猜押专题03 阅读理解（话题+体裁）（抢分专练）（北京专用） 2026年高考英语终极冲刺讲练测

猜押专题03阅读理解（话题+体裁） 年份 试卷 部分 体裁 主题 话题 考点分布 押题依据 2025年 北京卷A 应用文 志愿服务项目招募 介绍了青少年互动夏令营 TransForm 的相关信息，包括活动体验、日程安排以及课程方向等内容。 细节理解题3个21. 细节理解题22. 细节理解题23. 细节理解题 通过对三年北京高考阅读理解的研究，我们发现：1.4个文章A篇为应用文，突出实用性和信息获取，B篇为记叙文，通过故事传递深刻感悟，C篇、D篇多为说明文或者议论文，介绍自然科学和社会科学的进步和发展；2.文章词数250-400之间；3.主题主要涉及：各种志愿者或者学习项目的招募和介绍，个人成长，科技发展，哲理探讨。关注社会热点，不回避社会问题，积极探索发展路径和解决办法，充分体现出“立德树人”“传播正能量”是高考评价体系中非常重要的方面，也是目前重视的方向；4. 阅读理解的考查主要聚焦细节理解题、推理判断题、词句推断题和主旨大意题等考查形式。 综上所述，我们对2026年北京高考做了如下押题预测：以话题为主线，兼顾体裁，重视思维考查，从初阶思维的理解记忆信息，到应用、推理、评价等高阶思维，不断提高青少年的思维品质。 1.招募项目；2. 个人经历与成长；3.科学研究；4哲理探讨。 北京卷B 记叙文 个人成长 文章主要讲述了作者在高三时对大学申请和成功定义的反思，不再盲目追随他人选择大量AP课程，而是基于个人兴趣选课，并从失败的小组面试中学习，通过自我调整最终获得领导职位。 细节理解题1个，推理判断题3个24. 推理判断题25. 细节理解题26. 推理判断题27. 推理判断题 北京卷C 议论文 社会比较 作者通过讲述自己和女儿关于能否延长看屏幕时间的争论，引出对社会比较这一观念的思考，指出并非所有社会比较都不健康，若理解其原理，可加以利用促进自我提升。 推理判断题1个，词句猜测题1个，主旨大意题1个 28.推理判断题 29.词句猜测题 30.主旨大意题 北京卷D 说明文 自我认同 文章主要讲述了个人故事与自我认同、幸福感之间的关系及如何改变个人故事。 细节理解题1个，推理判断题2个，主旨大意题1个31. 细节理解题32. 推理判断题33.推理判断题34. 主旨大意题 2024年 北京卷A 应用文 语言学习 文章主要介绍了一项语言交流项目的基本情况以及它的要求、报名和注册流程以及注意事项的相关信息。 细节理解题3个21. 细节理解题22. 细节理解题23. 细节理解题 北京卷B 记叙文 个人成长 文章主要讲述了作者一直喜欢绘画，但中学时由于油画测试成绩较低，作者对绘画失去了信心。在40岁出头时，一个梦让作者重拾画油画的信心并接受了自身局限性的故事。 细节理解题1个，推理判断题3个24. 推理判断题25. 细节理解题26. 推理判断题27. 推理判断题。 北京卷C 议论文 探索宇宙 文章主要讨论了哲学家对于宇宙的认知和信息时代下的作者对于宇宙争论的看法。作者认为应停止争论宇宙是否为模拟，而应该着手于将其作为一个模型来探索和理解，这样会更有助于科学的进步。 推理判断题2个，词句猜测题1个，主旨大意题1个 28.推理判断题 29.词句猜测题 30.主旨大意题 31. 推理判断题 北京卷D 说明文 道德规范的起源 主要围绕人类道德规范的起源进行讨论，介绍了早期人类道德准则的形成过程及其如何根植于人类基本需求及共同的社会学习和问题解决机制中。 细节理解题1个，推理判断题1个，主旨大意题1个32. 细节理解题33.推理判断题34. 主旨大意题 2023年 北京卷A 应用文 青年领袖项目招募 文章主要介绍了一个成为国际奥委会青年领袖的项目以及要求。 细节理解题3个21. 细节理解题22. 细节理解题23. 细节理解题 北京卷B 记叙文 个人成长 文章中作者结合自己被拒绝后得到了更好的职业发展机会，告诉我们最初的拒绝给予了更好的方向。 细节理解题1个，推理判断题3个24. 推理判断题25. 细节理解题26. 推理判断题27. 推理判断题 北京卷C 说明文 短期主义 近年来，来自不同领域的研究人员一致认为，短期主义现在是工业化社会的一个重大问题。事实证明，人们对现在有偏见，以牺牲健康为代价，专注于当下有吸引力的事物，而牺牲了未来自己或社区的健康、幸福和财务稳定。 推理判断题3个28.推理判断题 29. 推理判断题30. 推理判断题 北京卷D 说明文 ALife 文章主要探讨了ALife是否也在不断地进化的问题。 词句推断题1个，推理判断题2个，主旨大意题1个31. 推理判断题32. 词句猜测题33.推理判断题34. 主旨大意题 考点1招募项目 【新动向】（2026 北京市西城区 期末）Do you listen to podcasts? Podcasts are radio shows that can take almost any form. They can be a news report or a one-act play; a formal interview or a friendly conversation; a fictional story or a book review. In our eighth annual Student Podcast Contest, we invite teenagers to submit original podcasts of five minutes or less. Your creation can be about anything that interests you, in any form that you like. Rules ·You must be a student aged 13 to 18 in middle school or high school and have parent or guardian permission to participate. ·Be sure to use non-copyrighted sound effects or music and list their sources in the submission form ·Upload your podcast to Sound Cloud, a popular podcasting site, to make it easier for our judges to listen to your work. ·Please be sure to check the length of your work before submitting. Just to be very clear,5:01 is longer than five minutes. Resources for Participants ·A unit plan on writing for podcasts, which includes writing clues to inspire your work; a sample text featuring past winners of our contest; a lesson plan that focuses on storytelling, interviewing, editing and producing. ·A recorded online workshop on writing for podcasts, in which you’ll hear from a school librarian with experience teaching podcasting to students, our podcast producers and previous student winners of our contest. ·Three short videos from two audio producers and one student contest winner—they share tips on how to plan and record meaningful podcasts. Evaluation Process Your work will be listened to by producers and journalists on the podcast team as well as by professional podcasters, educators and staff members from our website. Keep in mind that the work you send in should be appropriate for our audience—that is, something that could be published in a family newspaper. The winners will be announced about two months after the contest has ended and their works will be featured on our website. Unfortunately, our team does not have the capacity to provide individual feedback. 21. The participants are required to ______. A. email their work to the judges B. state the sources of music they use C. make a show over five minutes long D. work on the podcast with their parents 22. What resource is provided for the participants? A. Guidance on how to write for podcasts. B. Suggestions on how to teach podcasting. C. Short videos introducing previous winners. D. A workshop to experience recording podcasts. 23. After submission, all the works will be ______. A. posted on the official website B. published in a family newspaper C. provided with personalized comments D. assessed by professionals from various fields 【答案】21. B 22. A 23. D 【解析】本文是一篇应用文。主要介绍第八届学生播客比赛的参赛邀请，包括比赛规则、为参赛者提供的资源以及作品的评审流程等相关信息。 21. 细节理解题。根据Rules部分中的“Be sure to use non-copyrighted sound effects or music and list their sources in the submission form. (请务必使用无版权的音效或音乐，并在提交表中注明其来源。)”可知，参赛者需要注明所使用音乐的来源。故选B项。 22. 细节理解题。根据Resources for Participants部分中的“A unit plan on writing for podcasts, which includes writing clues to inspire your work; a sample text featuring past winners of our contest; a lesson plan that focuses on storytelling, interviewing, editing and producing. (一份播客写作单元计划，其中包含激发创作灵感的写作线索、往届比赛获奖者的范文、以及聚焦故事创作、采访、剪辑和制作的教案。)”可知，为参赛者提供了播客写作方面的指导。故选A项。 23. 细节理解题。根据Evaluation Process部分中的“Your work will be listened to by producers and journalists on the podcast team as well as by professional podcasters, educators and staff members from our website. (你的作品将由播客团队的制作人和记者、专业播客创作者、教育工作者以及本站工作人员共同聆听评审。)”可知，所有参赛作品都会由不同领域的专业人士进行评审。故选D项。 关注青少年的学习与生活，聚焦学习项目或者志愿者招聘项目，是高考一直关注的焦点。高考很可能以多种角度命制相关试题，所以强力推荐有关学习、比赛、志愿者招募项目的阅读理解，引导人们获取信息，理解信息，关注学习和生活。 考点2个人经历与成长 【新动向】（2026 北京市朝阳区 期末）Like many parents, we can only put off our kids’ asking for a dog so long until we finally give in. Last fall we looked through dog-rescue websites and, before long, adopted Etti, a spotted Dalmatian: It was rough at first because although Etti is a sweet, loving dog with us, she’s highly reactive to anything else that moves: people, dogs, cats, etc. Thankfully, we’ve found an excellent trainer. On a challenging training session during which I became frustrated, he said: “Sir, you don’t get the dog you want. You get the dog you need.” I remember thinking to myself, “Need? Do I really need an anxious, high-strung Dalmatian?” In fact, the last thing I needed was more stress in my already stress-filled life. Yet over time, I’ve come to appreciate the wisdom of this expression. When I took Etti on a walk the other day, my whole body tensed up, scanning the environment for possible danger. An unsuspecting passer-by crossed the street toward us and Etti barked loudly. I said to her, “You’re so worked up today, Etti. What’s going on?” And then it hit me that throughout our walk I’d been the one who was tense and worried about the day ahead. In the end, maybe Etti was just acting out what I was feeling, serving as a good reminder that I need to pay attention to my moods and how they affect those — both dogs and humans — around me. Another notable thing about Etti is the ease with which she shifts from one mood to the next. Etti doesn’t keep thinking about what happened last week, yesterday, or even two minutes ago. Each moment for her is a new “now”. This isn’t to say that she’s not affected by her past. Etti is a rescue so who knows what she had to deal with in her previous life. However, she does not let it drag her down and determine what comes next, unlike most of us humans. When we were considering adopting Etti last fall, we read through her description on the rescue site and got a good laugh at the statement that she would need help “being the best dog she can be.” Yet, we had never thought that she was actually the one that guided us to be the better humans. 24. What bothered the author shortly after adopting Etti? A. Etti’s history as a rescue. B. Etti’s sensitivity to moving things. C. Etti’s need for professional training. D. Etti’s inability to get along with the family. 25. How did the author feel upon hearing the trainer’s words? A. Empowered. B. Hopeless. C. Appreciative. D. Unconvinced. 26. What does the story tell us about Etti? A. She got moody easily after receiving training. B. She reminded her owner to care about others. C. She mirrored her owner’s inner emotional state. D. She was free from the impact of her past experience. 27. What can we learn from this passage? A. Every dog has its day. B. Love me, love my dog. C. Misfortune betters character. D. With unexpected wisdom, we rise. 【答案】24. B 25. D 26. C 27. D 【解析】本文是一篇记叙文。主要讲述作者收养救援犬Etti后的经历，以及这只狗带给作者的意外成长与感悟。 24. 细节理解题。根据第一段中的“It was rough at first because although Etti is a sweet, loving dog with us, she’s highly reactive to anything else that moves: people, dogs, cats, etc.(一开始的日子很艰难，因为尽管埃蒂对我们温顺又黏人，但她对任何移动的物体都会表现出强烈的反应：比如人、狗、猫等等)”可知，作者刚收养Etti时，困扰作者的是Etti对移动物体的高度敏感。故选B项。 25. 推理判断题。根据第二段训练师的话“Sir, you don’t get the dog you want. You get the dog you need.(先生，你得到的不是你想要的狗，而是你需要的狗)以及第三段作者的内心想法“Need? Do I really need an anxious, high-strung Dalmatian? In fact, the last thing I needed was more stress in my already stress-filled life.(需要？我真的需要一只焦虑又紧张的斑点犬吗？事实上，我最不需要的就是在本就充满压力的生活里，再多添一份压力)”可知，作者听到这句话时并不信服。故选D项。 26. 细节理解题。根据第四段中的“And then it hit me that throughout our walk I’d been the one who was tense and worried about the day ahead. In the end, maybe Etti was just acting out what I was feeling(我突然意识到，散步全程都是我自己在紧张，在为接下来的一天忧心忡忡。或许，埃蒂不过是把我的情绪表现了出来)”可知，Etti会映照主人内心的情绪状态。故选C项。 27. 推理判断题。通读全文，作者最初收养Etti满心困扰，却在相处中发现这只狗不仅映照出自己的情绪，还教会自己活在当下、不被过往束缚的道理，文末提到“Yet, we had never thought that she was actually the one that guided us to be the better humans.(然而，我们从未想过，竟是她指引着我们成为更好的人)”，所以从文章中学到了“意想不到的智慧，助我们成长”。故选D项。 注重个人品质的塑造或认知的转变----聚焦自我成长，将故事性和教育性结合考查是北京高考英语考查的重点。通过不同人物的生活故事和人物经历，渗透社会主义核心价值观，成为命题的焦点。高考命题关注生活，高考很可能以多种角度命制相关试题，所以强力推荐有关个人成长的阅读理解。 考点3科学研究 【新动向】（2026 北京市海淀区 期末）Rats given gut microbiome (肠道微生物) transplants from energetic young children seem keener to explore their environment. “It suggests our microbes are active participants in emotional development, not just passive passengers,” says Harriet Schellekens at University College Cork in Ireland, who wasn’t involved in the study. A growing body of research has linked the communities of microbes that reside in our guts to our health, emotions and moods. For example, people who lack certain types of gut bacteria seem to face a higher risk of depression or anxiety. It isn’t entirely clear if the microbes cause these changes or if the microbial community alters as a result of behaviour, but there are some signs that altering the make-up of the microbiome can influence mood. For example, faecal (排泄物) transplants from people with depression to rats seem to cause depressive behaviour in the rats, and people with depression treated with faecal transplants have seen their symptoms improve in preliminary trials. To shed more light on how the gut microbiome may be linked to temperament (性情), Anna Aatsinki at the University of Turku in Finland and her colleagues transplanted faeces from toddlers to young rats. First, they evaluated the personalities of 27 2.5-year-old-toddlers using a standard temperament assessment and an exercise in which children were invited to play with a bubble gun. Based on these assessments, the researchers judged 10 of the toddlers as exuberant (充满活力的), and eight as inhibited and introverted. From these groups, they selected four exuberant and four inhibited toddlers — half boys, half girls — and collected samples of their faeces. Faecal samples with added glycerol or control samples of glycerol were transferred to 53 rats aged 22 or 23 days old, which had already had their bowels cleansed. Aatsinki and her colleagues then put the rats through a series of behavioural tests in different situations. They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers. To explore how gut microbes might influence the brain, they also analysed brain tissue, looking for changes in gene activity. This showed that rats given transplants from inhibited toddlers had less activity in neurons that produce dopamine, a brain chemical linked to reward for risk-taking behaviour. “This study beautifully shows how the gut microbiome in early life may help shape behavioural tendencies,” says Schellekens. The influence shouldn’t be overstated though, says Aatsinki. “Overall, adults’ temperament traits are relatively strongly correlated with genetics, but environmental factors, potentially including the microbiome, could influence the variance of some behaviours.” 28. What can we know about the design of Aatsinki’s research? A. Behaviors of three groups of rats were compared. B. The rats underwent a temperament assessment. C. It involved cross-species organ transplant. D The toddlers were grouped by gender. 29. What can we learn from Aatsinki’s research? A. It is the first research to have linked gut microbes with emotions. B. Introverted kids’ gut microbes reduce rats’ adventurousness. C. Faecal treatments ease patients’ depressive symptoms. D. Our personalities are strongly linked to our diet. 30. Which would be the best title for the passage? A. Rat Study Reveals Personality Secret B. Rat Tests Uncover Behavioural Difference C. Gut Microbiomes May Influence Our Personality D Gut Microbiome Transplant Might Cure Depression 【答案】28. A 29. B 30. C 【解析】本文是一篇说明文。文章主要介绍了芬兰图尔库大学的安娜·阿岑基及其团队的研究，该研究通过将幼儿的肠道微生物移植到大鼠体内，探究了肠道微生物与性情、行为倾向之间的关联。 28. 细节理解题。根据第四段中的“From these groups, they selected four exuberant and four inhibited toddlers — half boys, half girls — and collected samples of their faeces. Faecal samples with added glycerol or control samples of glycerol were transferred to 53 rats aged 22 or 23 days old, which had already had their bowels cleansed.(从这些群体中，他们挑选了4名充满活力的幼儿和4名内向拘谨的幼儿——男女各半——并收集了他们的粪便样本。添加了甘油的粪便样本或甘油对照样本被移植到53只22或23天大的大鼠体内，这些大鼠的肠道已经被清理干净)”以及第五段中的“They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers.(他们发现，移植了高活力特质幼儿微生物群的大鼠，比接受对照移植的大鼠或接受内向拘谨幼儿粪便移植的大鼠表现出更多的探索行为)”可知，该研究将大鼠分为三组（移植活力幼儿粪便组、移植内向幼儿粪便组、对照移植组），并对比了三组大鼠的行为，因此研究设计中对三组大鼠的行为进行了比较。故选A项。 29. 细节理解题。根据第五段中的“They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers.(他们发现，移植了高活力特质幼儿微生物群的大鼠，比接受对照移植的大鼠或接受内向拘谨幼儿粪便移植的大鼠表现出更多的探索行为)”可知，移植内向幼儿肠道微生物的大鼠探索行为更少，即内向孩子的肠道微生物会降低大鼠的冒险性。故选B项。 30. 主旨大意题。通读全文，并结合第一段中““It suggests our microbes are active participants in emotional development, not just passive passengers,” says Harriet Schellekens at University College Cork in Ireland, who wasn’t involved in the study.(爱尔兰科克大学的哈丽雅特・谢勒肯斯并未参与这项研究，她表示：“这表明我们体内的微生物是情绪发展的积极参与者，而非单纯的被动存在。”)”可知，文章围绕阿岑基团队的研究展开，研究核心是通过大鼠实验探究肠道微生物对性情和行为倾向的影响，第一段引言和最后一段专家评价也均强调了肠道微生物与情绪、行为塑造的关联。C项“肠道微生物可能影响我们的性格”准确概括了文章核心主旨，贴合全文内容，适合作标题。故选C项。 科学技术的研究和发展，一直是高考关注的热点。高考很可能以多种角度命制相关试题，所以强力推荐有关科技研究的阅读理解。引导考生关注社会进步和科技发展，形成世界命运共同体意识，培养刻苦钻研的精神，热爱科学，投身科技研究。 