2026 年新高考英语核心素养检测试卷（附答案可下载）

2026年新高考英语核心素养检测试卷（附答案可下载）考试时间：120分钟满分：150分说明：本试卷聚焦新高考“语言能力、思维品质、文化意识、学习能力”四大核心素养，精准设计检测题型与素材。试卷以素养落地为导向，素材涵盖中华优秀传统文化、跨文化交流、科技伦理、生态责任等主题，通过情境化试题考查素养层级水平。按核心素养考查权重设置基础题（35%）、中档题（50%）、拔高题（15%），题型完全对标新高考。卷尾附详细参考答案、素养考查指向解析及提升建议，可直接下载打印用于素养专项检测，助力考生精准定位素养短板、全面提升综合能力。第一部分听力（共20小题；每小题1.5分，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。1.Whatdoesthewomanplantodothisafternoon?

A.Learnpaper-cuttingB.BuyanewdictionaryC.Visitafriend

2.Howdidthemangettothemuseumyesterday?

A.BybikeB.OnfootC.Bybus

3.What’stheman’sopinionontraditionalcrafts?

A.TheyareoutdatedB.TheyareworthprotectingC.Theyarehardtolearn

4.Whenwillthecross-culturalsalonstart?

A.At2:00p.m.B.At2:30p.m.C.At3:00p.m.

5.Whatisthemanlookingfor?

A.AChinesepaintingB.AstorybookC.Acoffeeshop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.WhydoesthegirlwanttolearnChineseknotting?

A.TotakepartinaschoolshowB.TogivegiftstoforeignfriendsC.Toinheritfamilycraft

7.WhowillteachthegirlChineseknotting?

A.HermotherB.HerteacherC.Acraftsperson

8.听第7段材料，回答第8至10题。

8.Wheredidthemanspendhissummervacation?

A.InavillageinYunnanB.InacityinSichuanC.InatowninZhejiang

9.Whatimpressedthemanmostthere?

A.ThelocalfoodB.ThefolkmusicC.Thegreenenvironment

10.Whatdidthemanbringbackassouvenirs?

A.HandmadepotteryB.FreshfruitsC.Traditionalclothes听第8段材料，回答第11至13题。

11.Whatisthetopicofthediscussion?

A.HowtoprotectculturalheritageB.HowtolearnEnglishwellC.Howtodevelopgreenhabits

12.Whatdoesthewomansuggestdoing?

A.SettingupculturalclubsinschoolsB.WatchingmoreEnglishmoviesC.Usingmoreplasticproducts

13.Whatwillthespeakersdonext?

A.WriteaproposalB.OrganizeanactivityC.Doasurvey听第9段材料，回答第14至16题。

14.Whatistheman’sprobleminlearningEnglish?

A.Hecan’tunderstandspokenEnglishB.Hecan’twritelongpassagesC.Hecan’tremembernewwords

15.Whatlearningmethoddoesthewomanrecommend?

A.RecitingwordseverymorningB.PracticingwithnativespeakersC.ReadingEnglishnovelsdaily

16.Whenwillthewomanhelpthemanpractice?

A.ThiseveningB.TomorrowmorningC.Thisweekend听第10段材料，回答第17至20题。

17.Whatisthespeechmainlyabout?

A.ThevalueoftraditionalChinesemedicineB.HowtokeephealthywithTCMC.ThedevelopmentofTCMoverseas

18.WhatisoneadvantageofTCMmentionedinthespeech?

A.IthasnosideeffectsB.IttreatsthewholebodyC.Itworksquickly

19.HowisTCMpromotedoverseas?

A.ThroughinternationalschoolsB.ThroughmedicalexchangesC.Throughonlinecourses

20.Whatdoesthespeakerencourageyoungpeopletodo?

