精品解析：广东省东莞市2025-2026学年高三上学期1月月考英语试题

东莞市东华高级中学东华松山湖高级中学 2025-2026学年第一学期高三1月质量检测 满分120分。考试用时120分钟。 第二部分 阅读理解（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） 题目要求：阅读下列短文，从每题所给的a、b、c和d四个选项中，选出最佳选项。 A Campus Shopper Rewards Program To encourage smart and sustainable shopping, our campus store is launching the Smart Shopper Program — a rewards system where you earn points every time you make a purchase. Earn enough points, and you can exchange them for snacks, school supplies, or even donate them to charity! How It Works: 1. Earn 1 point for every ¥10 spent (e.g., ¥25 = 2 points). 2. Bonus Points: l +5 points for bringing your own bag l +3 points for buying eco-friendly products (look for the green label) l +2 points for shopping during “Happy Hour” (3:00–4:00 PM, weekdays) Rewards You Can Choose: l 50 points = a bottle of water l 80 points = a notebook l 120 points = a ¥10 store coupon l 200 points = donate a school kit to a child in need Rules You Need to Know: l Points expire (过期) after 6 months. l Only one bonus per purchase (e.g., you can’t get both bag and eco-bonus in the same purchase unless you meet both conditions. All applicable bonuses are added). l Points are tracked via your student ID card or the campus app. An Example to Follow: On Tuesday at 3:30 PM, Lisa spent ¥30, brought her own bag, and bought a green-labeled notebook. l Base points: ¥30 = 3 points l Bonus: +5 (own bag) + 3 (eco-product) + 2 (Happy Hour) = +10 l Total: 13 points Shop wisely, and every point makes a difference! Students are welcome to join by showing your student ID card at checkout. For questions, please visit the store service desk or email shop@school.edu.cn. 1. How many points did Emma earn in the following purchase? Item Details Amount Spent ¥60 Time of Purchase 3:15 PM, Thursday Own Shopping Bag Used? Yes Eco-friendly Item(s) 1 notebook (with green label) A. 12. B. 14. C. 16. D. 18. 2. What can a student get with 120 points? A. A bottle of water. B. A notebook. C. A ¥10 store coupon. D. A school kit for donation. 3. What is the main purpose of this program? A. To smartly increase store profits on campus. B. To replace cash payments with digital currency. C. To encourage students to spend more money. D. To promote responsible and sustainable shopping. 【答案】1. C 2. C 3. D 【解析】 【导语】本文是一篇应用文。文章主要介绍了校园购物奖励计划的相关规则与内容 【1题详解】 细节理解题。根据How It Works部分中“Earn 1 point for every ¥10 spent (e.g., ¥25 = 2 points).(每消费10元可获得1积分（例如，25元=2积分）)”以及Bonus Points部分中“+5 points for bringing your own bag(自带包得5分)”，“+3 points for buying eco-friendly products (look for the green label)(+购买环保产品得3分（寻找绿色标签）)”以及“+2 points for shopping during “Happy Hour” (3:00–4:00 PM, weekdays)(在“欢乐时光”（工作日下午3:00至4:00）购物得2分)”可知，每消费10元得1分，Emma花了60元，基础积分是60÷10 = 6分；自带购物袋加5分；买环保产品（带绿色标签的笔记本）加3分；购买时间是周四下午3:15，在“Happy Hour”时间段内购物，加2分。总共是6 + 5 + 3 + 2 = 16分。故选C。 【2题详解】 细节理解题。根据Rewards You Can Choose部分中“120 points = a ¥10 store coupon(120积分=10元商店优惠券)”可知，120分可以换一张10元的商店优惠券。故选C。 【3题详解】 细节理解题。根据第一段中“To encourage smart and sustainable shopping, our campus store is launching the Smart Shopper Program — a rewards system where you earn points every time you make a purchase.(为了鼓励智能和可持续的购物，我们的校园商店正在推出智能购物者计划——一个奖励系统，每次购物都可以获得积分)”可知，该计划的主要目的是鼓励明智和可持续的购物。故选D。 B Does math leave you anxious? If so, don’t worry. Ben Orlin is here to help. This US-based teacher wants to reduce the anxiety math causes. He believes that many people who struggle with math simply weren’t taught it correctly. In many classrooms, teachers present math as a memory exercise. But to Orlin, math really is a system of communication. It’s a way to share ideas. And it all starts with assigning numbers to the world. In his 2024 book Math for English Majors, Orlin builds on Galileo’s idea of math as a universal language, but he takes it further. He suggests we treat math not as a “Foreign” Language, but as an everyday tool to interpret the world. Orlin suggests considering numbers as nouns and explains that some mathematical features correspond to verbs and even grammar. What in math corresponds to verbs? Verbs typically represent action. Operations such as addition, subtraction, multiplication and so on, stand in for verbs? Stretch your imagination. And operations are not just a set of instructions, he suggests, but also a grammatical structure for math. Consider the plus sign in “2+3”. More than just a symbol, it can function as a conjunction (the “and” in “2 and 3”) or a preposition (the “with” in “2 with 3”) . Negative numbers can be a linguistic trick, Orlin argues. Consider phrases like “300 feet below sea level” from a mathematical perspective. The altitude could be represented as “-300 feet”. The minus symbol could be mapped to prepositions, such as “below”, “before”, “backward” and “down”. Similarly, the plus symbol could be mapped to their opposites — “above”, “after”, “forward” and “up”. To make negative numbers more accessible, Orlin suggests that educators connect them to concrete concepts like debt. That’s a term often associated with negative dollars. It’s still early days to determine whether math could indeed serve as a universal language. Moreover, for Tom Crawford, a math professor at the University of Oxford, it’s hardly the only way to help kids appreciate math. “But to me, any idea aimed at presenting math differently and making it more accessible is an excellent idea,” Crawford says. 4. Which of the following best describes Ben Orlin according to the text? A. cautious and theoretical. B. loyal and patriotic. C. innovative and intellectual. D. ambitious and conservative. 5. According to Ben Orlin’s logic, which of the following statements is correct? A. “X” can be accurately described as “Divided into”. B. “4” can be expressed by the concept of “Belonging to”. C. “+” is best understood through the lens of “Exceeding”. D. “-” can be effectively represented by the idea of “Eliminating”. 6. What is the main purpose of Orlin’s example of “300 feet below sea level”? A. To illustrate math can replace natural languages. B. To argue mathematical symbols should be taught like grammar. C. To demonstrate how math ideas relate to common words. D. To prove negative numbers are essential for scientific measurements. 7. What is Tom Crawford’s attitude towards Orlin’s approach to teaching math? A. dismissive. B. supportive. C. enthusiastic. D. critical. 【答案】4. C 5. D 6. C 7. B 【解析】 【导语】本文是一篇说明文。文章介绍了一位美国教师Ben Orlin的创新数学教学理念：他将数学视为一种沟通系统和日常工具，并创造性地将数学符号与语言语法进行类比，以帮助人们减少数学焦虑、更直观地理解数学概念，这一观点也得到了另一位数学教授的认可。 【4题详解】 推理判断题。根据第二段“He believes that many people who struggle with math simply weren’t taught it correctly. In many classrooms, teachers present math as a memory exercise. But to Orlin, math really is a system of communication. It’s a way to share ideas. And it all starts with assigning numbers to the world.(他认为，许多在数学上挣扎的人只是没有学到正确的教学。在许多教室里，老师把数学作为一种记忆练习。但对Orlin来说，数学实际上是一种交流系统。这是一种分享想法的方式。这一切都始于给世界分配数字)”和第三段“In his 2024 book Math for English Majors, Orlin builds on Galileo’s idea of math as a universal language, but he takes it further. He suggests we treat math not as a ‌“foreign” language, but as an everyday tool to interpret the world.(在他2024年出版的《英语专业数学》一书中，Orlin在伽利略的数学是通用语言的基础上进一步发展了他的观点。