资源简介

成都七中2025-2026学年度高三(下)二诊模拟
英语参考答案及评分标准
第一部分 听力(满分30分)
1-5 ABCBB 6-10 CBAAB 11-15 ABBCB 16-20 CACAC
第二部分 阅读理解(共两节，满分50分)
21-23 AAC 24-27 ACDA 28-31 CDBB 32-35 CDCA
36-40 BGFDA
第三部分 英语知识运用(共两节，满分30分)
完形填空 ( 满分15分)
41-45 ABDCD 46-50 AACBD 51-55 CBCBD
语法填空 (满分15分)
56. were worn 57. has given 58. over 59. what 60. attractions
61. adapted 62. gently 63. looking 64. a 65. where
第四部分 写作(满分40分)
第一节(满分15分)
暂无参考范文
一、评分标准
档次 要点分 语言要点表达情况划档根据
第五档 13-15 语言基本无误，行文连贯，表达清楚
第四档 10-12 语言有少量错误，行文基本连贯，表达基本清楚
第三档 7-9 语言有一些错误，尚能表达
第二档 4-6 语言错误很多，影响表达
第一档 0-3 只能写出与要求内容有关的一些单词
二、内容要点认定及计分参考标准
1.描述漫画内容(阐述清楚，表达正确，计4分);
2.阐明反映的社会现象(阐述清楚，表达正确，计6分);
3.表达看法或建议(阐述清楚，表达正确，计5分)。
三、扣分参考依据
1.其表达未能达成正确句意的，不给分，如：写出了主语或谓语等关键词，但未能达成符合要点要求、意义正确的句子；
2.句子结构完整，但关键点出现错误或漏掉部分关键词，扣半个要点分，如：主谓一致错误，或关键词拼写错误(如主语、关键性名词等),或谓语动词时态、语态错误等；
3.凡使用铅笔答题，或答题中使用了涂改液或不干胶条，一律不给分；
4.凡多次出现非关键性单词拼写错误或其它同类错误，原则上每4处扣1分；
5.文章内容要点全面，但写出了一些多余内容(连接或过渡词句不在此列),原则上不扣分；凡书写超出规定的答题区域，全卷不给分；
6.书写潦草凌乱，但基本不影响阅卷的，酌情扣卷面分1-2分。
第二节(满分25分)
暂无参考范文
一、评分核心维度
1.内容契合度(7分):紧扣原文核心情节(筷子带来的文化隔阂、主角的自卑与挣扎),续写内容与原文人物性格、场景(校园、餐厅、文化节等)一致，不偏离主题、不添加无关情节。
2.逻辑连贯性(6分):续写两段内容衔接自然，段落内部过渡流畅，情节发展合理(如主角从自卑到接纳的转变符合逻辑),与原文结尾(刻意回避使用筷子)形成合理呼应，无逻辑断层。
3.语言运用(8分):词汇丰富且贴合语境，语法正确，句式多样(含简单句、复合句，适当运用非谓语、从句等高级结构),无明显语法错误、拼写错误，语言表达流畅、地道，符合英语叙事习惯。
4.情感与主题升华(4分):贴合原文情感基调(主角的尴尬、自卑、转变),能通过情节发展实现主题升华(如文化差异不是障碍，而是桥梁),情感真挚，符合参考范文传递的文化自信内核。
二、具体评分档次(总分25分，分5档)
第一档(22-25分)
-内容：完全契合原文情节和人物设定，续写情节新颖且合理(如参考范文中“文化节展示筷子文化”),精准呼应原文核心矛盾(筷子带来的文化隔阂),主题鲜明。
-逻辑：两段衔接紧密，情节发展自然流畅，从“回避筷子”到“接纳并展示筷子”的转变逻辑清晰，无任何逻辑漏洞。
-语言：词汇丰富地道，能灵活运用高级词汇和复杂句式(如非谓语、定语从句、状语从句),语法、拼写无错误，表达流畅，有较强的画面感和感染力。
-情感与主题：情感真挚，完美体现主角的心理变化(自卑→犹豫→勇敢→接纳),主题升华到位，凸显文化自信或跨文化理解的内核，与参考范文主旨高度一致。
第二档(18-21分)
-内容：契合原文情节和人物设定，续写情节合理，能呼应原文核心矛盾，无无关情节，主题明确。
-逻辑：两段衔接较自然，情节发展合理，主角心理转变清晰，偶有轻微过渡不流畅，但不影响整体理解。
-语言：词汇较丰富，能运用一定的高级词汇和复杂句式，语法、拼写基本无错误，表达流畅，偶有个别不地道的表达，不影响句意。
-情感与主题：情感较真挚，能体现主角的心理变化，主题升华较到位，贴合原文情感基调。
第三档(14-17分)
-内容：基本契合原文情节，续写情节无明显偏离，但不够新颖，能提及原文核心矛盾(筷子相关的文化困惑),主题基本明确。
-逻辑：两段衔接基本顺畅，情节发展基本合理，主角心理转变有体现，但不够自然，存在少量逻辑瑕疵(如转变过于突兀)。
-语言：词汇够用，句式较单一，以简单句、并列句为主，偶有语法、拼写错误(不超过3处),表达基本流畅，部分表达不够地道。
-情感与主题：情感表达较平淡，能体现部分主角心理，主题升华不够明显，未完全贴合原文情感内核。
第四档(10-13分)
-内容：部分偏离原文情节或人物设定，续写情节不合理(如添加与筷子、文化适应无关的情节),未能有效呼应原文核心矛盾，主题模糊。
-逻辑：两段衔接不顺畅，情节发展混乱，主角心理转变不清晰，存在明显逻辑断层(如突然从自卑变得自信，无合理铺垫)。
-语言：词汇匮乏，句式单一，语法、拼写错误较多(4-6处),表达不流畅，存在明显的中式英语，影响句意理解。
-情感与主题：情感表达生硬，未体现主角的心理变化，无明显主题升华，与原文情感基调不符。
第五档(0-9分)
-内容：完全偏离原文情节和人物设定，续写内容与原文无关(如脱离“筷子”“文化适应”主题),无法呼应原文任何情节。
-逻辑：两段无衔接，情节混乱，无合理逻辑，无法构成完整的叙事。
-语言：词汇极度匮乏，句式混乱，语法、拼写错误极多(7处及以上),表达晦涩难懂，无法传递有效信息。
-情感与主题：无情感表达，无主题升华，完全不符合原文情感和主旨。
三、补充说明
1.字数要求：续写两段总字数需在150-200词之间，字数不足120词或超过230词，酌情扣1-2分。
2.书写规范：书写潦草、难以辨认，酌情扣1-2分；书写工整、卷面整洁，可在对应档次基础上酌情加1分(不超过25分)。
3.扣分原则：语法错误、拼写错误按数量累计扣分，每3处扣1分，不足3处不扣分；逻辑断层、情节偏离按严重程度扣2-4分；主题不明确、情感不贴合扣1-3分。
附：听力原文
Text 1
M: Shall I call a taxi for you or drive you there by car
W: No need. The Grand Hotel is within walking distance.