考点4哲理探讨 【新考向】（2026·北京市丰台区·期末）Rarely a day goes by that I don’t notice a car traveling east down my quiet one-way street, which runs west. They aren’t breaking the rules on purpose — they’ve just failed to realise they’re making a mistake. And why? If you’re driving the right way, you will notice white arrows on a blue background indicating as much. But if you’re driving the wrong way? Nothing. This is an analogy (类比) of life. When we perform well, we receive vague praise. But when we are wrong? Usually, silence — until failure strikes. Timely, specific criticism is rare before things go badly wrong. Sometimes the signs are in front of us, but we look away. In 2019, two researchers at Chicago’s Booth school, Lauren Adam and Ayelet Fisherman, published an article presenting several studies of the effect of feedback on learning, in which subjects were offered two plausible answers to a difficult question, and invited to pick one. In most cases, this was a guess. After 10 answers, the subjects were either shown all the answers they had got right, or shown all the answers they had got wrong. Logically speaking, since these were all binary questions, that amounts to the same thing. But Adam and Fisherman found that the emotional framing mattered. When people were shown their successes, they learnt — and did better on a follow-up test. When people were shown their failures, they did not improve. The researchers suggest that people don’t much care to think over their errors, and so are quick to move on and forget — especially in an experiment such as this, when the consequences of further errors are trivial. When shown their successes, they pause to savour the moment. This may help to explain why so many of us are faced with the one-way-street problem: everyone is happy to share a friendly word of reassurance, but few people are keen to offer criticism, even when specifically requested. So what to do? One tactic is to ask for advice, instead of feedback. A Harvard Business School study found that asking for advice prompts more critical, actionable comments focused on future improvements. Another approach, demonstrated by psychologist Adam Grant, involves a two-step process: first, ask for a rating (e.g., “9 out of 10”), then follow up with, “What would make it a 10?” This encourages constructive suggestions. But constructive feedback of a more general nature remains difficult to achieve. One idea I’ve played with recently has become popular in tabletop role-playing games — it’s called “stars and wishes”. After a game, I ask players for “stars” (moments they enjoyed) and “wishes” (things they’d like to see next time). Wishes create a friendly space for constructive ideas — even if not all responses are actionable, the act of asking encourages people to share honest thoughts I might otherwise miss. In the end, I learn more by framing feedback as “wishes” than by staying silent. I’m not sure how your boss would respond to a request for “stars and wishes”, but the spirit is the right one. If we want timely, useful criticism from others, we must be clever in how we ask for it. Otherwise our colleagues will be as tactfully uncommunicative as those non-existent signs for those driving the wrong way down my street. 31. The author uses the “one-way street” analogy mainly to illustrate ________. A. the intentional design of misleading systems B. a common problem in urban traffic planning C. people’s tendency to ignore clear instructions D. the lack of guidance for those making mistakes 32.The underlined phrase “emotional framing” in Paragraph 4 most probably means ________. A. the emotional response held back by feedback B. the influence of prior experiences on feedback C. the way feedback is presented to affect perceptions D. the identical feedback to answers to binary questions 33. What can be inferred about feedback from the passage? A. Asking for advice is the first step towards useful feedback. B. People may consider giving negative feedback ineffective. C. The “stars and wishes” method guarantees honest feedback. D. Constructive suggestions make people willing to give feedback. 34. What is the passage mainly about? A. Why feedback always fails us. B. How we obtain constructive criticism. C. What helps set up the feedback system. D. Where constructive criticism comes from. 【答案】31. D 32. C 33. B 34. B 【解析】这是一篇说明文。文章主要讨论了人们在生活中往往缺乏及时、具体的批评，并通过类比和实验研究阐述了这一现象的原因，最后提出了一些获取建设性反馈的方法。 31. 推理判断题。根据第一段“Rarely a day goes by that I don’t notice a car traveling east down my quiet one-way street, which runs west. They aren’t breaking the rules on purpose — they’ve just failed to realise they’re making a mistake. And why? If you’re driving the right way, you will notice white arrows on a blue background indicating as much. But if you’re driving the wrong way? Nothing.(几乎每天我都能注意到一辆车沿着我安静的、向西行驶的单行道向东行驶。他们并不是故意违反规则，只是没有意识到自己犯了错误。为什么呢？如果你开车方向正确，你会注意到蓝底白箭头的指示。但如果你开错了方向呢？什么都没有。)”可知，作者通过描述单行道上的车辆行驶情况，指出当车辆行驶方向正确时，有明确的指示；而当行驶方向错误时，却没有任何提示。根据第二段This is an analogy (类比) of life. When we perform well, we receive vague praise. But when we are wrong? Usually, silence — until failure strikes. Timely, specific criticism is rare before things go badly wrong.(这是生活的一个类比。当我们表现良好时，我们得到的是模糊的赞扬。但当我们错了呢？通常是沉默，直到失败降临。在事情严重出错之前，及时、具体的批评是很少见的。)”可知，作者使用“单行道”类比主要是为了说明对犯错的人缺乏指导。故选D。 32. 词句猜测题。根据上文“After 10 answers, the subjects were either shown all the answers they had got right, or shown all the answers they had got wrong. Logically speaking, since these were all binary questions, that amounts to the same thing. (在回答了 10 个问题后，受试者要么看到自己所有答对的答案，要么看到自己所有答错的答案。从逻辑上讲，既然这些都是二选一的问题，那么这两种方式本质上是一样的。)”和下文“When people were shown their successes, they learnt — and did better on a follow-up test. When people were shown their failures, they did not improve.(当人们看到自己的成功时，他们会学习 —— 并且在后续测试中表现得更好。而当人们看到自己的失败时，他们并没有进步。)”可知，虽然“看正确答案”和“看错误答案”在逻辑上是一样的（因为都是二选一），但呈现方式不同，导致人们的反应不同。由此可知，emotional framing指的是：反馈以怎样的方式呈现，会影响人们的感受和理解。故选C。 33. 推理判断题。根据第五段“The researchers suggest that people don’t much care to think over their errors, and so are quick to move on and forget — especially in an experiment such as this, when the consequences of further errors are trivial. When shown their successes, they pause to savour the moment. This may help to explain why so many of us are faced with the one-way-street problem: everyone is happy to share a friendly word of reassurance, but few people are keen to offer criticism, even when specifically requested.(研究人员认为，人们不太愿意仔细思考自己的错误，因此很快就会继续前进并忘记，尤其是在像这样的实验中，进一步错误的后果微不足道。当看到自己的成功时，他们会停下来享受这一刻。这可能有助于解释为什么我们中的许多人面临单行道问题：每个人都乐于分享一句友好的安慰之词，但很少有人愿意提出批评，即使是在被明确要求时也是如此。)”可知，人们可能认为给予负面反馈无效，因此不太愿意提出批评，即使是在被明确要求时也是如此。故选B。 34. 主旨大意题。文章首先通过“单行道”类比引出人们在生活中缺乏及时、具体批评的问题，然后通过实验研究阐述了这一现象的原因，最后提出了一些获取建设性反馈的方法，如寻求建议、使用“星星和愿望”方法等。因此，文章的主要内容是我们如何获得建设性的批评。故选B。 探讨社会现象和问题方法的产生的根源，也一直是高考关注的热点。高考很可能以多种角度命制相关试题，所以强力推荐有关社会现象探讨的根源及解决办法的探讨的阅读理解题。引导考生关注社会问题，积极寻找解决办法。 Passage1 A 【新语境】（2026 北京市海淀区 期末）Gear up for Bike to School Day 2026 — a meaningful initiative that brings families together to reimagine the daily commute as a way to connect, stay healthy, and care for the environment. Whether you’re an experienced cyclist or new to two-wheeled travel, this annual event goes beyond fun: it’s a purposeful effort to add joy and responsibility to kids’ routines, while building a commitment to planetary health. What Is Bike to School Day? Bike to School Day is a nationwide movement that encourages schools, families, and communities to prioritize active, non-motorized travel for kids. From cities to small towns, participating schools work toward nurturing physical health in children while easing traffic jams and cutting down on pollution from school-run cars. Beyond fresh air and exercise, this event helps people adopt a more mindful approach to daily travel, letting participants play a role in a culture focused on sustainability and public health. Key Details for the Day When: February 7 — following regular school schedules while offering a refreshing break from routine. Where: Your local school; many group rides are organized from set meeting points — check with your school or ride leader for specifics. What to bring: A well-kept bike, a properly fitted helmet (required for safety), a lock, and snacks or water to stay energized. T-shirts: All registered attendees get an exclusive branded T-shirt — not just a keepsake, but a visible sign of your commitment to redefining the school commute as a community experience. How and Why Getting involved is straightforward: fill out the online form to register as a participant. And you will get a chance to win a bike if you post your Bike to School Day journey on social media to share your experience with a wider community. It’s time to cut back on car trips and embrace biking as a way to foster long-term healthy habits, reduce environmental impact, and build a shared sense of adventure. 21. What can we learn about the Bike to School Day? A. It is launched by local schools. B. Participants need to register in groups. C. Participants have to be experienced cyclists. D. It involves schools, families and communities. 22. What should participants do in advance? A. Fill out a paper application. B. Prepare a bike and a helmet. C. Share the event notice online. D. Ask for leave from the school. 23. What is the main purpose of the passage? A. To propose a nationwide initiative. B. To highlight the benefits of cycling. C. To raise awareness of travelling green. D. To encourage participation in an event. 【答案】21. D 22. B 23. D 【解析】本文是一篇应用文。主要介绍了2026年自行车上学日这一活动，鼓励学校、家庭和社区参与，旨在倡导绿色出行，促进健康与环境友好。 21. 细节理解题。根据What Is Bike to School Day?部分“Bike to School Day is a nationwide movement that encourages schools, families, and communities to prioritize active, non-motorized travel for kids.(自行车上学日是一项全国性的运动，鼓励学校、家庭和社区优先考虑为孩子们提供积极的非机动出行方式)”可知，它涉及学校、家庭和社区。故选D项。 22. 细节理解题。根据Key Details for the Day部分“What to bring: A well-kept bike, a properly fitted helmet (required for safety), a lock, and snacks or water to stay energized.(需要携带什么：保养良好的自行车、合适的头盔（安全必备）、锁以及零食或水以保持精力充沛)”可知，参与者需要提前准备一辆自行车和一个头盔。故选B项。 23. 推理判断题。根据第一段“Gear up for Bike to School Day 2026 — a meaningful initiative that brings families together to reimagine the daily commute as a way to connect, stay healthy, and care for the environment.(为2026年自行车上学日做好准备——这是一项有意义的倡议，它将家庭聚集在一起，重新将日常通勤视为一种连接、保持健康和关爱环境的方式)”以及后文对自行车上学日的介绍和鼓励参与可知，本文的主要目的是鼓励人们参加这个活动。故选D项。 B 【新语境】（2026 北京市海淀区 期末）Papa and I bonded over games of any style. One of the items that Papa considered worthy was a checkered, 8x8 grid of wood. This board fostered all of our Saturday chess games. “Check!” I boasted. “Oh dear...” Papa said, studying the board. He slid his knight in front of his king, protecting it from danger. “Checkmate,” he smirked (得意地笑). It was over. He had won. Following the game, I awaited our ritual discussion. Pots and pans clanged around us, but he was focused on how I could improve. Papa never went easy on me in chess games. He provided me with the tools to win on my own. My skills were improving, but his seemed to do the opposite. Throughout many years of games, I had an occasional win, usually meaning he wasn’t feeling well. In his last years of life, the Papa I knew was slowly and painfully stolen from me by Alzheimer’s. As his once keen mind started to fog, our relationship began to change and adapt. Our games transitioned from chess to checkers (国际跳棋). The Saturdays rolled by routinely, until one snowy morning in January. As the game progressed, Papa moved a piece, not seeing that it opened up a double jump for me. Jump. Jump. I had taken two of his pieces. Jump. Another piece was taken. My stack of pieces piled up. However, a moment that was supposed to bring me pride was causing my stomach to twist and turn. Something seemed off. I had rarely gotten to the point in a game against my brilliant Papa where I had the potential to win. His eyes were still concentrated on the board, attempting to think through his next move. He put his hand on another piece, shifting it and opening up a triple jump for me. Is he letting me win? This can’t be right. I kept setting up moves, all in hopes of his clever mind, fogged with disease, acknowledging them. Desperate to see the signature smirk, just one more time, I continued to try. He couldn’t do it, but he smiled, bringing a bittersweet end to our final game. Although Alzheimer’s stole my Papa’s intellectual mind, it was not capable of thieving us of the beautiful moments we had. Ending in a draw, we both won the final game. 24. What is Papa’s teaching principle? A. Encourage discovery; don’t deliver victory. B. Acquired skill outshines natural talent. C. Embrace failure; don’t shelter from it. D. Learning requires strict discipline. 25. What caused the author’s stomach to twist and turn? A. He disliked playing checkers. B. He felt guilty for defeating Papa. C. He feared losing his winning lead. D. He noticed Papa’s decline in health, 26. What was the author most likely thinking to himself when the last game ended? A. “I can finally beat Papa now!” B. “I should have lost to Papa.” C. “How I wish Papa had won!” D. “Papa has let me win again.” 27. What can we learn from the passage? A. True love lasts through changes. B. Wisdom is passed on beyond words. C. Nobody comes out on top in a draw. D. Nothing connects like shared passion. 【答案】24. A 25. D 26. C 27. A 【解析】本文是一篇记叙文。主要讲述了作者与父亲常对弈国际象棋，父亲从不迁就作者，并教作者自主取胜，父亲患阿尔茨海默症后二人改下跳棋，最后一局和棋，亲情未因疾病改变。 24. 推理判断题。根据第三段“Papa never went easy on me in chess games. He provided me with the tools to win on my own.(父亲在国际象棋比赛中从不迁就我。他教给我靠自己取胜的方法。)”可知，父亲的教学原则是鼓励自主探索，而非直接给予胜利。故选A项。 25. 细节理解题。根据第三段“In his last years of life, the Papa I knew was slowly and painfully stolen from me by Alzheimer’s.(在他生命的最后几年，我认识的爸爸慢慢地、痛苦地被阿尔茨海默氏症夺走了)”以及第五段“Something seemed off. I had rarely gotten to the point in a game against my brilliant Papa where I had the potential to win.(事情似乎不对劲。面对才华横溢的父亲，我在棋局中很少有机会能赢。)”可知，作者的父亲患阿尔茨海默症，所以此处表示作者因察觉到父亲的健康和思维衰退而心里难受。故选D项。 26. 推理判断题。根据第五段“Desperate to see the signature smirk, just one more time, I continued to try.(我急切地想再看一次他标志性的得意笑，于是继续尝试。)”可知，作者希望看到健康时父亲的模样，内心最可能希望父亲能赢得比赛。故选C项。 27. 推理判断题。根据最后一段“Although Alzheimer’s stole my Papa’s intellectual mind, it was not capable of thieving us of the beautiful moments we had.(尽管阿尔茨海默症夺走了父亲聪慧的头脑，却无法夺走我们共度的美好瞬间。)”可知，即便境遇发生巨大改变，父子间的真爱依旧长存。故选A项。 C 【新动向】（2026 北京市海淀区 期末）Rats given gut microbiome (肠道微生物) transplants from energetic young children seem keener to explore their environment. “It suggests our microbes are active participants in emotional development, not just passive passengers,” says Harriet Schellekens at University College Cork in Ireland, who wasn’t involved in the study. A growing body of research has linked the communities of microbes that reside in our guts to our health, emotions and moods. For example, people who lack certain types of gut bacteria seem to face a higher risk of depression or anxiety. It isn’t entirely clear if the microbes cause these changes or if the microbial community alters as a result of behaviour, but there are some signs that altering the make-up of the microbiome can influence mood. For example, faecal (排泄物) transplants from people with depression to rats seem to cause depressive behaviour in the rats, and people with depression treated with faecal transplants have seen their symptoms improve in preliminary trials. To shed more light on how the gut microbiome may be linked to temperament (性情), Anna Aatsinki at the University of Turku in Finland and her colleagues transplanted faeces from toddlers to young rats. First, they evaluated the personalities of 27 2.5-year-old-toddlers using a standard temperament assessment and an exercise in which children were invited to play with a bubble gun. Based on these assessments, the researchers judged 10 of the toddlers as exuberant (充满活力的), and eight as inhibited and introverted. From these groups, they selected four exuberant and four inhibited toddlers — half boys, half girls — and collected samples of their faeces. Faecal samples with added glycerol or control samples of glycerol were transferred to 53 rats aged 22 or 23 days old, which had already had their bowels cleansed. Aatsinki and her colleagues then put the rats through a series of behavioural tests in different situations. They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers. To explore how gut microbes might influence the brain, they also analysed brain tissue, looking for changes in gene activity. This showed that rats given transplants from inhibited toddlers had less activity in neurons that produce dopamine, a brain chemical linked to reward for risk-taking behaviour. “This study beautifully shows how the gut microbiome in early life may help shape behavioural tendencies,” says Schellekens. The influence shouldn’t be overstated though, says Aatsinki. “Overall, adults’ temperament traits are relatively strongly correlated with genetics, but environmental factors, potentially including the microbiome, could influence the variance of some behaviours.” 28. What can we know about the design of Aatsinki’s research? A. Behaviors of three groups of rats were compared. B. The rats underwent a temperament assessment. C. It involved cross-species organ transplant. D The toddlers were grouped by gender. 29. What can we learn from Aatsinki’s research? A. It is the first research to have linked gut microbes with emotions. B. Introverted kids’ gut microbes reduce rats’ adventurousness. C. Faecal treatments ease patients’ depressive symptoms. D. Our personalities are strongly linked to our diet. 30. Which would be the best title for the passage? A. Rat Study Reveals Personality Secret B. Rat Tests Uncover Behavioural Difference C. Gut Microbiomes May Influence Our Personality D Gut Microbiome Transplant Might Cure Depression 【答案】28. A 29. B 30. C 【解析】本文是一篇说明文。