他建议我们不要把数学当作一门“外语”，而是当作解释世界的日常工具)”可知，Orlin创造性地认为数学是一种交流系统，是解释世界的日常工具，由此可推知，奥林充满创新精神和智慧。故选C项。 【5题详解】 推理判断题。根据第四段中“Operations such as addition, subtraction, multiplication and so on, stand in for verbs? (加法、减法、乘法等运算，可以代表动词吗？)” 和第五段中“The minus symbol could be mapped to prepositions, such as “below”, “before”, “backward” and “down”. (减号可以映射到介词，如“在……以下”、“在……之前”、“向后”和“向下”) ”可知，在Orlin的逻辑中，数学运算(如减法“-”)对应动作或关系。选项D“‘-’可以有效地用“消除”的概念来表示”，这与减法作为一种表示“消除”或“减少”的动作相符，是对其“动词”或“关系”属性的引申，是正确表述。而其他选项中的表述(如Divided into、Belonging to、Exceeding)在文中没有对应的直接逻辑关联。故选D项。 【6题详解】 推理判断题。根据第五段中“Negative numbers can be a linguistic trick, Orlin argues. Consider phrases like “300 feet below sea level” from a mathematical perspective. (Orlin认为，负数可以是一种语言技巧。从数学角度考虑“海平面以下300英尺”这样的短语)” 以及他随后将减号“-”与“below”等介词联系起来的分析可知，他举这个例子的主要目的是展示抽象的数学概念(负数、负号)如何与日常生活中常见的词语和概念相联系，从而让数学更容易被理解。故选C项。 【7题详解】 推理判断题。根据最后一段中““But to me, any idea aimed at presenting math differently and making it more accessible is an excellent idea,” Crawford says. (“但对我来说，任何旨在以不同方式呈现数学并使其更容易理解的想法都是一个绝妙的想法，”Crawford说)”可知，Tom Crawford对Orlin的教学方法是持肯定和支持态度的。故选B项。 C When “Edubot” was introduced into our classroom, we expected a revolution in learning. It promised personalized lessons, instant feedback, and tireless patience in many ways, it delivered. It could identify a student’s weak spot in algebra with lightning speed and generate endless practice problems. However, the most significant impact was one no programmer had coded. We called it “the solidarity effect.” Students started gathering around the single robot, not in competition, but in collaboration. They would discuss the problems it gave, argue over solutions, and explain concepts to each other when the robot’s pre-set explanations fell short. The machine, designed for individual learning, had accidentally become a core driver for group problem-solving. This phenomenon highlights a critical blind spot in educational technology. We often focus on how technology transmits information to the individual learner. Yet, some of the most profound learning moments are social: The spark of a shared idea, the motivation of a peer’s encouragement, the deepened understanding that comes from teaching another. Edubot, for all its algorithms, could not create these moments. But by its very presence and limitations, it inspired them. The lesson is clear. The future of ed-tech should not be about replacing human interaction, but about designing tools that thoughtfully enhance it. The goal is to create technology that doesn’t just teach, but also connects. 8. What was the main function of Edubot as originally designed? A. To encourage group discussions among students. B. To provide standard lessons to the whole class. C. To offer tailored learning experiences to individuals. D. To replace teachers in the classroom entirely. 9. What does “the solidarity effect” (paragraph 2) refer to? A. Students competed fiercely to use the robot. B. The robot malfunctioned and required group effort to fix. C. Students unintentionally started learning together because of it. D. Programmers had to collaborate to improve its software. 10. What is the “critical blind spot” mentioned in paragraph 3? A. The high cost of advanced educational robots. B. The overemphasis on individual learning in ed-tech design. C. The inability of technology to explain concepts clearly. D. The lack of training for teachers using new technology. 11. What is the author’s suggestion for future educational technology? A. It should be more affordable and accessible. B. It should aim to foster human connection. C. It should become more intelligent and autonomous. D. It should focus on standardized testing. 【答案】8. C 9. C 10. B 11. B 【解析】 【导语】这是一篇议论文。文章主要讲述了教育机器人“Edubot”的实际案例，论证了教育技术设计中存在的盲点，并提出了未来发展方向建议。 8题详解】 细节理解题。根据文章第一段内容“It promised personalized lessons, instant feedback, and tireless patience. In many ways, it delivered. (它承诺提供个性化课程、即时的反馈以及无尽的耐心。在很多方面，它都做到了。)”可知，Edubot的设计初衷是为学生提供个性化学习体验。故选C项。 【9题详解】 词义猜测题。根据后文的进一步解释“Students started gathering around the single robot, not in competition, but in collaboration. They would discuss the problems it gave, argue over solutions, and explain concepts to each other when the robot’s pre-set explanations fell short.(学生们开始围聚在这台机器人旁，他们不是为了竞争，而是为了协作。他们会讨论机器人给出的题目，为解题方案争论不休；当机器人预设的讲解有所欠缺时，还会互相讲解相关概念。)”可知，学生开始围绕机器人聚集，不是竞争而是合作，讨论问题、解释概念。这种效应是未经编程的意外结果，即机器人无意中促进了小组学习。由此推知，“the solidarity effect”应是指“机器人无意中促进了小组学习”。故选C项。 【10题详解】 细节理解题。根据其后内容的进一步解释“We often focus on how technology transmits information to the individual learner.(我们通常会关注的是技术是如何将信息传递给个体学习者的这一过程。)”可知，盲点在于教育技术过于关注个体学习，忽视了社会性学习的重要性。故选B项。 【11题详解】 推理判断题。根据文章末尾段内容“The future of ed-tech should not be about replacing human interaction, but about designing tools that thoughtfully enhance it. The goal is to create technology that doesn’t just teach, but also connects.(教育科技的未来，不应以取代人际互动为目标，而应致力于打造能巧妙促进人际互动的工具。其核心目的，是创造出一种不仅能传授知识，更能搭建联结的技术。)”可知，作者在末尾段落表达了“未来教育技术应增强人际互动，目标是连接而不仅是教学”的想法，由此推知，他的建议是“未来教育技术应当旨在促进人与人之间的联系。”故选B项。 D For centuries, the human brain has remained one of science’s greatest mysteries. How do billions of neurons (神经元)produce thoughts and memories? Today, artificial intelligence (AI) is providing new clues. By using machine learning to analyze brain data, researchers can translate neural activity (神经活动)into understandable information, advancing both neuroscience (神经科学)and medicine. The key challenge lies in interpreting the brain’s “neural code” — the complex electrical and chemical signals that represent our mental activity. Traditional methods struggle with this noisy and intricate data, but AI, particularly deep learning, excels at detecting patterns within it. These systems learn from examples: By training AI on paired brain scans and corresponding images, scientists can teach it to predict what a person is seeing based solely on brain signals — a process known as “neural decoding.” A major application is brain-computer interfaces (BCIS) (脑机接口), which assist people unable to speak or move. Surgeons place tiny electrodes (电极)on the brain’s surface. When a user imagines speaking, the electrodes detect the signals, and AI decodes them in real time, turning imagined speech into text or artificial voice. Recent advances even allow “typing” by decoding imagined handwriting. Beyond communication, AI offers a window into perception. Using brain scans and generative AI, scientists can reconstruct simple versions of images or videos a person views. This not only helps explain how vision is processed but may someday allow us to visualize dreams or memories. Yet such technology raises serious ethical questions. Decoding thoughts poses a threat to “mental privacy.” Who controls our brain data? Could it be used without permission? Moreover, AI may reproduce biases from its training data, leading to unfair outcomes. Strong ethical guidelines are needed to protect neural information as the technology develops. Looking ahead, AI brain decoders are likely to integrate brain scans with genetic and wearable device data. This could improve early diagnosis of conditions like Alzheimer’s (阿尔茨海默病). The collaboration between AI and neuroscience is not merely about better tools — it is about understanding the human mind and repairing its broken connections. 