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合肥八中 2025-2026 学年第二学期高二年级期中检测
英语试题卷
注意事项：
1.你拿到的试卷满分为 150 分，考试时间为 120 分钟。
2.试卷包括“试题卷”和“答题卷”两部分，请务必在“答题卷”上答题，在“试题卷”上答题无效。
第一部分：听力(共两节，满分 30 分)
第一节 听下面 5 段录音。每段录音后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段录音后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1. What will the man do tomorrow afternoon
A. Review for a math exam. B. Go camping with friends. C. Visit his grandma.
2. What is bothering Dwight
A. Buying a house. B. Fixing his s camera. C. Getting a new job.
3. Where are probably the speakers
A. In a decoration store. B. In an art gallery. C. At a coffee shop.
4. What is the probable relationship between the speakers
A. Librarian and library user. B. Family members. C. Classmates.
5. What are the speakers talking about
A. A movie. B. A play. C. A book.
第二节 听下面 5 段录音。每段录音后有几个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5秒钟;听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。
听第 6 段录音，回答第 6 、7 题。
6. When does the reading discussion usually end
A. At 3:00 pm. B. At 3:30 pm. C. At 4:00 pm.
7. What does the woman need to do
A. Read Marco’s Fourteen. B. Talk about her challenges. C. Finish a book within two weeks.
听第 7 段录音，回答第 8 至 10 题。
8. What is the problem of the room
A. It is a bit small. B. It has a dirty wall. C. It doesn’t have a g good view.
9. Why will the man go to the front desk
A. To make a complaint. B. To get his suitcase. C. To change a room.
10. What does the man ask the woman to do
A. Wait in the room. B. Pack the bags. C. Go with him.
听第 8 段录音，回答第 11 至 14 题。
11. What is the man doing
A. Moving house. B. Asking a favor. C. Getting advice.
12. Why does the man refuse to keep pets in the apartment
A. He is afraid of animals. B. He thinks they are noisy. C. He tends to react to pet hair. 13. What does the man expect his new roommate to be good at
A. Playing the guitar. B. Writing stories. C. Singing songs.
14. How much does the new roommate need to pay for the rent
A. $200. B. $300. C. $600
听第 9 段录音，回答第 15 至 17 题。
15. What do we know about the man’s family
A. They lost a camera. B. They went for a hike. C. They saved a bird.
16. What do kea parrots like doing
A. Stealing things and playing with them.
B. Damaging public property.
C. Attacking passers-by.
17. What is Lisa’s attitude toward the video
A. Surprised. B. Doubtful. C. Interested.
听第 10 段录音，回答第 18 至 20 题。
18. How long will the art exhibition last
A. A week. B. 9 days. C. Half a month.
19. What event will be held on the morning of September 20th
A. The opening ceremony. B. A fun art activity. C. The award presentation.
20. Who is the speaker
A. An organizer. B. A famous artist. C. A parent of a child.
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
Climate change could have large impacts on food production across the world. Rising
temperatures might boost crop production in cold regions but negatively impact production in warmer areas. Wheat and rice — which benefit from more CO2 in the atmosphere — could see growing output, while corn and sorghum (高粱) could see a decline with warmer temperatures.
Farmers can adjust their practices to a warmer climate in four key ways.
●Farmers can change WHAT they plant. This could be an entirely different type of crop: corn instead of wheat, or a different variety of a specific crop.
●Farmers can change HOW crops are managed. Giving crops the right amount of water,
nutrition, and protection from insects and disease can help reduce some impacts of climate change.
●Farmers can change WHERE crops are planted. If temperatures rise, crop planting can shift northwards or southwards for more suitable temperatures.
●Farmers can change WHEN they plant. Farmers can plant earlier or later in the year,
depending on when spring arrives. Adjusting planting dates requires no additional cost or work.
A recent study by experts modeled three adaptation methods — changing WHAT, changing WHEN and changing both of them. The chart below shows their positive impact on the output of corn, rice, sorghum. soybeans (大豆) and wheat.
These three adaptation methods can already go some way towards relieving climate
pressure in some countries. But, of course, we don’t only care about crop production at the global level! If farmers in particular regions — especially those that are most food-insecure — cannot
adapt to climate change, this is still a major problem. So there is more we can do in the future.
1．According to the chart, which crop benefits the least from the method of changing both WHAT and WHEN
A ．Wheat B ．Rice C ．Sorghum D ．Soybean
2 ．Which of the following adaptation methods costs farmers no extra money or work
A ．Changing WHAT they plant. B ．Changing HOW crops are managed.
C ．Changing WHERE crops are planted. D ．Changing WHEN they plant.
3 ．What can be inferred from the last paragraph
A ．The three adaptation methods have solved the problem of climate pressure globally.
B ．Farmers in food-insecure regions have already adapted to climate change well.
C ．More efforts are needed to help at-risk regions deal with climate change.
D ．Global crop production is the only concern in climate change adaptation.
B
A Senior Moment
The quiet surface of Mares Pond is suddenly broken by a cry: “Found something!” A
swimmer dives down and soon reappears, holding a beer can. It is passed to a kayaker, who raises it like a prize before placing it safely in a basket.
On a cloudy summer morning, a team of 15 women, all over the age of 65, search the pond for trash. Working in water up to eight feet deep, they recover a surprising variety of objects,
including wooden planks (木条) and even a mud-covered fishing rod (竿). Their most impressive find is a long piece of metal, which requires several people to lift onto a kayak.
Despite the hard work, the women return to shore laughing and sharing jokes about their
discoveries. They are members of Old Ladies Against Underwater Garbage (OLAUG), a group
founded in 2017 by Susan Baur, a retired psychologist. What began as a small effort has grown
into a regular activity aimed at protecting local ponds. At first, to overcome the fear of dark water and hidden dangers, Baur focused on visible objects underwater. Over time, however, she realized that these “markers” were actually pieces of trash. Determined to make a change, she gathered
friends to help clean them up.
For many members, the activity is not only about environmental protection but also about
rediscovering a sense of purpose. Baur believes that being over 65 can be “an age of gratitude,” when people appreciate both nature and their own abilities more deeply. She also hopes to
challenge the idea that older women are limited by age.
Although some people question the group’s name or suggest including younger members, OLAUG continues to emphasize the strength and value of older women. Through teamwork and determination, they prove that age does not prevent meaningful contribution. Instead, their efforts show that it is never too late to make a difference.
4 ．What is the main purpose of the first paragraph
A ．To explain how the team carefully carries out trash collection
B ．To describe a scene where the team wins a prize
C ．To highlight the excitement of discovering unusual items underwater
D ．To present a typical scene from the group’s cleaning activity
5 ．Why did Susan Baur first use “markers” while swimming
A ．To measure the depth of the pond B ．To locate valuable objects
C ．To reduce her fear of underwater environment D ．To help others find their way
6 ．Which of the following best describes OLAUG
A ．A professional environmental organization
B ．A group combining environmental action with social meaning
C ．A business aiming to make profit from recycling
D ．A sports club for elderly swimmers
7 ．What message does the passage mainly convey
A ．Environmental protection depends on individual efforts and awareness
B ．The elderly can still play an active and meaningful role in society
C ．People can use their professional skills to contribute to the nature
D ．Taking part in outdoor activities improves physical and mental health
C
Living at high altitudes has long been associated with a lower risk of diabetes (糖尿病), but the reason behind this connection has remained unclear. A new study led by researchers in the US may have found the answer. Their findings suggest that under conditions of chronic low oxygen,
red blood cells take in three times more glucose (葡萄糖) than usual, helping to lower blood sugar levels. This discovery challenges the traditional view that red blood cells play only a minor role in energy balance.
In experiments, mice exposed to low-oxygen environments showed lower blood glucose
levels, yet the sugar was not found in expected organs such as the muscles, brain, or liver. Using advanced imaging techniques, the team discovered that red blood cells were acting as major
glucose absorbers. According to biochemist Isha Jain, this reveals a previously overlooked aspect of glucose metabolism (新陈代谢).
The researchers also identified a specific molecule (分子) that influences hemoglobin (血红蛋白), the oxygen-carrying protein in red blood cells. This molecule loosens hemoglobin’s hold
on oxygen, improving oxygen delivery to tissues while increasing glucose consumption. “Red
blood cells are usually thought of as passive oxygen carriers,” said biochemist Angelo D’
Alessandro. “Yet we found they can account for a large part of whole-body glucose use, especially under low oxygen.”
Encouragingly, when the researchers gave a drug that simulates high-altitude effects to
mice with type 1 and type 2 diabetes, the animals’ high blood sugar levels were reversed. While treatments based on this discovery are still a long way off, the findings open new possibilities for managing diabetes.
The study also offers insights into why Sherpas, who have lived at high altitudes for
generations, do not typically show lower blood sugar levels — it may be due to genetic
adaptations that prevent their red blood cells from becoming “glucose absorbers” . The researchers believe this is only the beginning of understanding how the body adapts to oxygen changes and
how such mechanisms might be used to treat various diseases.
8 ．What did the researchers find about red blood cells under low-oxygen conditions
A ．They reduce the amount of oxygen delivered to body tissues.
B ．They absorb a much larger amount of glucose than normal.
C ．They stop carrying oxygen and focus only on sugar uptake.
D ．They transform glucose into a form that cannot be used by the body.
9 ．What is the function of the specific molecule mentioned in paragraph 3
A ．It increases the production of glucose in the liver.
B ．It blocks red blood cells from taking in too much sugar.
C ．It makes it easier for hemoglobin to release oxygen.
D ．It changes the structure of red blood cells permanently.
10 ．What does the passage suggest about the research findings
A ．A new diabetes drug has already been developed for humans.
B ．The findings are unlikely to lead to any practical medical treatments.
C ．The drug experiment only worked on mice with no practical value at present.
D ．The research offers promising possibilities for future diabetes care.
11 ．What can be inferred about Sherpas from the last paragraph
A ．Their blood sugar levels are typically higher than those of other high-altitude people.
B ．Their red blood cells naturally act like “glucose sponges” absorbing extra sugar.
C ．Their bodies have adaptive genetic changes that influence how glucose is absorbed.
D ．They are unable to adapt to low-oxygen environments over time.
D
When psychologists discuss boundaries (边界), they do not mean controlling others or
avoiding relationship problems. Setting a boundary means changing your behavior according to your own rules. Such rules help express personal needs and build stronger connections with
people, says therapist Nedra Glover Tawwab.
To understand boundaries, consider a mother who often comments on her adult child’s
weight. Asking her to stop is a request, not a boundary. Only when the request is ignored can a
boundary be set. One effective approach, suggested by therapist KC Davis, involves refusing to
internalize the other person’s opinion. “I don’t need to send her books; I don’t need to convince
her that I’m healthy,” Davis explains. “I say ‘OK, Mom’ and move on.” Boundaries can also be
expressed through clear statements — e.g., telling a disrespectful teenager, “I will not continue
talking to someone abusing me” — or through silent actions, like not replying to an uncomfortable message.