文章主要介绍了芬兰图尔库大学的安娜·阿岑基及其团队的研究，该研究通过将幼儿的肠道微生物移植到大鼠体内，探究了肠道微生物与性情、行为倾向之间的关联。 28. 细节理解题。根据第四段中的“From these groups, they selected four exuberant and four inhibited toddlers — half boys, half girls — and collected samples of their faeces. Faecal samples with added glycerol or control samples of glycerol were transferred to 53 rats aged 22 or 23 days old, which had already had their bowels cleansed.(从这些群体中，他们挑选了4名充满活力的幼儿和4名内向拘谨的幼儿——男女各半——并收集了他们的粪便样本。添加了甘油的粪便样本或甘油对照样本被移植到53只22或23天大的大鼠体内，这些大鼠的肠道已经被清理干净)”以及第五段中的“They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers.(他们发现，移植了高活力特质幼儿微生物群的大鼠，比接受对照移植的大鼠或接受内向拘谨幼儿粪便移植的大鼠表现出更多的探索行为)”可知，该研究将大鼠分为三组（移植活力幼儿粪便组、移植内向幼儿粪便组、对照移植组），并对比了三组大鼠的行为，因此研究设计中对三组大鼠的行为进行了比较。故选A项。 29. 细节理解题。根据第五段中的“They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers.(他们发现，移植了高活力特质幼儿微生物群的大鼠，比接受对照移植的大鼠或接受内向拘谨幼儿粪便移植的大鼠表现出更多的探索行为)”可知，移植内向幼儿肠道微生物的大鼠探索行为更少，即内向孩子的肠道微生物会降低大鼠的冒险性。故选B项。 30. 主旨大意题。通读全文，并结合第一段中““It suggests our microbes are active participants in emotional development, not just passive passengers,” says Harriet Schellekens at University College Cork in Ireland, who wasn’t involved in the study.(爱尔兰科克大学的哈丽雅特・谢勒肯斯并未参与这项研究，她表示：“这表明我们体内的微生物是情绪发展的积极参与者，而非单纯的被动存在。”)”可知，文章围绕阿岑基团队的研究展开，研究核心是通过大鼠实验探究肠道微生物对性情和行为倾向的影响，第一段引言和最后一段专家评价也均强调了肠道微生物与情绪、行为塑造的关联。C项“肠道微生物可能影响我们的性格”准确概括了文章核心主旨，贴合全文内容，适合作标题。故选C项。 D 【新语境】（2026 北京市海淀区 期末）The James Webb Space Telescope (JWST) spends a lot of its time staring at nothing. The shots of deep space this produces are remarkably beautiful, transforming an apparently empty sky into a field dotted with thousands of distant galaxies. The first surveys of the early universe have surprised astronomers, as the galaxies seem brighter than expected, with more star formation and larger black holes. Yet maybe we shouldn’t have been too startled to find the universe surprising us: it has been doing so since we first peered into the cosmic darkness. The most famous image of the early universe is the Hubble Deep Field captured in 1995. Yet this shot was almost never taken. Time on the Hubble Space Telescope is precious and astronomers spend months preparing proposals to try to get access. The process is a bit odd — often requiring researchers to argue simultaneously that the proposed observations would transform astronomy, but also that we know exactly what they will show. There are normally seven or eight times as many proposals as can be accepted, so risky observations have trouble getting through. Back in the 1990s, many renowned astronomers argued that directing Hubble at deep space was pointless, betting that the space telescope wouldn’t find a single new galaxy. They assumed that the galaxies we see around us today are representative of those throughout the past 14 billion years or so, a pessimistic outlook we now know is badly wrong. Finding the early universe lit up with firework displays of star formation was a fortuitous discovery. But once you start looking, you will find that astronomical history is filled with discoveries made by accident, or while scientists were looking for something else entirely. The team behind NASA’s Cassini probe was focused on its mission to explore Saturn’s famous rings and its mysterious moon Titan when an unexpected encounter with the tiny moon Enceladus revealed fountains of water coming from its south pole. It is now perhaps the most likely place for us to find life beyond Earth. These discoveries are all a long way from how science is taught where careful experiment and testing of hypotheses lead to progress. Surprise is fun, so maybe we should embrace serendipity a little more. Some astronomers involved in reviewing this year’s JWST observations have suggested it would be fairer, and easier, to allocate time on the telescope by lottery, acknowledging that with so many good ideas floating around, we can’t possibly choose between them. But whether it is staring into deep space or exploring the solar system, experience has taught us that preparing to be surprised by the universe is the best way to make new discoveries. 31. What can be inferred about JWST? A. It functions from time to time. B. It renews our knowledge of deep space. C. It surprises people more than Hubble does. D. It confirms previous assumptions of the universe. 32. What does the writer think of the Hubble Space Telescope’s proposal process? A. It fails to leave much room for flexibility. B. It favors proposals by renowned scientists. C. It leads to pessimistic views of the universe. D. It ensures the most promising ideas get through. 33. What does the underlined word “fortuitous” in Paragraph 5 probably mean? A. Groundbreaking. B. Effortless. C. Chance. D. Plain. 34. What does the author mainly do in this passage? A. Introduce space history. B. Examine a discovery. C. Balance opposing views. D. Encourage a mindset. 【答案】31. B 32. A 33. C 34. D 【解析】本文是一篇说明文。文章主要以詹姆斯·韦伯太空望远镜（JWST）和哈勃太空望远镜的观测发现为切入点，阐述了宇宙探索中意外发现的重要性，进而鼓励人们在科学研究中拥抱偶然性、做好迎接惊喜的准备。 31. 推理判断题。根据第一段中“The shots of deep space this produces are remarkably beautiful, transforming an apparently empty sky into a field dotted with thousands of distant galaxies.(它拍摄的深空照片异常美丽，将看似空旷的天空变成了布满数千个遥远星系的领域)”以及第二段中的“The first surveys of the early universe have surprised astronomers, as the galaxies seem brighter than expected, with more star formation and larger black holes.(对早期宇宙的首次观测让天文学家感到惊讶，因为这些星系似乎比预期的更亮，有更多的恒星形成和更大的黑洞)”可知，JWST的观测结果刷新了我们对深空的认知，让我们看到了此前未预料到的宇宙景象。故选B项。 32. 推理判断题。根据第三段中的“The process is a bit odd — often requiring researchers to argue simultaneously that the proposed observations would transform astronomy, but also that we know exactly what they will show.(这个过程有点奇怪——通常要求研究人员同时证明，拟议的观测将改变天文学，同时还要证明我们确切知道观测结果会是什么)”以及第四段中的“There are normally seven or eight times as many proposals as can be accepted, so risky observations have trouble getting through.(通常情况下，申请的数量是可接受数量的七八倍，因此有风险的观测很难通过)”可知，哈勃望远镜的申请流程要求研究人员既证明观测的突破性，又要确切知道结果，这使得具有不确定性的风险观测难以通过，缺乏灵活性。故选A项。 33. 词句猜测题。根据第五段中的“But once you start looking, you will find that astronomical history is filled with discoveries made by accident, or while scientists were looking for something else entirely.(但一旦你开始探索，你会发现天文学史上充满了意外发现，或者是科学家在寻找完全不同的东西时的发现)”以及后文卡西尼探测器原本专注于探索土星环和土卫六，却意外发现土卫二南极有喷泉的例子可知，早期宇宙中恒星形成如烟花般璀璨这一发现是意外的。由此猜测fortuitous意为“偶然的、意外的”，与Chance意思相近。故选C项。 34. 推理判断题。通读全文可知，文章通过JWST、哈勃望远镜的观测发现以及卡西尼探测器的意外发现，阐述了宇宙探索中意外发现的普遍性和重要性，结合最后一段“Surprise is fun, so maybe we should embrace serendipity a little more. Some astronomers involved in reviewing this year’s JWST observations have suggested it would be fairer, and easier, to allocate time on the telescope by lottery, acknowledging that with so many good ideas floating around, we can’t possibly choose between them. But whether it is staring into deep space or exploring the solar system, experience has taught us that preparing to be surprised by the universe is the best way to make new discoveries.(惊喜本身充满乐趣，所以或许我们应该多一些对偶然的接纳与包容。参与评审今年詹姆斯・韦伯太空望远镜观测申请的部分天文学家提议，通过抽签的方式分配望远镜的观测时间会更公平、更简便 —— 他们坦言，当下有诸多优秀的研究构想层出不穷，我们根本无法从中抉择。但无论是凝望深空，还是探索太阳系，实践经验都告诉我们：做好迎接宇宙之惊喜的准备，才是取得新发现的最佳途径)”可知，文章的核心是鼓励人们在科学研究中拥有拥抱偶然性、迎接惊喜的心态。故选D项。 Passage2 A 【新考向】（2026·北京市西城区·期末）Do you listen to podcasts? Podcasts are radio shows that can take almost any form. They can be a news report or a one-act play; a formal interview or a friendly conversation; a fictional story or a book review. In our eighth annual Student Podcast Contest, we invite teenagers to submit original podcasts of five minutes or less. Your creation can be about anything that interests you, in any form that you like. Rules ·You must be a student aged 13 to 18 in middle school or high school and have parent or guardian permission to participate. ·Be sure to use non-copyrighted sound effects or music and list their sources in the submission form ·Upload your podcast to Sound Cloud, a popular podcasting site, to make it easier for our judges to listen to your work. ·Please be sure to check the length of your work before submitting. Just to be very clear,5:01 is longer than five minutes. Resources for Participants ·A unit plan on writing for podcasts, which includes writing clues to inspire your work; a sample text featuring past winners of our contest; a lesson plan that focuses on storytelling, interviewing, editing and producing. ·A recorded online workshop on writing for podcasts, in which you’ll hear from a school librarian with experience teaching podcasting to students, our podcast producers and previous student winners of our contest. ·Three short videos from two audio producers and one student contest winner—they share tips on how to plan and record meaningful podcasts. Evaluation Process Your work will be listened to by producers and journalists on the podcast team as well as by professional podcasters, educators and staff members from our website. Keep in mind that the work you send in should be appropriate for our audience—that is, something that could be published in a family newspaper. The winners will be announced about two months after the contest has ended and their works will be featured on our website. Unfortunately, our team does not have the capacity to provide individual feedback. 21. The participants are required to ______. A. email their work to the judges B. state the sources of music they use C. make a show over five minutes long D. work on the podcast with their parents 22. What resource is provided for the participants? A. Guidance on how to write for podcasts. B. Suggestions on how to teach podcasting. C. Short videos introducing previous winners. D. A workshop to experience recording podcasts. 23. After submission, all the works will be ______. A. posted on the official website B. published in a family newspaper C. provided with personalized comments D. assessed by professionals from various fields 【答案】21. B 22. A 23. D 【解析】本文是一篇应用文。主要介绍第八届学生播客比赛的参赛邀请，包括比赛规则、为参赛者提供的资源以及作品的评审流程等相关信息。 21. 细节理解题。根据Rules部分中的“Be sure to use non-copyrighted sound effects or music and list their sources in the submission form. (请务必使用无版权的音效或音乐，并在提交表中注明其来源。)”可知，参赛者需要注明所使用音乐的来源。故选B项。 22. 细节理解题。根据Resources for Participants部分中的“A unit plan on writing for podcasts, which includes writing clues to inspire your work; a sample text featuring past winners of our contest; a lesson plan that focuses on storytelling, interviewing, editing and producing. (一份播客写作单元计划，其中包含激发创作灵感的写作线索、往届比赛获奖者的范文、以及聚焦故事创作、采访、剪辑和制作的教案。)”可知，为参赛者提供了播客写作方面的指导。故选A项。 23. 细节理解题。根据Evaluation Process部分中的“Your work will be listened to by producers and journalists on the podcast team as well as by professional podcasters, educators and staff members from our website. (你的作品将由播客团队的制作人和记者、专业播客创作者、教育工作者以及本站工作人员共同聆听评审。)”可知，所有参赛作品都会由不同领域的专业人士进行评审。故选D项。 B 【新考向】（2026·北京市西城区·期末）In the first week of summer 2019, I decided I wanted a job. Though having no previous work experience, I was surprisingly offered a job interview at the local fast food restaurant. The interview went well. But, before I left, the manager asked me to serve a customer. “Just give her the items shown next to her order number on that screen,” he said, pointing to a monitor on the wall behind him. To my horror, I couldn’t make out a single word on the display. The customer stood impatiently as I froze. After a few awkward minutes, the manager dismissed me and I received a rejection email the next morning. For the first time in my life, I realized that I was disabled. I knew I had been born partially sighted. As a child, I remember struggling to see the whiteboard in class, even when I was sitting right at the front. I masked this by copying notes from my friends, face bent close to the paper. As I got older and more self-conscious, I buried the secret even more. But when I got back from that job interview, I made the first step towards living a life with a disability: acceptance. It was slow, painful progress. I learned that glasses couldn’t improve my vision and that I would never be allowed to drive. For the first time, I looked at the official diagnosis (诊断) I had received at 12 years old: retinal dystrophy — a group of inherited (遗传的) eye disorders. Seeing the words in cold print made something that had seemed so abstract and confusing a reality. To my surprise, I was filled with relief. The next step was unlearning the extreme independence I had developed over the years. I hated asking for help — so much that I would say I wasn’t hungry at restaurants because I was too self-conscious to look closely at the menu. But as I started reaching out for help, the love and support of my friends and even strangers warmed my heart. They built up my confidence to ask for help. Today, I feel very far from the anxiety-ridden girl from that interview. I know that I cannot change my vision, but I treat every new barrier as a challenge. And, these days, I make sure I never go hungry in restaurants. 24. The manager rejected the author because she ______. A. failed to read the order B. was too nervous to work C. refused to serve the customer D. had no relevant work experience 25. How did the author deal with her disability as a child? A. By taking on challenges. B. By covering up the truth. C. By building her confidence. D. By copying others’ behaviors. 26. How did the interview change the author? A. She hid her secret more deeply. B. She became more anxiety-ridden. C She sought assistance more willingly. D. She managed to be more independent. 27. What can we learn from the passage? A. Face the darkness to find your light. B. Job hunting is always a tough journey. C. Know me for my abilities, not my disability. D. The more you rely on yourself, the stronger you become. 【答案】24. A 25. B 26. C 27. A 【解析】本文是一篇记叙文，主要讲的是作者从否认自身残疾到接受现实的心路历程，她学会了寻求帮助，并将挑战视为成长的机会。 24. 细节理解题。根据第三段“To my horror, I couldn’t make out a single word on the display.(令我震惊的是，显示屏上一个字也看不清。)”可知，这位经理拒绝了这位作者，因为她未能读取订单。故选A。 25. 细节理解题。根据第四段“I masked this by copying notes from my friends, face bent close to the paper. As I got older and more self-conscious, I buried the secret even more.(于是我就通过抄同学的笔记来掩饰这一点，把脸凑近纸仔细看。随着年龄的增长和自我意识的增强，我更是将这个秘密深埋心底。)”可知，这位作者在童年时期通过掩盖真相应对自己的残疾问题。故选B。 26. 推理判断题。根据倒数第二段“The next step was unlearning the extreme independence I had developed over the years. I hated asking for help — so much that I would say I wasn’t hungry at restaurants because I was too self-conscious to look closely at the menu. But as I started reaching out for help, the love and support of my friends and even strangers warmed my heart. They built up my confidence to ask for help.(接下来的一步是摒弃自己多年来形成的极度独立的性格。我非常讨厌寻求帮助——以至于在餐馆里我会说自己不饿，因为太羞于仔细查看菜单了。但当我开始主动寻求帮助时，朋友以及甚至陌生人的关爱和支持温暖了我的心。他们增强了我寻求帮助的信心。)”可知，面试后作者更愿意寻求帮助了。故选C。 27. 推理判断题。根据倒数第四段“But when I got back from that job interview, I made the first step towards living a life with a disability: acceptance. It was slow, painful progress.(但当我从那次面试回来后，我迈出了迈向残疾人生的第一步：接受现实。这是一个缓慢而痛苦的过程。)”和倒数第二段“The next step was unlearning the extreme independence I had developed over the years. I hated asking for help—so much that I would say I wasn’t hungry at restaurants because I was too self-conscious to look closely at the menu. But as I started reaching out for help, the love and support of my friends and even strangers warmed my heart. They built up my confidence to ask for help.(接下来的一步是摒弃自己多年来形成的极度独立的性格。我非常讨厌寻求帮助——以至于在餐馆里我会说自己不饿，因为太羞于仔细查看菜单了。但当我开始主动寻求帮助时，朋友以及甚至陌生人的关爱和支持温暖了我的心。他们增强了我寻求帮助的信心。)”可知，文章讲述了作者从否认自身残疾到接受现实的心路历程，她学会了寻求帮助，并将挑战视为成长的机会，因此我们从这篇文章可以学到“直面黑暗，方能寻得光明”，故选A。 