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E 2025-2026学年度第二学期高二阶段性教学质量检测——英语答题卡
学 校
姓 名
考生二维码粘贴处
考 号
选择题填涂示例
班 级
[A] [B] [C] [D]
试室号 座位号
注 1.答题前，考生先将自己的姓名、考号填写清楚，并认真核对二维码上的姓名、考号；
意 2.选择题部分请按题号用 2B 铅笔填涂，修改时用橡皮擦干净，不留痕迹；
3.非选择题部分请按题号用黑色字迹的签字笔在指定区域内作答，否则作答无效；
事 4.请勿折叠答题卡，保持字体工整，笔迹清晰，卷面整洁；
项 5.考生可以扫描右侧二维码下载 APP，并扫描考生二维码登陆 APP 查询成绩。
1 [A] [B] [C] [D] 6 [A] [B] [C] [D] 11 [A] [B] [C] [D] 16 [A] [B] [C] [D] [E] [F] [G]
2 [A] [B] [C] [D] 7 [A] [B] [C] [D] 12 [A] [B] [C] [D] 17 [A] [B] [C] [D] [E] [F] [G]
3 [A] [B] [C] [D] 8 [A] [B] [C] [D] 13 [A] [B] [C] [D] 18 [A] [B] [C] [D] [E] [F] [G]
4 [A] [B] [C] [D] 9 [A] [B] [C] [D] 14 [A] [B] [C] [D] 19 [A] [B] [C] [D] [E] [F] [G]
5 [A] [B] [C] [D] 10 [A] [B] [C] [D] 15 [A] [B] [C] [D] 20 [A] [B] [C] [D] [E] [F] [G]
21 [A] [B] [C] [D] 26 [A] [B] [C] [D] 31 [A] [B] [C] [D]
22 [A] [B] [C] [D] 27 [A] [B] [C] [D] 32 [A] [B] [C] [D]
23 [A] [B] [C] [D] 28 [A] [B] [C] [D] 33 [A] [B] [C] [D]
24 [A] [B] [C] [D] 29 [A] [B] [C] [D] 34 [A] [B] [C] [D]
25 [A] [B] [C] [D] 30 [A] [B] [C] [D] 35 [A] [B] [C] [D]
36. 37. 38. 39. 40.
41. 42. 43. 44. 45.
写作 第一节
Dear Peter,
Yours,
Li Hua
S
写作 第二节
Hearing Vera’s cries, Mom came to the door, worried.
The next morning, Becky recommended a film, but Vera didn’t nod.2025-2026 学年第二学期高二阶段性教学质量检测
英语试题
本试卷共 55 小题，满分 130 分。考试时间 120 分钟。
注意事项：
1. 答卷前，考生务必将自己的姓名、准考证号填写在答题卡和试卷指定位置上。
2. 回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，
写在本试卷上无效。
第一部分 阅读（共两节，满分 48 分）
第一节（共 11 小题；每小题 3 分，满分 33 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
With such a strong artistic heritage, it’s no surprise that England has some of the best art
galleries in the world. Here are the galleries you should add to your must-visit list.
Royal Academy of Arts (RA), London
The Royal Academy of Arts is different from standard galleries. It is led by artists to
promote not just the appreciation of art, but its practice. It is famous for hosting some exhibitions
that get everyone talking. Besides, what sets the RA apart is its focus on public participation,
allowing visitors to not only view art but become part of it in innovative ways.
Sainsbury Centre for Visual Arts, Norwich
The Sainsbury Centre sits on the edge of the University of East Anglia’s campus. It holds a
collection of remarkable works of art covering over 2,000 years. Inside, you’ll find artworks from
around the world, including some wonderful pieces of European modern art by Degas, Francis
Bacon, and Alberto Giacometti.
Yorkshire Sculpture Park, West Yorkshire
The Yorkshire Sculpture Park challenges the traditional way of viewing art. It aims to break
down barriers by showing works from British and international artists in the open air. With
hundreds of acres of parkland in West Yorkshire, the park features sculptures by some of the
leading artists of the 20th century.
Whitworth, Manchester
After a 15 million development, the Whitworth has become one of the leading galleries in
the north of England. Making full use of its amazing park setting, the gallery has a beautiful art
garden and a sculpture terrace (露台 ), both waiting to be explored. Inside the gallery, you can
view an exciting programme of exhibitions that change regularly.
高二英语检测 第 1 页（共 8页）
1. What is special about the Royal Academy of Arts
A. Holding exhibitions every year.
B. Offering interactive experiences.
C. Using a traditional exhibition style.
D. Displaying works by famous artists.
2. What do Yorkshire Sculpture Park and Whitworth share
A. They cover small areas.
B. They feature ancient works.
C. They provide outdoor spaces.
D. They organize yearly exhibitions.
3. Where is the text probably taken from
A. A travel blog. B. An art textbook.
C. A research paper. D. A travel guidebook.
B
My first experience with the classics came in college when I was pursuing a degree in
English literature. But due to a lack of real life experience, endless exams, tight deadlines and a
desire for good grades, I never had the chance to engage with those works deeply—to analyze
them carefully and see how they really work.
Some 40 years later, I became an editor. A colleague recommended I read some classics and
break them down into simple parts. The idea appealed to me. We made a list and I chose to reread
many books I had once loved. I was curious to see how they would land decades later. Would they
still matter Could my tech-broken attention handle a long novel like Middlemarch
Reading Middlemarch when you’re 19 is very different from reading it when you’re 60. So
much of Eliot’s work on marriage, relationships, and expectations went unnoticed by my younger
self. And so much of it is laugh-out-loud funny. Her careful attention to minor characters and her
skill in bringing together people who are sure to have intense interactions are truly impressive. I
was so lost in the book that I texted a friend who had also read Middlemarch in university: “You
have to read it again. You won’t believe how good it is.” And how incredibly relevant, even
though it was published in 1871. Maybe life has changed since then, but human nature hasn’t.
That’s why rereading classics matters. These books have stood the test of time because their
authors understood something about humanity that still touches us and makes us question our
motives and choices. In a practical, byte-sized world, reading them helps save what is in danger of
being lost: the enjoyment of mastery in language, of characters so alive that we might imagine
them walking into our living room and of the ability to stand in another person’s shoes and feel
what they feel.
高二英语检测 第 2 页（共 8页）
4. How was the author’s first reading classics in university？
A. Shallow. B. Complex. C. Enjoyable. D. Rewarding.
5. Why did the author reread the classics
A. To recall their plots and characters.
B. To appreciate writers’ literary skills.
C. To explore their appeal across decades.
D. To prove her ability to read long novels.
6. What can be inferred about Middlemarch
A. It lacks amusing content.
B. It highlights minor characters.
C. It continues to affect life today.
D. It confuses young readers greatly.
7. What does the author’s experience show
A. It is never too late to learn.
B. Good books age like fine wine.
C. You can’t judge a book by its cover.
D. A little knowledge is a dangerous thing.
C
For those living in regions where winter weather frequently causes trouble, spreading salt on
sidewalks is a familiar routine. But how exactly does it work And how much salt do humans
apply to our planet’s surface The second question is easier to answer: a considerable amount.
Salt doesn’t directly melt ice, nor does it make snow disappear. Instead, it lowers the freezing
point of water—a phenomenon known as freezing point depression. In the case of common rock
salt, which is a rawer, less pure version of table salt, each molecule (分子) break apart into smaller
components. Under normal conditions, water molecules arrange themselves into a stable, orderly
structure as they freeze. However, salt interrupts the process, requiring temperatures to drop lower
for freezing to occur.
But if salt needs to interact with liquid water, how can it be effective when temperatures
remain well below freezing and water should already exist as ice This is where vehicles play a
role: the friction (摩擦力 ) they generate produces heat, which helps melt a thin layer of ice,
creating the liquid water needed for salt to work.
Despite its effectiveness in clearing icy roads, rock salt can also cause damage. Chloride ions
(氯离子) can cause wear and tear on vehicles and facilities. Increasing chloride densities in North
American lakes threaten local ecosystems and degrade sources of drinking water.
高二英语检测 第 3 页（共 8页）
In response, many local governments are exploring alternatives to rock salt. Other salts, such
as magnesium chloride and calcium chloride, work in the same way as rock salt and may be even
more efficient. Some experiments are testing other ice-preventing solutions, including sugars,
either alone or in combination with salts. Another approach relies more heavily on sand, which
improves road safety by increasing friction. These efforts aim to ensure safe travel in all weather
conditions—a monumental challenge when winter is at its worst.