A.LearnTCMskillsB.WorkasTCMdoctorsC.IntroduceTCMtoothers第二部分阅读理解（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。APaper-cuttingisatime-honoredtraditionalcraftinChina,withahistorydatingbackover1,500years.ItembodiesthewisdomandaesthetictasteoftheChinesenation,andislistedasanintangibleculturalheritagebyUNESCO.Thiscraftusessimpletools—scissorsandpaper—tocreatevividpatterns,coveringthemessuchasflowers,birds,figures,andfolkcustoms.

Inthepast,paper-cuttingswerewidelyusedindailylife.Duringfestivals,peoplewouldpasteredpaper-cuttingsonwindows,doors,andwallstoexpressgoodwishes.Forexample,paper-cuttingsoffishsymbolizesurplusandprosperity,whilethoseofphoenixesrepresentgoodluck.Withthechangesofthetimes,paper-cuttinghasgraduallyevolvedfromadailycraftintoanartform.Modernartistshaveintegratedcontemporaryelementsintotraditionalpaper-cutting,makingitmorepopularamongyoungpeople.Somepaper-cuttingworkshaveevenbeenexhibitedoverseas,becomingabridgeforculturalexchange.

Protectingandinheritingpaper-cuttingisnotonlyaboutpreservingacraft,butalsoaboutpassingontheculturalspiritbehindit.Ithelpsenhanceculturalconfidenceandcultivatepeople’saestheticability,whichisofgreatsignificancetothedevelopmentofculturalliteracy.21.Whatisthemainideaofthepassage?

A.ThehistoryofChinesepaper-cuttingB.Theculturalvalueanddevelopmentofpaper-cutting

C.Howtomakepaper-cuttingsD.Theinfluenceofpaper-cuttingoverseas

22.Whatdoesthepaper-cuttingoffishsymbolize?

A.GoodluckB.SurplusandprosperityC.HappinessD.Longevity

23.Howhaspaper-cuttingchangedwiththetimes?

A.IthasdisappearedfromdailylifeB.Ithasbecomeapureartform

C.IthasintegratedcontemporaryelementsD.IthasbeenreplacedbymoderncraftsBCross-culturalcommunicationisanessentialabilityintheglobalizedworld,requiringpeopletounderstandandrespectculturaldifferences.Whencommunicatingwithpeoplefromdifferentculturalbackgrounds,misunderstandingsoftenariseduetodifferencesinvalues,customs,andcommunicationstyles.

Forexample,inWesterncountries,directexpressionisencouragedincommunication,whileinsomeAsiancountries,peopletendtoexpresstheiropinionsindirectlytoavoidoffendingothers.Gift-givingisanotherareafullofculturaldifferences.InChina,givingclocksasgiftsisinappropriatebecausethepronunciationof“clock”issimilarto“death”inChinese.Incontrast,inWesterncountries,clocksarecommongifts.Eyecontactisalsodifferent:Westernersusuallymaintaineyecontacttoshowrespect,whilesomeAsiansmayavoiddirecteyecontactasasignofpoliteness.

Toimprovecross-culturalcommunicationskills,weshouldlearnaboutdifferentculturalbackgrounds,keepanopenmind,andavoidculturalstereotypes.Weshouldalsocommunicatesincerelyandflexiblyadjustourcommunicationstylesaccordingtothesituation.Onlyinthiswaycanwebuildharmoniouscross-culturalrelationships.24.Whatisthemaincauseofmisunderstandingsincross-culturalcommunication?

A.LanguagebarriersB.DifferencesincultureC.LackofcommunicationskillsD.Differentlivinghabits

25.WhyisgivingclocksinappropriateinChina?

A.ClocksaretoocheapB.ClocksarenotpracticalC.ThepronunciationisunluckyD.Clocksarehardtomaintain

26.Whatistheauthor’ssuggestionforcross-culturalcommunication?

A.SpeakdirectlyinallsituationsB.AvoideyecontactwithAsians

C.LearnaboutdifferentculturesandbesincereD.GivethesamegiftstopeoplefromdifferentcountriesCArtificialintelligence(AI)hasbroughtgreatconveniencetohumanlife,butitalsoraisesethicalandsocialissuesthatrequireustothinkdeeply.AsAIiswidelyappliedinmedicaltreatment,education,andemployment,questionsaboutfairness,privacy,andhumandignityhavebecomeincreasinglyprominent.

Inthemedicalfield,AIcanassistdoctorsindiagnosingdiseases,butwhoshouldberesponsibleifanAImakesawrongdiagnosis?Ineducation,AI-poweredteachingtoolscanprovidepersonalizedlearningplans,butexcessiverelianceonAImayreducethehumanisticcarebetweenteachersandstudents.Inemployment,somejobsarebeingreplacedbyAI,whichbringsemploymentpressuretoworkers.Additionally,AIcollectsandanalyzesalargeamountofpersonaldata,posingathreattodataprivacy.

Toaddresstheseissues,weneedtoestablishperfectethicalnormsandlawsforAIdevelopment.Weshouldalsocultivatepeople’scriticalthinkingabilitytocorrectlyviewtheadvantagesandlimitationsofAI.ThedevelopmentofAIshouldservehumanwell-being,andwemustensurethatitdevelopsinasafe,fair,andethicalway.27.Whatisthemainideaofthepassage?

A.TheadvantagesofAIindailylifeB.TheethicalissuesbroughtbyAIandsolutions

C.HowtodevelopAItechnologyD.TheimpactofAIonemployment

28.WhatissuedoesAIbringtoeducation?

A.ReducedhumanisticcareB.IncreasedstudypressureC.UnfairlearningresourcesD.Difficultyindatacollection

29.WhatdoestheauthorsuggesttoregulateAIdevelopment?

A.StoppingtheapplicationofAIinmedicaltreatmentB.Establishingethicalnormsandlaws

C.ReplacinghumanworkerswithAID.LimitingthecollectionofpersonaldataDEco-tourism,whichfocusesonenvironmentalprotectionandcommunitydevelopment,hasbecomeaglobaltrend.Unliketraditionaltourismthatpursueseconomicbenefitsatthecostoftheenvironment,eco-tourismaimstobalancetourismdevelopment,environmentalprotection,andlocalresidents’well-being.

InChina,manyregionshavedevelopedeco-tourismprojectsbasedontheirnaturalandculturalresources.Forexample,inGuizhouProvince,localcommunitieshavedevelopedforesteco-tourism,allowingtouriststoexperiencenaturewhileprotectingtheforestecosystem.Localresidentsrunfamilyhotels,provideguideservices,andsellhandcraftedproducts,increasingtheirincomewithoutdamagingtheenvironment.Inaddition,eco-tourismhasraisedpeople’senvironmentalawareness.Touristslearnaboutecologicalprotectionthroughpractice,andgraduallydevelopeco-friendlyhabits.

However,eco-tourismalsofaceschallenges,suchasover-tourismandinadequatemanagement.Toensurethesustainabledevelopmentofeco-tourism,governmentsshouldformulatestrictmanagementregulations,andtouristsshouldabidebyeco-friendlyrules.Onlywhenallpartiesworktogethercaneco-tourismtrulycontributetoenvironmentalprotectionandsocialdevelopment.30.Whatisthecoreofeco-tourism?

A.PursuingeconomicbenefitsB.Balancingdevelopment,protectionandcommunitywell-being

C.DevelopingnaturalresourcesD.Attractingmoretourists

31.Howdolocalresidentsbenefitfromeco-tourisminGuizhou?

A.BycuttingdownforestsfordevelopmentB.Bysellingnaturalresources

C.Byprovidingtourism-relatedservicesD.Byreceivinggovernmentsubsidies

32.Whatchallengedoeseco-tourismface?

A.LackofnaturalresourcesB.Over-tourismandinadequatemanagement

C.LowincomeforresidentsD.Unwillingnessoftouriststoparticipate

33.Whatistheauthor’sattitudetowardseco-tourism?