Text 2
W: The coat was $125, but I got it for $100. I also got these gloves to go with the coat. They were $50, but I got them half price.
M: 50% off They’re nice.
Text 3
W: Tell me what you are looking for.
M: It should be at least four bedrooms and a big sitting room.
W: OK. May I ask how much you would spend
M: No more than $300,000.
Text 4
W: Jim really needs to be more careful.
M: Yes, he got coffee all over his new suit and the table.
W: I hope the power supply of his laptop is disconnected quickly enough.
Text 5
W: The sports centre has two newly added pools: a heated baby pool, and the other one for underwater diving. You can also have sailing lessons on the lake.
M: I know, but they’re not starting diving lessons until next year, so there’s only one choice left for me.
Text 6
M: Do we still have far to go This carry-on bag is really hurting my shoulder.
W: We’re almost there. The plane’s gate is just up those stairs there. Then we’ll be home two hours later. What do you have in your bag anyway
M: Oh, I picked up some toys for my kids. The prices are unbelievably cheap here in Hong Kong.
W: This must be your first trip here. I remember picking up many things when I first came here because they are much more expensive in our hometown.
Text 7
M: There are so many wonderful areas we still haven’t been to in North America yet. I bet Hollywood would be really exciting. Just think of all the movie stars we could see.
W: Oh, yeah! And after Los Angeles, we could drive up to San Francisco and see the Golden Gate Bridge and ride on a car.
M: You know, I’ve been wanting to go to California ever since I was a kid. I’d love to see Disneyland.
W: Oh, man. There are just too many choices. Everything sounds so good.
M: Yeah, it’s hard to decide.
Text 8
W: Oh, there you are. I thought you were never going to come back.
M: Sorry. The canteen was packed and I had to wait for ages. Then when I got to the front of the line, they had hardly any food left. So I had to get you a slice of pizza. I’m sorry.
W: Oh, that’s OK. I could eat anything.
M: Oh, all right then. So what should we do after lunch
W: Well, in order to register we’ve got to go to the Main Building to get the new card and our examination results and then go back to the Admin Building and pay the school fees. After that, we have to go to the noticeboard to find out about lectures for this term and then we have to go to the library to.…
M: Great. First, let’s have our lunch.
Text 9
W: Welcome back everyone. Now I’m talking to Nick Parker, the singer with the band Krispy. Nick, I have one question. Your sister, Mel, is in the band too, isn’t she
M: Yeah. We’ve been playing and singing together since we were young. Dad took us to hear the great bands playing live. Mel and I put on shows. But Mom didn’t want us to get too serious about our music.
W: How was your band formed
M: Two musicians from music schools saw us playing in a concert. They asked if we’d like to form a band with them. We agreed to try it out.
W: How was the band in the first year
M: The audience enjoyed our performance at the local concert. Then we recorded two songs and sent them to a music company. They asked us to join them, but our parents said we had to finish college first.
W: Have you experienced any letdown
M: Everything we’ve recorded has done well. Three singles have gone to number one, and our first album has sold over a million copies. However, I’ve been ill recently, so we have to start recording our second album late, which is a pity.
Text 10
Hello, I’m Sarah Brown. I'm here to tell you about my job as a weather forecaster. I’ve been a weather forecaster for a television company for seven years, and two years ago I became head of the weather department which has a staff of eleven. Now, I divide my time equally between presenting weather forecasting on television and managing the weather department. Since our news and weather service goes out all around the world, we all take turns to work at night. I prefer not to do the shows when I have to get up at four in the morning.
I normally work an eight-hour day and in that time I do ten or twelve forecasts. Before doing a weather forecast, I look at data on the computer: This is the information I use in my forecasts. There isn’t much time to remember what I have to say, but fortunately, I’ve never forgotten my words so I don’t get nervous. Because I’m on world news, people sometimes recognize me in really distant places. Five years ago, I went to India with my husband. In a small village, an old man took me to have my photo taken with all his family. I also got some lovely letters—one person wrote to say that my smile made her feel happy all day.
【答案解析】
A篇主题语境：人与社会——科技教育与在线学习资源
【语篇导读】本文是一篇说明文。文章主要介绍了几个能够帮助在线学习或在家上学的中小学生进行STEM（科学、技术、工程、数学）实验和活动的虚拟实验室和互动模拟项目，旨在通过生动的在线资源让STEM学习更加直观和有趣。
第21题.A 写作意图与读者对象。解析：文章开篇提到“Part of STEM learning is seeing and doing...But not all online or homeschool programmes are set up...Let’s take a look at a few mind-blowing labs that can help bring STEM topics alive for your child’s online school experience.”从“your child’s”这一表述可以看出，文章是面向家长，向家长推荐适合孩子的在线学习资源。故选A。
第22题.A 细节理解与比较。解析：文中对其描述为“Investigate more than 150 physics, chemistry, math, biology, and Earth science topics.” 这表明它涵盖了物理、化学、数学、生物和地球科学等多个学科，而其他三个实验室(Weather Laboratories、Space Exploration Simulations、Space Chemistry Workshop)都只专注于单一领域（天气、太空探索、太空化学）。因此，覆盖学科最多是其最显著的不同点。故选A。
第23题.C 细节理解。解析：在“Space Exploration Simulations”部分，文中提到“The app allows users to explore the universe and unlock stories of trailblazing scientists and their contributions to space exploration and science.”这与题干中的“learn about space scientists”完全对应故选C。
B篇主题语境：人与自然——环境保护与气候变化
【语篇导读】本文是一篇新闻报道。文章主要介绍了气候科学家Daniel Swain通过媒体和社交平台向公众解释气候变化与极端天气之间的联系，帮助人们科学理解气候灾害，并呼吁更多科学家像他一样积极与公众沟通。
第24题.A 细节理解。解析：文章第二段提到Swain “has made him one of the media’s go-to climate experts”，第三段进一步说明他“explaining whether and how climate change is raising the number and intensifying the fierceness of weather disasters”，以及“connect the dots between the two”。第一段也指出人们想让他回答“Did climate change cause these disasters ”。这说明人们找他是因为他能用通俗易懂的方式解释复杂的科学知识，让专业知识变得易于理解。故选A。
第25题.C 推理判断。解析：从Kareiva的话中，“Daniel had a very clear vision about how he wanted to contribute to science and the world, using social media and his website”，“We will not solve climate change without a movement, and communication and social media are key to that”，以及最后“We need at least 100 more Daniels”可以推断，Kareiva认为科学家应该像Swain一样利用社交媒体和公共沟通来影响公众，推动气候变化的解决。故选C。
第26题.D 推理判断。解析：从文中可以概括Swain的性格特点：他“had a very clear vision about how he wanted to contribute to science and the world”说明他目标明确(purposeful)；他能准确解释气候科学并“connect the dots”说明他知识渊博(knowledgeable)。故选D。
第27题.A 主旨大意。解析：文章最后一段提到“it’s easy to get pulled into overly dramatic ways of looking at where the world is going amid catastrophic weather headlines”，而Swain“helps people know how we can better face those fears with the use of scientific accuracy”，这正是文章的核心：Swain用科学帮助人们面对气候灾害带来的恐惧。故选A。
C篇主题语境：人与自我——生活与学习
【语篇导读】本文是一篇说明文。文章主要讲的是“可能的自我”这一心理学概念，即人们如何基于对未来的想象（可能成为、希望成为或害怕成为的样子）来影响当下的动机和行为，并通过詹姆斯·帕特森的例子引入这一主题。
第28题.C 写作意图/篇章结构。解析：作者在第一段讲述了广告主管詹姆斯·帕特森从梦想成为小说家到最终实现梦想的故事。这个故事用一个具体、生动的例子引出下文中要探讨的核心概念——“可能的自我”。因此，其目的是“揭示主题”。故选C。
第29题.D 概念理解/细节理解。解析：根据第二段对“可能的自我”的定义，它描述的是“人们如何设想自己的未来：他们可能成为什么，想要成为什么，甚至害怕成为什么”。D选项“我担心孤独”正是对“害怕成为”的那种未来状态的设想，符合定义中“even fear becoming”的部分。故选D。
第30题.B 推理判断。解析：第四段最后一句提到“And researchers have found that constructing positive possible selves can improve well-being and relieve symptoms of depression by holding out the potential for a better future.”，即构建积极的可能的自我可以通过展现更美好未来的潜力来改善幸福感、缓解抑郁症状。由此可推断，“了解可以实现什么（即构建积极的可能自我）有益于心理健康”（B选项）。故选B。
第31题.B 文章结构/篇章预测。解析：文章最后一句提出疑问：“But how do we construct that bridge ”（但是我们如何构建那座桥呢？）。这里的“桥”指的是从“现在的自我”通往“可能的自我”的桥梁，即如何将愿景变为现实的过程。按照议论文或说明文的常见逻辑，提出问题后，下文通常会给出答案或解决方案。因此，接下来的段落最有可能讨论“如何实现一个人的潜能”（即如何构建这座桥，将可能性变为现实）。故选B。
D篇主题语境：人与社会——社会经济现象与理论
【语篇导读】本文是一篇说明文。文章主要讲的是研究人员通过一个模拟大规模经济的数学游戏发现，尽管人们能从错误中学习，但无法成为最佳决策者，这一发现挑战了传统经济学中关于理性人能够通过经验学习达到最优状态的假设。