8. What’s the purpose of the first sentence in Paragraph 2
A. To introduce the topic. B. To give some evidence.
C. To define the phenomenon D. To correct the misunderstanding.
9. How does salt disturb the process of freezing
A. By lowering the temperature.
B. By melting and splitting itself.
C. By lining up to form a solid structure.
D. By stopping the formation of the structure.
10. What does the underlined word “densities” in Paragraph 4 mean
A. Amounts. B. Weights. C. Qualities. D. Salts.
11. What is the last paragraph mainly talking about
A. Other salts won’t disturb local ecology.
B. Efforts are being made to guarantee safe travels.
C. Many alternatives are available to solve the problem.
D. Severe winter make it impossible to secure road safety.
第二节（共 5 小题；每小题 3 分，满分 15 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。
“Brain fog” is not a clinical diagnosis (诊断 ), but a term many individuals use when they
experience absent-minded, not sharp, or have difficulty focusing. The brain is an amazing machine
that will rebound, but will it return to the previous level 12
Take control of your stress reaction. It’s easy to get into a mindset in which everything is
negative. 13 Then you may find something you can give up or alternative strategies to
handle. Even simply acknowledging what’s stressing you out can help you handle tough times
better.
Check in with your brain. Try an exercise called “five by five”. Set an alarm to ring five
times a day and spend five minutes stopping all brain activity. Close your eyes and take a rest or
sit outside and look at trees. Go for a walk without listening to a podcast and zone out. 14
15 It may make you feel super productive, but doing many things at once actually
高二英语检测 第 4 页（共 8页）
annoys your brain, ultimately slowing it down. Instead of trying to balance several things at once,
focus on one goal at a time, and make it doable in a 30-minute chunk of time.
Think deeply about one matter every day. This habit directly trains your brain.
16 When you read an interesting article online, spend 15 minutes reflecting on it.
When people engage in deeper levels of thinking, they increase the speed of connectivity across
the brain’s central executive network by 30%.
Think of these strategies as clearing a foggy window. One small wipe at a time, and soon the
view becomes sharp and clear again.
A. Stop multi-tasking.
B. Give your brain a rest.
C. It is like push-ups for your body.
D. The brain has the ability to recover on its own.
E. It may, but only if you do something actively to help.
F. Start by identifying what causes your greatest anxiety.
G. Just five minutes without input is the best way to reset your brain.
第二部分 语言运用（共四节，满分 42 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。
Nearly everyone needs some kind of healing from time to time. However, for certain people,
the 17 part of healing is nothing more than believing that it can happen.
Years ago, I stood watching my son 18 free throws on the basketball court. He
made a dozen 19 through the net without a single miss. “How do you manage that ” I
asked. “Before I 20 the ball,” he replied, “I visualize it in my mind to make it happen.”
Deeply impressed by his words, I suddenly realized this idea might also 21 healing.
What we need to do is to believe healing is possible and 22 it in our minds before we can
see it in reality. 23 alone, no matter how strong it is, doesn’t guarantee the outcome we
long for; yet it pushes us to move toward the desired 24 .
Last year, I underwent surgery for a broken 25 and was stuck in a wheelchair for
eight weeks. I had 26 I would walk again soon after those 27 days, but
unfortunately, that didn’t happen. I then started physical therapy (疗法), fully convinced it would
help. I 28 it every single day, visualizing myself walking swiftly as I once did—and
that is 29 what I do today.
When hope grows faint, it is faith that 30 the way. We must believe 31 is
always within reach. If we can see it in our minds, we can let go of the past, accept the present and
高二英语检测 第 5 页（共 8页）
step bravely into a better future.
17. A. physical B. emotional C. tough D. reasonable
18. A. practice B. display C. hold D. score
19. A. attempts B. shots C. choices D. adjustments
20. A. spot B. beat C. catch D. release
21. A. rely on B. apply to C. arise from D. respond to
22. A. picture B. remember C. wake D. operate
23. A. Confidence B. Desire C. Belief D. Hope
24. A. result B. goal C. dream D. option
25. A. hand B. ankle C. wrist D. arm
26. A. doubted B. required C. refused D. expected
27. A. exciting B. confusing C. appealing D. struggling
28. A. turned to B. took in C. kept at D. commented on
29. A. exactly B. absolutely C. generally D. simply
30. A. cleans B. lights C. forces D. finds
31. A. recovery B. fortune C. healing D. shooting
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。
Ode to the Flower Gods, a creative show at the 2026 CCTV Spring Festival Gala, has
become very popular across China. 32 (inspire) by an old object from the Palace Museum,
the show presents the traditional culture of the Twelve Flower Gods in a 33 (complete)
new way.
What makes the show unique is that each flower is paired with a historic figure 34
stands for a similar spirit. The creation team worked hard 35 (confirm) links between
flowers and figures. For example, Zhang Qian was named as the pomegranate (石榴) flower god
because old books suggest he brought the seeds back 36 the Western regions.
New technology makes the show even more 37 (impress). It uses AI to go beyond
the limits of a real stage, mixing real performances with AI-generated pictures. From 38 (fall)
flowers in the air to lifelike animals, the visual details fully draw the audience into the show,
creating 39 scene full of poetic beauty.
It is special that performers only use body language instead of words to express the spirit of
each flower god. Every detail, including clothes and make-up, 40 (design) based on
history. Through this show, people, especially the young, have learned to appreciate traditional
Chinese culture and 41 (wise) of ancient China.
第三节（共 5 小题；每小题 1 分, 满分 5 分）
阅读下面句子，在空白处填入 1个适当的单词或括号内单词的正确形式。
高二英语检测 第 6 页（共 8页）
42. Travelling across a vast land ________ (literal) opens up our eyes to a world of diverse
cultures and breathtaking landscapes.
43. His painting helped him gain a reputation as one of the most _________ (influence) painters of
his generation.
44. Thanks to the skilled surgeon, the complicated _________ (operate) was successful, and the
patient is recovering well.
45. He was so _________ (absorb) in the plot of the story he was writing that he accidentally ran
into a passer-by on his way home.
46. After several months of tiredness, weight gain, and poor concentration in class, the teenager
decided to consult a health _________ (special) to help him quit his bad habits.
第四节（共 7 小题；每小题 1 分, 满分 7 分）
阅读下面句子，从方框内选择合适的短语，在空白处填入其适当形式。
catch sight of rely on without delay in response to
on behalf of a variety of be composed of take one’s breath away
47. As we climbed, the glacial peaks emerged through the mist—the sight totally .
48. Though our fingers were frozen, the golden forests and amazing lakes, we felt
every step was worthwhile.
49. teamwork and determination, they not only overcame countless difficulties but
also grew stronger.
50. A growing number of teenagers are giving up sugary drinks the school’s new
healthy lifestyle campaign.
51. meaningful activities organized at school not only enrich our campus life but also
help us develop diverse skills.
52. The medical rescue team, which arrived within ten minutes, three experienced
doctors and two skilled nurses.
53. Upon receiving the emergency call, the firefighters, who had been on standby for hours,
rushed to the scene .
第三部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
假定你是李华，你所在城市周末将举办“中国水墨画展”。你的英国好友 Peter因故无法
应邀参加，特请你参观后给他写一封电子邮件，分享画展情况。内容包括：
1.画展主要内容（主题、作品等）；
2.你的感受。
注意：
1.词数 80左右；
2.可适当增加细节，以使行文连贯。
Dear Peter,
Yours,
Li Hua
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。
高二英语检测 第 7 页（共 8页）
Vera stepped into the high school hall，heart pounding . It was her first week, and she held her
notebook tightly, scanning the crowd for familiar faces. In middle school, she had learned that
smiling widely and agreeing with everyone kept her from being lonely. “I’ll just do what works,”
she thought .
At lunch, she saw a girl with long hair sitting alone by the window. “Hi! I’m Vera. Mind if I
join you ” she asked, already pulling out a chair. The girl looked up—Becky, according to the
name tag on her desk. “Sure,” Becky said, but her tone was flat.
Vera spent the next two weeks trying to win Becky over. She saved the last chocolate for her,
laughed loudly at her jokes even when she didn’t get them, and copied Becky’s notes word for
word. “Your handwriting is amazing!” she would say. Becky would just nod and turn back to her
book.
One afternoon after school, Vera waited by the classroom door, holding a drawing she had
made for a movie Becky had said she loved. Through the half-open door, she heard voices. It was
Becky, talking to a friend. “Vera is so annoying,” Becky said. “She agrees with everything I say
and brings me things every day. She is trying too hard to please everyone. Such a people-pleaser.”
