资源简介

2025届田家炳中学高三适应性考试（一）
英语
2025.5.11
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
Chinese Scenic Spots Volunteer Team
Introduction
Join our Chinese Scenic Spots Volunteer Team to help preserve and promote the beauty of some of China's most iconic tourist destinations. From the majestic Great Wall to the serene West Lake, we engage in activities such as litter - picking, cultural heritage protection, and providing tourist guidance. Our volunteers play a crucial role in maintaining the charm and ecological balance of these places.
Groups
Groups of six or more need to make special arrangements and must confirm in advance. Please check the List of Available Scenic Spots and fill out the Group Volunteer Application Form.
Age, Skills, What to Bring
Volunteers aged 12 and over are welcome. For those under 16, please refer to our Youth Participation Guidelines.
Bring a completed Volunteer Registration Form. Volunteers under 18 must have the parental consent section signed.
We'll be outdoors, so wear comfortable and durable clothing. Bring a hat and sunscreen for sunny days, and a raincoat if rain is forecasted.
Carry a reusable water bottle, some light snacks, and a small backpack to hold personal items. No specific skills are required. Training on site - specific tasks and cultural knowledge will be provided. This volunteer work can also fulfill certain social practice requirements.
Upcoming Events
Time Meeting Location Scenic Spot
Sunday, Mar. 10 9:30 am - 1:30 pm Badaling Great Wall Entrance Badaling Great Wall
Sunday, Mar. 17 10:00 am - 2:00 pm West Lake East Gate West Lake, Hangzhou
Sunday, Mar. 24 9:00 am - 2:30 pm Forbidden City South Gate Forbidden City, Beijing
21. What is the main task of the Chinese Scenic Spots Volunteer Team
A. To build new tourist facilities. B. To develop new tourist routes.
C. To protect and promote scenic spots. D. To organize tourist activities.
22. What is the minimum age for joining the volunteer team
A. 12. B. 16. C. 18. D. 20.
23. What are volunteers expected to bring
A. Professional working tools. B. A signed parental consent form (if under 18).
C. A large suitcase for personal belongings. D. A detailed travel plan for the scenic spot.
B
When Sarah was young, she was fascinated by the sky. She would often lie on the grass in her backyard, gazing at the stars and clouds for hours. She wondered how the stars were formed, why the clouds changed shapes, and what secrets the vast universe held. As she grew older, this curiosity about the cosmos only deepened.
After studying astronomy and physics in university, Sarah decided to explore a particular phenomenon: the interaction between solar winds and Earth's magnetic field. She knew that the solar wind, a stream of charged particles released from the Sun, could have a significant impact on our planet. But she wanted to understand more about how it affected the auroras that light up the polar skies.
Sarah set out to build a model that could simulate this interaction. First, she constructed a small - scale representation of the Sun using special materials that could mimic the release of charged particles. Then, she made a model of Earth with a magnetic field representation around it. She placed these two models in a controlled environment in her laboratory.
She was thrilled to see the results. When she "activated" the solar model to release the simulated solar wind, she could observe how the charged particles interacted with the magnetic field around the Earth model. It was like watching a cosmic dance. Over time, she refined her model and conducted more experiments.
Sarah's work has not been limited to the laboratory. She has been invited to many international conferences to present her findings. She also worked with a team in Norway to set up real - world observations near the Arctic Circle, where the auroras are most prominent.
"Cosmic exploration is like an endless journey," Sarah says. "You keep asking questions, making models, and observing. Each discovery leads to more questions, and that's what makes it so exciting."
24. What can we learn about Sarah from the first two paragraphs
A. She was interested in painting the sky.
B. She had a strong curiosity about the universe.
C. She was afraid of the dark when she was young.
D. She wanted to be an astronaut.
25. Why did Sarah build a model of the Sun and Earth
A. To study the formation of stars.
B. To create a new type of light show.
C. To simulate the interaction between solar winds and Earth's magnetic field.
D. To find a new source of energy.
26. What is the author's purpose in mentioning Norway
A. To show where Sarah was born.
B. To indicate the best place to see auroras.
C. To compare different research environments.
D. To show a real - world application of Sarah's research.
27. What is the basis of Sarah's work
A. The beauty of the auroras.
B. The release of solar energy.
C. Continuous questioning and exploration.
D. The use of advanced laboratory equipment.
C
The aim of this book is to advocate for sustainable living, delving deep into its principles, the reasons it's crucial in today's world, and instructing you on how to embrace this lifestyle if you find it suitable.