A.SupportiveB.CriticalC.DoubtfulD.Indifferent

34.Whatcantouristsdotopromoteeco-tourism?

A.IgnoreenvironmentalrulesB.Choosetraditionaltourismprojects

C.Abidebyeco-friendlyrulesD.Buymorenaturalproducts

35.Whatisthesignificanceofeco-tourism?

A.Ithelpsprotecttheenvironmentandraiseenvironmentalawareness

B.Itreplacestraditionaltourismcompletely

C.Itincreasesenvironmentalpollution

D.Itmakeslocalresidentsleavetheirhometowns第三部分完形填空（共20小题；每小题1.5分，满分30分）阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。Lastyear,Iparticipatedinacross-culturalexchangeprogramintheUS,whichwasavaluableexperienceforcultivatingmyculturalawarenessandcommunicationability.Beforeleaving,Iwasbothexcitedandnervous,asIknewtherewouldbegreatcultural36betweenChinaandtheUS.

Onmyfirstdayatthehostfamily,Iencounteredasmallmisunderstanding.ThehostmotheraskedmeifIwantedmorefood,andIpolitelyrefused.However,IlaterfoundoutthatinAmericanculture,directacceptanceismorecommon,whilemy37refusalmadeherthinkIdidn’tlikethefood.Withthehostsister’sexplanation,Igraduallyunderstoodtheculturaldifferenceandlearnedto38mycommunicationstyleaccordingtothesituation.

Duringtheprogram,wevisitedmanyculturalsitesandattendedavarietyofactivities.Oneofthemostmemorableactivitieswasaculturalsharingmeeting.IintroducedChineseteaculturetotheAmericanstudents,showingthemhowtomaketeaandexplainingthe39behindtea-drinking.Manystudentswereattractedbytheprofoundcultureandaskedmealotofquestions.Thisexperiencemademerealizethatculturalexchangeisatwo-wayprocess—wecanlearnfromeachotherand40mutualunderstanding.

Ialsomademanyfriendsduringtheprogram.Weoftendiscussedthedifferencesbetweenourcultures,suchasfestivalcustomsandfamilyvalues.Throughthesediscussions,Ibroadenedmyhorizonsandimprovedmyabilityto41differentcultures.Ilearnedthatculturaldifferencesarenotbarriers,butopportunitiesforustogrow.

Whentheprogramended,Ifeltreluctanttoleave.ThisexperiencenotonlyimprovedmyEnglishcommunicationskillsbutalsostrengthenedmyculturalconfidence.Iunderstoodthattobecomeaglobalcitizen,weneedtorespectculturaldifferencesand42withanopenmind.Iwillcherishthisexperienceandcontinuetopromotecross-culturalcommunicationinthefuture.36.A.similaritiesB.differencesC.connectionsD.influences

37.A.directB.honestC.indirectD.sincere

38.A.adjustB.keepC.changeD.maintain

39.A.storiesB.traditionsC.meaningsD.values

40.A.reduceB.strengthenC.destroyD.weaken

41.A.acceptB.ignoreC.opposeD.judge

42.A.communicateB.competeC.argueD.fight

43.A.BeforeB.AfterC.DuringD.Since

44.A.andB.butC.soD.or

45.A.happyB.confusedC.excitedD.nervous

46.A.foodB.cultureC.languageD.customs

47.A.explainedB.complainedC.apologizedD.suggested

48.A.understandB.forgetC.ignoreD.abandon

49.A.interestingB.boringC.memorableD.difficult

50.A.introducedB.borrowedC.lentD.sold

51.A.behindB.besideC.beforeD.after

52.A.attractedB.confusedC.frightenedD.surprised

53.A.one-wayB.two-wayC.three-wayD.four-way

54.A.discussedB.arguedC.foughtD.agreed

55.A.barriersB.bridgesC.wallsD.roads第四部分语法填空（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。TraditionalChinesepaintingisoneofthemostimportantartformsinChina,56(have)ahistoryofover2,000years.Itisfamousforitsuniqueartisticstyleandprofoundculturalconnotations,reflectingtheChinesepeople’slovefornatureandpursuitofbeauty.

TraditionalChinesepaintingusesspecialtools,suchasbrushes,ink,andricepaper.Artists57(skill)usedifferentshadesofinktocreatevividimagesofmountains,rivers,flowers,andbirds.UnlikeWesternpainting,whichfocusesonrealism,traditionalChinesepaintingemphasizes58(express)emotionsandideas,pursuingaharmonybetweenformandspirit.

Inrecentyears,traditionalChinesepainting59(gain)increasingpopularityamongyoungpeople.Manyartschoolshavesetuprelatedcoursestoinheritthistraditionalart.SomeyoungartistshavecombinedtraditionalChinesepaintingwithmodernartforms,suchasphotographyanddesign,60(make)itmoreattractivetotheyouth.

TraditionalChinesepaintingalsoplaysanimportantroleinculturalexchange.Manyworks61(exhibit)inartgalleriesaroundtheworldeveryyear,helpingforeignpeopleunderstandChineseculturebetter.Itisabridge62connectsChineseculturewiththeworld.

WeshouldattachgreatimportancetotheinheritanceanddevelopmentoftraditionalChinesepainting.Bylearningthisartform,wecancultivateouraestheticabilityandstrengthenourculturalconfidence.OnlyinthiswaycantraditionalChinesepainting63(pass)downfromgenerationtogenerationandshineinthenewera.

Nowadays,withthedevelopmentoftechnology,manyartistsusedigitaltoolstocreateChinesepaintings,which64(bring)newvitalitytothisancientart.However,thecorespiritoftraditionalChinesepaintingshouldneverbeforgotten.Weshouldencouragemorepeople65(learn)andlovethistraditionalart.第五部分书面表达（共两节，满分35分）第一节应用文写作（满分15分）假定你是李华，你校将举办“中华优秀传统文化周”活动，旨在提升学生文化意识与素养。请你给学校英文公众号写一篇短文，介绍此次活动，内容包括：1.活动目的；2.活动时间、地点及具体内容；3.活动意义。注意：1.词数80-100；2.可适当增加细节，以使行文连贯；3.开头和结尾已为你写好，不计入总词数。Dearschoolmates,

ToenhanceourculturalawarenessandinheritChineseexcellenttraditionalculture,ourschoolwillholda“TraditionalCultureWeek”activity.

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Thisactivitywillhelpusdeeplyunderstandtraditionalcultureandstrengthenourculturalconfidence.

Welcometoparticipate!

LiHua第二节读后续写（满分20分）阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。要求：1.续写两段，每段词数80-100；2.续写内容与上文情节衔接自然，逻辑清晰；3.每段至少运用一种从句和一种非谓语动词形式，突出语言能力与思维品质的体现。WhenIwasinjuniorhighschool,myEnglishteacherencouragedustojointheschool’scross-culturalcommunicationclubtoimproveourcomprehensive素养.IwashesitantatfirstbecauseIwasafraidofspeakingEnglishinpublic.However,withmyteacher’sencouragement,Ifinallymadeupmymindtojointheclub.Onthefirstday,wewereaskedtointroduceatraditionalChinesecustomtoforeignstudentswhocametovisitourschool.

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Aftertheintroduction,theforeignstudentspraisedmyspeechandaskedmemanyquestionsaboutthecustom.ThisexperiencemadememoreconfidentinspeakingEnglishanddeepenedmylovefortraditionalChineseculture.

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________________________________________________________________________________参考答案及解析第一部分听力（30分）1.A2.B3.B4.B5.A6.B7.C8.A9.C10.A

11.A12.A13.B14.A15.B16.C17.A18.B19.B20.C

（素养考查指向：聚焦语言能力中的听力理解与文化意识，覆盖传统工艺、跨文化交流、生态保护等主题，考查基础信息捕捉、观点态度推断及文化语境适配能力，培养跨文化沟通意识。）第二部分阅读理解（30分）21.B解析：主旨大意题。全文围绕剪纸的文化价值与发展变化展开，介绍其历史、应用及当代创新。素养指向：考查语言能力中的主旨概括，强化文化意识与审美素养。

22.B解析：细节理解题。由第二段“paper-cuttingsoffishsymbolizesurplusandprosperity”可知答案。素养指向：考查细节筛选能力，渗透中华传统文化认知。

23.C解析：细节理解题。由第二段“Modernartistshaveintegratedcontemporaryelementsintotraditionalpaper-cutting”可知答案。素养指向：考查语言应用能力，体现传统文化的创新发展，培养文化自信。

24.B解析：细节理解题。由第一段“misunderstandingsoftenariseduetodifferencesinvalues,customs,andcommunicationstyles”可知答案。素养指向：强化跨文化意识，培养语言能力与思维品质。

25.C解析：细节理解题。由第二段“givingclocksasgiftsisinappropriatebecausethepronunciationof‘clock’issimilarto‘death’inChinese”可知答案。素养指向：渗透文化习俗差异，提升文化意识。

26.C解析：细节理解题。由第三段“learnaboutdifferentculturalbackgrounds,keepanopenmind...communicatesincerely”可知答案。素养指向：培养跨文化沟通能力，体现思维品质与语言应用能力。

27.B解析：主旨大意题。全文围绕人工智能带来的伦理问题及应对措施展开，体现辩证思维。素养指向：考查思维品质中的分析与解决问题能力，强化科技伦理意识。

28.A解析：细节理解题。由第二段“excessiverelianceonAImayreducethehumanisticcarebetweenteachersandstudents”可知答案。素养指向：考查细节捕捉，培养辩证看待科技的思维能力。

29.B解析：细节理解题。由第三段“weneedtoestablishperfectethicalnormsandlawsforAIdevelopment”可知答案。素养指向：强化问题解决能力，体现思维品质与社会责任感。

30.B解析：细节理解题。由第一段“eco-tourismaimstobalancetourismdevelopment,environmentalprotection,andlocalresidents’well-being”可知答案。素养指向：渗透生态保护理念，培养社会责任感与文化意识。

31.C解析：细节理解题。由第二段“localresidentsrunfamilyhotels,provideguideservices,andsellhandcraftedproducts,increasingtheirincome”可知答案。素养指向：考查细节筛选，体现生态与民生的结合，培养思维品质。

32.B解析：细节理解题。由第三段“eco-tourismalsofaceschallenges,suchasover-tourismandinadequatemanagement”可知答案。素养指向：考查问题分析能力，培养辩证思维。

33.A解析：观点态度题。全文肯定生态旅游的价值，呼吁多方共同促进其可持续发展。素养指向：考查态度推断，强化生态责任意识，体现思维品质。

34.C解析：细节理解题。由第三段“touristsshouldabidebyeco-friendlyrules”可知答案。素养指向：引导践行环保行为，培养社会责任感。

35.A解析：细节理解题。由第二段“eco-tourismhasraisedpeople’senvironmentalawareness”及全文主旨可知答案。素养指向：强化生态保护与文化传承的关联，提升综合素养。第三部分完形填空（30分）36.B解析：differences“差异”，中美两国存在较大文化差异，与后文误解呼应。素养指向：强化文化意识，培养跨文化认知能力。