The drawing slipped from Vera’s hand. Her throat felt tight, and her eyes turned red. She ran
all the way home, rushed into her room, and threw herself onto the bed. Tears streamed down her
face as she hid her face in the pillow. For the first time, her old way of making friends didn’t just
feel tiring—it hurt. She thought about all the times she had pretended to like things she hated, just
to fit in. Was this really what friendship meant Her quiet sobs filled the room, soft but
heartbreaking.
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。
Hearing Vera’s cries, Mom came to the door, worried.
The next morning, Becky recommended a film, but Vera didn’t nod.
高二英语检测 第 8 页（共 8页）2025-2026 学年第二学期高二阶段性教学质量检测写作题评分指引
1. 请各位负责写作题阅卷的老师们在仔细阅读评分指引后再进行阅卷。阅卷前
期无需过分追求进度，逐步将评分指引中的表述与考生具体的答题情况进行结
合。
2. 请各位老师合理安排阅卷时间，保持严谨的态度，力争在整个评卷过程中均
能给予学生客观、合理的评价。
3. 负责终评的老师需要不定期登录评卷系统，查看终评卷的刷新情况；尤其在
评卷第二天，终评卷数量会由较大幅度增加，请务必留意。
第一节 评分指引
【试题】
假定你是李华，你所在城市周末将举办“中国水墨画展”。你的好友 Peter因故无法应邀
参加，特请你参观后给他写一封电子邮件，分享画展情况。内容包括：
1. 画展主要内容（主题、作品等）；
2. 你的感受。
注意：
（1）写作词数应为 80 词左右；
（2）请按如下格式在答题纸的相应位置作答。
Dear Peter,
Yours,
Li Hua
【参考范文】
Version 1:
Dear Peter,
I’m writing to share with you something about the Chinese ink painting exhibition held in our
city this weekend, since since you couldn’t make it.
The exhibition, themed “Charm of Ink and Wash”, features over 50 works by famous
Chinese painters. The works include landscapes, flowers and birds, all painted with simple ink and
water, but they are full of artistic charm.
I was deeply impressed by the beauty of Chinese ink painting. It made me proud of Chinese
traditional culture and I gained a better understanding of our traditional art.（91词）
Yours,
Li Hua
Version 2:
Dear Peter,
I know you felt regretful for missing the Chinese ink painting exhibition this weekend, so I’d
like to share my experience.
The exhibition, themed “Charm of Ink and Wash”, displayed excellent works, from beautiful
landscapes to lively flowers and birds. Each piece, painted with ink and water, showed the unique
第 1 页 共 8 页
beauty of traditional Chinese art.
I was deeply attracted by the elegance of ink painting—especially a piece called Misty River,
which seemed to bring the mountains to life. It not only enriched my knowledge of traditional art
but also filled me with pride for our culture.（96 词）
Yours,
Li Hua
【写作思路】
1. 首段：写信背景 + 写信目的
已给出开头“Dear Peter”，需自行写出写信背景。应说明：因为 Peter 无法参加画展，所以写
信分享。可表达对 Peter 遗憾的理解，或直接说明分享意图。
2. 中段：画展主要内容
先说明画展主题（如“Charm of Ink and Wash”），再介绍展出的作品类型（山水、花鸟等）、
画家（知名画家或艺术家）。注意：用简单英语描述，避免过多专业术语（如“皴擦点染”
等）。不要写成“艺术论文”。
3. 尾段：你的感受
表达参观后的收获和感受，如对传统艺术的理解加深、对文化的自豪感等。可结合具体一幅
作品展开，增强真实感。
4. 时态与人称
时态：一般现在时为主（介绍画展内容），感受可用一般过去时或一般现在时。
人称：第一人称（I, me）表达个人经历和感受。
语气：对好友亲切自然，不必过于正式，但保持礼貌。
【评分标准】
一、评分原则
1. 本题总分为 15 分，按 5 个档次给分。
2. 评分时，先根据所写应用文的结构、内容和语言初步确定其所属档次，然后以该档
次的要求来衡量、确定或调整档次，最后给分。
3. 词数少于 60 的，酌情从总分中减去 1-2 分。
4. 评分时，应主要从以下五个方面考虑：
（1）内容要点是否齐全：中段如仅罗列作品名称而未说明主题或特点，或未写出个人感受，
酌情扣 2-3 分；
（2）应用语法结构和词汇的准确性和丰富性：语法和词汇错误较多，酌情扣 1-2 分；
（3）上下文的连贯性：缺乏语句间的连接成分，内容不连贯，酌情扣 1-2 分；
（4）表达的得体性：如果忽视交际对象（好友），使用过于正式或过于随意的表达，可酌
情扣 1 分；
（5）如书写较差以致影响交际，可酌情扣 1-2 分。
二、评分档次及要求
档次 描述
第五档 完全完成了试题规定的任务：
第 2 页 共 8 页
档次 描述
(13~15 分) · 覆盖所有内容要点。
· 应用了较多的语法结构和词汇。
· 语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇
所致；具备较强的语言运用能力。
· 有效地使用了语句间的连接成分，使全文结构紧凑。
完全达到了预期的写作目的。
完成了试题规定的任务：
· 虽漏掉 1、2 个次重点，但覆盖所有主要内容。
· 应用的语法结构和词汇能满足任务的要求。
第四档
· 语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法结
(10~12 分)
构或词汇所致。
· 应用简单的语句间连接成分，使全文结构紧凑。
达到了预期的写作目的。
基本完成了试题规定的任务：
· 虽漏掉一些内容，但覆盖所有主要内容。
第三档 · 应用的语法结构和词汇能满足任务的要求。
(7~9 分) · 有一些语法结构或词汇方面的错误，但不影响理解。
· 应用简单的语句间连接成分，使全文内容连贯。
整体而言，基本达到了预期的写作目的。
未适当完成试题规定的任务：
· 漏掉或未描述清楚一些主要内容，写了一些无关内容。
第二档 · 语法结构单调，词汇项目有限。
(4~6 分) · 有一些语法结构或词汇方面的错误，影响了对写作内容的理解。
· 较少使用语句间的连接成分，内容缺少连贯性。
信息未能清楚地传达给读者。
未完成试题规定的任务：
· 明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求。
第一档 · 语法结构单调，词汇项目有限。
(1~3 分) · 较多语法结构或词汇方面的错误，影响对写作内容的理解。
· 缺乏语句间的连接成分，内容不连贯。
信息未能传达给读者。
未能传达给读者任何信息；内容太少，无法评判；写的内容均与所要求内容
0 分
无关或所写内容无法看清。
第二节 评分指引
第 3 页 共 8 页
【试题】
Vera stepped into the high school hall，heart pounding . It was her first week, and she held
her notebook tightly, scanning the crowd for familiar faces. In middle school, she had learned that
smiling widely and agreeing with everyone kept her from being lonely. “I’ll just do what works,”
she thought .
At lunch, she saw a girl with long hair sitting alone by the window. “Hi! I’m Vera. Mind if I
join you ” she asked, already pulling out a chair. The girl looked up—Becky, according to the
name tag on her desk. “Sure,” Becky said, but her tone was flat.
Vera spent the next two weeks trying to win Becky over. She saved the last chocolate for her,
laughed loudly at her jokes even when she didn’t get them, and copied Becky’s notes word for
word. “Your handwriting is amazing!” she would say. Becky would just nod and turn back to her
book.
One afternoon after school, Vera waited by the classroom door, holding a drawing she had
made for a movie Becky had said she loved. Through the half-open door, she heard voices. It was
Becky, talking to a friend. “Vera is so annoying,” Becky said. “She agrees with everything I say
and brings me things every day. She is trying too hard to please everyone. Such a people-pleaser.”
The drawing slipped from Vera’s hand. Her throat felt tight, and her eyes turned red. She ran
all the way home, rushed into her room, and threw herself onto the bed. Tears streamed down her
face as she hid her face in the pillow. For the first time, her old way of making friends didn’t just
feel tiring—it hurt. She thought about all the times she had pretended to like things she hated, just
to fit in. Was this really what friendship meant Her quiet sobs filled the room, soft but
heartbreaking.
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。
Hearing Vera’s cries, Mom came to the door, worried.
The next morning, Becky recommended a film, but Vera didn’t nod.
【参考范文】
Version1 友好结局（冰释前嫌）
Hearing Vera’s cries, Mom came to the door, worried. She sat beside Vera and gently
wiped her tears. Vera let it all out—the drawing, the hurtful words, the years of
pretending. Her voice cracked as she spoke, each word heavier than the last. Mom
listened quietly, her hand resting on Vera’s back. When Vera finally fell silent,
Mom wrapped her arms around her, holding her tight. “Real friends don’t need you
to be someone else,” she said softly. “Just be yourself.” Vera nodded, her throat
still tight, but something inside her chest felt lighter. (85 词)
第 4 页 共 8 页
The next morning, Becky recommended a film, but Vera didn’t nod. She hesitated,
her stomach tightening. The old Vera would have nodded along without a second thought.
