绝密★启用前
2026 年高考二轮信息必刷卷01
英 语
考情速递
高考·新动向：参考历年高考真题变化趋势，高考真题在题型上与往年保持一致。选材凸显 立德树人与
现实关联：阅读 A 篇志愿服务故事传递奉献精神，B 篇杨振宁生平彰显家国情怀与科学精神，完形填空
以亲情故事传递陪伴价值，紧扣核心育人导向。跨学科与文化融合趋势鲜明：阅读C 篇关联道路安全、青
少年教育等社会议题，语法填空聚焦良渚文化与历史地理，强化文化意识与综合素养考查。
高考·新情境：紧扣三大主题语境：人与自然（良渚文化与气候变化）、人与自我（青少年科学兴趣培养、
成长挫折）、人与社会（志愿服务、劳动价值、跨文化沟通）全覆盖，引导多角度思考。情境贴近时代与
学生生活：阅读 D 篇聚焦青少年科学兴趣培养，七选五围绕劳动的价值意义，写作聚焦线上线下交友、
篮球团队故事，既贴合学生经历，又呼应时代热点。强调语用实用性：七选五聚焦劳动带来的能力培养，
书面表达第一节侧重观点表达，第二节侧重故事续写的逻辑与情感连贯，凸显语言在真实场景中的应用。
命题·大预测：基于本卷题目结构与内容，并结合近年高考英语真题命题趋势作出如下预测。
1. 阅读侧重深度思维考查：推理判断（24、27 题）、词义猜测（28 题）需结合语境逻辑分析，信息整合
（C 篇）、情感态度把握（B 篇）成为高频考点，需强化定位、 分析、归纳能力。
2. 语言运用聚焦核心考点：完形填空侧重情感语境下的词义辨析与叙事逻辑，语法填空集中考查非谓语动
词、从句、冠词、词性转换等高频考点，需夯实基础并灵活运用。
3. 写作注重实用性+逻辑性：应用文要求观点明确、理由简洁，续写题强调情节连贯、情感真实，需强化
语篇结构意识与细节描写能力。
（考试时间：120 分钟 试卷满分：150 分）
注意事项：
1. 答题前，考生先将自己的姓名、准考证号码填写清楚，将条形码准确粘贴在条形码区域内。
2. 选择题必须使用2B 铅笔填涂；非选择题必须使用0.5 毫米黑色字迹的签字笔书写，字体工整，笔迹清
楚。
3. 请按照题号顺序在答题卡各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试卷
上答题无效。
4. 作图可先使用铅笔画出，确定后必须用黑色字迹的签字笔描黑。
5. 保持卡面清洁，不要折叠、不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
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。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。每段对话仅读一遍。
1. Who is the man probably talking to?
A. A shop assistant.
B. His wife.
C. His co-worker.
2. What are the speakers mainly discussing?
A. The woman’s photo. B. A scenic spot.
C. A TV drama.
3. What does the man mean?
A. E-commerce is a double-edged sword.
B. Local specialties should be exported.
C. Commercials are of no use.
4. What will the man do next?
A. Close a window.
B. Catch a mouse.
C. Leave the room.
5. When does the conversation take place?
A. On Friday.
B. On Saturday.
C. On Sunday.
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。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、7 题。
