大题预测03 完形填空+阅读理解+阅读表达（天津专用）2026年高考英语终极冲刺讲练测

大题预测03 完形填空+阅读理解+阅读表达 (考试时间：60分钟 试卷满分：90分) 完形填空 （25-26高三下·天津南开·开学考试）I was a shy girl, afraid of talking to people I didn’t know. I sought refuge (庇护) in nature, where silence spoke louder than words. 1 , at school, I had to spend all day in the company of others. My 2 was reading — between pages, I could be anyone but myself. I studied tirelessly and was 3 good grades, as if perfect scores could 4 my imperfect voice. My only failure was Spanish: As on paper, Ds and Fs on the spoken part. I could write what I dared not say. Eventually I went to college. During my third year, I had 5 of being shy and determined to change. One day I noticed an 6 for positions on the local classical music radio station. I had grown up listening to classical music and could easily pronounce names like Tchaikovsky and Chopin. I had no radio background and no hope of getting the job. The 7 of talking to thousands terrified me. Yet I luckily 8 the interview — which involved reading symphonies descriptions and 9 composers’ names. It came 10 . I left the recording session with a sense of relief and 11 . Two weeks later, I actually 12 the job. It was 13 , but I grew to enjoy it. The voice that 14 trembled in Spanish class now reached thousands. I began to feel not just comfortable, but alive when talking to people. Although I now talk for hours each week, I’m 15 fundamentally quiet. Perhaps my soft voice and quiet 16 help people open up when they 17 my interview questions. My former shyness is a 18 — it helped me relate to people who feel uncomfortable when they talk to reporters. I still cherish moments of loneliness and the 19 found in nature. But I’m also grateful I made a 20 that opened doors I never knew existed. 1．A．Therefore B．However C．Besides D．Additionally 2．A．excuse B．reason C．escape D．assignment 3．A．mixed with B．provided with C．rewarded with D．awarded with 4．A．stand for B．give in to C．compensate for D．account for 5．A．enough B．nothing C．much D．little 6．A．assignment B．advertisement C．arrangement D．application 7．A．idea B．decision C．news D．story 8．A．took B．failed C．quit D．survived 9．A．pronouncing B．typing C．identifying D．copying 10．A．suddenly B．really C．naturally D．gradually 11．A．depression B．humor C．failure D．accomplishment 12．A．landed B．lost C．considered D．refused 13．A．pleasant B．challenging C．comfortable D．painless 14．A．never B．once C．almost D．already 15．A．even B．also C．seldom D．still 16．A．nature B．mood C．voice D．confidence 17．A．raise B．prepare C．answer D．repeat 18．A．fortune B．devotion C．heritage D．commitment 19．A．wealth B．sound C．peace D．wildness 20．A．study B．change C．promise D．conclusion 【答案】 1．B 2．C 3．C 4．C 5．A 6．B 7．A 8．D 9．A 10．C 11．D 12．A 13．B 14．B 15．D 16．A 17．C 18．A 19．C 20．B 【导语】这是一篇记叙文。文章讲述了作者曾经是一个害羞的女孩，通过一次偶然的机会，在大学期间克服了自己的羞怯，找到了一份在古典音乐电台的工作，并逐渐享受与人交流的过程。 1．考查副词词义辨析。句意：然而，在学校里，我不得不整天和别人待在一起。A. Therefore因此；B. However然而；C. Besides此外；D. Additionally另外。根据上文“I sought refuge (庇护) in nature, where silence spoke louder than words”和下文“at school, I had to spend all day in the company of others”上下文之间为转折关系，需用副词however连接。故选B。 2．考查名词词义辨析。句意：我的逃避方式是阅读——在书页之间，我可以成为除了自己以外的任何人。A. excuse借口；B. reason原因；C. escape逃避；D. assignment任务。根据上文“I was a shy girl, afraid of talking to people I didn’t know”可知，作者是一个害羞的女孩，所以读书是作者逃避现实的方式。故选C。 3．考查动词短语辨析。句意：我不知疲倦地学习，并收获了优异的成绩，仿佛完美的分数可以弥补我不完美的表达能力。A. mixed with混合；B. provided with提供；C. rewarded with奖励；D. awarded with授予。根据下文“good grades”可知，作者因为不知疲倦地学习而得到了好成绩作为奖励。故选C。 4．考查动词短语辨析。句意：我不知疲倦地学习，并收获了优异的成绩，仿佛完美的分数可以弥补我不完美的表达能力。A. stand for代表；B. give in to屈服于；C. compensate for补偿；D. account for解释。根据下文“my imperfect voice”可知，作者认为完美的分数可以补偿自己不完美的表达能力。故选C。 5．考查代词词义辨析。句意：大三那年，我受够了害羞，决心改变。A. enough足够的量/程度；B. nothing没有什么；C. much许多；D. little很少。根据下文“determined to change”可知，作者已经受够了自己的羞怯，决心要改变。have enough of意为“受够了”。故选A。 6．考查名词词义辨析。句意：有一天，我看到一则当地古典音乐电台的招聘广告。A. assignment任务；B. advertisement广告；C. arrangement安排；D. application申请。根据下文“for positions on the local classical music radio station”以及“I had no hope of getting the job”可知，作者看到了招聘职位的广告。故选B。 7．考查名词词义辨析。句意：一想到要和成千上万的人说话，我就吓坏了。A. idea想法；B. decision决定；C. news新闻；D. story故事。根据下文“of talking to thousands terrified me”可知，一想到要和成千上万的人交谈，作者就感到害怕。the idea of意为“……的想法”。故选A。 8．考查动词词义辨析。句意：但我幸运地通过了面试——面试内容包括朗读交响乐介绍、念出作曲家的名字。A. took拿走；B. failed失败；C. quit退出；D. survived留存。根据下文“the interview”以及后文作者得到了这份工作可知，作者通过了面试。故选D。 9．考查动词词义辨析。句意：但我幸运地通过了面试——面试内容包括朗读交响乐介绍、念出作曲家的名字。A. pronouncing发音，拼读；B. typing打字；C. identifying识别；D. copying复制。根据下文“I could easily pronounce names like Tchaikovsky and Chopin”可知，作者能够轻松地拼读出作曲家的名字。故选A。 10．考查副词词义辨析。句意：结果很自然地就这样出现了。A. suddenly突然；B. really真的；C. naturally自然地；D. gradually逐渐地。根据下文“I left the recording session with a sense of relief”可知，作者很自然地完成了面试，没有感到紧张或不适。故选C。 11．考查名词词义辨析。句意：结束录音后，我感到如释重负，也很有成就感。A. depression沮丧；B. humor幽默；C. failure失败；D. accomplishment成就。根据上文“relief”以及下文作者得到了这份工作可知，作者感到有成就感。故选D。 12．考查动词词义辨析。句意：两周后，我真地得到了这份工作。A. landed着陆，得到；B. lost失去；C. considered考虑；D. refused拒绝。根据下文“the job”可知，作者得到了这份工作。land the job表示“得到工作”。故选A。 13．考查形容词词义辨析。句意：这份工作很有挑战性，但我渐渐喜欢上了它。A. pleasant令人愉快的；B. challenging有挑战性的；C. comfortable舒适的；D. painless无痛的。根据后文“but I grew to enjoy it”可知，这份工作具有挑战性，但作者逐渐喜欢上了它。故选B。 14．考查副词词义辨析。句意：那个曾经在西班牙语课上发抖的声音，现在传到了成千上万的人耳中。A. never从不；B. once曾经；C. almost几乎；D. already已经。根据下文“trembled in Spanish class”以及上文作者害羞可知，作者曾经在西班牙语课上声音颤抖。故选B。 15．考查副词词义辨析。句意：虽然我现在每周都要说好几个小时的话，但我本质上依然是个安静的人。A. even甚至；B. also也；C. seldom很少；D. still仍然。根据下文“fundamentally quiet”可知，作者本质上仍然很安静。故选D。 16．考查名词词义辨析。句意：也许我温柔的声音和安静的天性，能在人们回答我采访问题时帮助他们敞开心扉。A. nature性格，天性；B. mood情绪；C. voice声音；D. confidence信心。根据上文“soft voice”以及下文“help people open up”可知，作者柔和的声音和安静的天性有助于人们敞开心扉。故选A。 17．考查动词词义辨析。句意同上。A. raise提高；B. prepare准备；C. answer回答；D. repeat重复。根据上文“my interview questions”以及下文“open up”可知，作者温柔的声音和安静的天性帮助人们在回答采访问题时敞开心扉。故选C。 18．考查名词词义辨析。句意：我曾经的害羞是一种财富——它让我能理解那些和记者交谈时感到不自在的人。A. fortune财富；B. devotion奉献；C. heritage遗产；D. commitment承诺。根据下文“it helped me relate to people who feel uncomfortable when they talk to reporters”可知，作者认为以前的羞怯是一种财富，因为它帮助作者与那些与记者交谈时感到不舒服的人产生共鸣。故选A。 19．考查名词词义辨析。句意：我仍然珍惜独处的时光，以及在大自然中找到的宁静。A. wealth财富；B. sound声音；C. peace和平，宁静；D. wildness野性。根据上文“moments of loneliness”以及下文“found in nature”可知，作者仍然珍惜孤独的时刻和在大自然中找到的宁静。故选C。 20．考查名词词义辨析。句意：但我也很感激自己做出了改变，这扇门为我打开了从未想过会存在的人生可能。A. study学习；B. change改变；C. promise承诺；D. conclusion结论。根据上文“I had ... of being shy and determined to change.”以及下文“opened doors I never knew existed”可知，作者很感激自己做出了改变，打开了自己从未知道存在的大门。故选B。 阅读理解 A （2026·天津滨海新区·一模）Student Development Programs for Graduating Seniors Program 1: Academic Transition Workshop This workshop is designed to bridge the gap between high school and university academics. Experienced lecturers will introduce efficient research methods, academic writing norms, and critical thinking skills that are essential for further study. The program has attracted hundreds of students in the previous two years and receives wide praise from both participants and educators. Many graduates say it has greatly benefited their first-year college study. Time: June 10–12, 9:00–11:30 a.m. Fee: $25, including learning materials. Requirement: Basic English comprehension and active participation. Participants are expected to arrive 10 minutes early for check-in and bring their own notebooks for note-taking. Program 2: Leadership & Teamwork Training This program focuses on developing students’ ability to cooperate, communicate, and take responsibility in group tasks. Through role‑play and team‑based projects, participants will improve their problem‑solving skills and build confidence. The training center is well-equipped with modern facilities and comfortable seating, creating a pleasant learning environment for all attendees. Time: June 14, 8:00 a.m.