Setting boundaries strengthens relationships by drawing a line between one’s own needs
and those of others, helping prevent emotional outbursts, says psychology professor Catherine A. Sanderson. In cases where the other person cannot meet one’s expectations, boundaries allow the
relationship to remain satisfying. Davis recalls a friend who frequently failed to show up for
planned meetings. Instead of trying to change her friend’s behavior, Davis stopped making
frequent plans and adjusted her expectations, allowing their occasional visits to become genuinely enjoyable.
Mental health experts identify three types of boundaries. Rigid boundaries involve avoiding close relationships and difficulty trusting others, while loose boundaries involve oversharing
personal information, tolerating disrespect, and struggling to say no. Ideally, individuals should aim for healthy boundaries — valuing one’s own wants and needs, being open to close
relationships when desired, and refusing when necessary. According to Tawwab, achieving
balance and flexibility in boundary-setting is essential, as overly rigid or loose boundaries can damage relationships.
12 ．What does the second paragraph suggest about handling unwanted comments
A ．Making a request is usually the most effective first step.
B ．One should try to convince the other person to change.
C ．The best response is to accept the other’s opinion.
D ．A boundary can be set without expecting the other to stop.
13 ．What can we learn from the story of Davis and her friend
A ．End the friendship immediately if let down.
B ．Adjust expectations instead of intervention.
C ．Have a serious talk to change their behavior.
D ．Make more plans to test their reliability.
14 ．Which of the following is a characteristic of loose boundaries
A ．Avoiding close relationships. B ．Having difficulty trusting others.
C ．Finding it hard to refuse others. D ．Valuing one’s own wants and needs.
15 ．What is the main purpose of the passage
A ．To compare different types of boundaries.
B ．To explain the true meaning of setting boundaries.
C ．To criticize the overuse of psychological terms.
D ．To encourage readers to avoid close relationships.
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。
Why Read Classic Literature
Reading classic literature is essential for a variety of reasons. 16 They, often set in distant times and places, allow readers to step into the lives of people from different cultures and backgrounds. In doing so, they deepen our understanding of human nature and encourage
empathy toward others.
Classic literature explores themes that are of timeless quality. 17 Although the
social and historical contexts may differ greatly from our own, the emotions and conflicts
presented in these works remain strikingly familiar. As a result, readers are able to reflect on their own experiences through a more meaningful perspective. 18 Engaging with them
requires careful thinking and sustained attention, which is vital for intellectual development. In addition, access to rich language and complex ideas helps improve one’s ability to express
thoughts clearly and effectively.
However, some readers argue that classic literature is no longer relevant in today’s
fast-changing world, claiming that modern works are more in line with their needs. 19 While it is true that these works may demand greater effort to understand, this challenge can lead to a deeper level of engagement and insight.
20 By connecting readers across time and culture, they continue to shape our thinking and enrich our lives in ways that few other forms of writing can achieve.
A ．These works offer insight into the diversity of human experience.
B ．Classic literature, therefore, is far from outdated and remains a precious treasure for all of us.
C ．Classic works contribute to personal and intellectual growth.
D ．But this argument overlooks the long-lasting significance of classic works.
E ．Modern works are more convenient to read and understand.
F ．The lasting appeal of classic works lies in the universality of human emotions.
G ．These themes are closely related to people’s daily lives.
第三部分 语言知识运用(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 和 D 四个选项中选出可以填入空白处的最佳选项。
In 2005, my husband and I moved with our 3-year-old daughter from San Francisco to
Asheville, a small town. It felt like a wild experiment. But soon, Asheville got its hooks into us. We opened a restaurant and found a real sense of . People looked out for each other, and we put down deep roots.
That bond was tested on September 27, 2024, when Hurricane Helene struck. Rain turned streams into rivers, homes and businesses. Roads were washed out, power lines down, and we were cut off. No cell service, no Internet, no water — only the silence of .
Refusing to give in, Meherwan and I gathered a crew at our restaurant. We had here for 19 years, and now it was time to give back. By the second day, we began cooking for
neighbors, limited resources. We weren’t just serving food; we tried to keep our town’s spirit .
While we were busy, kids wandered in on bikes. Their boots were muddy, but their eyes
were . “We want to help,” one said. I assigned them to the sandwich station. They
worked quickly, spreading peanut butter and jelly with a that surprised me. Soon,
similar scenes played out across the city. A retired teacher a makeshift book station. A mechanic used his generator to neighbors’ phones. Strangers became lifelines, and
every small act of kindness another.
Looking back, disaster didn’t break us — it revealed who we truly were. We didn’t just
the storm; we cared for each other as never before. In the end, the floodwaters receded (渐渐退去), but the we built remained. That September, we learned home isn’tjust a place on a map. It’s the people who show up when the world goes . And in Asheville, we found home had been us all along.