第32题. C 细节理解。解析：根据第一段第二句“In such theories, people are typically represented as reasonable agents who learn from past experiences to enhance their performance, eventually reaching a stable state in which they know how to maximise their earnings.”可知，经济学家假设人们从过去经验中学习，可以提高表现，最终达到知道如何最大化收益的稳定状态。C选项“Better decisions and higher income”（更好的决策和更高的收入）与此相符，其中“better decisions”对应“enhance their performance”，“higher income”对应“maximise their earnings”。故选C。
第33题. D 细节理解。解析：根据第二段最后一句“...so each player’s decisions were influenced by their previous experiences, meaning they could learn from them.”可知，游戏的核心机制是每个玩家的决策受到他们先前经验的影响，这意味着他们可以从经验中学习。D选项“Players reflected on prior decisions to adjust strategies”（玩家反思先前的决策来调整策略）与此完全对应。故选D。
第34题. C 词义猜测。解析：根据划线词后面的解释“That is a level that satisfied minimum expectations but not much more.”可知，“satisficing” states是指一种满足最低期望但不会超出太多的水平。C选项“Barely acceptable”（勉强可接受的）与“满足最低期望”意思最接近。故选C。
第35题. A 标题归纳。解析：文章主要讲述研究人员通过一个数学游戏模型，发现从经验中学习并不能让玩家达到最优状态，从而挑战了传统经济学中关于理性人能够通过经验学习达到最优的假设，即需要重新评估这些经济假设。A选项“Reevaluating Economic Assumptions through a Game Model”（通过游戏模型重新评估经济假设）全面概括了文章主旨。故选A。
七选五主题语境：人与自我——生活与学习
【语篇导读】本文是一篇议论文。文章主要讲的是习惯对精通事物的双重影响：习惯是掌握技能的基础，但过度依赖习惯会导致思维停滞和表现下降，只有将习惯与刻意练习相结合才能不断提升。
第36题.B 上下文逻辑关系（例证关系）。解析：前文提到在象棋中，只有当基本走法成为自动化的习惯后，棋手才能专注于更高层次的游戏。空格后文说“当你熟练掌握简单动作以至于可以不假思索地执行时，你就能自由地关注更高级的细节”。这里“This is true for any attempt”起到承上启下的作用，说明象棋这个例子适用于任何尝试，与后文形成例证关系，逻辑连贯。故选B。
第37题.G 上下文逻辑关系（转折关系）。解析：前文说“起初，每次重复都会提高流畅度、速度和技能”，空格后文说“你会陷入无意识的重复。更容易让错误溜走”。G选项“但是后来，随着习惯变得自动化，你对反馈变得不那么敏感了”正好与开头“At first”形成时间上的对比转折，引出后面习惯带来的负面影响。故选G。
第38题.F 上下文逻辑关系（因果关系/解释说明）。解析：前文说“习惯的缺点是你会习惯于某种方式，停止关注小错误”，空格后文说“实际上，你只是在强化现有的习惯，而不是改进它们”。F选项“你以为自己在变得更好，因为你在积累经验”解释了为什么人们会停止关注小错误——因为错误地认为经验积累就等于进步，与后文的“实际上”形成对比。故选F。
第39题.D 段落主旨句。解析：空格位于段首，通常是段落主旨。后文说“要达到顶级水平，你需要一种精细的方法。你不能盲目重复同样的事情并期望变得卓越。你需要的是自动习惯和刻意练习的结合”。D选项“习惯是必要的，但对于精通是不够的”准确概括了本段核心观点，与后文形成总分关系。故选D。
第40题.A 总结全文。解析：前文说“每个习惯都解锁了下一层次的表现”，A选项“这是一个无尽的循环”总结了前文描述的“掌握习惯-迎接新挑战-再掌握新习惯”的循环过程，与全文最后一句形成呼应，起到总结全文的作用。故选A。
完形填空主题语境：人与自我——人生感悟
【语篇导读】本文是一篇夹叙夹议文。文章主要讲的是作者回忆年轻时在艰苦环境中工作的经历，从中领悟到生活的真谛：生活就是由一连串的挑战组成的，而我们要学会在困难中成长，珍惜并拥抱每一个当下。
第41题.A 形容词辨析。解析：A.back-breaking非常辛苦的，使人筋疲力尽的；B.breath-taking激动人心的，令人惊叹的；C.heart-breaking令人心碎的；D.hair-raising令人毛骨悚然的。根据前文“It was hard”以及后文对工作环境恶劣的描述（没有适当的取暖或制冷设施）可知，这里指工作非常辛苦、累人，故选A。
第42题.B 动词辨析。解析：A.swelled肿胀；B.sweated流汗；C.trembled颤抖；D.choked窒息。根据后文“through the hot summer”可知，夏天炎热，工人们在厂房里会流汗，故选B。
第43题.D 动词辨析。解析：A.wasted浪费；B.saved节省；C.packed打包；D.used使用。根据前文“the skin on my fingers would crack and split”以及后文“an entire pack of band-aids within just a few weeks”可知，因为手指皮肤开裂，所以在几周内就用完了一整包创可贴，强调使用完，故选D。
第44题.C 动词辨析。解析：A.wandered闲逛，漫步；B.marched行军，前进；C.escaped逃离，逃避；D.slid滑动。根据后文“seeking fresh air in the heat or the ___ warmth of our cars in winter”可知，工人们午休时去停车场是为了躲避厂房里恶劣的环境，寻求暂时的舒适，因此“escaped to the parking lot”（逃到停车场）最符合语境，故选C。
第45题.D 形容词辨析。解析：A.strong强烈的；B.steady稳定的；C.pure纯净的；D.faint微弱的，不清晰的。根据前文“in winter”以及后文“warmth of our cars”可知，冬天车里虽然有暖气，但结合前文描述的工作环境恶劣，作者开的是一辆旧车，因此暖气效果不会太好，应该是“微弱的温暖”，故选D。
第46题.A 动词辨析。解析：A.struggled挣扎，费力地做；B.attempted尝试，试图；C.worked工作，起作用；D.paused暂停。根据前文“old car”以及后文“to keep us warm”可知，旧车的暖气供暖效果不好，很费力才能提供一点温暖，struggled to do sth.表示“艰难地做某事”，故选A。
第47题.A 动词辨析。解析：A.stuck卡住，留下（印象），stick in one’s mind固定搭配，意为“留在某人记忆中”；B.faded褪色，逐渐消失；C.struck打击，突然想到；D.occurred发生，出现。根据后文作者多年一直遵循这个建议可知，朋友的话深深印在作者脑海里，故选A。
第48题.C 名词辨析。解析：A.gaps间隙，空白；B.events事件；C.breaks休息，间歇，中断；D.stops停止，车站。朋友的原话是：“My dad used to say life was one thing after another, so you'd better enjoy the ___ in between.” “one thing after another”指一件接一件的事情（通常指接连不断的麻烦或事务），“in between”指这些事情之间的间隙。英语中常用“enjoy the breaks in between”来表达"享受生活中的喘息之机"。“breaks”强调从忙碌或困难中暂时“休息、暂停”的意味。故选C。
第49题.B 动词短语辨析。解析：A.rely on依赖；B.delight in以……为乐，享受；C.live on以……为生；D.join in参加。根据前文“I tried to follow that advice”以及后文“those problem-free times”可知，作者试图享受那些没有烦恼的时光，故选B。
第50题.D 动词辨析。解析：A.avoid避免；B.fear害怕；C.adopt采纳，收养；D.enjoy享受，喜爱。根据后文“I am learning to draw strength from life’s challenges”可知，作者最终也开始享受生活中的挑战，从中汲取力量，与后文的“learning to draw strength”相呼应，故选D。
第51题.C 形容词辨析。解析：A.modest谦虚的；B.cautious谨慎的；C.resilient有韧性的，能恢复的；D.patient有耐心的。根据前文“to draw strength from life’s challenges”以及后文“through hardships”可知，作者通过困难变得更有韧性（能够从困境中恢复），故选C。
第52题.B 名词辨析。解析：A.intention意图；B.interruption中断，打断；C.explanation解释；D.expectation期望。根据后文“it is life itself”可知，生活就是一连串的事情，这些事情并不是对生活的打断，而是生活本身，故选B。
第53题.C 形容词辨析。解析：A.ashamed羞愧的；B.disappointed失望的；C.hardened变得冷酷的，硬化的；D.vain徒劳的，自负的。根据前文“to become wiser instead of bitter, kinder instead of ___”可知，此处应与“bitter”（痛苦的，苦的）和“kinder”（更友善的）形成对比，hardened意为“变得冷酷的”，符合语境，故选C。
第54题.B 动词辨析。解析：A.observing观察；B.embracing拥抱，欣然接受；C.imagining想象；D.reviewing复习，回顾。根据前文“When we stop waiting for easier days”以及后文“each moment”可知，当我们不再等待更轻松的日子，而是开始拥抱每个时刻，与上文“enjoy the breaks”和“delight in”相呼应，故选B。
第55题.D 名词辨析。解析：A.change变化；B.case情况，案例；C.opportunity机会；D.chapter章节，篇章。根据前文“we already possess enough to appreciate every ___ life offers”以及全文对人生经历的叙述可知，此处将生活比作一本书，每个经历都是其中的一个篇章，故选D。
语法填空主题语境：人与社会——旅游与文化
【语篇导读】本文是一篇说明文。文章主要讲的是中国年轻人的旅游方式正在从过去的“特种兵式”打卡游转变为注重体验和情感回报的“沉浸式慢旅游”，并分析了这一变化的表现和原因。
第56题.were worn 动词时态和语态。解析：分析句子结构，“Overnight trains, sunrise hikes, and five scenic spots before lunch”是并列主语，与动词wear（此处意为“被当作……佩戴/炫耀”）之间是被动关系，且描述的是过去的一般情况，所以用一般过去时的被动语态were worn。
第57题.has given 动词时态（现在完成时）。解析：句中有明确的时间状语“In the past few years”（在过去的几年里），这是一个与现在相关的时间段，通常与现在完成时连用。主语“that logic”是单数，所以用has given。
第58题.over 介词（表示选择/偏好）。解析：本题考查固定搭配“favour A over B”（更喜欢A胜过B）。句子中“favour flexible independent trips”（更喜欢灵活的独立旅行）与“tightly organised tours”（安排紧凑的团队游）形成对比，用over连接表示前者优于后者的选择关系。
第59题.what 名词性从句（宾语从句）。解析：分析句子结构，“evolved into _____ social media jokingly calls ‘low-consumption travel’ ”中，into后面是一个宾语从句。从句中calls后面接双宾语，缺少一个表示“所……的东西”的连接词，且在从句中作calls的宾语（即call A B结构中的A）。what引导名词性从句，并在从句中充当宾语，符合要求。
第60题.attractions 名词。解析：空格前是动词redesigned（重新设计），后面需要名词作宾语。attract是动词，其名词形式是attraction（吸引人的事物/景点）。根据语境，是指多个“景点”，所以用复数形式attractions。
第61题.adapted 非谓语动词（过去分词作定语）。解析：空格处修饰名词短语“bungee jump”（蹦极），两者之间是逻辑上的被动关系，意为“被改造过的蹦极”。adapt是动词，其过去分词adapted（被改造的）作定语，表示被动和完成，符合语境。
第62题.gently 形容词转副词。解析：空格处修饰动词lowers（放下），需要用副词形式。gentle是形容词，其副词形式是gently（轻柔地）。
第63题.looking 非谓语动词（固定搭配）。解析：本题考查固定搭配end up doing sth.（以做某事而告终/最终处于某种状态）。其中up是介词，后跟动词-ing形式。所以用looking。
第64题.a 冠词。解析：这里是对前面的专有名词“Chengdu”（成都）进行同位语说明，泛指“一座……的城市”。city是可数名词单数，且首次在文中以同位语方式出现，表示泛指，所以用不定冠词a。
第65题.where 定语从句（关系副词）。解析：分析句子结构，逗号后面是一个非限制性定语从句，修饰先行词“Chengdu”（成都，表地点）。从句中“locals linger...”主谓宾结构完整，不缺主语或宾语，缺少地点状语。所以用关系副词where引导从句，相当于in which。成都七中2025~2026学年度高三(下)二诊模拟考试
英 语
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， 并标在试卷的相应位置。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。 每段对话读两遍。
1. How will the woman go to the Grand Hotel
A. On foot. B. By taxi. C. By car.
2. How much were the coat and the gloves in total
A. $150. B. $125. C. $75.
3. What is the man doing
A. Doing shopping. B. Checking in. C. House hunting.
4. What is the woman concerned about
A. Jim’s suit was ruined.
B. Jim’s laptop could be damaged.
C. The table needed cleaning.
5. Which sport will the man do
A. Diving. B. Sailing. C. Swimming.
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，并标在试卷的相应位置。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至7题。
6. What does the man complain about
A. His purchases are too expensive. B. His home is too far away. C. His bag is too heavy.
7. What do we know about the woman
A. She doesn’t like to travel.
B. She has been to Hong Kong before.
C. She bought many presents for her kids.
听第7段材料，回答第8至9题。
8. What are the speakers talking about
A. Travel destinations. B. Transportation. C. Travel experience.
9. What does the man want to do in California
A. Visit Disneyland. B. See movie stars. C. Ride on a car.
听第8段材料，回答第10至12题。
10. What did the man spend a long time doing
A. Making pizzas. B. Waiting in line. C. Finding the canteen.
11. When does the conversation probably take place
A. At the start of a term.
B. After the examination week.
C. Before the examination week.
12. Where will the speakers go first after lunch
A. The library. B. The Main Building. C. The Admin Building.
听第9段材料，回答第13至16题。
13. What did Nick and Mel do when they were young
A. They put on shows in a park.
B. They went to live concerts with their father.
C. They were encouraged to play music by their mother.
14. When was the band started
A. After Nick began studying at a music school.
B. After Nick and Mel played in a concert at school.
C. After two musicians heard Nick and Mel playing.
15. What is said about the band in the first year
A. They joined a music company.
B. They were welcome at the concert.
C. They recorded three singles.
16. What disappoints the band
A. They haven’t had a number-one single.
B. Their first album hasn’t met their expectations.
C. A health problem has delayed their second album.
听第10段材料，回答第17至20题。
17. What did the speaker do two years ago
A. She got promoted.
B. She became a weather forecaster.
C. She managed to balance work and life.
18. What is the speaker’s work routine like
A. She gets up early on weekdays.
B. She works ten or twelve hours a day.
C. She sometimes has to do night shifts.
19. What does the speaker mainly do before doing a weather forecast
A. She studies data. B. She tries to keep calm. C. She remembers her words.
20. Which word can best describe the program the speaker hosts
A. Interesting. B. Helpful. C. Popular.
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和D四个选项中选出最佳选项。
A
Part of STEM learning is seeing and doing, and then recording and analysing the results. But not all online or homeschool programmes are set up to accommodate science experiments or other STEM learning activities. Let’s take a look at a few mind-blowing labs that can help bring STEM topics alive for your child's online school experience.
Weather Laboratories
To make learning about weather accessible and fun, the National Oceanic and Atmospheric Administration (NOAA) created a lot of informative weather activities and virtual labs they recommend for students and educators. In fact, their weather science content for kids features a Weather Lab application that allows middle school students to predict weather patterns, and learn what happens when ocean currents and air masses interact.
Simulations for Science and Math
It is a project of the University of Colorado Boulder and one of the richest single databases of online science interactives and virtual labs. Investigate more than 150 physics, chemistry, math, biology, and Earth science topics. Available in dozens of languages, the interactives are searchable by grade level, subject, and accessibility.
Space Exploration Simulations
The National Aeronautics and Space Administration (NASA) features many STEM learning activities for students in grades K-12. The interactive simulations are also gamified and make learning engaging and fun for your child. The app allows users to explore the universe and unlock stories of trailblazing scientists and their contributions to space exploration and science.
Space Chemistry Workshop
How do different substances react in special space conditions Space Chemistry Workshop is the best place to observe how metals rust under space-like radiation. It is fun! The chemical principles come alive in Space Chemistry Workshop!
21. Who is the text intended for
A. Parents. B. Students. C. Teachers. D. Researchers.
22. What makes Simulations for Science and Math different from the other labs
A. It covers the most subjects. B. It allows users to interact online.
C. It offers gamified learning experiences. D. It provides multiple tools for searching.
23. Which lab allows visitors to learn about space scientists
A. Weather Laboratories B. Space Chemistry Workshop
C. Space Exploration Simulations D. Simulations for Science and Math
B
The moment Daniel Swain wakes up, he gets whipped about（猛烈吹袭）by hurricane-force winds. “A Category 5, literally overnight, hits Acapulco,” says the 34-year-old climate scientist and self-described weather enthusiast, who is hit daily by the flood of catastrophic weather headlines: wildfires, megafloods, haboobs (an intense dust storm), atmospheric rivers, bomb cyclones. Everyone’s asking: Did climate change cause these disasters And, more and more, they want Swain to answer.
Swain is at the same time 1,600 miles away from the hurricane and at the eye of storm. His ability to explain science to the masses has made him one of the media’s go-to climate experts. He’s a staff research scientist at UCLA’s Institute of the Environment and Sustainability who spends more than 1,100 hours each year on public-facing climate and weather communication, explaining whether (often, yes) and how climate change is raising the number and intensifying the fierceness of weather disasters.
“Climate change is an increasingly big part of what’s driving weather extremes today,” Swain says. “I connect the dots between the two. There’s a lot of misunderstanding about how a warming climate affects day-to-day variations in weather, but my goal is to push public perception toward what the science actually says.” So, when reporters call him, he does his best to call them back.
“Daniel had a very clear vision about how he wanted to contribute to science and the world, using social media and his website,” says Kareiva, a research professor at UCLA. “We will not solve climate change without a movement, and communication and social media are key to that. Most science papers are never even read. What we do as scientists only matters if it has an impact on the world. We need at least 100 more Daniels.”
As global warming continues to worsen, it’s easy to get pulled into overly dramatic ways of looking at where the world is going amid catastrophic weather headlines. Daniel Swain helps people know how we can better face those fears with the use of scientific accuracy, which makes his role incredibly valuable.
24. Why do people want Daniel Swain to answer their disaster-related questions
A. He makes specialised knowledge accessible.
B. He is widely recognised by the public and the media.
C. He is an expert in environmental sustainability research.
D. He works at the eye of storm with first-hand information.
25. What can we learn from Kareiva’s words
A. Climate change is widely misunderstood.
B. The public should value scientific work more.
C. Scientists should engage the public like Swain.
D. Social media has a direct impact on climate change.
26. How can Daniel Swain be described
A. Helpful and optimistic. B. Easy-going and humorous.
C. Responsible and serious. D. Purposeful and knowledgeable.
27. What is the suitable title for the text
A. The Weather Man: Approaching Fear with Science
B. A Valuable Job: Connecting Science with Social Media
C. An Inspiring Figure: Confronting Climate Change Bravely
D. A Distinctive Scientist: Interpreting Climate from a Unique Perspective
C
Years ago, as a young business reporter, I interviewed James Patterson, an advertising executive who ran a fast-food chain account, and yet dreamed of being a novelist instead. I remember thinking: Sure, you and everybody else. A decade or so later, however, I was surprised to see the adman on TV, holding up his new book. He has since published more than 100 New York Times best sellers and co-authored books with the likes of Bill Clinton and Dolly Parton.
Mr. Patterson’s ability to see himself as a writer illustrates a concept known as “possible selves”. It describes how people envision their futures: what they may become, or want to become, or even fear becoming.
The term, coined in 1986 by the social psychologists Hazel Markus and Paula Nurius, grew out of research on self-concept and self-perception. While self-concepts—“I am a kind person” or “I am a good parent”—are rooted in the present, the researchers found that people are also informed by ideas about what they might become and how they might change.
These possible selves, both positive and negative, are closely related to motivation. A violin student who envisions life as a professional musician might be motivated to practice. A person whose feared possible self is an alcoholic may become a non-drinker. In a small study, when young adults were encouraged to envision themselves as either regular exercisers (hoped-for selves) or inactive (feared selves), both groups exercised more in the weeks afterward. And researchers have found that constructing positive possible selves can improve well-being and relieve symptoms of depression by holding out the potential for a better future.
A possible self can take you beyond daydreams, which are often fleeting and not necessarily grounded in reality. It can take shape “if you build a bridge from your ‘now’ self to the possible self,” Dr. Markus said. But how do we construct that bridge
28. Why is James Patterson mentioned in the first paragraph
A. To tell a story. B. To inspire the readers.
C. To reveal the topic. D. To introduce the figure.
29. Which of the following is an example of one’s “possible selves”
A. I am a diligent student. B. I want to travel abroad.
C. I could have become a dentist. D. I worry about being lonely.
30. What can be inferred from paragraph 4
A. Those who fear failure may end up being a loser.
B. Knowing what can be achieved benefits mental health.
C. A clear ambition guarantees one’s success in the future.
D. A positive possible self is more motivating than a negative one.
31. What might be mentioned in the following paragraph
A. How to create more possibilities. B. How to realise one’s potential.
C. How to build spiritual connections. D. How to cultivate self-awareness.
D
However much we learn from things going wrong, we will never become the best decision-makers. This finding comes from a mathematical game that simulates（模拟）a large economy, and suggests we may need to rethink assumptions built into economic theories. In such theories, people are typically represented as reasonable agents who learn from past experiences to enhance their performance, eventually reaching a stable state in which they know how to maximise their earnings.
To test whether economists are correct in assuming that learning from the past experience enables individuals to avoid chaos, Garnier-Brun and his colleagues developed a mathematical model for a game featuring hundreds of simulated players, each capable of choosing between two actions—such as buying or selling a stock—and interacting with one another over multiple rounds, so each player’s decisions were influenced by their previous experiences, meaning they could learn from them.
In different game scenarios（设想）, the researchers expected that the game would always result in chaos, with players unable to learn how to optimise their performance. Economic theory would suggest that, given the right set of parameters（参数）, the players would settle into a stable state where they had mastered the game-but the researchers found this wasn’t really the case. The most likely outcome was a state that never settled.
Team member Jean-Philippe Bouchaud says that, in the absence of one centralised, all-powerful player who could coordinate everyone, regular players could only learn how to reach “satisficing” states. That is a level that satisfied minimum expectations but not much more. Players gained more than they would have done by playing at random, so learning wasn’t useless, but they still gained less than they would have if past experience had allowed them to truly optimise their performance.
Bouchaud says the game model is too simple to be immediately adopted for making real-world predictions, but he sees the study as a challenge to economists to drop many assumptions that currently go into theorising processes, like merchants choosing suppliers or banks setting interest rates.
32. What effect of past experiences do economists suppose
A. A stable way of handling issues. B. A state of confusion and disorder.
C. Better decisions and higher income. D. Decreased interactions between people.
33. What was the core mechanism of the mathematical game
A. Players traded stocks to maximise their earnings.
B. Players developed a model to reach a stable state.
C. Players shared experiences to make better choices.
D. Players reflected on prior decisions to adjust strategies.
34. What does the underlined word “satisficing” in paragraph 4 most probably mean
A. Highly satisfying. B. Constantly improving.
C. Barely acceptable. D. Disappointingly fruitless.
35. Which of the following is the best title for the text
A. Reevaluating Economic Assumptions through a Game Model
B. The Impossibility of Learning from Experience in Economics
C. A Mathematical Game Model for Simulating Large Economies
D. Challenges in Predicting Economic Performance through Games
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。选项中有两项多余选项。
The Downside of Creating Good Habits
Habits create the foundation for mastery. In chess, it is only after the basic movements of the pieces have become automatic that a player can focus on the next level of the game. Each unit of information that is memorised opens up the mental space for more effortful thinking. _____36_____ When you know the simple movements so well that you can perform them without thinking, you are free to pay attention to more advanced details. In this way, habits are the backbone of any pursuit of excellence.
However, the benefits of habits come at a cost. At first, each repetition develops fluency, speed, and skill. _____37_____ You fall into mindless repetition. It becomes easier to let mistakes slide. When you can do it well enough on autopilot, you stop thinking about how to do it better.
The upside of habits is that we can do things without thinking. The downside of habits is that you get used to doing things a certain way and stop paying attention to little errors. _____38_____ In reality, you are merely reinforcing your current habits-not improving them. In fact, some research has shown that once a skill has been mastered there is usually a slight decline in performance over time.
_____39_____ To achieve top levels of performance, you need a refined approach. You can’t repeat the same things blindly and expect to become exceptional. What you need is a combination of automatic habits and deliberate practice. After one habit has been mastered, you have to return to the effortful part of the work.
Old tasks become easier the second time around, but it doesn’t get easier overall because now you’re pouring your energy into the next challenge. Each habit unlocks the next level of performance. _____40_____
A. It’s an endless cycle.
B. This is true for any attempt.
C. Next, you will get more positive feedback.
D. Habits are necessary, but not sufficient for mastery.
E. With habits like these, good enough is usually good enough.
F. You assume you’re getting better because you’re gaining experience.
G. But then, as a habit becomes automatic, you become less sensitive to feedback.
第三部分 英语知识运用(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。
When I was a young man, I worked for several years in a sawmill（锯木厂）to support my family. It was hard, __41__ labour in a building that wasn’t properly heated or cooled. We __42__ through the hot summer and suffered bitterly in winter. During the cold months, even with gloves, the skin on my fingers would crack and split; I once __43__ an entire pack of band-aids within just a few weeks. At lunchtime, we __44__ to the parking lot-seeking fresh air in the heat or the __45__ warmth of our cars in winter.
One snowy afternoon, my friend and I sat in my old car, eating sandwiches and drinking cans of Coke. The heater __46__ to keep us warm, but the radio played a song we loved. Gazing at the falling snow, my friend said something that __47__ in my mind: “My dad used to say life was one thing after another, so you’d better enjoy the __48__ in between.” We laughed, clinked our cans, and sat in comfortable silence until the whistle called us back.
For years, I tried to follow that advice. I did my best to love others and __49__ those problem-free times we all get every so often. Yet after almost sixty years here, I am finally also starting to __50__ the one thing after another. I am learning to draw strength from life’s challenges, to grow more __51__ through hardships, and to love more deeply because of them.
The “one thing after another” is not an __52__ of life;it is life itself. And each “thing” is an invitation —to become wiser instead of bitter, kinder instead of __53__, and braver instead of afraid. When we stop waiting for easier days and begin __54__ each moment, we discover that we already possess enough to appreciate every __55__ life offers.
41. A. back-breaking B. breath-taking C. heart-breaking D. hair-raising
42. A. swelled B. sweated C. trembled D. choked
43. A. wasted B. saved C. packed D. used
44. A. wandered B. marched C. escaped D. slid
45. A. strong B. steady C. pure D. faint
46. A. struggled B. attempted C. worked D. paused
47. A. stuck B. faded C. struck D. occurred
48. A. gaps B. events C. breaks D. stops
49. A. rely on B. delight in C. live on D. join in
50. A. avoid B. fear C. adopt D. enjoy
51. A. modest B. cautious C. resilient D. patient
52. A. intention B. interruption C. explanation D. expectation
53. A. ashamed B. disappointed C. hardened D. vain
54. A. observing B. embracing C. imagining D. reviewing
55. A. change B. case C. opportunity D. chapter
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。
Not long ago, traveling in China meant racing against the clock. Overnight trains, sunrise hikes, and five scenic spots before lunch 56._____(wear) like badges of honour. The faster and more exhausting the itinerary （行程）, the better the story sounded afterward. In the past few years, that logic 57._____(give) way to a new belief quietly among young people that vacations should feel less like boot camp.
According to a 2025 survey released by China Youth Daily, 55.3 percent of young respondents now prefer “immersive slow travel”, while more than half favour flexible independent trips 58._____ tightly organised tours.
The shift is visible in both behaviour and business. Once-popular “special-forces-style tourism”-where travellers sprint through cities to maximise check-ins-has evolved into 59._____ social media jokingly calls “low-consumption travel”. The idea is simple: minimal physical strain, maximum emotional return. At scenic sites across Guangdong, Zhejiang and Hubei provinces, operators have redesigned 60._____(attract) to match the new pace. On Foshan’s Xiqiao Mountain, for instance, visitors can try an 61._____(adapt) bungee jump that lowers participants 62._____(gentle) instead of dropping them at full speed.
Travel, increasingly, is no longer about how far you go-but how deeply you arrive. “When you rush, every city ends up 63._____(look) like the same photo. When you stay, you begin to notice the small things the way shop owners talk, the rhythm of the streets,” said Pan Yuchen, a university student visiting Chengdu, 64._____ city often seen as a symbol of slow travel for its famously unhurried pace, 65._____ locals linger over hotpot at all hours, and spend their afternoons in teahouses.
第四部分 写作(共两节，满分40分)
第一节(满分15分)
你校New Babel英语杂志社正在举办主题为“Modern Life in Cartoons”的征文活动。请你根据这幅漫画，写一篇短文投稿，内容包括：
1. 描述漫画内容及反映的社会现象；
2. 谈谈你的看法或建议。
注意：
1. 写作词数为80个左右；
2. 请按照如下格式在答题卡的相应位置作答。
Modern Life in Cartoons
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。
Studying abroad in Canada, I never thought that the small chopsticks would become a unique barrier in my cross-cultural adaptation.
For a Chinese student, using chopsticks to eat is the most natural thing. But here, every time I ate in the cafeteria and skilfully picked up food with chopsticks, the foreign classmates around me always cast curious and slightly confused looks, and from time to time, there were whispers: “How do they do that ” At first, I would smile and briefly explain how to use chopsticks to them. But as the number of times increased, the sense of strangeness brought about by cultural differences gradually made me feel uncomfortable. Even for a moment, I hesitated to switch to a knife and fork to eat in order to fit in.
During a group dinner, everyone sat around the restaurant. I habitually reached out for chopsticks. Jack, who was in the same group, saw this and exclaimed excitedly, “Hey, let’s see your magic with chopsticks!” As he spoke, he also picked up a pair of chopsticks and clumsily imitated. But before he could pick up anything, the chopsticks slipped from his hand. The other classmates laughed, and my face burned. I lowered my head to eat awkwardly, but my heart was in a mess. I realised that in their eyes, chopsticks were just a novel “performance prop（道具）”, and I, as a “foreigner” using chopsticks, seemed to have become an object of observation.
After that, when facing others’ curiosity about chopsticks, I lost the initial enthusiasm to share and just casually smiled. I was afraid of this overwhelming attention, afraid that my cultural habits would become an “outsider label” in the eyes of others. I even began to deliberately reduce the number of times I used chopsticks in public, trying to make myself “fit in” with the local dining style.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Until one day, the school held an international cultural festival.
I started to patiently explain how to hold chopsticks and what they symbolise.

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