–4:00 p.m. Quota: Limited to 50 participants. Registration: Deadline is June 10. Applications sent by email will not be accepted; all forms must be handed in to the student office. Program 3: Community Service & Social Research Unlike traditional volunteer work, this program requires students to conduct field surveys, analyze local needs, and propose simple solutions. It helps students gain a sense of social responsibility and practical experience. This project is supported by several local organizations and community leaders who value the development of young people. Time: June 17–26 (weekdays only) Benefit: A completion certificate will be awarded to every participant. Certificates will be given out on the last day of the program and can be used in future college applications. Program 4: College Life Guidance Lecture This lecture offers professional advice on campus life, including time management, interpersonal relationships, and rational consumption. It helps graduates make a smooth transition to college life and avoid unnecessary worries. The lecture will be held in the school hall, which can hold over 300 people and is equipped with sound and projection systems. Time: June 28, 2:00–4:00 p.m. Note: Free of charge. No online booking is needed. Light drinks will be provided for free during the 15-minute break between sections. 21．What is the goal of Academic Transition Workshop? A．To train students to be full-time researchers. B．To prepare students for college study. C．To offer free guidance on job hunting. D．To improve high school teaching methods. 22．What should students do to join Leadership & Teamwork Training? A．Pay a $25 fee. B．Work in groups in advance. C．Take a written test first. D．Apply before June 10. 23．What are participants required to do in Community Service & Social Research? A．Carry out surveys and put forward simple solutions. B．Provide free food and drinks for community members. C．Give completion certificates to other participants. D．Cooperate with local organizations to offer training. 24．What can we infer about College Life Guidance Lecture? A．It will last more than two hours. B．Participants must book online. C．It is divided into several parts. D．Drinks are offered for a low price. 25．What can we infer about the four programs from the passage? A．They all require applicants to have basic English skills. B．They are all designed to help graduates prepare for future life. C．They all charge fees for learning materials. D．They all limit the number of participants. 【答案】21．B 22．D 23．A 24．C 25．B 【导语】本文是一篇应用文。文章主要介绍了四个面向毕业生的学生发展项目及其具体安排与目标。 21．细节理解题。根据Program 1: Academic Transition Workshop部分中“This workshop is designed to bridge the gap between high school and university academics.(本次研讨会旨在弥合高中和大学学术之间的差距。)”以及“Many graduates say it has greatly benefited their first-year college study.(许多毕业生表示，这对他们大学一年级的学习大有裨益。)”可知，学术过渡研讨会的目的是为学生的大学学习做准备。故选B。 22．细节理解题。根据Program 2: Leadership & Teamwork Training部分中“Rf: Deadline is June 10.(报名截止日期为6月10日。)”可知，学生要在6月10日前申请才能参加领导力与团队合作培训。故选D。 23．细节理解题。根据Program 3: Community Service & Social Research部分中“Unlike traditional volunteer work, this program requires students to conduct field surveys, analyze local needs, and propose simple solutions.(与传统的志愿工作不同，该项目要求学生进行实地调查，分析当地需求，并提出简单的解决方案。)”可知，社区服务与社会研究项目要求参与者进行调查并提出简单的解决方案。故选A。 24．推理判断题。根据Program 4: College Life Guidance Lecture部分中“Light drinks will be provided for free during the 15-minute break between sections.(在各部分之间15分钟的休息时间里，将免费提供软饮料。)”可知，大学生活指导讲座分为几个部分，中间有休息时间。故选C。 25．推理判断题。根据Program 1: Academic Transition Workshop部分中“This workshop is designed to bridge the gap between high school and university academics.(本次研讨会旨在弥合高中和大学学术之间的差距。)”、Program 2: Leadership & Teamwork Training部分中“This program focuses on developing students’ ability to cooperate, communicate, and take responsibility in group tasks.(这个项目专注于培养学生在团队任务中合作、沟通和承担责任的能力。)”、Program 3: Community Service & Social Research部分中“It helps students gain a sense of social responsibility and practical experience.(它帮助学生获得社会责任感和实践经验。)”以及Program 4: College Life Guidance Lecture部分中“This lecture offers professional advice on campus life, including time management, interpersonal relationships, and rational consumption.(本次讲座提供关于校园生活的专业建议，包括时间管理、人际关系和理性消费。)”可知，这四个项目都是为了帮助毕业生为未来的生活做准备。故选B。 B （25-26高三上·天津红桥·月考）In the early years of World War II, when Jane Goodall was around six years old, she was often woken up from her sleep by the blare of air-raid sirens (防空警报). The sound warned that Nazi planes were flying over the town. Her younger sister Judy would be up like a shot, bounding down the stairs to the bomb shelter. But Goodall refused to move. “I didn’t want to leave my bed,” she says. “They had to take me down with all my bedclothes.” Eight decades later, Goodall is standing in the living room of the same house. A camera crew moved between rooms in search of furniture to take to the garden for a photograph. Goodall, though, is still, arms crossed and eyebrows raised. Her voice cuts through the commotion (喧闹). Speaking softly yet with firmness she suggests the crew try her preferred location: her attic bedroom. She exhibits the same stubbornness as the girl who clung to her bed in wartime, then leads the group upstairs, victorious. Goodall’s quiet determination has powered her through a lifetime of waiting for others to come around. In 1960, at 26, she sat for months in the forests of Tanzania, waiting for the local chimpanzees to accept her presence so that she would have the opportunity to observe them up close. When she finally succeeded in doing so, she made the remarkable discovery that they were able to use tools, a discovery that would transform our understanding of the relationship between humans and animals, earning her global fame in the process. In 1962, while pursuing her Ph. D．at the University of Cambridge, Goodall was criticized by her professors for using human names and emotions to describe chimps. Her response? “I didn’t confront them. I just quietly went on doing what I knew was right,” she recalls. Although she learned to describe her observations in more scientific language, her belief that chimps are intelligent social animals is now widely accepted and has paved the way for much tighter restrictions on their use in lab testing. After Goodall shifted from research to activism in the 1980s, her steady, non-confrontational approach allowed her to become one of the most productive environmentalists in modern history. She made the best use of her own life story — drawing on the powerful image of a lone woman living among the animals — to get people excited about environmentalism in an era when it was a fringe activity (边缘活动). Through the Jane Goodall Institute (JGI), which she founded in 1977, she raised funds for habitat conservation projects, poverty-alleviation programs, and animal shelters. And as she travelled around the world, she added countless new stories to her repertoire: on history, animal behavior, human originality and more. These, rather than protests, became her campaign tools. “If I’m trying to change somebody who disagrees with me — I choose not to be holier-than-thou (自命清高的),” she says. “You’ve got to reach the heart. And I do that through storytelling.” 