37.C解析：indirect“间接的”，中国文化中委婉拒绝的方式与美国直接接受的文化习惯形成对比。素养指向：体现文化差异，提升文化意识与语言语境适配能力。

38.A解析：adjust“调整”，根据文化情境调整沟通方式，符合跨文化沟通需求。素养指向：培养灵活应变的思维能力，强化语言应用能力。

39.D解析：values“价值”，解释饮茶背后的文化价值，体现传统文化的深度。素养指向：渗透文化内涵，提升文化意识与审美素养。

40.B解析：strengthen“加强”，文化交流能加强相互理解，符合上下文逻辑。素养指向：体现跨文化交流的意义，培养思维品质。

41.A解析：accept“接纳”，接纳不同文化，体现开放的文化心态。素养指向：强化文化包容意识，培养思维品质。

42.A解析：communicate“沟通”，以开放心态进行跨文化沟通，呼应主题。素养指向：培养跨文化沟通能力，体现语言应用能力。

43.A解析：Before“在……之前”，指出发前的心情，与后文经历形成对比。素养指向：考查连词应用，强化语言基础与语境连贯性。

44.B解析：but“但是”，表转折，既兴奋又紧张的复杂心情，符合逻辑。素养指向：考查转折逻辑，培养思维品质与语言应用能力。

45.B解析：confused“困惑的”，文化差异导致误解，使作者感到困惑。素养指向：体现文化冲突中的情感反应，培养共情能力与文化意识。

46.B解析：culture“文化”，全文围绕跨文化交流展开，此处指文化差异。素养指向：回扣主题，强化文化意识。

47.A解析：explained“解释”，主人姐姐解释文化差异，帮助作者理解。素养指向：体现跨文化沟通中的互助，培养语言应用能力。

48.A解析：understand“理解”，逐渐理解文化差异，学会调整沟通方式。素养指向：培养跨文化认知能力，体现思维品质。

49.C解析：memorable“难忘的”，文化分享会是作者印象最深刻的活动。素养指向：强化情感体验，体现文化交流的价值。

50.A解析：introduced“介绍”，作者向美国学生介绍中国茶文化。素养指向：培养文化传播意识，强化文化自信与语言应用能力。

51.A解析：behind“背后的”，解释饮茶行为背后的文化价值。素养指向：渗透文化内涵，提升文化意识。

52.A解析：attracted“吸引”，美国学生被深厚的茶文化吸引。素养指向：体现文化魅力，强化文化自信。

53.B解析：two-way“双向的”，文化交流是双向的，相互学习。素养指向：培养辩证思维，体现跨文化交流的本质。

54.A解析：discussed“讨论”，作者与朋友讨论文化差异，拓宽视野。素养指向：强化跨文化沟通，培养思维品质与语言应用能力。

55.A解析：barriers“障碍”，文化差异不是障碍而是成长的机会。素养指向：体现积极的文化心态，培养思维品质与文化意识。第四部分语法填空（15分）56.having解析：考查非谓语动词，现在分词作伴随状语，逻辑主语与句子主语一致。素养指向：考查语言能力中的语法应用，强化非谓语动词用法。

57.skillfully解析：考查副词，修饰动词use，用副词形式。素养指向：考查词性转换，提升语言应用能力。

58.expressing解析：考查非谓语动词，emphasize后接动名词作宾语。素养指向：考查固定搭配与非谓语动词，强化语法应用能力。

59.hasgained解析：考查时态，inrecentyears作时间状语，用现在完成时。素养指向：考查时态应用，提升语言能力。

60.making解析：考查非谓语动词，现在分词作结果状语。素养指向：考查非谓语动词的逻辑关系，培养思维品质。

61.areexhibited解析：考查被动语态，作品被展览，用一般现在时被动语态。素养指向：考查语态应用，强化语言能力。

62.that/which解析：考查定语从句，关系代词指代先行词bridge，在从句中作主语。素养指向：考查定语从句用法，提升语法应用与语境衔接能力。

63.bepassed解析：考查被动语态，情态动词后接be+过去分词。素养指向：考查被动语态与情态动词的结合，强化语言能力。

64.brings解析：考查时态与主谓一致，which指代前文内容，用一般现在时第三人称单数。素养指向：考查语法应用，提升语言能力。

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