C 【新考向】（2026·北京市西城区·期末）When the heat sets in, the siren (汽笛) song of the ice cream truck fills the air, and lemonade stands appear along sidewalks. These sweet treats are often synonymous (同义的) with summer, and a new study has found that sugar consumption in the U.S. rises noticeably as temperatures climb. The magnitude of such impact is particularly apparent among certain groups of people and raises concerns over the health implications as the climate continues to heat up. Much of the research on global warming and food has focused on how climate affects the nutritional content of food or how food consumption contributes to greenhouse gas emissions. Pan He, an environmental scientist, hit on the idea to look at the relationship: how rising temperatures affect food consumption. Her team focused on sugar due to its links to diabetes, heart disease and cancer. The researchers paired temperature data with U.S. household grocery purchases. They found little difference in consumption below 12℃. But between that temperature and 30℃, consumption increased by 0.7g/℃. There was a slowdown above 30℃, which the authors propose could be related to extreme heat suppressing (抑制) appetite. Most of the overall increase came from sugary drinks like sodas. Frozen desserts such as ice cream made a smaller contribution. There was a slight decrease in the consumption of sugary foods such as cakes or cookies, suggesting people may be replacing other options with iced treats. The increase is concerning because the average recommended daily sugar intake for a 2,400-calorie diet is about 60g—and a single can of soda can have around 40g. Consumption patterns varied, though. Men consumed more sugary drinks than women. Also, the amount of added sugar consumed during hot weather was several times higher for low-income families than for wealthy ones. Lower-income households are less likely to have access to air conditioning, making them more reliant on sugary drinks to cool down. Outdoor workers and less-educated families also showed higher sugar consumption. There were additional differences, with White Americans having the highest added sugar effect, while Asian Americans showed no significant change. This suggests climate change may widen existing nutritional inequalities and unintentionally worsen diet-related health risks. The researchers projected that, without intervention, sugar consumption in the U.S. would keep rising with warming. Solutions could include nutritional education, clearer sugar labeling and an added sugar tax. Other measures — like ensuring accessible drinking water and breaks at outdoor workplaces — could cut sugary drink consumption and reduce heat-related illness risks. Alice Lichtenstein, a nutrition scientist not involved in the study, urges more research into how the accessibility and pricing of sugary drinks compare with those of water for disadvantaged groups. “We need to better understand the behavioral forces behind negative health decisions like increased sugary drink consumption in hot weather,” she says, “and use this to design strategies to lessen these behaviors.” 28. What does the underlined word “magnitude” in Paragraph 1 probably mean? A. Nature. B. Origin. C. Duration. D. Extent. 29. What can we learn from Pan He’s research? A. Warming leads to higher intake of different sugary foods. B. Heat affects sugar intake differently among groups of people. C. Intervention in nutritional education has been widely employed. D. Food consumption increases consistently with the rise of temperature. 30. Which would be the best title for this passage? A. The Concerning Trend: Giving in to Our Sweet Tooth. B. The Burning Truth: Heat Is Reshaping Our Diets. C. Sweet Appeal: Climate’s Hidden Health Effect. D. Climate’s Bite: Insufficient Sugar Intake. 【答案】28. D 29. B 30. B 【解析】本文是一篇说明文，主要探讨了气温上升与美国糖分摄入量增加之间的关系，以及这种变化对不同人群健康的影响。 28. 词句猜测题。根据第一段“sugar consumption in the U.S. rises noticeably as temperatures climb(随着气温上升，美国人的糖分摄入量显著增加)”和“particularly apparent among certain groups of people and raises concerns over the health implications as the climate continues to heat up(在某些特定人群中尤为显著，并且随着气候持续变暖，人们对由此引发的健康问题感到担忧)”可知，此处是说这种影响的程度在某些特定人群中尤为显著，magnitude意为“程度”，和Extent意思相近。故选D。 29. 细节理解题。根据倒数第三段“Men consumed more sugary drinks than women. Also, the amount of added sugar consumed during hot weather was several times higher for low-income families than for wealthy ones. Lower-income households are less likely to have access to air conditioning, making them more reliant on sugary drinks to cool down. Outdoor workers and less-educated families also showed higher sugar consumption. There were additional differences, with White Americans having the highest added sugar effect, while Asian Americans showed no significant change.(男性比女性饮用更多含糖饮料。此外，在炎热天气下，低收入家庭摄入的添加糖量是富裕家庭的数倍。低收入家庭拥有空调的可能性较低，因此更依赖含糖饮料来降温。户外工作者和教育程度较低的家庭也表现出更高的糖分摄入量。此外还存在其他差异：白人美国人受添加糖的影响最大，而亚裔美国人则未表现出显著变化。)”可知，从Pan He的研究中我们能得出的结论是不同人群对高温影响糖分摄入的程度有所不同。故选B。 30. 主旨大意题。通读全文，尤其是第一段“These sweet treats are often synonymous (同义的) with summer, and a new study has found that sugar consumption in the U.S. rises noticeably as temperatures climb. The magnitude of such impact is particularly apparent among certain groups of people and raises concerns over the health implications as the climate continues to heat up.(这些甜食往往与夏日紧密相连、密不可分，而一项新研究发现，随着气温攀升，美国人的糖分摄入量显著增加。这种影响在某些特定人群中尤为明显，随着气候持续变暖，人们愈发担忧其带来的健康隐患。)”可知，本文主要探讨了气温上升与美国糖分摄入量增加之间的关系，以及这种变化对不同人群健康的影响，因此最好的标题是B选项“The Burning Truth: Heat Is Reshaping Our Diets(灼热的事实：高温正在重塑我们的饮食)”。故选 B。 D 【新考向】（2026·北京市西城区·期末）The science of our age is computational. Without models, simulations (模拟), statistical analysis, data storage and so on, our knowledge of the world would grow far more slowly. The late philosopher Paul Humphreys called this the “hybrid scenario” of science, where parts of the scientific process are assigned to computers. He also identified an “automated scenario”, where computers take over science completely. If such a scenario ever arrives, we would see a strange world indeed — the computational capacities for scientific reasoning, data processing, model-making and theorizing would far surpass our own abilities to the point that we humans are no longer needed. AI or artificial superintelligences may decide to explore scientific interests that human scientists are unmotivated to pursue, creating whole new paths of discovery. They might even gain knowledge about the world that lies beyond what our brains are capable of understanding. If the results of the completely automated scenario are beyond our comprehension, then why would we want to devote economic resources and intellectual talent towards its development? One reason may be that we think positive advancements will follow. A different reason would be aesthetic (美学的). There is something aesthetically pleasing in knowing that the world is being known, studied and understood. Alternatively, humanity might pursue the automated scenario out of beneficence: We think it would be good for the artificial superintelligences to pursue their own advanced science. Equally as many are those reasons why we might decide not to pursue the automated scenario. Perhaps, the discoveries the artificial superintelligence makes would generate new and terrible weapons. Perhaps, it’s simply the concern that some of the superintelligences will begin to experiment in ways that are dangerous, immoral or contrary to humanity’s shared values. So, what will we do? In Humphreys’s original presentation of the automated scenario, he suggested that the automated scenario would replace human science. Broader considerations point elsewhere. Our desires for understanding, explanation, knowledge and control will remain, and we cannot help but take action to address those desires — to continue to do science. We humans create beautiful things, pursue interhuman connection in friendship and romance, and find and construct meaning in life. The same holds true for our motivations for science. We will be stuck with our curiosity to understand and explain the natural world around us. If the automated scenario comes to pass, it seems that it will have to be as some new, alternative, secondary path — not a replacement, but an addition. Two species, pursuing science side by side, with different motivations, interests, frameworks and theories. Indeed, if we are to remain human, we must continue to pursue science. What are we, really, if we are not beauty-seeking, friendship-making, meaning-constructing, hopelessly curious animals? 31. What is the key difference between the hybrid and automated scenarios? A. The pace of scientific discovery. B. The level of computing efficiency. C. The range of machine domination. D. The depth of human understanding. 32. As for Humphreys’s argument in Paragraph 5, the author is ______. A appreciative B. uncertain C. submissive D. unfavorable 33. What can be inferred from the passage? A. Scientific motivation is unique to humans. B. Humanity’s shared values need to be changed. C. Discoveries by AI might push past human boundaries. D. Humans should define the framework for AI development. 34. What does the author intend to tell us? A. Science plays a decisive role in who we are. B. The desire for scientific inquiry is here to stay. C. The automated scenario is bound to materialize. D. Humanity and machines work towards the same goal. 【答案】31. C 32. D 33. C 34. B 【解析】本文是一篇议论文，作者先介绍两种模式，再分析自动化模式的利弊，最终明确观点：人类对探索、理解自然世界的好奇心和科研渴望会一直存在，自动化模式即便实现，也只是人类科学的补充而非替代，人类必然会继续开展科学研究。 31. 细节理解题。根据第一段“The late philosopher Paul Humphreys called this the “hybrid scenario” of science, where parts of the scientific process are assigned to computers. He also identified an “automated scenario”, where computers take over science completely.(已故哲学家保罗·汉弗莱斯（Paul Humphreys）将这种情形称为科学的“混合模式”，即科学过程的部分环节交由计算机处理。他还提出了一种“全自动化模式”，即计算机完全接管科学)”可知，混合模式与全自动化模式之间的关键区别是机器主导的范围。故选C。 32. 推理判断题。根据倒数第二段“Broader considerations point elsewhere. Our desires for understanding, explanation, knowledge and control will remain, and we cannot help but take action to address those desires — to continue to do science.(但更广泛的考量指向了另一个方向。我们对理解、解释、知识和控制的渴望将依然存在，我们无法不采取行动来满足这些渴望——即继续从事科学活动)”可知，Humphreys的观点是“自动化模式会取代人类科学”，而作者紧接着用“Broader considerations point elsewhere.(更全面的考量指向另一个方向)”明确反驳，随后指出人类对探索世界的渴望会一直存在，必然会继续开展科学研究。由此可见，作者对Humphreys的观点是不赞同的。故选D。 33. 推理判断题。根据第二段“AI or artificial superintelligences may decide to explore scientific interests that human scientists are unmotivated to pursue, creating whole new paths of discovery. They might even gain knowledge about the world that lies beyond what our brains are capable of understanding.(人工智能或超级人工智能可能会决定探索人类科学家缺乏动力去追求的科学兴趣，开辟全新的发现路径。它们甚至可能获得超出人类大脑理解能力的世界知识)”可知，人工智能的发现可能会突破人类的界限。故选C。 34. 主旨大意题。通读全文，尤其是倒数第二段“Our desires for understanding, explanation, knowledge and control will remain, and we cannot help but take action to address those desires — to continue to do science. We humans create beautiful things, pursue interhuman connection in friendship and romance, and find and construct meaning in life. The same holds true for our motivations for science. We will be stuck with our curiosity to understand and explain the natural world around us.(我们对理解、阐释、认知与掌控的渴望将始终存在，我们不由自主地会采取行动来满足这些渴望——即持续投身于科学探索。我们人类创造美好事物，在友情与爱情中追寻人际间的联结，并在生活中探寻与构建意义。对于科学探索的动机，亦是如此。我们会始终怀揣着好奇心，去理解并阐释我们周围的自然世界)”可知，文章核心围绕 “科学研究的自动化模式” 展开，作者先介绍两种模式，再分析自动化模式的利弊，最终明确观点：人类对探索、理解自然世界的好奇心和科研渴望会一直存在，自动化模式即便实现，也只是人类科学的补充而非替代，人类必然会继续开展科学研究，因此本文是想告诉我们对科学探索的渴望将永存不灭。故选B。 Passage3 A 【新语境】（2026 北京市朝阳区 期末）The Plantaform Indoor Garden is a 26-inch-tall egg-shaped smart garden that makes growing fresh, organic vegetables simple, all year round. With no need for sunlight or soil, just add water and nutrients, and the system’s autonomous features take care of the rest — monitoring water levels, temperature, and lighting, ensuring fresh food for home with little effort. How does the Plantaform work?  Nutrient Absorption: By creating a nutrient-rich fog from water and nutrients, the system delivers essential nutrition directly to the plants’ roots, resulting in healthier and faster-growing plants.  Built-in Technology: The Plantaform is equipped with sensors that monitor key environmental factors such as temperature, fan speed, and light levels. The smart LED lights in it can imitate (模仿) natural sunlight, ensuring your plants receive consistent lighting even during the darkest winter months, regardless of outdoor conditions.  App-controlled: You can manage as many Plantaform Indoor Gardens as you wish from the same Plantaform Account. Whether at home or in a workplace, you can control all your gardens conveniently within the app, and receive tailored notifications:  when it’s time to remove the protective cover to allow your young plants to grow in the open air.  when it’s time to refill the water tanks, ensuring your plants always have enough water.  when your plants are ready to be harvested, so you can enjoy fresh produce at its peak.  when it’s time to run a Quick Cleaning Cycle after each growth cycle ends. If you have further questions, please feel free to reach out to us at support@plantaform.com. We’re here to help you grow with confidence and success! 21. With the Plantaform, users can . A. operate a soil-based garden B. plant vegetables once a year C. harvest food with hard work D. grow plants without sunlight 22. How does the Plantaform work? A. It sends nutrition to the plants’ roots. B. It adjusts lighting to outdoor conditions. C. It examines the plants’ health with sensors. D. It requires separate accounts for each garden. 23. The Plantaform app will send a notification when . A. the water tank is too full B. the produce is perfectly ripe C. a Quick Cleaning Cycle ends D. the garden needs moving outside 【答案】21. D 22. A 23. B 【解析】本文是一篇应用文。文章主要介绍了一款蛋形智能室内花园的功能、工作原理及配套应用的便捷服务。 21. 细节理解题。根据第一段中的“With no need for sunlight or soil, just add water and nutrients, and the system’s autonomous features take care of the rest — monitoring water levels, temperature, and lighting, ensuring fresh food for home with little effort.(无需阳光和土壤，只需添加水和养分，该系统的自动功能便会接手其余工作——监测水位、温度和光照，从而轻松为家庭提供新鲜食物)”可知，用户使用该设备种植植物时不需要阳光。故选D项。 22. 细节理解题。根据How does the Plantaform work?部分的“Nutrient Absorption: By creating a nutrient-rich fog from water and nutrients, the system delivers essential nutrition directly to the plants’ roots, resulting in healthier and faster-growing plants.(营养吸收：通过将水和营养物质混合形成富含营养的“雾气”，该系统能将必需的营养直接输送至植物的根部，从而使植物更加健康、生长速度更快)”可知，这款设备的工作原理之一是为植物根部输送营养。故选A项。 23. 细节理解题。根据App-controlled部分的通知清单中的“Whether at home or in a workplace, you can control all your gardens conveniently within the app, and receive tailored notifications (无论在家中还是在工作场所，你都能在这款应用里便捷地操控所有的智能花园，还能接收个性化的通知提醒)”以及根据“when your plants are ready to be harvested, so you can enjoy fresh produce at its peak.(当你的植物可以收获时，让你能享用处于最佳状态的新鲜农产品)”可知，当种植的作物完全成熟时，应用会发送通知。故选B项。 B 【新语境】（2026 北京市朝阳区 期末）Like many parents, we can only put off our kids’ asking for a dog so long until we finally give in. Last fall we looked through dog-rescue websites and, before long, adopted Etti, a spotted Dalmatian: It was rough at first because although Etti is a sweet, loving dog with us, she’s highly reactive to anything else that moves: people, dogs, cats, etc. Thankfully, we’ve found an excellent trainer. On a challenging training session during which I became frustrated, he said: “Sir, you don’t get the dog you want. You get the dog you need.” I remember thinking to myself, “Need? Do I really need an anxious, high-strung Dalmatian?” In fact, the last thing I needed was more stress in my already stress-filled life. Yet over time, I’ve come to appreciate the wisdom of this expression. When I took Etti on a walk the other day, my whole body tensed up, scanning the environment for possible danger. An unsuspecting passer-by crossed the street toward us and Etti barked loudly. I said to her, “You’re so worked up today, Etti. What’s going on?” And then it hit me that throughout our walk I’d been the one who was tense and worried about the day ahead. In the end, maybe Etti was just acting out what I was feeling, serving as a good reminder that I need to pay attention to my moods and how they affect those — both dogs and humans — around me. Another notable thing about Etti is the ease with which she shifts from one mood to the next. Etti doesn’t keep thinking about what happened last week, yesterday, or even two minutes ago. Each moment for her is a new “now”. This isn’t to say that she’s not affected by her past. Etti is a rescue so who knows what she had to deal with in her previous life. However, she does not let it drag her down and determine what comes next, unlike most of us humans. When we were considering adopting Etti last fall, we read through her description on the rescue site and got a good laugh at the statement that she would need help “being the best dog she can be.” Yet, we had never thought that she was actually the one that guided us to be the better humans. 24. What bothered the author shortly after adopting Etti? A. Etti’s history as a rescue. B. Etti’s sensitivity to moving things. C. Etti’s need for professional training. D. Etti’s inability to get along with the family. 25. How did the author feel upon hearing the trainer’s words? A. Empowered. B. Hopeless. C. Appreciative. D. Unconvinced. 26. What does the story tell us about Etti? A. She got moody easily after receiving training. B. She reminded her owner to care about others. C. She mirrored her owner’s inner emotional state. D. She was free from the impact of her past experience. 27. What can we learn from this passage? A. Every dog has its day. B. Love me, love my dog. C. Misfortune betters character. D. With unexpected wisdom, we rise. 【答案】24. B 25. D 26. C 27. D 【解析】本文是一篇记叙文。主要讲述作者收养救援犬Etti后的经历，以及这只狗带给作者的意外成长与感悟。 24. 细节理解题。根据第一段中的“It was rough at first because although Etti is a sweet, loving dog with us, she’s highly reactive to anything else that moves: people, dogs, cats, etc.(一开始的日子很艰难，因为尽管埃蒂对我们温顺又黏人，但她对任何移动的物体都会表现出强烈的反应：比如人、狗、猫等等)”可知，作者刚收养Etti时，困扰作者的是Etti对移动物体的高度敏感。故选B项。 25. 推理判断题。根据第二段训练师的话“Sir, you don’t get the dog you want. You get the dog you need.(先生，你得到的不是你想要的狗，而是你需要的狗)以及第三段作者的内心想法“Need? Do I really need an anxious, high-strung Dalmatian? In fact, the last thing I needed was more stress in my already stress-filled life.(需要？我真的需要一只焦虑又紧张的斑点犬吗？事实上，我最不需要的就是在本就充满压力的生活里，再多添一份压力)”可知，作者听到这句话时并不信服。故选D项。 26. 细节理解题。根据第四段中的“And then it hit me that throughout our walk I’d been the one who was tense and worried about the day ahead. In the end, maybe Etti was just acting out what I was feeling(我突然意识到，散步全程都是我自己在紧张，在为接下来的一天忧心忡忡。或许，埃蒂不过是把我的情绪表现了出来)”可知，Etti会映照主人内心的情绪状态。故选C项。 27. 推理判断题。通读全文，作者最初收养Etti满心困扰，却在相处中发现这只狗不仅映照出自己的情绪，还教会自己活在当下、不被过往束缚的道理，文末提到“Yet, we had never thought that she was actually the one that guided us to be the better humans.(然而，我们从未想过，竟是她指引着我们成为更好的人)”，所以从文章中学到了“意想不到的智慧，助我们成长”。故选D项。 C 【新语境】（2026 北京市朝阳区 期末）What’s the first thing you notice when you step into a museum? Is it the long-faded colors of ancient objects from all around the world or the whispered sounds of visitors discussing what they see? Museums allow us to indirectly “experience” the past by tapping into our primary senses, such as sight or hearing, but more often than not, smell is missing. We don’t think about smell when studying the past. One of the problems is that it is incredibly hard to study. The scents(香味) and smells had already been gone before archaeologists(考古学家) could come and study the sites. “New chemical and biomolecular (生物分子) methods in archaeology have kind of reopened the door to continue to study these things. Of course, what we have from ancient texts can also help a lot,” says Barbara Huber, an archaeochemist from Germany. “When we do find all these details, they can enrich our understanding of a lot of aspects of past ways of life, including medicine, trade and social status.” In the study of ancient materials, the study of trade and the incense road was always an interesting point for researchers. But the problem is that the incense road was often looked at from the perspective of classical scholars — namely texts from ancient Greece or ancient Rome. From the very beginning, the story of the incense road was told by outsiders, who were also not contemporary. “We don’t have any evidence from the earlier periods, the Iron Age and the Bronze Age in ancient Arabia,” Huber says. “So it was very interesting to track down molecular remains that can tell us a lot about ancient materials. In one case study, Huber and her team looked at the content of incense burners and found Peganum — a medicinal and psychoactive plant. They realized that in these incense burners, specifically, people actually used it for medicinal or psychoactive purposes. This was interesting because the practice of incense burning seems to not only be sensorial but also have this medicinal component. The study revealed something where we had absolutely no idea: medicinal practices in ancient Arabia. We, all of a sudden, had an idea of how people used their local pharmacopoeia — the document of medicinal ingredients issued by the government for treating illnesses; in this case, they burned Peganum and then probably breathed the smoke — not just applied it to the skin or drank it. The practice of burning incense is still part of people’s lives today, but it goes all the way back. And if we follow it to the roots of where it began, history isn’t something that we only see. 28. Why does the author raise two questions in Paragraph 1? A. To stress a prejudice. B. To compare phenomena. C. To reveal a limitation. D. To introduce an experience. 29. What can we learn from this passage? A. Incense remains helped identify ancient medicinal practices. B. Sensorial purposes of incense burning used to be overlooked. C. The use of medicinal incense needed approval from government. D. The trade on the incense road was witnessed by classical scholars. 30. What is the passage mainly about? A. Why smells are absent when we study the past. B. How archaeologists scent out smells of the past. C. How we can bring long-lost smells into modern life.D. Why challenges arise in the study of historical smells. 【答案】28. C 29. A 30. B 【解析】本文是一篇说明文。主要介绍考古学家借助化学与生物分子方法，研究古代气味以还原古人生活风貌。 28. 推理判断题。根据第一段中的“What’s the first thing you notice when you step into a museum? Is it the long-faded colors of ancient objects from all around the world or the whispered sounds of visitors discussing what they see? Museums allow us to indirectly “experience” the past by tapping into our primary senses, such as sight or hearing, but more often than not, smell is missing. (当你走进博物馆时，最先注意到的是什么？是来自世界各地的古老物件那早已褪去的色彩，还是参观者们低声讨论所见之物的声音？博物馆让我们能够通过视觉、听觉等主要感官间接“体验”过去，但气味往往是缺失的。)”可知，作者开篇提出两个问题，是为了引出博物馆体验中嗅觉的缺失这一局限，从而自然切入文章主题。故选C项。 29. 细节理解题。根据第四段中的“In one case study, Huber and her team looked at the content of incense burners and found Peganum — a medicinal and psychoactive plant. They realized that in these incense burners, specifically, people actually used it for medicinal or psychoactive purposes. This was interesting because the practice of incense burning seems to not only be sensorial but also have this medicinal component. The study revealed something where we had absolutely no idea: medicinal practices in ancient Arabia. (在一项案例研究中，胡贝尔及其团队对香炉内的残留物进行了分析，发现了骆驼蓬 —— 一种兼具药用价值与精神活性的植物。他们意识到，在这些特定的香炉中，人们实际上是将这种植物用于药用或精神活性方面的用途。这一发现十分有意思，因为焚香之举似乎不仅是为了获得感官上的享受，还兼具药用功效。该研究揭示了一项我们此前完全一无所知的内容：古代阿拉伯地区的医药实践。)”可知，香炉残留物帮助人们发现了古代阿拉伯的药用习俗。故选A项。 30. 主旨大意题。通读全文，文章开篇指出研究历史时嗅觉维度的缺失，接着介绍考古化学家用新的分子技术研究古代气味，再以香炉残留物的研究案例说明该技术如何还原古代药用焚香的习俗，整体围绕考古学家如何探寻古代气味展开。因此，B项“考古学家如何探寻过去的气味”最能概括全文主旨。故选B项。 D 【新语境】（2026 北京市朝阳区 期末）Nearly 2 million years ago, one of our ancestors developed bone cancer in their foot. The fate of this individual is unknown, but the fossilised remains leave no doubt that cancer has been a part of our story for a very long time. But these cancer cells weren’t the only internal threat our ancestors faced. Their survival was also threatened by individuals attempting to undermine the group. At the heart of the story is this question: is human nature selfish or altruistic, competitive or cooperative? The answer has profound implications for how we aim to structure society. If we are born altruists, then institutions are unnecessary. But if selfishness dominates, strong control is essential. In the language of evolutionary biology, we have a cooperation dilemma: there are situations where it is in our interest, to work with others, and there are situations where it is not. As a result, visible rivalry (竞争) was replaced by what I call “invisible rivalry” — the ability to hide selfish, competitive intentions while maintaining the appearance of a cooperative nature. In other words, we evolved to compete in a cooperative world. This is where the analogy (类比) with cancer arises. Humanity’s long history of living with the disease means we have evolved biological mechanisms to reduce the risk it poses. Many reactions at the cellular level evolved to help our bodies fight off cancers. It is this strong immune system that explains why, although we are frequently exposed to viruses, these often don’t lead to illness. Similarly, the threats to our social groups posed by the evolution of invisible rivalry led us to develop practices and institutions to maximize cooperation. I call this our cultural immune system. However, just as cancers find ways to escape from our immune systems, some individuals use their intelligence to destabilize the group’s social norms for their own benefit. To fight the enemy, we can boost the cultural immune system, much like how we can improve our biological immune systems through healthy lifestyles and vaccination. But this isn’t going to happen until we first recognize the problem that invisible rivalry poses. In my view, the best way is through education. We are all part of the cultural immune system. If we understand our evolutionary heritage, we will be open-eyed to the danger that freeloaders pose to society and place our trust more clear-sightedly — much as the body’s defence system learns to recognize the agents associated with cancers to deal with them. We must work together to stay one step ahead of humanity’s opportunistic nature. Without beliefs, norms and a proper understanding of human nature, we are at the mercy of our selfish biological heritage. Evolution has made us this way but we can learn to overcome it. 31. What does the underlined word “altruistic” in Paragraph 1 most probably mean? A. Far-sighted. B. Humane. C. Self-interested. D. Adaptable. 32. What can be inferred about the cultural immune system? A. It contributes to humanity’s competitiveness B. Human dishonesty is said to be its byproduct. C. Internal threats in society cannot escape from it. D. It can be improved through enhancing cooperation. 33. What can we learn from this passage? A. The minority’s selfishness doesn’t mean cancers for society B. It is hard to maintain the appearance of a cooperative nature. C. We need agree on the fact that invisible rivalry brings harm D. The stability of society lies in humanity’s opportunistic nature. 34. Which would be the best title for this passage? A. The Cure for Social Ills B. The Mercy of Humanity C. The Value in Institutions D. The Root of Invisible Rivalry 【答案】31. B 32. D 33. C 34. A 【解析】本文是一篇议论文。主要探讨人性的利己与利他之争，并类比生物免疫系统提出文化免疫系统概念以应对群体内的隐形竞争。 31. 词句猜测题。根据第一段中的“is human nature selfish or altruistic, competitive or cooperative?(人性是自私的还是altruistic的，是竞争性的还是合作性的？)”可知，划线词与 selfish（自私的）构成反义并列，与 cooperative（合作的）构成近义并列。所以划线的意思是“利他的；仁慈的”，与humane同义。故选B项。 32. 理判断题。根据第三段中的“Similarly, the threats to our social groups posed by the evolution of invisible rivalry led us to develop practices and institutions to maximize cooperation. I call this our cultural immune system.(同样地，随着无形竞争的不断演变，对我们的社会群体构成的威胁促使我们建立起各种实践和制度，以实现最大程度的合作。我将此称为我们的文化免疫系统)”以及第四段中的“To fight the enemy, we can boost the cultural immune system, much like how we can improve our biological immune systems through healthy lifestyles and vaccination.(为了对抗这一威胁，我们可以增强文化免疫系统，就像我们通过健康生活方式和接种疫苗来增强生物免疫系统一样)”可推知，文化免疫系统的核心是最大化合作，增强合作能提升该系统的效能。故选D项。 33. 细节理解题。根据第五段中的“But this isn’t going to happen until we first recognize the problem that invisible rivalry poses.(但在我们首先认清隐形竞争带来的问题之前，这一切都不会发生)”可知，我们需要达成共识，承认隐形竞争会对社会造成危害。故选C项。 34. 主旨大意题。通读全文，文章围绕“人性的隐形竞争”这一社会问题展开，类比生物免疫系统提出“文化免疫系统”的解决方案，并指出教育是强化该系统的关键路径，核心是探讨解决社会弊病的方法。所以最佳标题为“社会弊病的解决之道（The Cure for Social Ills）”。故选A项。 10 / 10 学科网（北京）股份有限公司 $ 猜押专题03阅读理解（话题+体裁） 年份 试卷 部分 体裁 主题 话题 考点分布 押题依据 2025年 北京卷A 应用文 志愿服务项目招募 介绍了青少年互动夏令营 TransForm 的相关信息，包括活动体验、日程安排以及课程方向等内容。 细节理解题3个21. 细节理解题22. 细节理解题23. 细节理解题 通过对三年北京高考阅读理解的研究，我们发现：1.4个文章A篇为应用文，突出实用性和信息获取，B篇为记叙文，通过故事传递深刻感悟，C篇、D篇多为说明文或者议论文，介绍自然科学和社会科学的进步和发展；2.文章词数250-400之间；3.主题主要涉及：各种志愿者或者学习项目的招募和介绍，个人成长，科技发展，哲理探讨。关注社会热点，不回避社会问题，积极探索发展路径和解决办法，充分体现出“立德树人”“传播正能量”是高考评价体系中非常重要的方面，也是目前重视的方向；4. 阅读理解的考查主要聚焦细节理解题、推理判断题、词句推断题和主旨大意题等考查形式。 综上所述，我们对2026年北京高考做了如下押题预测：以话题为主线，兼顾体裁，重视思维考查，从初阶思维的理解记忆信息，到应用、推理、评价等高阶思维，不断提高青少年的思维品质。 1.招募项目；2. 个人经历与成长；3.科学研究；4哲理探讨。 北京卷B 记叙文 个人成长 文章主要讲述了作者在高三时对大学申请和成功定义的反思，不再盲目追随他人选择大量AP课程，而是基于个人兴趣选课，并从失败的小组面试中学习，通过自我调整最终获得领导职位。 细节理解题1个，推理判断题3个24. 推理判断题25. 细节理解题26. 推理判断题27. 推理判断题 北京卷C 议论文 社会比较 作者通过讲述自己和女儿关于能否延长看屏幕时间的争论，引出对社会比较这一观念的思考，指出并非所有社会比较都不健康，若理解其原理，可加以利用促进自我提升。 推理判断题1个，词句猜测题1个，主旨大意题1个 28.推理判断题 29.词句猜测题 30.主旨大意题 北京卷D 说明文 自我认同 文章主要讲述了个人故事与自我认同、幸福感之间的关系及如何改变个人故事。 细节理解题1个，推理判断题2个，主旨大意题1个31. 细节理解题32. 推理判断题33.推理判断题34. 主旨大意题 2024年 北京卷A 应用文 语言学习 文章主要介绍了一项语言交流项目的基本情况以及它的要求、报名和注册流程以及注意事项的相关信息。 细节理解题3个21. 细节理解题22. 细节理解题23. 细节理解题 北京卷B 记叙文 个人成长 文章主要讲述了作者一直喜欢绘画，但中学时由于油画测试成绩较低，作者对绘画失去了信心。在40岁出头时，一个梦让作者重拾画油画的信心并接受了自身局限性的故事。 细节理解题1个，推理判断题3个24. 推理判断题25. 细节理解题26. 推理判断题27. 推理判断题。 北京卷C 议论文 探索宇宙 文章主要讨论了哲学家对于宇宙的认知和信息时代下的作者对于宇宙争论的看法。作者认为应停止争论宇宙是否为模拟，而应该着手于将其作为一个模型来探索和理解，这样会更有助于科学的进步。 推理判断题2个，词句猜测题1个，主旨大意题1个 28.推理判断题 29.词句猜测题 30.主旨大意题 31. 推理判断题 北京卷D 说明文 道德规范的起源 主要围绕人类道德规范的起源进行讨论，介绍了早期人类道德准则的形成过程及其如何根植于人类基本需求及共同的社会学习和问题解决机制中。 细节理解题1个，推理判断题1个，主旨大意题1个32. 细节理解题33.推理判断题34. 主旨大意题 2023年 北京卷A 应用文 青年领袖项目招募 文章主要介绍了一个成为国际奥委会青年领袖的项目以及要求。 细节理解题3个21. 细节理解题22. 细节理解题23. 细节理解题 北京卷B 记叙文 个人成长 文章中作者结合自己被拒绝后得到了更好的职业发展机会，告诉我们最初的拒绝给予了更好的方向。 细节理解题1个，推理判断题3个24. 推理判断题25. 细节理解题26. 推理判断题27. 推理判断题 北京卷C 说明文 短期主义 近年来，来自不同领域的研究人员一致认为，短期主义现在是工业化社会的一个重大问题。事实证明，人们对现在有偏见，以牺牲健康为代价，专注于当下有吸引力的事物，而牺牲了未来自己或社区的健康、幸福和财务稳定。 推理判断题3个28.推理判断题 29. 推理判断题30. 推理判断题 北京卷D 说明文 ALife 文章主要探讨了ALife是否也在不断地进化的问题。 词句推断题1个，推理判断题2个，主旨大意题1个31. 推理判断题32. 词句猜测题33.推理判断题34. 主旨大意题 考点1招募项目 【新动向】（2026 北京市西城区 期末）Do you listen to podcasts? Podcasts are radio shows that can take almost any form. They can be a news report or a one-act play; a formal interview or a friendly conversation; a fictional story or a book review. In our eighth annual Student Podcast Contest, we invite teenagers to submit original podcasts of five minutes or less. Your creation can be about anything that interests you, in any form that you like. Rules ·You must be a student aged 13 to 18 in middle school or high school and have parent or guardian permission to participate. ·Be sure to use non-copyrighted sound effects or music and list their sources in the submission form ·Upload your podcast to Sound Cloud, a popular podcasting site, to make it easier for our judges to listen to your work. ·Please be sure to check the length of your work before submitting. Just to be very clear,5:01 is longer than five minutes. Resources for Participants ·A unit plan on writing for podcasts, which includes writing clues to inspire your work; a sample text featuring past winners of our contest; a lesson plan that focuses on storytelling, interviewing, editing and producing. ·A recorded online workshop on writing for podcasts, in which you’ll hear from a school librarian with experience teaching podcasting to students, our podcast producers and previous student winners of our contest. ·Three short videos from two audio producers and one student contest winner—they share tips on how to plan and record meaningful podcasts. Evaluation Process Your work will be listened to by producers and journalists on the podcast team as well as by professional podcasters, educators and staff members from our website. Keep in mind that the work you send in should be appropriate for our audience—that is, something that could be published in a family newspaper. The winners will be announced about two months after the contest has ended and their works will be featured on our website. Unfortunately, our team does not have the capacity to provide individual feedback. 21. The participants are required to ______. A. email their work to the judges B. state the sources of music they use C. make a show over five minutes long D. work on the podcast with their parents 22. What resource is provided for the participants? A. Guidance on how to write for podcasts. B. Suggestions on how to teach podcasting. C. Short videos introducing previous winners. D. A workshop to experience recording podcasts. 23. After submission, all the works will be ______. A. posted on the official website B. published in a family newspaper C. provided with personalized comments D. assessed by professionals from various fields 关注青少年的学习与生活，聚焦学习项目或者志愿者招聘项目，是高考一直关注的焦点。高考很可能以多种角度命制相关试题，所以强力推荐有关学习、比赛、志愿者招募项目的阅读理解，引导人们获取信息，理解信息，关注学习和生活。 