26．Paragraphs 1 & 2 are intended to show Jane Goodall _________. A．was very clever since she was a little girl B．remained calm even under wartime conditions C．was very determined to do what she thought was right D．respected other people and didn’t bother to change their mind 27．According to the article, which of the following statements is true about Goodall? A．She helped make chimpanzees more available in lab testing. B．She founded the Jane Goodall Institute to raise money for Tanzania C．Her unique way of observing chimps helped her make great discoveries. D．The way that Goodall studied wild chimps was encouraged by her professors. 28．The underlined word “confront” in paragraph 3 is closest in meaning to _________. A．ignore B．satisfy C．believe in D．argue with 29．After Goodall shifted from research to activism, she would try to _________ if she wanted to change someone’s mind. A．tell amazing stories B．set them a good example C．share her feelings with them D．teach them to think for themselves 30．What is the best title of the passage? A．A New Discovery of Animals B．The Confrontation to a New Discovery C．The Enduring Hope of Jane Goodall D．Jane Goodall: an everlasting legend 【答案】26．C 27．C 28．D 29．A 30．C 【导语】本文是一篇记叙文。文章主要讲述了简·古道尔的人生经历，包括她童年时期在战争中的倔强、成年后对黑猩猩的研究及突破性发现、面对质疑时的坚持，以及后来转向环保行动主义并通过讲故事的方式推动环保事业发展的历程，展现了她坚定不屈的精神品质。 26．推理判断题。根据第一段中的“But Goodall refused to move. “I didn’t want to leave my bed,” she says. “They had to take me down with all my bedclothes.”(但古道尔拒绝移动。“我不想离开我的床，”她说。“他们不得不连人带被褥把我抬下去。”)”和第二段中的“She exhibits the same stubbornness as the girl who clung to her bed in wartime, then leads the group upstairs, victorious.(她展现出了和战时那个紧守床铺的女孩一样的倔强，然后带着一行人上楼，俨然一副胜利者的姿态)”可知，第一、二段通过描述古道尔童年战时不愿离开床铺，以及八十年后坚持让摄制组去她阁楼卧室拍摄的事例，意在展现她做自己认为正确的事时的坚定态度。故选C项。 27．细节理解题。根据第三段中的“In 1960, at 26, she sat for months in the forests of Tanzania, waiting for the local chimpanzees to accept her presence so that she would have the opportunity to observe them up close. When she finally succeeded in doing so, she made the remarkable discovery that they were able to use tools, (1960年，26岁的她在坦桑尼亚的森林里待了好几个月，等待当地的黑猩猩接受她的存在，这样她才有机会近距离观察它们。当她最终成功做到这一点时，她有了一个非凡的发现：黑猩猩能够使用工具)”可知，古道尔独特的观察方式（长时间等待黑猩猩接受，近距离观察）帮助她取得了重大发现。故选C项。 28．词句猜测题。根据第三段中的“In 1962, while pursuing her Ph. D. at the University of Cambridge, Goodall was criticized by her professors for using human names and emotions to describe chimps. Her response? “I didn’t confront them. I just quietly went on doing what I knew was right,” she recalls.(1962年，在剑桥大学攻读博士学位期间，古道尔因用人类的名字和情感来描述黑猩猩而受到教授们的批评。她的回应是什么？“我没有confront他们。我只是默默地继续做我知道是正确的事，”她回忆道)”可知，面对教授的批评，古道尔没有采取对抗性的行为，而是继续坚持自己的做法。由此猜测confront意为“反驳、争论”，与argue with。故选D项。 29．细节理解题。根据最后一段中的“If I’m trying to change somebody who disagrees with me — I choose not to be holier-than-thou (自命清高的),” she says. “You’ve got to reach the heart. And I do that through storytelling.”(“如果我试图改变一个不同意我观点的人——我选择不自命清高，”她说。“你必须触动心灵。而我通过讲故事来做到这一点。”)”可知，古道尔从研究转向行动主义后，若想改变别人的想法，会尝试讲故事。故选A项。 30．主旨大意题。根据全文内容，尤其是第三段中的“Goodall’s quiet determination has powered her through a lifetime of waiting for others to come around.(珍·古道尔沉静的决心，支撑着她一生都在耐心等待他人理解与认同)”、第四段中的“After Goodall shifted from research to activism in the 1980s, her steady, non-confrontational approach allowed her to become one of the most productive environmentalists in modern history.(上世纪80年代，古道尔从科研转向环保行动后，这份沉稳、非对抗的行事方式，让她成为现代史上最有建树的环保主义者之一)”以及最后一段中的“If I’m trying to change somebody who disagrees with me — I choose not to be holier-than-thou (自命清高的),” she says. “You’ve got to reach the heart. And I do that through storytelling.”(“如果我试图改变一个不同意我观点的人——我选择不自命清高，”她说。“你必须触动心灵。而我通过讲故事来做到这一点。”)”可知，文章核心围绕古道尔一生的坚守与追求展开：童年时坚守自我，科研中坚持真理、等待认可，行动主义中坚守环保信念、用温和方式传递希望，始终对改变世界、促进人与自然和谐抱有持久的希望。“The Enduring Hope of Jane Goodall (珍·古道尔永恒的希望)”精准概括了文章主旨，贴合其一生的精神内核与行动初衷，适合作为文章标题。故选C项。 C （25-26高三上·天津和平·月考）Modified floating wood could seed the formation of new sea ice in the Arctic, helping counteract the rapid decline of ice coverage due to global warming. The area of the Arctic Ocean covered by ice is shrinking as the climate warms, and it has been projected that the region will see its first ice-free summer day before 2030. The loss of ice leads to a vicious cycle: because the exposed water is darker than ice, it absorbs more of the sun’s heat, warming the water further and making it increasingly hard for ice to reform. This has led people to suggest various geoengineering plans to refreeze the water both in the Arctic and Antarctica. Now, Tian Li at Purdue University in West Lafayette, Indiana, and her colleagues are proposing modifying wood to help it seed the formation of new ice. “We choose wood because it’s a natural material,” says Li. “You see a lot of floating wood in ocean water and it raises much less of an environmental concern than things made of artificial materials.” To create the modified material, which they call ice-wood, the researchers took a 10-centimetre-square,1.5-centimetre-thick piece of American basswood (Tilia Americana) and cut a small chunk out of the middle. This chunk was placed on a hotplate so that one side carbonized, while the larger piece was treated with hydrogen peroxide（过氧化氢）and heat, removing much of a polymer（聚合物）called lignin. The two pieces were then put back together. Lignin gives wood its colour, so removing it makes that part of the wood whiter and better at reflecting light. The idea is that when the ice-wood floats in the sea, water is drawn up through natural microchannels. Sunlight then warms the dark, carbonized part of the surface, making the water there evaporate, after which it condenses on the colder, whiter part of the surface. During tests in ponds with water kept at about 2℃ (36°F), the top of a piece of floating ice-wood stayed below freezing, even when the air temperature reached between 7℃ and 8℃ (44.6°F and 46.4°F). Though covering the whole Arctic isn’t realistic, Li suggests that larger pieces of ice-wood could be used around coastal regions, where Indigenous people rely on ice to hunt fish, to speed up the ice coverage in winter and reduce ice loss in summer. But a big question remains about whether our focus should be on geoengineering approaches to prevent ice loss or on slowing the climate change that is causing it. “I find it strange to put so much energy into these ideas when we already know what is needed: reduced carbon dioxide emissions,” says Julienne Stroeve at University College London. 31．What is the main purpose of the “ice-wood” project? A．To clean the ocean water in the Arctic. B．To provide a new building material for coastal regions. C．To help new sea ice form in the Arctic. D．To study the behavior of seabirds in cold environments. 32．Which of the following situations best illustrates a similar “vicious cycle” as mentioned in the 2ⁿᵈ paragraph? A．A forest fire destroys trees→sunlight reaches the forest floor→new seedlings grow→the forest begins to recover. B．A student sleeps less to study more→poor sleep leads to lower concentration→needs more time to study the same material→sleeps even less. C．A farmer uses a new fertilizer→crop yield increases→the farmer earns more money→the farmer buys more land. D．A person gets a high-paying job→saves more money→makes various investments→poor investments lead to debt. 33．Which of the following statements is TRUE according to the passage? A．The wood relies on creating a temperature difference to promote ice formation. B．Lignin is removed so as to make the wood darker and better at absorbing heat. C．The carbonized part directly freezes the surrounding seawater through rapid cooling. D．American basswood was chosen as the raw material for its exceptional durability. 34．Which of the following would be the most appropriate title for this passage? A．The Arctic Crisis: Causes and Global Consequences B．Refreezing the Arctic: The Science and Promise of Engineered Ice-Wood C．From Forest to Ocean: A New Material’s Role in the Arctic Environment D．Wood Against Warming: A Controversial Path to Save Arctic Ice 35．What is the author’s attitude towards the ice-wood project as reflected in the passage? A．Supportive B．Opposed C．Objective D．Suspicious 【答案】31．C 32．B 33．A 34．B 35．C 【导语】本文是一篇说明文。主要介绍普渡大学团队研发“冰木”材料，旨在帮助北极形成新海冰以应对全球变暖导致的海冰减少，同时提及相关争议。 31．细节理解题。根据第一段中的“Modified floating wood could seed the formation of new sea ice in the Arctic, helping counteract the rapid decline of ice coverage due to global warming.(经过改良的浮木可促进北极新海冰的形成，助力缓解因全球变暖导致的海冰覆盖面积快速缩减的问题。)”及第三段“Now, Tian Li at Purdue University in West Lafayette, Indiana, and her colleagues are proposing modifying wood to help it seed the formation of new ice.(如今，印第安纳州西拉法叶市普渡大学的Tian Li及其同事正提议对木材进行改造，以帮助其促成新海冰的形成)”可知，“冰木”项目的主要目的是帮助北极形成新海冰。故选C项。 32．推理判断题。根据第二段“The area of the Arctic Ocean covered by ice is shrinking as the climate warms, and it has been projected that the region will see its first ice-free summer day before 2030. The loss of ice leads to a vicious cycle: because the exposed water is darker than ice, it absorbs more of the sun’s heat, warming the water further and making it increasingly hard for ice to reform. This has led people to suggest various geoengineering plans to refreeze the water both in the Arctic and Antarctica.(随着气候变暖，北冰洋的冰盖面积正在不断缩小，据预测，该地区将在 2030 年前迎来首个无冰夏日。海冰的消融会引发一个恶性循环：由于裸露的海水比冰颜色更深，它会吸收更多太阳热量，进一步使海水升温，导致冰体愈发难以重新形成。这促使人们提出了各类地球工程计划，旨在让北冰洋和南极洲的海水重新冻结)”可知，“恶性循环”指北极海冰减少→裸露海水吸收更多太阳热量→水温升高→海冰更难形成→海冰进一步减少，即一个负面结果会引发连锁反应，导致情况持续恶化。B项“学生为多学习而少睡觉→睡眠不足导致注意力下降→学习相同内容需更多时间→睡得更少”符合这一逻辑。故选B项。 33．细节理解题。根据第六段中的“Sunlight then warms the dark, carbonized part of the surface, making the water there evaporate, after which it condenses on the colder, whiter part of the surface.(阳光随后加热表面深色的碳化部分，使那里的水分蒸发，之后在较冷的白色部分凝结)”及第七段“During tests in ponds with water kept at about 2℃ (36℉), the top of a piece of floating ice-wood stayed below freezing, even when the air temperature reached between 7℃ and 8℃ (44.6℉and 46.4℉).(在水温保持在约 2℃（36 华氏度）的池塘中进行测试时，即便空气温度达到 7℃至 8℃（44.6 华氏度至 46.4 华氏度），漂浮的冰木顶部依然保持在冰点以下)”可知，“冰木”依靠表面碳化部分与去木质素部分的温度差促进冰的形成。故选A项。 34．主旨大意题。通读全文，根据第一段“Modified floating wood could seed the formation of new sea ice in the Arctic, helping counteract the rapid decline of ice coverage due to global warming.(经过改造的浮木或能促成北极新海冰的形成，助力抵消因全球变暖导致的冰盖面积快速缩减)”文章核心围绕“冰木”这一工程材料展开，介绍其研发背景、制作原理、实验效果及应用前景，同时提及相关争议。B项“让北极重新结冰：工程化冰木的科学与前景”能全面概括核心内容,为最佳标题。故选B项。 35．推理判断题。作者在文中介绍了 “冰木” 项目的研发背景、原理、测试结果和应用建议，同时也引用了朱莉安娜・斯特罗伊夫的观点，指出该地球工程方案与减少碳排放之间的争议。全文没有体现出作者个人的支持、反对或怀疑态度，只是客观陈述事实和不同观点。因此作者的态度是客观的。故选C项。 D （25-26高三上·天津·月考）I read “Middlemarch” in college. None in my class got it. Why would Dorothea make such a decision on her marriage? “Trust me, you’ll read this book again when you’re forty, and you’ll say, ‘Oh, I see’” our professor said. Yet there’s a theory behind the assignment of “Middlemarch”: knowledge acquired too early gets stored away. Patterns of thinking established now will be traced later; ideas encountered first in art will prepare us for the rest of life. This sounds unclear, until you reflect on the fact that you take a class in law school today only to argue a complicated case years later. Knowledge must often molder in our mental warehouses for decades until we figure out what to do with it. Leslie Valiant, a distinguished computer scientist, calls our ability to learn over the long term “educability”. In his new book, The Importance of Being Educable, he argues that it’s key to our success. When we think about what makes our minds special, we tend to focus on intelligence. But if we want to grasp reality in all its complexity, Valiant writes, then “cleverness is not enough.” We need to build comprehensive and flexible theories about the world — theories that will serve us in new, unanticipated, and strange circumstances — and we do that by gathering diverse kinds of knowledge, often in a slow, additive, accidental way, and knitting them together. Through this process, we acquire systems of beliefs that are broader and richer than the ones we can create through direct personal experience. An educable mind, he writes, can learn from books, lectures, conversations, experiences, — from anything, really — and notice when relevant aspects of almost forgotten knowledge reveal themselves. We admire aspects of someone’s educability when we say that they are a quick study, but what really makes them educable is that they apply insights “for purposes not foreseen at the time of the study”. When people strike us as particularly well-educated, this might mean that they have had lots of school, but it could also mean that they’re exceptionally educable, with the ability to take good advantage of whatever educational opportunities arise, whether formal or informal. Valiant thinks it might be useful to promote educability as an ideal. We could try to figure out how to measure and teach it in schools, or to encourage it in adults; at a time when rapid technological change means there’s always more to learn, we might seek to create a more educable society in general. 36．The author mentions law school in paragraph 2 primarily to ________. A．contrast academic learning with real-world applications B．emphasize the accidental nature of knowledge acquisition C．illustrate how knowledge gained early may later prove useful D．criticize the gap between theoretical study and practical needs 37．The underlined word in Paragraph 2 is closest in meaning to “________”. A．become out-of-date B．keep practical C．stay safe D．remain inactive 38．Which of the following mind map correctly illustrate the relationship between knowledge, theory and beliefs? A． B． C． D． 39．What can be inferred from Paragraph 4? A．True educability lies in presenting insights for unforeseen purposes. B．A quick learner overestimates the value of learning from all sources. C．Schooling ensures that an educable mind can seize all learning opportunities. D．An educable mind pursues learning even without an immediate goal in mind. 40．What is the main purpose of the passage? A．To interpret the concept of “educability” and its significance. B．To propose specific methods for building a more educable society. C．To encourage readers to revisit classic novels at different life stages. D．To promote a newly published book by a distinguished computer scientist. 【答案】36．C 37．D 38．A 39．D 40．A 【导语】这是一篇议论文。围绕“可教育性(educability)”展开，以《米德尔马契》的阅读体验引入知识需长期沉淀的观点，进而阐释可教育性的定义、价值及推广意义。 36．推理判断题。根据第二段“Yet there’s a theory behind the assignment of “Middlemarch”: knowledge acquired too early gets stored away. Patterns of thinking established now will be traced later; ideas encountered first in art will prepare us for the rest of life. This sounds unclear, until you reflect on the fact that you take a class in law school today only to argue a complicated case years later. (不过给学生布置《米德尔马契》的阅读任务是有理论依据的：过早学到的知识会被储存起来。当下建立的思维模式日后会显现作用；在艺术中初次接触的想法会为我们的余生做准备。这个道理听起来模糊，直到你想到：如今在法学院上的课，是为了多年后辩论复杂案件而准备的)”可知，作者举法学院的例子是为了说明早年学到的知识日后可能有用。故选C项。 37．词句猜测题。根据第二段“you take a class in law school today only to argue a complicated case years later (如今在法学院上的课，是为了多年后辩论复杂案件而准备的)”及“Knowledge must often molder in our mental warehouses for decades until we figure out what to do with it. (知识往往要在我们的“思维仓库”里____十数年，直到我们明白如何运用它)”可知，知识在“思维仓库”里、多年后才用到，可推测molder意为“保持不活跃的状态”。故选D项。 38．推理判断题。根据第三段“We need to build comprehensive and flexible theories about the world — theories that will serve us in new, unanticipated, and strange circumstances — and we do that by gathering diverse kinds of knowledge, often in a slow, additive, accidental way, and knitting them together. Through this process, we acquire systems of beliefs that are broader and richer than the ones we can create through direct personal experience. (我们需要构建关于世界的全面且灵活的理论，这些理论能在新的、意外的、陌生的情境中发挥作用，而我们要通过收集各类知识来实现这一点，通常是缓慢、逐步、偶然地积累，并将这些知识整合起来。通过这个过程，我们获得的信念体系，会比仅通过个人直接经验构建的体系更广阔、更丰富)”可知，逻辑是知识塑造理论、理论构建信念。故选A项。 39．推理判断题。根据第四段“We admire aspects of someone’s educability when we say that they are a quick study, but what really makes them educable is that they apply insights “for purposes not foreseen at the time of the study”. (当我们说一个人学得快时，我们欣赏的是其身上具备的可教性特质；但真正让他们具备可教性的关键，在于他们能够将所学的深刻见解运用到学习之初未曾预见的场景中。)”可知，拥有可教育的思维，意味着即便没有即时目标也会追求学习。故选D项。 40．推理判断题。根据第三段“Leslie Valiant, a distinguished computer scientist, calls our ability to learn over the long term “educability”. In his new book, The Importance of Being Educable, he argues that it’s key to our success. (杰出的计算机科学家Leslie Valiant将我们长期学习的能力称为“可教育性”。在他的新书The Importance of Being Educable中，他认为这是我们成功的关键)”、第五段“Valiant thinks it might be useful to promote educability as an ideal. (Valiant认为，将可教育性作为一种理想来推广可能是有用的)”及通读全文可知，文章先以《米德尔马契》引入观点，随后介绍可教育性的定义、价值及推广意义，核心是解读“可教育性”这一概念及其重要性。故选A项。 阅读表达 We found out that Jenny was hearing impaired (有听觉缺陷的) when she was four and a half years old. Several operations and speech classes later, when she was seven, we were told that Jenny had Juvenile Rheumatoid Arthritis (风湿性关节炎). She could not put pressure on the heels of her feet, so she walked on tiptoe. All through grade school, and on into high school, Jenny suffered, yet never complained. She took her medicine, and I would often wrap her feet in towels and hold her until her pain disappeared. But, as soon as she could bear the pain, Jenny immediately carried on, as though she were free of pain. She was very popular and funny, attending every football game and cheering the team on, carrying her pillow everywhere she went, so that she could reduce the pain. Then came her senior year. She would be considered for scholarship; however, school activities, especially sport, could often mean the difference between receiving an award and losing out. So Jenny came to a decision, and in her strange manner, she began to bombard the high school football coach with requests. She promised. She got her best friend to sign up with her. Finally, the coach gave in, with the warning, “If you miss one game, you are out!” She carried big buckets of water to her teammates. She bandaged knees and ankles before every game. Often, Jenny could be seen carrying a bucket of water in each hand, nearly dragging them, along with her pillow pressed under her arms. When asked why he thought that the team was winning all their games, even in the face of injury, one member of Jenny’s team explained, “Well, when you’ve been knocked down and you can’t seem to move, you look up and see Jenny Lewis, limping (跛行) across the field, dragging her buckets and carrying her pillow. It makes anything that the rest of us may suffer seem pretty insignificant.” 41．When Jenny was seven, why did she walk on tiptoe? (No more than 11 words) 42．Why did Jenny decide to take part in school activities? (No more than 20 words) 43．What does the underlined sentence in the fourth paragraph mean? (No more than 15 words) 44．What made Jenny’s team encouraged in face of difficulties? (No more than 15 words) 45．What have you learned from Jenny? (No more than 25 words) 【答案】41．Because she could not put pressure on her heels./Because her heels couldn’t take pressure. 42．Because activities could affect scholarship chances./Because school activities could often mean the difference between receiving an award and losing out. 43．She kept asking the coach repeatedly to let her join the team. 44．Jenny’s effort and determination despite her pain. 45．We should never give up despite suffering; courage and perseverance can inspire others and overcome difficulties. 【导语】本文是一篇记叙文。文章主要讲述了Jenny身患残疾但积极面对生活，通过自己的努力和坚持激励了身边的人，尤其是她的足球队队友，在面对困难时也不放弃的故事。 41．考查细节理解。根据第一段中“Several operations and speech classes later, when she was seven, we were told that Jenny had Juvenile Rheumatoid Arthritis (风湿性关节炎). She could not put pressure on the heels of her feet, so she walked on tiptoe.(经过几次手术和语言课程后，她七岁时，我们被告知Jenny患有幼年型类风湿性关节炎。她不能给脚后跟施加压力，所以她踮着脚尖走路)”可知，Jenny七岁时踮着脚尖走路是因为她不能给脚后跟施加压力。故答案为：Because she could not put pressure on her heels./Because her heels couldn’t take pressure. 42．考查细节理解。根据第三段中“Then came her senior year. She would be considered for scholarship; however, school activities, especially sport, could often mean the difference between receiving an award and losing out.(然后到了她的毕业年级。她将被考虑获得奖学金；然而，学校活动，尤其是体育活动，往往意味着获得奖励和失去奖励之间的区别)”可知，Jenny决定参加学校活动是因为活动会影响她获得奖学金的机会。故答案为：Because activities could affect scholarship chances./Because school activities could often mean the difference between receiving an award and losing out. 43．考查词句猜测。根据划线句中“...with requests”和其后“Finally, the coach gave in (最后，教练让步了)”可推知，她是不断地请求教练让她加入球队，最终才获得了机会。所以“she began to bombard the high school football coach with requests.”的意思是“她不断请求教练让她入队”。故答案为：She kept asking the coach repeatedly to let her join the team. 44．考查推理判断。根据倒数第二段“She carried big buckets of water to her teammates. She bandaged knees and ankles before every game. Often, Jenny could be seen carrying a bucket of water in each hand, nearly dragging them, along with her pillow pressed under her arms.(她给队友们提来大桶大桶的水。她在每场比赛前都包扎膝盖和脚踝。人们经常看到Jenny双手各提一桶水，几乎拖着它们，胳膊下还夹着枕头)”以及最后一段中“Well, when you’ve been knocked down and you can’t seem to move, you look up and see Jenny Lewis, limping (跛行) across the field, dragging her buckets and carrying her pillow. It makes anything that the rest of us may suffer seem pretty insignificant.(当你被击倒，似乎无法移动时，你抬头看到Jenny Lewis一瘸一拐地穿过球场，拖着水桶，抱着枕头。这让我们其他人所遭受的一切都显得微不足道)”可知，尽管Jenny身体疼痛，但她仍然努力为球队做出贡献，这种努力和决心让她的队友在面对困难时受到鼓舞。故答案为：Jenny’s effort and determination despite her pain. 45．考查推理判断。根据文章内容可知，Jenny身患残疾但积极面对生活，通过自己的努力和坚持激励了身边的人，尤其是她的足球队队友，在面对困难时也不放弃。由此可知，我们应该从Jenny身上学到的是：尽管遭受痛苦，我们也永远不应该放弃；勇气和毅力可以激励他人并克服困难。故答案为：We should never give up despite suffering; courage and perseverance can inspire others and overcome difficulties. 4 / 20 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 大题预测03 完形填空+阅读理解+阅读表达 (考试时间：60分钟 试卷满分：90分) 完形填空 （25-26高三下·天津南开·开学考试）I was a shy girl, afraid of talking to people I didn’t know. I sought refuge (庇护) in nature, where silence spoke louder than words. 1 , at school, I had to spend all day in the company of others. My 2 was reading — between pages, I could be anyone but myself. I studied tirelessly and was 3 good grades, as if perfect scores could 4 my imperfect voice. My only failure was Spanish: As on paper, Ds and Fs on the spoken part. I could write what I dared not say. Eventually I went to college. During my third year, I had 5 of being shy and determined to change. One day I noticed an 6 for positions on the local classical music radio station. I had grown up listening to classical music and could easily pronounce names like Tchaikovsky and Chopin. I had no radio background and no hope of getting the job. The 7 of talking to thousands terrified me. Yet I luckily 8 the interview — which involved reading symphonies descriptions and 9 composers’ names. It came 10 . I left the recording session with a sense of relief and 11 . Two weeks later, I actually 12 the job. It was 13 , but I grew to enjoy it. The voice that 14 trembled in Spanish class now reached thousands. I began to feel not just comfortable, but alive when talking to people. Although I now talk for hours each week, I’m 15 fundamentally quiet. Perhaps my soft voice and quiet 16 help people open up when they 17 my interview questions. My former shyness is a 18 — it helped me relate to people who feel uncomfortable when they talk to reporters. I still cherish moments of loneliness and the 19 found in nature. But I’m also grateful I made a 20 that opened doors I never knew existed. 1．A．Therefore B．However C．Besides D．Additionally 2．A．excuse B．reason C．escape D．assignment 3．A．mixed with B．provided with C．rewarded with D．awarded with 4．A．stand for B．give in to C．compensate for D．account for 5．A．enough B．nothing C．much D．little 6．A．assignment B．advertisement C．arrangement D．application 7．A．idea B．decision C．news D．story 8．A．took B．failed C．quit D．survived 9．A．pronouncing B．typing C．identifying D．copying 10．A．suddenly B．really C．naturally D．gradually 11．A．depression B．humor C．failure D．accomplishment 12．A．landed B．lost C．considered D．refused 13．A．pleasant B．challenging C．comfortable D．painless 14．A．never B．once C．almost D．already 15．A．even B．also C．seldom D．still 16．A．nature B．mood C．voice D．confidence 17．A．raise B．prepare C．answer D．repeat 18．A．fortune B．devotion C．heritage D．commitment 19．A．wealth B．sound C．peace D．wildness 20．A．study B．change C．promise D．conclusion 阅读理解 A （2026·天津滨海新区·一模）Student Development Programs for Graduating Seniors Program 1: Academic Transition Workshop This workshop is designed to bridge the gap between high school and university academics. Experienced lecturers will introduce efficient research methods, academic writing norms, and critical thinking skills that are essential for further study. The program has attracted hundreds of students in the previous two years and receives wide praise from both participants and educators. Many graduates say it has greatly benefited their first-year college study. Time: June 10–12, 9:00–11:30 a.m. Fee: $25, including learning materials. Requirement: Basic English comprehension and active participation. Participants are expected to arrive 10 minutes early for check-in and bring their own notebooks for note-taking. Program 2: Leadership & Teamwork Training This program focuses on developing students’ ability to cooperate, communicate, and take responsibility in group tasks. Through role‑play and team‑based projects, participants will improve their problem‑solving skills and build confidence. The training center is well-equipped with modern facilities and comfortable seating, creating a pleasant learning environment for all attendees. Time: June 14, 8:00 a.m.–4:00 p.m. Quota: Limited to 50 participants. Registration: Deadline is June 10. Applications sent by email will not be accepted; all forms must be handed in to the student office. Program 3: Community Service & Social Research Unlike traditional volunteer work, this program requires students to conduct field surveys, analyze local needs, and propose simple solutions. It helps students gain a sense of social responsibility and practical experience. This project is supported by several local organizations and community leaders who value the development of young people. Time: June 17–26 (weekdays only) Benefit: A completion certificate will be awarded to every participant. Certificates will be given out on the last day of the program and can be used in future college applications. Program 4: College Life Guidance Lecture This lecture offers professional advice on campus life, including time management, interpersonal relationships, and rational consumption. It helps graduates make a smooth transition to college life and avoid unnecessary worries. The lecture will be held in the school hall, which can hold over 300 people and is equipped with sound and projection systems. Time: June 28, 2:00–4:00 p.m. Note: Free of charge. No online booking is needed. Light drinks will be provided for free during the 15-minute break between sections. 21．What is the goal of Academic Transition Workshop? A．To train students to be full-time researchers. B．To prepare students for college study. C．To offer free guidance on job hunting. D．To improve high school teaching methods. 22．What should students do to join Leadership & Teamwork Training? A．Pay a $25 fee. B．Work in groups in advance. C．Take a written test first. D．Apply before June 10. 23．What are participants required to do in Community Service & Social Research? A．Carry out surveys and put forward simple solutions. B．Provide free food and drinks for community members. C．Give completion certificates to other participants. D．Cooperate with local organizations to offer training. 24．What can we infer about College Life Guidance Lecture? A．It will last more than two hours. B．Participants must book online. C．It is divided into several parts. D．Drinks are offered for a low price. 25．What can we infer about the four programs from the passage? A．They all require applicants to have basic English skills. B．They are all designed to help graduates prepare for future life. C．They all charge fees for learning materials. D．They all limit the number of participants. B （25-26高三上·天津红桥·月考）In the early years of World War II, when Jane Goodall was around six years old, she was often woken up from her sleep by the blare of air-raid sirens (防空警报). The sound warned that Nazi planes were flying over the town. Her younger sister Judy would be up like a shot, bounding down the stairs to the bomb shelter. But Goodall refused to move. “I didn’t want to leave my bed,” she says. “They had to take me down with all my bedclothes.” Eight decades later, Goodall is standing in the living room of the same house. A camera crew moved between rooms in search of furniture to take to the garden for a photograph. Goodall, though, is still, arms crossed and eyebrows raised. Her voice cuts through the commotion (喧闹). Speaking softly yet with firmness she suggests the crew try her preferred location: her attic bedroom. She exhibits the same stubbornness as the girl who clung to her bed in wartime, then leads the group upstairs, victorious. Goodall’s quiet determination has powered her through a lifetime of waiting for others to come around. In 1960, at 26, she sat for months in the forests of Tanzania, waiting for the local chimpanzees to accept her presence so that she would have the opportunity to observe them up close. When she finally succeeded in doing so, she made the remarkable discovery that they were able to use tools, a discovery that would transform our understanding of the relationship between humans and animals, earning her global fame in the process. In 1962, while pursuing her Ph. D．at the University of Cambridge, Goodall was criticized by her professors for using human names and emotions to describe chimps. Her response? “I didn’t confront them. I just quietly went on doing what I knew was right,” she recalls. Although she learned to describe her observations in more scientific language, her belief that chimps are intelligent social animals is now widely accepted and has paved the way for much tighter restrictions on their use in lab testing. After Goodall shifted from research to activism in the 1980s, her steady, non-confrontational approach allowed her to become one of the most productive environmentalists in modern history. She made the best use of her own life story — drawing on the powerful image of a lone woman living among the animals — to get people excited about environmentalism in an era when it was a fringe activity (边缘活动). Through the Jane Goodall Institute (JGI), which she founded in 1977, she raised funds for habitat conservation projects, poverty-alleviation programs, and animal shelters. And as she travelled around the world, she added countless new stories to her repertoire: on history, animal behavior, human originality and more. These, rather than protests, became her campaign tools. “If I’m trying to change somebody who disagrees with me — I choose not to be holier-than-thou (自命清高的),” she says. “You’ve got to reach the heart. And I do that through storytelling.” 26．Paragraphs 1 & 2 are intended to show Jane Goodall _________. A．was very clever since she was a little girl B．remained calm even under wartime conditions C．was very determined to do what she thought was right D．respected other people and didn’t bother to change their mind 27．According to the article, which of the following statements is true about Goodall? A．She helped make chimpanzees more available in lab testing. B．She founded the Jane Goodall Institute to raise money for Tanzania C．Her unique way of observing chimps helped her make great discoveries. D．The way that Goodall studied wild chimps was encouraged by her professors. 28．The underlined word “confront” in paragraph 3 is closest in meaning to _________. A．ignore B．satisfy C．believe in D．argue with 29．After Goodall shifted from research to activism, she would try to _________ if she wanted to change someone’s mind. A．tell amazing stories B．set them a good example C．share her feelings with them D．teach them to think for themselves 30．What is the best title of the passage? A．A New Discovery of Animals B．The Confrontation to a New Discovery C．The Enduring Hope of Jane Goodall D．Jane Goodall: an everlasting legend C （25-26高三上·天津和平·月考）Modified floating wood could seed the formation of new sea ice in the Arctic, helping counteract the rapid decline of ice coverage due to global warming. The area of the Arctic Ocean covered by ice is shrinking as the climate warms, and it has been projected that the region will see its first ice-free summer day before 2030. The loss of ice leads to a vicious cycle: because the exposed water is darker than ice, it absorbs more of the sun’s heat, warming the water further and making it increasingly hard for ice to reform. This has led people to suggest various geoengineering plans to refreeze the water both in the Arctic and Antarctica. Now, Tian Li at Purdue University in West Lafayette, Indiana, and her colleagues are proposing modifying wood to help it seed the formation of new ice. “We choose wood because it’s a natural material,” says Li. “You see a lot of floating wood in ocean water and it raises much less of an environmental concern than things made of artificial materials.” To create the modified material, which they call ice-wood, the researchers took a 10-centimetre-square,1.5-centimetre-thick piece of American basswood (Tilia Americana) and cut a small chunk out of the middle. This chunk was placed on a hotplate so that one side carbonized, while the larger piece was treated with hydrogen peroxide（过氧化氢）and heat, removing much of a polymer（聚合物）called lignin. The two pieces were then put back together. Lignin gives wood its colour, so removing it makes that part of the wood whiter and better at reflecting light. The idea is that when the ice-wood floats in the sea, water is drawn up through natural microchannels. Sunlight then warms the dark, carbonized part of the surface, making the water there evaporate, after which it condenses on the colder, whiter part of the surface. During tests in ponds with water kept at about 2℃ (36°F), the top of a piece of floating ice-wood stayed below freezing, even when the air temperature reached between 7℃ and 8℃ (44.6°F and 46.4°F). Though covering the whole Arctic isn’t realistic, Li suggests that larger pieces of ice-wood could be used around coastal regions, where Indigenous people rely on ice to hunt fish, to speed up the ice coverage in winter and reduce ice loss in summer. But a big question remains about whether our focus should be on geoengineering approaches to prevent ice loss or on slowing the climate change that is causing it. “I find it strange to put so much energy into these ideas when we already know what is needed: reduced carbon dioxide emissions,” says Julienne Stroeve at University College London. 31．What is the main purpose of the “ice-wood” project? A．To clean the ocean water in the Arctic. B．To provide a new building material for coastal regions. C．To help new sea ice form in the Arctic. D．To study the behavior of seabirds in cold environments. 32．Which of the following situations best illustrates a similar “vicious cycle” as mentioned in the 2ⁿᵈ paragraph? A．A forest fire destroys trees→sunlight reaches the forest floor→new seedlings grow→the forest begins to recover. B．A student sleeps less to study more→poor sleep leads to lower concentration→needs more time to study the same material→sleeps even less. C．A farmer uses a new fertilizer→crop yield increases→the farmer earns more money→the farmer buys more land. D．A person gets a high-paying job→saves more money→makes various investments→poor investments lead to debt. 33．Which of the following statements is TRUE according to the passage? A．The wood relies on creating a temperature difference to promote ice formation. B．Lignin is removed so as to make the wood darker and better at absorbing heat. C．The carbonized part directly freezes the surrounding seawater through rapid cooling. D．American basswood was chosen as the raw material for its exceptional durability. 34．Which of the following would be the most appropriate title for this passage? A．The Arctic Crisis: Causes and Global Consequences B．Refreezing the Arctic: The Science and Promise of Engineered Ice-Wood C．From Forest to Ocean: A New Material’s Role in the Arctic Environment D．Wood Against Warming: A Controversial Path to Save Arctic Ice 35．What is the author’s attitude towards the ice-wood project as reflected in the passage? A．Supportive B．Opposed C．Objective D．Suspicious D （25-26高三上·天津·月考）I read “Middlemarch” in college. None in my class got it. Why would Dorothea make such a decision on her marriage? “Trust me, you’ll read this book again when you’re forty, and you’ll say, ‘Oh, I see’” our professor said. Yet there’s a theory behind the assignment of “Middlemarch”: knowledge acquired too early gets stored away. Patterns of thinking established now will be traced later; ideas encountered first in art will prepare us for the rest of life. This sounds unclear, until you reflect on the fact that you take a class in law school today only to argue a complicated case years later. Knowledge must often molder in our mental warehouses for decades until we figure out what to do with it. Leslie Valiant, a distinguished computer scientist, calls our ability to learn over the long term “educability”. In his new book, The Importance of Being Educable, he argues that it’s key to our success. When we think about what makes our minds special, we tend to focus on intelligence. But if we want to grasp reality in all its complexity, Valiant writes, then “cleverness is not enough.” We need to build comprehensive and flexible theories about the world — theories that will serve us in new, unanticipated, and strange circumstances — and we do that by gathering diverse kinds of knowledge, often in a slow, additive, accidental way, and knitting them together. Through this process, we acquire systems of beliefs that are broader and richer than the ones we can create through direct personal experience. An educable mind, he writes, can learn from books, lectures, conversations, experiences, — from anything, really — and notice when relevant aspects of almost forgotten knowledge reveal themselves. We admire aspects of someone’s educability when we say that they are a quick study, but what really makes them educable is that they apply insights “for purposes not foreseen at the time of the study”. When people strike us as particularly well-educated, this might mean that they have had lots of school, but it could also mean that they’re exceptionally educable, with the ability to take good advantage of whatever educational opportunities arise, whether formal or informal. Valiant thinks it might be useful to promote educability as an ideal. We could try to figure out how to measure and teach it in schools, or to encourage it in adults; at a time when rapid technological change means there’s always more to learn, we might seek to create a more educable society in general. 36．The author mentions law school in paragraph 2 primarily to ________. A．contrast academic learning with real-world applications B．emphasize the accidental nature of knowledge acquisition C．illustrate how knowledge gained early may later prove useful D．criticize the gap between theoretical study and practical needs 37．The underlined word in Paragraph 2 is closest in meaning to “________”. A．become out-of-date B．keep practical C．stay safe D．remain inactive 38．Which of the following mind map correctly illustrate the relationship between knowledge, theory and beliefs? A． B． C． D． 39．What can be inferred from Paragraph 4? A．True educability lies in presenting insights for unforeseen purposes. B．A quick learner overestimates the value of learning from all sources. C．Schooling ensures that an educable mind can seize all learning opportunities. D．An educable mind pursues learning even without an immediate goal in mind. 40．What is the main purpose of the passage? A．To interpret the concept of “educability” and its significance. B．To propose specific methods for building a more educable society. C．To encourage readers to revisit classic novels at different life stages. D．To promote a newly published book by a distinguished computer scientist. 阅读表达 We found out that Jenny was hearing impaired (有听觉缺陷的) when she was four and a half years old. Several operations and speech classes later, when she was seven, we were told that Jenny had Juvenile Rheumatoid Arthritis (风湿性关节炎). She could not put pressure on the heels of her feet, so she walked on tiptoe. All through grade school, and on into high school, Jenny suffered, yet never complained. She took her medicine, and I would often wrap her feet in towels and hold her until her pain disappeared. But, as soon as she could bear the pain, Jenny immediately carried on, as though she were free of pain. She was very popular and funny, attending every football game and cheering the team on, carrying her pillow everywhere she went, so that she could reduce the pain. Then came her senior year. She would be considered for scholarship; however, school activities, especially sport, could often mean the difference between receiving an award and losing out. So Jenny came to a decision, and in her strange manner, she began to bombard the high school football coach with requests. She promised. She got her best friend to sign up with her. Finally, the coach gave in, with the warning, “If you miss one game, you are out!” She carried big buckets of water to her teammates. She bandaged knees and ankles before every game. Often, Jenny could be seen carrying a bucket of water in each hand, nearly dragging them, along with her pillow pressed under her arms. When asked why he thought that the team was winning all their games, even in the face of injury, one member of Jenny’s team explained, “Well, when you’ve been knocked down and you can’t seem to move, you look up and see Jenny Lewis, limping (跛行) across the field, dragging her buckets and carrying her pillow. It makes anything that the rest of us may suffer seem pretty insignificant.” 41．When Jenny was seven, why did she walk on tiptoe? (No more than 11 words) 42．Why did Jenny decide to take part in school activities? (No more than 20 words) 43．What does the underlined sentence in the fourth paragraph mean? (No more than 15 words) 44．What made Jenny’s team encouraged in face of difficulties? (No more than 15 words) 45．What have you learned from Jenny? (No more than 25 words) 4 / 20 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $