2026年新高考英語(yǔ)核心素養(yǎng)檢測(cè)試卷（附答案可下載）考試時(shí)間：120分鐘滿(mǎn)分：150分說(shuō)明：本試卷聚焦新高考“語(yǔ)言能力、思維品質(zhì)、文化意識(shí)、學(xué)習(xí)能力”四大核心素養(yǎng)，精準(zhǔn)設(shè)計(jì)檢測(cè)題型與素材。試卷以素養(yǎng)落地為導(dǎo)向，素材涵蓋中華優(yōu)秀傳統(tǒng)文化、跨文化交流、科技倫理、生態(tài)責(zé)任等主題，通過(guò)情境化試題考查素養(yǎng)層級(jí)水平。按核心素養(yǎng)考查權(quán)重設(shè)置基礎(chǔ)題（35%）、中檔題（50%）、拔高題（15%），題型完全對(duì)標(biāo)新高考。卷尾附詳細(xì)參考答案、素養(yǎng)考查指向解析及提升建議，可直接下載打印用于素養(yǎng)專(zhuān)項(xiàng)檢測(cè)，助力考生精準(zhǔn)定位素養(yǎng)短板、全面提升綜合能力。第一部分聽(tīng)力（共20小題；每小題1.5分，滿(mǎn)分30分）做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。第一節(jié)（共5小題；每小題1.5分，滿(mǎn)分7.5分）聽(tīng)下面5段對(duì)話(huà)。每段對(duì)話(huà)后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話(huà)后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話(huà)僅讀一遍。1.Whatdoesthewomanplantodothisafternoon?

A.Learnpaper-cuttingB.BuyanewdictionaryC.Visitafriend

2.Howdidthemangettothemuseumyesterday?

A.BybikeB.OnfootC.Bybus

3.What’stheman’sopinionontraditionalcrafts?

A.TheyareoutdatedB.TheyareworthprotectingC.Theyarehardtolearn

4.Whenwillthecross-culturalsalonstart?

A.At2:00p.m.B.At2:30p.m.C.At3:00p.m.

5.Whatisthemanlookingfor?

A.AChinesepaintingB.AstorybookC.Acoffeeshop第二節(jié)（共15小題；每小題1.5分，滿(mǎn)分22.5分）聽(tīng)下面5段對(duì)話(huà)或獨(dú)白。每段對(duì)話(huà)或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話(huà)或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話(huà)或獨(dú)白讀兩遍。聽(tīng)第6段材料，回答第6、7題。

6.WhydoesthegirlwanttolearnChineseknotting?

A.TotakepartinaschoolshowB.TogivegiftstoforeignfriendsC.Toinheritfamilycraft

7.WhowillteachthegirlChineseknotting?

A.HermotherB.HerteacherC.Acraftsperson

8.聽(tīng)第7段材料，回答第8至10題。

8.Wheredidthemanspendhissummervacation?

A.InavillageinYunnanB.InacityinSichuanC.InatowninZhejiang

9.Whatimpressedthemanmostthere?

A.ThelocalfoodB.ThefolkmusicC.Thegreenenvironment

10.Whatdidthemanbringbackassouvenirs?

A.HandmadepotteryB.FreshfruitsC.Traditionalclothes聽(tīng)第8段材料，回答第11至13題。

11.Whatisthetopicofthediscussion?

A.HowtoprotectculturalheritageB.HowtolearnEnglishwellC.Howtodevelopgreenhabits

12.Whatdoesthewomansuggestdoing?

A.SettingupculturalclubsinschoolsB.WatchingmoreEnglishmoviesC.Usingmoreplasticproducts

13.Whatwillthespeakersdonext?

A.WriteaproposalB.OrganizeanactivityC.Doasurvey聽(tīng)第9段材料，回答第14至16題。

14.Whatistheman’sprobleminlearningEnglish?

A.Hecan’tunderstandspokenEnglishB.Hecan’twritelongpassagesC.Hecan’tremembernewwords

15.Whatlearningmethoddoesthewomanrecommend?

A.RecitingwordseverymorningB.PracticingwithnativespeakersC.ReadingEnglishnovelsdaily

16.Whenwillthewomanhelpthemanpractice?

A.ThiseveningB.TomorrowmorningC.Thisweekend聽(tīng)第10段材料，回答第17至20題。

17.Whatisthespeechmainlyabout?

A.ThevalueoftraditionalChinesemedicineB.HowtokeephealthywithTCMC.ThedevelopmentofTCMoverseas

18.WhatisoneadvantageofTCMmentionedinthespeech?

A.IthasnosideeffectsB.IttreatsthewholebodyC.Itworksquickly

19.HowisTCMpromotedoverseas?

A.ThroughinternationalschoolsB.ThroughmedicalexchangesC.Throughonlinecourses

20.Whatdoesthespeakerencourageyoungpeopletodo?

A.LearnTCMskillsB.WorkasTCMdoctorsC.IntroduceTCMtoothers第二部分閱讀理解（共15小題；每小題2分，滿(mǎn)分30分）閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)。APaper-cuttingisatime-honoredtraditionalcraftinChina,withahistorydatingbackover1,500years.ItembodiesthewisdomandaesthetictasteoftheChinesenation,andislistedasanintangibleculturalheritagebyUNESCO.Thiscraftusessimpletools—scissorsandpaper—tocreatevividpatterns,coveringthemessuchasflowers,birds,figures,andfolkcustoms.

Inthepast,paper-cuttingswerewidelyusedindailylife.Duringfestivals,peoplewouldpasteredpaper-cuttingsonwindows,doors,andwallstoexpressgoodwishes.Forexample,paper-cuttingsoffishsymbolizesurplusandprosperity,whilethoseofphoenixesrepresentgoodluck.Withthechangesofthetimes,paper-cuttinghasgraduallyevolvedfromadailycraftintoanartform.Modernartistshaveintegratedcontemporaryelementsintotraditionalpaper-cutting,makingitmorepopularamongyoungpeople.Somepaper-cuttingworkshaveevenbeenexhibitedoverseas,becomingabridgeforculturalexchange.

Protectingandinheritingpaper-cuttingisnotonlyaboutpreservingacraft,butalsoaboutpassingontheculturalspiritbehindit.Ithelpsenhanceculturalconfidenceandcultivatepeople’saestheticability,whichisofgreatsignificancetothedevelopmentofculturalliteracy.21.Whatisthemainideaofthepassage?

A.ThehistoryofChinesepaper-cuttingB.Theculturalvalueanddevelopmentofpaper-cutting

C.Howtomakepaper-cuttingsD.Theinfluenceofpaper-cuttingoverseas

22.Whatdoesthepaper-cuttingoffishsymbolize?

A.GoodluckB.SurplusandprosperityC.HappinessD.Longevity

23.Howhaspaper-cuttingchangedwiththetimes?

A.IthasdisappearedfromdailylifeB.Ithasbecomeapureartform

C.IthasintegratedcontemporaryelementsD.IthasbeenreplacedbymoderncraftsBCross-culturalcommunicationisanessentialabilityintheglobalizedworld,requiringpeopletounderstandandrespectculturaldifferences.Whencommunicatingwithpeoplefromdifferentculturalbackgrounds,misunderstandingsoftenariseduetodifferencesinvalues,customs,andcommunicationstyles.

Forexample,inWesterncountries,directexpressionisencouragedincommunication,whileinsomeAsiancountries,peopletendtoexpresstheiropinionsindirectlytoavoidoffendingothers.Gift-givingisanotherareafullofculturaldifferences.InChina,givingclocksasgiftsisinappropriatebecausethepronunciationof“clock”issimilarto“death”inChinese.Incontrast,inWesterncountries,clocksarecommongifts.Eyecontactisalsodifferent:Westernersusuallymaintaineyecontacttoshowrespect,whilesomeAsiansmayavoiddirecteyecontactasasignofpoliteness.

Toimprovecross-culturalcommunicationskills,weshouldlearnaboutdifferentculturalbackgrounds,keepanopenmind,andavoidculturalstereotypes.Weshouldalsocommunicatesincerelyandflexiblyadjustourcommunicationstylesaccordingtothesituation.Onlyinthiswaycanwebuildharmoniouscross-culturalrelationships.24.Whatisthemaincauseofmisunderstandingsincross-culturalcommunication?

A.LanguagebarriersB.DifferencesincultureC.LackofcommunicationskillsD.Differentlivinghabits

25.WhyisgivingclocksinappropriateinChina?

A.ClocksaretoocheapB.ClocksarenotpracticalC.ThepronunciationisunluckyD.Clocksarehardtomaintain

26.Whatistheauthor’ssuggestionforcross-culturalcommunication?

A.SpeakdirectlyinallsituationsB.AvoideyecontactwithAsians

C.LearnaboutdifferentculturesandbesincereD.GivethesamegiftstopeoplefromdifferentcountriesCArtificialintelligence(AI)hasbroughtgreatconveniencetohumanlife,butitalsoraisesethicalandsocialissuesthatrequireustothinkdeeply.AsAIiswidelyappliedinmedicaltreatment,education,andemployment,questionsaboutfairness,privacy,andhumandignityhavebecomeincreasinglyprominent.

Inthemedicalfield,AIcanassistdoctorsindiagnosingdiseases,butwhoshouldberesponsibleifanAImakesawrongdiagnosis?Ineducation,AI-poweredteachingtoolscanprovidepersonalizedlearningplans,butexcessiverelianceonAImayreducethehumanisticcarebetweenteachersandstudents.Inemployment,somejobsarebeingreplacedbyAI,whichbringsemploymentpressuretoworkers.Additionally,AIcollectsandanalyzesalargeamountofpersonaldata,posingathreattodataprivacy.

Toaddresstheseissues,weneedtoestablishperfectethicalnormsandlawsforAIdevelopment.Weshouldalsocultivatepeople’scriticalthinkingabilitytocorrectlyviewtheadvantagesandlimitationsofAI.ThedevelopmentofAIshouldservehumanwell-being,andwemustensurethatitdevelopsinasafe,fair,andethicalway.27.Whatisthemainideaofthepassage?

A.TheadvantagesofAIindailylifeB.TheethicalissuesbroughtbyAIandsolutions

C.HowtodevelopAItechnologyD.TheimpactofAIonemployment

28.WhatissuedoesAIbringtoeducation?

A.ReducedhumanisticcareB.IncreasedstudypressureC.UnfairlearningresourcesD.Difficultyindatacollection

29.WhatdoestheauthorsuggesttoregulateAIdevelopment?

A.StoppingtheapplicationofAIinmedicaltreatmentB.Establishingethicalnormsandlaws

C.ReplacinghumanworkerswithAID.LimitingthecollectionofpersonaldataDEco-tourism,whichfocusesonenvironmentalprotectionandcommunitydevelopment,hasbecomeaglobaltrend.Unliketraditionaltourismthatpursueseconomicbenefitsatthecostoftheenvironment,eco-tourismaimstobalancetourismdevelopment,environmentalprotection,andlocalresidents’well-being.

InChina,manyregionshavedevelopedeco-tourismprojectsbasedontheirnaturalandculturalresources.Forexample,inGuizhouProvince,localcommunitieshavedevelopedforesteco-tourism,allowingtouriststoexperiencenaturewhileprotectingtheforestecosystem.Localresidentsrunfamilyhotels,provideguideservices,andsellhandcraftedproducts,increasingtheirincomewithoutdamagingtheenvironment.Inaddition,eco-tourismhasraisedpeople’senvironmentalawareness.Touristslearnaboutecologicalprotectionthroughpractice,andgraduallydevelopeco-friendlyhabits.

However,eco-tourismalsofaceschallenges,suchasover-tourismandinadequatemanagement.Toensurethesustainabledevelopmentofeco-tourism,governmentsshouldformulatestrictmanagementregulations,andtouristsshouldabidebyeco-friendlyrules.Onlywhenallpartiesworktogethercaneco-tourismtrulycontributetoenvironmentalprotectionandsocialdevelopment.30.Whatisthecoreofeco-tourism?

A.PursuingeconomicbenefitsB.Balancingdevelopment,protectionandcommunitywell-being

C.DevelopingnaturalresourcesD.Attractingmoretourists

31.Howdolocalresidentsbenefitfromeco-tourisminGuizhou?

A.BycuttingdownforestsfordevelopmentB.Bysellingnaturalresources

C.Byprovidingtourism-relatedservicesD.Byreceivinggovernmentsubsidies

32.Whatchallengedoeseco-tourismface?

A.LackofnaturalresourcesB.Over-tourismandinadequatemanagement

C.LowincomeforresidentsD.Unwillingnessoftouriststoparticipate

33.Whatistheauthor’sattitudetowardseco-tourism?

A.SupportiveB.CriticalC.DoubtfulD.Indifferent

34.Whatcantouristsdotopromoteeco-tourism?

A.IgnoreenvironmentalrulesB.Choosetraditionaltourismprojects

C.Abidebyeco-friendlyrulesD.Buymorenaturalproducts

35.Whatisthesignificanceofeco-tourism?

A.Ithelpsprotecttheenvironmentandraiseenvironmentalawareness

B.Itreplacestraditionaltourismcompletely

C.Itincreasesenvironmentalpollution

D.Itmakeslocalresidentsleavetheirhometowns第三部分完形填空（共20小題；每小題1.5分，滿(mǎn)分30分）閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)。Lastyear,Iparticipatedinacross-culturalexchangeprogramintheUS,whichwasavaluableexperienceforcultivatingmyculturalawarenessandcommunicationability.Beforeleaving,Iwasbothexcitedandnervous,asIknewtherewouldbegreatcultural36betweenChinaandtheUS.

Onmyfirstdayatthehostfamily,Iencounteredasmallmisunderstanding.ThehostmotheraskedmeifIwantedmorefood,andIpolitelyrefused.However,IlaterfoundoutthatinAmericanculture,directacceptanceismorecommon,whilemy37refusalmadeherthinkIdidn’tlikethefood.Withthehostsister’sexplanation,Igraduallyunderstoodtheculturaldifferenceandlearnedto38mycommunicationstyleaccordingtothesituation.

Duringtheprogram,wevisitedmanyculturalsitesandattendedavarietyofactivities.Oneofthemostmemorableactivitieswasaculturalsharingmeeting.IintroducedChineseteaculturetotheAmericanstudents,showingthemhowtomaketeaandexplainingthe39behindtea-drinking.Manystudentswereattractedbytheprofoundcultureandaskedmealotofquestions.Thisexperiencemademerealizethatculturalexchangeisatwo-wayprocess—wecanlearnfromeachotherand40mutualunderstanding.

Ialsomademanyfriendsduringtheprogram.Weoftendiscussedthedifferencesbetweenourcultures,suchasfestivalcustomsandfamilyvalues.Throughthesediscussions,Ibroadenedmyhorizonsandimprovedmyabilityto41differentcultures.Ilearnedthatculturaldifferencesarenotbarriers,butopportunitiesforustogrow.

Whentheprogramended,Ifeltreluctanttoleave.ThisexperiencenotonlyimprovedmyEnglishcommunicationskillsbutalsostrengthenedmyculturalconfidence.Iunderstoodthattobecomeaglobalcitizen,weneedtorespectculturaldifferencesand42withanopenmind.Iwillcherishthisexperienceandcontinuetopromotecross-culturalcommunicationinthefuture.36.A.similaritiesB.differencesC.connectionsD.influences

37.A.directB.honestC.indirectD.sincere

38.A.adjustB.keepC.changeD.maintain

39.A.storiesB.traditionsC.meaningsD.values

40.A.reduceB.strengthenC.destroyD.weaken

41.A.acceptB.ignoreC.opposeD.judge

42.A.communicateB.competeC.argueD.fight

43.A.BeforeB.AfterC.DuringD.Since

44.A.andB.butC.soD.or

45.A.happyB.confusedC.excitedD.nervous

46.A.foodB.cultureC.languageD.customs

47.A.explainedB.complainedC.apologizedD.suggested

48.A.understandB.forgetC.ignoreD.abandon

49.A.interestingB.boringC.memorableD.difficult

50.A.introducedB.borrowedC.lentD.sold

51.A.behindB.besideC.beforeD.after

52.A.attractedB.confusedC.frightenedD.surprised

53.A.one-wayB.two-wayC.three-wayD.four-way

54.A.discussedB.arguedC.foughtD.agreed

55.A.barriersB.bridgesC.wallsD.roads第四部分語(yǔ)法填空（共10小題；每小題1.5分，滿(mǎn)分15分）閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。TraditionalChinesepaintingisoneofthemostimportantartformsinChina,56(have)ahistoryofover2,000years.Itisfamousforitsuniqueartisticstyleandprofoundculturalconnotations,reflectingtheChinesepeople’slovefornatureandpursuitofbeauty.

TraditionalChinesepaintingusesspecialtools,suchasbrushes,ink,andricepaper.Artists57(skill)usedifferentshadesofinktocreatevividimagesofmountains,rivers,flowers,andbirds.UnlikeWesternpainting,whichfocusesonrealism,traditionalChinesepaintingemphasizes58(express)emotionsandideas,pursuingaharmonybetweenformandspirit.

Inrecentyears,traditionalChinesepainting59(gain)increasingpopularityamongyoungpeople.Manyartschoolshavesetuprelatedcoursestoinheritthistraditionalart.SomeyoungartistshavecombinedtraditionalChinesepaintingwithmodernartforms,suchasphotographyanddesign,60(make)itmoreattractivetotheyouth.

TraditionalChinesepaintingalsoplaysanimportantroleinculturalexchange.Manyworks61(exhibit)inartgalleriesaroundtheworldeveryyear,helpingforeignpeopleunderstandChineseculturebetter.Itisabridge62connectsChineseculturewiththeworld.

WeshouldattachgreatimportancetotheinheritanceanddevelopmentoftraditionalChinesepainting.Bylearningthisartform,wecancultivateouraestheticabilityandstrengthenourculturalconfidence.OnlyinthiswaycantraditionalChinesepainting63(pass)downfromgenerationtogenerationandshineinthenewera.

Nowadays,withthedevelopmentoftechnology,manyartistsusedigitaltoolstocreateChinesepaintings,which64(bring)newvitalitytothisancientart.However,thecorespiritoftraditionalChinesepaintingshouldneverbeforgotten.Weshouldencouragemorepeople65(learn)andlovethistraditionalart.第五部分書(shū)面表達(dá)（共兩節(jié)，滿(mǎn)分35分）第一節(jié)應(yīng)用文寫(xiě)作（滿(mǎn)分15分）假定你是李華，你校將舉辦“中華優(yōu)秀傳統(tǒng)文化周”活動(dòng)，旨在提升學(xué)生文化意識(shí)與素養(yǎng)。請(qǐng)你給學(xué)校英文公眾號(hào)寫(xiě)一篇短文，介紹此次活動(dòng)，內(nèi)容包括：1.活動(dòng)目的；2.活動(dòng)時(shí)間、地點(diǎn)及具體內(nèi)容；3.活動(dòng)意義。注意：1.詞數(shù)80-100；2.可適當(dāng)增加細(xì)節(jié)，以使行文連貫；3.開(kāi)頭和結(jié)尾已為你寫(xiě)好，不計(jì)入總詞數(shù)。Dearschoolmates,

ToenhanceourculturalawarenessandinheritChineseexcellenttraditionalculture,ourschoolwillholda“TraditionalCultureWeek”activity.

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Thisactivitywillhelpusdeeplyunderstandtraditionalcultureandstrengthenourculturalconfidence.

Welcometoparticipate!

LiHua第二節(jié)讀后續(xù)寫(xiě)（滿(mǎn)分20分）閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。要求：1.續(xù)寫(xiě)兩段，每段詞數(shù)80-100；2.續(xù)寫(xiě)內(nèi)容與上文情節(jié)銜接自然，邏輯清晰；3.每段至少運(yùn)用一種從句和一種非謂語(yǔ)動(dòng)詞形式，突出語(yǔ)言能力與思維品質(zhì)的體現(xiàn)。WhenIwasinjuniorhighschool,myEnglishteacherencouragedustojointheschool’scross-culturalcommunicationclubtoimproveourcomprehensive素養(yǎng).IwashesitantatfirstbecauseIwasafraidofspeakingEnglishinpublic.However,withmyteacher’sencouragement,Ifinallymadeupmymindtojointheclub.Onthefirstday,wewereaskedtointroduceatraditionalChinesecustomtoforeignstudentswhocametovisitourschool.

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Aftertheintroduction,theforeignstudentspraisedmyspeechandaskedmemanyquestionsaboutthecustom.ThisexperiencemadememoreconfidentinspeakingEnglishanddeepenedmylovefortraditionalChineseculture.

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________________________________________________________________________________參考答案及解析第一部分聽(tīng)力（30分）1.A2.B3.B4.B5.A6.B7.C8.A9.C10.A

11.A12.A13.B14.A15.B16.C17.A18.B19.B20.C

（素養(yǎng)考查指向：聚焦語(yǔ)言能力中的聽(tīng)力理解與文化意識(shí)，覆蓋傳統(tǒng)工藝、跨文化交流、生態(tài)保護(hù)等主題，考查基礎(chǔ)信息捕捉、觀點(diǎn)態(tài)度推斷及文化語(yǔ)境適配能力，培養(yǎng)跨文化溝通意識(shí)。）第二部分閱讀理解（30分）21.B解析：主旨大意題。全文圍繞剪紙的文化價(jià)值與發(fā)展變化展開(kāi)，介紹其歷史、應(yīng)用及當(dāng)代創(chuàng)新。素養(yǎng)指向：考查語(yǔ)言能力中的主旨概括，強(qiáng)化文化意識(shí)與審美素養(yǎng)。

22.B解析：細(xì)節(jié)理解題。由第二段“paper-cuttingsoffishsymbolizesurplusandprosperity”可知答案。素養(yǎng)指向：考查細(xì)節(jié)篩選能力，滲透中華傳統(tǒng)文化認(rèn)知。

23.C解析：細(xì)節(jié)理解題。由第二段“Modernartistshaveintegratedcontemporaryelementsintotraditionalpaper-cutting”可知答案。素養(yǎng)指向：考查語(yǔ)言應(yīng)用能力，體現(xiàn)傳統(tǒng)文化的創(chuàng)新發(fā)展，培養(yǎng)文化自信。

24.B解析：細(xì)節(jié)理解題。由第一段“misunderstandingsoftenariseduetodifferencesinvalues,customs,andcommunicationstyles”可知答案。素養(yǎng)指向：強(qiáng)化跨文化意識(shí)，培養(yǎng)語(yǔ)言能力與思維品質(zhì)。

25.C解析：細(xì)節(jié)理解題。由第二段“givingclocksasgiftsisinappropriatebecausethepronunciationof‘clock’issimilarto‘death’inChinese”可知答案。素養(yǎng)指向：滲透文化習(xí)俗差異，提升文化意識(shí)。

26.C解析：細(xì)節(jié)理解題。由第三段“l(fā)earnaboutdifferentculturalbackgrounds,keepanopenmind...communicatesincerely”可知答案。素養(yǎng)指向：培養(yǎng)跨文化溝通能力，體現(xiàn)思維品質(zhì)與語(yǔ)言應(yīng)用能力。

27.B解析：主旨大意題。全文圍繞人工智能帶來(lái)的倫理問(wèn)題及應(yīng)對(duì)措施展開(kāi)，體現(xiàn)辯證思維。素養(yǎng)指向：考查思維品質(zhì)中的分析與解決問(wèn)題能力，強(qiáng)化科技倫理意識(shí)。

28.A解析：細(xì)節(jié)理解題。由第二段“excessiverelianceonAImayreducethehumanisticcarebetweenteachersandstudents”可知答案。素養(yǎng)指向：考查細(xì)節(jié)捕捉，培養(yǎng)辯證看待科技的思維能力。

29.B解析：細(xì)節(jié)理解題。由第三段“weneedtoestablishperfectethicalnormsandlawsforAIdevelopment”可知答案。素養(yǎng)指向：強(qiáng)化問(wèn)題解決能力，體現(xiàn)思維品質(zhì)與社會(huì)責(zé)任感。

30.B解析：細(xì)節(jié)理解題。由第一段“eco-tourismaimstobalancetourismdevelopment,environmentalprotection,andlocalresidents’well-being”可知答案。素養(yǎng)指向：滲透生態(tài)保護(hù)理念，培養(yǎng)社會(huì)責(zé)任感與文化意識(shí)。

31.C解析：細(xì)節(jié)理解題。由第二段“l(fā)ocalresidentsrunfamilyhotels,provideguideservices,andsellhandcraftedproducts,increasingtheirincome”可知答案。素養(yǎng)指向：考查細(xì)節(jié)篩選，體現(xiàn)生態(tài)與民生的結(jié)合，培養(yǎng)思維品質(zhì)。

32.B解析：細(xì)節(jié)理解題。由第三段“eco-tourismalsofaceschallenges,suchasover-tourismandinadequatemanagement”可知答案。素養(yǎng)指向：考查問(wèn)題分析能力，培養(yǎng)辯證思維。

33.A解析：觀點(diǎn)態(tài)度題。全文肯定生態(tài)旅游的價(jià)值，呼吁多方共同促進(jìn)其可持續(xù)發(fā)展。素養(yǎng)指向：考查態(tài)度推斷，強(qiáng)化生態(tài)責(zé)任意識(shí)，體現(xiàn)思維品質(zhì)。

34.C解析：細(xì)節(jié)理解題。由第三段“touristsshouldabidebyeco-friendlyrules”可知答案。素養(yǎng)指向：引導(dǎo)踐行環(huán)保行為，培養(yǎng)社會(huì)責(zé)任感。

35.A解析：細(xì)節(jié)理解題。由第二段“eco-tourismhasraisedpeople’senvironmentalawareness”及全文主旨可知答案。素養(yǎng)指向：強(qiáng)化生態(tài)保護(hù)與文化傳承的關(guān)聯(lián)，提升綜合素養(yǎng)。第三部分完形填空（30分）36.B解析：differences“差異”，中美兩國(guó)存在較大文化差異，與后文誤解呼應(yīng)。素養(yǎng)指向：強(qiáng)化文化意識(shí)，培養(yǎng)跨文化認(rèn)知能力。

37.C解析：indirect“間接的”，中國(guó)文化中委婉拒絕的方式與美國(guó)直接接受的文化習(xí)慣形成對(duì)比。素養(yǎng)指向：體現(xiàn)文化差異，提升文化意識(shí)與語(yǔ)言語(yǔ)境適配能力。

38.A解析：adjust“調(diào)整”，根據(jù)文化情境調(diào)整溝通方式，符合跨文化溝通需求。素養(yǎng)指向：培養(yǎng)靈活應(yīng)變的思維能力，強(qiáng)化語(yǔ)言應(yīng)用能力。

39.D解析：values“價(jià)值”，解釋飲茶背后的文化價(jià)值，體現(xiàn)傳統(tǒng)文化的深度。素養(yǎng)指向：滲透文化內(nèi)涵，提升文化意識(shí)與審美素養(yǎng)。

40.B解析：strengthen“加強(qiáng)”，文化交流能加強(qiáng)相互理解，符合上下文邏輯。素養(yǎng)指向：體現(xiàn)跨文化交流的意義，培養(yǎng)思維品質(zhì)。

41.A解析：accept“接納”，接納不同文化，體現(xiàn)開(kāi)放的文化心態(tài)。素養(yǎng)指向：強(qiáng)化文化包容意識(shí)，培養(yǎng)思維品質(zhì)。

42.A解析：communicate“溝通”，以開(kāi)放心態(tài)進(jìn)行跨文化溝通，呼應(yīng)主題。素養(yǎng)指向：培養(yǎng)跨文化溝通能力，體現(xiàn)語(yǔ)言應(yīng)用能力。

43.A解析：Before“在……之前”，指出發(fā)前的心情，與后文經(jīng)歷形成對(duì)比。素養(yǎng)指向：考查連詞應(yīng)用，強(qiáng)化語(yǔ)言基礎(chǔ)與語(yǔ)境連貫性。

44.B解析：but“但是”，表轉(zhuǎn)折，既興奮又緊張的復(fù)雜心情，符合邏輯。素養(yǎng)指向：考查轉(zhuǎn)折邏輯，培養(yǎng)思維品質(zhì)與語(yǔ)言應(yīng)用能力。

45.B解析：confused“困惑的”，文化差異導(dǎo)致誤解，使作者感到困惑。素養(yǎng)指向：體現(xiàn)文化沖突中的情感反應(yīng)，培養(yǎng)共情能力與文化意識(shí)。

46.B解析：culture“文化”，全文圍繞跨文化交流展開(kāi)，此處指文化差異。素養(yǎng)指向：回扣主題，強(qiáng)化文化意識(shí)。

47.A解析：explained“解釋”，主人姐姐解釋文化差異，幫助作者理解。素養(yǎng)指向：體現(xiàn)跨文化溝通中的互助，培養(yǎng)語(yǔ)言應(yīng)用能力。

48.A解析：understand“理解”，逐漸理解文化差異，學(xué)會(huì)調(diào)整溝通方式。素養(yǎng)指向：培養(yǎng)跨文化認(rèn)知能力，體現(xiàn)思維品質(zhì)。

49.C解析：memorable“難忘的”，文化分享會(huì)是作者印象最深刻的活動(dòng)。素養(yǎng)指向：強(qiáng)化情感體驗(yàn)，體現(xiàn)文化交流的價(jià)值。

50.A解析：introduced“介紹”，作者向美國(guó)學(xué)生介紹中國(guó)茶文化。素養(yǎng)指向：培養(yǎng)文化傳播意識(shí)，強(qiáng)化文化自信與語(yǔ)言應(yīng)用能力。

51.A解析：behind“背后的”，解釋飲茶行為背后的文化價(jià)值。素養(yǎng)指向：滲透文化內(nèi)涵，提升文化意識(shí)。

52.A解析：attracted“吸引”，美國(guó)學(xué)生被深厚的茶文化吸引。素養(yǎng)指向：體現(xiàn)文化魅力，強(qiáng)化文化自信。

53.B解析：two-way“雙向的”，文化交流是雙向的，相互學(xué)習(xí)。素養(yǎng)指向：培養(yǎng)辯證思維，體現(xiàn)跨文化交流的本質(zhì)。

54.A解析：discussed“討論”，作者與朋友討論文化差異，拓寬視野。素養(yǎng)指向：強(qiáng)化跨文化溝通，培養(yǎng)思維品質(zhì)與語(yǔ)言應(yīng)用能力。

55.A解析：barriers“障礙”，文化差異不是障礙而是成長(zhǎng)的機(jī)會(huì)。素養(yǎng)指向：體現(xiàn)積極的文化心態(tài)，培養(yǎng)思維品質(zhì)與文化意識(shí)。第四部分語(yǔ)法填空（15分）56.having解析：考查非謂語(yǔ)動(dòng)詞，現(xiàn)在分詞作伴隨狀語(yǔ)，邏輯主語(yǔ)與句子主語(yǔ)一致。素養(yǎng)指向：考查語(yǔ)言能力中的語(yǔ)法應(yīng)用，強(qiáng)化非謂語(yǔ)動(dòng)詞用法。

57.skillfully解析：考查副詞，修飾動(dòng)詞use，用副詞形式。素養(yǎng)指向：考查詞性轉(zhuǎn)換，提升語(yǔ)言應(yīng)用能力。

58.expressing解析：考查非謂語(yǔ)動(dòng)詞，emphasize后接動(dòng)名詞作賓語(yǔ)。素養(yǎng)指向：考查固定搭配與非謂語(yǔ)動(dòng)詞，強(qiáng)化語(yǔ)法應(yīng)用能力。

59.hasgained解析：考查時(shí)態(tài)，inrecentyears作時(shí)間狀語(yǔ)，用現(xiàn)在完成時(shí)。素養(yǎng)指向：考查時(shí)態(tài)應(yīng)用，提升語(yǔ)言能力。

60.making解析：考查非謂語(yǔ)動(dòng)詞，現(xiàn)在分詞作結(jié)果狀語(yǔ)。素養(yǎng)指向：考查非謂語(yǔ)動(dòng)詞的邏輯關(guān)系，培養(yǎng)思維品質(zhì)。

61.areexhibited解析：考查被動(dòng)語(yǔ)態(tài)，作品被展覽，用一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)。素養(yǎng)指向：考查語(yǔ)態(tài)應(yīng)用，強(qiáng)化語(yǔ)言能力。

62.that/which解析：考查定語(yǔ)從句，關(guān)系代詞指代先行詞bridge，在從句中作主語(yǔ)。素養(yǎng)指向：考查定語(yǔ)從句用法，提升語(yǔ)法應(yīng)用與語(yǔ)境銜接能力。

63.bepassed解析：考查被動(dòng)語(yǔ)態(tài)，情態(tài)動(dòng)詞后接be+過(guò)去分詞。素養(yǎng)指向：考查被動(dòng)語(yǔ)態(tài)與情態(tài)動(dòng)詞的結(jié)合，強(qiáng)化語(yǔ)言能力。

64.brings解析：考查時(shí)態(tài)與主謂一致，which指代前文內(nèi)容，用一般現(xiàn)在時(shí)第三人稱(chēng)單數(shù)。素養(yǎng)指向：考查語(yǔ)法應(yīng)用，提升語(yǔ)言能力。

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