21 ．A ．mystery B ．community C ．adventure D ．silence
22 ．A ．building B ．protecting C ．destroying D ．decorating
23 ．A ．celebration B ．conversation C ．romance D ．isolation
24 ．A ．wandered B ．stretched C ．existed D ．prospered
25 ．A ．despite B ．without C ．besides D ．except
26 ．A ．alive B ．thorough C ．crucial D ．ethical
27 ．A ．intelligent B ．determined C ．depressed D ．confused
28 ．A ．quality B ．trend C ．speed D ．sample
29 ．A ．put aside B ．took over C ．set up D ．hang out
30 ．A ．polish B ．charge C ．locate D ．identify
31 ．A ．stopped B ．reacted C ．inspired D ．replaced
32 ．A ．survive B ．avoid C ．ignore D．justify
33 ．A ．impressions B ．connections C ．memories D ．difficulties
34 ．A ．smooth B ．stimulating C ．messy D ．crucial
35 ．A ．beyond B ．against C ．without D ．inside
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。
A heartening trend is now taking shape. “More and more ordinary people are walking in
nowadays,” Liu Qiuping observes, the 36 (found) of Qiuping Tea Banquet (宴会), a
teahouse that integrates tea with dining. As public demand for quality of life and cultural
experiences 37 (grow), the once seemingly high-end tea banquet is gradually reaching a 38 (broad) audience.
With a peak daily capacity 39 (surpass) 100 guests, the tea banquet remains the
core offering. But 40 experts highlight is that shifting consumer behavior-the demand
for social and group gatherings is reshaping the sector. Therefore, the process itself has
transformed into a cultural service 41 covers ritual (仪式) learning, artifact appreciation, tea education and so on.
Liu’s story is part of a national revival of teahouse culture, 42 (back) by striking market figures. Since 2019, the number of new teahouses listed annually 43 (surge)
from 4,200 to 38,000, 44 impressive annual growth rate of 44.2 percent. Growth is not limited to major cities. In third and fourth-tier cities, teahouse numbers are expanding
45 15 percent annually.
第四部分 写作(共两节，满分 40 分)
第一节(满分 15 分)
46 ．你校英语杂志社正在举办主题为“AI: a Tool, Not a Replacement”的征文活动。请你根据下面这幅漫画，写一篇英文投稿，内容包括：
1.描述漫画内容；
2.阐述反映的社会现象；
3.谈谈你的看法或建议。
注意：
(1)写作词数应为 80 个左右；
(2)请按如下格式在答题卡的相应位置作答。
第二节(满分 25 分)
47 ．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。
In Benton School, the chatter of students filled Room 13 every day. Among the lively
atmosphere, Wanda Petronski, a poor Polish girl, with her unruly hair and a faded blue dress that showed signs of frequent wear, became the target of cruel jokes among her classmates.
Each morning, as Wanda stepped into the classroom, a sudden silence would fall over the room. The abrupt silence was soon replaced by whispers and laughter. “Look, there’s Wanda,” Peggy would whisper to her friend Maggie, her eyes shining with mischief. Peggy, the most
popular girl in class, was well-known for her sharp tongue and a good sense of fashion. Driven by a mix of boredom and meanness (恶意), she would call out, “How many dresses do you have now, Wanda ” Her voice was filled with pretended curiosity.
Wanda would hesitate, her fingers nervously twisting her dress. “A hundred,” she would
reply in a soft murmur; her voice was barely heard. Instantly, the classroom would erupt in
laughter. “A hundred!” Peggy would shout, her laughter echoing through the room. “I bet they’re all made of paper!” The other students would join in, their cruel laughter filling the air. Wanda’s face would redden with awkward, and she would quickly lower her head, unable to meet anyone’s eyes.
Miss Mason, their teacher, often tried to intervene. “That’s enough, class. Let’s start the lesson,” she would say firmly, attempting to restore order. But the damage had been done. Day after day, Peggy and her group of friends continued to make fun of Wanda, asking about her
“hundred dresses” and making ill remarks about her plain clothes.
One day, Miss Mason announced an exciting drawing contest. The theme was “Design a Dress,” and the winning entries would be displayed in the school hall. Peggy, confident in her artistic abilities, was determined to claim victory.
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。
A few days later, Miss Mason announced the result and everyone was shocked.
_______________________________________________________________________________
_______________________________________________________________________________
Feeling a strong sense of guilt, Peggy and Maggie went to Wanda’s house with the good
news.
_______________________________________________________________________________
1 ．A 2 ．D 3 ．C
主要介绍气候变化对农作物产量的影响、农民可采取的四种适应措施，以及相关研究对不同方法效果的分析。。
1 ．细节理解题。根据图表信息，代表“Changing both WHAT and WHEN” 的白色柱形中，玉米为 17% ，水稻为 17% ，高粱为 14% ，大豆为 9% ，小麦为 7% ，其中小麦的 7%为最低值。
2．细节理解题。根据第四点中的“Adjusting planting dates requires no additional cost or work.(调整种植日期无需额外成本或工作量。)”可知，改变种植时间这一方式无需额外花费或投入工作。
3 ．推理判断题。根据最后一段中的“If farmers in particular regions — especially those that are most food-insecure — cannot adapt to climate change, this is still a major problem. So there is
more we can do in the future. (如果特定地区，尤其是粮食最不安全地区的农民无法适应气候变化，这仍是一大问题，未来我们还有更多可以做的事情。)”可知，仍需采取更多措施帮助风险地区应对气候变化。
4 ．D 5 ．C 6 ．B 7 ．B
本文主要讲述了由 15 名 65 岁以上女性组成的“老年女性反对水下垃圾”（OLAUG）组织在池塘清理垃圾的活动，以及该组织的成立背景、目的和意义，强调了老年人在社会中 仍能发挥积极且有意义的作用。
4 ．推理判断题。根据第一段“The quiet surface of Mares Pond is suddenly broken by a cry:
“Found something!” A swimmer dives down and soon reappears, holding a beer can. It is passed
to a kayaker, who raises it like a prize before placing it safely in a basket. (马尔斯池塘平静的水面突然被一声喊叫打破：“发现东西了！”一名游泳者潜入水中，很快又浮出水面，手里拿着一个啤酒罐。它被传给了一个划皮艇的人，这个人像举奖品一样举起它，然后把它安全地放进篮子里。)” 以及第二段“On a cloudy summer morning, a team of 15 women, all over the age of 65, search the pond for trash. (在一个阴沉的夏日早晨，一个由 15 名 65 岁以上女性组成的团队在池塘里搜寻垃圾。)”可知，第一段描述了一个场景，这个场景是 OLAUG 组织在池塘清理垃圾的典型场景，所以第一段的主要目的是呈现该组织清理活动的一个典型场景。
5 ．细节理解题。根据第三段“At first, to overcome the fear of dark water and hidden dangers,
Baur focused on visible objects underwater. (起初，为了克服对黑暗的水域和潜在危险的恐惧， Baur 专注于水下的可见物体。)”可知，Baur 一开始使用“标记物”是为了减少她对水下环境的
恐惧。
(
t
)6．推理判断题。根据第三段“What began as a small effort has grown into a regular activity aimed a protecting local ponds. (起初只是一个小小的努力，现在已经发展成为一项旨在保护当地池塘的常规活动。)” 以及第四段“For many members, the activity is not only about environmental
protection but also about rediscovering a sense of purpose. (对许多成员来说，这项活动不仅是为了保护环境，也是为了重新发现一种使命感。)”可知，OLAUG 这个组织既关注环境保护，又赋予了成员社会意义，让他们重新发现使命感，所以 OLAUG 是一个将环境行动与社会意义相结合的团体。
7 ．主旨大意题。根据最后一段“Although some people question the group’s name or suggest
including younger members, OLAUG continues to emphasize the strength and value of older
women. Through teamwork and determination, they prove that age does not prevent meaningful
contribution. Instead, their efforts show that it is never too late to make a difference. (尽管有些人 质疑该组织的名称或建议吸收年轻成员，但 OLAUG 继续强调老年女性的力量和价值。通过团队合作和决心，他们证明了年龄并不会阻碍做出有意义的贡献。相反，他们的努力表明，做出改变永远都不晚。)”可知，文章通过讲述 OLAUG 组织的故事，主要传达了老年人在社会中仍然可以发挥积极且有意义的作用的信息。
8 ．B 9 ．C 10 ．D 11 ．C
本文主要讲述了研究人员发现生活在高海拔地区与较低的糖尿病风险有关的原因，揭示了红细胞在低氧条件下吸收更多葡萄糖的现象，并探讨了这一发现对未来糖尿病治疗的可能性以及夏尔巴人的特殊情况。
8．细节理解题。根据第一段“Their findings suggest that under conditions of chronic low oxygen, red blood cells take in three times more glucose (葡萄糖) than usual, helping to lower blood sugar levels. (他们的发现表明，在长期低氧条件下，红细胞吸收的葡萄糖是平时的三倍，有助于降低血糖水平。)”可知，研究人员发现在低氧条件下，红细胞吸收的葡萄糖量比正常多得多。
9 ．细节理解题。根据第三段“The researchers also identified a specific molecule (分子) that
influences hemoglobin (血红蛋白), the oxygen-carrying protein in red blood cells. This molecule loosens hemoglobin’s hold on oxygen, improving oxygen delivery to tissues while increasing
glucose consumption. (研究人员还确定了一种特定的分子，这种分子会影响红细胞中携带氧 气的蛋白质血红蛋白。这种分子会削弱血红蛋白对氧气的结合力，改善氧气向组织的输送，同时增加葡萄糖的消耗。)”可知，第三段提到的特定分子的作用是使血红蛋白更容易释放氧气。
10 ．推理判断题。根据第四段“Encouragingly, when the researchers gave a drug that simulates high-altitude effects to mice with type 1 and type 2 diabetes, the animals’ high blood sugar levels were reversed. While treatments based on this discovery are still a long way off, the findings open new possibilities for managing diabetes. (令人鼓舞的是，当研究人员给患有 1 型和 2 型糖尿病的小鼠服用一种模拟高海拔效应的药物时，这些动物的高血糖水平得到了逆转。虽然基于这一发现的治疗方法还有很长的路要走，但这一发现为糖尿病的管理开辟了新的可能性。)”可知，文章表明这项研究为未来的糖尿病治疗提供了有希望的可能性。
11．推理判断题。根据最后一段“The study also offers insights into why Sherpas, who have lived at high altitudes for generations, do not typically show lower blood sugar levels — it may be due to genetic adaptations that prevent their red blood cells from becoming “glucose absorbers”. (这项研究还揭示了为什么世代居住在高海拔地区的夏尔巴人通常不会表现出较低的血糖水平
——这可能是由于基因适应阻止了他们的红细胞成为“葡萄糖吸收者”。)”可知，从最后一段可以推断出夏尔巴人的身体有适应性遗传变化，影响葡萄糖的吸收方式。
12 ．D 13 ．B 14 ．C 15 ．B
本文主要探讨了心理学家所讨论的“边界”概念，解释了设定边界的真正含义，包括如何处理不受欢迎的评论、如何通过调整期望来维护关系，以及不同类型的边界特征。
12．推理判断题。根据第二段“To understand boundaries, consider a mother who often comments on her adult child’s weight. Asking her to stop is a request, not a boundary. Only when the request is ignored can a boundary be set. One effective approach, suggested by therapist KC Davis,
involves refusing to internalize the other person’s opinion. “I don’t need to send her books; I don’t need to convince her that I’m healthy,” Davis explains. “I say ‘OK, Mom’ and move on.” (要理解边界，可以想象一位母亲经常评论她成年孩子的体重。要求她停止是一种请求，而不是边界。只有当请求被忽视时，才能设定边界。治疗师 KC Davis 建议的一种有效方法是拒绝接受对方的意见。戴维斯解释说：“我不需要给她寄书；我不需要说服她我很健康。我说“然后继续做自己的事就好”)”可知，遇到不想要的评论时，不需要强求对方停止，通过调整自身行为就可以设立边界。因此，即使对方不停止不受欢迎的评论，也可以设定边界。
13．推理判断题。根据第三段“Davis recalls a friend who frequently failed to show up for planned meetings. Instead of trying to change her friend’s behavior, Davis stopped making frequent plans and adjusted her expectations, allowing their occasional visits to become genuinely enjoyable. (戴维斯回忆起一个朋友，她经常不参加计划好的会议。戴维斯没有试图改变朋友的行为，而是
停止频繁制定计划，调整了自己的期望，让她们偶尔的拜访变得真正愉快。)”可知，戴维斯通过调整自己的期望而不是试图改变朋友的行为来维护这段关系，这表明在面对失望时，调整期望比干预更为有效。
14 ．细节理解题。根据第四段“Mental health experts identify three types of boundaries. Rigid
boundaries involve avoiding close relationships and difficulty trusting others, while loose
boundaries involve oversharing personal information, tolerating disrespect, and struggling to say
no. (心理健康专家确定了三种类型的边界。僵硬的边界包括避免亲密关系和难以信任他人，而松散的边界包括过度分享个人信息、容忍不尊重和难以拒绝。)”可知，松散的边界包括难以拒绝他人，即很难对别人说“不”。
15 ．推理判断题。根据第一段“When psychologists discuss boundaries (边界), they do not mean controlling others or avoiding relationship problems. Setting a boundary means changing your
behavior according to your own rules. Such rules help express personal needs and build stronger
connections with people, says therapist Nedra Glover Tawwab. (当心理学家讨论边界时，他们并不是指控制他人或避免关系问题。设定边界意味着根据自己的规则改变自己的行为。治疗师内德拉·格洛弗·塔瓦布说，这些规则有助于表达个人需求，并与他人建立更牢固的联系。)”以及下文对设定边界的具体解释和例子，可知文章的主要目的是解释设定边界的真正含义。
16 ．A 17 ．F 18 ．C 19 ．D 20 ．B
主要论述阅读经典文学的多重价值， 阐释其永恒魅力，同时反驳经典过时的错误观点。
16 ．根据后文“They, often set in distant times and places, allow readers to step into the lives of
people from different cultures and backgrounds.(它们通常以遥远的时代和地域为背景，让读者走进不同文化、不同背景人群的生活。)”可知，后句主语 They 指代空格内容，介绍经典文学可以了解多元人文经历。A 选项“These works offer insight into the diversity of human
experience.(这些作品让人们深入了解人类多元的生活经历。)”承接首句经典文学很重要，引出下文不同文化背景的内容，前后呼应，符合语境。
17 ．根据前文“Classic literature explores themes that are of timeless quality.(经典文学探索具有永恒价值的主题。)”以及后文“Although the social and historical contexts may differ greatly from our own, the emotions and conflicts presented in these works remain strikingly familiar.(尽管社会历史背景与当下大不相同，但作品中的情感与冲突依旧让人倍感熟悉。)”可知，空格处需要衔接永恒主题与共通情感。F 选项“The lasting appeal of classic works lies in the universality of
human emotions.(经典作品的持久魅力在于人类情感的普遍性。)”紧扣 timeless quality 与共通情感，衔接上下文，符合语境。
18．根据后文“Engaging with them requires careful thinking and sustained attention, which is vital for intellectual development.(品读经典需要细致思考与持久专注，这对智力发展至关重要。)”以及“In addition, access to rich language and complex ideas helps improve one’s ability to
express thoughts clearly and effectively. (此外，接触丰富的语言素材与复杂的思想内容，有助于提升人清晰且高效地表达观点的能力。)”可知，本段介绍经典文学对个人心智、能力成长的益处。C 选项“Classic works contribute to personal and intellectual growth.(经典作品有助于个人身心与心智的成长。)”总领下文内容，起到承上启下的作用，符合语境。
19 ．根据前文“However, some readers argue that classic literature is no longer relevant in today’s fast-changing world, claiming that modern works are more in line with their needs. (然而，部分读者认为，在如今瞬息万变的社会中，经典文学已不再具有现实意义，并称现代作品更贴合他们的需求。)” 以及后文“While it is true that these works may demand greater effort to understand, this challenge can lead to a deeper level of engagement and insight.(虽说读懂经典需要付出更多努力，但这份挑战能带来更深层次的思考与见解。)”可知，后文反驳前文的错误观点。D 选项“But this argument overlooks the long-lasting significance of classic works.(但这种看法忽略了经典作品长久的价值意义。)”转折反驳片面观点，衔接下文论证内容，符合语境。
20 ．根据后文“By connecting readers across time and culture, they continue to shape our thinking and enrich our lives in ways that few other forms of writing can achieve.(经典跨越时间与文化联结读者，塑造思维、丰富生活，是其他文学形式难以替代的。)”可知，本段为全文结尾，总结经典文学的价值并升华主旨。B 选项“Classic literature, therefore, is far from outdated and
remains a precious treasure for all of us.(因此，经典文学并未过时，依旧是我们珍贵的财富。)”总结全文观点，收束全篇，符合语境。
21 ．B 22 ．C 23 ．D 24 ．D 25 ．A 26 ．A 27 ．B 28 ．C
29 ．C 30 ．B 31 ．C 32 ．A 33 ．B 34 ．C 35 ．D
主要讲述一家人迁居小镇遭遇飓风，全镇居民守望相助，在灾难中收获温暖人际联结的故事。
21 ．考查名词。句意：我们开了一家餐馆，并找到了真正的社群归属感。A. mystery 神秘；
B. community 社群；C. adventure 冒险；D. silence 寂静。根据后文“People looked out for each
other, and we put down deep roots”可知，小镇居民互帮互助，作者在此扎根生活，获得社区归属感和社区意识。
22．考查动词。句意：大雨让小溪泛滥成河，摧毁了房屋与商铺。A. building 建造；B. protecting保护；C. destroying 摧毁；D. decorating 装饰。根据前文“When Hurricane Helene struck”可知，海伦飓风来袭，破坏力巨大，毁坏了当地的房屋和商铺。
23 ．考查名词。句意：没有手机信号、没有网络、没有水源，只剩下与世隔绝的沉寂。A. celebration 庆祝；B. conversation 交谈；C. romance 浪漫氛围，浪漫史；D. isolation 隔离，孤立状态。根据前文“we were cut off. No cell service, no Internet, no water”可知，道路、电力、通讯全部中断，小镇陷入与世隔绝的状态。
24 ．考查动词。句意：我们已经在这里兴旺生活了十九年，如今是时候回馈这片土地了。
A. wandered 徘徊；B. stretched 延伸；C. existed 存在；D. prospered 兴旺，繁荣。根据前文“We opened a restaurant and found a real sense of ”可知，作者一家在此开店定居，安稳经营、生活兴旺多年。
25．考查介词。句意：到了第二天，我们开始为邻居做饭，尽管物资资源十分有限。A. despite尽管；B. without 没有；C. besides 除 之外（还）；D. except 除 外。根据前文“Roads were washed out, power lines down, and we were cut off”可知，飓风过后小镇交通、电力全部中断，尽管物资储备紧缺有限，但是作者开始为邻居做饭，此处用介词 despite表让步关系。
26．考查形容词。句意：我们不只是提供食物，还努力让小镇的精神一直延续下去。A. alive活着的，继续存在的；B. thorough 彻底的；C. crucial 至关重要的；D. ethical 合乎道德的。根据后文“Soon, similar scenes played out across the city” 可知，全城居民纷纷互助奉献，大家一同延续小镇团结互助的精神，keep ... alive“使 继续存在，继承”符合语境。
27 ．考查形容词。句意：他们的靴子沾满泥土，但眼神坚定无比。A. intelligent 聪慧的；B. determined 坚定的；C. depressed 抑郁的，沮丧的；D. confused 困惑的。根据后文““We want to help,” one said.”可知，孩子们主动要求参与救援帮忙，态度十分坚定。
28 ．考查名词。句意：他们动作麻利，涂抹花生酱和果酱的速度快得令我惊讶。A. quality 质量；B. trend 趋势；C. speed 速度；D. sample 样本。根据前文“They worked quickly”可知，孩子们做事动作迅速，做事的速度超出了作者的预料，让作者惊讶。
29．考查动词短语。句意：一位退休教师搭建了一处临时图书角。A. put aside 把 暂放一边，把 留作后用；B. took over 接管；C. set up 搭建；D. hang out 闲逛。根据后文“a makeshift book station”可知，受灾之后这位退休教师临时搭建、设立了图书服务点。
(
30
考查动词
句意：一名机械师用发电机为邻居的手机充电
A polish
擦亮；
B cha
rge
充
). 。 。 . .
电；C. locate 找出 的准确位置；D. identify 识别。根据前文“power lines down”可知，飓风导致断电，发电机可以为居民的手机充电。
31 ．考查动词。句意：陌生人彼此成为依靠，每一个微小的善举都能激发下一份善意。A. stopped 停止；B. reacted 反应；C. inspired 激励，鼓舞；D. replaced 替代。根据前文“Similar scenes played out across the city”可知，各类互助行为不断涌现，一份善意会带动、激励更多善意。
32 ．考查动词。句意：我们不只是熬过了这场暴风雨，还前所未有地彼此照料。A. survive挺过，艰难度过；B. avoid 避开；C. ignore 忽视；D. justify 证明 正确。根据前文“disaster didn’t break us” 以及后文“we cared for each other as never before”可知，众人携手互助，不仅渡过灾害难关，还收获了邻里温情。
33．考查名词。句意：最终洪水渐渐退去，但我们建立起的人际联结永远留存。A. impressions印象；B. connections 联结；C. memories 回忆；D. difficulties 困境。根据前文“Strangers became lifelines” 以及“we cared for each other as never before”可知，灾难让陌生的邻里相互扶持，建立起深厚的人际联系，洪水退去，但人们建立的联结保留了下来。
34．考查形容词。句意：家不只是地图上的一个地点，而是在世事陷入混乱时，依然愿意挺身而出的那些人。A. smooth 平稳的；B. stimulating 趣味盎然的，激励人的；C. messy 混乱的；D. crucial 关键的。根据前文“Hurricane Helene struck. Rain turned streams into rivers,
homes and businesses. Roads were washed out, power lines down, and we were cut off.”可知，飓风来袭摧毁设施、打乱生活秩序，此处指灾难来临时一切变得混乱无序。
35 ．考查介词。句意：而在阿什维尔这座小镇，我们发现，归属感一直都深藏在我们心底。 A. beyond 超出；B. against 对抗；C. without 没有；D. inside 在 里面。根据前文“we learned home isn’tjust a place on a map”可知，经历灾难后作者领悟，家的温暖与归属感一直存在于 我们心中、在我们当中，inside 表示“在 之内” ，符合语义。
36．founder 37．grows 38．broader 39．surpassing 40．what 41．that##which
42 ．backed 43 ．has surged 44 ．an 45 ．by
主要介绍当下茶馆文化复兴的发展趋势， 茶宴走向大众消费市场，消费需求转变推动行业升级，茶馆数量在全国范围内大幅增长。
36 ．考查名词。句意：秋萍茶宴茶馆创始人刘秋萍表示：“如今越来越多普通民众前来消费。”此处表示创始人，需用名词，found 的名词代表人的形式为 founder。
37 ．考查动词时态及主谓一致。句意：随着大众对生活品质与文化体验的需求不断提升，曾经看似高端的茶宴正逐步走向更广泛的受众。句子描述客观常态，用一般现在时，主语
demand 为不可数名词，谓语动词用第三人称单数 grows。
38．考查形容词比较级。句意：随着大众对生活品质与文化体验的需求不断提升，曾经看似高端的茶宴正逐步走向更广泛的受众。结合语境，茶宴从前小众，如今受众范围变得更广，用形容词比较级 broader。
39．考查非谓语动词。句意：茶宴每日接待峰值人数超百人，依旧是店内核心特色服务。此处为 with 的复合结构“with+宾语+宾补” ，capacity 与 surpass 为主动关系，用现在分词
surpassing 作宾补。
40．考查主语从句。句意：但专家着重指出的是，消费行为的转变正在重塑整个行业。此处引导主语从句，从句缺少主语，指代事物，用连接代词 what。
41 ．考查定语从句。句意：因此，品茶的过程本身已转变为一种文化服务，涵盖仪式学习、器物鉴赏、茶文化科普等内容。此处引导定语从句，先行词为 cultural service ，指物，从句 中缺少主语，用关系代词 that/which。
42．考查非谓语动词。句意：刘秋萍的创业经历是全国茶馆文化复兴的缩影，这一热潮有亮眼的市场数据作为支撑。此处为非谓语动词作状语，teahouse culture 与 back 为被动关系，
用过去分词 backed。
43 ．考查动词时态。句意：自 2019 年以来，每年新增注册茶馆数量从 4200 家激增至 38000家。时间状语 since 2019 为现在完成时标志，主语 the number 为第三人称单数，所以谓语动词为 has surged。
44 ．考查冠词。句意：年增长率达到惊人的 44.2% ，涨幅十分可观。rate 为可数名词单数，此处表示一个惊人的年增长率，impressive 以元音音素开头，用不定冠词 an。
45．考查介词。句意：三四线城市的茶馆数量也在以每年百分之十五的速度持续扩张。此处为固定搭配 expand by+百分比，表示“ 以 幅度增长” ，所以此处为介词 by。
46 ．One possible version:
AI: a Tool, Not a Replacement
The cartoon vividly describes a student sitting in front of a computer. Instead of doing his homework himself, he simply asks an AI robot to finish it, while he relaxes with a cup of coffee.
This picture reflects a growing social phenomenon that many students are becoming overly dependent on AI tools. They tend to use AI to complete assignments or even exams, treating it as a
shortcut rather than a learning aid.
In my opinion, AI should be viewed as a helpful tool, not a replacement for human
thinking. While it can boost efficiency, over-reliance will hinder our ability to think
independently. Therefore, we should use AI wisely to assist our studies.
47 ． A few days later, Miss Mason announced the result and everyone was shocked. Wanda won the first prize, for she had submitted 100 exquisite, uniquely detailed fashion design drawings.
Each drawing was a masterpiece, featuring elaborate patterns and vivid colors that far exceeded the simple sketches of the other students. Peggy and the class stared in disbelief at the beautiful display of Wanda’s talent. But Wanda wasn’t there to see her triumph. She had been absent for
days, likely due to classmates’ constant bad behavior. The classroom was filled with an awkward silence as the students realized how wrong they had been to laugh at her.
Feeling a strong sense of guilt, Peggy and Maggie went to Wanda’s house with the good
news. When they arrived, Wanda seemed surprised to see them. Peggy, her voice filled with
regret, said, “Wanda, your drawings won! They’re amazing. We’re so sorry for being mean.”
Maggie nodded in agreement. Wanda smiled gently and said, “It’s okay.” She then offered to give
Peggy and Maggie some of her drawings. “I want you to have them,” she said. Her kindness
touched their hearts. From that day on, Peggy and Maggie learned the importance of kindness and never judged others by their appearance again. Whenever anyone walked through the school hall and saw Wanda’s beautiful drawings, they were reminded of the power of forgiveness and the
impact that a single act of kindness could have.

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