精品解析：2026届安徽省安徽省耀正优高三上学期12月月考英语试题

2026届高三年级·12月名校阶段检测 英语 考生注意： 1.本试卷分选择题和非选择题两部分。满分150分，考试时间120分钟。 2.答题前，考生务必用直径0.5毫米黑色墨水签字笔将密封线内项目填写清楚。 3.考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑；非选择题请用直径0.5毫米黑色墨水签字笔在答题卡上各题的答题区域内作答，超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。 第一部分 听力（共两节，满分30分） 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。每段对话读两遍。 例： How much is the shirt? A. £19.15. B. £9.18. C. £9.15. 答案是C。 1. How will the man go to the airport? A. By car. B. By taxi. C. By subway. 2 How much should the man pay for the coffee? A. $10. B. $8. C. $2. 3. What will the man do first? A. Drink some water. B. Clean the living room. C. Wait in the kitchen. 4. What is probably the man? A. A teacher. B. A doctor. C. A singer. 5. What does the man suggest? A. Talking with the guides. B. Putting off the rent discussion. C. Going on a holiday with Richard. 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. What did the woman do in the morning? A. She swam in a pool. B. She bought a player. C. She made some new friends. 7. What does the woman invite the man to do? A. Have a try at the sofa. B. Listen to her favorite song. C. Swim together sometime. 听第7段材料，回答第8至10题。 8. What did the man think of the ride? A Exciting. B. Annoying. C. Tiring. 9. How did the woman spend her weekend? A. She rode a bike. B. She read at home. C. She made some ice-cream. 10. What are the speakers talking about? A. Touring a park. B. Spending the weekend. C. Making a plan. 听第8段材料，回答第11至13题。 11. Where does the conversation take place? A. On the phone. B. In a university. C. In a restaurant. 12. What does the man say about Emily? A. She was born in a big city. B. She moved to the city for work. C. She studied in a famous high school. 13. What did Emily’s mother want her to learn? A. Law. B. Literature. C. Music. 听第9段材料，回答第14至17题。 14. What is the relationship between the speakers? A. Interviewer and interviewee. B. Teacher and student. C. Uncle and nephew. 15. How old was Alex when he worked as a trainee? A. 10. B. 15. C. 18. 16. What motivated Alex to launch his company? A. His uncle’s encouragement. B. A software engineer’s help. C. The introduction of Tesla’s solar roof. 17. What has challenged Alex? A. Lack of funds. B. People’s doubt. C. Family objection. 听第10段材料，回答第18至20题。 18. What did the woman focus on in her 20s and early 30s? A. Her own career. B. Voluntary work. C. Animal protection. 19. Why did the woman work with a local animal shelter? A. To train herself. B. To realize her dream. C. To choose a pet. 20. What was the woman’s job after volunteering for one year? A. Telling stories to animals. B. Helping find home for cats. C. Evaluating community activities. 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） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Online applications are invited for the United Nations Environment Programme (UNEP) Certificate Course on Nature-based Solutions for Disaster and Climate Resilience. About UNEP Established by Maurice Strong, its first director, after the United Nations Conference on the Human Environment in Stockholm in June 1972, it is responsible for coordinating responses to environmental issues within the United Nations system. About the Course The course allows you to be educated to protect the planet. There is no course fee associated with this course, and it is open to all. The UNEP certificate of completion is free for learners who complete the course. The course consists of 7 units of content. ·Unit 1: Why is this topic relevant to me? ·Unit 2: What are Nature-based Solutions for Disaster and Climate Resilience? ·Unit 3: Nature-based Solutions applied to pressing challenges: urbanization, coastal development, and drylands increase; ·Unit 4: Inclusive Action: The significance of youth, communities, and indigenous (本土的) people in Nature-based Solutions; ·Unit 5: From policy to practice; ·Unit 6: The Business Case for Nature-based Solutions; ·Unit 7: Time for action! Eligibility (资格) Criteria It is open to anyone and can be beneficial for the following target groups: ·Practitioners: Disaster risk reduction & climate change experts, environmental managers, and local government; ·Policymakers: Decision-makers at international, national, and local levels; ·Engineers & Urban Planners: Including architects, geographers, and urban designers; ·Businesses: Including banking, insurance, and Corporate Social Responsibility managers; ·Youth and Educators: Parents, teachers and students. Benefits ·UNEP certificate; ·The program is offered in 8 languages: English, French, Spanish, Hindi, Arabic, Chinese, Indonesian and Portuguese; ·Exclusive (专有的) interviews with world leaders; ·Interact with experts; ·Free learning materials; ·Join a growing community of practice. 1. What is the main purpose of the course? A. To teach sustainable Earth protection skills. B. To educate people about advanced techniques. C. To promote traditional farming methods. D. To attract engineers and urban planners. 2. Which unit involves the importance of public participation? A. Unit 2. B. Unit 3. C. Unit 4. D. Unit 5. 3. How can the participants benefit from the course? A. They will be offered a job. B. They will gain a free certificate. C. They will advance in language. D. They will become a financial leader. 【答案】1. A 2. C 3. B 【解析】 【导语】这是一篇应用文。介绍了UNEP推出的“基于自然的灾害与气候韧性解决方案”认证课程，涵盖课程背景、内容、报名资格及参与福利等信息。 【1题详解】 细节理解题。根据About the Course部分“The course allows you to be educated to protect the planet. (这门课程让你接受保护地球的教育)”可知，这门课程的主要目的是传授可持续的地球保护技能。故选A项。 【2题详解】 细节理解题。根据About the Course部分“Unit 4: Inclusive Action: The significance of youth, communities, and indigenous (本土的) people in Nature-based Solutions (第四单元：包容性行动：青年、社区和本土居民在基于自然的解决方案中的重要性)”可知，第四单元涉及公众参与的重要性。故选C项。 【3题详解】 细节理解题。根据Benefits部分“UNEP certificate (UNEP证书)”及About the Course部分“The UNEP certificate of completion is free for learners who complete the course. (完成课程的学习者可免费获得UNEP结业证书)”可知，参与者能从课程中获得免费的证书。故选B项。 B Evan Budz, a 15-year-old from Ontario, Canada, is receiving global recognition for his invention: an autonomous bionic sea turtle robot. The robot, which can monitor ecological systems underwater, won Budz a first-place prize in the European Union Contest for Young Scientists (EUCYS). “The idea for this project struck me when I observed the fluent movement of a turtle while camping,” Budz said. He saw potential in the way the turtle moved, compared with traditional systems of other autonomous robots. He created an approach that copied the way green sea turtles moved underwater. Not only is it a unique way to move through the water, but it also has less impact on the very environments scientists are trying to protect. “Aquatic (水生的) habitats are vital to humanity, and the routine surveying of these environments has become critical,” Budz explained. “Using an innovative bionic robot for such an analysis ensures low ecological disruption (扰乱).” Budz said the robot used a computer vision imaging system to quantify coral health, which can detect coral bleaching (珊瑚白化) with 96% accuracy. “The information gathered by the robot will ideally allow the right organizations to identify where these threats may be occurring, increasing awareness and supporting efforts to increase the overall health of impacted areas,” Budz said. “For ecological monitoring, I want to be as low as possible in terms of disruption to the environment,” Budz told CBC News. “So, by imitating the turtle, I can ensure that I don’t disrupt any other organisms while I’m conducting the monitor.” He tested the device in his grandparents’ backyard pool and determined that the robot was precise and reliable. “Evan’s success at EUCYS 2025 shows that his project is truly world-class,” said Reni Barlow, the executive director at Youth Science Canada. “An extraordinary innovation that showcases the ability of Canadian youth to tackle complex technical and environmental challenges.” For Budz, it’s just a cause he has cared about for much of his adolescence. 4. What inspired Evan Budz to create his robot? A. The decline of coral. B. The coral’s poor condition. C. The motion of a turtle. D. The environmental issue. 5. What is an advantage of Evan Budz’s robot compared with traditional robots? A. It can move freely underwater. B. It hardly disturbs other organisms. C. It can check coral’s health. D. It ensures the regular surveying. 6. Why did Evan Budz test the robot in a backyard pool? A. To meet his grandparents’ demands. B. To compare it with other robots. C. To measure its speed in the deep sea. D. To test its accuracy and reliability. 7. What did Reni Barlow think of Evan Budz’s project? A. Excellent. B. Traditional. C. Cost-effective. D. Time-saving. 【答案】4. C 5. B 6. D 7. A 【解析】 【导语】这是一篇新闻报道。介绍了加拿大15岁少年Evan Budz发明仿生海龟机器人，包括其灵感来源、功能优势、测试过程及获得的认可。 【4题详解】 细节理解题。根据第二段““The idea for this project struck me when I observed the fluent movement of a turtle while camping,” Budz said. (Budz说：“我是在露营时观察到海龟流畅的游动姿态后，萌生了这个项目的想法。”)”可知，Evan Budz发明机器人的灵感来自露营时观察到的海龟的动作。故选C项。 【5题详解】 细节理解题。根据第三段“Not only is it a unique way to move through the water, but it also has less impact on the very environments scientists are trying to protect. (它不仅是一种独特的水下移动方式，而且对科学家们正努力保护的环境造成的影响更小)”及第五段“by imitating the turtle, I can ensure that I don’t disrupt any other organisms while I’m conducting the monitor (通过模仿海龟的游动方式，我可以确保自己在执行监测任务时不会干扰其他任何生物)”可知，这款机器人相比传统机器人的优势是几乎不会干扰其他生物。故选B项。 【6题详解】 细节理解题。根据第五段“He tested the device in his grandparents’ backyard pool and determined that the robot was precise and reliable. (他在祖父母家后院的泳池里测试了这个装置，确定这款机器人精准且可靠)”可知，Evan Budz在泳池测试机器人是为了验证它的精准性和可靠性。故选D项。 【7题详解】 推理判断题。根据第六段““Evan’s success at EUCYS 2025 shows that his project is truly world-class,” said Reni Barlow (Reni Barlow说：“Evan在2025年欧洲青年科学家竞赛上的成功，证明他的项目确实具有世界级水准。”)”及“An extraordinary innovation (一项非凡的创新)”可知，Reni Barlow认为Evan的项目非常出色。故选A项。 C Year after year, Richmond-area schools have been getting greener by the square foot. Garden beds filled with blooming vegetables have taken the place of side yards and other unused outdoor spaces, thanks to dozens of plots planted by the Richmond-based nonprofit Fit4Kids. It began 15 years ago with the mission to improve the well-being of local youth through physical activity and healthy eating. The group’s programs include movement-based lesson plans for teachers to introduce physical activity into the classroom and an after-school program for young girls to try out active hobbies. Its most visible effort, though, is a series of Learning Gardens, which brings gardening and cooking activities to school-aged children in the Richmond metro area. “They connect the students to fresh, nutritious foods through planting, growing and harvesting fresh vegetables and herbs,” says Mary Dunne Stewart, Fit4Kids’ CEO. Built on the grounds of participating schools, Learning Gardens typically includes four raised garden beds that act as outdoor classrooms where students plant, nurture and harvest their own food with Fit4Kids gardening specialists throughout the school year. To ensure students can witness the life cycle from seed to harvest, Stewart notes, they mostly plant fast-growing produce such as carrots; they also add herbs to diversify the garden. “These choices also help students learn about different parts of the plant we eat,” she says. “Some are root vegetables, while others provide edible leaves.” Besides imparting plant-growing skills, Learning Gardens also engages students through tastings of fresh fruits and vegetables, discussions about healthy diets, and activities such as cooking contests, where students are given surprise ingredients and encouraged to experiment. The program also has the benefit of encouraging discussions beyond the classroom. “It increases the students’ interest in fresh fruits and vegetables,” says Renesha Parks, chief student wellness officer at Richmond Public Schools. “I’ve even seen the kids try fresh broccoli with seasoning, and they absolutely loved it.” Looking forward, Stewart says, “We really believe that active, well-nourished (营养良好的) children learn more in school, have greater self-esteem and go on to lead healthier, happier lives.” 8. What can be learned about Fit4kids? A. It turns out largely valueless. B. It replaces traditional classrooms. C. It is a health-focused organization. D. It aims to improve teachers’ ability. 9. What is paragraph 3 mainly talking about? A. The significance of physical activity. B. The severity of food shortage. C. The difficulty in choosing produce. D. The design of Learning Gardens. 10. What does the underlined word “imparting” in paragraph 4 mean? A. Teaching. B. Improving. C. Assessing. D. Mastering. 11. What does Renesha Parks imply in paragraph 5? A. Schools should expand Learning Gardens. B. Learning Gardens has a positive effect. C. Students develop an interest in nutritious food. D. Education outside classrooms is more important. 【答案】8. C 9. D 10. A 11. B 【解析】 【导语】本文是一篇说明文。文章主要介绍了里士满地区的非营利组织Fit4Kids，该组织通过建立学习花园，致力于改善当地青少年的健康状况，通过种植、收获和烹饪新鲜蔬菜，培养孩子们的健康饮食习惯。 【8题详解】 细节理解题。根据第二段中“It began 15 years ago with the mission to improve the well-being of local youth through physical activity and healthy eating.(它始于15年前，旨在通过体力活动和健康饮食来改善当地青少年的健康状况)”可知，Fit4Kids是一个旨在通过体力活动和健康饮食促进青少年福祉的组织，因此它是以健康为重点的组织。故选C项。 【9题详解】 主旨大意题。根据第三段““They connect the students to fresh, nutritious foods through planting, growing and harvesting fresh vegetables and herbs,” says Mary Dunne Stewart, Fit4Kids’ CEO. Built on the grounds of participating schools, Learning Gardens typically includes four raised garden beds that act as outdoor classrooms where students plant, nurture and harvest their own food with Fit4Kids gardening specialists throughout the school year. To ensure students can witness the life cycle from seed to harvest, Stewart notes, they mostly plant fast-growing produce such as carrots; they also add herbs to diversify the garden. “These choices also help students learn about different parts of the plant we eat,” she says. “Some are root vegetables, while others provide edible leaves.”(Fit4Kids首席执行官玛丽·邓恩·斯图尔特表示：“他们通过种植、培育和收获新鲜蔬菜和香草，让学生接触到新鲜、有营养的食物。”学习花园建在参与学校的场地上，通常包括四个凸起的花园床，作为户外教室，学生在整个学年与Fit4Kids的园艺专家一起种植、培育和收获自己的食物。斯图尔特指出，为了确保学生们能够见证从种子到收获的整个生命周期，他们主要种植胡萝卜等速生农产品；他们还添加香草来丰富花园。“这些选择也有助于学生了解我们食用的植物的不同部分，”她说。“有些是根茎类蔬菜，有些则提供可食用的叶子。”)”可知，第三段主要介绍了学习花园的具体设计理念。故选D项。 【10题详解】 词句猜测题。根据第四段中“Besides imparting plant-growing skills, Learning Gardens also engages students through tastings of fresh fruits and vegetables, discussions about healthy diets, and activities such as cooking contests...(除了imparting植物种植技能，“学习花园”还通过品尝新鲜水果蔬菜、讨论健康饮食以及烹饪比赛等活动吸引学生……)”可知，该段在列举“学习花园”的多种功能。划线词“imparting”的宾语是“plant-growing skills(植物种植技能)”，结合语境，“学习花园”是一个教育项目，其主要功能之一自然包含将植物种植技能“教授、传递”给学生，由此推知，划线词与A项“Teaching”意思相近。故选A项。 【11题详解】 推理判断题。根据第五段““It increases the students’ interest in fresh fruits and vegetables,” says Renesha Parks, chief student wellness officer at Richmond Public Schools. “I’ve even seen the kids try fresh broccoli with seasoning, and they absolutely loved it.”(里士满公立学校首席学生健康官员雷内莎·帕克斯说：“这增加了学生们对新鲜水果和蔬菜的兴趣。我甚至看到孩子们尝试加了调味料的新鲜西兰花，他们非常喜欢。”)”可推知，雷内莎·帕克斯暗示学习花园有积极的影响。故选B项。 D Kilian M. Pohl, professor of psychiatry and behavioral sciences at Stanford, says, “Future breakthrough discoveries in neuroscience will rely on AI technology. The problem currently is that this technology tends to produce unreliable results, as most brain MRI (磁共振成像) studies are simply not large enough.” That is why Pohl is taking advantage of large studies to create deep-learning models for generating realistic-looking brain MRIs that then can be used by smaller studies. Enabled by funding from the Stanford Institute for Human-Centered AI Google Cloud Credits grant program, Pohl worked jointly with other researchers from the Computational Neuroscience Laboratory on creating a model called BrainSynth that synthesizes (合成) realistic, high-resolution MRIs to help reproduce disease effects. The generated MRIs can increase datasets with countless more samples to better conduct brain research. Such enriched datasets could be used to understand common conditions, like depression or substance abuse disorders in the general population as well as specific subgroups, such as people with HIV. Pohl is most excited about applying BrainSynth toward learning about diseases that subtly (微妙地) affect the brain. “Many diseases or conditions that I study are ones that are not well understood, and the impact on the brain has subtle effects that you can’t often see with the eyes,” Pohl said. “I want to use this generative AI technology to get those subtle effects.” Since current generative AI technology is far from perfect, Pohl says that the synthetic MRIs are only used for training for now, not testing or inference. Synthetic MRIs must be reviewed to ensure they are correct and possible in a human. Pohl says his research team compares real MRIs with the synthetic images to see how well they overlap (重叠) to ensure these systems are working and to improve training. Down the road, Pohl is optimistic that the technology could also be used for education and prevention: What will my brain look like if I keep doing X? It could also be used for surgery planning to project the long-term consequences of a treatment and how the brain might look differently in the future. 12. What can be inferred about Pohl’s team’s generated MRIs? A. They have been used for inference. B. They can expand training datasets. C. They can tell brain diseases accurately. D. They are much cheaper to produce. 13. What does Pohl aim to do with BrainSynth? A. Improve the training precision. B. Finish more surgical operations. C. Capture tiny changes in the brain. D. Prove the effects of real MRIs. 14. What does Pohl tell us about the generative AI technology in the last paragraph? A. Its future applications. B. Its study purpose. C. Its ongoing challenges. D. Its treatment effects. 15. What can be a suitable title for the text? A. How AI Will Prevent Brain Diseases B. Why Researchers Favor the Generated MRIs C. Traditional MRI Technology Comes to an End D. GenAI Helps Better Understand Brain Diseases 【答案】12. B 13. C 14. A 15. D 【解析】 【导语】这是一篇说明文。介绍了斯坦福大学Pohl教授团队利用生成式AI技术合成脑MRI图像，扩充脑科学研究数据集、助力脑部疾病研究的进展。 【12题详解】 推理判断题。根据第二段“The generated MRIs can increase datasets with countless more samples to better conduct brain research. (生成的MRI图像可以用无数更多样本扩充数据集，从而更好地开展脑科学研究)”及第四段“Pohl says that the synthetic MRIs are only used for training for now (Pohl说目前这些合成的MRI图像仅用于训练)”可知，Pohl团队生成的MRI图像能够扩充训练数据集。故选B项。 【13题详解】 细节理解题。根据第四段“Pohl is most excited about applying BrainSynth toward learning about diseases that subtly affect the brain. (Pohl最期待将BrainSynth 应用于研究对大脑有微妙影响的疾病)”及“I want to use this generative AI technology to get those subtle effects. (我想用这种生成式AI技术捕捉到那些细微的变化)”可知，Pohl希望用BrainSynth捕捉大脑中细微的变化。故选C项。 【14题详解】 细节理解题。根据最后一段“Pohl is optimistic that the technology could also be used for education and prevention (Pohl乐观地认为，这项技术还可用于教育和预防)”及“It could also be used for surgery planning to project the long-term consequences of a treatment and how the brain might look differently in the future. (它还可以用于手术规划，以预测治疗的长期后果，以及未来大脑的变化)”可知，该段介绍了生成式AI技术的未来应用场景。故选A项。 【15题详解】 主旨大意题。文章围绕生成式AI(GenAI)助力合成脑MRI图像、更好理解脑部疾病展开：第1段提出脑MRI研究样本不足的问题；第2段介绍BrainSynth模型合成MRI以扩充数据集；第3-4段说明其在脑部疾病研究中的作用；第5段提及未来应用。因此“GenAI Helps Better Understand Brain Diseases (生成式AI助力更好地理解脑部疾病)”能概括全文核心，最适合作为文章标题。故选D项。 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 a world rich with diversity yet often divided by differences, shared stories have the remarkable power to connect us. From ancient oral traditions to modern narratives (叙述), shared stories go beyond language. They even invite people to understand each other’s experiences, values and dreams. ____16____ They help in creating empathy. ____17____ This act of listening generates empathy, breaking down stereotypes (成见). Shared stories reveal our common humanity, like our joy and sadness. This creates a bridge between cultures that might seem worlds apart. They help in preserving heritage. ____18____ These stories serve as a record of a community’s values and identity. By sharing these narratives, cultures keep their heritage alive, and at the same time invite outsiders to learn and appreciate the beauty of their unique ideas. ____19____ Local storytelling events and cultural festivals are often held. When communities come together to share personal and collective stories, they create a set of experiences that create respect and understanding. These gatherings remind us that while our cultural practices may differ, our hopes and dreams are remarkably similar. They help in healing (疗愈). In regions marked by conflict, shared stories can be a pathway to restore their relationships. ____20____ This process of recovery through storytelling builds a foundation of trust, enabling long-lasting peace and unity. A. They help in inspiring new narratives. B. They help in contributing to community dialogue. C. Every culture carries its own rich tales and personal histories. D. As you journey through life, consider the stories you share and listen to. E. Communities can move forward together by celebrating collective adaptation. F. We begin seeing the world through their eyes when we hear someone else’s story. G. In this context, we explore how shared stories can play a role in bridging cultures. 【答案】16. G 17. F 18. C 19. B 20. E 【解析】 【导语】本文是一篇说明文。介绍了共享故事在连接不同群体、促进理解等方面作用。 【16题详解】 上文“In a world rich with diversity yet often divided by differences, shared stories have the remarkable power to connect us. From ancient oral traditions to modern narratives (叙述), shared stories go beyond language. They even invite people to understand each other’s experiences, values and dreams. (在一个多元却常因差异分裂的世界里，共享的故事有着非凡的联结力量。从古老的口头传统到现代叙述，共享的故事超越语言，甚至能让人们理解彼此的经历、价值观与梦想)”总述了共享故事的连接作用，下文分点介绍其具体功能。选项G“在这种背景下，我们来探讨共享故事如何在跨文化沟通中发挥作用”承接上文的总述，引出下文对共享故事作用的具体探讨，符合语境。故选G。 【17题详解】 上文“They help in creating empathy. (它们有助于产生共情)”点明本段主题是共享故事促进共情，下文“This act of listening generates empathy, breaking down stereotypes (成见). (这种倾听的行为会产生共情，打破成见)”说明倾听的作用。选项F“当我们聆听他人的故事时，会开始从对方的视角看待世界”解释了听他人故事能让我们共情，衔接上下文，符合语境。故选F。 【18题详解】 上文“They help in preserving heritage. (它们有助于传承文化遗产)”点明本段主题是共享故事传承文化遗产，下文“These stories serve as a record of a community’s values and identity. By sharing these narratives, cultures keep their heritage alive, and at the same time invite outsiders to learn and appreciate the beauty of their unique ideas. (这些故事是一个群体价值观与身份认同的记录。通过分享这些叙述，文化得以传承，同时也让外人了解并欣赏其独特思想的魅力)”说明故事是文化的记录。选项C“每种文化都承载着自身丰富的传说与个人历史”指出每种文化都有自己的故事，呼应“传承文化遗产”的主题，符合语境。故选C。 【19题详解】 下文“Local storytelling events and cultural festivals are often held. When communities come together to share personal and collective stories, they create a set of experiences that create respect and understanding. These gatherings remind us that while our cultural practices may differ, our hopes and dreams are remarkably similar. (当地的故事会与文化节庆活动常被举办。当各个群体聚集在一起分享个人与集体故事时，会创造出建立尊重与理解的体验。这些聚会提醒我们，尽管文化习俗不同，但我们的希望与梦想高度相似)”说明共享故事能促进社区交流。选项B“它们有助于推动社区对话”点明本段主题是“共享故事促进社区对话”，统领下文，符合语境。故选B。 【20题详解】 上文“They help in healing (疗愈). In regions marked by conflict, shared stories can be a pathway to restore their relationships. (它们有助于疗愈。在冲突频发的地区，共享的故事可以成为修复关系的途径)”点明本段主题是共享故事助力疗愈，下文“This process of recovery through storytelling builds a foundation of trust, enabling long-lasting peace and unity. (这种通过讲故事实现疗愈的过程能建立信任的基础，促成持久的和平与团结)”说明其疗愈作用。选项E“各个群体可以通过纪念共同的适应历程，携手向前”呼应“疗愈、重建关系”的主题，说明社区可通过共享故事共同前行，符合语境。故选E。 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、D四个选项中选出可以填入空白处的最佳选项。 “My name is...” The words stuck in my throat as I shook a stranger’s hand. I ____21____ to say my name, “Pppeeeettterr”. Typical ____22____ ranged from awkward silence to the joking “Are you sure?” As a child, I would imagine I just made myself look ____23____. I have been a stutterer (口吃者) since I was 7. I even didn’t know its ____24____. When I was young, I ____25____ speech therapy (治疗) techniques, but I was comfortable in my own mind. When I couldn’t avoid speaking, my ____26____ was to replace words with synonyms (同义词). Then I fell in love with science, where precision ____27____ mattered. So, while in graduate school, I restarted speech therapy, and worked on new strategies. I thought I had my stutter under control. However, when I became an assistant professor, facing the inevitable ____28____ of starting a research group, my speech was regressing (退化). I didn’t notice it until one day when I was teaching my class and found I couldn’t say “equilibrium”. A feeling of ____29____ remained, contradictory to my self-image as a capable scientist. Later, ____30____ about a conference introduction, I eventually ____31____ a realization: I would probably never be ____32____ of my stutter. Meanwhile, I wondered whether I could gain some good from this weakness — If radiation could be used to ____33____ cancer, why couldn’t my stutter make me better, too? Now, I reject feelings of shame and instead accept my ____34____. I am not in ____35____, but I can, with proper effort, participate in my work. 21. A. refused B. decided C. planned D. managed 22. A. responses B. meanings C. warnings D. questions 23. A. smart B. helpful C. stupid D. familiar 24. A. trick B. cause C. request D. suggestion 25. A. learned B. evaluated C. modified D. taught 26. A. purpose B. topic C. type D. strategy 27. A. rarely B. slightly C. really D. gradually 28. A. lessons B. challenges C. designs D. cases 29. A. shame B. joy C. envy D. surprise 30. A. excited B. curious C. certain D. worried 31. A. looked into B. called on C. came to D. took on 32. A. proud B. free C. short D. aware 33. A. cure B. extend C. prevent D. match 34. A. strengths B. jokes C. traditions D. limitations 35. A. progress B. control C. trouble D. danger 【答案】21. D 22. A 23. C 24. B 25. A 26. D 27. C 28. B 29. A 30. D 31. C 32. B 33. A 34. D 35. C 【解析】 【导语】这是一篇记叙文。讲述了作者作为口吃患者的成长经历：从童年因口吃自卑，到尝试治疗与调整表达策略，再到成年后正视缺陷、接纳自我的过程。 【21题详解】 考查动词词义辨析。句意：我设法说出了自己的名字：“Pppeeeetttter”。A. refused拒绝；B. decided决定；C. planned计划；D. managed设法做到。根据上文““My name is...” The words stuck in my throat”可知，作者艰难地说出了名字，manage to do表示“设法做成某事”。故选D。 【22题详解】 考查名词词义辨析。句意：典型的回应从尴尬的沉默到开玩笑的 “你确定吗？”不等。A. responses回应；B. meanings含义；C. warnings警告；D. questions问题。根据上文““My name is...” The words stuck in my throat”及下文“awkward silence to the joking “Are you sure?” ”可知，此处是指别人的反应。故选A。 【23题详解】 考查形容词词义辨析。句意：小时候，我会觉得自己看起来很愚蠢。A. smart聪明的；B. helpful有帮助的；C. stupid愚蠢的；D. familiar熟悉的。根据上文“awkward silence to the joking “Are you sure?” ”可知，作者会因口吃觉得自己表现得很蠢。故选C。 【24题详解】 考查名词词义辨析。句意：我甚至不知道它的成因。A. trick诡计；B. cause原因；C. request请求；D. suggestion建议。根据上文“I have been a stutterer since I was 7. I even didn’t know its”可推知，作者7岁开始口吃，但不清楚自己口吃的原因。故选B。 【25题详解】 考查动词词义辨析。句意：小时候，我学习了语言治疗技巧，但我在自己的思维里很自在。A. learned学习；B. evaluated评估；C. modified修改；D. taught教。根据下文“speech therapy techniques”可推知，作者学习了治疗口吃的相关技巧。故选A。 【26题详解】 考查名词词义辨析。句意：当我无法避免说话时，我的策略是用同义词代替词语。A. purpose目的；B. topic话题；C. type类型；D. strategy策略。根据下文“replace words with synonyms”可知，这是作者应对口吃的方法、策略。故选D。 【27题详解】 考查副词词义辨析。句意：后来我爱上了科学，在这个领域精确性确实很重要。A. rarely很少；B. slightly稍微；C. really真正地；D. gradually逐渐地。根据上文“fell in love with science”、下文“I restarted speech therapy”及常识可知，科学领域对用词精确性要求很高，really mattered表示“确实重要”。故选C。 【28题详解】 考查名词词义辨析。句意：然而，当我成为助理教授，面临组建研究小组的不可避免的挑战时，我的语言能力退化了。A. lessons课程；B. challenges挑战；C. designs设计；D. cases案例。根据下文“starting a research group”可知，组建研究小组需要频繁沟通，这对有口吃的作者来说是挑战。故选B。 【29题详解】 考查名词词义辨析。句意：一种羞愧的感觉挥之不去，这与我作为一名能干科学家的自我形象相矛盾。A. shame羞愧；B. joy快乐；C. envy嫉妒；D. surprise惊讶。根据上文“found I couldn’t say “equilibrium””可知，作者作为科学家却读不出专业词汇，会因此感到羞愧。故选A。 【30题详解】 考查形容词词义辨析。句意：后来，因为一场会议介绍而担忧，我最终逐渐意识到：我可能永远无法摆脱我的口吃。A. excited兴奋的；B. curious好奇的；C. certain确定的；D. worried担忧的。根据下文“about a conference introduction”可知，会议介绍需要发言，作者会因口吃而担忧。故选D。 【31题详解】 考查动词短语辨析。句意：后来，因为一场会议介绍而担忧，我最终逐渐意识到：我可能永远无法摆脱我的口吃。A. looked into调查；B. called on号召；C. came to逐渐意识到；D. took on承担。根据下文“a realization: I would probably never be __12__ of my stutter”可知，作者慢慢认清了自己可能无法摆脱口吃的现实，come to a realization表示“逐渐意识到”。故选C。 【32题详解】 考查形容词词义辨析。句意：后来，因为一场会议介绍而担忧，我最终逐渐意识到：我可能永远无法摆脱我的口吃。A. proud骄傲的；B. free摆脱……的；C. short短缺的；D. aware意识到的。根据“be ____ of my stutter”及下文“I wondered whether I could gain some good from this weakness”可知，作者意识到自己可能永远无法摆脱口吃，be free of表示“摆脱……”。故选B。 【33题详解】 考查动词词义辨析。句意：如果辐射可以用来治愈癌症，为什么我的口吃不能也让我变得更好呢？A. cure治愈；B. extend延长；C. prevent预防；D. match匹配。根据上文“radiation”、下文“why couldn’t my stutter make me better”及常识可知，辐射是治愈癌症的手段之一，cure cancer表示“治愈癌症”。故选A。 【34题详解】 考查名词词义辨析。句意：现在，我拒绝羞耻感，转而接纳自己的缺陷。A. strengths优势；B. jokes玩笑；C. traditions传统；D. limitations限制，缺陷。根据上文“this weakness”及“my stutter”可知，口吃是作者的缺陷，现在作者选择接纳它。故选D。 【35题详解】 考查名词词义辨析。句意：我没有陷入困境，但通过适当的努力，我可以参与我的工作。A. progress进步；B. control控制；C. trouble困境；D. danger危险。根据下文“but I can, with proper effort, participate in my work”可知，作者没有因口吃陷入困境，而是能参加工作，be in trouble表示“陷入困境”。故选C。 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。 In late September, the southwestern city of Chengdu launched a pilot program across eight public and private schools ____36____ began this fall. Each participating school has chosen two classes of no more than 45 students each, ____37____ (select) through volunteer sign-ups, as “integrated education” classes. These classes operate ____38____ (separate) and combine middle and high school curricula. The new model is part of Chengdu’s broader effort ____39____ (reform) the high school entrance system and is intended to bridge ____40____ (gap) between school stages and ease exam-related pressure. The zhongkao is one of the most important academic stages in China, ____41____ (determine) whether students advance to academic high schools ____42____ vocational（职业的）tracks. For many parents, the reform offers long-awaited relief. “The biggest appeal is being exempt（免除的） from the zhongkao,” one Chengdu parent told domestic media. She expressed both regret that her child was not chosen for the pilot program and hope for an ____43____ (expand) of the program. So far, similar “exam-free” initiatives ____44____ (launch) in a few other cities, though they are typically reserved for top-performing students. Xiong Bingqi, president of China’s 21st Century Education Research Institute, warned that many parents may view integrated classes ____45____ a way to avoid academic tracking. “However, as long as the key high school system remains, anxiety over the zhongkao won’t be eased,” he said. 