6. Which year of college are the speakers in?
A. The first year.
B. The second year.
C. The third year.
7. What did the woman do in public?
A. She had a dance.
B. She did jumping jacks.
C. She performed a song.
听第7 段材料，回答第8、9 题。
8. What does the man expect to do on the 3rd?
A. Sign a contract.
B. Go on a tour.
C. Return to New York.
9. What does the man finally decide to do?
A. Cancel the reservation.
B. Contact another airline.
C. Advance the departure date.
听第8 段材料，回答第10 至12 题。
10. Who might the woman be?
A. A hostess.
B. A director.
C. An actress.
11. What does the woman think of the award-winning film?
A. It is her personal favorite.
B. It is worthy of the award.
C. It is terribly disappointing.
12. What is the man going to do next?
A. Call a meeting.
B. Watch a video.
C. Have a job interview.
听第9 段材料，回答第13 至16 题。
13. What is the man?
A. A fresh graduate.
B. A software engineer.
C. A computer repairman.
14. What does the example of the man's group project prove?
A. He has great leadership skills.
B. He is a good team player.
C. He pays attention to detail.
15. How does the woman describe the man?
A. Motivated. B. Creative.
C. Industrious.
16. What will the woman most probably talk about next?
A. The employment situation.
B. The internal promotion.
C. The company culture.
听第10 段材料，回答第17 至20 题。
17. How much did disabled travelers spend in the US in 2018?
A. About $45.8 billion.
B. About $58.7 billion.
C. About $81 billion.
18. What is the best thing about Singapore in Nilesh Joshi’s opinion?
A. It treats the disabled with understanding and respect.
B. It offers the disabled accessible public transport.
C. Its tourist attractions are free for the disabled.
19. What do we know about John Morris?
A. He spoke highly of the hotel rooms in Las Vegas.
B. He buys magazines 3 or 4 times a week.
C. He once lived in Sydney.
20. Where is Julie Jones employed?
A. At a hotel.
B. In a travel agency.
C. In a publishing company.
第二部分 阅读（共两节， 满分50 分）
第一节（共15 小题；每小题2.5 分， 满分37.5 分）
A
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。
Dear Meghan, My 5-year-old daughter has been coming home and complaining
frequently about a particular classmate. They have been good friends, but she’s mentioned
several instances of hurt feelings. For example, he commented on her physical appearance
and told another friend to say they hate my kid.
What would you do here? How do you talk with your young kid about this in a way
that’s supportive? How do you talk with teachers in a way that’s cooperative? I’m a bit
sad that all this is already happening!
A worried father
Dear Sir, How lucky your daughter has such a wise father. It is worth calling the
teacher and saying, “Henry and Janet are exchanging some mean phrases. Have you seen
anything? Can you keep your eyes and ears open for anything that seems over the line?”
Keep the conversation with the teacher more curious and non-accusatory （非指责的）,
Ask if there is anything you can do to help at home.
You can respond to your kid’s complaints in a way that centers on her feelings. If
your daughter comes home, saying, “Henry is mean,” and you respond, “We don’t speak
like that, that’s not nice,” the child learns to not share her emotions with her parents.
Similarly, if you say, “Tell me every single thing that he said to you, when and where,”
and begin an investigation, you are still teaching your child that her feelings don’t matter
because that’s not what’s being discussed. The best way is listening and reflecting back
the emotions that are behind the details. Every child feels better when their parent can
listen, reflect back and love them through it. Let her express sadness, anger and fear,
helping her slow down, reflect and own her experience more. It might be tempting to give
your kid specific ways to respond to these mean comments. You can use things like TV
shows and books where their favorite characters say “no”. You can also play a “fighting”
game and teach the child to say “no” or “stop” and then walk away. You can sign up for a
parenting class or find a parenting coach to support you. Emotion coaching takes lots of
practice, failure and some smart persistence; it’s a lifelong practice. Good luck.
Meghan
21．Why does the father write to Meghan?
A．His daughter complains of tough classes.
B．His daughter fails to cooperate with others.
C．His daughter is unsatisfied with her looks.
D．His daughter is upset about her friend’s words.
22．What’s Meghan’s purpose in writing the first paragraph of the reply?
A．To praise the father.
B．To advise on the problem.
C．To accuse the teacher.
D．To analyse the cause.
23．How does Meghan advise him to respond to his kid?
A．Tell the kid to speak nicely.
B．Ask the kid to behave herself.
C．Investigate the details for the kid.
D．Listen and reflect back her emotions.
B
Chinese Nobel Prize-winning physicist Zhen Ning Yang, one of the most influential scientists in
modern physics, passed away in Beijing on October 18 due to illness at the age of 103.
Born in 1922, Yang was brought up surrounded by the Tsinghua campus, where his father was a math
professor. After finishing his undergraduate degree, he obtained his master’s degree from Tsinghua. He enrolled in
the University of Chicago in the United States to pursue a doctorate in 1946 and was strongly influenced by Italian-
American physicist Enrico Fermi, who had won the same Nobel Prize in 1938. He later became a professor at the
Institute for Advanced Study in Princeton.
Yang won the Nobel Prize in 1957 with Tsung-Dao Lee for their investigation of the so-called parity laws
that led to “important discoveries regarding the elementary particles,” according to the Nobel Prize website. They
were the first Chinese-born Nobel Prize winners in physics.
Professor Yang was deeply devoted to his homeland, making remarkable contributions to China’s scientific
and educational developments. His visit to China in 1971 led to a wave of visits by overseas scholars, earning him
recognition as the pioneer in building the bridge of academic exchange between China and the United States. He
later proposed the restoration and strengthening of basic scientific research to China’s central leadership. He also
raised funds to establish the “Committee on Educational Exchange with China”, which has continuously sponsored
nearly 100Chinese scholars for advanced studies in the United States. These scholars later became the backbone of
China’ s scientific and technological development. He undertook extensive work to promote China’s scientific and
technological exchange and progress, offering advice and exercising significant influence on major Chinese
scientific projects and the formulation （制定） of science and education policies.
After returning to Tsinghua University in 1999, he took on developing the Institute for Advanced Study as
his new mission. He poured enormous effort into advancing fundamental disciplines like physics and cultivating
talents at Tsinghua, making remarkable contributions that greatly impacted the reform and development of Chinese
higher education.
Professor Yang’s life stands as a timeless chapter in human history — one that shines not only for China but
for the global community of thinkers and innovators.
24．What is the article mainly about?
A．Yang’s lifelong contributions to China.
B．Yang’s research on elementary particles.
C．Yang’s influence on global science policy.D．Yang’s educational background in America.
25．Why was Yang’s 1971 visit significant?
A．It focused on political dialogue.
B．It promoted cultural activities in China.
C．It aimed to win a Nobel Prize for China. D．It initiated academic exchanges with the US.
26．What did Yang do for Chinese scholars?
A．He funded their advanced studies abroad.B．He helped them win international awards.
C．He taught them advanced physics personally.
D．He offered them jobs in American universities.
27．How does the author view Yang’s contributions?
A．It is primarily for Chinese scientists.
B．It belongs to the whole world.
C．It lies in his Nobel Prize achievement.
D．It is mainly about educational reform.
C
Laura Mitchell, a cycling enthusiast, believes bikes bring kids independence and joy. Yet when
teaching her 6 and 9-year-olds to ride, she had to use a school parking lot — their neighborhood has dangerous
roads and intersections. Now skilled riders, the kids still can’t cycle unsupervised （无人监督的）. Mitchell
worries about road safety, not her kids’ rule-following, admitting, “It’s chaotic out there, and I’ve had close calls.”
America’s roads have grown more chaotic in decades: higher speed limits, bigger vehicles, and more
aggressive, phone-distracted drivers. Though child injuries or deaths from cars while walking or biking have fallen
since the 1970s, the CDC says this is because fewer kids go outside, not safer streets. This creates a cycle: drivers
unaccustomed to kids drive less safely, causing more accidents. Thus, parents are more anxious and restrictive.
Peter Gray, a Boston College professor, notes that fewer kids are outside, which isn’t just for fear of cars.
Since the 1980s, society has seen kids as fragile, shrinking their ability to explore independently. He argues
childhood’s purpose is building independence, and without it, kids miss out on growing up. Though he advocates
for kids’ freedom, he won’t let his 5-year-old granddaughter bike outside — her road has no sidewalks and
speeding cars.
Esther Walker, from youth cycling nonprofit Outride, says fewer kids walk or bike to school. Outride works
with over 400 American and Canadian schools to teach safe riding. 20-50% of middle-schoolers in the program
have never touched a bike. After the program, kids value the freedom, confidence, joy, and new friendships biking
brings.
Some parents advocate for safer communities. San Francisco’s Mahdi Rahimi started Safe Streets Bernal to
push for better intersection visibility, lower speeds, and protected bike lanes, hoping his kids can walk to the store
alone. Eric and Mary Beth Olson’s 5-year-old daughter Sidney was killed by a tractor-trailer in 2023. They founded
the Rainbow Fund to improve child safety after learning neighbors also avoided the dangerous intersection.
Mitchell now leads Our Streets, a transit safety nonprofit. She notes parents should push for safer spaces,
prepare kids for dangers, and wait for the right time to let them explore.
28．What is Laura Mitchell concerned about?
A．Traffic safety.
B．Kids’ growth.
C．Kids’ independence.
D．Cycling rules.
29．What does paragraph 2 mainly illustrate?
A．Parents’ anxiety and expectation.
B．Current dangerous road situation.
C．Declining road accidents in America.
D．Present condition of American vehicles.
30．What does the author want to convey by the cases of Gray and Walker?
A．Vehicle speeds must be limited.
B．Kids’ freedom needs safer roads.
C．Cycling to school requires more attention.
D．Kids’ exploring abilities are to be enhanced.
31．Why do some parents establish organizations?
A．To create safer environment for kids.
B．To arouse drivers’ safety awareness.
C．To call for government recognition.
D．To build up community responsibility.
D
One of the best parts of being a parent has to be watching children discover the world around
them. “What’s that in your hand? Is it — a ball? Do you think it will roll down this hill?” you might ask your kid.
Then you get to enjoy their shouts of delight as they explore just that. Yet over time parents may find that their child
is becoming less curious about science. Why does this shift happen?
There are, of course, a number of different factors at play, but according to a recent study, this loss of
interest may be partly the result of subtle （微妙的） language cues children hear.
When talking to children, many adults might say things like “Let’s be scientists today!” (to promote
curiosity) or “You’re such a good scientist!” (to praise a child). But this kind of language, which focuses on science
as an identity rather than a set of activities and actions that people do, can be demotivating. One study showed that
kids as young as four persisted longer when their cue to participate in science activities was “Let’s do science”
rather than “Let’s be scientists.”
But it’s also true that during adolescence, kids are actively trying on and ultimately forming different
identities for themselves. So in contrast to its demotivating effects on young children, identity focused language
may help teens stay interested in science. In one study, cueing a future identity based on science (such as “scientist”
or “doctor”) motivated middle schoolers to do more homework and was associated with higher grades. That might
be because if teens think of themselves as scientists, then they are willing to do what it takes to be the person they
want to become.
Focusing on these actions when children are young might help them persist in hard tasks or lessons. But as
older children gain experience in these areas and start forming ideas of whom they want to become, emphasizing
future science-dependent identities might also be helpful in maintaining an interest in science.
How these two versions of subtle language cues might work together has yet to be tested. Perhaps this
research could be done by your future scientist.
32．How do parents motivate their child’s curiosity about science?
A．By playing ball games.
B．By keeping them company.
C．By giving language cues.
D．By encouraging them to reply.
33．In which sentence, “at play” means the same with the underlined one?
A．This time curiosity is at play.
B．Unlucky in love, lucky at play.
C．The toy reminds us of when we were at play.
D．Pause and smell a rose or watch children at play.
34．What determines the effectiveness of language hints according to the research?
A．Language focus and kids’ age group.
B．Language diversity and kids’ grades.
C．Adults’ motivation and kids’ interest.
D．Adults’ identities and kids’ willingness.
35．Which column is this text probably taken from?
A．Environment.
B．Parenting.
C．Health.
D．Lifestyle.
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。
In the journey of life, there’s an often ignored hero — labor. Yes, that’s right, good old-fashioned hard work.
Whether it’s mowing lawns, babysitting, or washing dishes, the act of laboring not only fills pockets but also shapes
characters and molds futures.
Let’s face it, we live in a world where instant satisfaction is the norm （标准）. But what if we told you
that delaying that satisfaction and putting in some good, honest sweat can actually be beneficial? It’s true!
36
37
Imagine a teenager tasked with mowing lawns for a summer job. Suddenly, they’re responsible
for showing up on time, doing a thorough job, and managing their earnings. These are life skills that no classroom
lecture can match.
Moreover, labor breeds （培养） perseverance.
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Instead of throwing in the towel, they
persevere, learning from each setback and growing stronger in the process. This perseverance becomes a
cornerstone （基石） for success in all aspects of life.
But perhaps the most profound impact of labor is its ability to foster empathy and appreciation.
39
As teenagers serve meals to the less fortunate, they gain a newfound perspective on privilege and gratitude.
Suddenly, that new smartphone doesn’t seem as important as lending a helping hand to those in need.
In conclusion, labor isn’t just about earning a paycheck but it’s also about shaping character and building a
foundation for success. So, the next time you see a teenager sweating it out on a hot summer day, remember —
40
A．Labour is significantly beneficial to health.
B．Take, for instance, volunteering at a local soup kitchen.
C．Labor isn’t just about earning money and training skills.
D．First, labor gradually acquires a sense of responsibility.
E．Imagine a young adult facing rejection after rejection while job hunting.
F．they’re not just mowing lawns, they’re paving their path to a brighter future.
G．The process of laboring teaches invaluable lessons that textbooks simply can’t convey.
第三部分 语言运用（共两节，满分30 分）
第一节（共15 小题，每小题1 分，满分15 分）
阅读下面短文， 从每题所给的A、B、C 和D 四个选项中选出可以填入空白处的最佳选项。
Ella, together with her dad and grandma, moved to Alaska when dad got a railroad job there. Ella loved the
new place
41
. Grandma, though, hated it. She
42
about the bone-chilling cold. She spent her
days by the window, her knitting needles idle in her lap, longing for the Kansas sun and her
43
.
Ella’s worry grew into a tight knot in her chest.
44
, she turned to her new friend, Sarah, and her
kind aunt, Grace. “She
45
her sunflowers,” Ella explained. Grace suggested making a sunflower-
patterned quilt. The three secretly sewed it, using
46
threads for sunflowers Ella fetched from home.
Yet Ella soon noticed grandma growing
47
— she even cried one day, saying, “I’m so
48
.” Ella realized she’d been so busy sewing that she’d
49
grandma. What grandma needed wasn’t a quilt,
but
50
.
Ella took grandma to Sarah’s house, where she
51
the quilt project. Tears filled grandma’s eyes.
“You did this for me?” She
52
them, and the four sewed together. They talked,
53
stories of
Kansas and Alaska, laughed at Sarah’s jokes, and listened to Grace’s wisdom. Grandma’s skilled fingers guided the
younger ones, her laughter joining theirs. Ella knew then that they weren’t just sewing a quilt; they were
54
her grandmother’s heart, and in doing so, they were building a new
55
, together, under the vast Alaskan
sky.
41．A．consequently
B．instantly
C．finally
D．casually
42．A．worried
B．inquired
C．complained
D．commented
43．A．quilts
B．garden
C．neighborhood
D．sunflowers
44．A．Desperate
B．Confused
C．Disappointed
D．Awkward
45．A．admires
B．cuts
C．misses
D．plants
46．A．strong
B．bright
C．expensive
D．rare
47．A．weaker
B．older
C．stranger
D．sadder
48．A．exhausted
B．worthless
C．hopeless
D．homesick
49．A．deserted
B．neglected
C．blamed
D．spoiled
50．A．encouragementB．help
C．company
D．pity
51．A．revealed
B．evaluated
C．accomplished
D．designed
52．A．comforted
B．observed
C．congratulated
D．joined
53．A．shared
B．read
C．invented
D．adapted
54．A．opening
B．winning
C．softening
D．mending
55．A．relationship
B．life
C．identity
D．style
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。
Some 4,000 years ago, the Liangzhu culture, known for its sophisticated city of canals
56
(call)
“China’s Venice of the Stone Age,” suddenly disappeared. Historians debated whether war, disease, or starvation
caused its collapse, but recent research points to climate change
57
a key factor.
Located near the East China Sea, Liangzhu
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(be) home to an advanced Stone Age civilization
for about 1,000 years, supporting an active agricultural system through its canals. Liangzhu City was listed as
59
UNESCO World Heritage Site in 2019.
Researchers from the University of Innsbruck had long sought to explain
60
Liangzhu was
abandoned, and the discovery of a thin layer of clay on the ruins suggested a possible connection between the ends
of the advanced civilization
61
floods of the Yangtze River or floods from the East China Sea. However,
no clear conclusions on the cause were possible from the mud layer
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(it).
A breakthrough came when scientists studied stalagmites （石笋） from two nearby underwater caves. As
Dr. Peter Dockrill reported for Science Alert, their team discovered chemical signatures from about 4,300 years ago
that showed extremely high rainfall,
63
(probable) caused by the
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(warm) of ocean waters
in the Pacific — an event known as the El Niño （厄尔尼诺）.
The study notes that wet conditions lasted for several hundred years following the collapse of Liangzhu,
eventually paving the way for the rise of the Xia dynasty in 2070 B．C．E. Its celebrated
65
(found), Yu
the Great, introduced more extensive flood-control methods and is known as the “Tamer of the Flood.”
第四部分 写作（共两节， 满分40 分）
第一节（满分15 分）
学校英文报发起一个“Making friends online or offline”的讨论。请你写一篇短文投稿，内容包括：
1. 你的看法；
2. 说明理由。
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。
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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。
Peter and Oliver were crazy about basketball. After school, you could always find them on the school
basketball court, sweat dripping from their foreheads as the sun dipped low. Peter had a natural talent for shooting
hoops, while Oliver struggled a little with his dribbling （运球）. Though Oliver didn’t play as well as Peter, he
was a warm-hearted child willing to accept others’ opinions. The basketball court often witnessed their laughter
mixed with the sound of the ball bouncing on the concrete.
A piece of exciting news came one day: the school would attend a youth basketball tournament of the city.
All boys buzzed with excitement. Almost every one of them wanted to join the school team, and Peter and Oliver
wanted it more than anyone else. “Imagine us playing together on the court, representing our school!” Peter said
one day, grinning. Oliver’s eyes lit up. From that day on, they trained even harder. They woke up early to practice
before school, worked on passing drills during lunch breaks, and stayed late to perfect their shots. Oliver’s skills
got better, but he still looked up to Peter.
The day the school team list was announced finally arrived. Everyone sat on the edge of their seats, waiting
for the headmaster, Mr. Lee, to speak. Peter sat up straight, confident he’d make it. But Oliver’s hands were
shaking, and he stared at his desk, too nervous to look up. Peter gently nudged （轻推） him. “Don’t worry,” he
whispered. “We’re both getting in. I know it.”
Mr. Lee started reading the names: “Tom, Jake, Sam… Peter.” A big smile spread across Peter’s face. He
turned to high-five Oliver, only to see Oliver’s pale face. Mr. Lee finished the list, and Oliver’s name wasn’t there.
Oliver’s shoulders slumped, and he stared out the window, blinking hard to hold back tears. After Mr. Lee left,
Oliver dashed out of the room.
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。
Peter ran after Oliver, trying to comfort him.
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The match day saw Oliver sitting beside the court, happily watching.
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