2026届西安市高三英语期末模拟原创模拟试卷第041套（含答案逐题解析与听力原文）

2026届西安市高三英语期末模拟原创模拟试卷第041套（含答案逐题解析与听力原文）考试时间：150分钟满分：150分适用范围：西安市高三英语期末模拟核心考点第041组注意事项：1.本试卷分试题卷和参考答案与解析两部分，试题卷题号范围为1—55，写作任务不另设题号。2.选择题每小题只有一个最佳答案；请将答案填涂或填写在指定位置，书写题请使用黑色签字笔。3.听力部分先给出试题，听力原文置于答案页末，供教师讲评与核对使用。4.答题前请核对题号、分值与作答区域；考试结束后交回答题材料。部分听力阅读理解语言运用写作总分题号/分值1—20/30分21—40/50分41—55/30分不设新题号/40分150分第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。听力结束后，你将有时间把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。每段对话仅读一遍。1.Whatwillthewomanprobablydonext?A.Returnabook.B.Gotothereadingroom.C.Askforanewlibrarycard.2.Whydoesthemansoundworried?A.Hehasmissedthebus.B.Hecannotfindhisreport.C.Heforgotthemeetingplace.3.Whatdoesthewomansuggestdoing?A.Checkingtheweatheragain.B.Leavingearlierthanplanned.C.Takingtheunderground.4.Wheredoestheconversationmostprobablytakeplace?A.Inabakery.B.Inabookstore.C.Inaclassroom.5.Whatarethespeakersmainlytalkingabout?A.Aschoolclub.B.Aweekendtrip.C.Ahistorylesson.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。每段对话或独白读两遍。听第6段材料，回答第6、7题。6.Whatisthegroupprojectabout?A.Traditionalfood.B.Citytransportation.C.Weatheranddailylife.7.Whenwillthespeakersmeettofinishtheslides?A.OnFridayafternoon.B.OnSaturdaymorning.C.OnSundayevening.听第7段材料，回答第8至10题。8.Whatpositionisthegirlapplyingfor?A.Aguideatapark.B.Avolunteeratamuseum.C.Anassistantinalab.9.Whatexperiencedoesthegirlmention?A.Organizingasportsmeeting.B.Editingtheschoolnewspaper.C.Explainingexhibitstoyoungerstudents.10.Whatdoesthemanaskhertodotomorrow?A.Bringashortself-introduction.B.Takeawrittentest.C.Meetthemuseumdirector.听第8段材料，回答第11至13题。11.Whatisthegirlpreparingfor?A.Aspeechcontest.B.Ageographyquiz.C.Anexchangevisit.12.Whatistheboygoodat?A.Makingatravelplan.B.Takingportraitphotos.C.Speakingtolargecrowds.13.Whatdoesthegirldecidetoaddtoherpresentation?A.AsonginEnglish.B.Amapofthecitywallarea.C.Areportonlocalfoodprices.听第9段材料，回答第14至16题。14.Whatisthepurposeofthenotice?A.Toexplainatemporarychange.B.Toinvitestudentstoamatch.C.Tointroduceanewcoach.15.Whichplacewillbeclosedthisweek?A.Theswimmingpool.B.Theindoorbasketballcourt.C.Therunningtrack.16.Howcanstudentsbooktheoutdoorcourt?A.Bycallingthecoach.B.Bywritingtheirnamesonaboard.C.Byusingtheschoolappbeforenoon.听第10段材料，回答第17至20题。17.Whoisthespeakermostprobably?A.Aparentrepresentative.B.Aschoolteacher.C.Alocaltourguide.18.Whatwillstudentsdoonthefirstmorning?A.Learnsafetyrules.B.Collectwatersamples.C.Visitasciencemuseum.19.Whatshouldstudentsbring?A.Aheavycoat.B.Acamerawithaflash.C.Anotebookandareusablecup.20.Whatisthemainaimofthecamp?A.Toconnectclassroomknowledgewithfieldobservation.B.Totrainstudentsforanationalcompetition.C.Tocompleteafinalexaminationinadvance.第二部分阅读理解（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。AWinterStudyRoutesforSeniorThreeStudentsinXi’anThecitylibrary,twocommunitymuseumsandayouthsciencecenterareofferingfourshortstudyroutesduringthewinterreviewperiod.StudentsmayregisterwithastudentID.Eachroutelastshalfadayandincludesaguidedactivityplusawrittenreflectionsheet.Route1:TheOldWallandModernTransport.Time:8:30—11:30onJanuary18.StudentswalkalongasectionnearYongningGate,compareoldcitygateswithpresenttrafficdesign,anddiscusshowacitybalancesprotectionandconvenience.Suitableforstudentsinterestedinhistory,geographyandpubliccommunication.Route2:FromWheattoNoodles.Time:14:00—17:00onJanuary19.Atacommunityculturehall,localvolunteersintroducegrainstorage,foodsafetyandthelanguageoffoodmemories.Participantsobserveanoodle-makingdemonstrationandrecordfiveEnglishexpressionsfordescribingprocedures.Route3:TinySensors,BigCity.Time:9:00—12:00onJanuary20.Theyouthsciencecentershowshowtemperature,noiseandlightsensorsareusedindailylife.Studentsreadsimpledatachartsanddesignaone-weekobservationplanfortheirownneighborhood.Nocodingexperienceisrequired.Route4:ReadinginaWarmCorner.Time:14:30—17:30onJanuary21.Atthecitylibrary,librariansguidestudentsthroughnewspaperarchivesaboutwinterpublicservices.Thetaskistowritea120-wordEnglishnoteonhowonepublicserviceimprovespeople’slifeincoldweather.21.Whichroutebestsuitsastudentwhowantstolearnaboutdatacollection?A.Route1.B.Route3.C.Route2.D.Route4.22.WhatdoRoute2andRoute4haveincommon?A.Theybothrequirecodingskills.B.Theybothtakeplaceinthemorning.C.Theybothfocusonlyonancientbuildings.D.TheybothaskstudentstouseEnglishinapracticaltask.23.Whatisthepurposeofthenotice?A.Tointroducestudyactivitiesforstudents.B.Toadvertisepaidwintertoursforfamilies.C.TocomparefourfamousplacesinXi’an.D.Tocollectopinionsonpublictransportation.BWhenthefirstsnowoftheseasonfell,thebicycleshedbehindNorthBridgeHighlookedlikeapileofsilversticks.Studentspushedtheirbikesinanydirectiontheycouldfind.BythesecondweekofDecember,threebikeshadfallenovereverymorning,andthenarrowpathtothelabbuildinghadbecomeaplaceofcomplaints.Maya,whousuallypreferredstayingoutofarguments,noticedaquieterproblem.Theschoolhadenoughbicyclestands,buttheyweresetatthewrongangle.Whenstudentsparkedquicklybeforethefirstbell,handlebarscaughtoneanother.Themoreeveryonehurried,theworsethemessbecame.Mayatookphotosbeforeandafterschoolforfivedays,countedtheemptyspaces,anddrewasimplemapongraphpaper.Atthestudentcouncilmeeting,somememberswantedtoaskforanewshed.Mayadidnot.“Wemaynotneedmorespace,”shesaid.“Wemayneedtousethespacewealreadyhaveinasmarterway.”Hervoiceshookalittle,butthemapinherhandwasclear.Shesuggestedturningtworowsofstandsbythirtydegreesandpaintingarrowsontheground.Thechangewouldcostlessthanbuyingtennewstands.Themanagerwasdoubtfulatfirst.Heaskedwhetherastudent’sdrawingcouldguidemaintenanceworkers.Mayadidnotargue.Shereturnedthenextdaywithmeasurements,photos,andacardboardmodelmadefromacerealbox.Themodelshowedhowbikescouldbeparkedwithoutblockingthepath.Twoweekslater,workerstriedthenewlayoutduringthelunchbreak.Bytheendofthemonth,studentsstoppedtalkingaboutthebicycleshed.ToMaya,thatsilencesoundedlikesuccess.Theexperiencedidnotturnherintotheloudestpersoninschool.Butittaughthersomethinguseful:acarefulquestion,backedbypatientevidence,cansometimesmoveheavierthingsthanaloudcomplaintcan.24.Whatwasthemaincauseofthebicycleproblem?A.Theshedwastoofarfromtheclassrooms.B.Studentswerenotallowedtouseenoughstands.C.Thebicyclestandswereplacedatanunsuitableangle.D.Theschoolrefusedtorepairbrokenbicycles.25.WhydidMayatakephotosanddrawamap?A.Tosupporthersuggestionwithevidence.B.Towinaschoolphotographyprize.C.Toaskclassmatestostopridingbikes.D.Toprovethemanagerhadmadeamistake.26.Whatdoestheunderlinedword“thatsilence”referto?A.Theworkers’refusaltodiscusstheplan.B.Themanager’sdoubtaboutthemodel.C.Maya’snervousnessatthemeeting.D.Theabsenceofcomplaintsafterthechange.27.WhatcanbelearnedfromMaya’sstory?A.Newequipmentsolveseveryschoolproblem.B.Quietobservationcanleadtoeffectiveaction.C.Argumentsarenecessaryformakingprogress.D.Popularstudentsarebetteratpublicdecisions.CManystudentsbelievethatlearningmeansputtingmoreinformationintothebrain.Yetresearchonmemorysuggeststhatlearningalsodependsonbringinginformationout.Thisactiscalledretrieval.Whenyoucloseabookandtrytoexplainaconceptwithoutlooking,youarenotmerelycheckingwhatyouknow;youarestrengtheningthepaththathelpsyoufindtheknowledgelater.Retrievalpracticecanfeeluncomfortablebecauseitexposeswhatismissing.Rereading,bycontrast,feelssmooth.Apagethatlookeddifficultyesterdaymaylookfamiliartoday,andthatfamiliaritycanbemistakenformastery.Thetroubleappearsinanexamroom.Studentsmayrememberthataparagraphwasontheleftsideofapage,buttheycannotproducetheideaclearlyenoughtoansweraquestion.Familiarityisaweaksignal;successfulretrievalisastrongerone.Sleepalsochangeshowretrievalworks.Duringsleep,thebraindoesnotsimplyrest.Itreorganizesnewlylearnedinformationandconnectsitwitholderknowledge.Thisiswhyastudentwhostudiescarefullyandsleepswellmayrecallmorethenextmorningthanastudentwhostaysawakerereadinguntil2a.m.Thesecondstudenthasspentmoreminuteswiththebook,butthefirsthasgiventhebraintimetoprocessandrecover.Ausefulreviewplanthereforehastwoparts.First,makeretrievalspecific:turnheadingsintoquestions,covertheanswers,andspeakorwritefrommemory.Second,leavespacebetweenreviewsessions.AdifficultrecallonMondayandasecondtryonThursdayusuallyworkbetterthanfivesmoothreadingsonMondaynight.Thegoalisnottofeelcomfortableduringreview.Thegoalistobereadywhenthebookisclosed.28.Whatdoestheauthorsayaboutretrievalpractice?A.Itmeanscopyingimportantsentencesrepeatedly.B.Ithelpsstudentsfindknowledgeagaininthefuture.C.Itisusefulonlyforstudentswithpoormemory.D.Itshouldbedonewhilereadingeverylinealoud.29.Whycanrereadingbemisleading?A.Itmaycreateafalsesenseofknowing.B.Italwaystakesmoretimethantesting.C.Itpreventsstudentsfromenjoyingbooks.D.Itmakesthebrainforgetpagepositions.30.Accordingtothepassage,howdoessleepsupportlearning?A.Itremovesoldknowledgefromthebrain.B.Itincreasesthenumberofhoursspentstudying.C.Itmakesalldifficultquestionsdisappear.D.Ithelpsreorganizeandconnectnewinformation.31.Whichreviewmethodwouldtheauthormostprobablyrecommend?A.Readingachapterfivetimesinoneevening.B.Highlightingeverysentencethatlooksfamiliar.C.Answeringself-madequestionsafterintervals.D.Stayinguplatetokeepthebookopenlonger.DCitiesareoftendescribedasbookswritteninstone.Streets,gates,marketsandparkskeeprecordsofhowpeopleoncelivedandhowtheylivenow.Inhistoriccities,however,thepagesofthisbookareeasilydamaged.Apopularlanemaybecometoocrowdedafteritappearsonshort-videoplatforms.Aquietcourtyardmayloseitsordinaryresidentswheneverydoorwayisturnedintoabackgroundforphotographs.Somepeoplearguethattheansweristokeepvisitorsawayfromfragileplaces.Thatmayprotectasite,butitcanalsocutthesiteofffrompublicunderstanding.Heritagethatishiddentoocompletelymaybecomealabelratherthanalivingpartofthecity.Othersargueforfullopenness,trustingvisitorstobehavewell.Experienceshowsthatgoodwishesarenotenough.Whensignsareunclearandroutesareconfusing,evencarefulvisitorsmaystepintoareasthatshouldbeprotected.Abetterapproachisguidedopenness.Digitalmapscansuggestdifferentwalkingroutesatdifferenttimesofdaysothatpressureisnotplacedononefamouscorner.Shortaudioguidescanexplainwhyaplain-lookingwallmatters,makingvisitorslesslikelytotreatitasadisposablestage.Reservationsystemscanlimitnumberswithoutmakingtheplacefeelprivate.Mostimportantly,residentsshouldhaveavoiceindecidingwhichspacescanbesharedandwhichmustremainordinarylivingareas.Technologyalonewillnotsaveheritage.Amapcanguidefeet,butitcannotcreaterespectbyitself.Schools,familiesandlocalcommunitiesneedtoteachthatvisitingahistoricplaceisnotonlyachancetotakeapicture;itisalsoapromisetoleaveroomforthepeopleandstoriesalreadythere.Thecitybookisricherwhenmanypeoplecanreadit,butitsurvivesonlywhenreaderslearnnottotearthepages.32.Whatriskismentionedinthefirstparagraph?A.Historiccitiesmaystopattractingyoungvisitors.B.Oldbuildingsmaybecometooexpensivetorepair.C.Residentsmayrefusetousedigitalplatforms.D.Popularattentionmaydisturbfragileurbanspaces.33.Whydoestheauthordisagreewithsimplykeepingvisitorsaway?A.Itwouldmakedigitalmapsunnecessary.B.Itwouldreducethenumberofschools.C.Itmayweakenpublicunderstandingofheritage.D.Itmayencourageresidentstoleavethecity.34.Whatisincludedin“guidedopenness”?A.Usingroutesandexplanationstomanagevisits.B.Removingallsignsfromhistoricneighborhoods.C.Turningeverycourtyardintoaphotoarea.D.Allowingvisitorstoenteranyplaceatanytime.35.Whatisthebesttitleforthepassage?A.ShortVideos:ANewWaytoReadHistoryB.ReadingtheCityWithoutTearingItsPagesC.WhyTechnologyCanReplaceLocalCommunitiesD.HowtoBuildMoreParksinHistoricCities第二节（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。Duringalongreviewseason,manystudentstrytoworkharderbyaddingmorehours.Extratimecanhelp,butonlywhenitisusedwisely.Aclearreviewplanbeginswithknowingwhatkindofmistakeyouaremaking.36Acarelessmistakeneedsadifferentcurefromaknowledgegap.Onepracticalmethodistokeepasmall“errornotebook”.Donotcopythewholetestpaperintoit.Writethequestiontype,thewrongideathatledyouaway,andthecorrectmethodinoneortwosentences.37Whenthesamepatternappearsthreetimes,itisnolongeranaccident;itisasignal.Anotherusefulhabitistoreviewattheedgeofforgetting.Ifyoulookatnotesimmediatelyafterclass,everythingseemseasy.Ifyouwaittoolong,thematerialbecomesstrangeagain.38Tryafirstreviewlaterthesameday,asecondonetwoorthreedayslater,andathirdonebeforetheweeklytest.Pressureisalsopartoftheexamseason.Somepressurecankeepyoualert,buttoomuchpressurenarrowsattention.39Afive-minutewalk,slowbreathing,orexplainingoneproblemtoafriendcanresetthebrainbetterthanstaringatthepagewithpanic.Finally,rememberthatreviewisnotashowofsuffering.Thebeststudentsarenotalwaystheoneswholookthebusiest.40Theyknowwhattofix,whentorest,andhowtoturnmistakesintoamapforthenextstep.A.Afterseveraldays,readonlytheseshortnotesandtestyourselfagain.B.Theyareoftentheoneswhomaketheireffortvisibletothemselves.C.Teacherscanfinisheveryreviewtaskforstudentswhoarenervous.D.Beforeyourushtodotenmoreexercises,askwhythelastonewentwrong.E.Whenthishappens,abriefpausemaybemoreusefulthananotherforcedhour.F.Itisbettertoavoidalldifficultquestionsuntilthefinalweekarrives.G.Themosthelpfulmomentisusuallybetweenthesetwopoints.第三部分语言运用（共一节，满分30分）完形填空（共15小题；每小题2分，满分30分）阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。OnthefirstMondayafterthewinterbreak,ourphysicsteacherbroughtapaperwindmillintotheclassroom.Itlooked41,andseveralstudentslaughed.“Thisweek,”hesaid,“wewillfindoutwherethewindreallygoesaroundourschool.”Atfirst,we42thatthetaskwastoochildishforSeniorThree.Buthe43thewindmill,placeditnearthewindow,andaskedusto44thedirectioneverytenminutes.Thesmallbladesturnedwithasurprisingly45rhythm.Soonwebeganaskingbetter46:Whydidthewindchangenearthelibrarycorner?Whywastheplaygroundcalmeratnoon?Mygroupdrewa47mapandmarkedtheplaceswherethewindwasstrong.Thefirstresultlookedmessy,butthepattern48itselfafterthreedays.Anarrow49betweentwobuildingsmadethewindmovefaster.Theteacherdidnotgiveustheanswer.50,heaskedustocompareournoteswiththeschoolmap.ByFriday,our51hadbecomearealreport.Wesuggestedmovingthetemporarynoticeboardawayfromthewindypath.Theheadteacheragreedtotryit.Ifeltakindof52Ihadnotexpectedfromsuchasmallproject.Itwasnottheconfidenceofgettingfullmarks,buttheconfidenceofseeingtheworldrespondtocarefulwork.Whenwe53ourfindings,thepaperwindmillwasstillonthedesk.Ithadtaughtusthe54ofobservation:importantdiscoveriesmaybeginwithsomething55enoughtofitinyourhand.41.A.expensiveB.dangerousC.ordinaryD.modern42.A.complainedB.promisedC.discoveredD.imagined43.A.repairedB.foldedC.borrowedD.painted44.A.hideB.changeC.forgetD.measure45.A.brokenB.secretC.patientD.noisy46.A.questionsB.excusesC.jokesD.orders47.A.finalB.draftC.publicD.ancient48.A.limitedB.lostC.correctedD.proved49.A.routeB.memoryC.lessonD.silence50.A.OtherwiseB.ThereforeC.InsteadD.Besides51.A.warningsB.recordsC.wishesD.habits52.A.humorB.confidenceC.regretD.pressure53.A.sharedB.avoidedC.doubtedD.missed54.A.priceB.shapeC.meaningD.color55.A.heavyB.smallC.strangeD.bright第四部分写作（共两节，满分40分）第一节应用文写作（满分15分）假定你是李华，你校英语社团计划在期末复习周后开展一次英文阅读分享活动，主题为“VoicesfromChang’an”。请你给外教MsParker写一封邮件，内容包括：1.说明活动目的；2.介绍活动安排；3.邀请她给予建议或参加点评。注意：1.写作词数应为80左右；2.请按书信格式作答。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第二节读后续写（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。Norahadalwaysbelievedthattheschoolnoticeboardwasthemostboringplaceintheworld.Itcarriedlunchmenus,lost-and-foundlistsandmeetingtimesthatfewpeoplereadcarefully.ButonacoldThursdayafternoon,asshewaitedfortheraintostop,onesmallnotecaughthereye:“Lost:abrownwalletwithabluebuscardinside.Itbelongstomygrandfather.PleasereturnittoClass3,Grade12.—Liam.”NoraknewLiamonlyalittle.HesattworowsbehindherinEnglishclassandrarelyspokeunlessateacheraskedhimto.Thatweekhelookedevenquieterthanusual.Thenextmorning,Norafoundabrownwalletunderawetumbrellastandneartheschoolgate.Therewasnomoneyinit,onlyabuscard,afadedphotoofanoldman,andafoldedpieceofpapercoveredwithcarefulhandwriting.ShewasabouttotakeittoClass3whenthebellrang.Afraidofbeinglateforthechemistryquiz,sheplacedthewalletinherdeskanddecidedtoreturnitafterclass.Butafterthequiz,herfriendpulledhertoagroupdiscussion,thenlunchbegan,andbythetimeNorareachedherdeskagain,thewalletwasgone.Herheartbeatfast.Shehadmeanttohelp,yetnowshehadbecomepartoftheproblem.注意：1.续写词数应为150左右；2.请按如下格式在相应位置作答。Paragraph1:Norasearchedherbag,herdeskandtheflooraroundherseat,butthewalletwasnowheretobefound.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:JustwhenNorawasreadytotellLiamthewholetruth,amessageappearedontheclassscreen.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

参考答案与解析一、选择题参考答案速查表题号12345678910答案BBCABCABCA题号11121314151617181920答案CABABCBACA题号21222324252627282930答案BDACADBBAD题号31323334353637383940答案CDCABDAGEB题号41424344454647484950答案CABDCABDAC题号5152535455答案BBACB二、逐题解析1.B。女士说图书馆三层阅览室仍开放，她接下来最可能去阅览室完成阅读任务。2.B。男士找不到报告，担心会议前无法提交，所以语气焦急。3.C。女士建议乘地铁以避开路面拥堵，关键词为underground。4.A。对话中出现freshbread、croissant等信息，地点应为面包店。5.B。两人讨论周末去秦岭附近参加短途观察活动，话题是周末出行。6.C。项目要比较天气图表和同学日常安排，主题是天气与生活。7.A。两人约定周五下午在图书馆完成幻灯片。8.B。女孩申请博物馆志愿者岗位，而不是公园向导或实验室助理。9.C。她提到曾向低年级学生讲解展品，能体现岗位匹配度。10.A。男士要求她明天准备一段简短自我介绍。11.C。女孩准备交流访问展示，需要介绍城市与学校。12.A。男孩擅长做旅行计划，能帮助安排路线。13.B。女孩决定加入城墙区域地图，使展示更直观。14.A。通知说明体育中心本周临时调整使用安排。15.B。室内篮球馆因地板维护关闭一周。16.C。学生需在中午前通过学校应用预约室外场地。17.B。说话人介绍学生营地安排和要求，身份最可能是学校教师。18.A。第一天上午先学习安全规则，再开展观察。19.C。要求携带笔记本和可重复使用水杯。20.A。营地目的在于把课堂知识与实地观察联系起来。21.B。Route3明确介绍temperature、noise、lightsensors及数据图表，符合数据收集需求。22.D。Route2要求记录英语过程表达，Route4要求写英文短笺，均有英语实践任务。23.A。材料整体在介绍四条冬季学习路线，服务对象为学生。24.C。第二段指出车架角度不当导致车把相互卡住，是问题主因。25.A。Maya拍照、统计并画图，是为了用证据支撑调整方案。26.D。月底学生不再抱怨车棚，沉默代表问题解决。27.B。故事强调安静观察、耐心证据和有效行动的力量。28.B。第一段说明检索练习会强化日后找到知识的路径。29.A。第二段指出重读的熟悉感容易被误认为掌握，形成错觉。30.D。第三段说明睡眠帮助重新组织新知识并与旧知识建立联系。31.C。作者建议把标题变问题、间隔复习并从记忆中回答。32.D。第一段说明网络热度可能让小巷、院落过度拥挤并干扰脆弱空间。33.C。第二段指出完全隔离可能削弱公众对遗产的理解。34.A。第三段提到数字路线、音频讲解和预约限流等引导式开放措施。35.B。文章用“城市之书”和“不要撕页”比喻如何在阅读城市中保护遗产。36.D。空后说粗心错和知识漏洞需要不同办法，前句应先追问错误原因。37.A。空前介绍错误本的简短记录，空后说观察模式，A项承接“几天后只读短记录再测试”。38.G。前文说太早太容易、太晚又陌生，G项概括最有帮助的时刻在二者之间。39.E。空前讲压力过大，空后举短暂停顿的方式，E项衔接自然。40.B。空前说最好学生不一定看起来最忙，B项说明他们让努力对自己可见，呼应全段。41.C。纸风车看起来普通，才会引发学生笑声。42.A。高三学生认为任务幼稚，所以一开始抱怨。43.B。纸风车可被折叠，老师把它折好并放到窗边。44.D。观察风向需要每十分钟测量并记录。45.C。小叶片以稳定而有耐心般的节奏转动，表现观察过程。46.A。随后学生开始提出更好的问题，推动探究。47.B。小组先画草图，后续再完善成报告。48.D。三天后模式得到证明，说明初步观察可靠。49.A。两栋楼之间的狭窄通道让风加速，route表示路径。50.C。老师没有直接给答案，而是让学生比较记录和地图，instead表示转折替代。51.B。前文多次提到记录风向，records最终变成报告。52.B。下句直接解释这种confidence不是满分带来的，而是源于看见工作产生效果。53.A。小组分享发现，纸风车仍在桌上。54.C。项目让学生理解观察的意义。55.B。纸风车很小，能放在手里，与末句fitinyourhand呼应。三、写作评分标准与参考范文第一节应用文写作评分要点：内容完整覆盖活动目的、安排和邀请建议或点评；语气礼貌得体；结构包含称呼、正文和结束语；语言准确，衔接自然，词数符合要求。内容要点9分，语言表达4分，格式与连贯2分。参考范文：DearMsParker,OurEnglishClubisgoingtoholdareading-sharingactivityafterthefinalreviewweek,andthethemeis“VoicesfromChang’an”.TheactivityisintendedtoencouragestudentstoreadEnglishworkswithlocalconnectionsandtoexpresstheirunderstandingofcultureinEnglish.WeplantomeetintheschoollibrarynextFridayafternoon.Eachgroupwillintroduceoneshorttext,shareafavoriteparagraphandexplainhowitremindsthemofXi’an.Wouldyoupleasegiveussomeadviceonbookchoicesorjoinusasaguestspeaker?Yourcommentswouldmaketheactivitymoremeaningful.Yours,LiHua第二节读后续写评分要点：续写应围绕钱包丢失后的寻找、诚实说明、同伴帮助和归还展开；两段开头衔接自然；人物心理变化清楚；结尾体现责任、信任或善意传递。内容与情节10分，语言表达8分，衔接与结构4分，价值立意3分。参考范文：Norasearchedherbag,herdeskandtheflooraroundherseat,butthewalletwasnowheretobefound.HerfacegrewhotassheimaginedLiamstandingbeforethenoticeboardagain,disappointedandhelpless.Sheaskedtheclassmatesnearherwhethertheyhadseenabrownwallet,butnoonehad.Thensherememberedthefoldedpaperinsideit.Thehandwritinghadlookedoldandcareful,perhapsanotefromLiam’sgrandfather.Norasuddenlyunderstoodthattheemptywalletmightcarrysomethingmoreimportantthanmoney.Shewroteaquickmessageintheclassgroup,explainingwhereshehadfounditandwhenithaddisappeared,andaskedeveryonetochecktheirdesksbeforethenextlesson.JustwhenNorawasreadytotellLiamthewholetruth,amessageappearedontheclassscreen.“Foundabrownwalletinthediscussionroom.IsitLiam’s?”Itwasfromthemonitor.NorarantherewithLiam.Whenheopenedthewalletandsawthephotoandthefoldednote,hisshouldersfinallyrelaxed.Noraapologizedfornotreturningitatonce.Liamwasquietforamoment,thensaid,“Youhelpedfindittwice.”Thenextday,Noralookedatthenoticeboardagain.Itnolongerseemedboring.Amongmenusandmeetingtimes,itheldsmallstoriesofpeopletryingtoberesponsibleforoneanother.四、听力原文Text1M:Thelibraryclosesintenminutes.Areyouleavingnow?W:Notyet.Thereadingroomonthethirdfloorstaysopenuntilnine.I’llfinishthearticlethere.Text2W:Youlooknervous.Isthemeetingroomhardtofind?M:No,Iknowtheplace,butIcan’tfindmyreport.Ihaditinmybagthismorning.Text3M:Thebusmaybeslowbecauseoftherain.Shouldweleaveearlier?W:Theroadoutsidethestationisalreadycrowded.Let’staketheundergroundinstead.Text4W:Twowhole-wheatrollsandonecroissant,please.