But this time, she took a quiet breath. “Actually, I didn’t like that film,” she
said. Becky looked up, surprised. A brief silence fell between them. Vera’s heart
pounded, but she didn’t look away. Then Becky shrugged, “Well, everyone got their
own taste,”she said, her voice softer than before. They exchanged a glance, then
a real smile. Vera learned that true friendship means being yourself, not pleasing
others.(85 词)
Version 2 坚持自我（默默离开）
Hearing Vera’s cries, Mom came to the door, worried. She sat beside her and gently
held her hand. Vera told her everything—the drawing, the hurtful words, years of
trying to fit in. Her voice broke , each word heavier than the last. Mom listened
quietly, her hand never leaving Vera’s. When Vera finished, Mom pulled her close,
“You don’t have to earn friendship, honey. The right people will accept you for
who you are.” Vera stared at the ceiling, feeling a small weight lift. Maybe it
was time to stop pretending—being herself was enough.(85 词)
The next morning, Becky recommended a film, but Vera didn’t nod. She felt the old
habit pulling her to nod along, but something inside her had changed overnight. She
took a slow breath. “I see it differently,” she said quietly. Becky’s eyes widened,
confused. But Vera said nothing. She just walked away, her heart pounding, never
looking back. A strange feeling rose in her chest—not emptiness, but lightness.
For the first time in years, she felt truly free. She’d rather be alone than stuck
in a friendship built on lies. Being herself required no one’s permission.(85 词)
【写作思路】
第 1段续写： 从“Hearing Vera’s cries, Mom came to the door, worried.”开始，需衔
接前文 Vera 因听到 Becky 的坏话而伤心跑回家、失声痛哭、自我怀疑的状态。描写母亲出
现并给予安慰的过程，体现 Vera 从委屈、自我否定到被理解、决心改变的心态转变。可包
括：
动作描写：母亲轻轻坐到床边、抚摸头发、擦眼泪、握住 Vera 的手、拥抱等；
语言描写：母亲温柔询问“怎么了”，倾听后给出理性建议（如“真正的朋友喜欢真实的
你，不需要讨好”“你不必努力换取友谊，对的人会接纳真实的你”）；
内心反应：Vera 从哽咽倾诉到感到被接纳，内心从沉重变得轻松，下定决心不再伪装；
第 5 页 共 8 页
情节推进：以 Vera 点头、擦干眼泪、内心坚定或安然入睡收尾，自然衔接第二段。
第 2段续写： 依据“The next morning, Becky recommended a film, but Vera didn’t nod.”，
需描写 Vera 面对 Becky主动推荐电影时，第一次没有附和而是勇敢表达真实想法的过程。
可包括：
内心挣扎：旧习惯想点头，但内心提醒自己改变；
行动与语言：深吸一口气，平静地说出真实感受（如“我不太喜欢那部电影”或“我有不
同看法”）；
Becky的反应：短暂惊讶后，可能表示理解、坦诚自己也觉得电影不好，或者困惑但 Vera
选择不解释；
结果与感悟：两人相视而笑（友好结局）或 Vera 默默离开（坚持自我结局），Vera 领悟到
真诚比讨好更能赢得友谊，或明白做自己即使不被喜欢也足够。
核心内涵： 围绕“自我接纳、真诚交友、家庭支持”展开。通过母亲的倾听与引导，Vera 获
得改变的勇气；通过第一次“不点头”并收获积极回应或坚定离开，她明白了真正的友谊不需
要伪装，做自己才能吸引对的人。故事诠释了“勇气不是不害怕，而是害怕时依然选择做真
实的自己”的成长价值。
（一）评分原则
评分时，从内容（主题、情节） 和方法（语言表达） 两个维度综合衡量，为作文准确
定档。
1. 内容维度（核心评估方向）：从“主题”和“情节”考量，聚焦“自我接纳”与“真诚交友”
的核心内涵。
（1）主题
是否精准契合原文“Vera 从讨好型社交受挫到勇敢做真实自己”的核心，是否围绕“自
我反思、母亲引导、勇敢表达、友谊重建或放手”展开，有无主题偏离或淡化的情况。需体
现：
“我”从“刻意讨好”到“决心改变”的行为转变；
从“害怕被讨厌”到“接纳自我”的心理成长；
最终升华为“真诚比讨好更有力量”“被讨厌的勇气”或“家庭是成长的港湾”等。
（2）情节
从“完整性、合理性、衔接性”三个维度细化评估：
完整性： 故事结构需完整，涵盖以下关键部分：
第一段： 母亲出现→倾听与安慰→给予理性引导→Vera 的心理转变→决心改变/安然入
睡；
第二段（友好结局）： Becky推荐电影→Vera 内心挣扎→勇敢表达真实想法→Becky
理解/坦诚→相视而笑→感悟成长；
第 6 页 共 8 页
第二段（坚持自我结局）： Becky推荐电影→Vera内心挣扎→平静表达不同看法→Becky
困惑→Vera 默默离开→感悟自我接纳。
合理性： 情节发展需符合生活逻辑与情感规律：
母亲安慰的方式应自然（温柔询问、倾听、拥抱、简短有力的话语）；
Vera 的心理转变应有铺垫（从伤心倾诉到被理解后的释然）；
Becky的反应应合理（从惊讶到理解，或困惑但不纠缠）；
若学生因细节描写差异（如母亲具体话语不同、Vera 的表达方式不同）但整体逻辑自
洽，也属合理情节。
衔接性： 需紧密衔接前文与段首句：
第一段需衔接前文“Vera 伤心跑回家、失声痛哭、自我怀疑”，自然引出母亲出现、
安慰、Vera 重获勇气；
第二段需衔接第一段“Vera 决心改变”，顺畅展开第二天与 Becky的互动及结果。
（3）关于主题偏离的处理
若主题严重偏离“自我接纳、真诚交友”的核心（如 Vera 继续讨好 Becky、母亲批评
Vera、Vera 放弃交友），根据语言表达能力评分，建议最高不超过 14分；主题部分偏离
（如仅描写母亲安慰，未体现 Vera 的心理转变或第二天行动），视程度扣 2-3分。
（4）关于情节完整性、合理性、衔接性问题的处理
① 完整性问题的处理： 若仅续写一段（如只完成第一段），最高不超过 10分；若两段均
完成续写，但遗漏部分关键情节（如未体现 Vera 的成长感悟或 Becky的回应），根据完成
质量扣 2-3分。
② 合理性问题的处理： 因误解前文导致情节逻辑矛盾（如母亲突然批评 Vera、Becky无故
道歉），建议最高不超过 15分；细节合理性瑕疵（如心理转变过于突兀），酌情扣 1-2分；
允许合理范围内的开放性（如母亲的具体话语、Vera 表达真实想法的方式）。
③ 衔接性问题的处理： 如果没有在第一段续写中体现母亲对 Vera 的安慰和 Vera 的心理转
变，酌情扣 2-3分；如果没有在第二段续写中体现 Vera“不点头”的行动及相应的结果或感
悟，酌情扣 1-2分。
（二）评分档次及要求
1. 本题总分为 25分，按 5个档次给分。
2. 评分时，先根据所续写短文的内容和语言初步确定其所属档次，然后以该档次的要
求来衡量、确定或调整档次，最后给分。
3. 评分时，应主要从以下方面考虑：
（1）与所给短文及段落开头语的衔接程度；
（2）应用语法结构和词汇的丰富性和准确性；
（3）上下文的连贯性。
4. 如书写较差以致影响交际，可将分数降低一个档次，以引导学生养成良好的书写习
惯。
5. 判断作品不合格（15分以下）需谨慎，勿视范文为唯一标准，避免出现误判。
第 7 页 共 8 页
再次说明：阅卷过程中，老师们需注意情节展开方式的多样性，若学生能够自圆其说且
合乎情理，在保证主题未偏离的情况，均可以算作合理的情节展开方式。不应把学生所写
的情节与本评分指引中的情节进行机械对应。在本次考试的评分中，内容（主题、情节）
可作为主要的衡量维度；若学生能够流畅传达意义，则不应因为学生在语言上存在些许错
误或表达不够精准、丰富而刻意降低评分档次。
档次 描述
· 与所给短文融洽度高，与所提供段落开头语衔接合理；
· 内容丰富；
第五档 (21-25
· 所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义
分)
表达；
· 有效地使用了语句间的连接成分，使所续写短文结构紧凑。
· 与所给短文融洽度较高，与所提供段落开头语衔接较为合理；
· 内容比较丰富；
第四档 (16-20
· 所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义
分)
表达；
· 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。
· 与所给短文关系较为密切，与所提供段落开头语有一定程度的衔接；
· 写出了若干有关内容；
第三档 (11-15
· 应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义
分)
的表达；
· 使用了简单的语句间的连接成分，使全文内容连贯。
· 与所给短文有一定的关系，与所提供段落开头语有一定程度的衔接；
· 写出了一些有关内容；
第二档
· 语法结构单调、词汇项目有限，有些语法结构和词汇方面的错误，影响了
(5-10 分)
意义的表达；
· 较少使用语句间的连接成分，全文内容缺少连贯性。
· 与所提供短文和开头语的衔接较差；
· 产出内容太少；
第一档
· 语法结构单调、词汇项目很有限，有较多语法结构和词汇方面的错误，严
(1-5 分)
重影响了意义的表达；
· 缺乏语句间的连接成分，全文内容不连贯。
0 分 · 白卷、内容太少无法判断或所写内容与所提供内容无关。
第 8 页 共 8 页2025-2026 学年第二学期高二阶段性教学质量检测
英语 参考答案
【阅读】
A篇
【育人价值】 引导学生关注英国丰富的艺术遗产，激发对艺术欣赏与参与的兴趣，培养跨
文化审美意识与公共文化空间的参与意识。
【语篇类型】 应用文 —— 景点推荐类
【语篇结构】 总起（英国艺术画廊的世界级地位）→ 分述（四家画廊的特色与亮点）→ 总
结（推荐游览）
【语篇内容】 本文介绍了英国四家世界级的艺术画廊，分别突出其互动体验、藏品丰富、
户外展览、现代改造等特色，旨在为读者提供旅行参考。
1. B 细节理解题。设题点对应皇家艺术学院部分，聚焦其独特之处。 原文依据：“what sets
the RA apart is its focus with public participation, allowing visitors to not only view art but
become part of it in innovative ways。”(它以举办一些让每个人都在谈论的展览而闻名于世。
此外，RA的独特之处在于它通过参与式体验与公众互动，让参观者不仅可以观看艺术，还
可以以创新的方式成为艺术的一部分)”可知，皇家艺术学院的特别之处在于它提供的是一种
互动体验。 B选项“Offering interactive experiences”与此描述一致，故 B选项正确。
2. C 细节理解题。设题点对应约克郡雕塑公园与惠特沃斯画廊，考查两者的共同特点。 原
文依据：约克郡雕塑公园“showing works from British and international artists in the open air”，
惠特沃斯画廊“has a beautiful art garden and a sculpture terrace”。可知，约克郡雕塑公园和
惠特沃斯画廊的共同之处在于它们都提供户外环境。C选项“They provide outdoor spaces”
准确概括了两者的共同点，故 C选项正确。
3. D 推理判断题。设题点对应全文结构与语言风格，判断文本来源。原文依据：首段“These
are the galleries you need to add to your must-visit list”及全文对四家画廊的介绍，语言具有推
荐性与实用性，符合旅行指南的特点。D选项“A travel guidebook”正确。
B篇
【育人价值】 引导读者思考经典文学的持久价值，倡导在人生不同阶段重读经典，培养深
度阅读与人文反思的能力。
【语篇类型】 夹叙夹议文 —— 个人阅读经历与感悟
【语篇结构】 引出问题（大学时未能深入理解经典）→ 重读动机（好奇经典是否仍具价值）
→ 重读体验（以《米德尔马契》为例）→ 升华主题（经典之所以为经典，源于对人性的深
刻洞察）
【语篇内容】 本文通过作者从大学时期肤浅阅读经典，到四十多年后重读并获得深刻理解
与享受的经历，论证了经典作品跨越时间的价值与重读的必要性。
4. A 推理判断题。设题点对应第一段作者大学时期阅读经典的体验。 原文依据：“due to a
lack of real life experience, endless exams, tight deadlines and a desire for good grades, I never
had the chance to engage with those works deeply”(但由于缺乏生活经验，加上考试、截止日
期和渴望好成绩，我没有机会坐下来细细品味它们，剖析它们，看看它们到底是如何运作的)
。A选项“Shallow”准确概括了当时阅读的浅层状态，故 A选项正确。
第 1 页 共 11 页
5. C 细节理解题。设题点对应第二段作者重读经典的动机。 原文依据：“I was curious to
see how they would land decades later. Would they still matter ”(我很好奇几十年后再读它们会
是什么感受。它们还会重要吗？)，可知作者重读经典是为了探究它们在几十年后的吸引力
是否依然存在， C选项“To explore their appeal across decades”。与此一致，故 C选项正确。
6. C 推理判断题。设题点对应第三段作者对《米德尔马契》的评价。 原文依据：“And how
incredibly relevant, even though it was published in 1871. Maybe life has changed since then, but
human nature hasn't.”可推断，尽管《米德尔马契》年代久远，但其中探讨的内容至今仍能
引发共鸣，影响着今天的生活。 C选项“It continues to affect life today”符合文意，故 C选
项正确。
7. B 推理判断题。设题点对应全文主旨，考查作者经历所揭示的道理。 原文依据：作者通
过对比年轻时与年长后阅读同一部经典的不同体验，说明经典作品随人生阅历增长而愈显深
刻。B选项“Good books age like fine wine”(如同美酒，书籍也随着岁月而醇厚)，准确概括
了这一启示，故 B选项正确。
C篇
【育人价值】 引导学生正确理解融雪盐的作用机制与环境影响，培养科学思维与生态意识，
关注人类活动与自然环境的平衡。
【语篇类型】 说明文 —— 科学解释类
【语篇结构】 提出问题（盐如何融雪？用量多大？）→ 原理解释（冰点降低）→ 机制补
充（车辆摩擦辅助）→ 负面影响（生态破坏）→ 替代方案探索
【语篇内容】 本文解释了岩盐通过降低水的冰点来防止结冰的原理，指出了其对车辆和生
态环境的负面影响，并介绍了各地正在探索的替代方案。
8. D 推理判断题。设题点对应第二段首句，考查其在文中的作用。 原文依据：“Salt doesn't
directly melt ice, nor does it make snow disappear。”该句否定了常见误解，随后用“Instead”
引出正确解释。D选项“To correct the misunderstanding”正确。
9. D 细节理解题。设题点对应盐如何干扰结冰过程。 原文依据：“water molecules arrange
themselves into a stable, orderly structure as they freeze. However, salt interrupts the process”。D
选项“By stopping the formation of the structure”准确描述了这一机制，故 D选项正确。
10. A 词义猜测题。设题点对应第四段中“densities”一词的含义。 原文语境为“increasing
chloride densities in North American lakes threaten local ecosystems”，结合上下文，指的是氯
离子浓度或含量的增加。A选项“Amounts”最符合语义，故 A选项正确。
11. B 主旨大意题。设题点对应最后一段的主要内容。 原文依据：段落介绍了各地政府正
在探索岩盐替代品、进行实验、使用沙子等方式，最终目标是“ensure safe travel in all weather
conditions”。B选项“Efforts are being made to guarantee safe travels”概括准确，故 B选项
正确。
【七选五】
【育人价值】通过聚焦“脑雾”这一常见的认知疲劳现象，引导学生正视大脑的负荷与恢
复需求，培养主动管理自身精神状态的责任感，学会通过具体的行为策略（如减压、专
注、休息、深度思考）提升思维清晰度与学习效率。
【语篇类型】说明文——脑雾现象及应对策略
【语篇结构】现象引入→成因与疑问→提出核心观点（主动干预）→分项策略（控制压
力、检查大脑、停止多任务、深度思考）→行动呼吁，形成“问题—澄清—方法—行动”
第 2 页 共 11 页
的逻辑结构。
【语篇内容】本文先定义“脑雾”现象，指出大脑虽有自我恢复能力，但能否恢复到原有
水平取决于主动干预。随后提出四个具体策略：控制压力反应、定时检查大脑活动、停
止多任务处理、每天深度思考一件事。最后用“擦拭雾窗”的比喻鼓励读者从小行动开始，
逐步恢复思维清晰度。
12. E考查逻辑衔接与承上启下
空前提出“大脑会恢复，但能否回到之前水平”的疑问，空后开始给出具体应对方法。E
选项“It may, but only if you do something actively to help”（有可能，但只有当你主动采取
措施帮助它时才会）既回应了前面的疑问，又引出了“主动行动”这一核心主旨，为下文
策略做铺垫，逻辑顺承，故选 E。
13. F考查顺承关系与行动步骤
本段主旨为控制压力反应。空后提到“然后你可能会找到可以放弃的事情或替代策略”，
说明前文应是识别压力源的步骤。F选项“Start by identifying what causes your greatest
anxiety”（从找出导致你最大焦虑的原因开始）精准对应“识别压力源”这一行动起点，与
后文的“找到解决办法”形成自然顺承，符合问题解决逻辑，故选 F。
14. G考查段落总结与核心信息呼应
本段核心是“five by five”练习——每天五次、每次五分钟停止大脑活动。G选项“Just five
minutes without input is the best way to reset your brain”（仅仅五分钟不接收信息是重置大
脑的最佳方式）直接概括了该方法的时间长度（五分钟）和作用（重置大脑），是对整
段内容的高度凝练，作为段落结尾最合适，故选 G。
15. A考查段落主旨概括
空后指出“同时做多件事看似高效，实则会拖累大脑”，强调一次专注一件事的益处。A
选项“Stop multi-tasking”（停止多任务处理）是对后文内容的精准概括，适合作为段落小
标题或主旨句，引出后续解释，故选 A。
16. C考查比喻说明与逻辑关联
本段主旨为“每天深入思考一件事”，空后具体说明深度思考能提升大脑执行网络的连接
速度 30%。空前“This habit directly trains your brain”（这一习惯能直接训练大脑）已点明
深度思考与大脑训练的关系。C选项“It is like push-ups for your body”（这就像是给大脑
做俯卧撑）用身体锻炼比喻大脑训练，形象解释了深度思考的强化作用，与后文“增加连
接速度 30%”形成比喻与事实的呼应，故选 C。
【完形填空】
【育人价值】
文章通过作者从儿子投篮和自身康复经历中领悟到的道理，传递“信念是治愈的关键”这一
积极主题，引导学生理解积极心理暗示与主动行动在克服困难中的重要作用，培养坚韧乐观
的人生态度。
【语篇类型】夹叙夹议文——通过生活事例引出人生感悟
【语篇结构】观点引入（Para 1）：提出核心观点——治愈中最难的部分是“相信”它可能
发生。
事例印证（Para 2-3）：儿子投篮时的“心理想象”技巧，以及作者由此联想到该道理可适
用于愈合。
亲身经历（Para 4）：作者脚踝骨折后，通过坚持物理治疗和积极心理暗示，最终康复。
第 3 页 共 11 页
主题升华（Para 5）：信念在希望渺茫时照亮前路，强调“相信治愈”的力量。
【语篇内容】文章先提出“相信治愈可能发生”是愈合的关键，接着用儿子投篮前在脑中想
象成功的例子引出“心理想象”可应用于愈合，最后通过作者自身骨折后坚持康复训练并想
象自己恢复如初的经历，印证信念与行动结合的重要性，最终升华主题。
17. C考查形容词辨析与语境对比
句意：对某些人来说，治愈中最困难的部分只不过是相信它可能发生。A. physical（身体上
的）填入后逻辑不通——治愈的身体部分不是“仅仅相信”；B. emotional（情感上的）有
一定干扰，但后文“nothing more than believing”强调的是“难度”而非“情感”；C. tough
（困难的）与“nothing more than believing”形成强烈对比——看似最难的事其实只是相信，
符合语境；D. reasonable（合理的）语义不符。故选 C。
18. A考查动词辨析与语境搭配
句意：几年前，我站在球场边看儿子练习罚球。A. practice（练习）符合“watching my son
practice free throws”的常见搭配；B. display（展示）不符合观看练习的语境；C. hold（举办）
对象通常是活动或比赛；D. score（得分）强调结果而非过程。故选 A。
19. B考查名词辨析与篮球术语
句意：他连续投进了十几个球，一个都没丢。A. attempts（尝试）不如 shots具体；B. shots
（投篮）是篮球运动中的标准术语，指投篮动作；C. choices（选择）；D. adjustments（调
整）。故选 B。
20. D考查动词辨析与动作逻辑
句意：“就在我释放球之前，”他回答，“我在脑海中想象它投进。”A. spot（发现）；B.
beat（打败）；C. catch（接住）；D. release（释放）指球离手的瞬间，是投篮动作的关键节
点，与“visualize it in my mind”形成先后逻辑——先想象，再释放。故选 D。
21. B考查动词短语辨析与逻辑延伸
句意：我突然意识到这个想法或许也适用于愈合。A. rely on（依赖）；B. apply to（应用于）
符合“将投篮的想象技巧迁移到愈合中”的逻辑；C. arise from（由…引起）；D. respond to
（回应）。故选 B。
22. A考查动词辨析与上下文呼应
句意：我们需要相信愈合是可能的，并在脑海中描绘它，才能在现实中看到它。A. picture
（想象、描绘）与上文儿子说的“visualize it in my mind”直接呼应；B. remember（记住）；
C. wake（醒来）；D. operate（操作）。故选 A。
23. C考查名词辨析与主题词识别
句意：仅凭信念，无论多么强烈，并不能保证我们渴望的结果；但它能推动我们行动。A.
Confidence（信心）偏重自信，与全文核心词“believing”不完全一致；B. Desire（渴望）
强调愿望；C. Belief（信念）与第一段“believing”、后文“faith”同义，是文章主题词；
D. Hope（希望）虽与最后一段“hope grows faint”呼应，但此处讨论的是“信念”的作用。
故选 C。
24. A考查名词辨析与前文呼应
句意：……但它推动我们朝着想要的结果前进。A. result（结果）与前文“outcome”同义，
形成呼应；B. goa（l 目标），但“desired goal”不如“desired result”直接对应前文的“outcome”；
C. dream（梦想）；D. option（选择）。故选 A。
25. B考查名词辨析与生活常识
第 4 页 共 11 页
句意：去年我因脚踝骨折做了手术，坐了八周轮椅。A. hand（手）不会导致坐轮椅；B. ankle
（脚踝）骨折后无法行走，需要坐轮椅；C. wrist（手腕）；D. arm（手臂）。根据“stuck
in a wheelchair”可知是下肢问题，故选 B。
26. D考查动词辨析与转折逻辑
句意：我曾期望在那些艰难的日子之后很快就能再次走路，但不幸的是，那并没有发生。
A. doubted（怀疑）与后文“didn’t happen”构不成转折；B. required（要求）；C. refused（拒
绝）；D. expected（期望）符合“原本期望却落空”的转折逻辑。故选 D。
27. D考查形容词辨析与语境匹配
句意：在那些艰难的日子之后。A. exciting（兴奋的）与手术后坐轮椅的困境矛盾；B. confusing
（困惑的）；C. appealing（有吸引力的）；D. struggling（艰难的）符合“stuck in a wheelchair”
的处境。故选 D。
28. C考查动词短语辨析与时间状语呼应
句意：我每天都坚持这样做。A. turned to（求助于）；B. took in（吸收）；C. kept at（坚持
做）与“every single day”形成完美呼应，强调持续努力；D. commented on（评论）。故选
C。
29. A考查副词辨析与语义精确度
句意：而这正是我现在能做到的。A. exactly（恰恰、正是）强调想象的情景与现实完全一
致；B. absolutely（绝对地）通常修饰形容词或动词，不能说“absolutely what I do”；C. generally
（通常）；D. simply（仅仅），但不如 exactly准确。故选 A。
30. B考查动词辨析与固定比喻
句意：当希望变得黯淡时，信念照亮前路。A. cleans（清理）与“the way”搭配不常见；B.
lights（照亮）是固定比喻“light the way”，符合“希望黯淡→信念指引方向”的语境；C.
