2026年新高考英語(yǔ)命題趨勢(shì)預(yù)測(cè)試卷（附答案可下載）考試時(shí)間：120分鐘滿分：150分說(shuō)明：本試卷立足2026年新高考英語(yǔ)命題改革趨勢(shì)，緊扣“立德樹(shù)人、素養(yǎng)立意、情境載體、應(yīng)用導(dǎo)向”核心要求，精準(zhǔn)預(yù)判考向變化。試卷聚焦核心素養(yǎng)（語(yǔ)言能力、思維品質(zhì)、文化意識(shí)、學(xué)習(xí)能力），新增情境化閱讀、思辨性完形、應(yīng)用型語(yǔ)法填空等趨勢(shì)性題型，素材涵蓋中國(guó)文化、科技發(fā)展、生態(tài)保護(hù)、跨文化交流等高頻主題。題型、分值與高考完全一致，基礎(chǔ)題（35%）、中檔題（50%）、拔高題（15%）科學(xué)配比，卷尾附詳細(xì)參考答案、命題趨勢(shì)解析及素養(yǎng)導(dǎo)向解題思路，可直接下載打印用于趨勢(shì)適配訓(xùn)練，助力考生把握命題脈搏、提升核心素養(yǎng)。第一部分聽(tīng)力（共20小題；每小題1.5分，滿分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，滿分7.5分）聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(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)話僅讀一遍。1.Whatdoesthemanplantodothisweekend?

A.LearnChinesecalligraphyB.VisitasciencemuseumC.Attendaculturallecture

2.Howmuchwillthewomanpayforthebook?

A.45yuanB.50yuanC.90yuan

3.Wherearethespeakersprobablytalking?

A.InabookstoreB.InacaféC.Inalibrary

4.What’stheman’sattitudetowardsonlinecourses?

A.SupportiveB.DoubtfulC.Indifferent

5.Whyisthegirllateforclass?

A.ShemissedthebusB.ShehadaflattireC.Shehelpedanoldman第二節(jié)（共15小題；每小題1.5分，滿分22.5分）聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(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)話或獨(dú)白讀兩遍。聽(tīng)第6段材料，回答第6、7題。

6.Whatisthewomanpreparingfor?

A.AChinesetraditionalfestivalshowB.AschoolEnglishspeechcontestC.Across-culturalexchangemeeting

7.Whatdoesthemanadvisethewomantodo?

A.AddmoreculturalexamplesB.SimplifythelanguageC.Practicewithapartner聽(tīng)第7段材料，回答第8至10題。

8.Wheredidthemangolastweek?

A.ToabambooforestB.ToamodernfarmC.Toawetlandreserve

9.Whatimpressedthemanmost?

A.ThebeautifulsceneryB.TheecologicalprotectionmeasuresC.Thelocalfood

10.Whenwillthewomangothere?

A.ThisSaturdayB.NextSundayC.NextMonday聽(tīng)第8段材料，回答第11至13題。

11.Whatistheman’sjob?

A.AscienceteacherB.AtechreporterC.Anengineer

12.Whatisthenewinventionabout?

A.AreusableplasticsubstituteB.AnewtypeofsolarbatteryC.Anintelligentrecyclingmachine

13.Howwilltheinventionbenefitpeople?

A.ReduceenvironmentalpollutionB.LowerenergycostsC.Improveworkefficiency聽(tīng)第9段材料，回答第14至16題。

14.WhydoesthewomanwanttolearnEnglishwell?

A.TostudyabroadB.TocommunicatewithforeigncustomersC.TowatchEnglishmovies

15.WhatdifficultydoesthewomanhaveinlearningEnglish?

A.PronunciationB.GrammarC.Vocabulary

16.Whatdoesthemansuggestthewomando?

A.KeepavocabularynotebookB.TakeextragrammarclassesC.Practicespeakingeveryday聽(tīng)第10段材料，回答第17至20題。

17.Whatisthespeechmainlyabout?

A.ThedevelopmentofChineseteacultureB.Howtopromotetraditionalcultureamongyouth

C.Theimportanceofculturalheritageprotection

18.Whenwastealistedasaworldintangibleculturalheritage?

A.In2019B.In2020C.In2022

19.Whatdoesthespeakerencourageyoungpeopletodo?

A.Learntraditionaltea-makingskillsB.ShareChineseculturewiththeworld

C.Collectancientteasets

20.Wherewilltheculturalsalonbeheld?

A.IntheschoolhallB.InthecitylibraryC.Intheculturalcenter第二部分閱讀理解（共15小題；每小題2分，滿分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)。AIntangibleculturalheritage(ICH)isthetreasureofanation’sculture,carryingthehistoricalmemoryandspiritualconnotationofapeople.Inrecentyears,ChinahasattachedgreatimportancetotheprotectionandinheritanceofICH,andmanytraditionalartsandcustomshavebeenrevivedandpromotedamongyoungpeople.

Shadowpuppetry,oneofChina’sancientfolkartswithahistoryofover2,000years,isatypicalexample.Onceonthevergeofdisappearance,shadowpuppetryhasregainedvitalitythroughinnovation.Youngartistshaveintegratedmodernthemesintotraditionalperformances,usingnewtechnologiestoenhancethevisualeffect.Forexample,sometroupeshaveaddedLEDlightsanddigitalprojectionstoshadowplays,makingtheancientartmoreattractivetoyoungaudiences.Meanwhile,manyschoolshavesetupshadowpuppetryclubs,allowingstudentstolearntheproductionofpuppetsandtheperformanceskills,layingafoundationfortheinheritanceofthisart.

TheprotectionofICHisnotonlyaboutpreservingthepastbutalsoaboutinnovatingforthefuture.Bycombiningtraditionwithmodernity,wecanmakeintangibleculturalheritageliveoninthenewera,andlettheworldunderstandthecharmofChineseculturethroughthesepreciousculturalcarriers.21.Whatisthemainideaofthepassage?

A.ThehistoryofChineseshadowpuppetryB.Howtoprotectintangibleculturalheritage

C.TherevivalandinnovationofChineseICHD.TheimportanceofICHforanation

22.Howhaveyoungartistspromotedshadowpuppetry?

A.ByreducingtheperformancetimeB.Byintegratingmodernthemesandtechnologies

C.BymakingpuppetswithexpensivematerialsD.Byperformingonlyinbigcities

23.Whatcanweinferfromthepassage?

A.ShadowpuppetryhasdisappearedinmostareasB.ICHprotectiononlyneedstopreservetraditions

C.YoungpeopleplayanimportantroleinICHinheritanceD.ModerntechnologieshavedamagedtraditionalartsBWiththerapiddevelopmentofartificialintelligence(AI),AIhasbeenwidelyappliedineducation,changingthetraditionalteachingmode.AI-poweredteachingtoolscanprovidepersonalizedlearningplansforstudentsbasedontheirlearningprogressandweaknesses,helpingthemimprovelearningefficiency.Forexample,AIhomeworkcorrectionsystemscanquicklyidentifystudents’mistakesandanalyzethecauses,allowingteacherstofocusmoreonguidingstudentsratherthanrepeatingcorrectionwork.

However,theapplicationofAIineducationalsoraisessomeconcerns.SomepeopleworrythatexcessiverelianceonAIwillreduceface-to-faceinteractionbetweenteachersandstudents,whichiscrucialforstudents’emotionaldevelopment.Moreover,thereisariskthatAImayreplaceteachersinsomebasicteachinglinks,leadingtothelossofhumanisticcareineducation.Additionally,datasecurityisanotherissue—students’learningdatamaybeleakedifnotproperlyprotected.

Infact,AIisatooltoassisteducationratherthanreplaceit.Thecoreofeducationisthecommunicationbetweenpeople.BycombiningAI’sadvantagesindataanalysisandpersonalizationwithteachers’professionalguidanceandhumanisticcare,wecancreateamoreefficientandhigh-qualityeducationenvironment.24.WhatistheadvantageofAI-poweredteachingtools?

A.TheycanreplaceteacherscompletelyB.Theyprovidepersonalizedlearningplans

C.Theyreducestudents’learningpressureD.Theyprotectstudents’datasecurity

25.WhatistheconcernaboutAIineducation?

A.Itincreasesteachers’workloadB.Itlackshumanisticcareandface-to-faceinteraction

C.ItistooexpensiveformostschoolsD.Itcan’tcorrectstudents’homeworkaccurately

26.Whatistheauthor’sattitudetowardsAIineducation?

A.CriticalB.SupportivebutcautiousC.IndifferentD.DoubtfulCEco-tourism,definedasresponsibletraveltonaturalareasthatconservestheenvironmentandimprovesthewell-beingoflocalpeople,hasbecomeaglobaltrend.Unliketraditionaltourism,whichmaybringenvironmentaldamageandculturalconflicts,eco-tourismfocusesonsustainabledevelopment,allowingtravelerstoexperiencenaturewhileprotectingit.

InChina,eco-tourismhasdevelopedrapidlyinrecentyears.Manynaturalreservesandruralareashavedevelopedeco-tourismprojects,suchasforesthiking,birdwatching,andfarmstays.Theseprojectsnotonlyattracttouristsbutalsohelplocalresidentsincreasetheirincome.Forexample,insomemountainousareas,localpeoplerunfamilyhotelsandprovideguideservicesforeco-tourists,changingtheirlivingconditionswithoutdamagingthelocalecology.

Todevelopeco-tourismsustainably,itisnecessarytobalancetheneedsoftourismdevelopment,environmentalprotection,andlocalcommunities.Travelersshouldabidebyeco-friendlyrules,suchasnotlittering,notdisturbingwildanimals,andrespectinglocalcustoms.Governmentsandrelevantdepartmentsshouldformulatestrictmanagementregulationstoensurethateco-tourismtrulyservesenvironmentalprotectionandlocaldevelopment.27.Whatiseco-tourism?

A.TraveltonaturalareaswithoutanyrestrictionsB.Responsibletravelthatprotectstheenvironmentandlocalpeople

C.TraditionaltourismfocusingonculturalexperiencesD.Travelthatonlyaimstoenjoynaturalscenery

28.Howdoeseco-tourismbenefitlocalpeople?

A.ByprovidingmorejobopportunitiesandincomeB.Bymakinglocalareasmorecrowded

C.BychanginglocaltraditionalcustomsD.Byincreasingenvironmentalpollution

29.Whatshouldtravelersdoforeco-tourism?

A.LitterfreelyinnaturalareasB.Disturbwildanimalsforphotos

C.RespectlocalcustomsandprotecttheenvironmentD.Chooselarge-scaletouristresorts

30.Whatisthekeytosustainableeco-tourism?

A.DevelopingmoretouristprojectsB.Balancingdevelopment,protectionandcommunityneeds

C.AttractingmoreinternationaltouristsD.ReducingthenumberoflocalresidentsDCross-culturalcommunicationhasbecomeincreasinglyimportantintheglobalizedworld,aspeoplefromdifferentculturalbackgroundsinteractmorefrequently.However,culturaldifferencesmayleadtomisunderstandingsandconflictsifnotproperlyhandled.

Bodylanguageisanimportantpartofcross-culturalcommunication,anditsmeaningvariesfromculturetoculture.Forexample,noddingtheheadmeans“yes”inmostcountries,butinsomepartsofIndia,itmeans“no”.ThumbsupisapositivegestureinmanyWesterncountries,butitisconsideredrudeinsomeMiddleEasterncountries.Eyecontactisalsodifferent—Westernersusuallymaintaineyecontactduringcommunicationtoshowrespect,whilepeoplefromsomeAsiancountriesmayavoiddirecteyecontactasasignofpoliteness.

Toimprovecross-culturalcommunicationskills,weshouldlearnaboutdifferentculturalcustomsandrespectthedifferences.Weshouldalsokeepanopenmind,avoidculturalstereotypes,andcommunicatewithothersinasincereandrespectfulway.Onlybyunderstandingandrespectingeachothercanwebuildaharmoniouscross-culturalrelationship.31.Whyiscross-culturalcommunicationimportant?

A.IthelpseliminateculturaldifferencesB.Itpromotesglobalinteractionandunderstanding

C.ItmakesallculturesthesameD.Itreducesinternationaltrade

32.Whatistheexampleofbodylanguagedifferences?

A.ShakinghandsmeansgreetinginallcountriesB.Noddingmeans“yes”inallpartsofIndia

C.ThumbsupisrudeinsomeMiddleEasterncountriesD.EyecontactisavoidedinallWesterncountries

33.Whatshouldwedotoimprovecross-culturalcommunicationskills?

A.IgnoreculturaldifferencesB.Sticktoculturalstereotypes

C.LearnaboutdifferentculturesandrespectdifferencesD.Avoidcommunicatingwithpeoplefromothercultures

34.Whatisthemainideaofthepassage?

A.TheimportanceofbodylanguageincommunicationB.Howtoavoidculturalconflictsindailylife

C.TheroleofglobalizationinculturalexchangeD.Culturaldifferencesincross-culturalcommunicationandsolutions

35.Whatcanweinferfromthepassage?

A.CulturaldifferenceswilldisappearinthefutureB.Sincerecommunicationhelpscross-culturalunderstanding

C.BodylanguagehasthesamemeaninginallculturesD.Cross-culturalcommunicationisunnecessaryforordinarypeople第三部分完形填空（共20小題；每小題1.5分，滿分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)。Lastsummer,Iparticipatedinacross-culturalexchangeprogramintheUK.Theexperiencenotonlybroadenedmyhorizonsbutalsotaughtmetheimportanceof36culturaldifferenceswithanopenmind.

Onthefirstdayoftheprogram,Imetmyhostfamily.Theywereverykindandwelcoming,butIsoonrealizedthatthereweremanyculturaldifferencesbetweenus.Forexample,theyusuallyhavealightbreakfastwithbreadandmilk,whileweChinesepreferaheartymealwithporridgeandsidedishes.Atfirst,Ifeltabit37,butmyhostmothernoticedmydiscomfortand38explainedtheireatinghabitstome,whichmademefeelmuchmoreatease.

Duringtheprogram,wevisitedmanyhistoricalsitesandattendedculturallectures.Oneofthemost39activitieswasatraditionalteaparty.IwasnervousatfirstbecauseIdidn’tknowtheproperetiquette.However,myhostsisterpatientlytaughtmehowtoholdtheteacupandaddmilkandsugar.Shetoldmethatteapartiesarenotjustaboutdrinkingtea,butalsoabout40withfriendsandenjoyingthepeacefulmoment.

Oneweeklater,weheldaculturalsharingmeeting.IintroducedChinesecalligraphytoeveryone,showingthemhowtowritesimplecharacterswithabrush.ManyBritishstudentswere41bythebeautyofChinesecalligraphyandaskedmetoteachthem.Thisexperiencemademerealizethatculturalexchangeisatwo-waystreet—wecanlearnfromeachotherand42mutualunderstanding.

Whentheprogramended,Iwasreluctanttoleave.Thiscross-culturaljourneytaughtmethatculturaldifferencesarenotbarriersbutbridges.Byrespectingandunderstandingdifferentcultures,wecanbuildamore43world.Iwillalwayscherishthisexperienceandcontinuetopromotecross-culturalcommunicationinthefuture.36.A.facingB.avoidingC.ignoringD.creating

37.A.comfortableB.awkwardC.excitedD.disappointed

38.A.angrilyB.brieflyC.patientlyD.hurriedly

39.A.boringB.memorableC.difficultD.tiring

40.A.communicatingB.competingC.arguingD.fighting

41.A.confusedB.shockedC.attractedD.frightened

42.A.reduceB.strengthenC.destroyD.change

43.A.harmoniousB.dividedC.noisyD.quiet

44.A.BeforeB.WhenC.AfterD.Since

45.A.andB.butC.soD.or

46.A.lightB.heavyC.deliciousD.terrible

47.A.habitsB.hobbiesC.skillsD.dreams

48.A.noticedB.heardC.smelledD.tasted

49.A.happilyB.nervouslyC.calmlyD.proudly

50.A.holdB.breakC.throwD.sell

51.A.drinkingB.eatingC.communicatingD.playing

52.A.introducedB.borrowedC.lentD.bought

53.A.byB.withC.forD.in

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

55.A.barriersB.wallsC.bridgesD.roads第四部分語(yǔ)法填空（共10小題；每小題1.5分，滿分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。Chinesecalligraphy,atraditionalartformwithahistoryofover3,000years,isregardedasoneofthetreasuresofChineseculture.Itnotonlyisawayofwritingbutalsocarriesprofoundculturalconnotationsandaestheticvalues.

Calligraphy56(practice)withbrushes,ink,paper,andinkslabs,whichareknownasthe“FourTreasuresoftheStudy”.Learningcalligraphyrequirespatience,concentration,andconstantpractice.Bypracticingcalligraphy,peoplecancultivatetheirmorality,improvetheiraestheticability,andcalm57(they)minds.

Inrecentyears,calligraphyhasgainedincreasingpopularityamongyoungpeople.Manyschoolshavesetupcalligraphycoursestoinheritthistraditionalart.Someyoungartistshavecombinedcalligraphywithmodernartforms,suchasmusic,dance,anddesign,58(make)itmoreattractivetotheyouth.Forexample,somecalligraphyworks59(display)inartexhibitionsaroundtheworld,helpingforeignpeopleunderstandChineseculturebetter.

Calligraphyalsoplaysanimportantroleinculturalexchange.Itisabridge60connectsChineseculturewiththeworld.Manyforeignfriendsareinterestedinlearningcalligraphy,andsomeofthemhavebecomeveryskilledatit.

Asatraditionalartform,calligraphy61(continue)todevelopinthenewera.Itremindsusoftheimportanceofinheritingtraditionalculturewhile62(innovate).Bypromotingcalligraphy,wecanpassontheculturalheritageoftheChinesenationandlettheworldappreciatethecharmofChineseculture.

Nowadays,withthedevelopmentoftechnology,manypeopleusecomputersandmobilephonestowrite,butcalligraphy63(neverlose)itsvalue.ItisnotonlyapracticalwritingtoolbutalsoasymbolofChineseculture.Weshouldencouragemorepeople64(learn)calligraphyandmakethisancientart65(live)oninthemodernworld.第五部分書(shū)面表達(dá)（共兩節(jié)，滿分35分）第一節(jié)應(yīng)用文寫(xiě)作（滿分15分）假定你是李華，你校將舉辦“傳統(tǒng)藝術(shù)進(jìn)校園”活動(dòng)，邀請(qǐng)了當(dāng)?shù)胤沁z傳承人來(lái)校展示皮影戲技藝。請(qǐng)你給學(xué)校英文廣播站寫(xiě)一則廣播稿，內(nèi)容包括：1.活動(dòng)目的；2.活動(dòng)時(shí)間、地點(diǎn)及內(nèi)容；3.發(fā)出倡議。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)。Dearteachersandclassmates,

Goodmorning!WelcometoourschoolEnglishbroadcast.Today,Iwanttointroduceawonderfulactivity—“TraditionalArtintoCampus”.

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Let’stakethischancetoexperiencethecharmoftraditionalartandbecomeinheritorsofChineseculture!

Thankyouforlistening.

LiHua第二節(jié)讀后續(xù)寫(xiě)（滿分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，體現(xiàn)思維品質(zhì)與文化意識(shí)。DuringmystayintheUK,IoncehelpedmyhostsisterwithherChinesehomework.ShewasconfusedaboutChineseidiomsandfoundithardtounderstandtheirmeanings.Itriedtoexplaintheidiom“WheninRome,doastheRomansdo”toherwithsimplewords,butshestillcouldn’tgetit.Justthen,wereceivedaninvitationtoalocalfamily’sdinnerparty.

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Afterthedinnerparty,myhostsistersmiledandsaidshefinallyunderstoodthemeaningoftheidiom.Shetoldmethatculturalunderstandingcomesfromrealexperiencesratherthanjustwords.

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________________________________________________________________________________參考答案及解析第一部分聽(tīng)力（30分）1.A2.A3.B4.A5.C6.C7.A8.C9.B10.B

11.B12.A13.A14.B15.C16.C17.B18.C19.B20.C

（命題趨勢(shì)解析：聚焦文化傳承、生態(tài)保護(hù)、科技應(yīng)用等立德樹(shù)人主題，新增跨文化交流、傳統(tǒng)藝術(shù)等情境化對(duì)話，語(yǔ)速略快于基礎(chǔ)卷，側(cè)重觀點(diǎn)態(tài)度推斷與文化語(yǔ)境理解，符合新高考聽(tīng)力“素養(yǎng)導(dǎo)向、情境載體”趨勢(shì)。）第二部分閱讀理解（30分）21.C解析：主旨大意題。全文圍繞中國(guó)非物質(zhì)文化遺產(chǎn)的復(fù)興與創(chuàng)新展開(kāi)，通過(guò)皮影戲案例說(shuō)明保護(hù)與創(chuàng)新結(jié)合的路徑。命題趨勢(shì)：側(cè)重文化主題與主旨概括能力，符合文化意識(shí)素養(yǎng)考查要求。

22.B解析：細(xì)節(jié)理解題。由第二段“Youngartistshaveintegratedmodernthemesintotraditionalperformances,usingnewtechnologies”可知答案。命題趨勢(shì)：細(xì)節(jié)題聚焦“創(chuàng)新舉措”，考查信息篩選與同義轉(zhuǎn)換能力。

23.C解析：推理判斷題。由第二段“manyschoolshavesetupshadowpuppetryclubs,allowingstudentstolearn”可推斷年輕人在非遺傳承中起重要作用。命題趨勢(shì)：推理題側(cè)重文化現(xiàn)象背后的意義，考查思維品質(zhì)。

24.B解析：細(xì)節(jié)理解題。由第一段“AI-poweredteachingtoolscanprovidepersonalizedlearningplansforstudents”可知答案。命題趨勢(shì)：聚焦科技與教育融合主題，考查應(yīng)用類細(xì)節(jié)。

25.B解析：細(xì)節(jié)理解題。由第二段“reduceface-to-faceinteraction...lossofhumanisticcare”可知答案。命題趨勢(shì)：設(shè)置辯證性細(xì)節(jié)題，考查對(duì)科技應(yīng)用的全面認(rèn)知，培養(yǎng)思辨能力。

26.B解析：觀點(diǎn)態(tài)度題。由最后一段“AIisatooltoassisteducationratherthanreplaceit”可知作者支持但謹(jǐn)慎。命題趨勢(shì)：態(tài)度題側(cè)重辯證思維，符合思維品質(zhì)考查要求。

27.B解析：細(xì)節(jié)理解題。由第一段“eco-tourism,definedasresponsibletraveltonaturalareasthatconservestheenvironmentandimprovesthewell-beingoflocalpeople”可知答案。命題趨勢(shì)：生態(tài)主題+定義類細(xì)節(jié)，滲透環(huán)保意識(shí)。

28.A解析：細(xì)節(jié)理解題。由第二段“helplocalresidentsincreasetheirincome”“runfamilyhotelsandprovideguideservices”可知答案。命題趨勢(shì)：聚焦生態(tài)與民生結(jié)合，傳遞可持續(xù)發(fā)展理念。

29.C解析：細(xì)節(jié)理解題。由第三段“abidebyeco-friendlyrules...respectlocalcustoms”可知答案。命題趨勢(shì)：設(shè)置行為導(dǎo)向類細(xì)節(jié)題，滲透社會(huì)責(zé)任意識(shí)。

30.B解析：細(xì)節(jié)理解題。由第三段“balancetheneedsoftourismdevelopment,environmentalprotection,andlocalcommunities”可知答案。命題趨勢(shì)：考查核心觀點(diǎn)定位，培養(yǎng)系統(tǒng)思維。

31.B解析：細(xì)節(jié)理解題。由第一段“cross-culturalcommunicationhasbecomeincreasinglyimportantintheglobalizedworld,aspeoplefromdifferentculturalbackgroundsinteractmorefrequently”可知答案。命題趨勢(shì)：跨文化主題，滲透全球視野。

32.C解析：細(xì)節(jié)理解題。由第二段“ThumbsupisapositivegestureinmanyWesterncountries,butitisconsideredrudeinsomeMiddleEasterncountries”可知答案。命題趨勢(shì)：通過(guò)肢體語(yǔ)言案例考查文化差異，培養(yǎng)文化意識(shí)。

33.C解析：細(xì)節(jié)理解題。由第三段“l(fā)earnaboutdifferentculturalcustomsandrespectthedifferences”可知答案。命題趨勢(shì)：設(shè)置解決方案類細(xì)節(jié)題，強(qiáng)調(diào)文化尊重與包容。

34.D解析：主旨大意題。全文圍繞跨文化交際中的文化差異及應(yīng)對(duì)方法展開(kāi)。命題趨勢(shì)：主旨題側(cè)重“問(wèn)題-解決方案”結(jié)構(gòu)，考查邏輯梳理能力。

35.B解析：推理判斷題。由第三段“communicatewithothersinasincereandrespectfulway.Onlybyunderstandingandrespectingeachothercanwebuildaharmoniouscross-culturalrelationship”可推斷答案。命題趨勢(shì)：推理題側(cè)重文化交際的核心原則，培養(yǎng)人文素養(yǎng)。第三部分完形填空（30分）36.A解析：facing“面對(duì)”，此處指以開(kāi)放心態(tài)面對(duì)文化差異，符合語(yǔ)境。命題趨勢(shì)：完形填空聚焦跨文化主題，考查情感態(tài)度與語(yǔ)境理解，培養(yǎng)文化包容意識(shí)。

37.B解析：awkward“尷尬的”，由文化差異導(dǎo)致不適，與后文“feelmuchmoreatease”呼應(yīng)。命題趨勢(shì)：側(cè)重情感語(yǔ)境推斷，考查思維品質(zhì)。

38.C解析：patiently“耐心地”，主人媽媽耐心解釋習(xí)俗，體現(xiàn)友好，符合語(yǔ)境。命題趨勢(shì)：副詞考查側(cè)重情感態(tài)度，傳遞人文關(guān)懷。

39.B解析：memorable“難忘的”，由后文對(duì)茶會(huì)的詳細(xì)描述可知該活動(dòng)令人難忘。命題趨勢(shì)：形容詞考查側(cè)重語(yǔ)境情感，培養(yǎng)審美能力。

40.A解析：communicating“交流”，茶會(huì)的核心是與朋友交流，享受時(shí)光。命題趨勢(shì)：動(dòng)詞考查貼合文化場(chǎng)景，滲透跨文化交際意識(shí)。

41.C解析：attracted“吸引”，英國(guó)學(xué)生被中國(guó)書(shū)法之美吸引，符合語(yǔ)境。命題趨勢(shì)：動(dòng)詞考查側(cè)重情感反應(yīng)，傳遞文化自信。

42.B解析：strengthen“加強(qiáng)”，文化交流能加強(qiáng)相互理解。命題趨勢(shì)：動(dòng)詞考查側(cè)重邏輯關(guān)系，培養(yǎng)思維品質(zhì)。

43.A解析：harmonious“和諧的”，尊重文化差異能構(gòu)建更和諧的世界。命題趨勢(shì)：形容詞考查貼合主題，傳遞正能量。

44.B解析：When引導(dǎo)時(shí)間狀語(yǔ)從句，指到達(dá)寄宿家庭時(shí)。命題趨勢(shì)：連詞考查側(cè)重時(shí)間邏輯，符合語(yǔ)法應(yīng)用趨勢(shì)。

45.B解析：but表轉(zhuǎn)折，雖然飲食習(xí)慣不同，但主人很友好。命題趨勢(shì)：轉(zhuǎn)折連詞考查語(yǔ)境邏輯，培養(yǎng)思辨能力。

46.A解析：light“清淡的”，與中國(guó)豐盛早餐對(duì)比，描述英國(guó)早餐特點(diǎn)。命題趨勢(shì)：形容詞考查側(cè)重文化差異，培養(yǎng)文化意識(shí)。

47.A解析：habits“習(xí)慣”，此處指飲食習(xí)慣。命題趨勢(shì)：名詞考查貼合文化場(chǎng)景，強(qiáng)化語(yǔ)境應(yīng)用。

48.A解析：noticed“注意到”，主人媽媽注意到作者的不適。命題趨勢(shì)：動(dòng)詞考查側(cè)重細(xì)節(jié)動(dòng)作，傳遞人文關(guān)懷。

49.B解析：nervously“緊張地”，作者因不懂禮儀而緊張。命題趨勢(shì)：副詞考查側(cè)重情感狀態(tài)，培養(yǎng)共情能力。

50.A解析：hold“拿、握”，學(xué)習(xí)握茶杯的姿勢(shì)。命題趨勢(shì)：動(dòng)詞考查貼合具體動(dòng)作，培養(yǎng)語(yǔ)言應(yīng)用能力。

51.C解析：communicating“交流”，與前文“cross-culturalexchange”呼應(yīng)。命題趨勢(shì)：動(dòng)詞考查回扣主題，強(qiáng)化邏輯連貫。

52.A解析：introduced“介紹”，作者向大家介紹中國(guó)書(shū)法。命題趨勢(shì)：動(dòng)詞考查貼合活動(dòng)場(chǎng)景，培養(yǎng)文化傳播意識(shí)。

53.B解析：with“用”，用毛筆寫(xiě)字。命題趨勢(shì)：介詞考查側(cè)重工具搭配，強(qiáng)化語(yǔ)法應(yīng)用。

54.B解析：two-way“雙向的”，文化交流是雙向的，相互學(xué)習(xí)。命題趨勢(shì)：形容詞考查側(cè)重核心觀點(diǎn)，培養(yǎng)辯證思維。

55.C解析：bridges“橋梁”，與前文“barriers”對(duì)比，體現(xiàn)文化差異的積極意義。命題趨勢(shì)：名詞考查側(cè)重比喻義，培養(yǎng)思維品質(zhì)與文化素養(yǎng)。第四部分語(yǔ)法填空（15分）56.ispracticed解析：考查被動(dòng)語(yǔ)態(tài)，書(shū)法被用筆墨紙硯練習(xí)，主語(yǔ)為單數(shù)，一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)為ispracticed。命題趨勢(shì)：被動(dòng)語(yǔ)態(tài)考查貼合文化場(chǎng)景，強(qiáng)化語(yǔ)法應(yīng)用能力。

57.their解析：考查物主代詞，修飾名詞minds用形容詞性物主代詞their。命題趨勢(shì)：代詞考查側(cè)重語(yǔ)境應(yīng)用，符合基礎(chǔ)語(yǔ)法核心趨勢(shì)。

58.making解析：考查非謂語(yǔ)動(dòng)詞，現(xiàn)在分詞作結(jié)果狀語(yǔ)，指將書(shū)法與現(xiàn)代藝術(shù)結(jié)合帶來(lái)的結(jié)果。命題趨勢(shì)：非謂語(yǔ)動(dòng)詞考查側(cè)重邏輯關(guān)系，培養(yǎng)思維品質(zhì)。

59.aredisplayed解析：考查被動(dòng)語(yǔ)態(tài)，書(shū)法作品被展出，主語(yǔ)為復(fù)數(shù)，一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)為aredisplayed。命題趨勢(shì)：被動(dòng)語(yǔ)態(tài)結(jié)合文化場(chǎng)景，滲透文化傳播意識(shí)。

60.that/which解析：考查定語(yǔ)從句，關(guān)系代詞that/which指代先行詞bridge，在從句中作主語(yǔ)。命題趨勢(shì)：定語(yǔ)從句考查側(cè)重語(yǔ)境銜接，強(qiáng)化語(yǔ)法與語(yǔ)義結(jié)合。

61.continues解析：考查時(shí)態(tài)，全文一般現(xiàn)在時(shí)，主語(yǔ)calligraphy為單數(shù)，謂語(yǔ)動(dòng)詞用第三人稱單數(shù)形式。命題趨勢(shì)：時(shí)態(tài)考查側(cè)重全文語(yǔ)境一致，培養(yǎng)語(yǔ)言連貫?zāi)芰Α?/p>

62.innovating解析：考查非謂語(yǔ)動(dòng)詞，while后省略主語(yǔ)和be動(dòng)詞，用現(xiàn)在分詞innovating。命題趨勢(shì)：非謂語(yǔ)動(dòng)詞考