【答案】36. that##which 37. selected 38. separately 39. to reform 40. gaps 41. determining 42. or 43. expansion 44. have been launched 45. as 【解析】 【导语】这是一篇新闻报道。介绍了成都在部分学校启动的“一体化教育”试点项目，涉及项目形式、改革背景及相关教育专家的看法。 【36题详解】 考查定语从句。句意：9月下旬，西南城市成都在今年秋季开学的8所公私立学校启动了一个试点项目。此处引导限制性定语从句，在从句中作主语，先行词是a pilot program，指物，应用关系代词that/ which。故填that/ which。 【37题详解】 考查非谓语动词。句意：每所参与学校都选择了两个每班不超过45人的班级，通过自愿报名选出，作为“一体化教育”班级。 句子已有谓语 has chosen，此空应是非谓语形式。select与students是动宾关系，应用过去分词selected。故填selected。 【38题详解】 考查副词。句意：这些班级独立运作，融合了初中和高中的课程。此处修饰动词operate，应用副词separately，作状语，意为“独立地”。故填separately。 【39题详解】 考查非谓语动词。句意：这个新模式是成都改革中考制度更大举措的一部分，旨在弥合学段之间的差距，缓解考试压力。one’s effort to do sth.是固定搭配，意为“某人做某事的努力”，此处应用动词不定式to reform，作后置定语。故填to reform。 【40题详解】 考查名词复数。句意：这个新模式是成都改革中考制度更大举措的一部分，旨在弥合学段之间的差距，缓解考试压力。gap是可数名词，此处指多个学段之间的差距，应用复数gaps，作宾语。故填gaps。 【41题详解】 考查非谓语动词。句意：中考是中国最重要的学业阶段之一，决定学生是升入普通高中还是职业教育轨道。determine与The zhongkao是主谓关系，应用现在分词determining，作状语。故填determining。 【42题详解】 考查连词。句意：中考是中国最重要的学业阶段之一，决定学生是升入普通高中还是职业教育轨道。whether... or...是固定搭配，意为“是……还是……”。故填or。 【43题详解】 考查名词。句意：她既表达了对孩子未被选入试点项目的遗憾，也表达了对项目扩大的希望。此处前有介词for与不定冠词an，应用名词expansion，意为“扩大”，作宾语。故填expansion。 【44题详解】 考查动词时态语态。句意：到目前为止，其他几个城市也推出了类似的“免考”举措，不过这些举措通常只针对优等生。根据So far可知，用现在完成时，initiatives与launch是动宾关系，且主语initiatives为复数，谓语应是现在完成时的被动语态have been launched。故填have been launched。 【45题详解】 考查介词。句意：中国21世纪教育研究院院长熊丙奇警告称，许多家长可能会把一体化班级视为避免学业分流的一种方式。view... as...是固定搭配，意为“把……视为……”，此空应是介词as。故填as。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 你参加了学校上周举办的主题为“传统文化周”系列活动。请你写一篇短文发表在校英语报上，内容包括： 1.你印象最深的活动； 2.你的感想。 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。 My Experience of the Traditional Culture Week ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 My Experience of the Traditional Culture Week Last week, our school hosted the Traditional Culture Week, and the Chinese paper-cutting workshop struck me most. A local artisan taught us to cut red paper into various patterns like peonies and rabbits. My fingers trembled at first, but with patience, I finally made a delicate flower. Watching the vivid works, I felt the warmth of traditional crafts. This activity not only let me master a skill, but it also made me realize that these intangible treasures carry the wisdom of our ancestors, and we should cherish and inherit them. 【解析】 【导语】本篇书面表达属于应用文。要求考生围绕学校“传统文化周”活动，介绍印象最深的活动并分享感想。 【详解】1.词汇积累 举办：host → organize/hold/launch 印象深刻：strike sb. most → leave the deepest impression on sb. 精致：delicate → exquisite/fantastic 珍惜并传承：cherish and inherit → treasure and pass down/value and pass down/ carry forward 2.句式拓展 简单句变复合句 原句：Last week, our school hosted the Traditional Culture Week, and the Chinese paper-cutting workshop struck me most. 拓展句：Last week, our school hosted the Traditional Culture Week, where the Chinese paper-cutting workshop struck me most. 【点睛】【高分句型1】Watching the vivid works, I felt the warmth of traditional crafts. (运用了现在分词短语Watching...作状语) 【高分句型2】This activity not only let me master a skill, but it also made me realize that these intangible treasures carry the wisdom of our ancestors, and we should cherish and inherit them. (运用了not only... but also...的固定句型和that引导的宾语从句) 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。 The street was wet and cold wind blew through the tall buildings. The bright lights of the city illuminated (照亮) the night, but for struggling businessman John Carter, the world seemed incredibly hopeless. Just one year ago, John had big dreams. He had quit his job to start his own company, believing he could create something great. But things didn’t go as planned. His business had collapsed under financial pressure and he was drowning in debt. Now, he was wandering the streets aimlessly, feeling completely discouraged. As he waited at a traffic light, he noticed an old man walking slowly and looking around on the road. John was on the edge of ignoring the man and walking away when something inside stopped him. Taking a deep breath, he walked to the old man. “Excuse me, I found you seemed anxious. Do you need any help?” John asked. The old man looked at John. “I couldn’t find my way home,” the old man said and at the same time, he took out a card on which there was a phone number. Looking at the card, John realized the old man may have memory loss issues. Therefore, he decided to help the old man. He dialed the number and the old man’s son answered the phone. While waiting, John and the old man chatted. He told the old man what he had experienced. John felt relieved after their talk, maybe because he voiced his mental stress, though the old man couldn’t give him any advice. A few moments later, the old man’s son, Michael, arrived in a hurry, looking worried. When he saw his father safe and sound, he felt relieved. “Thank you so much,” he said, holding John’s hand tightly. “My dad has Alzheimer’s (阿尔茨海默症). Sometimes he remembers my name, but he acts as if we just met from time to time. I’ve been looking for hours.” “Good man... You deserve luck,” the old man said before being driven away. 注意：1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 John received a call from Michael unexpectedly the next day. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ John felt lost in thought after hanging up the phone. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 John received a call from Michael unexpectedly the next day. Michael told John that his father had been talking about him since they got home. “My dad insisted that I find a way to help you. He said you were a good man in trouble and deserved a break. I run a small company and I think you have the talent and determination to succeed. Would you like to come and work for me?” John was shocked and speechless. He never expected such kindness from a stranger. “I... I don’t know what to say. Thank you so much. I would be honored to work for you,” he replied. John felt lost in thought after hanging up the phone. He realized that sometimes, in the darkest moments of our lives, a small act of kindness can change everything. The old man’s simple words of encouragement and Michael’s offer of a job had given him a new lease on life. He decided to take this opportunity and work hard to prove himself. With a newfound sense of hope and purpose, John walked out of his apartment and into the bright sunlight, ready to face the future. 【解析】 【导语】本文以人物为线索展开，讲述了生意失败的John Carter在街头帮助一位迷路的患有阿尔茨海默症的老人，之后老人的儿子Michael意外地给John打电话提供工作机会的故事。 【详解】1. 段落续写： ①由第一段首句内容“John第二天意外地接到了Michael的电话。”可知，第一段可描写Michael在电话里表达对John的感激，并告知父亲坚持要帮助他，还提供了工作机会。 ②由第二段首句内容“John挂断电话后陷入了沉思。”可知，第二段可描写John意识到善举的力量，决定抓住这个机会，努力工作，重新面对生活。 2. 续写线索：Michael打电话——表达感激——提供工作机会——John震惊并接受——John陷入沉思——意识到善举的力量——决定努力工作 3. 词汇激活： 行为类 ①改变：change/alter/transform ②决定：decide/determine/resolve ③面对：face/confront 情绪类 ①震惊的：shocked/astonished/stunned ②荣幸的：honored/privileged 【点睛】[高分句型1] Michael told John that his father had been talking about him since they got home.(运用了连词that引导宾语从句和从属连词since引导时间状语从句) [高分句型2] He realized that sometimes, in the darkest moments of our lives, a small act of kindness can change everything.(运用了连词that引导宾语从句) 第1页/共1页 学科网（北京）股份有限公司 $ 2026届高三年级·12月名校阶段检测 英语 考生注意： 1.本试卷分选择题和非选择题两部分。满分150分，考试时间120分钟。 2.答题前，考生务必用直径0.5毫米黑色墨水签字笔将密封线内项目填写清楚。 3.考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑；非选择题请用直径0.5毫米黑色墨水签字笔在答题卡上各题的答题区域内作答，超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。 第一部分 听力（共两节，满分30分） 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。每段对话读两遍。 例： How much is the shirt? A. £19.15. B. £9.18. C. £9.15. 答案是C。 1 How will the man go to the airport? A. By car. B. By taxi. C. By subway. 2. How much should the man pay for the coffee? A. $10. B. $8. C. $2. 3. What will the man do first? A. Drink some water. B. Clean the living room. C. Wait in the kitchen. 4. What is probably the man? A. A teacher. B. A doctor. C. A singer. 5. What does the man suggest? A. Talking with the guides. B. Putting off the rent discussion. C. Going on a holiday with Richard. 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. What did the woman do in the morning? A. She swam in a pool. B. She bought a player. C. She made some new friends. 7. What does the woman invite the man to do? A. Have a try at the sofa. B. Listen to her favorite song. C. Swim together sometime. 听第7段材料，回答第8至10题。 8. What did the man think of the ride? A. Exciting. B. Annoying. C. Tiring. 9. How did the woman spend her weekend? A. She rode a bike. B. She read at home. C. She made some ice-cream. 10. What are the speakers talking about? A. Touring a park. B. Spending the weekend. C. Making a plan. 听第8段材料，回答第11至13题。 11. Where does the conversation take place? A. On the phone. B. In a university. C. In a restaurant. 12. What does the man say about Emily? A. She was born in a big city. B. She moved to the city for work. C. She studied in a famous high school. 13. What did Emily’s mother want her to learn? A. Law. B. Literature. C. Music. 听第9段材料，回答第14至17题。 14. What is the relationship between the speakers? A. Interviewer and interviewee. B. Teacher and student. C. Uncle and nephew. 15. How old was Alex when he worked as a trainee? A. 10. B. 15. C. 18. 16. What motivated Alex to launch his company? A. His uncle’s encouragement. B. A software engineer’s help. C. The introduction of Tesla’s solar roof. 17. What has challenged Alex? A. Lack of funds. B. People’s doubt. C. Family objection. 听第10段材料，回答第18至20题。 18. What did the woman focus on in her 20s and early 30s? A. Her own career. B. Voluntary work. C. Animal protection. 19. Why did the woman work with a local animal shelter? A. To train herself. B. To realize her dream. C. To choose a pet. 20. What was the woman’s job after volunteering for one year? A. Telling stories to animals. B. Helping find home for cats. C. Evaluating community activities. 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） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Online applications are invited for the United Nations Environment Programme (UNEP) Certificate Course on Nature-based Solutions for Disaster and Climate Resilience. About UNEP Established by Maurice Strong, its first director, after the United Nations Conference on the Human Environment in Stockholm in June 1972, it is responsible for coordinating responses to environmental issues within the United Nations system. About the Course The course allows you to be educated to protect the planet. There is no course fee associated with this course, and it is open to all. The UNEP certificate of completion is free for learners who complete the course. The course consists of 7 units of content. ·Unit 1: Why is this topic relevant to me? ·Unit 2: What are Nature-based Solutions for Disaster and Climate Resilience? ·Unit 3: Nature-based Solutions applied to pressing challenges: urbanization, coastal development, and drylands increase; ·Unit 4: Inclusive Action: The significance of youth, communities, and indigenous (本土的) people in Nature-based Solutions; ·Unit 5: From policy to practice; ·Unit 6: The Business Case for Nature-based Solutions; ·Unit 7: Time for action! Eligibility (资格) Criteria It is open to anyone and can be beneficial for the following target groups: ·Practitioners: Disaster risk reduction & climate change experts, environmental managers, and local government; ·Policymakers: Decision-makers at international, national, and local levels; ·Engineers & Urban Planners: Including architects, geographers, and urban designers; ·Businesses: Including banking, insurance, and Corporate Social Responsibility managers; ·Youth and Educators: Parents, teachers and students. Benefits ·UNEP certificate; ·The program is offered in 8 languages: English, French, Spanish, Hindi, Arabic, Chinese, Indonesian and Portuguese; ·Exclusive (专有的) interviews with world leaders; ·Interact with experts; ·Free learning materials; ·Join a growing community of practice. 1. What is the main purpose of the course? A. To teach sustainable Earth protection skills. B. To educate people about advanced techniques. C To promote traditional farming methods. D. To attract engineers and urban planners. 2. Which unit involves the importance of public participation? A. Unit 2. B. Unit 3. C. Unit 4. D. Unit 5. 3. How can the participants benefit from the course? A They will be offered a job. B. They will gain a free certificate. C. They will advance in language. D. They will become a financial leader. B Evan Budz, a 15-year-old from Ontario, Canada, is receiving global recognition for his invention: an autonomous bionic sea turtle robot. The robot, which can monitor ecological systems underwater, won Budz a first-place prize in the European Union Contest for Young Scientists (EUCYS). “The idea for this project struck me when I observed the fluent movement of a turtle while camping,” Budz said. He saw potential in the way the turtle moved compared with traditional systems of other autonomous robots. He created an approach that copied the way green sea turtles moved underwater. Not only is it a unique way to move through the water, but it also has less impact on the very environments scientists are trying to protect. “Aquatic (水生的) habitats are vital to humanity, and the routine surveying of these environments has become critical,” Budz explained. “Using an innovative bionic robot for such an analysis ensures low ecological disruption (扰乱).” Budz said the robot used a computer vision imaging system to quantify coral health, which can detect coral bleaching (珊瑚白化) with 96% accuracy. “The information gathered by the robot will ideally allow the right organizations to identify where these threats may be occurring, increasing awareness and supporting efforts to increase the overall health of impacted areas,” Budz said. “For ecological monitoring, I want to be as low as possible in terms of disruption to the environment,” Budz told CBC News. “So, by imitating the turtle, I can ensure that I don’t disrupt any other organisms while I’m conducting the monitor.” He tested the device in his grandparents’ backyard pool and determined that the robot was precise and reliable. “Evan’s success at EUCYS 2025 shows that his project is truly world-class,” said Reni Barlow, the executive director at Youth Science Canada. “An extraordinary innovation that showcases the ability of Canadian youth to tackle complex technical and environmental challenges.” For Budz, it’s just a cause he has cared about for much of his adolescence. 4. What inspired Evan Budz to create his robot? A. The decline of coral. B. The coral’s poor condition. C. The motion of a turtle. D. The environmental issue. 5 What is an advantage of Evan Budz’s robot compared with traditional robots? A. It can move freely underwater. B. It hardly disturbs other organisms. C. It can check coral’s health. D. It ensures the regular surveying. 6. Why did Evan Budz test the robot in a backyard pool? A. To meet his grandparents’ demands. B. To compare it with other robots. C. To measure its speed in the deep sea. D. To test its accuracy and reliability. 7. What did Reni Barlow think of Evan Budz’s project? A. Excellent. B. Traditional. C. Cost-effective. D. Time-saving. C Year after year, Richmond-area schools have been getting greener by the square foot. Garden beds filled with blooming vegetables have taken the place of side yards and other unused outdoor spaces, thanks to dozens of plots planted by the Richmond-based nonprofit Fit4Kids. It began 15 years ago with the mission to improve the well-being of local youth through physical activity and healthy eating. The group’s programs include movement-based lesson plans for teachers to introduce physical activity into the classroom and an after-school program for young girls to try out active hobbies. Its most visible effort, though, is a series of Learning Gardens, which brings gardening and cooking activities to school-aged children in the Richmond metro area. “They connect the students to fresh, nutritious foods through planting, growing and harvesting fresh vegetables and herbs,” says Mary Dunne Stewart, Fit4Kids’ CEO. Built on the grounds of participating schools, Learning Gardens typically includes four raised garden beds that act as outdoor classrooms where students plant, nurture and harvest their own food with Fit4Kids gardening specialists throughout the school year. To ensure students can witness the life cycle from seed to harvest, Stewart notes, they mostly plant fast-growing produce such as carrots; they also add herbs to diversify the garden. “These choices also help students learn about different parts of the plant we eat,” she says. “Some are root vegetables, while others provide edible leaves.” Besides imparting plant-growing skills, Learning Gardens also engages students through tastings of fresh fruits and vegetables, discussions about healthy diets, and activities such as cooking contests, where students are given surprise ingredients and encouraged to experiment. The program also has the benefit of encouraging discussions beyond the classroom. “It increases the students’ interest in fresh fruits and vegetables,” says Renesha Parks, chief student wellness officer at Richmond Public Schools. “I’ve even seen the kids try fresh broccoli with seasoning, and they absolutely loved it.” Looking forward, Stewart says, “We really believe that active, well-nourished (营养良好的) children learn more in school, have greater self-esteem and go on to lead healthier, happier lives.” 8. What can be learned about Fit4kids? A. It turns out largely valueless. B. It replaces traditional classrooms. C. It is a health-focused organization. D. It aims to improve teachers’ ability. 9. What is paragraph 3 mainly talking about? A. The significance of physical activity. B. The severity of food shortage. C. The difficulty in choosing produce. D. The design of Learning Gardens. 10. What does the underlined word “imparting” in paragraph 4 mean? A. Teaching. B. Improving. C. Assessing. D. Mastering. 11. What does Renesha Parks imply in paragraph 5? A. Schools should expand Learning Gardens. B. Learning Gardens has a positive effect. C. Students develop an interest in nutritious food. D. Education outside classrooms is more important. D Kilian M. Pohl, professor of psychiatry and behavioral sciences at Stanford, says, “Future breakthrough discoveries in neuroscience will rely on AI technology. The problem currently is that this technology tends to produce unreliable results, as most brain MRI (磁共振成像) studies are simply not large enough.” That is why Pohl is taking advantage of large studies to create deep-learning models for generating realistic-looking brain MRIs that then can be used by smaller studies. Enabled by funding from the Stanford Institute for Human-Centered AI Google Cloud Credits grant program, Pohl worked jointly with other researchers from the Computational Neuroscience Laboratory on creating a model called BrainSynth that synthesizes (合成) realistic, high-resolution MRIs to help reproduce disease effects. The generated MRIs can increase datasets with countless more samples to better conduct brain research. Such enriched datasets could be used to understand common conditions, like depression or substance abuse disorders in the general population as well as specific subgroups, such as people with HIV. Pohl is most excited about applying BrainSynth toward learning about diseases that subtly (微妙地) affect the brain. “Many diseases or conditions that I study are ones that are not well understood, and the impact on the brain has subtle effects that you can’t often see with the eyes,” Pohl said. “I want to use this generative AI technology to get those subtle effects.” Since current generative AI technology is far from perfect, Pohl says that the synthetic MRIs are only used for training for now, not testing or inference. Synthetic MRIs must be reviewed to ensure they are correct and possible in a human. Pohl says his research team compares real MRIs with the synthetic images to see how well they overlap (重叠) to ensure these systems are working and to improve training. Down the road, Pohl is optimistic that the technology could also be used for education and prevention: What will my brain look like if I keep doing X? It could also be used for surgery planning to project the long-term consequences of a treatment and how the brain might look differently in the future. 12. What can be inferred about Pohl’s team’s generated MRIs? A. They have been used for inference. B. They can expand training datasets. C. They can tell brain diseases accurately. D. They are much cheaper to produce. 13. What does Pohl aim to do with BrainSynth? A. Improve the training precision. B. Finish more surgical operations. C. Capture tiny changes in the brain. D. Prove the effects of real MRIs. 14. What does Pohl tell us about the generative AI technology in the last paragraph? A. Its future applications. B. Its study purpose. C. Its ongoing challenges. D. Its treatment effects. 15. What can be a suitable title for the text? A. How AI Will Prevent Brain Diseases B. Why Researchers Favor the Generated MRIs C. Traditional MRI Technology Comes to an End D. GenAI Helps Better Understand Brain Diseases 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 a world rich with diversity yet often divided by differences, shared stories have the remarkable power to connect us. From ancient oral traditions to modern narratives (叙述), shared stories go beyond language. They even invite people to understand each other’s experiences, values and dreams. ____16____ They help in creating empathy. ____17____ This act of listening generates empathy, breaking down stereotypes (成见). Shared stories reveal our common humanity, like our joy and sadness. This creates a bridge between cultures that might seem worlds apart. They help in preserving heritage. ____18____ These stories serve as a record of a community’s values and identity. By sharing these narratives, cultures keep their heritage alive, and at the same time invite outsiders to learn and appreciate the beauty of their unique ideas. ____19____ Local storytelling events and cultural festivals are often held. When communities come together to share personal and collective stories, they create a set of experiences that create respect and understanding. These gatherings remind us that while our cultural practices may differ, our hopes and dreams are remarkably similar. They help in healing (疗愈). In regions marked by conflict, shared stories can be a pathway to restore their relationships. ____20____ This process of recovery through storytelling builds a foundation of trust, enabling long-lasting peace and unity. A. They help in inspiring new narratives. B. They help in contributing to community dialogue. C. Every culture carries its own rich tales and personal histories. D. As you journey through life, consider the stories you share and listen to. E. Communities can move forward together by celebrating collective adaptation. F. We begin seeing the world through their eyes when we hear someone else’s story. G. In this context, we explore how shared stories can play a role in bridging cultures. 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、D四个选项中选出可以填入空白处的最佳选项。 “My name is...” The words stuck in my throat as I shook a stranger’s hand. I ____21____ to say my name, “Pppeeeettterr”. Typical ____22____ ranged from awkward silence to the joking “Are you sure?” As a child, I would imagine I just made myself look ____23____. I have been a stutterer (口吃者) since I was 7. I even didn’t know its ____24____. When I was young, I ____25____ speech therapy (治疗) techniques, but I was comfortable in my own mind. When I couldn’t avoid speaking, my ____26____ was to replace words with synonyms (同义词). Then I fell in love with science, where precision ____27____ mattered. So, while in graduate school, I restarted speech therapy, and worked on new strategies. I thought I had my stutter under control. However, when I became an assistant professor, facing the inevitable ____28____ of starting a research group, my speech was regressing (退化). I didn’t notice it until one day when I was teaching my class and found I couldn’t say “equilibrium”. A feeling of ____29____ remained, contradictory to my self-image as a capable scientist. Later, ____30____ about a conference introduction, I eventually ____31____ a realization: I would probably never be ____32____ of my stutter. Meanwhile, I wondered whether I could gain some good from this weakness — If radiation could be used to ____33____ cancer, why couldn’t my stutter make me better, too? Now, I reject feelings of shame and instead accept my ____34____. I am not in ____35____, but I can, with proper effort, participate in my work. 21. A. refused B. decided C. planned D. managed 22. A. responses B. meanings C. warnings D. questions 23. A. smart B. helpful C. stupid D. familiar 24. A. trick B. cause C. request D. suggestion 25. A. learned B. evaluated C. modified D. taught 26. A. purpose B. topic C. type D. strategy 27. A. rarely B. slightly C. really D. gradually 28. A. lessons B. challenges C. designs D. cases 29. A. shame B. joy C. envy D. surprise 30. A. excited B. curious C. certain D. worried 31. A. looked into B. called on C. came to D. took on 32. A. proud B. free C. short D. aware 33. A. cure B. extend C. prevent D. match 34. A. strengths B. jokes C. traditions D. limitations 35. A. progress B. control C. trouble D. danger 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。 In late September, the southwestern city of Chengdu launched a pilot program across eight public and private schools ____36____ began this fall. Each participating school has chosen two classes of no more than 45 students each, ____37____ (select) through volunteer sign-ups, as “integrated education” classes. These classes operate ____38____ (separate) and combine middle and high school curricula. The new model is part of Chengdu’s broader effort ____39____ (reform) the high school entrance system and is intended to bridge ____40____ (gap) between school stages and ease exam-related pressure. The zhongkao is one of the most important academic stages in China, ____41____ (determine) whether students advance to academic high schools ____42____ vocational（职业的）tracks. For many parents, the reform offers long-awaited relief. “The biggest appeal is being exempt（免除的） from the zhongkao,” one Chengdu parent told domestic media. She expressed both regret that her child was not chosen for the pilot program and hope for an ____43____ (expand) of the program. So far, similar “exam-free” initiatives ____44____ (launch) in a few other cities, though they are typically reserved for top-performing students. Xiong Bingqi, president of China’s 21st Century Education Research Institute, warned that many parents may view integrated classes ____45____ a way to avoid academic tracking. “However, as long as the key high school system remains, anxiety over the zhongkao won’t be eased,” he said. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 你参加了学校上周举办的主题为“传统文化周”系列活动。请你写一篇短文发表在校英语报上，内容包括： 1.你印象最深的活动； 2.你的感想。 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。 My Experience of the Traditional Culture Week ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 The street was wet and cold wind blew through the tall buildings. The bright lights of the city illuminated (照亮) the night, but for struggling businessman John Carter, the world seemed incredibly hopeless. Just one year ago, John had big dreams. He had quit his job to start his own company, believing he could create something great. But things didn’t go as planned. His business had collapsed under financial pressure and he was drowning in debt. Now, he was wandering the streets aimlessly, feeling completely discouraged. As he waited at a traffic light, he noticed an old man walking slowly and looking around on the road. John was on the edge of ignoring the man and walking away when something inside stopped him. Taking a deep breath, he walked to the old man. “Excuse me, I found you seemed anxious. Do you need any help?” John asked. The old man looked at John. “I couldn’t find my way home,” the old man said and at the same time, he took out a card on which there was a phone number. Looking at the card, John realized the old man may have memory loss issues. Therefore, he decided to help the old man. He dialed the number and the old man’s son answered the phone. While waiting, John and the old man chatted. He told the old man what he had experienced. John felt relieved after their talk, maybe because he voiced his mental stress, though the old man couldn’t give him any advice. A few moments later, the old man’s son, Michael, arrived in a hurry, looking worried. When he saw his father safe and sound, he felt relieved. “Thank you so much,” he said, holding John’s hand tightly. “My dad has Alzheimer’s (阿尔茨海默症). Sometimes he remembers my name, but he acts as if we just met from time to time. I’ve been looking for hours.” “Good man... You deserve luck,” the old man said before being driven away. 注意：1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 John received a call from Michael unexpectedly the next day. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ John felt lost in thought after hanging up the phone. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $