2025-2026学年北京市朝阳区高三英语高考二模模拟试卷（含答案逐题解析与听力原文）

2025-2026学年北京市朝阳区高三英语高考二模模拟试卷（含答案逐题解析与听力原文）学校：________________班级：________________姓名：________________考号：________________考试时间：120分钟满分：150分考试节点：高考二模适用年级：高三注意事项：1．本试卷为2025-2026学年高三英语高考二模模拟试卷，共四部分，67小题，满分150分。2．答题前，请将学校、班级、姓名、考号填写清楚；选择题在答题卡相应位置作答，非选择题在规定区域内作答。3．听力考试结束后，请继续完成阅读理解、语言运用和写作部分；书写应规范，卷面保持整洁。4．考试结束后，请将试卷和答题卡一并交回。第一部分听力（共两节，满分30分）第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。每段对话后有一道小题，从每题所给的A、B、C三个选项中选出最佳选项。每段对话仅读一遍。1．Whatwillthewomanprobablydonext?A．Checkanotice.B．Askforleave.C．Attendameeting.2．Wherearethespeakersmostprobably?A．Inarestaurant.B．Inabookstore.C．Inapostoffice.3．Whenwillthefirstbusleavetomorrow?A．At8:20.B．At8:40.C．At9:00.4．Whatistheboyworriedabout?A．Asportsmatch.B．Amusiclesson.C．Aclasspresentation.5．Whydoesthemanapologize?A．Hebrokeacamera.B．Hemissedthedeadline.C．Heforgottheaddress.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道小题，从每题所给的A、B、C三个选项中选出最佳选项。每段材料读两遍。听第6段材料，回答第6至第7题。6．Whatproblemdoestheboyhave?A．Helostalibrarybook.B．Hecannotfindhisstudentcard.C．Heforgothiscomputerpassword.7．Whatdoesthewomansuggesttheboydo?A．Returntomorrowmorning.B．Callthepolicestation.C．Fillinaformonline.听第7段材料，回答第8至第9题。8．Whatwillvolunteersmainlydoatthesciencemuseum?A．Selltickets.B．Repairmodels.C．Guideyoungvisitors.9．Whyisthegirlinterestedintheactivity?A．Sheneedsapart-timejob.B．Sheenjoysexplainingscience.C．Shewantstomeetawriter.听第8段材料，回答第10至第12题。10．Whatpositionisthemanapplyingfor?A．Adataassistant.B．Atravelreporter.C．Alanguageteacher.11．Whatdoesthewomanvaluemostfortheposition?A．Adrivinglicense.B．Aforeigndegree.C．Theabilitytoorganizeinformation.12．Whatshouldthemandoaftertheinterview?A．Takeawrittentesttoday.B．Emailawritingsample.C．Calltheofficemanager.听第9段材料，回答第13至第16题。13．Whatistheschoolprojectmainlyabout?A．Reducingplasticwasteinthecafeteria.B．Buildingasmallgardenbesidethelibrary.C．Collectingstoriesaboutoldschoolbuildings.14．Whatdifficultydothestudentsface?A．Thebudgetistoolarge.B．Thepostersarenotcolorful.C．Manystudentsforgetreusablecups.15．Whatsolutiondoestheboypropose?A．Givingaspeechatthegate.B．Puttingremindersignsneartheentrance.C．Changingthelunchbreakschedule.16．Whenwilltheprojectgroupmeetagain?A．ThisFriday.B．ThisSaturday.C．NextMonday.听第10段材料，回答第17至第20题。17．WhatisthemainpurposeoftheUrbanBirdSurvey?A．Totrainprofessionalphotographers.B．Tocollectcitizensciencedata.C．Tochooseasymbolforthecity.18．Whenareparticipantsadvisedtomakeobservations?A．Atnoon.B．Inthelateafternoon.C．Atdawn.19．Whatshouldparticipantsrecord?A．Theplaceandthebirdcalls.B．Thepriceofbinoculars.C．Thenamesofnearbyshops.20．Howmaythesurveyresultsbeused?A．Tosellbirdfood.B．Toshortenschoolholidays.C．Toprotecturbanhabitats.第二部分阅读理解（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。AAsthefinalstageofrevisionbegins,severalprogramsinChaoyangDistrictinviteseniorstudentstolearnbeyondtheclassroom.Eachprogramisdesignedasahalf-dayactivitysothatstudentscanreturntotheirnormalrevisionscheduleintheafternoon.ProgramFocusTimeRequirementDataStoryLabTurnsurveynumbersintoathree-minuteEnglishtalkwithoneclearvisual.Saturday8:30-11:30Bringachartorasetoffiguresfromschoollife.EcoMapWalkObserveaneighborhoodstreet,markpossiblewastepoints,andsuggestoneimprovement.Sunday9:00-11:30Submitaonemapbeforeleaving.MuseumNoteClinicLearnhowtotakeusefulnotesfrombilingualexhibitionlabels.Wednesday14:00-16:30Preparetwoquestionsaboutadisplayyouhaveseen.CalmVoiceWorkshopPractisebreathing,pausingandeyecontactfororalreports.Friday15:00-17:00Recordaone-minuteintroductiononyourphone.21．Whichprogrambestsuitsastudentwhowantstopresentschoolsurveyresults?A．EcoMapWalk.B．DataStoryLab.C．MuseumNoteClinic.D．CalmVoiceWorkshop.22．Whatdothefourprogramshaveincommon?A．Theyareheldonweekends.B．Theyrequirestudentstoworkoutdoors.C．Theylastawholeschoolday.D．Theysupportpracticallearningduringrevision.23．WhatmuststudentsdoinEcoMapWalk?A．Handinamap.B．Recordaspeech.C．Bringsurveyfigures.D．Prepareexhibitionquestions.BWhenChenYisignedupfortheschoolshadow-puppetproject,shediditmainlytoescapeanothersilenteveningoftestpapers.Shehadwatchedhergrandmothercutpaperfigureswhenshewaslittle,buttheskillseemedtooslowforagenerationthatmoveditsfingersacrossscreens.TheteacheraskedeachstudenttocreateashortEnglishstorybasedonalocallegend.ChenYiwascertainthatnoonewouldcareaboutagoat,abridgeandamoonthathadappearedinhergrandmother'soldtale.Herfirstattemptwasflat.Thecharactersstoodlikepaperbookmarks,andtheEnglishsentencessoundedcopied.Oneafternoon,sheshowedthedrafttohergrandmother,expectingpolitepraise.Theoldwomanlookedforalongtimeandsaid,'Thebridgeisnotathing.Itiswherepeoplemeetwhentheyhavealmostgivenup.'ThenshetoldChenYiaboutawinterwhenneighborssharedtheonlywarmroominthevillageandpromisedtobuildabridgetogetherinspring.Thatsentencechangedthework.ChenYirewrotethestoryaroundagirlwhocrossedthebridgetobringmedicinetoastranger.Shefilmedthepuppetsagainstadesklamp,addedthesoundoffootsteps,andaskedclassmatestohelpwithvoices.Duringtheschoolshow,theroomgrewquiet.Whenthelastpuppetbowed,ChenYisawhergrandmotherinthebackrow,smilingwithbothhandsfoldedoverherwalkingstick.Theprojectdidnotmakerevisioneasierinthesimplesense.Ittooktime.YetChenYinoticedthataftercutting,testingandrewriting,shereadEnglishpassagesmorepatiently.Awordwasnolongerjustaword;itwasachoice.Astorywasnotoldbecauseitcamefromthepast;itbecameoldonlywhennoonebotheredtoaskwhatitstillwantedtosay.24．WhywasChenYiunwillingtotaketheoldtaleseriouslyatfirst?A．Shecouldnotunderstandherteacher.B．Shehadneverseenpaperfiguresbefore.C．Shethoughtthestorywouldnotinterestothers.D．Shewantedtospendalleveningsonsports.25．WhathelpedChenYiimproveherstorymost?A．Avideomadebyherclassmates.B．Hergrandmother’sexplanationofthebridge.C．Abilingualdictionaryfromthelibrary.D．Herteacher’sadviceonpronunciation.26．WhatdoestheunderlinedideainParagraph4suggestaboutlanguagelearning?A．Wordsgainmeaningthroughcarefulchoices.B．Oldstoriesshouldbetranslatedwordforword.C．Englishpassagesareeasierthanhandwork.D．Screenreadingisalwaysharmfultostudents.27．WhatisthebestlessonChenYilearnsfromtheproject?A．Examscanbereplacedbyperformances.B．Afamilyskillisvaluableonlyonstage.C．Technologyisunnecessaryforschoolprojects.D．Traditioncanconnectgenerationsthrougheffort.CAbreakisnotsimplyanemptyspacebetweentwotasks.Forstudentspreparingforhigh-stakesexams,thewayabreakisusedcandecidewhetheritrefreshesthemindorbreaksconcentrationcompletely.Researcherswhostudyattentionoftendistinguishbetweenapausethatlowersmentalloadandapausethataddsanewload.Thefirstkindgivesthebrainroomtorecover;thesecondkindonlychangestheobjectofpressure.Inoneclassroomexperiment,studentswhoworkedonvocabularyexercisesforfortyminutesweredividedintothreegroups.Onegrouplookedoutofthewindowandcountedcolorsforthreeminutes.Anothergroupwalkedslowlyalongthecorridorwithouttalking.Athirdgroupcheckedshortonlinemessages.Whenallstudentsreturnedtoasimilartask,thefirsttwogroupsmadefewercarelessmistakes,whilethethirdgroupneededmoretimetosettledown.Theresultdidnotmeanthatphonesweretheenemyoflearning.Itshowedthatabreakfullofnewinformationmaynotfeeldifficultbutcanstillcompeteforattention.Microbreaksarethereforenotmagic.Theirvaluedependsontiming,purposeandthetaskthatfollows.Astudentwhohasjustsolvedcomplexproblemsmaybenefitfromstretching,breathingorlookingatadistantobject.Astudentwhoisboredbyroutinecopyingmayneedashortchangeofmovement.Butabreakthatbecomesasearchformorestimulationcanmakethenexttenminutesfeelheavierthanthelastten.Thepracticaladviceismodest:planbreaksbeforethemindisexhausted,keepthemshort,andchooseactionsthatdonotdemanddecision-making.Inexamrevision,themostusefulbreakmaybetheonethatishardlymemorable.Itquietlyreturnsthelearnertothepagewithalittlemoresteadiness.28．Whydoestheauthorsaymicrobreaksare'notmagic'?A．Theyaretooshorttobenoticed.B．Theyworkonlyforvocabularyexercises.C．Theyshouldalwaysincludeonlinemessages.D．Theireffectdependsonhowtheyaretaken.29．Whatdidtheclassroomexperimentshow?A．Allbreaksimprovespeedinthesameway.B．Countingcolorsislessusefulthancheckingmessages.C．Low-loadbreakscanreducecarelessmistakes.D．Studentsshouldavoidwalkingduringrevision.30．Whatisalikelyreasonwhyonlinemessageswerelesshelpful?A．Theybroughtextrainformationtoprocess.B．Theymadestudentsphysicallytired.C．Theywereunrelatedtovocabulary.D．Theyforcedstudentstositstill.31．Whichtitlebestfitsthetext?A．WhyLongHolidaysMatterBeforeExamsB．SmallPausesThatBringAttentionBackC．TheSecretHistoryofClassroomWindowsD．HowPhonesReplaceTraditionalRevisionDStudentsareoftenpraisedforgivingquickanswers,yetmanyrealproblemsbeginwithuncertainty.Acommunitygardendriesup,atrafficcrossingbecomesunsafe,orareadingpassageseemstopointintwodirections.Ineachcase,thefirstusefulsentencemaynotbe'Iknowtheanswer.'Itmaybe'Whatinformationismissing?'Thiskindofproductiveuncertaintyisdifferentfromconfusion.Confusionleavesalearnerhelpless;productiveuncertaintygivesthelearnerapath.Inageographyclass,forexample,studentswereaskedwhyasmallgardenneartheirschoolfailedinitssecondyear.Atfirst,theyblamedpoormanagement.Aftercheckingshade,soilmoistureandthetimeswhennearbybuildingsblockedsunlight,theychangedtheirexplanation.Theimportantlearningwasnotonlythefinalanswerbuttheprocessoftestingaclaimagainstevidence.Forteachers,thismeansdesigningtasksthatcannotbesolvedbycopyingthefirstresultthatappears.Agoodtaskhasboundaries:studentsknowwhatmustbeproduced,whatsourcesareacceptable,andhowtheirreasoningwillbejudged.Withinthoseboundaries,theyareallowedtorevisetheirquestions.Suchtasksareespeciallyusefulbeforemajorexaminations,becausetheytrainstudentstoslowdownwhenatextisdifficultandtolookforevidencebeforechoosinganoption.Ofcourse,uncertaintyshouldnotbeturnedintoaslogan.Studentsalsoneedclearexplanations,modelsandfeedback.Butwheneverylessonaimsonlyatcertainty,learnersmaybecomefragilethemomentaproblemlooksunfamiliar.Thebettergoalisnottoloveuncertaintyforitsownsake,buttouseitasadoorwaytocarefulthinking.32．Whatistheauthor’smainconcernaboutquickanswers?A．Theyrequiretoomuchreadingtime.B．Theymayhidetheneedtoseekevidence.C．Theyareimpossibleinschoolexams.D．Theymaketeachersgivefewertasks.33．Whyisthecommunitygardenexamplementioned?A．Toshowhowaclaimcanberevisedthroughevidence.B．Toprovethatplantsgrowbetternearschools.C．TosuggestthatgeographyiseasierthanEnglish.D．Toarguethatstudentsshouldmanagegardens.34．Accordingtothetext,whatshouldteachersdo?A．Askstudentstomemorizeallmodelanswers.B．Avoiddifficulttextsbeforeexaminations.C．Createboundedtasksthatrequirereasoning.D．Letstudentsuseanysourcewithoutchecking.35．Whatistheauthor’sattitudetowardproductiveuncertainty?A．Doubtful.B．Indifferent.C．Negative.D．Supportive.第三部分语言运用（共三节，满分42.5分）第一节七选五（共5小题；每小题2.5分，满分12.5分）根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。Revisioninthefinalmonthsisnotonlyamatteroftime.Manystudentssitatadeskforhoursbutrememberlittlebecausetheirreviewstayspassive.Activerevisionmeansmakingthebraindosomethingwiththematerial:connect,explain,questionandcheck.36．______Insteadofrereadingawholeunit,closethebookandwritedownwhatyoucanrememberinthreeminutes.Thencompareyournoteswiththepage.Theblankspacestellyouwherethenextroundofreviewshouldbegin.Anothermethodistoteachapointaloud.Youdonotneedarealaudience.37．______Iftheexplanationbreaksdown,theproblemisnotyourspeaking;itistheplacewhereyourunderstandingisstillweak.Studentsalsobenefitfrommixingoldandnewquestions.Ifallexercisesinasettestthesamegrammarpoint,themindsoonworksonautomaticpilot.38．______Mixingtopicsforcesyoutochooseamethod,whichisclosertowhathappensinarealexamination.Finally,keepasmallerrorlog.Donotcopyeverywronganswer.Writethereason:misreadthequestion,ignoredacontrastword,choseanoptionthatwastoobroad,orforgotaphrase.39．______Activerevisionmayfeelsloweratfirst,butitpreventsthecomfortableillusionofknowing.40．______Theaimisnottoworkeveryminute;itistomakeeveryblockofstudyleaveacleartrace.A．Overtime,therepeatedreasonsbecomeapersonalmapofrisk.B．Explainingtoanemptychairoravoicerecordercanworksurprisinglywell.C．Somestudentsprefertostudywithmusicbecauseitmakestheroomlesssilent.D．Whenyoutestyourself,explainandcorrect,confidencegrowsfromevidence.E．Asetthatincludesseveralquestiontypesmakesthebrainnoticedifferences.F．Startwithretrieval,theactofbringingknowledgebackwithoutlooking.G．Teachersshouldgivelongerhomeworkwheneverstudentsmakemistakes.第二节完形填空（共15小题；每小题1分，满分15分）阅读下面短文，掌握其大意，然后从41—55各题所给的A、B、C、D四个选项中选出最佳选项。LastApril,whenthesecondmockexamwasonlytwoweeksaway,Ijoinedacommunityrepairfair.Iwentwiththe41ideathatfixingoldobjectshadlittletodowithstudy.AtthefirsttablesatMr.Lin,aretiredengineer,holdingaradiothatgaveonlya42hiss.Hedidnotopentheradioatonce.Hefirstturneditslowlyinhishandsand43thatwelisten.'Aproblemspeaksbeforeitbreaks,'hesaid.Tome,thesentencesoundedstrange,butIfollowedhis44.Thehissroseandfellwhenthewiremoved.Mr.Linsmiled,tookoutasmalltool,andaskedmetoholdthewire45.Insidetheradio,onetinyconnectionhadbecomeloose.Iexpectedhimtoreplacemanyparts,yetheonlycleanedthepointandpresseditback.Musicsuddenlyfilledtheroom.Theowner,anoldman,looked46thanexcited,asifafamiliarvoicehadreturnedhome.Duringthenexthour,Irepairedalampwithacrackedswitchandatoycarwithamissingwheel.Eachcasebeganwithmydesireto47,andeachcasepunishedthatdesire.WhenIrushed,Imissedtheobvious.WhenIsloweddown,theobjectseemedto48itsownorder.Onthewaybacktoschool,Irealizedwhyourteacherhadencouragedustovolunteer.Revisionwasalsorepair.Awrongoptionwasnotanenemybutasignal.Aparagraphthatlookedimpossiblemighthaveoneloose49.Thenextweek,duringanEnglishreadingtest,Imetasentencethatstoppedmecompletely.Myfirstthoughtwaspanic.ThenIrememberedtheradio.Ireadthesentencebeforeandafterit,noticedacontrastword,andthemeaning50.Therepairfairdidnotgivemeahigherscoreimmediately.Itgavemeacalmermethod:listentotheproblem,testtheevidence,andchangeonethingatatime.Inthefinaldaysbeforetheexam,thatmethodbecamemoreusefulthananyluckyguess.Later,Iwrotethemethodonthecoverofmyerrornotebook:everyquestion51acheck,everychoiceshouldmeet52,every53couldbeexamined54,andlearningitselfwasakindof55.41．A．freshB．hiddenC．wrongD．brave42．A．thinB．happyC．formalD．public43．A．forgotB．doubtedC．reportedD．insisted44．A．dreamB．instructionC．argumentD．joke45．A．angrilyB．secretlyC．steadilyD．carelessly46．A．relievedB．confusedC．ashamedD．curious47．A．runB．agreeC．winD．hurry48．A．changeB．showC．forgetD．hide49．A．connectionB．titleC．priceD．voice50．A．escapedB．deepenedC．appearedD．failed51．A．borrowedB．neededC．wastedD．feared52．A．customB．silenceC．memoryD．evidence53．A．mistakeB．giftC．promiseD．corner54．A．quicklyB．politelyC．patientlyD．luckily55．A．noiseB．repairC．competitionD．decoration第三节语法填空（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。TheschoollibraryhasopenedaRevisionCornerwherestudentscanreservequietdesksandshareddictionaries.Theideagrewfromaproposal56．________(make)atastudentmeetinginMarch.Withsoftlightandaquestionboard,thecornerhelpsstudentsreview57．________(efficient).Aweeklywallinvitesstudents58．________(post)problemstheycannotsolve.Teachersanswerthequestions59．________receivethemostmarksfromclassmates.Sincethecorneropened,morethanthreehundrednotes60．________(collect).Somestudentssaytheylearnnotonlyfromsolutionsbutalsofrom61．________wayothersaskquestions.Althoughexampreparationcanbestressful,thecornerremindslearners62．________cooperationmatters.OnFridayafternoons,volunteerscheckdictionaries,repairchairsandputthebooksback63．________order.Thecornerwillremainopenuntilthefinalexam64．________studentscankeepasteadyrhythm.Itisasmallchange,65．________ithasbroughtrealcalmtothelaststageofreview.第四部分写作（共两节，满分40分）第一节（满分15分）66．假设你是红星中学高三学生李华。学校英语社将举办一次考前减压主题活动“AnHourAwayfromtheDesk”，你打算邀请交换生Jim参加。请你给他写一封英文邮件，内容包括：1）活动时间和地点；2）活动内容；3）邀请他参加并说明理由。注意：词数不少于80；开头和结尾已给出，不计入总词数。DearJim,____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua第二节（满分25分）67．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。续写词数应为150左右。Thedaybeforethesecondmockexam,rainfellsoheavilythattheschoolyardlookedlikeashallowlake.Norastayedintheclassroomafterthelastbell,copyingseveralusefulexpressionsfromtheblackboard.Shewasusuallyamongthetopstudents,butrecentlyeverypracticetestseemedtoremindherofwhatshedidnotknow.Whenshefinallypackedherbag,shenoticedabluenotebookunderthedeskbesidehers.Therewasnonameonthecover.Noraopeneditonlytofindtheowner,butthefirstpagemadeherstop.Itwasanerrornotebook,neatandpatient,withwronganswersontheleftandreasonsontheright.Inthemiddlewasasentencewritteninred:'Donotbeafraidofmistakesthatcanstillteachyou.'NoraknewatoncethatthenotebookbelongedtoLeo,aquietboywhohadbeenabsent-mindedallweekbecausehisfatherwasinhospital.Norawantedtoleavethenotebookontheteacher’sdesk,butthenshesawseveralpagesmarked'mustreviewtonight'.Therainoutsidewasgrowingheavier,andLeolivedfarfromschool.Afteramoment,sheputthenotebookintoherbagandrantothebusstop,hopingtocatchhimbeforehechangedbuses.Paragraph1:Atthebusstop,NorafinallysawLeostandingaloneunderabrokenumbrella.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Thenextmorning,Norafoundasmallnoteonherdesk.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

参考答案与解析第一部分听力答案与解析1．C。女士说会议五分钟后开始，并请男士把材料放到会议室，因此她接下来最可能去参加会议。2．B。对话提到新到的小说、收银台和书签，场景应为书店。3．A。男士说明临时通知把第一班车提前到8:20，故选A。4．C。男孩担心明天英语课的展示会忘词，说明他担心课堂展示。5．B。男士承认报告提交晚了一天，因此道歉的原因是错过截止时间。6．B。男孩说借书时发现学生卡不见了，问题是找不到学生卡。7．A。女士建议他第二天早上再来服务台查看失物登记。8．C。博物馆志愿者的主要任务是带孩子看展品并解释互动模型。9．B。女孩说自己喜欢把复杂的科学讲清楚，因此对活动感兴趣。10．A。面试开始即说明岗位为数据助理。11．C。女士强调岗位需要把分散信息整理成清楚记录。12．B。女士让男士面试后发一份英文写作样本到邮箱。13．A。项目围绕减少食堂一次性塑料杯使用展开。14．C。困难是许多同学忘带可重复使用的杯子。15．B。男孩建议在入口处贴提醒标志，提醒同学带杯子。16．C。两人约定下周一午休再次碰头。17．B。独白说明调查邀请普通市民记录鸟类，用于公民科学数据收集。18．C。组织者建议清晨鸟类最活跃时观察。19．A。参与者需要记录地点、时间以及听到的鸟鸣。20．C。调查结果将帮助规划者了解哪些城市栖息地需要保护。第二部分阅读理解答案与解析21．B。题干中的“presentschoolsurveyresults”对应DataStoryLab中“Turnsurveynumbersintoathree-minuteEnglishtalk”，故选B。22．D。四个活动都服务于高三复习阶段的实践学习，时间较短且与学习能力相关，故选D。23．A。EcoMapWalk的要求明确写着“Submitaonemapbeforeleaving”，故选A。24．C。第一段中ChenYi认为同龄人不会关心外婆的旧故事，因此最初不重视。25．B。第二段外婆解释“bridge”的深层含义后，ChenYi重写故事，这是转折点。26．A。“Awordwasnolongerjustaword;itwasachoice”强调词语意义来自语境和选择。27．D。文章通过皮影项目展现传统在年轻人的努力中重新连接家庭与代际。28．D。第三段说明微休息的价值取决于时机、目的和随后任务，因此并非“魔法”。29．C。实验中看窗外数颜色和慢走的两组粗心错误更少，说明低负荷休息有助恢复注意力。30．A。文章指出充满新信息的休息会与注意力竞争，短消息带来额外加工负担。31．B。全文围绕短暂、低负荷休息如何让注意力回到学习任务展开。32．B。作者担心快速答案让学生忽视缺失信息和证据检验。33．A。花园案例展示学生先提出解释，再根据阴影、湿度等证据修正解释。34．C。第三段建议教师设计有边界、需证据推理且可修正问题的任务。35．D。作者承认不确定性需要边界和反馈，但整体肯定其促进审慎思考的作用。第三部分语言运用答案与解析36．F。下文“closethebookandwritedownwhatyoucanremember”解释检索式复习，F项承上启下。37．B。前文说“teachapointaloud”且不需要真实听众，B项“对空椅子或录音器解释”自然衔接。38．E。前后讨论混合题型，E项说明不同题型组合能促使大脑注意差异。39．A。前文要求记录错误原因，A项说明这些原因长期会形成个人风险图谱。40．D。末段总结主动复习，D项中的test,explainandcorrect对应全文方法。41．C。作者原以为修旧物与学习无关，后来被改变，因此是“wrongidea”。42．A。收音机只有微弱嘶嘶声，thin表示声音细弱，符合语境。43．D。林先生没有立即拆机，而是坚持让大家先听，insisted符合。44．B。作者照着林先生“先听”的指导做，instruction符合。45．C。修理时需要稳稳地扶住电线，steadily符合动作要求。46．A。熟悉的声音回来，老人更多是松了一口气而非单纯兴奋。47．D。后文“WhenIrushed”说明作者一开始总想快点解决。48．B。慢下来时，物件似乎会显示自身的秩序，show符合。49．A。作者把阅读难句类比为收音机里的松动连接，connection呼应前文。50．C。通过上下文和转折词，句意显现出来，appeared符合。51．B。每道题都需要检查，needed符合方法总结。52．D。每个选项都要接受证据检验，evidence符合。53．A。每个错误都可以被审视，mistake对应错题本。54．C。前文强调慢下来和逐步检查，因此patiently符合。55．B。全文将复习方法与repair相联系，学习本身也是一种修复。56．posal与make之间为被动关系，用过去分词作后置定语。57．efficiently。修饰动词review，应用副词形式。58．topost。invitesb.todosth.为固定结构。59．that/which。引导定语从句，先行词questions在从句中作主语。60．havebeencollected。Since引出时间状语，主语notes与collect为被动关系，用现在完成时被动语态。61．the。theway后接定语从句或省略关系词，表示“别人提问的方式”。62．that。remindsb.that...引导宾语从句。63．in。inorder表示“井然有序”，此处指把书放回原位、排好。64．sothat。表示目的：开放到期末考试，以便学生保持稳定节奏。65．but。前后为转折关系：变化虽小，却带来平静。第四部分写作评分要点与示例66．评分要点：邮件格式完整；说明活动时间、地点和主要内容；邀请理由自然，能体现考前调适和同伴交流；语言准确连贯。示例答案：DearJim,OurEnglishClubisgoingtoholdanactivitycalledAnHourAwayfromtheDesk,andIwouldliketoinviteyoutojoinus.Itwilltakeplaceintheschoolgardenfrom4:30to5:30thisFridayafternoon.Wewilldosomelightstretching,shareusefulwaystostaycalmbeforeexams,andreadashortEnglishpoemtogether.Ithinkyouwillenjoytherelaxingatmosphere,andyourexperienceasanexchangestudentmaybringusafreshview.Itwillalsobeagoodchanceforustoencourageeachotherbeforethesecondmockexam.Yours,LiHua67．评分要点：续写应围绕归还错题本、同伴互助和考前心态转变展开；两段开头衔接自然；人物行为与情感变化合理；语言描写具体，结尾完整积极。示例答案：Atthebusstop,NorafinallysawLeostandingaloneunderabrokenumbrella.Shecalledhisnameandhandedhimthebluenotebook,explainingthatshehadfounditunderhisdesk.Leolookedfirstsurprised,thendeeplygrateful.Hesaidhehadsearchedhisbagtwiceandwasafraidhewouldlosethenotesheneededmost.TherainwetNora’ssleeves,butshefeltlighterwhenLeocarefullyputthenotebookinsidehiscoat.Beforehisbuscame,shepointedtothesentenceinredandsaidithadhelpedhertoo.Thenextmorning,Norafoundasmallnoteonherdesk.ItwasfromLeo:'Thankyouforbringingbackmorethananotebook.Youbroughtbackmycourage.'Underthenotewasacopiedpageofhisbesterrorsummaries.Norasmiledandplaceditinherownfolder.Duringthemockexam,whenadifficultpassageappeared,shedidnotfreezeasbefore.Shemarkedthekeywords,checkedtheevidenceandmovedonsteadily.Mistakeswerestillpossible,buttheynolongerlookedlikewalls.Theylookedlikedoorsshecouldlearntoopen.听力原文Text1M:Themeetingroomisready.Doyoustillneedthesehandouts?W:Yes,pleaseputthemonthefrontdesk.Themeetingstartsinfiveminutes,soI’llgotherenow.Text2W:Excuseme,isthenewtravelnovelonthisshelf?M:It