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Ⅰ. 阅读理解(每小题2.5分,共7.5分)
After-school Activities
Carnegie Center
251W. Second St.
(859) 254-4175
Offering seasonal classes in reading, writing and math for children; monthly Family Fun and Learning Nights; writing, publishing and language classes for adults; author readings and other arts-related events. Many classes and events are free.
Boyd Orchards
1396 Pinckard Pike, Versailles
(859) 873-3097
Enjoy a large playground with a 90-foot slide (滑梯), five-story treehouse, climbing walls and a smaller 40-foot slide. Kids can feed animals in the animal center and pick fruits in season.
Collins Bowling Center
205 Southland Drive
(859) 277-5746
750 East New Circle Road
(859) 252-3429
Children always love bowling parties to celebrate their birthdays. Parties are priced per child and the charge includes bowling, shoe
rental, free games of bowling, paper products and balloons. Food, drink and a game room are available (可获得的).
1. What can we learn about the Carnegie Center? (
A. It offers only night classes.
B. It is designed for arts lovers.
C. It offers weekly fun for families.
D. It teaches both kids and adults.
2. What is not included in the charge at Collins Bowling Center? (
A. Birthday cakes.
B. Free bowling games.
C. Shoe rental.
D. Paper products.
3. Which number should you call if you want to taste fresh fruits? (
A. (859) 254-4175.
B. (859) 252-3429.
C. (859) 873-3097.
D. (859) 277-5746.
After-school Activities
Carnegie Center
251W. Second St.
(859) 254-4175
Offering seasonal classes in reading, writing and math for children; monthly Family Fun and Learning Nights; writing, publishing and language classes for adults; author readings and other arts-related events. Many classes and events are free.
Boyd Orchards
1396 Pinckard Pike, Versailles
(859) 873-3097
Enjoy a large playground with a 90-foot slide (滑梯), five-story treehouse, climbing walls and a smaller 40-foot slide. Kids can feed animals in the animal center and pick fruits in season.
Collins Bowling Center
205 Southland Drive
(859) 277-5746
750 East New Circle Road
(859) 252-3429
Children always love bowling parties to celebrate their birthdays. Parties are priced per child and the charge includes bowling, shoe
rental, free games of bowling, paper products and balloons. Food, drink and a game room are available (可获得的).
1. What can we learn about the Carnegie Center? (
D
)A. It offers only night classes.
B. It is designed for arts lovers.
C. It offers weekly fun for families.
D. It teaches both kids and adults.
2. What is not included in the charge at Collins Bowling Center? (
A
)A. Birthday cakes.
B. Free bowling games.
C. Shoe rental.
D. Paper products.
3. Which number should you call if you want to taste fresh fruits? (
C
)A. (859) 254-4175.
B. (859) 252-3429.
C. (859) 873-3097.
D. (859) 277-5746.
答案
语篇解读 本文是一篇应用文。文章主要为孩子们推荐了放学后的活动,介绍了提供活动的机构、机构地址、咨询电话、可享受的娱乐活动以及费用等。
1. D 细节理解题。根据Carnegie Center中“Offering seasonal classes in reading,... language classes for adults”可知,Carnegie Center可以教孩子和成人。故选D。
2. A 细节理解题。根据Collins Bowling Center中“Parties are priced per child... paper products and balloons.”可知,Collins Bowling Center的费用包括保龄球、鞋子租赁、免费保龄球游戏、纸制品和气球,而生日蛋糕没有包括在里面。故选A。
3. C 细节理解题。根据Boyd Orchards部分的“Kids can feed animals in the animal center and pick fruits in season.”可知,想要尝新鲜的水果可以去Boyd Orchards,它的联系电话为(859) 873-3097。故选C。
1. D 细节理解题。根据Carnegie Center中“Offering seasonal classes in reading,... language classes for adults”可知,Carnegie Center可以教孩子和成人。故选D。
2. A 细节理解题。根据Collins Bowling Center中“Parties are priced per child... paper products and balloons.”可知,Collins Bowling Center的费用包括保龄球、鞋子租赁、免费保龄球游戏、纸制品和气球,而生日蛋糕没有包括在里面。故选A。
3. C 细节理解题。根据Boyd Orchards部分的“Kids can feed animals in the animal center and pick fruits in season.”可知,想要尝新鲜的水果可以去Boyd Orchards,它的联系电话为(859) 873-3097。故选C。
Ⅱ.完形填空(每小题1分,共15分)
(2026·江苏盐城五校联盟检测)
I used to believe that friendship was something that happened naturally, like finding a missing puzzle piece. This idea, 1 from books and movies, was challenged in my senior year.
Our school 2 a "Peer Support" program, matching academically strong students with those who were struggling. I was 3 with Leo, a quiet boy from another class. My task was to tutor him in math, which I saw merely as a weekly 4. I was 5 about its deeper value.
Our first few meetings were awkward. I would 6 concepts, and Leo would nod silently, rarely asking questions. I felt a sense of 7, thinking my efforts were like seeds falling on barren soil. I almost quit.
One afternoon, a fire alarm rang out. It was a minor drill. As we walked downstairs in the orderly but hurried flow, I noticed Leo was not just quiet; he was apparently 8. The overwhelming noise and crowd seemed to 9 him. Instinctively (凭直觉地), I moved closer and said calmly, "Focus on the steps. One at a time, like we break down a math problem." I wasn't 10. I was showing him a familiar routine. To my surprise, he 11 me and nodded, his breathing gradually steadying.
That moment changed everything. Leo began to talk. He shared his fear of crowds. I, in turn, shared my 12 about exams. Our interaction became two-way. We became a team, 13 each other's challenges.
By the end of the term, his grades had improved. But the real success was the bridge we built across the silent 14. I had entered to teach, but I left having learned: "True connection isn't about finding a perfect match, but the courage to build one, piece by piece, across the divides we 15."
1. (
C. distinguished D. adapted
2. (
C. downloaded D. exited
3. (
C. paired D. ranked
4. (
C. category D. priority
5. (
C. nervous D. doubtful
6. (
C. accept D. question
7. (
C. frustration D. solidarity
8. (
C. screaming D. grinning
9. (
C. boost D. trap
10. (
C. explaining D. exaggerating
11. (
B. turned away from
C. reached out to
D. smiled bitterly at
12. (
C. prediction D. arrangement
13. (
C. tackling D. rating
14. (
C. platform D. boundary
15. (
C. close D. imagine
(2026·江苏盐城五校联盟检测)
I used to believe that friendship was something that happened naturally, like finding a missing puzzle piece. This idea, 1 from books and movies, was challenged in my senior year.
Our school 2 a "Peer Support" program, matching academically strong students with those who were struggling. I was 3 with Leo, a quiet boy from another class. My task was to tutor him in math, which I saw merely as a weekly 4. I was 5 about its deeper value.
Our first few meetings were awkward. I would 6 concepts, and Leo would nod silently, rarely asking questions. I felt a sense of 7, thinking my efforts were like seeds falling on barren soil. I almost quit.
One afternoon, a fire alarm rang out. It was a minor drill. As we walked downstairs in the orderly but hurried flow, I noticed Leo was not just quiet; he was apparently 8. The overwhelming noise and crowd seemed to 9 him. Instinctively (凭直觉地), I moved closer and said calmly, "Focus on the steps. One at a time, like we break down a math problem." I wasn't 10. I was showing him a familiar routine. To my surprise, he 11 me and nodded, his breathing gradually steadying.
That moment changed everything. Leo began to talk. He shared his fear of crowds. I, in turn, shared my 12 about exams. Our interaction became two-way. We became a team, 13 each other's challenges.
By the end of the term, his grades had improved. But the real success was the bridge we built across the silent 14. I had entered to teach, but I left having learned: "True connection isn't about finding a perfect match, but the courage to build one, piece by piece, across the divides we 15."
1. (
B
)A. released B. absorbedC. distinguished D. adapted
2. (
B
)A. contacted B. launchedC. downloaded D. exited
3. (
C
)A. competed B. chargedC. paired D. ranked
4. (
A
)A. session B. instanceC. category D. priority
5. (
D
)A. confident B. curiousC. nervous D. doubtful
6. (
A
)A. demonstrate B. graspC. accept D. question
7. (
C
)A. pride B. fulfillmentC. frustration D. solidarity
8. (
B
)A. proceeding B. strugglingC. screaming D. grinning
9. (
D
)A. accuse B. persuadeC. boost D. trap
10. (
C
)A. betting B. lyingC. explaining D. exaggerating
11. (
A
)A. locked eyes withB. turned away from
C. reached out to
D. smiled bitterly at
12. (
A
)A. anxiety B. ambitionC. prediction D. arrangement
13. (
C
)A. appreciating B. limitingC. tackling D. rating
14. (
D
)A. square B. landscapeC. platform D. boundary
15. (
D
)A. widen B. exploreC. close D. imagine
答案
语篇解读 本文是一篇记叙文。文章讲述了作者通过参与“同伴支持”项目,从最初机械地辅导同学数学,到在一次突发事件中主动帮助对方克服恐慌,最终与对方建立起双向理解与支持的深厚友谊,从而领悟到真正的友谊并非偶然相遇,而是主动跨越隔阂、用心构建的结果。
1. B 根据前文“I used to believe that friendship was something that happened naturally”以及后文“from books and movies”可知,作者的这个观点是从书本和电影里获取、吸收来的,“absorbed”符合语境,故选B。
2. B 根据下文“a ‘Peer Support’ program, matching academically strong students with those who were struggling”可知,学校发起了一个项目,故选B。
3. C 根据前文“Peer Support”和“matching academically strong students with those who were struggling”可知,此处应是项目将作者与Leo“配对”在一起,故选C。
4. A 结合前文“tutor him in math”和“weekly”可知,这里指每周辅导。“session”特指“一次课程、一场活动”,“weekly session”即“每周一次的辅导课”,符合语境,故选A。
5. D 根据前文“I saw merely as a weekly ___”可知,作者一开始并没有重视这份任务,对其深层价值持怀疑态度,“doubtful”符合语境,故选D。
6. A 根据前文“My task was to tutor him in math”可知,辅导者的核心动作是向被辅导者“展示”概念,故选A。
7. C 根据后文“thinking my efforts were like seeds falling on barren soil”可知,作者的辅导没有得到回应,内心应是消极的。“frustration”意为“沮丧,挫败感”,匹配作者努力无果的心态,故选C。
8. B 根据后文“The overwhelming noise and crowd”以及作者主动安抚他的行为可知,Leo在嘈杂拥挤的环境中感到不适。“struggling”意为“挣扎,感到不适”,符合Leo在恶劣环境中的状态,故选B。
9. D 根据前文Leo挣扎的状态,以及后文作者安抚他的行为可知,嘈杂拥挤的环境让Leo难以适应,陷入困境,故选D。
10. C 根据后文“I was showing him a familiar routine”,并结合前文作者用“分解数学题”的方式安抚Leo可知,作者是用两人熟悉的辅导场景传递安全感。“explaining”此处可理解为“刻意解释”,作者想表达自己的行为是自然的安抚,而非刻意说教,故选C。
11. A 根据后文“his breathing gradually steadying”可知,Leo接受了作者的安抚,做出了积极回应。“lock eyes with”意为“与……对视”,体现Leo对作者安抚的回应与信任,故选A。
12. A 根据前文“He shared his fear of crowds.”以及后文“Our interaction became two-way.”可知,两人开始互相分享内心的痛苦,“anxiety”符合语境,故选A。
13. C 根据前文“Our interaction became two-way.”以及互相分享烦恼的情节可知,两人是共同面对挑战。“tackling”意为“处理,应对”,符合两人作为团队共渡难关的语境,故选C。
14. D 根据前文两人“first few meetings were awkward”、Leo的“nod silently”的沉默状态,到后文双向互动的转变可知,此处是跨越了“无声的隔阂”,故选D。
15. D 结合全文主旨,人与人之间的联结难在“打破主观壁垒”,很多隔阂是我们主观想象出来的(如陌生时觉得彼此难以沟通),真正的勇气是跨越这种“想象中的隔阂”,主动建立联结,故选D。
1. B 根据前文“I used to believe that friendship was something that happened naturally”以及后文“from books and movies”可知,作者的这个观点是从书本和电影里获取、吸收来的,“absorbed”符合语境,故选B。
2. B 根据下文“a ‘Peer Support’ program, matching academically strong students with those who were struggling”可知,学校发起了一个项目,故选B。
3. C 根据前文“Peer Support”和“matching academically strong students with those who were struggling”可知,此处应是项目将作者与Leo“配对”在一起,故选C。
4. A 结合前文“tutor him in math”和“weekly”可知,这里指每周辅导。“session”特指“一次课程、一场活动”,“weekly session”即“每周一次的辅导课”,符合语境,故选A。
5. D 根据前文“I saw merely as a weekly ___”可知,作者一开始并没有重视这份任务,对其深层价值持怀疑态度,“doubtful”符合语境,故选D。
6. A 根据前文“My task was to tutor him in math”可知,辅导者的核心动作是向被辅导者“展示”概念,故选A。
7. C 根据后文“thinking my efforts were like seeds falling on barren soil”可知,作者的辅导没有得到回应,内心应是消极的。“frustration”意为“沮丧,挫败感”,匹配作者努力无果的心态,故选C。
8. B 根据后文“The overwhelming noise and crowd”以及作者主动安抚他的行为可知,Leo在嘈杂拥挤的环境中感到不适。“struggling”意为“挣扎,感到不适”,符合Leo在恶劣环境中的状态,故选B。
9. D 根据前文Leo挣扎的状态,以及后文作者安抚他的行为可知,嘈杂拥挤的环境让Leo难以适应,陷入困境,故选D。
10. C 根据后文“I was showing him a familiar routine”,并结合前文作者用“分解数学题”的方式安抚Leo可知,作者是用两人熟悉的辅导场景传递安全感。“explaining”此处可理解为“刻意解释”,作者想表达自己的行为是自然的安抚,而非刻意说教,故选C。
11. A 根据后文“his breathing gradually steadying”可知,Leo接受了作者的安抚,做出了积极回应。“lock eyes with”意为“与……对视”,体现Leo对作者安抚的回应与信任,故选A。
12. A 根据前文“He shared his fear of crowds.”以及后文“Our interaction became two-way.”可知,两人开始互相分享内心的痛苦,“anxiety”符合语境,故选A。
13. C 根据前文“Our interaction became two-way.”以及互相分享烦恼的情节可知,两人是共同面对挑战。“tackling”意为“处理,应对”,符合两人作为团队共渡难关的语境,故选C。
14. D 根据前文两人“first few meetings were awkward”、Leo的“nod silently”的沉默状态,到后文双向互动的转变可知,此处是跨越了“无声的隔阂”,故选D。
15. D 结合全文主旨,人与人之间的联结难在“打破主观壁垒”,很多隔阂是我们主观想象出来的(如陌生时觉得彼此难以沟通),真正的勇气是跨越这种“想象中的隔阂”,主动建立联结,故选D。