12. What is the primary purpose of the passage? A. To warn against the potential threats posed by brain-decoding technology. B. To explain the principles and implications of AI in decoding brain signals. C. To compare traditional methods with AI in analyzing brain data. D. To advertise the latest medical devices for paralyzed patients. 13. What does the underlined word “decode” Most likely mean in the context? A. To translate signals or data into understandable information. B. To remove secret protection from a message. C. To improve the quality of a weak signal. D. To send instructions to a machine. 14. What is the major ethical concern associated with brain-decoding technology in the text? A. It is too expensive for widespread clinical use. B. The accuracy of the technology is still too low for practical application. C. It may invade personal mental privacy and be misused without approval. D. It requires risky brain surgery that can cause severe side effects. 15. What is the author’s view on the field’s future development in the last paragraph? A. It will focus on restoring communication in paralyzed individuals. B. Progress is limited by the patients’ unwillingness to share brain data. C. It aims to combine multiple data types to better understand and treat brain disorders. D. It will replace human doctors in diagnosing all mental illnesses. 【答案】12 B 13. A 14. C 15. C 【解析】 【导语】本文是一篇说明文。文章主要介绍了人工智能在解码大脑信号方面的原理、应用场景，同时探讨了该技术引发的伦理问题及未来发展前景。 【12题详解】 推理判断题。根据第一段中的“By using machine learning to analyze brain data, researchers can translate neural activity (神经活动)into understandable information, advancing both neuroscience (神经科学) and medicine.(通过使用机器学习分析大脑数据，研究人员可以将神经活动转化为可理解的信息，推动神经科学和医学的发展)”、第三段对脑机接口应用的介绍、第四段对感知研究的说明、第五段对伦理问题的探讨及最后一段对未来的展望可知，文章核心是解释人工智能解码大脑信号的原理及其多方面影响。故选B项。 【13题详解】 词句猜测题。根据划线词下文“turning imagined speech into text or artificial voice.(将想象中的话语转化为文字或人工语音)”可知，此处指将信号翻译成可理解的信息。故选A项。 【14题详解】 细节理解题。根据第五段中的“Decoding thoughts poses a threat to “mental privacy.” Who controls our brain data? Could it be used without permission?(解码思想对“心理隐私”构成威胁。谁控制着我们的大脑数据？它会被未经允许使用吗？)”可知，该技术主要的伦理担忧是可能侵犯个人心理隐私且被擅自滥用。故选C项。 【15题详解】 推理判断题。根据最后一段中的“AI brain decoders are likely to integrate brain scans with genetic and wearable device data. This could improve early diagnosis of conditions like Alzheimer’s (阿尔茨海默病). The collaboration between AI and neuroscience is not merely about better tools — it is about understanding the human mind and repairing its broken connections.(人工智能大脑解码器可能会将脑部扫描与基因和可穿戴设备数据相结合。这有助于改进对阿尔茨海默病等疾病的早期诊断。人工智能与神经科学的合作不仅仅是为了更好的工具——更是为了理解人类思维并修复其受损的连接)”可推断，作者认为该领域未来将结合多种数据类型，以更好地理解和治疗脑部疾病。故选C项。 第二节（共5小题；每小题2.5分，满分12.5分） 题目要求：根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 Are you able to cook a healthy meal? Are you able to manage your money well? Are you able to sew on a button? ___16___ This highlights a significant gap in modern education, which heavily prioritizes academic achievement and strict testing, often at the expense of practical life skills. Schools have done well in preparing us to be academic achievers in school, but may not have prepared us well enough in developing life skills. ___17___ For those without these basic skills, the pandemic lockdown was a rude shock. With restaurants closed and home services stopped, it would have been satisfying to cook a meal or fix a light bulb. It’s a shame that schools produce scholarly individuals who are unprepared for simple home tasks. ___18___ For example, financial management fosters responsibility and caution, while lessons on investment teach wealth growth. Equipped with this literacy, students can better discuss financial goals with parents, and budgeting knowledge can steer them away from overspending. Thus, in our complex world, schools must teach beyond academic subjects. After all, all the responsibility cannot be transferred to the home. The argument for parents teaching practical life skills overlooks modern realities. Many working parents lack the time, and some may not possess the proficiency themselves. ___19___. Sandra Carey, a writer, puts it appropriately: “Never mistake knowledge for wisdom. One helps you make a living; the other helps you make a life.” School is not simply a place to pass knowledge and prepare us for a career. ___20___ A. Thus, a balanced approach is needed early on. B. For instance, many communities offer evening classes for adults. C. Instead, it equips us with the wisdom to construct a fulfilling life. D. Not many of us can confidently nod our heads to these questions. E. Consequently, the central role in bridging this gap must fall to our schools. F. By integrating practical skills, schools can teach a more complete set of life values. G. Yet practical skills such as cooking and housekeeping are essential in the real world. 【答案】16. D 17. G 18. F 19. E 20. C 【解析】 【导语】本文是一篇议论文。文章主要讲述了现代教育中重学术轻实践技能的问题，强调学校应教授实用生活技能以帮助学生构建充实人生。 【16题详解】 由上文“Are you able to cook a healthy meal? Are you able to manage your money well? Are you able to sew on a button? (你会做一顿健康的饭吗？你能很好地管理你的钱吗？你会缝纽扣吗？)”提出的一系列问题可知，本空应是对这些问题的回应。D选项“Not many of us can confidently nod our heads to these questions. (我们中很少有人能自信地对这些问题点头。)”是对上文问题的直接回应，表示很少有人能自信地回答这些问题，符合题意。故选D。 【17题详解】 由上文“Schools have done well in preparing us to be academic achievers in school, but may not have prepared us well enough in developing life skills. (学校在培养我们在学校成为学术成就者方面做得很好，但在培养我们的生活技能方面可能做得不够好。)”及下文“For those without these basic skills, the pandemic lockdown was a rude shock. (对于那些没有这些基本技能的人来说，疫情封锁是一个沉重的打击。)”可知，本空应强调实践技能的重要性。G选项“Yet practical skills such as cooking and housekeeping are essential in the real world. (然而，烹饪和家务等实践技能在现实世界中是必不可少的。)”能承上启下，强调实践技能的重要性，符合题意。故选G。 【18题详解】 由下文“For example, financial management fosters responsibility and caution, while lessons on investment teach wealth growth. (例如，财务管理培养责任感和谨慎性，而投资课程教授财富增长。)”可知，本空应总起说明学校教授实用技能的作用。F选项“By integrating practical skills, schools can teach a more complete set of life values. (通过整合实用技能，学校可以教授一套更完整的人生价值观。)”可以概括下文的例子，起到总起的作用，符合题意。故选F。 19题详解】 由上文“After all, all the responsibility cannot be transferred to the home. The argument for parents teaching practical life skills overlooks modern realities. Many working parents lack the time, and some may not possess the proficiency themselves. (毕竟，所有的责任都不能转移到家庭。父母教授实践生活技能的观点忽视了现代现实。许多上班族父母缺乏时间，有些父母自己可能也不具备这些技能。)”可知，本空应提出解决这一问题的建议。E选项“Consequently, the central role in bridging this gap must fall to our schools. (因此，弥补这一差距的核心作用必须落在我们的学校身上。)”能承接上文，提出学校应在弥补这一差距中发挥核心作用，符合题意。故选E。 【20题详解】 由上文“School is not simply a place to pass knowledge and prepare us for a career. (学校不仅仅是传授知识和为我们准备职业的地方。)”及下文“Sandra Carey, a writer, puts it appropriately: “Never mistake knowledge for wisdom. One helps you make a living; the other helps you make a life.” (作家桑德拉·凯里恰当地表达了这一点：“永远不要把知识和智慧混为一谈。一个帮助你谋生；另一个帮助你创造生活。”)”可知，本空应强调学校应传授的更深层次的东西。C选项“Instead, it equips us with the wisdom to construct a fulfilling life. (相反，它赋予我们构建充实生活的智慧。)”能承上启下，强调学校应赋予我们构建充实生活的智慧，符合题意。故选C。 第三部分 语言知识运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 题目要求：阅读下面短文，从短文后各题所给的a、b、c和d四个选项中，选出可以填入空白处的最佳选项。 Mom kept a modest wooden box, which held her most cherished relics. Among them was a faded photo of her as a teenager, ____21____ with her closest friend, Maria. The two were ____22____, their bond formed in the innocent years of youth. ____23____, life drew them apart after mom married and moved away. This was an era long before digital communication, leaving handwritten letters as the only fragile thread between distant hearts. As years passed, the demands of daily life gradually ____24____ her silent longing for Maria. That photo, however, held a special ____25____ for me. In mom’s lined face, weathered by early widowhood (寡居) and the loss of a child, it was hard to trace the carefree girl in the picture. Yet the image ____26____ a version of her that existed before sorrow — a self-unburdened, bright and trusting. After her passing, I was ____27____ by a restlessness that busyness alone could not relieve. I buried myself in a new career, as if productivity could ____28____ the hollow ache inside. Months later, a colleague I barely knew lost her mother. Though we were not close, I felt a strong need to offer my ____29____. At the funeral home, while waiting in the receiving line, my eyes ____30____ a table of memorial photographs. I ____31____ they were images of her mother’s life — childhood, wedding, family gatherings. Then, ____32____, my breath caught. There, among the arranged pictures, was the same portrait my mother had kept: Two girls, ____33____ in timeless laughter, their poses identical. I stood frozen, lost in a fog. When I finally ____34____ my colleague and offered my condolences (慰唁), I couldn’t help remarking, “you have a photo of my mother,” Her eyes widened in surprise, followed by a quiet, knowing nod. After ____35____, we embraced, a long silent hug that spoke of shared loss, unexpected connection, and the quiet grace of inherited memory. 21. A. posing B. arguing C. whispering D. laughing 22. A. inseparable B. indifferent C. inaccessible D. independent 23. A. unexpectedly B. unfortunately C. undoubtedly D. unnecessarily 24. A. overshadowed B. outlived C. illuminated D. sustained 25. A. attraction B. significance C. mystery D. charm 26. A. betrayed B. conveyed C. preserved D. altered 27. A. consumed B. driven C. accompanied D. surrounded 28. A. intensify B. ease C. reveal D. justify 29. A. sympathy B. congratulations C. apologies D. regards 30. A. scanned B. arranged C. avoided D. removed 31. A. recalled B. assumed C. confirmed D. regretted 32. A. by design B. in vain C. without warning D. beyond doubt 33. A. absorbed B. lost C. engaged D. captured 34. A. approached B. interrupted C. recognized D. thanked 35. A. amusement B. confusion C. recognition D. relief 【答案】21. D 22. A 23. B 24. A 25. B 26. C 27. A 28. B 29. A 30. A 31. B 32. C 33. D 34. A 35. C 【解析】 【导语】本文是一篇记叙文。文章讲述了作者通过母亲珍藏的一张老照片，意外发现并重新联系上母亲青年时代的挚友玛丽亚的女儿，在共同经历丧亲之痛时，一张照片将两代人的记忆与情感相连，带来慰藉与联结的故事。 【21题详解】 考查动词词义辨析。句意：其中有一张母亲十几岁时和她最好的朋友玛丽亚一起大笑的褪色照片。A. posing摆姿势；B. arguing争论；C. whispering低语；D. laughing大笑。根据后文“Two girls, ___13___ in timeless laughter”以及本段描述的纯真友谊可推知，照片最可能捕捉的是她们快乐“大笑”的瞬间。故选D项。 【22题详解】 考查形容词词义辨析。句意：两人形影不离，她们的纽带在纯真的少年时代就已形成。A. inseparable形影不离的；B. indifferent冷漠的；C. inaccessible难以接近的；D. independent独立的。根据后文“their bond formed in the innocent years of youth”描述的牢固纽带和前文“her closest friend”可知，她们关系亲密，两人“形影不离的”。故选A项。 【23题详解】 考查副词词义辨析。句意：然而，在母亲结婚搬走后，生活将她们分开了。A. unexpectedly出乎意料地；B. unfortunately不幸的是；C. undoubtedly毫无疑问地；D. unnecessarily不必要地。前文描述两人亲密无间，形影不离，而后文“life drew them apart after mom married and moved away”表示这种亲密关系被迫中断，这是一种令人遗憾的转折，因此“不幸的是”最符合语境。故选B项。 【24题详解】 考查动词词义辨析。句意：随着岁月流逝，日常生活的需求逐渐掩盖了她对玛丽亚的无声思念。A. overshadowed使相形见绌、掩盖；B. outlived比……活得长；C. illuminated阐明、照亮；D. sustained维持。根据前文“life drew them apart”和“As years passed”可推知，“silent longing”这种较为深层的情感最可能被日复一日的“demands of daily life”所冲淡或“掩盖”。故选A项。 【25题详解】 考查名词词义辨析。句意：然而，那张照片对我有着特殊意义。A. attraction吸引力；B. significance意义、重要性；C. mystery神秘；D. charm魅力。根据后文“In mom’s lined face, weathered by early widowhood (寡居) and the loss of a child, it was hard to trace the carefree girl in the picture. Yet the image ___6___ a version of her that existed before sorrow”可知，作者通过照片看到了母亲未曾被生活磨难的悲伤所侵蚀的另一面，这使照片超越了其本身，承载了理解母亲的“意义”。故选B项。 【26题详解】 考查动词词义辨析。句意：然而，这张图像保存了她存在于悲伤之前的一个版本——一个无忧无虑、明亮而充满信任的自我。A. betrayed背叛；B. conveyed传达；C. preserved保存，保留；D. altered改变。结合常识，照片作为一种影像记录，其功能是“保存”或“留存”下某个瞬间。根据后文“a version of her that existed before sorrow”可知，照片“保存”了母亲早年的形象。故选C项。 【27题详解】 考查动词词义辨析。句意：母亲去世后，我被一种不安所吞噬，仅仅靠忙碌无法缓解。A. consumed吞噬，使全神贯注；B. driven驱使；C. accompanied陪伴；D. surrounded包围。根据后文“restlessness that busyness alone could not relieve”可知，这种情绪非常强烈，以至于“吞噬”了作者；be consumed by意为“被……所占据/吞噬”。故选A项。 【28题详解】 考查动词词义辨析。句意：我埋头于新的事业，仿佛生产力可以缓解内心的空洞和疼痛。A. intensify加剧；B. ease缓解；C. reveal揭示；D. justify证明……合理。根据后文“the hollow ache inside”可知，这是作者想摆脱的状态，作者希望通过忙碌来“缓解”痛苦。故选B项。 【29题详解】 考查名词词义辨析。句意：虽然我们并不亲近，但我感到一种强烈的需求，要向她表示我的同情。A. sympathy同情；B. congratulations祝贺；C. apologies道歉；D. regards问候。根据前文“lost her mother”可推知，对于失去亲人，最合适表达的是“同情”。故选A项。 【30题详解】 考查动词词义辨析。句意：在殡仪馆，在排队等候时，我的眼睛扫过一张摆满纪念照片的桌子。A. scanned快速查看，扫描；B. arranged安排；C. avoided避免；D. removed移除。根据前文“while waiting in the receiving line”可知，此处描述作者在排队等候，结合后文“a table of memorial photographs”可推知，作者的目光很可能在无意中“扫视”周围的环境。故选A项。 【31题详解】 考查动词词义辨析。句意：我推测那是她母亲一生的影像——童年、婚礼、家庭聚会。A. recalled回忆；B. assumed假定、推测；C. confirmed确认；D. regretted后悔。根据前文“a colleague I barely knew”可知，作者并不了解同事和她的母亲，因此看到照片时是在“推测”其内容。故选B项。 【32题详解】 考查介词短语辨析。句意：然后，毫无预警地，我屏住了呼吸。A. by design故意地；B. in vain徒劳地；C. without warning毫无预警地；D. beyond doubt毫无疑问地。根据后文“my breath caught”和发现相同照片时的震惊，这发现是突然的、“毫无预警的”。故选C项。 【33题详解】 考查动词词义辨析。句意：在那些摆放好的画中，有一幅是我母亲一直保存着的：两个女孩，被永恒的笑声所捕捉，她们的姿势一模一样。A. absorbed吸收、吸引；B. lost迷失；C. engaged从事；D. captured捕捉。根据前文“among the arranged pictures”以及常识可知，照片的功能是“捕捉”瞬间；be captured in意为“被定格在……中”。故选D项。 【34题详解】 考查动词词义辨析。句意：当我最终走近我的同事并表示哀悼时，我忍不住说：“你有一张我母亲的照片。”A. approached走近；B. interrupted打断；C. recognized认出；D. thanked感谢。根据前文“waiting in the receiving line”和语境，轮到作者时，她需要“走近”逝者家属以表达哀悼。故选A项。 【35题详解】 考查名词词义辨析。句意：在认出彼此后，我们拥抱在一起，一个漫长的、无声的拥抱，诉说着共同的失去、意想不到的联系以及传承记忆的静谧恩典。A. amusement娱乐；B. confusion困惑；C. recognition认出、认识；D. relief宽慰。根据前文“you have a photo of my mother”和“Her eyes widened in surprise, followed by a quiet, knowing nod.”可知，双方都明白了照片联系起的母女关系，这是一个“认出”彼此关联的时刻。故选C项。 第二节（共10小题；每小题1.5分，满分15分） 题目要求：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。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。 Chinese textiles (纺织业) have a remarkable history that stretches back millennia (千年), telling ____36____ (fascinate) tales of their most ancient civilizations. Indigo (靛蓝色) is a vital part of this history. Natural indigo-dye (染色) has a long history in china, dating back to the Qin and Han Dynasties, and indigo-dyed cloth ____37____ (use) as a main material for clothes for at least 1,000 Years. Here in Dali, ____38____ ancient ethnic Dong village in the southern Chinese province of Guizhou, making indigo cloth has long been a part of life, no less important to the Dong people than ____39____ (farm) rice. Even in this era of fast fashion, many Dong women still devote countless hours to making the dark, glossy cloth. The fabric must go through multiple procedures ____40____ it can be used to create traditional Dong cotton garments — navy blue costumes with colourful flower trim for the women and plain indigo for the men. However, the survival of this craft now faces a threat beyond mere economic pressure. With youth increasingly ____41____ (draw) to cities, few young Dong women stay in villages like Dali. Of those ____42____ remain, even fewer show interest in learning the highly labor-intensive techniques of indigo dyeing, often interpreting the craft ____43____ a struggle with little reward. Hoping to save Dali’s folk traditions, provincial officials in 2011 ____44____ (invite) in the Global heritage fund, and it has begun working with atlas studio, a Beijing-based design studio to set up a weaving and dyeing co-op (合作性商业机构) in Dali. The aim is twofold: To create opportunities to work closer to home and ____45____ (ultimate) to persuade young Dong women to learn their time-honored traditions. 【答案】36. fascinating 37. has been used 38. an 39. farming 40. before 41. drawn 42. who 43. as 44. invited 45. ultimately 【解析】 【导语】本文是一篇说明文。文章主要介绍了中国贵州大理一个古老的侗族村庄的靛蓝纺织业及其传承面临的挑战，以及为保护这一传统所采取的措施。 【36题详解】 考查形容词。句意：中国纺织业有着悠久的历史，可以追溯到几千年前，讲述着古老文明引人入胜的故事。提示词修饰名词tales，用形容词fascinating作定语，意为“引人入胜的”。故填fascinating。 【37题详解】 考查时态和语态。句意：天然靛蓝染色在中国有着悠久的历史，可以追溯到秦汉时期，靛蓝染布作为衣物的主要材料至少已有1000年的历史。use(使用)作分句谓语动词，与主语indigo-dyed cloth之间是被动关系，结合时间状语“for at least 1,000 Years”可知，讲述从过去持续到现在的动作，应用现在完成时的被动语态，主语是不可数名词，谓语动词用单数形式。故填has been used。 【38题详解】 考查冠词。句意：在中国贵州省南部大理的一个古老的侗族村庄，制作靛蓝布一直是生活的一部分，对侗族人来说，其重要性不亚于种植水稻。village是可数名词单数，表泛指，且ancient发音以元音音素开头，应用不定冠词an修饰。故填an。 【39题详解】 考查非谓语动词。句意：在中国贵州省南部大理的一个古老的侗族村庄，制作靛蓝布一直是生活的一部分，对侗族人来说，其重要性不亚于种植水稻。than是介词，其后接动名词作宾语。故填farming。 【40题详解】 考查连词。句意：这种布料必须经过多道工序才能用于制作传统的侗族棉质服装——女性穿着海军蓝色带有彩色花边的服装，男性穿着纯靛蓝色服装。根据句意可知，表示“在……之前”，应用连词before引导时间状语从句。故填before。 【41题详解】 考查非谓语动词。句意：随着年轻人越来越多地被吸引到城市，很少有年轻的侗族妇女留在大理这样的村庄。draw(吸引)作with复合结构中宾语补足语，用非谓语动词形式，与其逻辑主语youth之间是被动关系，应用过去分词表被动。故填drawn。 【42题详解】 考查定语从句。句意：在那些留下来的人中，甚至更少的人对学习这种高度劳动密集型的靛蓝染色技术感兴趣，他们常常将这种工艺视为一种几乎没有回报的挣扎。“__7__ remain”是限制性定语从句，修饰先行词those，指人，关系词将其代入定语从句中作主语，应用关系代词who引导该从句。故填who。 【43题详解】 考查介词。句意：在那些留下来的人中，甚至更少的人对学习这种高度劳动密集型的靛蓝染色技术感兴趣，他们常常将这种工艺视为一种几乎没有回报的挣扎。interpret...as...是固定短语，意为“将……解释为……，将……视为……”。故填as。 【44题详解】 考查时态。句意：为了拯救大理的民间传统，省级官员于2011年邀请了全球遗产基金会，并开始与北京的设计工作室atlas studio合作，在大理成立了一个编织和染色合作社。invite(邀请)是谓语动词，根据时间状语“in 2011”可知，讲述过去发生的事情，用一般过去时。故填invited。 【45题详解】 考查副词。句意：其目标有两个：一是创造在家附近工作的机会，二是最终说服年轻的侗族妇女学习她们悠久的传统。提示词修饰不定式短语“to persuade young Dong...”，应用副词ultimately作状语，意为“最终”。故填ultimately。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是李华。你校与英国姊妹校正在举办“当代青年生活”线上交流活动。请你在活动论坛上，根据以下关于中国中学生家务劳动情况的调查数据，写一篇短文，分享你的观察与思考。 写作要求：1. 简要描述图表及分析原因；2. 提出你的具体倡议。 注意：1. 词数80左右；2. 可以适当增加细节，以使行文连贯。 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 A Call for More Housework Engagement As the survey shows, Chinese middle school students’ involvement in housework has dropped sharply over a decade. While 92% still tidy their own rooms in 2024, those doing shared chores like cleaning or cooking plummeted from 78% and 65% to 35% and 22% respectively, with weekly housework time halving to 60 minutes. This trend stems from heavy academic workloads that push families to prioritize studies over life skills, plus modern appliances reducing manual needs. To reverse it, schools can add weekly chore lessons, and parents should encourage kids to share daily tasks. Let’s act to build a responsible and capable young generation. 【解析】 【导语】本篇书面表达属于图表作文。要求考生以李华的身份，在中英姊妹校“当代青年生活”线上交流活动论坛中，结合中国中学生家务劳动调查数据，描述现状、分析原因并提出倡议。 【详解】1.词汇积累 急剧下降：plummet → drop sharply 趋势：trend → tendency 能干的：capable → able 扭转：reverse → turn around 2.句式拓展 句子扩展 原句：As the survey shows, Chinese middle school students’ involvement in housework has dropped sharply over a decade. 拓展句：As the survey shows, Chinese middle school students’ involvement in housework has dropped sharply over the past decade, which suggests a significant shift in their daily routines. 【点睛】[高分句型1] While 92% still tidy their own rooms in 2024, those doing shared chores like cleaning or cooking plummeted from 78% and 65% to 35% and 22% respectively, with weekly housework time halving to 60 minutes. (运用了while引导的让步状语从句和with的复合结构作伴随状语) [高分句型2] This trend stems from heavy academic workloads that push families to prioritize studies over life skills, plus modern appliances reducing manual needs. (运用了that引导的定语从句) [高分句型3] To reverse it, schools can add weekly chore lessons, and parents should encourage kids to share daily tasks. (运用了动词不定式作目的状语) 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。续写的词数应为150左右。 Li Wei’s grandfather’s woodworking shop was full of memories and the smell of wood. For many years, the old man had made furniture using the ancient mortise-and-tenon (榫卯) way, without any nails (钉子). But now, his shop had to be torn down to build a new shopping mall. On his last visit before moving, 17-year-old Li Wei brought his classmate Emma, who was from England. “It’s just an old, dusty place,” Li Wei said, feeling a little embarrassed by the old tools. But Emma found it interesting. She saw a broken wooden stool (凳子) in the corner. “Look! This part came loose. Can we fix it?” She asked. For the first time in weeks, grandpa’s eyes shone with happiness. He softly told them that this stool was the first thing he made, fifty years ago. The cross-shaped tenon (十字榫) had become loose. “Modern glue can’t fix this,” He said. “It needs the old method — you must be precise, patient, and understand how wood works.” He put an old toolbox in front of them. Inside were special chisels (凿子) and a marking gauge (墨斗). “The secret,” Grandpa said quietly, “is not to force the pieces together, but to make them fit so they want to hold each other”. Then he left to pack some boxes. Li Wei looked closely at the wooden joints. Emma checked the tools with curiosity. “It’s like a 3d puzzle,” She said. “Your grandpa is right — this is clever work.” Suddenly, Li Wei felt proud and worried. The movers would come in two hours. Paragraph 1: Li Wei took a deep breath and picked up the thinnest chisel from the toolbox. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: When the last joint fit perfectly into place, grandpa came back and saw the fixed stool. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】例文 Paragraph 1: Li Wei took a deep breath and picked up the thinnest chisel from the toolbox. He carefully scraped the worn edges of the tenon, while Emma held the stool steady. Following Grandpa’s words, they measured twice before making any cut. The old wood was fragile, and Li Wei’s hands trembled at first. But as they worked, a calm focus settled over them. Emma suggested ensuring the depth was precise. Bit by bit, the tenon was reshaped to fit its mortise. It was like solving a 3D puzzle where every angle mattered. Finally, after a gentle tap with a mallet, the joint slid in smoothly — a perfect fit without force. Paragraph 2: When the last joint fit perfectly into place, grandpa came back and saw the fixed stool. He stopped in the doorway, his eyes widening. Slowly, he walked over and ran his fingers over the repaired joint, a smile softening his weathered face. “This stool,” he said quietly, “I made it for your grandmother when we were newlyweds.” He looked at Li Wei and Emma, pride gleaming in his eyes. “You’ve not only fixed wood; you’ve kept a story alive.” Li Wei felt a warmth swelling in his chest — no longer embarrassed by the dusty shop, but honored to be part of its legacy. In that moment, he understood that some bonds, like the mortise and tenon, are meant to hold forever. 【解析】 【导语】本文以榫卯技艺为线索展开，讲述李伟爷爷的木工店即将拆除，李伟带同学艾玛来访，爷爷拿出自己五十年前做的松动凳子，教他们用古法修复的故事。 【详解】1. 段落续写： ①由第一段首句内容“李伟深吸一口气，从工具箱里拿起最薄的凿子。”可知，第一段可描写李伟和艾玛按照爷爷的指导，小心翼翼地修复凳子榫卯的过程，他们仔细测量、耐心打磨，最终让榫卯完美契合。 ②由第二段首句内容“当最后一个榫卯完美契合时，爷爷回来了，看到了修好的凳子。”可知，第二段可描写爷爷看到修好的凳子后十分动容，讲述凳子的过往，李伟也从羞愧转为自豪，意识到榫卯技艺承载的意义。 2. 续写线索：修复榫卯——契合完美——爷爷归来——讲述往事——感悟传承 3. 词汇激活： 行为类 ①颤抖：tremble/shake ②建议：suggest/propose ③匹配：fit/match 情绪类 ①平静地：quietly/calmly ②尴尬的：embarrassed/awkward 【点睛】[高分句型1] It was like solving a 3D puzzle where every angle mattered. (运用了where引导的限制性定语从句) [高分句型2] He stopped in the doorway, his eyes widening.(运用了独立主格结构his eyes widening作伴随状语) [高分句型3] In that moment, he understood that some bonds, like the mortise and tenon, are meant to hold forever. (运用了that引导的宾语从句) 第1页/共1页 学科网（北京）股份有限公司 $ 东莞市东华高级中学东华松山湖高级中学 2025-2026学年第一学期高三1月质量检测 满分120分。考试用时120分钟。 第二部分 阅读理解（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） 题目要求：阅读下列短文，从每题所给的a、b、c和d四个选项中，选出最佳选项。 A Campus Shopper Rewards Program To encourage smart and sustainable shopping, our campus store is launching the Smart Shopper Program — a rewards system where you earn points every time you make a purchase. Earn enough points, and you can exchange them for snacks, school supplies, or even donate them to charity! How It Works: 1. Earn 1 point for every ¥10 spent (e.g., ¥25 = 2 points). 2. Bonus Points: l +5 points for bringing your own bag l +3 points for buying eco-friendly products (look for the green label) l +2 points for shopping during “Happy Hour” (3:00–4:00 PM, weekdays) Rewards You Can Choose: l 50 points = a bottle of water l 80 points = a notebook l 120 points = a ¥10 store coupon l 200 points = donate a school kit to a child in need Rules You Need to Know: l Points expire (过期) after 6 months. l Only one bonus per purchase (e.g., you can’t get both bag and eco-bonus in the same purchase unless you meet both conditions. All applicable bonuses are added). l Points are tracked via your student ID card or the campus app. An Example to Follow: On Tuesday at 3:30 PM, Lisa spent ¥30, brought her own bag, and bought a green-labeled notebook. l Base points: ¥30 = 3 points l Bonus: +5 (own bag) + 3 (eco-product) + 2 (Happy Hour) = +10 l Total: 13 points Shop wisely, and every point makes a difference! Students are welcome to join by showing your student ID card at checkout. For questions, please visit the store service desk or email shop@school.edu.cn. 1. How many points did Emma earn in the following purchase? Item Details Amount Spent ¥60 Time of Purchase 3:15 PM, Thursday Own Shopping Bag Used? Yes Eco-friendly Item(s) 1 notebook (with green label) A. 12. B. 14. C. 16. D. 18. 2. What can a student get with 120 points? A. A bottle of water. B. A notebook. C A ¥10 store coupon. D. A school kit for donation. 3. What is the main purpose of this program? A. To smartly increase store profits on campus. B. To replace cash payments with digital currency. C. To encourage students to spend more money. D. To promote responsible and sustainable shopping. B Does math leave you anxious? If so, don’t worry. Ben Orlin is here to help. This US-based teacher wants to reduce the anxiety math causes. He believes that many people who struggle with math simply weren’t taught it correctly. In many classrooms, teachers present math as a memory exercise. But to Orlin, math really is a system of communication. It’s a way to share ideas. And it all starts with assigning numbers to the world. In his 2024 book Math for English Majors, Orlin builds on Galileo’s idea of math as a universal language, but he takes it further. He suggests we treat math not as a “Foreign” Language, but as an everyday tool to interpret the world. Orlin suggests considering numbers as nouns and explains that some mathematical features correspond to verbs and even grammar. What in math corresponds to verbs? Verbs typically represent action. Operations such as addition, subtraction, multiplication and so on, stand in for verbs? Stretch your imagination. And operations are not just a set of instructions, he suggests, but also a grammatical structure for math. Consider the plus sign in “2+3”. More than just a symbol, it can function as a conjunction (the “and” in “2 and 3”) or a preposition (the “with” in “2 with 3”) . Negative numbers can be a linguistic trick, Orlin argues. Consider phrases like “300 feet below sea level” from a mathematical perspective. The altitude could be represented as “-300 feet”. The minus symbol could be mapped to prepositions, such as “below”, “before”, “backward” and “down”. Similarly, the plus symbol could be mapped to their opposites — “above”, “after”, “forward” and “up”. To make negative numbers more accessible, Orlin suggests that educators connect them to concrete concepts like debt. That’s a term often associated with negative dollars. It’s still early days to determine whether math could indeed serve as a universal language. Moreover, for Tom Crawford, a math professor at the University of Oxford, it’s hardly the only way to help kids appreciate math. “But to me, any idea aimed at presenting math differently and making it more accessible is an excellent idea,” Crawford says. 4. Which of the following best describes Ben Orlin according to the text? A. cautious and theoretical. B. loyal and patriotic. C. innovative and intellectual. D. ambitious and conservative. 5. According to Ben Orlin’s logic, which of the following statements is correct? A. “X” can be accurately described as “Divided into”. B. “4” can be expressed by the concept of “Belonging to”. C. “+” is best understood through the lens of “Exceeding”. D. “-” can be effectively represented by the idea of “Eliminating”. 6. What is the main purpose of Orlin’s example of “300 feet below sea level”? A. To illustrate math can replace natural languages. B. To argue mathematical symbols should be taught like grammar. C. To demonstrate how math ideas relate to common words. D. To prove negative numbers are essential for scientific measurements. 7. What is Tom Crawford’s attitude towards Orlin’s approach to teaching math? A. dismissive. B. supportive. C. enthusiastic. D. critical. C When “Edubot” was introduced into our classroom, we expected a revolution in learning. It promised personalized lessons, instant feedback, and tireless patience in many ways, it delivered. It could identify a student’s weak spot in algebra with lightning speed and generate endless practice problems. However, the most significant impact was one no programmer had coded. We called it “the solidarity effect.” Students started gathering around the single robot, not in competition, but in collaboration. They would discuss the problems it gave, argue over solutions, and explain concepts to each other when the robot’s pre-set explanations fell short. The machine, designed for individual learning, had accidentally become a core driver for group problem-solving. This phenomenon highlights a critical blind spot in educational technology. We often focus on how technology transmits information to the individual learner. Yet, some of the most profound learning moments are social: The spark of a shared idea, the motivation of a peer’s encouragement, the deepened understanding that comes from teaching another. Edubot, for all its algorithms, could not create these moments. But by its very presence and limitations, it inspired them. The lesson is clear. The future of ed-tech should not be about replacing human interaction, but about designing tools that thoughtfully enhance it. The goal is to create technology that doesn’t just teach, but also connects. 8. What was the main function of Edubot as originally designed? A. To encourage group discussions among students. B. To provide standard lessons to the whole class. C. To offer tailored learning experiences to individuals. D. To replace teachers in the classroom entirely. 9. What does “the solidarity effect” (paragraph 2) refer to? A. Students competed fiercely to use the robot. B. The robot malfunctioned and required group effort to fix. C. Students unintentionally started learning together because of it. D. Programmers had to collaborate to improve its software. 10. What is the “critical blind spot” mentioned in paragraph 3? A. The high cost of advanced educational robots. B. The overemphasis on individual learning in ed-tech design. C. The inability of technology to explain concepts clearly. D. The lack of training for teachers using new technology. 11. What is the author’s suggestion for future educational technology? A. It should be more affordable and accessible. B. It should aim to foster human connection. C. It should become more intelligent and autonomous. D. It should focus on standardized testing. D For centuries, the human brain has remained one of science’s greatest mysteries. How do billions of neurons (神经元)produce thoughts and memories? Today, artificial intelligence (AI) is providing new clues. By using machine learning to analyze brain data, researchers can translate neural activity (神经活动)into understandable information, advancing both neuroscience (神经科学)and medicine. The key challenge lies in interpreting the brain’s “neural code” — the complex electrical and chemical signals that represent our mental activity. Traditional methods struggle with this noisy and intricate data but AI, particularly deep learning, excels at detecting patterns within it. These systems learn from examples: By training AI on paired brain scans and corresponding images, scientists can teach it to predict what a person is seeing based solely on brain signals — a process known as “neural decoding.” A major application is brain-computer interfaces (BCIS) (脑机接口), which assist people unable to speak or move. Surgeons place tiny electrodes (电极)on the brain’s surface. When a user imagines speaking, the electrodes detect the signals, and AI decodes them in real time, turning imagined speech into text or artificial voice. Recent advances even allow “typing” by decoding imagined handwriting. Beyond communication, AI offers a window into perception. Using brain scans and generative AI, scientists can reconstruct simple versions of images or videos a person views. This not only helps explain how vision is processed but may someday allow us to visualize dreams or memories. Yet such technology raises serious ethical questions. Decoding thoughts poses a threat to “mental privacy.” Who controls our brain data? Could it be used without permission? Moreover, AI may reproduce biases from its training data, leading to unfair outcomes. Strong ethical guidelines are needed to protect neural information as the technology develops. Looking ahead, AI brain decoders are likely to integrate brain scans with genetic and wearable device data. This could improve early diagnosis of conditions like Alzheimer’s (阿尔茨海默病). The collaboration between AI and neuroscience is not merely about better tools — it is about understanding the human mind and repairing its broken connections. 12. What is the primary purpose of the passage? A. To warn against the potential threats posed by brain-decoding technology. B. To explain the principles and implications of AI in decoding brain signals. C. To compare traditional methods with AI in analyzing brain data. D. To advertise the latest medical devices for paralyzed patients. 13. What does the underlined word “decode” Most likely mean in the context? A. To translate signals or data into understandable information. B. To remove secret protection from a message. C. To improve the quality of a weak signal. D. To send instructions to a machine. 14. What is the major ethical concern associated with brain-decoding technology in the text? A. It is too expensive for widespread clinical use. B The accuracy of the technology is still too low for practical application. C. It may invade personal mental privacy and be misused without approval. D. It requires risky brain surgery that can cause severe side effects. 15. What is the author’s view on the field’s future development in the last paragraph? A. It will focus on restoring communication in paralyzed individuals. B. Progress is limited by the patients’ unwillingness to share brain data. C. It aims to combine multiple data types to better understand and treat brain disorders. D. It will replace human doctors in diagnosing all mental illnesses. 第二节（共5小题；每小题2.5分，满分12.5分） 题目要求：根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 Are you able to cook a healthy meal? Are you able to manage your money well? Are you able to sew on a button? ___16___ This highlights a significant gap in modern education, which heavily prioritizes academic achievement and strict testing, often at the expense of practical life skills. Schools have done well in preparing us to be academic achievers in school, but may not have prepared us well enough in developing life skills. ___17___ For those without these basic skills, the pandemic lockdown was a rude shock. With restaurants closed and home services stopped, it would have been satisfying to cook a meal or fix a light bulb. It’s a shame that schools produce scholarly individuals who are unprepared for simple home tasks. ___18___ For example, financial management fosters responsibility and caution, while lessons on investment teach wealth growth. Equipped with this literacy, students can better discuss financial goals with parents, and budgeting knowledge can steer them away from overspending. Thus, in our complex world, schools must teach beyond academic subjects. After all, all the responsibility cannot be transferred to the home. The argument for parents teaching practical life skills overlooks modern realities. Many working parents lack the time, and some may not possess the proficiency themselves. ___19___. Sandra Carey, a writer, puts it appropriately: “Never mistake knowledge for wisdom. One helps you make a living; the other helps you make a life.” School is not simply a place to pass knowledge and prepare us for a career. ___20___ A. Thus, a balanced approach is needed early on. B. For instance, many communities offer evening classes for adults. C. Instead, it equips us with the wisdom to construct a fulfilling life. D. Not many of us can confidently nod our heads to these questions. E. Consequently, the central role in bridging this gap must fall to our schools. F. By integrating practical skills, schools can teach a more complete set of life values. G. Yet practical skills such as cooking and housekeeping are essential in the real world. 第三部分 语言知识运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 题目要求：阅读下面短文，从短文后各题所给的a、b、c和d四个选项中，选出可以填入空白处的最佳选项。 Mom kept a modest wooden box, which held her most cherished relics. Among them was a faded photo of her as a teenager, ____21____ with her closest friend, Maria. The two were ____22____, their bond formed in the innocent years of youth. ____23____, life drew them apart after mom married and moved away. This was an era long before digital communication, leaving handwritten letters as the only fragile thread between distant hearts. As years passed, the demands of daily life gradually ____24____ her silent longing for Maria. That photo, however, held a special ____25____ for me. In mom’s lined face, weathered by early widowhood (寡居) and the loss of a child, it was hard to trace the carefree girl in the picture. Yet the image ____26____ a version of her that existed before sorrow — a self-unburdened, bright and trusting. After her passing, I was ____27____ by a restlessness that busyness alone could not relieve. I buried myself in a new career, as if productivity could ____28____ the hollow ache inside. Months later, a colleague I barely knew lost her mother. Though we were not close, I felt a strong need to offer my ____29____. At the funeral home, while waiting in the receiving line, my eyes ____30____ a table of memorial photographs. I ____31____ they were images of her mother’s life — childhood, wedding, family gatherings. Then, ____32____, my breath caught. There, among the arranged pictures, was the same portrait my mother had kept: Two girls, ____33____ in timeless laughter, their poses identical. I stood frozen, lost in a fog. When I finally ____34____ my colleague and offered my condolences (慰唁), I couldn’t help remarking, “you have a photo of my mother,” Her eyes widened in surprise, followed by a quiet, knowing nod. After ____35____, we embraced, a long silent hug that spoke of shared loss, unexpected connection, and the quiet grace of inherited memory. 21. A. posing B. arguing C. whispering D. laughing 22. A. inseparable B. indifferent C. inaccessible D. independent 23. A. unexpectedly B. unfortunately C. undoubtedly D. unnecessarily 24. A. overshadowed B. outlived C. illuminated D. sustained 25. A. attraction B. significance C. mystery D. charm 26. A. betrayed B. conveyed C. preserved D. altered 27. A. consumed B. driven C. accompanied D. surrounded 28. A. intensify B. ease C. reveal D. justify 29. A. sympathy B. congratulations C. apologies D. regards 30. A. scanned B. arranged C. avoided D. removed 31. A. recalled B. assumed C. confirmed D. regretted 32. A. by design B. in vain C. without warning D. beyond doubt 33. A. absorbed B. lost C. engaged D. captured 34 A. approached B. interrupted C. recognized D. thanked 35. A. amusement B. confusion C. recognition D. relief 第二节（共10小题；每小题1.5分，满分15分） 题目要求：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。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。 Chinese textiles (纺织业) have a remarkable history that stretches back millennia (千年), telling ____36____ (fascinate) tales of their most ancient civilizations. Indigo (靛蓝色) is a vital part of this history. Natural indigo-dye (染色) has a long history in china, dating back to the Qin and Han Dynasties, and indigo-dyed cloth ____37____ (use) as a main material for clothes for at least 1,000 Years. Here in Dali ____38____ ancient ethnic Dong village in the southern Chinese province of Guizhou, making indigo cloth has long been a part of life, no less important to the Dong people than ____39____ (farm) rice. Even in this era of fast fashion, many Dong women still devote countless hours to making the dark, glossy cloth. The fabric must go through multiple procedures ____40____ it can be used to create traditional Dong cotton garments — navy blue costumes with colourful flower trim for the women and plain indigo for the men. However, the survival of this craft now faces a threat beyond mere economic pressure. With youth increasingly ____41____ (draw) to cities, few young Dong women stay in villages like Dali. Of those ____42____ remain, even fewer show interest in learning the highly labor-intensive techniques of indigo dyeing, often interpreting the craft ____43____ a struggle with little reward. Hoping to save Dali’s folk traditions, provincial officials in 2011 ____44____ (invite) in the Global heritage fund, and it has begun working with atlas studio, a Beijing-based design studio to set up a weaving and dyeing co-op (合作性商业机构) in Dali. The aim is twofold: To create opportunities to work closer to home and ____45____ (ultimate) to persuade young Dong women to learn their time-honored traditions. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是李华。你校与英国姊妹校正在举办“当代青年生活”线上交流活动。请你在活动论坛上，根据以下关于中国中学生家务劳动情况的调查数据，写一篇短文，分享你的观察与思考。 写作要求：1. 简要描述图表及分析原因；2. 提出你的具体倡议。 注意：1. 词数80左右；2. 可以适当增加细节，以使行文连贯。 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。续写的词数应为150左右。 Li Wei’s grandfather’s woodworking shop was full of memories and the smell of wood. For many years, the old man had made furniture using the ancient mortise-and-tenon (榫卯) way, without any nails (钉子). But now, his shop had to be torn down to build a new shopping mall. On his last visit before moving, 17-year-old Li Wei brought his classmate Emma, who was from England. “It’s just an old, dusty place,” Li Wei said, feeling a little embarrassed by the old tools. But Emma found it interesting. She saw a broken wooden stool (凳子) in the corner. “Look! This part came loose. Can we fix it?” She asked. For the first time in weeks, grandpa’s eyes shone with happiness. He softly told them that this stool was the first thing he made, fifty years ago. The cross-shaped tenon (十字榫) had become loose. “Modern glue can’t fix this,” He said. “It needs the old method — you must be precise, patient, and understand how wood works.” He put an old toolbox in front of them. Inside were special chisels (凿子) and a marking gauge (墨斗). “The secret,” Grandpa said quietly, “is not to force the pieces together, but to make them fit so they want to hold each other”. Then he left to pack some boxes. Li Wei looked closely at the wooden joints. Emma checked the tools with curiosity. “It’s like a 3d puzzle,” She said. “Your grandpa is right — this is clever work.” Suddenly, Li Wei felt proud and worried. The movers would come in two hours. Paragraph 1: Li Wei took a deep breath and picked up the thinnest chisel from the toolbox. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: When the last joint fit perfectly into place, grandpa came back and saw the fixed stool. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $