预天气可能会扰乱降雨模式……)可知,D项“It may affect rainfall distribution.”(它可能影响降雨分布。)与原文中的“disrupt rainfall patterns”表述一致。故选D项。
35. C 【解析】作出推理判断。原文在总结该技术的优势和风险后指出“Given its potential benefits and significant risks, solar geoengineering requires cautious evaluation.”(鉴于其潜在效益与重大风险并存,太阳能地球工程亟须审慎评估。)可知,C项“Objective.”(客观的。)符合作者的态度。故选C项。
第二节
【语篇导读】这是一篇说明文。文章围绕健身领域的一个重要概念——“渐进超负荷”(progressive overload)进行阐述。文章首先解析了其定义,继而介绍了具体的实践方法,并澄清了常见误解,最后结合个人经验印证了该方法的有效性。
36. E 【解析】此空上文给出了“渐进超负荷”的定义。E 项 “The term describes how a workout program changes over time.”（这个术语描述了锻炼计划如何随着时间变化。）中的 “The term” 指代上文的 “progressive overload”，完美地承上启下。故选 E 项。
37. C 【解析】根据此空下文的原因 “That is because you'll be getting stronger—instead, it's more like the workouts are keeping pace with your growing fitness level.”（你会变得更强壮——相反，这更像是锻炼跟上你不断提高的体能水平。）中的 “instead” 可知，C 项 “Importantly, these workouts won't necessarily feel harder.”（重要的是，这些锻炼不一定会感觉更难。）为后文的解释做了铺垫。故选 C 项。
38. D 【解析】此空上文说 “You will work harder in absolute terms …”（从绝对意义上说，你会更努力……），下文则描述了一个结果 “Your workouts will stay within an effort range …”（你的锻炼会保持在一个……的努力范围内）。这两句话之间存在一种对比。D 项 “However, the relative challenge will remain roughly the same.”（然而，相对的挑战将大致保持不变。）用 “However” 进行转折，精确地表达了这种对比关系，使上下文逻辑连贯。故选 D 项。
39. A 【解析】此空位于段首。下文是第一人称的叙述，详细描述了作者如何保持锻炼的挑战性。这是一个具体的例子，用来解释 “渐进超负荷” 的实践。A 项 “How did I make progress with this approach ”（我是如何用这种方法取得进步的？）以设问的方式，自然地引出了下文的个人经验分享，作为对 “渐进超负荷” 理论的具体例证。故选 A 项。
40. F 【解析】此空位于文章结尾。上文提到了两种有效的训练方法，并指出 “Following a structured program typically gives better progress than making it up as you go.”（遵循一个结构化的计划通常比即兴发挥效果更好。）。本空需要一个总结性的陈述。F 项 “In all, as long as you stick to the principles, you will get stronger.”（总而言之，只要你坚持这些原则，你就会变得更强壮。）符合语境。故选 F 项。
第三部分 语言运用
第一节
【语篇导读】这是一篇记叙文。怀孕的 Betty 与丈夫划船时，发现一只失明且孤身在外的小狗。他们出手救助并发布相关视频，帮助失踪一周多的小狗与主人团聚。
41. D 【解析】前文核心逻辑为 “Betty 怀孕 20 周，本可选择不参加划船活动”，基于此判断，若她不愿参与此类户外活动，是完全 “合理的”。D. reasonable 意为 “合理的”，精准匹配此处的语境逻辑。故选 D 项。
42. A 【解析】前文明确提到 “Betty could have easily decided not to go boating … But she did”（Betty 本可轻易决定不去划船……但她决定去了）。A. decision 意为 “决定”，直接呼应前文的 “decided”。故选 A 项。
43. B 【解析】上下文逻辑为 “Betty 夫妇正在享受划船（的快乐），这时远处出现另一只狗”，结合 “in the distance” 的场景，最先发生的动作应是 “注意到”。B. noticed 意为 “注意到”，符合 “远距离观察到目标” 的动作逻辑。故选 B 项。
44. D 【解析】后文明确提到 “the poor little 15 - month - old dog had been missing for more than a week”（这只 15 个月大的可怜小狗已失踪一周多），因此空格处需体现它 “失踪的” 状态。D. lost 意为 “迷路的、失踪的”，直接呼应后文的 “missing”。故选 D 项。
45. A 【解析】Betty 夫妇发现 “远处有一只无人看管的狗” 后，基于 “疑惑” 的心理，自然会选择 “靠近去查看情况”。A. check 意为 “查看、核实”，符合 “初步了解未知情况” 的行为逻辑。故选 A 项。46. A 【解析】前文提到 “there wasn't a single human, boat, or anything else near the seemingly … dog”（那只看似……的狗附近，无任何人、任何船，也无任何别的东西），Betty 夫妇靠近后通过观察，自然会 “得出结论”——那只狗是单独的。A. conclude 意为 “得出结论”。故选 A 项。
47. B 【解析】前文已得出 “那只狗是单独的” 这一结论，后文提到 “The dog was blind.”（那只狗是失明的。）是 Betty 夫妇的另一个 “发现”。B. discovery 意为 “发现”。故选 B 项。
48. C 【解析】Betty 夫妇发现那只狗失明且单独在河边后，就将其放进船里，目的是 “确保” 它的安全。C. ensure 意为 “确保”。故选 C 项。
49. D 【解析】Betty 夫妇将那只陌生狗放进船里，而 “他们自己的狗一点也不介意”，这对救助行为而言是 “幸运的”，避免了不必要的冲突。D. Fortunately 意为 “幸运地”。故选 D 项。
50. C 【解析】结合语境 “他们自己的狗一点也不介意新来的狗”，可知它正 “忙于” 探索那条河流，无暇顾及其他。固定搭配 “be engaged in doing sth.” 意为 “忙于做某事”，C. engaged 符合语境。故选 C 项。
51. A 【解析】后文明确提到 “Her owners were surprised
to get a call from Betty”(它的主人接到 Betty 的电话很意外),因此空格处需体现“那条狗与主人团聚”。A. keepers 意为“饲养者、主人”,与后文的“owners”语义一致。故选 A 项。
52. B 【解析】后文揭示了狗的真实情况——“失踪 6 周多”。此处需用固定句型“As it turned out”(结果是)引出事实真相。B. turned out 意为“结果是、证明是”,符合句型及语境。故选 B 项。
53. D 【解析】disappointed 失望的;confused 困惑的;annoyed 生气的;worried 担心的。后文提到那只狗的主人的第一句话是“Is she dead ”(她死了吗 ),这体现主人的担心。故选 D 项。
54. C 【解析】Betty 的感慨源于“狗与主人团聚”这一核心事件,因此空格处需体现“团聚”的美好。C. reunion 意为“团聚”,直接对应前文“this dog was reunited with her (keepers)”(这只狗与她的主人团聚了)。故选 C 项。
55. C 【解析】语境逻辑为“Betty 的故事传递了善意,进而激励他人传递这份爱”。固定搭配“inspire sb. to do sth.”意为“激励某人做某事”。C. inspiring 意为“激励”,体现故事的积极导向。故选 C 项。
第二节
【语篇导读】这段文字介绍了 2025 年在北京举办的“SEA YOU@ ASEAN 2025”文化节。来自中国和东盟国家的青年人齐聚一堂,通过文化展示、表演和互动体验,展现区域文化多样性,增进民间交流。
56. gathered 【解析】谓语动词,一般过去时。根据上下文出现的时态可知,事件发生在过去,应用一般过去时。故填 gathered。
57. turning 【解析】现在分词作状语。“turn”与其逻辑主语“Music and lively conversations”之间为主动关系(音乐和交谈自然导致“成为庆典”的结果),且为自然发生的结果,应用现在分词形式。故填 turning。
58. youth 【解析】名词。“for”为介词,后接名词作宾语。结合题干“填入 1 个适当的单词”的要求,“young”的名词形式“youth”符合要求,泛指“青年群体、青少年阶层(整体概念)”,此时不强调个体,常作不可数名词。常用搭配为 for youth。故填 youth。
59. cautiously 【解析】副词。空格处需修饰动词“unfolded”(展开),修饰动词需用副词形式。故填 cautiously。
60. of 【解析】介词。“a great source of pride”为固定表达,相当于“a very proud thing”。故填 of。
61. which 【解析】此处考查非限定性定语从句。空格处引导非限定性定语从句,先行词为“the festival”(指物),关系词在从句中作主语,且非限定性定语从句不能用“that”引导。故填 which。
62. Held 【解析】过去分词作状语。空格处需用非谓语动词作状语,“hold”与其逻辑主语“the festival”之间为被动关系(节日被举办),故用过去分词形式,且位于句首,首字母需大写。故填 Held。
63. to strengthen 【解析】动词不定式作宾语。“aim to do sth.”为固定搭配,意为“旨在做某事”,动词“aim”后需接不定式作宾语。故填 to strengthen。
64. an 【解析】不定冠词。空格处修饰单数概念短语“ancient ball game”,表示“一种古老的球类运动”,表泛指;“ancient”的发音以元音音素开头。故填 an。
65. how 【解析】连接词。空格处引导宾语从句,从句主干为“our cultures are closely connected”,其中“closely”为副词,需用“how”引导宾语从句,表“多么……”,强调程度。故填 how。
第四部分 写作
第一节
【参考范文一】
Dear Mr. Black,
I am Li Hua. I am delighted to hear about the plan to introduce the educational robot Teacher Mike, and I am fully in favor of it.
Firstly, Teacher Mike can provide personalized tutoring, helping us solve problems anytime. Secondly, it can create more engaging activities, such as quizzes and games, which can enhance our enthusiasm for learning. In my opinion, most of our students are bound to benefit from it.
My suggestion is that we should have a trial run first to collect students' feedback for further improvement. Looking forward to its arrival.
Yours sincerely,
Li Hua
【参考范文二】
Dear Mr. Black,
I'm Li Hua. Having heard about the plan to introduce the educational robot Teacher Mike, while I understand the intentions behind it, I'm afraid I have some concerns that prevent me from fully supporting it.
Firstly, Teacher Mike may lack emotional interaction, which is essential for language learning. Secondly,
over - reliance on it may reduce our willingness to communicate with real people. In my opinion, we should be cautious about using such robots.
I suggest the school first conduct a thorough survey on students' learning needs, as face - to - face communication is more beneficial for our studies. I hope my suggestion is helpful.
Yours sincerely,
Li Hua
第二节
On the bus back home, Tom talked with Jake about what had happened during lunchtime. “Ethan was so mean to you. Why ” Tom shook his head and dropped his voice to a whisper. Knowing Ethan never got notes, Tom felt sorry for Ethan's experience. Then he leaned closer to Jake, his voice soft with hope, sharing his idea - giving everyone a lunch note, even Ethan. Hearing this, Jake's face brightened, and he nodded, saying, “Yeah, I think it could really help, especially with Ethan - it might make him feel like he belongs.” All night long, they worked on the plan, folding paper, writing warm messages, and taking extra care with the note for Ethan.
The next lunchtime, Tom hurried to the cafeteria with some extra handwritten notes. He set 23 named notes on the first table. Each piece of paper had the name of a classmate on it. Delightedly, Tom watched as Ethan picked up the note with his name on it. Ethan unfolded the note, his hands shaking slightly. A rare smile appeared on Ethan's face as he read the simple, kind words. He didn't expect it. And for a moment, he felt like someone cared. Jake nodded at Tom in approval and gave him a thumbs - up. At the same time, Ethan came up to them with his tuna salad and joined them. It was a sweet reminder that little gestures could light up a whole lunch.
听力录音文稿
Text 1
M: Help! Help! Can someone hear me My car broke down on a remote road, and my phone has a weak signal!
W: No problem. I'll send someone to pick you up. Stay in the car!
Text 2
W: Jim, would you like to watch the new sci - fi movie with us this Thursday
M: I'd be down, but I committed to visiting my grandma and grandpa this week.
W: That's such a nice thing to do. Let's catch the next showing together.
Text 3
M: Hey, Betty. We plan to hit the road at 7:30 to avoid morning traffic. The campsite checks in after 10:00, so we need to leave earlier. I'll pick you up at 6:45 instead of 7:10. Is that good
W: No problem. I've already packed the tent and other facilities.
Text 4
M: Oh no. My laptop won't boot up again. This is the fourth time this month. I guess the system needs proper repair.
W: You'd better have it mended by a technician this weekend. Why not take the subway to the repair store
M: That's a great plan.
Text 5
W: The weather forecast says Saturday will be warm. Shall we go for a picnic in the city botanical garden
M: Perfect! Let's prepare some sandwiches and fruit salad at home on Friday night, so we can head out early Saturday.
W: What if we order some ready - made picnic boxes online I'm too lazy to cook after work.
M: That's all right.
Text 6
W: Tom, did you visit the lake with your cousin as planned last Friday
M: No. We switched plans - we raised 2,000 dollars for the animal shelter.
W: Wow! How did you pull that off
M: My aunt baked cookies and bread, and I sold them to people in the community.
W: That's so great.
M: Yeah, I saw how it helps abandoned pets.
W: Share it with our club
M: Sure! I'll talk about it at the club gathering this Wednesday.
Text 7
W: Leo, we have the final project presentation with the judges on Wednesday morning. Have you got the revised arrangement
M: Yeah, Clara. We're meeting them at 9:30 a.m., aren't we
W: Exactly. But it's not in Lecture Hall 2 any more. It's now in Seminar Room 5.
M: Got it. I'll pass the word to our group. Anything else I need to do
W: Could you send a short message to the instructor now Just to confirm if the time still suits him.
M: No problem. I'll take care of it immediately.
Text 8
M: Mary, have you ever had any turning points in life
W: Definitely. I joined a rural teaching program in my third year of college. I'd learned education theories, but I never taught real students before.
M: Wow, that must have been quite challenging.
W: It was. One afternoon, I helped a shy student solve a math problem. He smiled and said "Thank you, teacher" — clearly something he'd never done before. At that moment, I knew I was cut out for teaching.
M: You seem so passionate about teaching now.
W: Thanks. How about you
M: I'm a wildlife photographer now, but I never planned on it. I went on a forest expedition and took a photo of a rare bird. That's when I realized I wanted to record the beauty of nature for others.
Text 9
W: Excuse me, could you tell me where coach No. 7 is I've searched the whole station hall but can't find it.
M: Which bus are you taking This one is bound for Brighton, with Lewes as a stop along the way.
W: Oh no! I'm traveling to Bath. Let me show you my ticket.
M: Yeah, you're at the wrong boarding area. You should board the bus at Gate 9.
W: Okay, thank you so much. Do you work at this station
M: I do—I'm a bus mechanic. There's a faulty air - conditioner in that bus over there, and I'm on my way to fix it. Well, I should hurry now. Do you have essentials like snacks and a blanket for your trip It seems you'll be on the bus for eight dull hours.
W: Oh, my God. I prepared those, but I forgot to buy a travel guide and some sunscreen.
M: No worries. You still have time. And don't forget—Gate 9 is where you need to go. Have a great trip!
Text 10
M: Dear teachers and classmates, welcome to our campus innovation sharing! Our team's invention exhibition will be launched next week, from the 8th to the 11th. That's why I'm here—to give you a quick look at what's coming. Two years ago, our team joined the school science club, inspired by our physics teacher's lecture on environmental technology. We planned to finish a small research project in six months. We were interested in renewable energy's daily use and decided to create something useful. Every weekend, we spent hours in the lab designing energy - saving tools, fixing circuit boards, and mainly building a solar - powered campus charging station. Our invention got better step by step, with each version more efficient. Last March, while talking to the school about the exhibition, we found an empty classroom on the science building's third floor. We thought it was perfect, so we applied to use it. We decorated the room with our invention models and related posters, and have been busy preparing for the big day ever since.
评分细则
一、应用文写作评分参考标准
(一)内容完整性与准确性(6分)
1. 观点陈述明确(2分)
需清晰、直接地表达对引入教育机器人“Mike 老师”的支持或反对立场。
扣分标准:未明确陈述支持或反对观点(如只描述机器人功能)扣2分;观点表述模糊(如“我觉得可以试试”)扣1分。
示例:明确写出“I am fully in favor of the plan.”或“I'm afraid I have some concerns that...”得2分。
2. 理由说明充分具体(3分)
需提供至少两条具体的理由来支撑观点。
若持支持观点,理由应围绕教育机器人的优势,例如:①提供个性化学习支持/实时答疑(1分);②增加课堂互动性与趣味性(如通过游戏、测验)(1分);③辅助教师、提高教学效率或覆盖不同学习风格(1分)。理由笼统(如“它很好”“有帮助”)每处扣0.5分。
若持反对或谨慎观点,理由应围绕潜在问题,例如:①可能减少师生直接互动(1分);②技术故障或依赖风险(1分);③初期成本或适应性问题(1分)。
每缺一条有效理由扣1分,理由与观点明显矛盾不得分。
3. 建议提出合理可行(1分)
需提出一条与引入机器人相关的具体、合理的建议。
扣分标准:未提出建议扣1分;建议过于空洞(如“希望好好用”)扣0.5分;建议与主题无关不得分。
示例:提出“先进行试点(trial run)收集反馈”“在学生中间进行调研(survey)”“组织培训让师生熟悉操作”“设定使用规则防止过度依赖”等得1分。
(二)语言表达(5分)
1. 语法准确性(2分)
重大语法错误(如时态、语态、主谓一致、句子结构)每处扣0.5分;次要错误(如冠词、介词、名词单复数)每两处扣0.5分。扣满2分为止。
示例:“Teacher Mike can provides help.”中情态动词后动词形式错误,扣0.5分。
2. 词汇运用(2分)
需使用至少四个与教育、科技、学习相关的主题词汇(如 personalized tutoring, engaging, emotional interaction, enhance efficiency, academic performance, over - reliance, feedback, face - to - face communication 等)。每少1个扣0.5分。
用词不当或重复贫乏(如多次使用“good”“help”)扣0.5~1分。
3. 句式多样性(1分)
应使用至少两种不同类型的复合句或复杂结构(如定语从句、状语从句、名词性从句、非谓语动词短语等)。仅使用一种复合句扣0.5分;全部为简单句扣1分。
(三)篇章组织(2分)
1. 结构清晰(1分)
邮件应包含:开头(问候、自我介绍、表明来信目的)、主体(陈述观点、阐述理由、提出建议)、结尾(礼貌结束语)。结构不完整(缺任一部分)扣0.5分;段落混乱或未分段扣1分。
2. 逻辑连贯(1分)
需使用至少三个逻辑衔接词或短语(如 firstly, secondly, furthermore, however, therefore, in addition, in my opinion, as a result 等)。每少1个扣0.3分;使用不当扣0.2分/处。
(四)交际得体性(2分)
1. 语气恰当(1分)
邮件语气应礼貌、正式且符合学生身份。开头结尾需有礼貌套语。
扣分标准:语气过于随意或不敬(如命令式)扣1分;礼貌用语缺失扣0.5分。
2.内容真实贴切(1分)
论述应结合学生视角的学习体验或需求,避免空泛。
扣分标准:内容完全脱离学生实际(如仅谈论机器人技术原理)扣1分;论述泛泛而谈扣0.5分。
词数要求:词数在80左右。明显不足70词或超过100词,在总分基础上酌情扣1分。
(五)区分度说明
第六档(13~15分):完全完成了试题规定的任务。
—覆盖所有内容要点;
—应用了较多的语法结构和词汇(如高级词汇、复杂复合句);
—语法结构或词汇方面有些许错误,但为尽力使用较复杂结构或较高级词汇所致;具备较强的语
—有效地使用了语句间的连接成分,使全文结构紧凑、逻辑流畅;
—完全达到了预期的写作目的(礼貌传达选择及理由,贴合邮件交际场景)。
第五档(10~12分):完全完成了试题规定的任务。
—虽漏掉1~2个次重点(如未细化活动形式的具体细节),但覆盖所有主要内容;
—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准确,些许错误主要是因尝试较复杂语法结构或词汇所致;
—应用简单的语句间连接成分,使全文结构清晰;
—达到了预期的写作目的。
第四档(7~9分):基本完成了试题规定的任务。
—虽漏掉一些内容(如理由缺少一项核心要素),但覆盖所有主要内容;
—应用的语法结构和词汇能满足任务的要求;
—有一些语法结构或词汇方面的错误,但不影响理解;
—应用简单的语句间连接成分,使全文内容连贯;
—整体而言,基本达到了预期的写作目的。
第三档(4~6分):未适当完成试题规定的任务。
—漏掉或未描述清楚一些主要内容(如未明确选择或理由混乱),写了一些无关内容;
—语法结构单调,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;
—信息未能清楚地传达给读者。
第二档(1~3分):未完成试题规定的任务。
—明显漏掉主要内容(如未说明理由),写了一些无关内容,原因可能是未理解试题要求;
—语法结构单调,词汇项目有限;
—较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;
—信息未能传达给读者。
第一档(0分):
—未能传达给读者任何信息;
—内容太少,无法评判;
—写的内容均与所要求内容无关或所写内容无法看清。
—空白卷;
—标记卷;
—使用两种颜色笔答卷,出现学校和考生真实姓名。
二、读后续写评分参考标准
（一）内容（10分）
1. 主题紧扣（4分）：续写需围绕“善意与理解”展开，体现主人公Tom和Jake从关注冲突到主动传递温暖、化解隔阂的转变，核心贴合原文对Ethan处境的隐线（无母亲陪伴）及Tom想“弥补”的初衷。偏离主题（如聚焦无关矛盾、无善意传递）扣2~4分，主题模糊扣1~2分。
2. 情节合理（3分）：第一段需包含1~2句讨论Ethan处境、分享善意计划的具体细节（如对话、心理描写，体现对Ethan的同情）；第二段需展示传递便笺、Ethan的反应及三人关系缓和的实际场景（如便笺传递过程、Ethan的神态动作）。情节牵强（如无铺垫的直接和解）扣1~2分，情节偏离原文逻辑（如Ethan拒绝善意、冲突升级）扣3分。
3. 情感连贯（3分）：情感从对Ethan的同情、提出计划的期待，到看到善意成功传达的欣慰，层次分明。结尾需呼应前文伏笔（如Ethan对便笺的异样态度、Tom的帮扶想法），体现“微小善意的力量”。情感断层（如无心理过渡的直接行动）扣1~2分，无伏笔呼应扣1分。
（二）语言（8分）
1. 词汇准确性（3分）：严格使用高考考纲内词汇（如范文中的“whispered”“delightedly”“gestures”“approval”等），用词贴合语境。出现1~2个超纲词扣0.5分，3个及以上扣1~2分，用词不当（如情感词误用）扣1分。
2. 句式多样性（3分）：需包含复合句（如“Knowing Ethan never got notes, Tom felt sorry for Ethan's experience.”）、非谓语动词（如“folding paper, writing warm messages”）、状语从句等，句式简洁清晰，避免单一简单句堆砌。句式单调（全为简单句）扣1~2分，复杂句使用不当（语法错误）扣0.5~1分。
3. 语法规范（2分）：时态以一般过去时为主，合理运用非谓语、从句等语法结构，主谓一致、时态一致等语法错误控制在2处以内。出现3~4处错误扣1分，5处及以上扣2分，严重语法错误（如时态混乱）直接扣2分。
（三）连贯性（7分）
1. 逻辑衔接（2分）：使用“then”“and”“as”“while”等过渡词/短语，使情节发展、情感过渡自然流畅。衔接生硬（如无过渡直接切换场景）扣1~2分。
2. 伏笔呼应（3分）：续写内容需紧密呼应原文伏笔，如“handwritten notes”对应原文Ethan对母亲便笺的异样反应（凝视、想留存），“Ethan的微笑与靠近”对应原文“无母亲陪伴”的隐线，“Tom的计划”对应原文“想让事情变好”的想法。遗漏1处关键伏笔扣1分，无任何呼应扣3分。
3. 段落结构（2分）：两段内容分配均衡（每段词数差距不超过30词），重点明确——第一段侧重“想法的形成与准备”，第二段侧重“善意的实施与结果”。段落失衡（一段过简/过繁）扣1分，段落重点模糊（无核心动作/心理）扣1分。
补充说明：总词数偏离150词±20词范围，每少/多10词扣0.5分；书写潦草影响阅读，扣1~2分；未按给定开头续写，直接扣5分。
（四）区分度说明
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。
评分时还应注意：
（1）词数少于150的，从总分中减去2分；
（2）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；
（3）书写较差以致影响交际的，酌情扣分。
第七档（25分）：
—创造了丰富、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、句间衔接手段，全文结构清晰，前后呼应，意义连贯。
第六档(21~24分)：
—创造了比较丰富、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衔接手段,全文结构比较清晰,意义比较连贯。
第五档(16~20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；
—使用了语句间衔接手段,全文结构比较清晰,意义比较连贯。
第四档(11~15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；
—尚有语句衔接的意识,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衔接手段,全文结构不够清晰,欠连贯。
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；
—使用两种颜色笔答卷,出现学校和考生真实姓名。
英语试卷
本试卷共8页,满分150分。考试用时120分钟。
注意事项：
1. 答卷前,考生务必用黑色字迹钢笔或签字笔将自己的姓名、准考证号、考场号和座位号填写在答题卡上。将条形码横贴在答题卡"贴条形码区"。
2. 作答选择题时,选出每小题答案后,用2B铅笔把答题卡上对应题目选项的答案信息点涂黑;如需改动,用橡皮擦干净后,再选涂其他答案,答案不能答在试卷上。
3. 非选择题必须用黑色字迹钢笔或签字笔作答,答案必须写在答题卡各题目指定区域内相应位置上;如需改动,先划掉原来的答案,然后再写上新的答案;不准使用铅笔和涂改液。不按以上要求作答的答案无效。
4. 考生必须保持答题卡的整洁。考试结束后,将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。每段对话仅读一遍。
例:How much is the shirt
A. 19.15. B. 9.18. C. 9.15.
答案是C。
1. What is the matter with the man
A. He lost his way.
B. His car broke down.
C. His phone stopped working.
2. What is Jim going to do this Thursday
A. See a sci - fi film.
B. Go shopping downtown.
C. Visit his grandparents.
3. Why does the man recommend starting earlier
A. To avoid possible delays.
B. To catch the first bus.
C. To set up a comfortable tent.
4. What does the woman suggest the man do about his laptop
A. Set up the operating system again.
B. Have it fixed this weekend.
C. Send for a technician immediately.
5. What are the speakers mainly talking about
A. A picnic plan. B. Weather conditions. C. Cooking homemade meals.
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 did Tom do last Friday
A. He visited a lake.
B. He sold foods for charity.
C. He attended a club gathering.
7. What is the probable relationship between the two speakers
A. Fellow club members. B. Aunt and nephew. C. Cousins.
听第7段材料,回答第8至10题。
8. Why does the woman talk to the man
A. To ask him to revise the project.
B. To confirm the project deadline.
C. To tell him the changed arrangement.
9. Where will the presentation be held
A. In Lecture Hall 2. B. In Seminar Room 5. C. In Seminar Room 9.
10. What will the man probably do next
A. Get in touch with the instructor.
B. Check the seminar room's location.
C. Discuss the rearrangement with the group.
听第8段材料,回答第11至13题。
11. What made Mary realize she was suitable for teaching
A. Education theories she learned in college.
B. Her experience of a rural teaching program.
C. Encouragement from her previous students.
12. Where did the man photograph a bird
A. On a college campus.
B. In a rural school.
C. In a forest.
13. What do the two speakers' stories show
A. Small events can shape one's future.
B. Career choices depend on theories.
C. Passion is the key to success in life.
听第9段材料,回答第14至17题。
14. What is the woman's destination
A. Brighton. B. Bath. C. Lewes.
15. What's wrong with the woman
A. She accidentally got on the wrong bus.
B. She simply couldn't find her bus ticket.
C. She went to the wrong boarding zone.
16. What does the man do
A. He is a station conductor.
B. He is a travel guide.
C. He is a bus mechanic.
17. What can we infer from the conversation
A. The woman isn't well prepared for her trip.
B. The man is familiar with scenic spots in Bath.
C. The bus trip will be very comfortable.
听第10段材料,回答第18至20题。
18. How long will the invention exhibition last
A. For eleven days. B. For eight days. C. For four days.
19. What do we know about the team's invention
A. It is related to environmental protection.
B. It was designed for classroom teaching.
C. It took less than a year to complete.
20. What is the speaker's purpose of giving the talk
A. To find a location for the exhibition.
B. To introduce the team's invention exhibition.
C. To encourage students to pursue scientific careers.
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
Fjord Explorers Base was founded by Elara and Soren Vik, a couple who love outdoor adventures. It has two different camps: the Forest Camp and the Lakeside Outpost. Started in March 2011, the base offers deep nature experiences and survival skills learning. Online pictures show boating and evening campfires, but the real fun is being there yourself—like listening to wild birds over the water or learning
to make a simple shelter in the woods.
The Forest Camp and Lakeside Outpost are 2 km away from each other. Forest Camp has small wooden houses with simple beds, while Lakeside has tents (帐篷) and outdoor sleeping areas. The base welcomes groups of 15 - 60 students and other guests for activities such as river trips, rock climbing, and night walks. Choices include shared rooms, private tents, or group sleeping areas. Basic tools and safety instructions are provided. You can book a one - day visit to enjoy the excitement here.
Pricing
Program Base Fee (per day) Group Size for Base Price Extra Person Fee
Forest/Lakeside $750 12 Beyond 12: $15/person
Activity Package + $150 10 Beyond 10: $20/person
Guidelines
※ Check - in: 1:00 p.m. Early arrival at 11:00 a.m. is free if arranged in advance.
※ Check - out: 11:00 a.m. Staying after 1:00 p.m. costs $20 per hour.
※ Do not bring pets. Only helper animals for special needs are allowed.
※ Please be quiet after 10:00 p.m. All outside fun must stop by 11:00 p.m.
※ Campfires are okay only in special areas when staff are there.
※ Everyone must join a short safety lesson when they arrive.
21. What do we know about Fjord Explorers Base
A. Its two camps offer identical accommodation.
B. It is intended for activities with student groups.
C. It had been operating for over 15 years by 2024.
D. It provides nature exposure and survival training.
22. How much should a group of 15 pay for the Forest Camp with Activity Package per day
A. $900. B. $945. C. $1,045. D. $1,150.
23. What does the Guidelines suggest about guests' behavior
A. Following time rules can help avoid extra costs.
B. No animals are allowed to be brought to the base.
C. The safety lesson is optional for experienced guests.
D. Campfires are permitted anywhere with staff around.
B
When you step into "Yameng's Home", a guesthouse in Qingdao, the first things that may catch your eye are a Barbie doll in a wheelchair and a three - legged cat named Joy happily wandering around. The guesthouse is run by 29 - year - old Cui Yameng, a passionate advocate for public welfare who is devoted to breaking down barriers for people with disabilities.
In 2023, Cui returned to her hometown of Qingdao after working in Beijing and Chongqing and purchased a two - story apartment. She kept the second floor as her own living and working space while transforming the first floor into a fully welcoming guesthouse. This decision wasn't made on a whim. While in high school, Cui volunteered with a public welfare organization and later applied to a university of special education. During her university years, she traveled with friends with disabilities and witnessed first - hand how everyday barriers could keep them from moving forward. It was then that Cui set her long - term goal: to open a fully accessible hotel.
At Yameng's Home, every detail has been thoughtfully designed. At the entrance, a 3 - centimeter - high ramp(斜坡) allows easy access for wheelchair users. In the kitchen, the counters are lowered to make cooking more convenient for guests with limited movement. In the bedroom, the bed height can be
altered by adding or removing mattresses(床垫) to suit different needs.
Cui also offers free accommodation to guests with disabilities. In return, visitors are invited to share a story about themselves. "Some people might hesitate when they hear there's no charge. I want guests to feel they can stay here with dignity and peace of mind," Cui said.
Cui's home has already welcomed 28 guests from across China. Despite the growing popularity of her guesthouse, she hopes that one day she will be able to close it because it is no longer needed. "That would mean people with disabilities can easily find and book accessible, affordable accommodations anywhere," she said. "I truly look forward to that day."
24. What is the purpose of the first paragraph
A. To describe the decorations of a guesthouse.
B. To show the toys and pets in "Yameng's Home".
C. To explain the popularity of a guesthouse in Qingdao.
D. To highlight the unique features of the guesthouse.
25. What do the underlined words "on a whim" in paragraph 2 probably mean
A. On the basis of long - term planning.
B. Without careful consideration.
C. Under the influence of friends.
D. For the purpose of making money.
26. Why does Cui Yaneng ask free accommodation guests to share their stories
A. To make guests feel respected and at ease.
B. To collect materials for her public welfare work.
C. To learn about the difficulties of disabled people.
D. To promote her guesthouse through interesting stories.
27. What can be a suitable title for the text
A. Closing a Guesthouse for a Brighter Tomorrow
B. Yameng's Home: Breaking Barriers with Love
C. Disabled Travelers' Favorite Guesthouse in Qingdao
D. Accessible Guesthouse: Spreading Care Through Actions
C
Humans are by nature social creatures. Our desire to be accepted by our in - groups is born and one form of this behavior is over - imitation(过度模仿)—the tendency to copy actions that are unnecessary to achieve a goal.
Researchers found 73 children with a mean age of just over 18 months. Each child was given four tasks, each designed to test a specific type of imitation. All tasks involved an experimenter demonstrating the task to the child, who was then scored based on their responses.
The over - imitation task required opening a box containing a toy through a series of three actions, one of which was irrelevant to the goal. The elicited(诱发的) imitation task asked the child to correctly copy a series of three actions. For the unfinished intentions imitation task, an experimenter used play materials to attempt an action (e.g., placing a string of beads in a cup). If the experimenter failed to complete the task, the child was then asked to successfully do it.
Finally, the in - group preference task had the child seated in front of a screen showing a woman and a robot side by side. Both held the same soft animal and performed identical actions at the same time. An experimenter hid behind a curtain beneath the screen, holding the toys on a stick to pretend an offer from both the robot and the woman. Children were scored based on whether they reached for the robot's or the woman's toy first.
Among the 73 children, 62% showed a clear correlation between prompted imitation and imitation
of incomplete actions; no significant link was found between the other task pairs.
We suspect a link between over - imitation and preference for in - group members, but it may emerge with age—suggesting a developmental pattern tied to understanding group membership. Given over - imitation's importance in childhood development, further research is needed, especially on fostering children's critical thinking skills.
28. What was the primary aim of the four tasks in the study
A. To assess different kinds of imitation in young children.
B. To compare children's learning abilities with robots.
C. To find ways to foster children's critical thinking.
D. To prove over - imitation is born with humans.
29. What can be learned about the over - imitation task
A. It required the child to finish an uncompleted action.
B. It involved more complex steps than the other tasks.
C. It was designed to test in - group preference indirectly.
D. It included an action unnecessary for achieving the goal.
30. What conclusion can we draw from the experiment
A. Most children performed perfectly in the experiment.
B. Over - imitation is potentially linked to in - group preference.
C. All task pairs showed significant connections to some degree.
D. Children performed better in tasks involving human interaction.
31. What will probably be discussed after the last paragraph
A. The relationship between age and in - group preference.
B. More details about the experiment's design and process.
C. Practical methods to develop children's critical thinking.
D. Differences in imitation abilities across age groups.
D
Climate change is causing rising temperatures and extreme weather events. What if there were a way to cool Earth by reflecting the Sun
In 2022, the US company Make Sunsets released two weather balloons above Baja California in Mexico. These balloons, when reaching a certain height, burst open, spreading sulfur dioxide particles (二氧化硫颗粒) across the sky, thus creating a bright mist in the sky that reflects sunlight. A similar weather balloon test flight was launched in the UK. This method belongs to solar geoengineering, a process of bouncing sunlight back into space. Other approaches include installing reflectors on satellites, though these are more technically complex.
In a world of rising temperatures, dimming the Sun is an immediate way to cool the planet. Luke Iseman, the founder of Make Sunsets, claims that without solar geoengineering there are no other realistic choices to stay below 2 °C, beyond which many effects of climate change will be irreversible (不可逆转的). Studies have confirmed its effectiveness: a 2022 Yale study suggested reflecting sunlight could slow sea - level rise and help restore polar ice. Financially, it is also more possible: the estimated annual cost is around $10 billion, far lower than the trillions of dollars required for a full global transition to renewable energy.
However, over 380 scientists worldwide have opposed the technology. Some warn that interfering with the weather may disrupt rainfall patterns, triggering droughts in some regions and floods in others. Since its effects are not limited to participating nations, conflicts between countries could arise.
Additionally, experts argue that it might encourage polluters to continue burning fossil fuels. There is also concern about long - term maintenance: if solar geoengineering is stopped suddenly, Earth could face a sharp temperature surge, severely harming wildlife.
Given its potential benefits and significant risks, solar geoengineering requires cautious evaluation. Governments, scientists, and global organizations should cooperate to conduct thorough research, assess its long - term impacts, and establish strict regulatory frameworks before any large - scale implementation.
32. What is the function of the balloons released by Make Sunsets
A. To absorb sulfur dioxide particles.
B. To form a sunlight - reflecting mist.
C. To monitor extreme weather changes.
D. To help install sunlight reflectors.
33. What is the advantage of solar geoengineering over renewable energy transition according to the text
A. It is more affordable. B. It is more eco - friendly.
C. It is easier to carry out. D. It is more accessible.
34. What can we infer from paragraph 4 about solar geoengineering
A. It may reduce the use of oil.
B. It may cause damage to satellites.
C. It mainly benefits nations involved.
D. It may affect rainfall distribution.
35. What's the author's attitude to dimming the Sun
A. Supportive. B. Opposed. C. Objective. D. Doubtful.
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。
As you get stronger, you become able to lift heavier and heavier weights. That's the key idea behind a frequently misunderstood fitness concept: progressive overload. Progressive overload refers to the gradual increase in the amount of work or stress you place on your body over time. 36 So if you're asking how to "use progressive overload", you're essentially exploring how to design an effective workout program.
The simplest way to put this into practice is to do a little more each time you're in the gym: add more weight, complete more repetitions, or increase the workout's difficulty in another way. You can still include lighter "deload" workouts or even "deload" weeks periodically, but over the long term, you should aim for a pattern of gradually increasing workout intensity. 37 That is because you'll be getting stronger - instead, it's more like the workouts are keeping pace with your growing fitness level.
If the idea of working harder indefinitely sounds discouraging, don't worry. You will work harder in absolute terms, for example, by lifting heavier weights. 38 Your workouts will stay within an effort range you might describe as "hard but possible", and you'll track progress through improving numbers, such as more weight, more repetitions rather than a constant increase in felt difficulty.
39 I consistently lifted weights that felt heavy for my current ability. Over time, the weights that once felt challenging started to feel easy, so I needed to add more weight to the bar to maintain that sense of difficulty.
Most of the time, I followed one of two fitness plans. One told me exactly how much weight to lift, increasing slowly over time. The other focused on how hard I felt, letting me pick the right weight each day. Following a structured program typically gives better progress than making it up as you go. 40
A. How did I make progress with this approach
B. What does progressive overload look like in real life
C. Importantly, these workouts won't necessarily feel harder.
D. However, the relative challenge will remain roughly the same.
E. The term describes how a workout program changes over time.
F. In all, as long as you stick to the principles, you will get stronger.
G. Even as your strength improves, you don't have to do more in every single workout.
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。
Betty could have easily decided not to go boating—she was 20 weeks pregnant(怀孕的), after all. It would have been 41 if she didn't feel like participating in such an outdoor outing. But she did, and this 42 set off an amazing event that no one could have predicted.
Betty and her husband were enjoying their river ride with their own dog when they 43 another four - legged friend in the distance. But there wasn't a single human, boat, or anything else near the seemingly 44 dog.
So, the couple decided to 45 it. It didn't take them long to 46 that the dog was alone. Soon, however, they had another 47 : The dog was blind. To 48 the dog got to safety, they carefully placed her inside their boat. 49 , their own dog didn't mind at all. She was 50 in exploring the river, which could be seen in the video the couple recorded.
Thankfully, this dog was reunited with her 51 shortly after the video was posted online. As it 52 , the poor little 15 - month - old dog had been missing for more than a week. Her owners were surprised to get a call from Betty, though, at first, they were 53 . In fact, the first thing they asked her was "Is she dead "
"What a lovely 54 ! So grateful we went on that outing that day!" Betty shared.
It's incredible what can happen when we take the time to help others—and no wonder Betty's story is 55 others to pay forward the love.
41.A. funny B. strange C. wrong D. reasonable
42.A. decision B. hobby C. intention D. response
43.A. photographed B. noticed C. disturbed D. frightened
44.A. anxious B. aimless C. curious D. lost
45.A. check B. measure C. monitor D. protect
46.A. conclude B. imagine C. predict D. announce
47.A. inspiration B. discovery C. expectation D. description
48.A. learn B. prove C. ensure D. explain
49.A. Interestingly B. Eventually C. Obviously D. Fortunately
50.A. included B. trapped C. engaged D. skilled
51.A. keepers B. doctors C. trainers D. partners
52.A. burst out B. turned out C. broke out D. came out
53.A. disappointed B. confused C. annoyed D. worried
54.A. animal B. boating C. reunion D. couple
55.A. reminding B. urging C. inspiring D. expecting
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。
Colorful traditional costumes, handmade cultural items, and the smell of Southeast Asian flavors filled a hall at Beijing's International Innovation Park as young people from across the region 56 (gather) under one roof. Music and lively conversations flowed through the air, 57 (turn) the spot into a celebration of diversity. The event was SEA YOU@ASEAN 2025, a cultural festival organized for 58 (young).
At one stand, an Indonesian student named Lim 59 (cautious) unfolded pieces of batik(巴蒂克布料). "Batik is a great source 60 pride for Indonesians," she said. "Every pattern of its own tells a story about history, nature or daily life."
Lim was one of the young professionals from China and ASEAN countries who took part in the festival, 61 was cooperatively organized by the Malaysian Students Association in China and the Association of Malaysian Students in Beijing.
62 (hold) as Malaysia served as ASEAN's rotating chair in 2025, the festival aimed 63
(strengthen) people - to - people ties and show the region's cultural diversity through exhibitions, performances, and interactive experiences.
At the Myanmar stand, for example, Hein, a 21 - year - old junior studying at Peking University, demonstrated chinlone, a traditional Burmese sport often compared to China's cuju— 64 ancient ball game considered an early form of soccer. He said he was especially touched when participants from different ASEAN countries exchanged small gifts at the end of the event. "It showed 65 closely connected our cultures are," he added.
第四部分 写作(共两节,满分40分)
第一节(满分15分)
假定你是某国际学校学生李华,你校计划引入教育机器人“Mike 老师”辅助教学,校长Mr. Black就此向学生征求意见。请你用英语给他写一封邮件,内容包括:
陈述观点;
说明理由;
提出相关建议。
注意:
写作词数应为80左右;
请按如下格式在答题卡的相应位置作答。
Dear Mr. Black,
Yours sincerely,
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。
Tom set his lunch tray(盘) on the table near his friend Jake. "Trade you a sandwich for an apple pie," Tom said. Jake nodded, taking his apple pie out of his lunchbox. Tom noticed a folded piece of paper at the bottom of Jake's lunchbox.
"What's that " demanded Ethan, another boy in their class. Before Jake could answer, Ethan grasped the paper. He unfolded it and saw the words: "Dear Jake, I hope you have a great day. Love, Mom." Ethan read the note in a loud voice, laughing at the note that Jake's mother had put into the lunchbox. It seemed that he was trying to attract nearby students to glance over. Surprisingly, Ethan read the note in a low voice again, to himself. He ran his fingers across the note, with his eyes resting on the words for a second. It almost looked as if he wanted to keep it.
Tom grasped the paper angrily and gave it back to Jake. Ethan insisted no one wanted a note anyway. "I do," said Jake. Tom liked getting notes too. Hearing this, Ethan burst into anger, suddenly grasping the note from Jake's hand again. Ethan threw the note and it fell to the floor. Tom picked it up quickly and then handed it back to Jake, who placed it into his pocket right away.
When Tom wanted to argue with Ethan, Jake stopped him and whispered that Ethan didn't live with his mother. Tom's anger faded at once, and he suddenly connected this to how Ethan had stared at the note earlier.
Tom couldn't stop replaying the strange way Ethan had acted in his mind. Ethan was so mean to Jake, but Tom still thought about how to help Jake and Ethan. He kept turning the problem over in his mind, wondering how to make things right. Suddenly, his eyes lit up and a smile spread across his face—he had a great idea.
注意:
续写词数应为150左右;
请按如下格式在答题卡的相应位置作答。
On the bus back home, Tom talked with Jake about what had happened during lunchtime.
The next lunchtime, Tom hurried to the cafeteria with some extra handwritten notes.
参考答案及解析
答案速查
题号 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
答案 B C A B A B A C B A B C A B C
题号 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
答案 C A C A B D C A D B A B A D B
题号 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
答案 C B A D C E C D A F D A B D A
题号 46 47 48 49 50 51 52 53 54 55
答案 A B C D C A B D C C
56. gathered 57. turning 58. youth 59. cautiously 60. of
61. which 62. Held 63. to strengthen 64. an 65. how
第二部分 阅读
第一节
A
【语篇导读】这是一篇应用文,介绍了由 Elara 和 Soren Vik 夫妇创办的 Fjord Explorers Base 户外探险基地,旨在吸引学生团体及其他游客参与。
21. D 【解析】理解具体信息。根据文章第一段中的 “the base offers deep nature experiences and survival skills learning”(该基地提供深度的自然体验和生存技能培训)及“the real fun is being there yourself”(真正的乐趣在于亲身体验)可知,该基地的魅力在于让游客亲身参与自然体验和生存技能学习,D 项与原文表述一致。故选 D 项。
22. C 【解析】理解具体信息。根据价格表计算:基础费用( Base Fee)为 ，，15)= ，795;活动套餐(Activity Package)为 ，，20)= ，250;总费用为(250)= $1,045。故选 C 项。
23. A 【解析】理解具体信息。根据指南内容:退房时间为上午 11 点,若于下午 1 点后停留每一小时需支付 $20;办理入住时间为下午 1 点,若提前至上午 11点到达并提前安排的话可免费。由此可知,遵守时间规则能避免额外费用,此逻辑与 A 项一致。故选A 项。
B
【语篇导读】这是一篇记叙文。文章主要讲述 29 岁的崔雅梦在家乡青岛开办“雅梦之家”无障碍民宿的公益实践。她通过贴心的服务和免费住宿等举措,致力于帮助残疾人士破除出行住宿的障碍。
24. D 【解析】作出推理判断。根据第一段内容,开头在描述“雅梦之家”的视觉场景后,随即用“The guesthouse is run by 29 - year - old Cui Yameng, a passionate advocate for public welfare who is devoted to breaking down barriers for people with disabilities.”(这家民宿由 29 岁的崔雅梦运营,她是一位热心公益的倡导者,致力于为残障人士破除各类障碍。)指出这家民宿的主人崔雅梦的身份,旨在突出该民宿的核心理念。故选 D 项。
25. B 【解析】词义猜测。根据第二段语境“While in high school, Cui volunteered... During her university years, she traveled... and witnessed... It was then that Cui set her long - term goal...”(高中时期,崔雅梦参与了志愿服务……大学期间,她走访……并亲眼看到了……也正是在那时,她确立了自己的长期目标……)可推断,“开办民宿”的决定是她经过深思熟虑做出的,并非“临时起意”,故“on a whim”意为“没有仔细考虑”。故选 B 项。
26. A 【解析】理解具体信息。根据第四段崔雅梦的表述“I want guests to feel they can stay here with dignity
and peace of mind”(我希望客人能有尊严、安心地住在这里)可知,她的目的是让客人摆脱“免费住宿”的心理负担,感受到尊重与内心的平和。故选A项。
27. B 【解析】理解主旨要义。文章核心围绕“雅梦之家”展开,强调雅梦残障贴心的服务和免费住宿等举措,致力于帮助残疫族人克服住宿障碍。B项“Yameng’s Home: Breaking Barriers with Love”(雅梦之家:以爱破除障碍)既点明了核心对象“雅梦之家”,又概括了“用爱破除障碍”的核心内容,是最恰当的标题。故选B项。
C
【语篇导读】这是一篇说明文。文章介绍了一项针对幼儿(平均月龄超18个月)模仿行为的研究,强调了过度模仿在儿童发展中的重要性以及培养批判性思维的必要性。
28. A 【解析】理解具体信息。根据第二段第二句“Each child was given four tasks, each designed to test a specific type of imitation.”(每名儿童被分配了四项任务,每项任务均旨在测试一种特定类型的模仿行为。)可知,A项“To assess different kinds of imitation in young children.”(评估幼儿的各类模仿行为。)符合语境。故选A项。
29. D 【解析】作出推理判断。根据第三段对过度模仿任务的描述,其中明确指出该任务包含“one of which was irrelevant to the goal”(其中一个是与目标无关的动作),因此D项“It included an action unnecessary for achieving the goal.”(它包含一个对实现目标来说不必要的动作。)符合语境。故选D项。
30. B 【解析】作出推理判断。根据最后一段第一句“We suspect a link between over - imitation and preference for in - group members, but it may emerge with age—suggesting a developmental pattern tied to understanding group membership.”可知,研究人员推测过度模仿和群体内偏好之间存在关联,只是这种关联可能会随着年龄增长显现。B项“Over - imitation is potentially linked to in - group preference.”(过度模仿可能与群体内偏好有关联。)符合语境。故选B项。
31. C 【解析】作出推理判断。根据最后一段中的“Given over - imitation’s importance in childhood development, further research is needed, especially on fostering children’s critical thinking skills.”(鉴于过度模仿在儿童发展中的重要性,我们有必要开展进一步研究,尤其是在培养儿童批判性思维能力方面。)可知,C项“Practical methods to develop children’s critical thinking.”(培养儿童批判性思维的实用方法。)与原文逻辑一致。故选C项。
D
【语篇导读】这是一篇议论文。文章主要围绕应对气候变化的“太阳能地球工程”展开,介绍了该技术的原理,意在引发读者对于该技术可行性的思考。
32. B 【解析】理解具体信息。根据第二段中的“These balloons, when reaching a certain height, burst open, spreading sulfur dioxide particles(二氧化硫颗粒)across the sky, thus creating a bright mist in the sky that reflects sunlight.”(这些气球升至特定高度后便会爆裂,向空中释放二氧化硫微粒,进而在天空中形成一层明亮的薄雾,以此反射阳光。)可知,B项“To form a sunlight - reflecting mist.”(形成反射阳光的雾气。)表述与之一致。故选B项。
33. A 【解析】理解具体信息。根据第三段中的“Financially, it is also more possible: the estimated annual cost is... far lower than the trillions of dollars required for a full global transition to renewable energy.”(在资金层面,这一方案也具备更高的可行性:其年度预估成本……远低于全球全面转型至可再生能源所需的数万亿美元。)可知,A项“It is more affordable.”(它更经济实惠。)抓住了“可负担性”这一要点,符合原文含义。故选A项。
34. D 【解析】作出推理判断。根据第四段中的“Some warn that interfering with the weather may disrupt rainfall patterns...”(一些人警告称,干预天气可能会扰乱降雨模式……)可知,D项“It may affect rainfall distribution.”(它可能影响降雨分布。)与原文中的“disrupt rainfall patterns”表述一致。故选D项。
35. C 【解析】作出推理判断。原文在总结该技术的优势和风险后指出“Given its potential benefits and significant risks, solar geoengineering requires cautious evaluation.”(鉴于其潜在效益与重大风险并存,太阳能地球工程亟须审慎评估。)可知,C项“Objective.”(客观的。)符合作者的态度。故选C项。
第二节
【语篇导读】这是一篇说明文。文章围绕健身领域的一个重要概念——“渐进超负荷”(progressive overload)进行阐述。文章首先解析了其定义,继而介绍了具体的实践方法,并澄清了常见误解,最后结合个人经验印证了该方法的有效性。
36. E 【解析】此空上文给出了“渐进超负荷”的定义。E 项 “The term describes how a workout program changes over time.”（这个术语描述了锻炼计划如何随着时间变化。）中的 “The term” 指代上文的 “progressive overload”，完美地承上启下。故选 E 项。
37. C 【解析】根据此空下文的原因 “That is because you'll be getting stronger—instead, it's more like the workouts are keeping pace with your growing fitness level.”（你会变得更强壮——相反，这更像是锻炼跟上你不断提高的体能水平。）中的 “instead” 可知，C 项 “Importantly, these workouts won't necessarily feel harder.”（重要的是，这些锻炼不一定会感觉更难。）为后文的解释做了铺垫。故选 C 项。
38. D 【解析】此空上文说 “You will work harder in absolute terms …”（从绝对意义上说，你会更努力……），下文则描述了一个结果 “Your workouts will stay within an effort range …”（你的锻炼会保持在一个……的努力范围内）。这两句话之间存在一种对比。D 项 “However, the relative challenge will remain roughly the same.”（然而，相对的挑战将大致保持不变。）用 “However” 进行转折，精确地表达了这种对比关系，使上下文逻辑连贯。故选 D 项。
39. A 【解析】此空位于段首。下文是第一人称的叙述，详细描述了作者如何保持锻炼的挑战性。这是一个具体的例子，用来解释 “渐进超负荷” 的实践。A 项 “How did I make progress with this approach ”（我是如何用这种方法取得进步的？）以设问的方式，自然地引出了下文的个人经验分享，作为对 “渐进超负荷” 理论的具体例证。故选 A 项。
40. F 【解析】此空位于文章结尾。上文提到了两种有效的训练方法，并指出 “Following a structured program typically gives better progress than making it up as you go.”（遵循一个结构化的计划通常比即兴发挥效果更好。）。本空需要一个总结性的陈述。F 项 “In all, as long as you stick to the principles, you will get stronger.”（总而言之，只要你坚持这些原则，你就会变得更强壮。）符合语境。故选 F 项。
第三部分 语言运用
第一节
【语篇导读】这是一篇记叙文。怀孕的 Betty 与丈夫划船时，发现一只失明且孤身在外的小狗。他们出手救助并发布相关视频，帮助失踪一周多的小狗与主人团聚。
41. D 【解析】前文核心逻辑为 “Betty 怀孕 20 周，本可选择不参加划船活动”，基于此判断，若她不愿参与此类户外活动，是完全 “合理的”。D. reasonable 意为 “合理的”，精准匹配此处的语境逻辑。故选 D 项。
42. A 【解析】前文明确提到 “Betty could have easily decided not to go boating … But she did”（Betty 本可轻易决定不去划船……但她决定去了）。A. decision 意为 “决定”，直接呼应前文的 “decided”。故选 A 项。
43. B 【解析】上下文逻辑为 “Betty 夫妇正在享受划船（的快乐），这时远处出现另一只狗”，结合 “in the distance” 的场景，最先发生的动作应是 “注意到”。B. noticed 意为 “注意到”，符合 “远距离观察到目标” 的动作逻辑。故选 B 项。
44. D 【解析】后文明确提到 “the poor little 15 - month - old dog had been missing for more than a week”（这只 15 个月大的可怜小狗已失踪一周多），因此空格处需体现它 “失踪的” 状态。D. lost 意为 “迷路的、失踪的”，直接呼应后文的 “missing”。故选 D 项。
45. A 【解析】Betty 夫妇发现 “远处有一只无人看管的狗” 后，基于 “疑惑” 的心理，自然会选择 “靠近去查看情况”。A. check 意为 “查看、核实”，符合 “初步了解未知情况” 的行为逻辑。故选 A 项。46. A 【解析】前文提到 “there wasn't a single human, boat, or anything else near the seemingly … dog”（那只看似……的狗附近，无任何人、任何船，也无任何别的东西），Betty 夫妇靠近后通过观察，自然会 “得出结论”——那只狗是单独的。A. conclude 意为 “得出结论”。故选 A 项。
47. B 【解析】前文已得出 “那只狗是单独的” 这一结论，后文提到 “The dog was blind.”（那只狗是失明的。）是 Betty 夫妇的另一个 “发现”。B. discovery 意为 “发现”。故选 B 项。
48. C 【解析】Betty 夫妇发现那只狗失明且单独在河边后，就将其放进船里，目的是 “确保” 它的安全。C. ensure 意为 “确保”。故选 C 项。
49. D 【解析】Betty 夫妇将那只陌生狗放进船里，而 “他们自己的狗一点也不介意”，这对救助行为而言是 “幸运的”，避免了不必要的冲突。D. Fortunately 意为 “幸运地”。故选 D 项。
50. C 【解析】结合语境 “他们自己的狗一点也不介意新来的狗”，可知它正 “忙于” 探索那条河流，无暇顾及其他。固定搭配 “be engaged in doing sth.” 意为 “忙于做某事”，C. engaged 符合语境。故选 C 项。
51. A 【解析】后文明确提到 “Her owners were surprised
to get a call from Betty”(它的主人接到 Betty 的电话很意外),因此空格处需体现“那条狗与主人团聚”。A. keepers 意为“饲养者、主人”,与后文的“owners”语义一致。故选 A 项。
52. B 【解析】后文揭示了狗的真实情况——“失踪 6 周多”。此处需用固定句型“As it turned out”(结果是)引出事实真相。B. turned out 意为“结果是、证明是”,符合句型及语境。故选 B 项。
53. D 【解析】disappointed 失望的;confused 困惑的;annoyed 生气的;worried 担心的。后文提到那只狗的主人的第一句话是“Is she dead ”(她死了吗 ),这体现主人的担心。故选 D 项。
54. C 【解析】Betty 的感慨源于“狗与主人团聚”这一核心事件,因此空格处需体现“团聚”的美好。C. reunion 意为“团聚”,直接对应前文“this dog was reunited with her (keepers)”(这只狗与她的主人团聚了)。故选 C 项。
55. C 【解析】语境逻辑为“Betty 的故事传递了善意,进而激励他人传递这份爱”。固定搭配“inspire sb. to do sth.”意为“激励某人做某事”。C. inspiring 意为“激励”,体现故事的积极导向。故选 C 项。
第二节
【语篇导读】这段文字介绍了 2025 年在北京举办的“SEA YOU@ ASEAN 2025”文化节。来自中国和东盟国家的青年人齐聚一堂,通过文化展示、表演和互动体验,展现区域文化多样性,增进民间交流。
56. gathered 【解析】谓语动词,一般过去时。根据上下文出现的时态可知,事件发生在过去,应用一般过去时。故填 gathered。
57. turning 【解析】现在分词作状语。“turn”与其逻辑主语“Music and lively conversations”之间为主动关系(音乐和交谈自然导致“成为庆典”的结果),且为自然发生的结果,应用现在分词形式。故填 turning。
58. youth 【解析】名词。“for”为介词,后接名词作宾语。结合题干“填入 1 个适当的单词”的要求,“young”的名词形式“youth”符合要求,泛指“青年群体、青少年阶层(整体概念)”,此时不强调个体,常作不可数名词。常用搭配为 for youth。故填 youth。
59. cautiously 【解析】副词。空格处需修饰动词“unfolded”(展开),修饰动词需用副词形式。故填 cautiously。
60. of 【解析】介词。“a great source of pride”为固定表达,相当于“a very proud thing”。故填 of。
61. which 【解析】此处考查非限定性定语从句。空格处引导非限定性定语从句,先行词为“the festival”(指物),关系词在从句中作主语,且非限定性定语从句不能用“that”引导。故填 which。
62. Held 【解析】过去分词作状语。空格处需用非谓语动词作状语,“hold”与其逻辑主语“the festival”之间为被动关系(节日被举办),故用过去分词形式,且位于句首,首字母需大写。故填 Held。
63. to strengthen 【解析】动词不定式作宾语。“aim to do sth.”为固定搭配,意为“旨在做某事”,动词“aim”后需接不定式作宾语。故填 to strengthen。
64. an 【解析】不定冠词。空格处修饰单数概念短语“ancient ball game”,表示“一种古老的球类运动”,表泛指;“ancient”的发音以元音音素开头。故填 an。
65. how 【解析】连接词。空格处引导宾语从句,从句主干为“our cultures are closely connected”,其中“closely”为副词,需用“how”引导宾语从句,表“多么……”,强调程度。故填 how。
第四部分 写作
第一节
【参考范文一】
Dear Mr. Black,
I am Li Hua. I am delighted to hear about the plan to introduce the educational robot Teacher Mike, and I am fully in favor of it.
Firstly, Teacher Mike can provide personalized tutoring, helping us solve problems anytime. Secondly, it can create more engaging activities, such as quizzes and games, which can enhance our enthusiasm for learning. In my opinion, most of our students are bound to benefit from it.
My suggestion is that we should have a trial run first to collect students' feedback for further improvement. Looking forward to its arrival.
Yours sincerely,
Li Hua
【参考范文二】
Dear Mr. Black,
I'm Li Hua. Having heard about the plan to introduce the educational robot Teacher Mike, while I understand the intentions behind it, I'm afraid I have some concerns that prevent me from fully supporting it.
Firstly, Teacher Mike may lack emotional interaction, which is essential for language learning. Secondly,
over - reliance on it may reduce our willingness to communicate with real people. In my opinion, we should be cautious about using such robots.
I suggest the school first conduct a thorough survey on students' learning needs, as face - to - face communication is more beneficial for our studies. I hope my suggestion is helpful.
Yours sincerely,
Li Hua
第二节
On the bus back home, Tom talked with Jake about what had happened during lunchtime. “Ethan was so mean to you. Why ” Tom shook his head and dropped his voice to a whisper. Knowing Ethan never got notes, Tom felt sorry for Ethan's experience. Then he leaned closer to Jake, his voice soft with hope, sharing his idea - giving everyone a lunch note, even Ethan. Hearing this, Jake's face brightened, and he nodded, saying, “Yeah, I think it could really help, especially with Ethan - it might make him feel like he belongs.” All night long, they worked on the plan, folding paper, writing warm messages, and taking extra care with the note for Ethan.
The next lunchtime, Tom hurried to the cafeteria with some extra handwritten notes. He set 23 named notes on the first table. Each piece of paper had the name of a classmate on it. Delightedly, Tom watched as Ethan picked up the note with his name on it. Ethan unfolded the note, his hands shaking slightly. A rare smile appeared on Ethan's face as he read the simple, kind words. He didn't expect it. And for a moment, he felt like someone cared. Jake nodded at Tom in approval and gave him a thumbs - up. At the same time, Ethan came up to them with his tuna salad and joined them. It was a sweet reminder that little gestures could light up a whole lunch.
听力录音文稿
Text 1
M: Help! Help! Can someone hear me My car broke down on a remote road, and my phone has a weak signal!
W: No problem. I'll send someone to pick you up. Stay in the car!
Text 2
W: Jim, would you like to watch the new sci - fi movie with us this Thursday
M: I'd be down, but I committed to visiting my grandma and grandpa this week.
W: That's such a nice thing to do. Let's catch the next showing together.
Text 3
M: Hey, Betty. We plan to hit the road at 7:30 to avoid morning traffic. The campsite checks in after 10:00, so we need to leave earlier. I'll pick you up at 6:45 instead of 7:10. Is that good
W: No problem. I've already packed the tent and other facilities.
Text 4
M: Oh no. My laptop won't boot up again. This is the fourth time this month. I guess the system needs proper repair.
W: You'd better have it mended by a technician this weekend. Why not take the subway to the repair store
M: That's a great plan.
Text 5
W: The weather forecast says Saturday will be warm. Shall we go for a picnic in the city botanical garden
M: Perfect! Let's prepare some sandwiches and fruit salad at home on Friday night, so we can head out early Saturday.
W: What if we order some ready - made picnic boxes online I'm too lazy to cook after work.
M: That's all right.
Text 6
W: Tom, did you visit the lake with your cousin as planned last Friday
M: No. We switched plans - we raised 2,000 dollars for the animal shelter.
W: Wow! How did you pull that off
M: My aunt baked cookies and bread, and I sold them to people in the community.
W: That's so great.
M: Yeah, I saw how it helps abandoned pets.
W: Share it with our club
M: Sure! I'll talk about it at the club gathering this Wednesday.
Text 7
W: Leo, we have the final project presentation with the judges on Wednesday morning. Have you got the revised arrangement
M: Yeah, Clara. We're meeting them at 9:30 a.m., aren't we
W: Exactly. But it's not in Lecture Hall 2 any more. It's now in Seminar Room 5.
M: Got it. I'll pass the word to our group. Anything else I need to do
W: Could you send a short message to the instructor now Just to confirm if the time still suits him.
M: No problem. I'll take care of it immediately.
Text 8
M: Mary, have you ever had any turning points in life
W: Definitely. I joined a rural teaching program in my third year of college. I'd learned education theories, but I never taught real students before.
M: Wow, that must have been quite challenging.
W: It was. One afternoon, I helped a shy student solve a math problem. He smiled and said "Thank you, teacher" — clearly something he'd never done before. At that moment, I knew I was cut out for teaching.
M: You seem so passionate about teaching now.
W: Thanks. How about you
M: I'm a wildlife photographer now, but I never planned on it. I went on a forest expedition and took a photo of a rare bird. That's when I realized I wanted to record the beauty of nature for others.
Text 9
W: Excuse me, could you tell me where coach No. 7 is I've searched the whole station hall but can't find it.
M: Which bus are you taking This one is bound for Brighton, with Lewes as a stop along the way.
W: Oh no! I'm traveling to Bath. Let me show you my ticket.
M: Yeah, you're at the wrong boarding area. You should board the bus at Gate 9.
W: Okay, thank you so much. Do you work at this station
M: I do—I'm a bus mechanic. There's a faulty air - conditioner in that bus over there, and I'm on my way to fix it. Well, I should hurry now. Do you have essentials like snacks and a blanket for your trip It seems you'll be on the bus for eight dull hours.
W: Oh, my God. I prepared those, but I forgot to buy a travel guide and some sunscreen.
M: No worries. You still have time. And don't forget—Gate 9 is where you need to go. Have a great trip!
Text 10
M: Dear teachers and classmates, welcome to our campus innovation sharing! Our team's invention exhibition will be launched next week, from the 8th to the 11th. That's why I'm here—to give you a quick look at what's coming. Two years ago, our team joined the school science club, inspired by our physics teacher's lecture on environmental technology. We planned to finish a small research project in six months. We were interested in renewable energy's daily use and decided to create something useful. Every weekend, we spent hours in the lab designing energy - saving tools, fixing circuit boards, and mainly building a solar - powered campus charging station. Our invention got better step by step, with each version more efficient. Last March, while talking to the school about the exhibition, we found an empty classroom on the science building's third floor. We thought it was perfect, so we applied to use it. We decorated the room with our invention models and related posters, and have been busy preparing for the big day ever since.
评分细则
一、应用文写作评分参考标准
(一)内容完整性与准确性(6分)
1. 观点陈述明确(2分)
需清晰、直接地表达对引入教育机器人“Mike 老师”的支持或反对立场。
扣分标准:未明确陈述支持或反对观点(如只描述机器人功能)扣2分;观点表述模糊(如“我觉得可以试试”)扣1分。
示例:明确写出“I am fully in favor of the plan.”或“I'm afraid I have some concerns that...”得2分。
2. 理由说明充分具体(3分)
需提供至少两条具体的理由来支撑观点。
若持支持观点,理由应围绕教育机器人的优势,例如:①提供个性化学习支持/实时答疑(1分);②增加课堂互动性与趣味性(如通过游戏、测验)(1分);③辅助教师、提高教学效率或覆盖不同学习风格(1分)。理由笼统(如“它很好”“有帮助”)每处扣0.5分。
若持反对或谨慎观点,理由应围绕潜在问题,例如:①可能减少师生直接互动(1分);②技术故障或依赖风险(1分);③初期成本或适应性问题(1分)。
每缺一条有效理由扣1分,理由与观点明显矛盾不得分。
3. 建议提出合理可行(1分)
需提出一条与引入机器人相关的具体、合理的建议。
扣分标准:未提出建议扣1分;建议过于空洞(如“希望好好用”)扣0.5分;建议与主题无关不得分。
示例:提出“先进行试点(trial run)收集反馈”“在学生中间进行调研(survey)”“组织培训让师生熟悉操作”“设定使用规则防止过度依赖”等得1分。
(二)语言表达(5分)
1. 语法准确性(2分)
重大语法错误(如时态、语态、主谓一致、句子结构)每处扣0.5分;次要错误(如冠词、介词、名词单复数)每两处扣0.5分。扣满2分为止。
示例:“Teacher Mike can provides help.”中情态动词后动词形式错误,扣0.5分。
2. 词汇运用(2分)
需使用至少四个与教育、科技、学习相关的主题词汇(如 personalized tutoring, engaging, emotional interaction, enhance efficiency, academic performance, over - reliance, feedback, face - to - face communication 等)。每少1个扣0.5分。
用词不当或重复贫乏(如多次使用“good”“help”)扣0.5~1分。
3. 句式多样性(1分)
应使用至少两种不同类型的复合句或复杂结构(如定语从句、状语从句、名词性从句、非谓语动词短语等)。仅使用一种复合句扣0.5分;全部为简单句扣1分。
(三)篇章组织(2分)
1. 结构清晰(1分)
邮件应包含:开头(问候、自我介绍、表明来信目的)、主体(陈述观点、阐述理由、提出建议)、结尾(礼貌结束语)。结构不完整(缺任一部分)扣0.5分;段落混乱或未分段扣1分。
2. 逻辑连贯(1分)
需使用至少三个逻辑衔接词或短语(如 firstly, secondly, furthermore, however, therefore, in addition, in my opinion, as a result 等)。每少1个扣0.3分;使用不当扣0.2分/处。
(四)交际得体性(2分)
1. 语气恰当(1分)
邮件语气应礼貌、正式且符合学生身份。开头结尾需有礼貌套语。
扣分标准:语气过于随意或不敬(如命令式)扣1分;礼貌用语缺失扣0.5分。
2.内容真实贴切(1分)
论述应结合学生视角的学习体验或需求,避免空泛。
扣分标准:内容完全脱离学生实际(如仅谈论机器人技术原理)扣1分;论述泛泛而谈扣0.5分。
词数要求:词数在80左右。明显不足70词或超过100词,在总分基础上酌情扣1分。
(五)区分度说明
第六档(13~15分):完全完成了试题规定的任务。
—覆盖所有内容要点;
—应用了较多的语法结构和词汇(如高级词汇、复杂复合句);
—语法结构或词汇方面有些许错误,但为尽力使用较复杂结构或较高级词汇所致;具备较强的语
—有效地使用了语句间的连接成分,使全文结构紧凑、逻辑流畅;
—完全达到了预期的写作目的(礼貌传达选择及理由,贴合邮件交际场景)。
第五档(10~12分):完全完成了试题规定的任务。
—虽漏掉1~2个次重点(如未细化活动形式的具体细节),但覆盖所有主要内容;
—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准确,些许错误主要是因尝试较复杂语法结构或词汇所致;
—应用简单的语句间连接成分,使全文结构清晰;
—达到了预期的写作目的。
第四档(7~9分):基本完成了试题规定的任务。
—虽漏掉一些内容(如理由缺少一项核心要素),但覆盖所有主要内容;
—应用的语法结构和词汇能满足任务的要求;
—有一些语法结构或词汇方面的错误,但不影响理解;
—应用简单的语句间连接成分,使全文内容连贯;
—整体而言,基本达到了预期的写作目的。
第三档(4~6分):未适当完成试题规定的任务。
—漏掉或未描述清楚一些主要内容(如未明确选择或理由混乱),写了一些无关内容;
—语法结构单调,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;
—信息未能清楚地传达给读者。
第二档(1~3分):未完成试题规定的任务。
—明显漏掉主要内容(如未说明理由),写了一些无关内容,原因可能是未理解试题要求;
—语法结构单调,词汇项目有限;
—较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;
—信息未能传达给读者。
第一档(0分):
—未能传达给读者任何信息;
—内容太少,无法评判;
—写的内容均与所要求内容无关或所写内容无法看清。
—空白卷;
—标记卷;
—使用两种颜色笔答卷,出现学校和考生真实姓名。
二、读后续写评分参考标准
（一）内容（10分）
1. 主题紧扣（4分）：续写需围绕“善意与理解”展开，体现主人公Tom和Jake从关注冲突到主动传递温暖、化解隔阂的转变，核心贴合原文对Ethan处境的隐线（无母亲陪伴）及Tom想“弥补”的初衷。偏离主题（如聚焦无关矛盾、无善意传递）扣2~4分，主题模糊扣1~2分。
2. 情节合理（3分）：第一段需包含1~2句讨论Ethan处境、分享善意计划的具体细节（如对话、心理描写，体现对Ethan的同情）；第二段需展示传递便笺、Ethan的反应及三人关系缓和的实际场景（如便笺传递过程、Ethan的神态动作）。情节牵强（如无铺垫的直接和解）扣1~2分，情节偏离原文逻辑（如Ethan拒绝善意、冲突升级）扣3分。
3. 情感连贯（3分）：情感从对Ethan的同情、提出计划的期待，到看到善意成功传达的欣慰，层次分明。结尾需呼应前文伏笔（如Ethan对便笺的异样态度、Tom的帮扶想法），体现“微小善意的力量”。情感断层（如无心理过渡的直接行动）扣1~2分，无伏笔呼应扣1分。
（二）语言（8分）
1. 词汇准确性（3分）：严格使用高考考纲内词汇（如范文中的“whispered”“delightedly”“gestures”“approval”等），用词贴合语境。出现1~2个超纲词扣0.5分，3个及以上扣1~2分，用词不当（如情感词误用）扣1分。
2. 句式多样性（3分）：需包含复合句（如“Knowing Ethan never got notes, Tom felt sorry for Ethan's experience.”）、非谓语动词（如“folding paper, writing warm messages”）、状语从句等，句式简洁清晰，避免单一简单句堆砌。句式单调（全为简单句）扣1~2分，复杂句使用不当（语法错误）扣0.5~1分。
3. 语法规范（2分）：时态以一般过去时为主，合理运用非谓语、从句等语法结构，主谓一致、时态一致等语法错误控制在2处以内。出现3~4处错误扣1分，5处及以上扣2分，严重语法错误（如时态混乱）直接扣2分。
（三）连贯性（7分）
1. 逻辑衔接（2分）：使用“then”“and”“as”“while”等过渡词/短语，使情节发展、情感过渡自然流畅。衔接生硬（如无过渡直接切换场景）扣1~2分。
2. 伏笔呼应（3分）：续写内容需紧密呼应原文伏笔，如“handwritten notes”对应原文Ethan对母亲便笺的异样反应（凝视、想留存），“Ethan的微笑与靠近”对应原文“无母亲陪伴”的隐线，“Tom的计划”对应原文“想让事情变好”的想法。遗漏1处关键伏笔扣1分，无任何呼应扣3分。
3. 段落结构（2分）：两段内容分配均衡（每段词数差距不超过30词），重点明确——第一段侧重“想法的形成与准备”，第二段侧重“善意的实施与结果”。段落失衡（一段过简/过繁）扣1分，段落重点模糊（无核心动作/心理）扣1分。
补充说明：总词数偏离150词±20词范围，每少/多10词扣0.5分；书写潦草影响阅读，扣1~2分；未按给定开头续写，直接扣5分。
（四）区分度说明
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。
评分时还应注意：
（1）词数少于150的，从总分中减去2分；
（2）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；
（3）书写较差以致影响交际的，酌情扣分。
第七档（25分）：
—创造了丰富、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、句间衔接手段，全文结构清晰，前后呼应，意义连贯。
第六档(21~24分)：
—创造了比较丰富、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衔接手段,全文结构比较清晰,意义比较连贯。
第五档(16~20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；
—使用了语句间衔接手段,全文结构比较清晰,意义比较连贯。
第四档(11~15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；
—尚有语句衔接的意识,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衔接手段,全文结构不够清晰,欠连贯。
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；
—使用两种颜色笔答卷,出现学校和考生真实姓名。
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