考点2个人经历与成长 【新动向】（2026 北京市朝阳区 期末）Like many parents, we can only put off our kids’ asking for a dog so long until we finally give in. Last fall we looked through dog-rescue websites and, before long, adopted Etti, a spotted Dalmatian: It was rough at first because although Etti is a sweet, loving dog with us, she’s highly reactive to anything else that moves: people, dogs, cats, etc. Thankfully, we’ve found an excellent trainer. On a challenging training session during which I became frustrated, he said: “Sir, you don’t get the dog you want. You get the dog you need.” I remember thinking to myself, “Need? Do I really need an anxious, high-strung Dalmatian?” In fact, the last thing I needed was more stress in my already stress-filled life. Yet over time, I’ve come to appreciate the wisdom of this expression. When I took Etti on a walk the other day, my whole body tensed up, scanning the environment for possible danger. An unsuspecting passer-by crossed the street toward us and Etti barked loudly. I said to her, “You’re so worked up today, Etti. What’s going on?” And then it hit me that throughout our walk I’d been the one who was tense and worried about the day ahead. In the end, maybe Etti was just acting out what I was feeling, serving as a good reminder that I need to pay attention to my moods and how they affect those — both dogs and humans — around me. Another notable thing about Etti is the ease with which she shifts from one mood to the next. Etti doesn’t keep thinking about what happened last week, yesterday, or even two minutes ago. Each moment for her is a new “now”. This isn’t to say that she’s not affected by her past. Etti is a rescue so who knows what she had to deal with in her previous life. However, she does not let it drag her down and determine what comes next, unlike most of us humans. When we were considering adopting Etti last fall, we read through her description on the rescue site and got a good laugh at the statement that she would need help “being the best dog she can be.” Yet, we had never thought that she was actually the one that guided us to be the better humans. 24. What bothered the author shortly after adopting Etti? A. Etti’s history as a rescue. B. Etti’s sensitivity to moving things. C. Etti’s need for professional training. D. Etti’s inability to get along with the family. 25. How did the author feel upon hearing the trainer’s words? A. Empowered. B. Hopeless. C. Appreciative. D. Unconvinced. 26. What does the story tell us about Etti? A. She got moody easily after receiving training. B. She reminded her owner to care about others. C. She mirrored her owner’s inner emotional state. D. She was free from the impact of her past experience. 27. What can we learn from this passage? A. Every dog has its day. B. Love me, love my dog. C. Misfortune betters character. D. With unexpected wisdom, we rise. 注重个人品质的塑造或认知的转变----聚焦自我成长，将故事性和教育性结合考查是北京高考英语考查的重点。通过不同人物的生活故事和人物经历，渗透社会主义核心价值观，成为命题的焦点。高考命题关注生活，高考很可能以多种角度命制相关试题，所以强力推荐有关个人成长的阅读理解。 考点3科学研究 【新动向】（2026 北京市海淀区 期末）Rats given gut microbiome (肠道微生物) transplants from energetic young children seem keener to explore their environment. “It suggests our microbes are active participants in emotional development, not just passive passengers,” says Harriet Schellekens at University College Cork in Ireland, who wasn’t involved in the study. A growing body of research has linked the communities of microbes that reside in our guts to our health, emotions and moods. For example, people who lack certain types of gut bacteria seem to face a higher risk of depression or anxiety. It isn’t entirely clear if the microbes cause these changes or if the microbial community alters as a result of behaviour, but there are some signs that altering the make-up of the microbiome can influence mood. For example, faecal (排泄物) transplants from people with depression to rats seem to cause depressive behaviour in the rats, and people with depression treated with faecal transplants have seen their symptoms improve in preliminary trials. To shed more light on how the gut microbiome may be linked to temperament (性情), Anna Aatsinki at the University of Turku in Finland and her colleagues transplanted faeces from toddlers to young rats. First, they evaluated the personalities of 27 2.5-year-old-toddlers using a standard temperament assessment and an exercise in which children were invited to play with a bubble gun. Based on these assessments, the researchers judged 10 of the toddlers as exuberant (充满活力的), and eight as inhibited and introverted. From these groups, they selected four exuberant and four inhibited toddlers — half boys, half girls — and collected samples of their faeces. Faecal samples with added glycerol or control samples of glycerol were transferred to 53 rats aged 22 or 23 days old, which had already had their bowels cleansed. Aatsinki and her colleagues then put the rats through a series of behavioural tests in different situations. They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers. To explore how gut microbes might influence the brain, they also analysed brain tissue, looking for changes in gene activity. This showed that rats given transplants from inhibited toddlers had less activity in neurons that produce dopamine, a brain chemical linked to reward for risk-taking behaviour. “This study beautifully shows how the gut microbiome in early life may help shape behavioural tendencies,” says Schellekens. The influence shouldn’t be overstated though, says Aatsinki. “Overall, adults’ temperament traits are relatively strongly correlated with genetics, but environmental factors, potentially including the microbiome, could influence the variance of some behaviours.” 28. What can we know about the design of Aatsinki’s research? A. Behaviors of three groups of rats were compared. B. The rats underwent a temperament assessment. C. It involved cross-species organ transplant. D The toddlers were grouped by gender. 29. What can we learn from Aatsinki’s research? A. It is the first research to have linked gut microbes with emotions. B. Introverted kids’ gut microbes reduce rats’ adventurousness. C. Faecal treatments ease patients’ depressive symptoms. D. Our personalities are strongly linked to our diet. 30. Which would be the best title for the passage? A. Rat Study Reveals Personality Secret B. Rat Tests Uncover Behavioural Difference C. Gut Microbiomes May Influence Our Personality D Gut Microbiome Transplant Might Cure Depression 科学技术的研究和发展，一直是高考关注的热点。高考很可能以多种角度命制相关试题，所以强力推荐有关科技研究的阅读理解。引导考生关注社会进步和科技发展，形成世界命运共同体意识，培养刻苦钻研的精神，热爱科学，投身科技研究。 考点4哲理探讨 【新考向】（2026·北京市丰台区·期末）Rarely a day goes by that I don’t notice a car traveling east down my quiet one-way street, which runs west. They aren’t breaking the rules on purpose — they’ve just failed to realise they’re making a mistake. And why? If you’re driving the right way, you will notice white arrows on a blue background indicating as much. But if you’re driving the wrong way? Nothing. This is an analogy (类比) of life. When we perform well, we receive vague praise. But when we are wrong? Usually, silence — until failure strikes. Timely, specific criticism is rare before things go badly wrong. Sometimes the signs are in front of us, but we look away. In 2019, two researchers at Chicago’s Booth school, Lauren Adam and Ayelet Fisherman, published an article presenting several studies of the effect of feedback on learning, in which subjects were offered two plausible answers to a difficult question, and invited to pick one. In most cases, this was a guess. After 10 answers, the subjects were either shown all the answers they had got right, or shown all the answers they had got wrong. Logically speaking, since these were all binary questions, that amounts to the same thing. But Adam and Fisherman found that the emotional framing mattered. When people were shown their successes, they learnt — and did better on a follow-up test. When people were shown their failures, they did not improve. The researchers suggest that people don’t much care to think over their errors, and so are quick to move on and forget — especially in an experiment such as this, when the consequences of further errors are trivial. When shown their successes, they pause to savour the moment. This may help to explain why so many of us are faced with the one-way-street problem: everyone is happy to share a friendly word of reassurance, but few people are keen to offer criticism, even when specifically requested. So what to do? One tactic is to ask for advice, instead of feedback. A Harvard Business School study found that asking for advice prompts more critical, actionable comments focused on future improvements. Another approach, demonstrated by psychologist Adam Grant, involves a two-step process: first, ask for a rating (e.g., “9 out of 10”), then follow up with, “What would make it a 10?” This encourages constructive suggestions. But constructive feedback of a more general nature remains difficult to achieve. One idea I’ve played with recently has become popular in tabletop role-playing games — it’s called “stars and wishes”. After a game, I ask players for “stars” (moments they enjoyed) and “wishes” (things they’d like to see next time). Wishes create a friendly space for constructive ideas — even if not all responses are actionable, the act of asking encourages people to share honest thoughts I might otherwise miss. In the end, I learn more by framing feedback as “wishes” than by staying silent. I’m not sure how your boss would respond to a request for “stars and wishes”, but the spirit is the right one. If we want timely, useful criticism from others, we must be clever in how we ask for it. Otherwise our colleagues will be as tactfully uncommunicative as those non-existent signs for those driving the wrong way down my street. 31. The author uses the “one-way street” analogy mainly to illustrate ________. A. the intentional design of misleading systems B. a common problem in urban traffic planning C. people’s tendency to ignore clear instructions D. the lack of guidance for those making mistakes 32.The underlined phrase “emotional framing” in Paragraph 4 most probably means ________. A. the emotional response held back by feedback B. the influence of prior experiences on feedback C. the way feedback is presented to affect perceptions D. the identical feedback to answers to binary questions 33. What can be inferred about feedback from the passage? A. Asking for advice is the first step towards useful feedback. B. People may consider giving negative feedback ineffective. C. The “stars and wishes” method guarantees honest feedback. D. Constructive suggestions make people willing to give feedback. 34. What is the passage mainly about? A. Why feedback always fails us. B. How we obtain constructive criticism. C. What helps set up the feedback system. D. Where constructive criticism comes from. 探讨社会现象和问题方法的产生的根源，也一直是高考关注的热点。高考很可能以多种角度命制相关试题，所以强力推荐有关社会现象探讨的根源及解决办法的探讨的阅读理解题。引导考生关注社会问题，积极寻找解决办法。 Passage1 A 【新语境】（2026 北京市海淀区 期末）Gear up for Bike to School Day 2026 — a meaningful initiative that brings families together to reimagine the daily commute as a way to connect, stay healthy, and care for the environment. Whether you’re an experienced cyclist or new to two-wheeled travel, this annual event goes beyond fun: it’s a purposeful effort to add joy and responsibility to kids’ routines, while building a commitment to planetary health. What Is Bike to School Day? Bike to School Day is a nationwide movement that encourages schools, families, and communities to prioritize active, non-motorized travel for kids. From cities to small towns, participating schools work toward nurturing physical health in children while easing traffic jams and cutting down on pollution from school-run cars. Beyond fresh air and exercise, this event helps people adopt a more mindful approach to daily travel, letting participants play a role in a culture focused on sustainability and public health. Key Details for the Day When: February 7 — following regular school schedules while offering a refreshing break from routine. Where: Your local school; many group rides are organized from set meeting points — check with your school or ride leader for specifics. What to bring: A well-kept bike, a properly fitted helmet (required for safety), a lock, and snacks or water to stay energized. T-shirts: All registered attendees get an exclusive branded T-shirt — not just a keepsake, but a visible sign of your commitment to redefining the school commute as a community experience. How and Why Getting involved is straightforward: fill out the online form to register as a participant. And you will get a chance to win a bike if you post your Bike to School Day journey on social media to share your experience with a wider community. It’s time to cut back on car trips and embrace biking as a way to foster long-term healthy habits, reduce environmental impact, and build a shared sense of adventure. 21. What can we learn about the Bike to School Day? A. It is launched by local schools. B. Participants need to register in groups. C. Participants have to be experienced cyclists. D. It involves schools, families and communities. 22. What should participants do in advance? A. Fill out a paper application. B. Prepare a bike and a helmet. C. Share the event notice online. D. Ask for leave from the school. 23. What is the main purpose of the passage? A. To propose a nationwide initiative. B. To highlight the benefits of cycling. C. To raise awareness of travelling green. D. To encourage participation in an event. B 【新语境】（2026 北京市海淀区 期末）Papa and I bonded over games of any style. One of the items that Papa considered worthy was a checkered, 8x8 grid of wood. This board fostered all of our Saturday chess games. “Check!” I boasted. “Oh dear...” Papa said, studying the board. He slid his knight in front of his king, protecting it from danger. “Checkmate,” he smirked (得意地笑). It was over. He had won. Following the game, I awaited our ritual discussion. Pots and pans clanged around us, but he was focused on how I could improve. Papa never went easy on me in chess games. He provided me with the tools to win on my own. My skills were improving, but his seemed to do the opposite. Throughout many years of games, I had an occasional win, usually meaning he wasn’t feeling well. In his last years of life, the Papa I knew was slowly and painfully stolen from me by Alzheimer’s. As his once keen mind started to fog, our relationship began to change and adapt. Our games transitioned from chess to checkers (国际跳棋). The Saturdays rolled by routinely, until one snowy morning in January. As the game progressed, Papa moved a piece, not seeing that it opened up a double jump for me. Jump. Jump. I had taken two of his pieces. Jump. Another piece was taken. My stack of pieces piled up. However, a moment that was supposed to bring me pride was causing my stomach to twist and turn. Something seemed off. I had rarely gotten to the point in a game against my brilliant Papa where I had the potential to win. His eyes were still concentrated on the board, attempting to think through his next move. He put his hand on another piece, shifting it and opening up a triple jump for me. Is he letting me win? This can’t be right. I kept setting up moves, all in hopes of his clever mind, fogged with disease, acknowledging them. Desperate to see the signature smirk, just one more time, I continued to try. He couldn’t do it, but he smiled, bringing a bittersweet end to our final game. Although Alzheimer’s stole my Papa’s intellectual mind, it was not capable of thieving us of the beautiful moments we had. Ending in a draw, we both won the final game. 24. What is Papa’s teaching principle? A. Encourage discovery; don’t deliver victory. B. Acquired skill outshines natural talent. C. Embrace failure; don’t shelter from it. D. Learning requires strict discipline. 25. What caused the author’s stomach to twist and turn? A. He disliked playing checkers. B. He felt guilty for defeating Papa. C. He feared losing his winning lead. D. He noticed Papa’s decline in health, 26. What was the author most likely thinking to himself when the last game ended? A. “I can finally beat Papa now!” B. “I should have lost to Papa.” C. “How I wish Papa had won!” D. “Papa has let me win again.” 27. What can we learn from the passage? A. True love lasts through changes. B. Wisdom is passed on beyond words. C. Nobody comes out on top in a draw. D. Nothing connects like shared passion. C 【新动向】（2026 北京市海淀区 期末）Rats given gut microbiome (肠道微生物) transplants from energetic young children seem keener to explore their environment. “It suggests our microbes are active participants in emotional development, not just passive passengers,” says Harriet Schellekens at University College Cork in Ireland, who wasn’t involved in the study. A growing body of research has linked the communities of microbes that reside in our guts to our health, emotions and moods. For example, people who lack certain types of gut bacteria seem to face a higher risk of depression or anxiety. It isn’t entirely clear if the microbes cause these changes or if the microbial community alters as a result of behaviour, but there are some signs that altering the make-up of the microbiome can influence mood. For example, faecal (排泄物) transplants from people with depression to rats seem to cause depressive behaviour in the rats, and people with depression treated with faecal transplants have seen their symptoms improve in preliminary trials. To shed more light on how the gut microbiome may be linked to temperament (性情), Anna Aatsinki at the University of Turku in Finland and her colleagues transplanted faeces from toddlers to young rats. First, they evaluated the personalities of 27 2.5-year-old-toddlers using a standard temperament assessment and an exercise in which children were invited to play with a bubble gun. Based on these assessments, the researchers judged 10 of the toddlers as exuberant (充满活力的), and eight as inhibited and introverted. From these groups, they selected four exuberant and four inhibited toddlers — half boys, half girls — and collected samples of their faeces. Faecal samples with added glycerol or control samples of glycerol were transferred to 53 rats aged 22 or 23 days old, which had already had their bowels cleansed. Aatsinki and her colleagues then put the rats through a series of behavioural tests in different situations. They found that rats with microbiomes from toddlers with high exuberance traits showed more exploratory behaviour than rats with a control transplant or those receiving faeces from inhibited toddlers. To explore how gut microbes might influence the brain, they also analysed brain tissue, looking for changes in gene activity. This showed that rats given transplants from inhibited toddlers had less activity in neurons that produce dopamine, a brain chemical linked to reward for risk-taking behaviour. “This study beautifully shows how the gut microbiome in early life may help shape behavioural tendencies,” says Schellekens. The influence shouldn’t be overstated though, says Aatsinki. “Overall, adults’ temperament traits are relatively strongly correlated with genetics, but environmental factors, potentially including the microbiome, could influence the variance of some behaviours.” 28. What can we know about the design of Aatsinki’s research? A. Behaviors of three groups of rats were compared. B. The rats underwent a temperament assessment. C. It involved cross-species organ transplant. D The toddlers were grouped by gender. 29. What can we learn from Aatsinki’s research? A. It is the first research to have linked gut microbes with emotions. B. Introverted kids’ gut microbes reduce rats’ adventurousness. C. Faecal treatments ease patients’ depressive symptoms. D. Our personalities are strongly linked to our diet. 30. Which would be the best title for the passage? A. Rat Study Reveals Personality Secret B. Rat Tests Uncover Behavioural Difference C. Gut Microbiomes May Influence Our Personality D Gut Microbiome Transplant Might Cure Depression D 【新语境】（2026 北京市海淀区 期末）The James Webb Space Telescope (JWST) spends a lot of its time staring at nothing. The shots of deep space this produces are remarkably beautiful, transforming an apparently empty sky into a field dotted with thousands of distant galaxies. The first surveys of the early universe have surprised astronomers, as the galaxies seem brighter than expected, with more star formation and larger black holes. Yet maybe we shouldn’t have been too startled to find the universe surprising us: it has been doing so since we first peered into the cosmic darkness. The most famous image of the early universe is the Hubble Deep Field captured in 1995. Yet this shot was almost never taken. Time on the Hubble Space Telescope is precious and astronomers spend months preparing proposals to try to get access. The process is a bit odd — often requiring researchers to argue simultaneously that the proposed observations would transform astronomy, but also that we know exactly what they will show. There are normally seven or eight times as many proposals as can be accepted, so risky observations have trouble getting through. Back in the 1990s, many renowned astronomers argued that directing Hubble at deep space was pointless, betting that the space telescope wouldn’t find a single new galaxy. They assumed that the galaxies we see around us today are representative of those throughout the past 14 billion years or so, a pessimistic outlook we now know is badly wrong. Finding the early universe lit up with firework displays of star formation was a fortuitous discovery. But once you start looking, you will find that astronomical history is filled with discoveries made by accident, or while scientists were looking for something else entirely. The team behind NASA’s Cassini probe was focused on its mission to explore Saturn’s famous rings and its mysterious moon Titan when an unexpected encounter with the tiny moon Enceladus revealed fountains of water coming from its south pole. It is now perhaps the most likely place for us to find life beyond Earth. These discoveries are all a long way from how science is taught where careful experiment and testing of hypotheses lead to progress. Surprise is fun, so maybe we should embrace serendipity a little more. Some astronomers involved in reviewing this year’s JWST observations have suggested it would be fairer, and easier, to allocate time on the telescope by lottery, acknowledging that with so many good ideas floating around, we can’t possibly choose between them. But whether it is staring into deep space or exploring the solar system, experience has taught us that preparing to be surprised by the universe is the best way to make new discoveries. 31. What can be inferred about JWST? A. It functions from time to time. B. It renews our knowledge of deep space. C. It surprises people more than Hubble does. D. It confirms previous assumptions of the universe. 32. What does the writer think of the Hubble Space Telescope’s proposal process? A. It fails to leave much room for flexibility. B. It favors proposals by renowned scientists. C. It leads to pessimistic views of the universe. D. It ensures the most promising ideas get through. 33. What does the underlined word “fortuitous” in Paragraph 5 probably mean? A. Groundbreaking. B. Effortless. C. Chance. D. Plain. 34. What does the author mainly do in this passage? A. Introduce space history. B. Examine a discovery. C. Balance opposing views. D. Encourage a mindset. Passage2 A 【新考向】（2026·北京市西城区·期末）Do you listen to podcasts? Podcasts are radio shows that can take almost any form. They can be a news report or a one-act play; a formal interview or a friendly conversation; a fictional story or a book review. In our eighth annual Student Podcast Contest, we invite teenagers to submit original podcasts of five minutes or less. Your creation can be about anything that interests you, in any form that you like. Rules ·You must be a student aged 13 to 18 in middle school or high school and have parent or guardian permission to participate. ·Be sure to use non-copyrighted sound effects or music and list their sources in the submission form ·Upload your podcast to Sound Cloud, a popular podcasting site, to make it easier for our judges to listen to your work. ·Please be sure to check the length of your work before submitting. Just to be very clear,5:01 is longer than five minutes. Resources for Participants ·A unit plan on writing for podcasts, which includes writing clues to inspire your work; a sample text featuring past winners of our contest; a lesson plan that focuses on storytelling, interviewing, editing and producing. ·A recorded online workshop on writing for podcasts, in which you’ll hear from a school librarian with experience teaching podcasting to students, our podcast producers and previous student winners of our contest. ·Three short videos from two audio producers and one student contest winner—they share tips on how to plan and record meaningful podcasts. Evaluation Process Your work will be listened to by producers and journalists on the podcast team as well as by professional podcasters, educators and staff members from our website. Keep in mind that the work you send in should be appropriate for our audience—that is, something that could be published in a family newspaper. The winners will be announced about two months after the contest has ended and their works will be featured on our website. Unfortunately, our team does not have the capacity to provide individual feedback. 21. The participants are required to ______. A. email their work to the judges B. state the sources of music they use C. make a show over five minutes long D. work on the podcast with their parents 22. What resource is provided for the participants? A. Guidance on how to write for podcasts. B. Suggestions on how to teach podcasting. C. Short videos introducing previous winners. D. A workshop to experience recording podcasts. 23. After submission, all the works will be ______. A. posted on the official website B. published in a family newspaper C. provided with personalized comments D. assessed by professionals from various fields B 【新考向】（2026·北京市西城区·期末）In the first week of summer 2019, I decided I wanted a job. Though having no previous work experience, I was surprisingly offered a job interview at the local fast food restaurant. The interview went well. But, before I left, the manager asked me to serve a customer. “Just give her the items shown next to her order number on that screen,” he said, pointing to a monitor on the wall behind him. To my horror, I couldn’t make out a single word on the display. The customer stood impatiently as I froze. After a few awkward minutes, the manager dismissed me and I received a rejection email the next morning. For the first time in my life, I realized that I was disabled. I knew I had been born partially sighted. As a child, I remember struggling to see the whiteboard in class, even when I was sitting right at the front. I masked this by copying notes from my friends, face bent close to the paper. As I got older and more self-conscious, I buried the secret even more. But when I got back from that job interview, I made the first step towards living a life with a disability: acceptance. It was slow, painful progress. I learned that glasses couldn’t improve my vision and that I would never be allowed to drive. For the first time, I looked at the official diagnosis (诊断) I had received at 12 years old: retinal dystrophy — a group of inherited (遗传的) eye disorders. Seeing the words in cold print made something that had seemed so abstract and confusing a reality. To my surprise, I was filled with relief. The next step was unlearning the extreme independence I had developed over the years. I hated asking for help — so much that I would say I wasn’t hungry at restaurants because I was too self-conscious to look closely at the menu. But as I started reaching out for help, the love and support of my friends and even strangers warmed my heart. They built up my confidence to ask for help. Today, I feel very far from the anxiety-ridden girl from that interview. I know that I cannot change my vision, but I treat every new barrier as a challenge. And, these days, I make sure I never go hungry in restaurants. 24. The manager rejected the author because she ______. A. failed to read the order B. was too nervous to work C. refused to serve the customer D. had no relevant work experience 25. How did the author deal with her disability as a child? A. By taking on challenges. B. By covering up the truth. C. By building her confidence. D. By copying others’ behaviors. 26. How did the interview change the author? A. She hid her secret more deeply. B. She became more anxiety-ridden. C She sought assistance more willingly. D. She managed to be more independent. 27. What can we learn from the passage? A. Face the darkness to find your light. B. Job hunting is always a tough journey. C. Know me for my abilities, not my disability. D. The more you rely on yourself, the stronger you become. C 【新考向】（2026·北京市西城区·期末）When the heat sets in, the siren (汽笛) song of the ice cream truck fills the air, and lemonade stands appear along sidewalks. These sweet treats are often synonymous (同义的) with summer, and a new study has found that sugar consumption in the U.S. rises noticeably as temperatures climb. The magnitude of such impact is particularly apparent among certain groups of people and raises concerns over the health implications as the climate continues to heat up. Much of the research on global warming and food has focused on how climate affects the nutritional content of food or how food consumption contributes to greenhouse gas emissions. Pan He, an environmental scientist, hit on the idea to look at the relationship: how rising temperatures affect food consumption. Her team focused on sugar due to its links to diabetes, heart disease and cancer. The researchers paired temperature data with U.S. household grocery purchases. They found little difference in consumption below 12℃. But between that temperature and 30℃, consumption increased by 0.7g/℃. There was a slowdown above 30℃, which the authors propose could be related to extreme heat suppressing (抑制) appetite. Most of the overall increase came from sugary drinks like sodas. Frozen desserts such as ice cream made a smaller contribution. There was a slight decrease in the consumption of sugary foods such as cakes or cookies, suggesting people may be replacing other options with iced treats. The increase is concerning because the average recommended daily sugar intake for a 2,400-calorie diet is about 60g—and a single can of soda can have around 40g. Consumption patterns varied, though. Men consumed more sugary drinks than women. Also, the amount of added sugar consumed during hot weather was several times higher for low-income families than for wealthy ones. Lower-income households are less likely to have access to air conditioning, making them more reliant on sugary drinks to cool down. Outdoor workers and less-educated families also showed higher sugar consumption. There were additional differences, with White Americans having the highest added sugar effect, while Asian Americans showed no significant change. This suggests climate change may widen existing nutritional inequalities and unintentionally worsen diet-related health risks. The researchers projected that, without intervention, sugar consumption in the U.S. would keep rising with warming. Solutions could include nutritional education, clearer sugar labeling and an added sugar tax. Other measures — like ensuring accessible drinking water and breaks at outdoor workplaces — could cut sugary drink consumption and reduce heat-related illness risks. Alice Lichtenstein, a nutrition scientist not involved in the study, urges more research into how the accessibility and pricing of sugary drinks compare with those of water for disadvantaged groups. “We need to better understand the behavioral forces behind negative health decisions like increased sugary drink consumption in hot weather,” she says, “and use this to design strategies to lessen these behaviors.” 28. What does the underlined word “magnitude” in Paragraph 1 probably mean? A. Nature. B. Origin. C. Duration. D. Extent. 29. What can we learn from Pan He’s research? A. Warming leads to higher intake of different sugary foods. B. Heat affects sugar intake differently among groups of people. C. Intervention in nutritional education has been widely employed. D. Food consumption increases consistently with the rise of temperature. 