To achieve this, I've structured the book into two main parts. In part one, I lay out the philosophical underpinnings of sustainable living. I commence by analyzing the factors that are making our current living patterns environmentally unsustainable, such as excessive consumption and waste generation. Subsequently, I progress to a detailed discussion of the core tenets of sustainable living philosophy, including resource conservation, eco - friendliness, and social responsibility.
Part one wraps up with the introduction of my proposed approach to adopting this lifestyle: the "lifestyle audit". This process demands that you meticulously assess your daily habits over a period of two weeks. You'll record your energy usage, waste production, and consumption patterns. At the end of these two weeks, you'll have a clear picture of areas where you can make changes.
In the concluding chapter of part one, I'll walk you through conducting your own lifestyle audit. I'll draw on a survey I conducted last year, in which more than 2,000 individuals participated to evaluate their living habits. You'll get to know about their experiences, the positive changes they made, and the obstacles they overcame.
The second part of this book focuses on specific strategies for cultivating a sustainable lifestyle. In these chapters, I explore aspects like the significance of local and seasonal food consumption, the importance of reducing single - use plastics, and the benefits of sustainable transportation. Each chapter concludes with a set of actionable steps, which are designed to assist you in implementing the key concepts of that chapter. You can think of these steps as a toolkit to aid you in building a sustainable lifestyle that fits your unique circumstances.
28. What is the book intended for
A. Teaching people advanced cooking skills.
B. Advocating a sustainable living lifestyle.
C. Solving environmental science problems.
D. Promoting the use of non - sustainable products.
29. What does the underlined word "audit" in paragraph 3 mean
A. Evaluation. B. Addition. C. Introduction. D. Take - away.
30. What is presented in the final chapter of part one
A. Theoretical frameworks. B. Statistical calculations.
C. Practical cases. D. Historical overviews.
31. What does the author suggest readers do with the actionable steps offered in part two
A. Use them as needed. B. Recommend them to neighbors.
C. Evaluate their popularity. D. Identify the language used in them.
D
In 1923, a German psychologist, Max Wertheimer, presented a concept related to group perception. His initial experiments showed that when people observed a series of moving lights in a dark room, their collective perception of the motion could differ from individual perceptions. This laid the groundwork for understanding how groups process visual information.
The principle behind this phenomenon is based on the way our visual system and cognitive processes interact. When individuals view a stimulus, their personal experiences, expectations, and attention levels can all influence their perception. In a group setting, these individual differences can either complement or conflict with one another. If people have diverse perspectives on what they see, it can lead to a more comprehensive understanding. However, if there is a dominant way of thinking within the group, it may suppress alternative viewpoints and limit the accuracy of collective perception.
But a recent study led by Dr. Emily Chen has added a new dimension to this classic concept. Dr. Chen's team divided participants into small groups and presented them with complex visual puzzles. The key discovery was that when groups were encouraged to first write down their individual thoughts privately and then share and discuss them, the overall accuracy of their solutions was significantly higher than when they immediately started discussing without the initial private thought - phase. For example, in one experiment, groups that followed the private - thought - then - discussion method solved 30% more puzzles correctly compared to those that jumped straight into discussion.
In a subsequent study involving 200 students from different majors, the researchers aimed to dig deeper into what exactly happened during the discussion phase. Were students simply conforming to the most assertive voices Or were they truly integrating diverse ideas Most often, the groups reported that the initial private - thought phase allowed them to form more well - developed ideas, which they then refined through discussion. They "built on each other's thoughts in a more structured way." Although Dr. Chen's studies have certain limitations and many questions remain open, they offer promising implications for educational settings and team - based problem - solving.
32. What is paragraph 2 of the text mainly about
A. The methods of visual perception experiments.
B. The underlying logic of the group perception concept.
C. The causes of individual differences in perception.
D. The design of Wertheimer's initial experiments.
33. Dr. Chen's study found that the accuracy of group solutions could increase even if ______.
A. the groups were relatively large
B. there were occasional distractions
C. individuals had strong personal opinions
D. the initial individual thoughts were not fully accurate
34. What did the subsequent study focus on
A. The size of the groups.
B. The most assertive members.
C. The interaction process during discussion.
D. The individual visual abilities.
35. What is the author's attitude toward Dr. Chen's studies
A. Unclear. B. Dismissive. C. Doubtful. D. Approving.
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。
Building Self - Compassion
Learning to be kind to ourselves is an essential part of our mental well - being. Making mistakes is an inevitable part of life, but how we respond to them can greatly impact our self - esteem. 36 We can start by adopting practices that foster self - compassion.
One effective method is to keep a "Self - Compassion Journal". On the first page, label it "Moments of Self - Kindness". 37 Maybe it was the time when you took a break to read a favorite book when you were stressed, or when you treated yourself to a warm bath after a long day at work. These acts, no matter how small, show that you care about your own well - being.
On a new page, titled "Positive Self - Talk", write down the kind words you've said to yourself. It could be something like "I'm doing my best" when facing a difficult task, or "I'm proud of myself for trying" after a failed attempt. 38 Regularly reading these positive statements can help rewire our brain to be more self - accepting.
You can also involve a close friend or family member in this process. Share your journal entries with them and ask for their input. 39 They might offer different perspectives or share similar experiences of self - kindness, which can further enrich your understanding of self - compassion.
Remember, self - compassion is not about being perfect or ignoring our flaws. 40 It's about recognizing that we're all human, with our own set of struggles and that being gentle with ourselves is the first step towards growth and healing.
A . List all the times when you showed kindness to yourself.
B . Instead, it's about accepting ourselves with all our imperfections.
C . It's important to note that self - compassion is not self - indulgence.
D . However, many of us are much harsher on ourselves than we need to be.
E . They may even be inspired to start their own self - compassion journals.
F . These words can serve as a powerful reminder during challenging times.
G . Each time you write, focus on the positive emotions these moments brought.
第三部分 语言运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
On May 15, hundreds of runners gathered for a challenging marathon in California. Jake Thompson should have 41 the course much earlier than he did. His 42 came about because he was assisting another runner across the finish line.
As reported by a local media outlet, Thompson was more than half - way through his 43 when a runner ahead of him suddenly stumbled and fell. The fallen runner, Lisa Moore, was clearly in distress. Thompson 44 to help her. He rushed over to Moore and asked if she was okay. Moore, with a pained expression, said she had twisted her ankle and couldn't continue on her own. Thompson 45 to support her and help her reach the finish line.
He put Moore's arm around his shoulder and walked with her, step by step. Every now and then, he would 46 to ask if she needed to take a break. Along the way, they passed by several aid stations. Thompson made sure Moore got the 47 attention she needed, like some ice for her ankle.
Once at the finish line, Moore was full of gratitude. She later shared that without Thompson's help, she would have been in extreme 48 and might not have been able to make it to the end.
As for Thompson, he was more 49 about why his simple act of kindness was being praised so much. "She was in trouble. I just couldn't 50 her there," Thompson told the reporter. "I feel like I just did what anyone would do in that situation."
After the race, Thompson's act of kindness spread quickly. Many people were 51 by his selfless behavior. Some even called him a hero. But Thompson was 52 by all the attention. He just thought he did a normal thing.
Moore also wanted to do something to 53 Thompson. She started a small campaign to raise money for a local sports charity in Thompson's name. Through this, she hoped to 54 the spirit of kindness that Thompson had shown her.
Although the two were strangers before the 55, they've since become good friends. Neither won the race in the traditional sense, but the display of human kindness shone brightly that day. And their story serves as a reminder that a small act of kindness can have a big impact.
41. A. designed B. finished C. changed D. followed
42. A. delay B. chance C. trouble D. excuse
43. A. school B. town C. race D. training
44. A. hesitated B. refused C. pretended D. decided
45. A. managed B. failed C. offered D. forgot
46. A. slow down B. speed up C. look around D. move forward
47. A. financial B. medical C. emotional D. technical
48. A. danger B. debt C. pain D. surprise
49. A. worried B. confused C. excited D. ashamed
50. A. visit B. cure C. find D. leave
51. A. angered B. disappointed C. inspired D. puzzled
52. A. embarrassed B. delighted C. annoyed D. satisfied
53. A. repay B. help C. praise D. understand
54. A. stop B. spread C. hide D. test
55. A. meeting B. training C. accident D. race
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。
First - Ever Humanoid Robot Half Marathon in Beijing E - Town
On April 19th, 2025, at 7:30 am, an 56 (excite) event took place in Beijing E - Town. The 2025 Beijing E - Town Half Marathon and the world's first Humanoid Robot Half Marathon 57 (start) simultaneously. Twenty humanoid robot teams from places 58 Beijing, Shanghai, and Guangdong joined human runners in 59 21.0975 - kilometer intelligent challenge.
In this event, humans and robots ran together. They shared the track but were in separate competition 60 (area). The track featured various terrains, 61 (include) flat roads, bumpy paths, slopes, stone - paved roads, grasslands, and gravel roads. Robots, 62 were required 63 (stay) on the dedicated track, had the left - side road for event support.
The competition determined the champion, runner - up, and third - place 64 (base) on team rankings. There were also special awards like the Completion Award and others. Not only 65 (be) this race a test of humanoid robot technology but also an interesting face - off between tech and human athletic ability.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
假定你是李华，你校最近举办了一次“用英语讲中国故事”（Telling Chinese Stories in English）活动。请你以“Telling Chinese Stories in English: A Bridge to Cultural Exchange” 为主题，给学校英语报写一篇投稿，内容包括：(1) 活动的具体过程；(2) 你的体会与思考。
注意：(1) 写作词数应为80个左右；(2) 请按合适格式在答题区域作答。
Telling Chinese Stories in English: A Bridge to Cultural Exchange
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。
When I was in high school, my art teacher invited me to participate in a school - wide painting competition. I was hesitant at first. Although I loved art, I had never thought of myself as a particularly talented painter. I was more of a doodler, creating simple sketches in my notebook during boring classes. My family was not wealthy, and art supplies were a luxury. I often had to make do with old, worn - out brushes and faded paints.
My teacher saw potential in me that I didn't see in myself. She said, "Your sketches have a unique charm. With a bit of effort and practice, you could create something truly remarkable." Her words were like a spark that ignited a small flame of hope within me. Encouraged, I decided to give it a try.
I chose the theme of "The Beauty of the City at Night" for my painting. I envisioned a cityscape filled with twinkling lights, bustling streets, and the silhouette of towering buildings against the dark sky. But as I started painting, I faced numerous challenges. The colors didn't blend the way I wanted them to, and my brushstrokes seemed clumsy. I was on the verge of giving up several times. However, each time I thought about my teacher's words, I mustered the courage to keep going. I spent hours in the school art room, observing other students' techniques, and practicing different painting methods.
When I finally finished the painting and showed it to my teacher, she smiled and said, "It's a great start. But I know you can make it even better. Refine the details, and play with the contrast of light and shadow." I took her advice and worked on the painting day and night. By the time I submitted it, I had poured my heart and soul into it. Whether I won or not, I felt a sense of accomplishment just from the process.
注意：1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
A few weeks later, as the deadline for the competition results approached, I was both nervous and excited.
After the award - giving ceremony, I found my teacher in the school garden.2025届田家炳中学高三适应性考试（一）
英语参考答案
21-23 CAB
答案解析
1. 第21题：考查对文章主旨的理解。这类题目在阅读理解中很常见，旨在测试考生能否快速把握文章核心内容。通过设置与文章主旨无关的干扰项（A选项发现矿产资源、B选项开发新的野生动物公园、D选项进行生物研究 ），引导考生准确筛选出与原文“帮助恢复和保护自然区域”主旨相符的C选项（保护当地生态系统 ）。
2. 第22题：考查对具体细节信息（年龄限制）的提取能力。在实际阅读中，考生需要从文中找到明确提及年龄的相关语句。本题中原文明确提到“Volunteers aged 12 and over are welcome”，所以正确答案是A选项12岁 ，其他选项均是干扰项。
3. 第23题：考查对文中志愿者要求等细节内容的理解。文中提到“We'll be working rain or shine”，意味着不管天气如何都要工作，对应B选项。A选项“自带工具”与原文“Training and tools will be provided”不符；C选项“穿团队制服”文中未提及；D选项“至少做三个项目”在文中也没有依据。
24-27 BCDC
答案解析
1. 第24题：文章前两段表明Sarah从小就对天空着迷，长大后对宇宙现象好奇并深入研究，体现了她对宇宙有强烈的好奇心。A选项“对画天空感兴趣”、C选项“小时候怕黑”、D选项“想成为宇航员”在文中均未提及，所以选B。
2. 第25题：文中明确指出“She set out to build a model that could simulate this interaction.（她开始构建一个能模拟这种相互作用的模型）” ，这里的“这种相互作用”指的是太阳风与地球磁场的相互作用，A选项“研究恒星形成”、B选项“创造新的灯光秀”、D选项“寻找新能源”均不符合文意，所以选C。
3. 第26题：文章提到Sarah在挪威开展实地观测，是为了展示她的研究成果在现实世界中的应用，A选项“表明Sarah出生的地方”、B选项“指出看极光的最佳地点”、C选项“比较不同研究环境”都不是提及挪威的目的，所以选D。
第27题：根据Sarah所说的“ You keep asking questions, making models, and observing. Each discovery leads to more questions, and that's what makes it so exciting.（你不断提问、制作模型、观察。每一个发现都会引出更多问题，这就是它令人兴奋的地方）” ，可知她工作的基础是不断提问和探索。A选项“极光的美丽”、B选项“太阳能的释放”、D选项“先进实验室设备的使用”都不是其工作基础，所以选C。
28-31 BACA
答案解析
1. 第28题：文章开篇明确指出“The aim of this book is to advocate for sustainable living”，即书籍目的是倡导可持续生活方式。A选项“教授人们高级烹饪技能”、C选项“解决环境科学问题”、D选项“推广非可持续产品的使用”在文中均未提及，所以选B。
2. 第29题：文中提到“you'll meticulously assess your daily habits over a period of two weeks”，说明“lifestyle audit”是对生活习惯进行评估的过程。B选项“添加”、C选项“介绍”、D选项“带走；外卖”都不符合语境，“evaluation（评估）”与“assess（评估）”意思相近，所以选A。
3. 第30题：根据文中“I'll draw on a survey I conducted last year, in which more than 2,000 individuals participated to evaluate their living habits. You'll get to know about their experiences...”可知，第一部分最后一章通过调查讲述参与者经历，是实际案例。A选项“理论框架”、B选项“统计计算”、D选项“历史概述”均不符合，所以选C。
4. 第31题：由文中“You can think of these steps as a toolkit to aid you in building a sustainable lifestyle that fits your unique circumstances”可知，作者建议把这些行动步骤当作工具包，根据自身情况按需使用。B选项“推荐给邻居”、C选项“评估它们的受欢迎程度”、D选项“识别其中使用的语言”文中未提及，所以选A。
32-35 BDCD
答案解析
1. 第32题：第二段主要阐述了群体感知概念背后的逻辑，即个体感知受多种因素影响，在群体中这些差异相互作用。A选项“视觉感知实验的方法”、C选项“个体感知差异的原因”、D选项“韦特海默最初实验的设计”均不是段落重点，所以选B。
2. 第33题：文中提到即使个体初始想法不完全准确，先私下思考再讨论的方式能让群体更好地整合观点，提高解决方案的准确性。A选项“群体规模相对较大”、B选项“存在偶尔的干扰”、C选项“个体有强烈的个人观点”文中未提及与提高准确性的关联，所以选D。
3. 第34题：根据文中“the researchers aimed to dig deeper into what exactly happened during the discussion phase”可知，后续研究关注的是讨论过程中的互动情况。A选项“群体的规模”、B选项“最有主见的成员”、D选项“个体的视觉能力”均不符合，所以选C。
4. 第35题：文中提到研究“offer promising implications for educational settings and team - based problem - solving”，表明作者认可研究的价值，A选项“不明确”、B选项“轻视”、C选项“怀疑”不符合作者态度，所以选D。
36 - 40 DAFEB
答案解析
1. 第36题：前文提及犯错难免，后文讲培养自我同情的方法，D选项“然而，我们很多人对自己比对别人苛刻得多”，体现出人们在对待自身错误时存在问题，可自然引出下文培养自我同情的内容，起到过渡作用。
2. 第37题：前文提到在“Moments of Self - Kindness”页面，A选项“列出所有你对自己表现出善意的时刻”，符合该页面记录内容的要求，与上下文衔接紧密。
3. 第38题：前文说在“Positive Self - Talk”页面记录暖心话，F选项“这些话在困难时刻可以作为有力的提醒”，说明了这些话语的作用，承接前文，逻辑合理。
4. 第39题：前文提到和亲友分享日记征求意见，E选项“他们甚至可能会受到启发，开始写自己的自我同情日记”，体现了亲友参与后的进一步反应，使内容连贯。
5. 第40题：前文指出自我同情不是追求完美或忽视缺点，B选项“相反，它是关于接受我们自己所有的不完美”，进一步阐述了自我同情的内涵，与前文逻辑连贯。
41 - 45 BACDC 46 - 50 ABCBD 51 - 55 CAABD
答案解析
1. 第41题：根据上下文可知Jake原本应该更早“完成”赛程，“finished”符合语境。“designed（设计）”“changed（改变）”“followed（跟随）”均不符合“完成赛程”这一语义，所以选B。
2. 第42题：因为Jake帮助他人，所以导致他的赛程“延迟”，“delay”符合语境。“chance（机会）”“trouble（麻烦）”“excuse（借口）”不符合此处因为帮助他人而赛程滞后的语义，所以选A。
3. 第43题：文章围绕马拉松“比赛”展开，此处表示Jake在比赛进行到一半多的时候，“race”符合语境。“school（学校）”“town（城镇）”“training（训练）”不符合比赛情境，所以选C。
4. 第44题：看到他人摔倒，Jake“决定”去帮助她，“decided”符合语境。“hesitated（犹豫）”“pretended（假装）”“refused（拒绝）”不符合Jake主动帮助他人的语义，所以选D。
5. 第45题：Jake“主动提出”支持并帮助Moore到达终点，“offered”有“主动提供（帮助等）”的意思，符合语境。“managed（设法做成）”“failed（失败）”“forgot（忘记）”不符合此处主动帮助的语义，所以选C。
6. 第46题：Jake陪着受伤的Moore，时不时会“放慢速度”询问她是否需要休息，“slow down”符合语境。“speed up（加速）”“look around（环顾四周）”“move forward（向前移动）”不符合该情境下的动作描述，所以选A。
7. 第47题：Moore脚踝受伤，Jake确保她得到“医疗”护理，比如冰敷脚踝，“medical attention”符合语境。“financial（财务的）”“emotional（情感的）”“technical（技术的）”不符合受伤需要医疗护理的语义，所以选B。
8. 第48题：Moore脚踝受伤，没有Jake的帮助她会处于极度“疼痛”中，“pain”符合语境。“danger（危险）”“debt（债务）”“surprise（惊讶）”不符合受伤后的感受描述，所以选C。
9. 第49题：Jake不理解自己简单的善举为何被大肆赞扬，感到“困惑”，“confused”符合语境。“worried（担心的）”“excited（兴奋的）”“ashamed（羞愧的）”不符合此处人物心理，所以选B。
10. 第50题：Jake不忍心“留下；抛弃”受伤的Moore，“leave”符合语境。“cure（治愈）”“find（找到）”“visit（拜访）”不符合该语义，所以选D。
11. 第51题：Jake的善举让很多人受到“激励”，“inspired”符合语境。“angered（使生气）”“disappointed（使失望）”“puzzled（使困惑）”不符合人们对善举的积极反应，所以选C。
12. 第52题：Jake面对过多关注感到“尴尬”，“embarrassed”符合语境。“delighted（高兴的）”“annoyed（恼怒的）”“satisfied（满意的）”不符合此处人物面对过多关注的心理，所以选A。
13. 第53题：Moore想要“回报”Jake，“repay”符合语境。“help（帮助）”“praise（赞扬）”“understand（理解）”不能准确体现Moore想要对Jake表达感恩并有所行动的语义，所以选A。
14. 第54题：Moore希望通过以Jake的名义为慈善机构筹款来“传播”善良的精神，“spread”符合语境。“stop（停止）”“hide（隐藏）”“test（测试）”不符合传播精神这一语义，所以选B。
第55题：两人在“比赛”前是陌生人，“race”符合语境。“meeting（会议）”“training（训练）”“accident（事故）”不符合文章围绕马拉松比赛展开两人关系变化的背景，所以选D。
56 -65 56. exciting 57. started 58. like 59. the 60. areas
including 62. which 63. to stay 64. based 65. was
答案解析
56. exciting：这里修饰名词“event”，表示“令人兴奋的”，用形容词 -ing 形式“exciting” ，-ing 形容词通常用来描述事物的特征。
57. started：根据时间状语“On April 19th, 2025”，讲述过去发生的事情，句子时态用一般过去时，“start”的过去式是“started” 。
58. like：“Beijing, Shanghai, and Guangdong”是在举例说明地点，“like”在这里意为“像，例如” ，用于列举事例。
59. the ：这里特指“21.0975 - kilometer intelligent challenge” ，表示双方都知道的特定事物，所以用定冠词“the” 。
60. areas：“competition area”意为“竞赛区域” ，这里说人类和机器人在不同的竞赛区域，“area”是可数名词，用复数形式“areas” 。
61. including：“including”是介词，意为“包括” ，用来对“various terrains”进行举例说明，符合句子语境。
62. which：这是一个非限制性定语从句，先行词是“Robots” ，关系词在从句中作主语，指物，所以用“which” 。
63. to stay：“be required to do sth.”是固定搭配，意为“被要求做某事” ，所以这里用“to stay” 。
64. based：“(be) based on”是固定短语，意为“基于，以……为基础” ，这里用过去分词“based”作后置定语，修饰“the champion, runner - up, and third - place” ，表示“基于团队排名确定冠、亚、季军” 。
was：“Not only...but also...”连接两个并列分句，当“Not only”置于句首时，所在分句要用部分倒装结构。根据语境，这里说的是过去的事情，时态是一般过去时，主语“this race”是单数，所以将“was”提到主语前 。
应用文写作命题思路
1. 主题选择：选取“用英语讲中国故事”这一主题，紧密结合当下文化传播与英语学习相结合的趋势，既考查学生的英语语言运用能力，又引导学生关注中国文化的对外传播，增强文化自信。
2. 内容要求
- 活动过程：要求学生描述活动的具体过程，考查学生对事件的梳理和有条理的表达能力，涉及到一般过去时等时态的正确使用，以及合理运用连接词使文章逻辑连贯。
- 体会思考：让学生阐述自己的体会与思考，考查学生的批判性思维和对文化交流等相关话题的理解深度，需要学生运用恰当的词汇和句式来表达自己的观点。
3. 词数限制：规定80个左右的词数，要求学生在有限的篇幅内精准、简洁地传达信息，考验学生提炼关键内容和语言简洁性的能力。
参考范文及解析
Telling Chinese Stories in English: A Bridge to Cultural Exchange
Last week, our school held an event - Telling Chinese Stories in English.
First, students from different classes took turns to tell various Chinese stories like The Monkey King. Then, we had a discussion. We shared our understanding of the stories and how to present them better.
This activity is truly rewarding. It not only improves my English - speaking skills but also deepens my love for Chinese culture. Moreover, I realize that English is a powerful tool to spread our rich culture globally.
1. 活动过程描述
- 开头：“Last week, our school held an event - Telling Chinese Stories in English.” 简洁明了地引出活动，使用一般过去时符合描述过去事件的语境。
- 过程：“First, students from different classes took turns to tell various Chinese stories like The Monkey King. Then, we had a discussion.” 使用“First”和“Then”等连接词，清晰地呈现活动先后环节，“took turns to”（轮流）、“various”（各种各样的）等表达丰富了语言。
2. 体会思考阐述
- 技能提升：“It not only improves my English - speaking skills but also deepens my love for Chinese culture.” 使用“not only...but also...”结构，既体现了活动对英语技能的提升，又突出了对中国文化热爱的加深，“deepens”（加深）用词准确。
- 文化传播意识：“Moreover, I realize that English is a powerful tool to spread our rich culture globally.” “Moreover”进一步递进阐述观点，“a powerful tool”（一个强有力的工具）形象地表达了英语在文化传播中的作用 。
读后续写命题思路
该题以2023年全国新课标I卷的读后写为原型进行改编。2023年全国新课标I卷的读后写原文讲述了作者中学时，社会研究课老师鼓励英语非母语且不爱写作的作者参加写作比赛。作者选了保罗·里维尔的马作为主题，努力写作，多次修改。老师让作者反复重写，过程中作者体会到了写作的乐趣，不再只看重比赛输赢。
命题思路
1. 情境设置：设置学生在艺术方面有兴趣但缺乏自信和资源的情境，与原文中作者英语非母语且不爱写作但被老师鼓励参加比赛的情境类似，都是在自身条件受限情况下被老师挖掘潜力，激发学生基于类似的成长经历进行续写。
2. 主题延续：延续原文中“老师鼓励 - 学生尝试 - 过程中遇到困难 - 努力克服 - 享受过程”的主题，让学生续写后续获奖相关情节以及与老师进一步交流的内容，考查学生对主题的把握和延续能力。
3. 语言运用：要求学生运用与绘画相关的词汇（如blend、brushstrokes、silhouette等）以及表达情感、成长的语句，在符合逻辑的情节发展中恰当运用语言，与原文的词汇量和语言风格相匹配。
读后续写示例及解析
A few weeks later, as the deadline for the competition results approached, I was both nervous and excited. I constantly imagined different scenarios of the outcome. One moment, I was sure I would win; the next, I was convinced I had failed miserably. When the list of winners was finally posted, I rushed to it with bated breath. My heart skipped a beat when I saw my name at the top of the list. I had won first prize! I couldn't believe my eyes. Students around me congratulated me, but I was in a daze, still processing the shock and joy.
解析：此段先描述临近结果公布时作者复杂的心情，通过心理描写增强代入感。接着写看到获奖名单时的反应，“My heart skipped a beat”（我的心跳漏了一拍）等表达生动展现作者激动心情，情节自然推进。
After the award - giving ceremony, I found my teacher in the school garden. I ran to her and hugged her tightly. "Thank you so much, teacher! None of this would have been possible without your encouragement," I said, my voice choked with emotion. She smiled gently and replied, "I always knew you had it in you. This is just the beginning. Your talent will take you far if you keep working hard." I nodded, tears of gratitude welling up in my eyes. From that day on, I not only gained confidence in my painting skills but also understood the power of a teacher's belief in a student.
解析：此段写颁奖典礼后作者与老师在花园相遇，通过动作和语言描写展现作者对老师的感激。老师的回应进一步深化主题，即老师的鼓励对学生的重要性，同时体现作者在这个过程中的成长和感悟。

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