forces（强行开路）虽可通但不如 lights自然；D. finds（找到）语法正确但不如 lights常见。
四个选项均为积极/中性，lights是最佳答案。故选 B。
31. C考查名词辨析与首尾呼应
句意：我们必须相信治愈总是触手可及的。A. recovery（康复）与 healing近义，但本文首
段主题词是“healing”，且最后一段与开头呼应；B. fortune（运气）；C. healing（治愈）
与第一段“part of healing”直接呼应，是全文核心词；D. shooting（投篮）无关。故选 C。
【语法填空】
【育人价值】以 2026年春晚创意节目《贺花神》为载体，展现传统文化与现代科技的融合，
引导学生理解中华优秀传统文化的创新表达，增强文化自信与民族认同感。
【语篇类型】说明文——文化节目介绍
【语篇结构】首段总起，介绍节目走红及其灵感来源；第二段讲述节目将花卉与历史人物配
对的艺术构思；第三段说明 AI技术带来的视觉突破；第四段总结节目细节设计及对年轻人
的文化影响。
【语篇内容】聚焦 2026年春晚创意节目《贺花神》，从创作灵感（故宫文物）、艺术构思
（花卉与历史人物配对）、技术创新（AI突破舞台限制）、表演形式（纯肢体语言）等方
面展开，强调该节目在融合传统与现代、传承中华文化方面的重要作用。
32. Inspired考查非谓语动词——过去分词作状语
句意：受故宫一件古老文物的启发，该节目以一种全新的方式呈现了十二花神的传统文化。
句子主语“the show”与“inspire”之间为被动关系（节目被启发），需用过去分词作状语，
第 5 页 共 11 页
表示原因或伴随状态。故填 Inspired（注意首字母大写，因位于句首）。
pletely考查词性转换——形容词变副词
句意：……以一种全新的方式。修饰形容词“new”需用副词形式，“complete”的副词为
“completely”，表示“完全地”。故填 completely。
34. that/who考查定语从句——关系代词
句意：……每位花神都与一个代表相似精神的历史人物配对。先行词“a historic figure”指
人，从句“stands for a similar spirit”缺主语，需用关系代词“that”或“who”引导定语从
句。故填 that或 who。
35. to confirm考查非谓语动词——不定式作目的状语
句意：创作团队努力确认花卉与人物形象之间的联系。“worked hard”后接不定式表示目的，
“to confirm”意为“为了确认”。故填 to confirm。
36. from考查介词——固定搭配
句意:例如，张骞被称为石榴花神，因为古书记载他从西域带回了石榴种子。设空处位于
“brought the seeds back 36 the Western regions”，表示“从......地带回”，需用介词
from引出地点来源。固定搭配“bring back from”意为“从......带回”，符合语境。故填 from。
37. impressive考查词性转换——动词变形容词
句意：新技术让节目更加令人印象深刻。“make sth. + 形容词”结构，需用“impress”的
形容词形式“impressive”作宾语补足语。故填 impressive。
38. falling考查非谓语动词——现在分词作定语
句意：从空中飘落的花朵到栩栩如生的动物……“flowers”与“fall”之间为主动关系（花
自己飘落），需用现在分词“falling”作定语，表示“正在飘落的花朵”。故填 falling。
39. a考查冠词——不定冠词表泛指
句意：……创造了一个充满诗意美的场景。“scene”为可数名词单数，此处表泛指“一个
场景”，且“scene”以辅音音素开头，故填不定冠词 a。
40. is designed考查谓语动词——时态、语态与主谓一致
句意：每一个细节，包括服装和妆容，都是基于历史设计的。主语“Every detail”与“design”
之间为被动关系（细节被设计），且描述客观事实，用一般现在时；主语为单数，谓语用第
三人称单数。故填 is designed。
41. wisdom考查词性转换——形容词变名词
句意：通过这个节目，人们尤其是年轻人，学会了欣赏中国传统文化和来自古代中国的智慧。
“and”连接并列成分“traditional Chinese culture”与“______ from ancient China”，需用“wise”
的名词形式“wisdom”，表示“智慧”。故填 wisdom。
【基础题】
第三节
42. literally。句意：穿越广阔的土地旅行确实开阔了我们的眼界，让我们看到一个充满多元
文化和壮丽景观的世界。空白处修饰动词短语“opens up”，需用副词形式。literal的副词为
literally，意为“确实地，真正地”，用于强调。因此答案为：literally。
43. influential。句意：他的绘画帮助他赢得了作为他那一代最有影响力的画家之一的声誉。
空白处位于“most”之后、名词“painters”之前，需用形容词形式。influence的形容词为 influential
（有影响力的），“one of the most + 形容词复数名词”表示“最……之一”。因此答案为：
influential。
第 6 页 共 11 页
44. operation。句意：多亏了技术精湛的外科医生，这台复杂的手术成功了，病人正在顺利
康复。空白处前的“complicated”为形容词，后的“was”为谓语动词，中间需填名词作主语。
operate的名词为 operation（手术），此处特指本次手术，为可数名词单数。因此答案为：
operation。
45. absorbed。句意：他如此沉浸于自己正在写的故事情节中，以至于在回家的路上不小心
撞到了一个路人。空白处位于“was so”之后，与“in”构成固定搭配。“be absorbed in”意为“全
神贯注于”，表示状态。因此答案为：absorbed。
46. specialist。句意：经历了几个月的疲劳、体重增加和上课注意力不集中后，这名青少年
决定咨询健康专家，帮助他戒掉坏习惯。空白处前的“a health”表示需要一名职业人员，名词
“specialist”意为“专家”。special作名词时指“专长/特价”，作形容词指“特别的”；表“专家”应
使用 specialist。因此答案为：specialist。
第四节
47. took our breath away。句意：当我们攀爬时，冰川山峰从雾中显现——这景象完全让我们
惊叹不已。根据句意“让人惊叹”，对应短语 take one‘s breath away。主语“the sight”为单数，
描述过去发生的动作，用一般过去时；“our”呼应前文“us/we”。故填：took our breath away。
48. catching sight of。句意：虽然我们的手指冻僵了，但看到金色的森林和迷人的湖泊，我
们觉得每一步都值得。根据句意“看到”，对应短语 catch sight of。主句已有谓语“felt”，此处
需用非谓语动词作状语；主语“we”与“catch”为主动关系，用现在分词。故填：catching sight
of。
49. Relying on。句意：依靠团队合作和决心，他们不仅克服了无数困难，而且变得更加强大。
根据句意“依靠”，对应短语 rely on。主句已有谓语“overcame...grew”，此处需用非谓语动词
作状语；主语“they”与“rely on”为主动关系，用现在分词。位于句首首字母大写。故填：Relying
on。
50. in response to。句意：越来越多的青少年正在放弃含糖饮料，以响应学校新的健康生活方
式运动。根据句意“响应”，对应短语 in response to。该短语为介词短语，在句中作状语，表
示因果关系或动机。故填：in response to。
51. A variety of。句意：学校组织的各种有意义的活动不仅丰富了我们的校园生活，还帮助
我们培养了多样的技能。根据句意“丰富多彩的/多种多样的”，对应短语 a variety of。该短语
修饰复数名词“activities”，位于句首首字母大写。故填：A variety of。
52. was composed of。句意：医疗救援队由三名经验丰富的医生和两名技术娴熟的护士组成，
他们在十分钟内就赶到了。根据句意“由……组成”，对应短语 be composed of。主语“team”
为单数，描述过去事实用一般过去时；which引导的定语从句不影响主句谓语。故填：was
composed of。
53. without delay。句意：接到紧急呼叫后，已经待命数小时的消防员立即冲到了现场。根据
句意“立即、毫不拖延”，对应短语without delay。该短语为介词短语，在句中修饰动作“rushed”，
表示时间上的紧迫性。故填：without delay。
【写作第一节应用文】
【育人价值】本题以“参观中国水墨画展并向外国好友分享”为真实交际情境，引导学生用英
语传播中华传统艺术，增强文化自信与跨文化交际意识。主要体现在：
1.弘扬中华优秀传统文化：通过介绍水墨画这一独特艺术形式，帮助学生理解和传承中华美
学精神，培养民族自豪感。
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2.提升跨文化沟通能力：以外国好友为对象，要求学生用简洁、易懂的英语解释中国传统艺
术，锻炼跨文化表达与传播能力。
3.培养真实情感表达：通过分享个人观展感受，引导学生真诚表达对艺术的理解与热爱，避
免空泛套话。
4.落实核心素养综合培养：任务融合语言能力（介绍+感受）、文化意识（传统艺术）、思
维品质（审美体验）和学习能力（信息整合），实现“以写促学、以文化人”。
【写作导语】
在中华优秀传统文化日益走向世界的背景下，本题创设“参观水墨画展后向外国好友分
享”的交际任务，要求学生以电子邮件形式，向英国好友 Peter介绍画展主要内容并表达个人
感受。写作既关注画展信息的清晰呈现，又强调个人体验的真实表达，引导学生在跨文化交
际中使用英语，传播中华艺术之美，具有较强的现实意义和育人价值。
【写作思路】
1. 首段：写信背景＋写信目的
题目已给出开头“Dear Peter,”，学生需自行写出写信背景。应说明：因 Peter无法参加画
展，自己参观后写信分享。可表达对 Peter遗憾的理解，或直接说明分享意图。
注意：
语气亲切自然，符合好友身份；
不必重复题干信息，但要点明“画展”和“分享”。
2. 中段：画展主要内容
本部分对应题目要求中的(1)画展主要内容（主题、作品等），是信息呈现核心。写作
时可按以下逻辑展开：
先说明画展主题（如“Charm of Ink and Wash”）；再介绍展出的作品类型（山水、花鸟
等）、画家（知名画家）及艺术特点（水墨韵味、简洁传神等）；可适当提及 1-2个具体作
品或细节，增强真实感。
注意事项：
用简单英语描述，避免过多专业术语（如“皴擦点染”等）；
不要写成“艺术论文”，重在“清楚、完整”；
3. 尾段：你的感受
本部分对应题目要求中的(2)你的感受，是育人价值的集中体现点。建议采用“具体感受
+ 文化理解”的表达方式：
先写观展后的直观感受（如震撼、感动、沉浸等）；
再升华到对传统艺术的理解（如体会水墨画的美学、增强文化自豪感等）；
可自然引出“希望 Peter有机会亲自参观”等，增强情感连接。
注意：
避免空泛的“很美”“很喜欢”；
结合具体作品或细节表达真实体验。
4. 格式与语气
以“Dear Peter,”开头，以“Yours, Li Hua”结尾；
语气亲切但不随意，体现对好友的真诚分享；
全文以一般现在时和一般过去时为主。
Version 1（91词）
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Dear Peter,
I’m writing to share with you something about the Chinese ink painting exhibition held in our
city this weekend, since since you couldn’t make it.
The exhibition, themed “Charm of Ink and Wash”, features over 50 works by famous Chinese
painters. The works include landscapes, flowers and birds, all painted with simple ink and water,
but they are full of artistic charm.
I was deeply impressed by the beauty of Chinese ink painting. It made me proud of Chinese
traditional culture and I gained a better understanding of our traditional art.
Yours,
Li Hua
Version 2（96词）
Dear Peter,
I know you felt regretful for missing the Chinese ink painting exhibition this weekend, so I’d
like to share my experience.
The exhibition, themed “Charm of Ink and Wash”, displayed excellent works, from beautiful
landscapes to lively flowers and birds. Each piece, painted with ink and water, showed the unique
beauty of traditional Chinese art.
I was deeply attracted by the elegance of ink painting—especially a piece called Misty River,
which seemed to bring the mountains to life. It not only enriched my knowledge of traditional art
but also filled me with pride for our culture.
Yours,
Li Hua
【读后续写】
【育人价值】通过续写 Vera从“讨好型社交”受挫到勇敢做真实自己的成长故事，引导学生
反思人际交往中的自我价值，学会在友谊中保持真诚与边界。故事展现了“被讨厌的勇气”
对于青少年心理健康的重要性，鼓励学生在面对社交挫折时，不放弃自我、不讨好他人，而
是通过自我接纳与诚实表达，建立健康平等的人际关系。同时，故事也体现了母亲温暖倾听
与理性引导的家庭教育智慧，传递了“家是安全港湾”的价值理念。
【语篇解读】本文是一篇叙事性记叙文，属于“人与自我”主题语境下的自我认知与人际交往
范畴。故事以“高一新生 Vera试图用讨好方式交朋友”为主线，完整呈现了她从“刻意迎合”
到“被背后议论”，再到“自我怀疑”，最终在母亲引导下决心改变的心理历程。原文通过细腻
的动作描写（如“drawing slipped from her hand”）、心理独白（“Was this really what friendship
meant ”）以及对比手法（Vera的付出 vs Becky的冷漠），层层递进地揭示了“讨好换不来
真友谊”的核心主题。续写部分需紧扣两个首句，在有限篇幅内完成从“情绪崩溃”到“接受建
议”，再到“尝试做真实自己”的关键转变，最终传达“真诚比讨好更重要”的成长启示。
【写作思路】
续写为两段，分别以“Hearing Vera’s cries, Mom came to the door, worried.”和“The next
morning, Becky recommended a film, but Vera didn’t nod.”为起点，在 80词左右篇幅内紧凑、
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完整地完成情节推进与情感升华。具体构思如下：
Version 1（友好结局——冰释前嫌）
1. 情节层次：
第一段：母亲发现 Vera失声痛哭 → 母亲温柔询问并安抚 → Vera倾诉委屈（讨好行为、
被 Becky伤害） → 母亲理性引导（“真正的朋友不需要你成为别人”） → Vera释然并决心
改变。
第二段：Becky推荐电影 → Vera内心挣扎（旧习惯 vs新决定） → Vera鼓起勇气说出真实
想法（“我不喜欢那部电影”） → Becky惊讶后表示认同（“结局确实很弱”） → 两人相视
而笑，关系破冰。
2. 情感脉络：
第一段：委屈崩溃 → 被倾听后的释放 → 获得安慰后的温暖 → 下定决心的坚定。
第二段：紧张犹豫 → 鼓起勇气的忐忑 → 被接纳后的惊喜 → 轻松愉悦的释然。
3. 主题聚焦：
真诚表达自我不会失去朋友，反而可能赢得真正的理解与尊重。友谊建立在真实的相互接纳
之上，而非一味讨好。Vera通过勇敢说出真实想法，意外收获了 Becky的共鸣，两人关系
从虚假的“讨好—冷漠”转变为平等的“坦诚—理解”，印证了“做自己”是建立健康友谊的最佳
途径。
Version 2（坚持自我——默默离开）
1. 情节层次：
第一段：母亲发现 Vera失声痛哭 → 母亲握住她的手，倾听倾诉 → Vera讲述讨好经历与
受伤感受 → 母亲安慰（“对的人会接受真实的你”） → Vera感到内心负担减轻，决心不再
假装。
第二段：Becky推荐电影 → Vera内心挣扎（旧习惯 vs新决定） → Vera平静说出不同看法
（“我有不同看法”） → Becky困惑不解 → Vera没有解释，转身离开，不再回头 → 内心
感到前所未有的轻松与自由。
2. 情感脉络：
第一段：委屈压抑 → 倾诉后的释放 → 被安慰后的温暖 → 释然并坚定。
第二段：紧张犹豫 → 平静表达后的坚定 → 离开时的释然 → 自由与成长的喜悦。
3. 主题聚焦：
真正的自尊在于宁缺毋滥，宁可独自一人，也不维持虚假的友谊。Vera选择默默离开，拒
绝继续讨好，标志着她从“向外寻求认可”转向“向内建立自我价值”。即使可能被讨厌，她也
愿意承受孤独，因为“做自己”比任何虚假的关系都更重要。这一结局传递了“自我接纳高于
他人评价”的成长价值观。
Version1友好结局（冰释前嫌）
Hearing Vera’s cries, Mom came to the door, worried. She sat beside Vera and gently
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wiped her tears. Vera let it all out—the drawing, the hurtful words, the years of pretending. Her
voice cracked as she spoke, each word heavier than the last. Mom listened quietly, her hand
resting on Vera’s back. When Vera finally fell silent, Mom wrapped her arms around her, holding
her tight. “Real friends don’t need you to be someone else,” she said softly. “Just be yourself.”
Vera nodded, her throat still tight, but something inside her chest felt lighter. (85词)
The next morning, Becky recommended a film, but Vera didn’t nod. She hesitated,
her stomach tightening. The old Vera would have nodded along without a second thought. But this
time, she took a quiet breath. “Actually, I didn’t like that film,” she said. Becky looked up,
surprised. A brief silence fell between them. Vera’s heart pounded, but she didn’t look away. Then
Becky shrugged,“Well, everyone got their own taste,”she said, her voice softer than before. They
exchanged a glance, then a real smile. Vera learned that true friendship means being yourself, not
pleasing others.(85词)
Version 2 坚持自我（默默离开）
Hearing Vera’s cries, Mom came to the door, worried. She sat beside Vera and gently held
her hand. Vera told Mom everything—the drawing, the hurtful words, years of trying to fit in. Her
voice broke , each word heavier than the last. Mom listened quietly, her hand never leaving Vera’s.
When Vera finished, Mom pulled her close, “You don’t have to earn friendship, honey. The right
people will accept you for who you are.” Vera stared at the ceiling, feeling a small weight lift.
Maybe it was time to stop pretending—being herself was enough.(85词)
The next morning, Becky recommended a film, but Vera didn’t nod. She felt the
old habit pulling her to nod along, but something inside her had changed overnight. She took a
slow breath. “I see it differently,” she said quietly. Becky’s eyes widened, confused. But Vera said
nothing. She just walked away, her heart pounding, never looking back. A strange feeling rose in
her chest—not emptiness, but lightness. For the first time in years, she felt truly free. She’d rather
be alone than stuck in a friendship built on lies. Being herself required no one’s permission.(85词)
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