30. Which would be the best title for this passage? A. The Concerning Trend: Giving in to Our Sweet Tooth. B. The Burning Truth: Heat Is Reshaping Our Diets. C. Sweet Appeal: Climate’s Hidden Health Effect. D. Climate’s Bite: Insufficient Sugar Intake. D 【新考向】（2026·北京市西城区·期末）The science of our age is computational. Without models, simulations (模拟), statistical analysis, data storage and so on, our knowledge of the world would grow far more slowly. The late philosopher Paul Humphreys called this the “hybrid scenario” of science, where parts of the scientific process are assigned to computers. He also identified an “automated scenario”, where computers take over science completely. If such a scenario ever arrives, we would see a strange world indeed — the computational capacities for scientific reasoning, data processing, model-making and theorizing would far surpass our own abilities to the point that we humans are no longer needed. AI or artificial superintelligences may decide to explore scientific interests that human scientists are unmotivated to pursue, creating whole new paths of discovery. They might even gain knowledge about the world that lies beyond what our brains are capable of understanding. If the results of the completely automated scenario are beyond our comprehension, then why would we want to devote economic resources and intellectual talent towards its development? One reason may be that we think positive advancements will follow. A different reason would be aesthetic (美学的). There is something aesthetically pleasing in knowing that the world is being known, studied and understood. Alternatively, humanity might pursue the automated scenario out of beneficence: We think it would be good for the artificial superintelligences to pursue their own advanced science. Equally as many are those reasons why we might decide not to pursue the automated scenario. Perhaps, the discoveries the artificial superintelligence makes would generate new and terrible weapons. Perhaps, it’s simply the concern that some of the superintelligences will begin to experiment in ways that are dangerous, immoral or contrary to humanity’s shared values. So, what will we do? In Humphreys’s original presentation of the automated scenario, he suggested that the automated scenario would replace human science. Broader considerations point elsewhere. Our desires for understanding, explanation, knowledge and control will remain, and we cannot help but take action to address those desires — to continue to do science. We humans create beautiful things, pursue interhuman connection in friendship and romance, and find and construct meaning in life. The same holds true for our motivations for science. We will be stuck with our curiosity to understand and explain the natural world around us. If the automated scenario comes to pass, it seems that it will have to be as some new, alternative, secondary path — not a replacement, but an addition. Two species, pursuing science side by side, with different motivations, interests, frameworks and theories. Indeed, if we are to remain human, we must continue to pursue science. What are we, really, if we are not beauty-seeking, friendship-making, meaning-constructing, hopelessly curious animals? 31. What is the key difference between the hybrid and automated scenarios? A. The pace of scientific discovery. B. The level of computing efficiency. C. The range of machine domination. D. The depth of human understanding. 32. As for Humphreys’s argument in Paragraph 5, the author is ______. A appreciative B. uncertain C. submissive D. unfavorable 33. What can be inferred from the passage? A. Scientific motivation is unique to humans. B. Humanity’s shared values need to be changed. C. Discoveries by AI might push past human boundaries. D. Humans should define the framework for AI development. 34. What does the author intend to tell us? A. Science plays a decisive role in who we are. B. The desire for scientific inquiry is here to stay. C. The automated scenario is bound to materialize. D. Humanity and machines work towards the same goal. Passage3 A 【新语境】（2026 北京市朝阳区 期末）The Plantaform Indoor Garden is a 26-inch-tall egg-shaped smart garden that makes growing fresh, organic vegetables simple, all year round. With no need for sunlight or soil, just add water and nutrients, and the system’s autonomous features take care of the rest — monitoring water levels, temperature, and lighting, ensuring fresh food for home with little effort. How does the Plantaform work?  Nutrient Absorption: By creating a nutrient-rich fog from water and nutrients, the system delivers essential nutrition directly to the plants’ roots, resulting in healthier and faster-growing plants.  Built-in Technology: The Plantaform is equipped with sensors that monitor key environmental factors such as temperature, fan speed, and light levels. The smart LED lights in it can imitate (模仿) natural sunlight, ensuring your plants receive consistent lighting even during the darkest winter months, regardless of outdoor conditions.  App-controlled: You can manage as many Plantaform Indoor Gardens as you wish from the same Plantaform Account. Whether at home or in a workplace, you can control all your gardens conveniently within the app, and receive tailored notifications:  when it’s time to remove the protective cover to allow your young plants to grow in the open air.  when it’s time to refill the water tanks, ensuring your plants always have enough water.  when your plants are ready to be harvested, so you can enjoy fresh produce at its peak.  when it’s time to run a Quick Cleaning Cycle after each growth cycle ends. If you have further questions, please feel free to reach out to us at support@plantaform.com. We’re here to help you grow with confidence and success! 21. With the Plantaform, users can . A. operate a soil-based garden B. plant vegetables once a year C. harvest food with hard work D. grow plants without sunlight 22. How does the Plantaform work? A. It sends nutrition to the plants’ roots. B. It adjusts lighting to outdoor conditions. C. It examines the plants’ health with sensors. D. It requires separate accounts for each garden. 23. The Plantaform app will send a notification when . A. the water tank is too full B. the produce is perfectly ripe C. a Quick Cleaning Cycle ends D. the garden needs moving outside B 【新语境】（2026 北京市朝阳区 期末）Like many parents, we can only put off our kids’ asking for a dog so long until we finally give in. Last fall we looked through dog-rescue websites and, before long, adopted Etti, a spotted Dalmatian: It was rough at first because although Etti is a sweet, loving dog with us, she’s highly reactive to anything else that moves: people, dogs, cats, etc. Thankfully, we’ve found an excellent trainer. On a challenging training session during which I became frustrated, he said: “Sir, you don’t get the dog you want. You get the dog you need.” I remember thinking to myself, “Need? Do I really need an anxious, high-strung Dalmatian?” In fact, the last thing I needed was more stress in my already stress-filled life. Yet over time, I’ve come to appreciate the wisdom of this expression. When I took Etti on a walk the other day, my whole body tensed up, scanning the environment for possible danger. An unsuspecting passer-by crossed the street toward us and Etti barked loudly. I said to her, “You’re so worked up today, Etti. What’s going on?” And then it hit me that throughout our walk I’d been the one who was tense and worried about the day ahead. In the end, maybe Etti was just acting out what I was feeling, serving as a good reminder that I need to pay attention to my moods and how they affect those — both dogs and humans — around me. Another notable thing about Etti is the ease with which she shifts from one mood to the next. Etti doesn’t keep thinking about what happened last week, yesterday, or even two minutes ago. Each moment for her is a new “now”. This isn’t to say that she’s not affected by her past. Etti is a rescue so who knows what she had to deal with in her previous life. However, she does not let it drag her down and determine what comes next, unlike most of us humans. When we were considering adopting Etti last fall, we read through her description on the rescue site and got a good laugh at the statement that she would need help “being the best dog she can be.” Yet, we had never thought that she was actually the one that guided us to be the better humans. 24. What bothered the author shortly after adopting Etti? A. Etti’s history as a rescue. B. Etti’s sensitivity to moving things. C. Etti’s need for professional training. D. Etti’s inability to get along with the family. 25. How did the author feel upon hearing the trainer’s words? A. Empowered. B. Hopeless. C. Appreciative. D. Unconvinced. 26. What does the story tell us about Etti? A. She got moody easily after receiving training. B. She reminded her owner to care about others. C. She mirrored her owner’s inner emotional state. D. She was free from the impact of her past experience. 27. What can we learn from this passage? A. Every dog has its day. B. Love me, love my dog. C. Misfortune betters character. D. With unexpected wisdom, we rise. C 【新语境】（2026 北京市朝阳区 期末）What’s the first thing you notice when you step into a museum? Is it the long-faded colors of ancient objects from all around the world or the whispered sounds of visitors discussing what they see? Museums allow us to indirectly “experience” the past by tapping into our primary senses, such as sight or hearing, but more often than not, smell is missing. We don’t think about smell when studying the past. One of the problems is that it is incredibly hard to study. The scents(香味) and smells had already been gone before archaeologists(考古学家) could come and study the sites. “New chemical and biomolecular (生物分子) methods in archaeology have kind of reopened the door to continue to study these things. Of course, what we have from ancient texts can also help a lot,” says Barbara Huber, an archaeochemist from Germany. “When we do find all these details, they can enrich our understanding of a lot of aspects of past ways of life, including medicine, trade and social status.” In the study of ancient materials, the study of trade and the incense road was always an interesting point for researchers. But the problem is that the incense road was often looked at from the perspective of classical scholars — namely texts from ancient Greece or ancient Rome. From the very beginning, the story of the incense road was told by outsiders, who were also not contemporary. “We don’t have any evidence from the earlier periods, the Iron Age and the Bronze Age in ancient Arabia,” Huber says. “So it was very interesting to track down molecular remains that can tell us a lot about ancient materials. In one case study, Huber and her team looked at the content of incense burners and found Peganum — a medicinal and psychoactive plant. They realized that in these incense burners, specifically, people actually used it for medicinal or psychoactive purposes. This was interesting because the practice of incense burning seems to not only be sensorial but also have this medicinal component. The study revealed something where we had absolutely no idea: medicinal practices in ancient Arabia. We, all of a sudden, had an idea of how people used their local pharmacopoeia — the document of medicinal ingredients issued by the government for treating illnesses; in this case, they burned Peganum and then probably breathed the smoke — not just applied it to the skin or drank it. The practice of burning incense is still part of people’s lives today, but it goes all the way back. And if we follow it to the roots of where it began, history isn’t something that we only see. 28. Why does the author raise two questions in Paragraph 1? A. To stress a prejudice. B. To compare phenomena. C. To reveal a limitation. D. To introduce an experience. 29. What can we learn from this passage? A. Incense remains helped identify ancient medicinal practices. B. Sensorial purposes of incense burning used to be overlooked. C. The use of medicinal incense needed approval from government. D. The trade on the incense road was witnessed by classical scholars. 30. What is the passage mainly about? A. Why smells are absent when we study the past. B. How archaeologists scent out smells of the past. C. How we can bring long-lost smells into modern life.D. Why challenges arise in the study of historical smells. D 【新语境】（2026 北京市朝阳区 期末）Nearly 2 million years ago, one of our ancestors developed bone cancer in their foot. The fate of this individual is unknown, but the fossilised remains leave no doubt that cancer has been a part of our story for a very long time. But these cancer cells weren’t the only internal threat our ancestors faced. Their survival was also threatened by individuals attempting to undermine the group. At the heart of the story is this question: is human nature selfish or altruistic, competitive or cooperative? The answer has profound implications for how we aim to structure society. If we are born altruists, then institutions are unnecessary. But if selfishness dominates, strong control is essential. In the language of evolutionary biology, we have a cooperation dilemma: there are situations where it is in our interest, to work with others, and there are situations where it is not. As a result, visible rivalry (竞争) was replaced by what I call “invisible rivalry” — the ability to hide selfish, competitive intentions while maintaining the appearance of a cooperative nature. In other words, we evolved to compete in a cooperative world. This is where the analogy (类比) with cancer arises. Humanity’s long history of living with the disease means we have evolved biological mechanisms to reduce the risk it poses. Many reactions at the cellular level evolved to help our bodies fight off cancers. It is this strong immune system that explains why, although we are frequently exposed to viruses, these often don’t lead to illness. Similarly, the threats to our social groups posed by the evolution of invisible rivalry led us to develop practices and institutions to maximize cooperation. I call this our cultural immune system. However, just as cancers find ways to escape from our immune systems, some individuals use their intelligence to destabilize the group’s social norms for their own benefit. To fight the enemy, we can boost the cultural immune system, much like how we can improve our biological immune systems through healthy lifestyles and vaccination. But this isn’t going to happen until we first recognize the problem that invisible rivalry poses. In my view, the best way is through education. We are all part of the cultural immune system. If we understand our evolutionary heritage, we will be open-eyed to the danger that freeloaders pose to society and place our trust more clear-sightedly — much as the body’s defence system learns to recognize the agents associated with cancers to deal with them. We must work together to stay one step ahead of humanity’s opportunistic nature. Without beliefs, norms and a proper understanding of human nature, we are at the mercy of our selfish biological heritage. Evolution has made us this way but we can learn to overcome it. 31. What does the underlined word “altruistic” in Paragraph 1 most probably mean? A. Far-sighted. B. Humane. C. Self-interested. D. Adaptable. 32. What can be inferred about the cultural immune system? A. It contributes to humanity’s competitiveness B. Human dishonesty is said to be its byproduct. C. Internal threats in society cannot escape from it. D. It can be improved through enhancing cooperation. 33. What can we learn from this passage? A. The minority’s selfishness doesn’t mean cancers for society B. It is hard to maintain the appearance of a cooperative nature. C. We need agree on the fact that invisible rivalry brings harm D. The stability of society lies in humanity’s opportunistic nature. 34. Which would be the best title for this passage? A. The Cure for Social Ills B. The Mercy of Humanity C. The Value in Institutions D. The Root of Invisible Rivalry 10 / 10 学科网（北京）股份有限公司 $