大题预测03 阅读理解（北京专用）（高考热点+各区真题）（大题专练）2026年高考英语终极冲刺讲练测

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+阅读理解 目录 （2026·东城·一模） 1 （2026·海淀·一模） 10 （2026·朝阳·一模） 20 （2026·丰台·一模） 30 （2026·石景山·一模） 39 阅读理解 （2026·东城·一模） A We are looking for 15 international and 15 Chinese young participants for the upcoming edition of the course Managing World Heritage: People, Nature, and Culture. This course specifically targets young individuals working at a specific cultural or natural World Heritage property, or institutions with responsibilities related to managing World Heritage properties. Applications are open to all regions. What is the content of the course? The course provides a general overview of what constitutes a world heritage management system, enabling participants to assess its effectiveness in a rapidly changing world. During the course, participants will be introduced to key tools and resources to improve management, planning, and decision-making processes at World Heritage properties and other heritage places. Participants will also share their professional experience and learn from each other. Where will the course take place? The course will take place in Suzhou, China, from 15 to 21 September 2026. Participants will have the chance to visit and learn more about the management of the World Heritage property and gain insight into the Chinese World Heritage management system. What are the costs of participation? There is no course fee. Participants will be responsible for their round-trip travel costs to and from Suzhou, China and any visa costs. Accommodations, meals and transportation will be provided by local organizers. How to apply for this course? Please submit your application by 31 July 2026. The application process is as follows: ● complete the online application form in English ● upload a personal photo ● upload your profile which highlights your most relevant experience (in English; maximum two pages) If you have any questions, please email us at whl@PNC26.org. 21. Who is the course intended for? A. International students. B. Heritage professionals. C. Cultural product designers. D. Management column editors. 22. What will the participants do during the course? A. Learn about professional tools. B. Share occupational resources. C. Assess the world heritage sites. D. Carry out management practices. 23. To apply for the course, one is required to ________. A. submit a profile with a photo B. introduce related experience C. write an application letter online D. send an email to whl@PNC26.org B Glancing at the author’s copy of the book on the desk, I am reminded of how long it has taken to get to this point as I am confirming the arrangements for one of the promotional events scheduled for my fourth non-fiction work on art. I actually started professional writing fairly late in life, after working for the local council for many years. Although I was into literature, it was for personal enjoyment. During my teenage years I sometimes wrote for the school magazine, just for fun. Later, this interest developed into a stronger desire for recognition, and, I’d spend months typing texts and sending them off to magazines and publishers, anxiously awaiting a response that often never came. I have also had a passion for art. Wandering around galleries is an absolute pleasure for me, although I don’t have an artistic bone in my body, unlike my twin sister, Louisa, who is remarkably gifted and has launched a career as an artist. One evening she called to say she was struggling with the text for an upcoming exhibition brochure and asked if I could give her a hand. I warned her that I’d give it a try. Later that evening I managed to produce something that I thought might be acceptable and emailed it to her. It was a real success and set the wheels in motion to turn my dream into a reality. One of the guests at the opening night was an editor working for an online arts magazine. Having been impressed by my piece describing the exhibition in the brochure, she managed to track me down, first by contacting the gallery and then my sister. Well, to be honest, I didn’t know what to think and the prospect of meeting with her filled me with fear. Questions came flooding through my mind and I immediately messaged my sister, who strongly urged me to seize the opportunity. So I fired off an acceptance email before I had the opportunity to change my mind again. Over the following months I devoted every spare moment of my time to attending exhibitions and crafting commentary articles on the region’s artists. I have to admit that the whole thing was exciting. My brain was constantly filled with ideas, and I enjoyed watching them take shape as I typed into the night on my laptop. After that first summer, I was hooked on writing about art, which was so enjoyable and satisfying. Definitely, it was what I should be doing. 24. When the author was young, she ______. A. had a talent for art B. ran a school magazine C. found writing interesting D. won recognition from publishers 25. Receiving her sister’s request for help, the author was ______. A. cautious B. touched C. relieved D. uninterested 26. What finally encouraged the author to accept the editor’s offer? A. Her passion for art. B. Confidence from success. C. The editor’s enthusiasm. D. The push from her sister. 27. What can we learn from the passage? A. Every end is a fresh beginning. B. Talent is born from consistent effort. C. Unexpected turns in life may bring gifts. D. Lifelong learning leads to personal growth. C Whom would you trust more: an expert who seems to have all of the answers or one who admits what he doesn’t know? We have spent the past five years studying that question. Our research was sparked by a tension we both noticed early in our academic careers. Our graduate studies made us deeply aware of how little we knew about our respective research areas, even as we developed specialized knowledge in these fields. Scholars call this particular variety of self-awareness “intellectual humility”, and it’s something we suspect many experts encounter as they transition into a new role. On the other hand, barely anyone seemed to expect us to be intellectually humble in our then new positions. People seemed to engage with us as know-it-all, capital-E experts who could confidently answer any questions that were even remotely related to our specialties. The scariest part was that we could have easily exploited these opportunities to share our opinions on topics well beyond our expertise. These experiences got us thinking about intellectual humility among experts, which is linked with many desirable behaviors, including considering others’ perspectives, and being better at conflict resolution. Conversely, when experts claim to know more than they actually do, this is not only the abandonment of trust but also potentially disastrous in terms of promoting public conversation. Given these high stakes, we designed a series of studies to understand how people think about expertise. We asked 100 participants to freely describe their understanding of expertise, analyzed about 200 related posts on the Internet, and asked 700 online participants to tackle a word sorting task in which they identified and grouped different terms such as “knowledge” or “qualifications” into broader perspectives on expertise. The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency. At first glance, there’s nothing wrong with using qualifications and a demonstrated record of overcoming problems to examine someone’s position as an expert. On second thought, these understandings of expertise may leave some people defenseless to perceiving expertise in those who only appear to know their stuff. These people are expected to move from simplistic understandings of what makes an expert to more thoughtful ones. In future research, we want to see if it’s possible to create more substantial changes in how people understand expertise — changes that last for weeks, months and potentially years. It remains to be confirmed whether helping people prize intellectual humility in experts might make them better at detecting when someone is overstepping beyond the boundaries of their expertise, and accordingly ensure that humble experts, who are aware of and admit the limits of their expertise, are there to help humanity address our world’s most pressing challenges. 28. As for people’s perception of experts, the author is ______. A. supportive B. puzzled C. tolerant D. sceptical 29. What can be inferred about the results of present studies? A. Expertise encourages a know-it-all mindset. B. Experts fail to live up to people’s expectation. C. Intellectual humility springs from public belief. D. Problem-solving ability ranks high in expertise. 30. What can we learn from the last paragraph? A. Humility among experts should be promoted. B. A better model to assess humility is expected. C. Refining judgment on experts needs continued exploration. D. Tackling urgent issues relies on humble experts’ joint efforts. D Rewilding is a simple concept: areas of wilderness are identified for restoration, native animals and plants are reintroduced, and natural processes take over. The term was coined in the 1990s. Much like nature, language undergoes continuous transformation. To some, rewilding now incorporates the idea of building “corridors” so that species can cross from one area of wilderness to another, as they would have done in pre-human times. To others, it is about letting “natural chaos” take over, meaning any human interference is prohibited. Why might the average person be drawn to the idea of rewilding? Many hold that nostalgia is behind it. The fact is that most of us can’t say, “Where did all those Red Admiral butterflies go, that were once so common in my back garden?” We cannot recall things that are beyond living memory, let alone a time when wild pigs and deer ran through forests. Indeed, we need not be remotely sentimental (多愁善感) to see why biodiversity is desirable. There are numerous benefits to rewilding, such as restoring natural biodiversity and improving the ecological resilience of damaged landscapes. Actually, at the most pragmatic level, without healthy ecosystems, our crops will fail and obviously we will not survive. A workable food chain must start with pollinators, such as bees and hoverflies. Intensive farming, however, has largely removed the wildflowers they feed on and turned much of our landscape into lifeless soil. Only by reintroducing missing insects, plants and animals can we reverse this trend. The idea of rewilding has certainly caught the public eye, and journalists have played their part in this. Some have warned about the potential terrible consequences. Others have showered praise on the plan of releasing beavers back into streams. Devoting attention to efforts like these is no bad thing, yet rewilding is something different altogether: an entire ecosystem becoming self-regulatory and self-sustaining. Furthermore, if the public are to be persuaded of the benefits of rewilding, they must be confident that journalists are providing the full picture. In Spain’s Guadarrama hills, for example, wolves’ return brings conservation joy but raises local concerns over lost sheep and cattle. Honest discussion about this kind of issue is required. Rewilding projects, it has to be said, do not always go as planned. The idea that we should allow nature to reclaim parts of our landscape is far more divisive than say, any proposal for reducing plastic waste or tackling the illegal wildlife trade. Few people would be blind to the advantages of limiting plastic consumption or argue against protecting elephants. Yet not so long ago, no-one gave a second thought to these things. It took the incredible efforts of a few passionate, principled individuals to educate the majority of us through long campaigning and evidence-based argument. Hopefully, fifty years from now, with ecosystems flourishing again, people will question why our generation ever saw rewilding as debated. 31. Why does the author mention Red Admiral butterflies? A. To contradict a claim. B. To justify a comparison. C. To challenge a convention. D. To illustrate an assumption. 32. What does the word “pragmatic” underlined in Paragraph 3 most probably mean? A. Complex. B. Precise. C. Advanced. D. Practical. 33. As for rewilding, which would the author agree with? A. The media play a major role in its progress. B. Objective reporting facilitates its promotion. C. Public concern about it shapes media coverage. D. Disagreement among journalists outweighs agreement. 34. Which would be the best title for the passage? A. Rewilding: One Step at a Time B. Rewilding: Back to the Unknown C. Rewilding: A Race against Limits D. Rewilding: The Recall of the Wild （2026·海淀·一模） A Eager to run your own company? Venture is your perfect choice! It helps you become an excellent leader and public speaker, build lifelong connections with peers and technological professionals, and gain real-world learning beyond academics. What You’ll Learn & Do ·Week 1: Break limiting mindsets, present ideas, form teams by group vote, and create a proof-of-concept with coaches’ support. ·Week 2: Polish ideas via user engagement, build a Minimum Viable Product, and learn branding and visual design to launch a landing page. ·Week 3: Enter the market, showcase products, and master marketing, sales and ad creation to gain customers. ·Week 4: Craft story-driven presentations and practice delivering them to investors confidently. Demo Day Present your company to a panel of investors. Teams are judged on product-market fit, market size, growth and presentation, with awards for Most Outstanding Company and Best Entrepreneur (企业家). Extracurriculars Enjoy tailored leisure activities and mental health conversations with a licensed therapist during the program. Online On-site Start date July 10, 2026 June 15, 2026 End date August 8, 2026 July 12, 2026 Schedule Classes 8 AM to 11 AM Full-time program Features ·Guidance from accomplished start-up founders in all time zones ·Teamwork throughout the day ·Group leisure activities ·Flexible schedule ·Classes in a top college campus ·All meals, including vegetarian options ·Housing near campus ·Group leisure activities in the city 21. Venture is intended to help students ______. A. release their academic potential B. land a job in the tech industry C. develop business-building skills D. network with public speakers 22. What will participants do during the program? A. Craft stories on a landing page. B. Work in teams assigned by coaches. C. Attend weekly mental health talks. D. Display their products in the market. 23. Unlike the on-site program, the online program ______. A. requires full-time commitment B. provides leisure activities C. invites entrepreneurs worldwide D. features individual learning B — 3 tablespoons butter — 2 eggs — 2 medium carrots — 1 small white onion — 3 cloves garlic — 4 cups cooked and chilled rice I bet you didn’t read those numbers. I’ll let you in on a secret — I didn’t either. The ingredients above were copied and pasted from the first online search result for “fried rice recipe”. But, without any disrespect to the recipe’s owner, I can tell you it’s wrong. The only true fried rice recipe is no recipe at all. There are no measurements, no exact instructions, no timer for how long something should sizzle in the pan. There are only smells and feelings and memories. I learned to cook fried rice on the rickety stool covered in stickers, surrounded by the scents of my Grandma’s apron. We used however much leftover rice we had and a combination of anything and everything sitting in the fridge. The kitchen was always a little messy, but that was part of the fun. Yet I’ve always been more of a baker than a cook. I enjoy recipes — I enjoy the process of being exact and finding details, adjusting and leveling and weighing. From a young age, I found comfort in the careful baking recipes in Western cookbooks. But I understand the beauty of spontaneity (即兴) and organic creation. There’s something special in realizing that no two recreations of my grandma’s fried rice will ever be the same, and really, isn’t that what life is? Creation, without recipe? It’s funny. This may contradict everything I’ve written thus far, but the more I bake, the more I realize perhaps baking is spontaneous too. I don’t always need to weigh my flour beforehand in order to get perfect cookies. My signature food is cupcake, but I challenged myself to use a different recipe every time. You’d be surprised at how different cupcakes taste when you add an extra egg, and you’d be especially uncertain about my baking skills if you tried my cupcakes that had way too much baking soda (trial and error…). I’m learning to love going with the flow. It’s not mutually exclusive with loving precision, and it’s such an integral part of my culture; I’d be missing out otherwise. Coming to terms with and embracing the unknown is scary, but I assure you: One day, I’ll master my own fried rice. 24. What does the author think of the fried rice recipe? A. It provides inaccurate details. B. It includes too many ingredients. C. It misses the essence of cooking. D. It contradicts the basics of cuisine. 25. The author enjoys baking because of ______. A. her hope to pass recipes on B. her love of precision and detail C. her interest in a different culture D. her desire to honour family traditions 26. The author’s cupcake experiments made her more ______. A. open-minded B. organized C. confident D. clear-headed 27. What can we learn from this passage? A. Fond memories make a dish tasty. B. Precision and creativity are inseparable. C. Creativity prospers where rules end. D. Life doesn’t always come with a recipe. C For half a century, psychologist Keith Holyoak has studied analogy — the capacity to see relational similarities between superficially dissimilar things — as a cornerstone of human intelligence. His new book, The Human Edge, takes a fresh look at analogy as a defining feature of human thought. At its core, analogy enables us to apply prior knowledge to novel situations. Unlike simple perceptual similarity, analogy maps relational patterns across different domains. The proverb about two dogs fighting over a bone while a third runs away, for instance, illuminates a business scenario where competing corporations weaken each other, allowing a rival to take advantage. This capacity for relational mapping underpins fluid intelligence — the ability to reason about new problems — and strongly predicts performance on intelligence tests. Analogy also drives creativity. Holyoak’s classic research on the “radiation problem” illustrates this: participants struggled to destroy a tumor (肿瘤) with rays without harming healthy tissue. But those first exposed to a story about a general attacking a castle from multiple sides readily devised the convergent (会聚的) ray solution. While we often fail to retrieve useful analogies independently, exposure to structurally similar but superficially different situations can spark breakthrough thinking. This cognitive capacity develops early and naturally. Children begin reasoning analogically around age three and the capacity continues to develop until adulthood. Holyoak identifies this as a “Late System” — a uniquely human, evolutionarily recent ability for general relational reasoning. It builds upon and cooperates with older, specialized “Early Systems” we share with other animals. While nonhuman species perform tasks that resemble analogical reasoning, these successes remain domain-specific. Humans alone can map relations across any content, from fairy tales to physics. This special ability, however, grants neither wisdom nor morality. Abstract thought has yielded both medical cures and weapons of mass destruction. As Holyoak notes, if Earth becomes uninhabitable, it won’t be the chimpanzees’ fault. The rise of AI presents a new frontier. Large language models (LLMs) now solve analogy problems at a college-student level, and their computational power could eventually produce superhuman intelligence. Yet they lack autonomy and, crucially, the ability to spontaneously notice a meaningful analogy. In art, this limitation may prove difficult to overcome. AI, lacking emotion, consciousness, and individuality, produces work many find soulless. Human uniqueness stems from the evolution of cooperative systems: a “Late System” that enables complex relational reasoning and the “Early Systems” that reflect our vast biological heritage. Their integration is the very essence of the human edge. 28. What does the word “underpins” underlined in Paragraph 2 most probably mean? A. Supports. B. Evaluates. C. Replaces. D. Frames. 29. What can we learn from the passage? A. The “Late System” is developed in adulthood. B. The “two dogs” proverb encourages competitions. C. The convergent ray solution arose from an analogy. D. LLMs can’t form analogies due to lack of autonomy. 30. Which would be the best title for the passage? A. Developing Analogy: The Core of Human Creativity B. Decoding Analogy: A Capacity Setting Humans Apart C. Defining Analogy: The Force Driving Human Evolution D. Defending Analogy: A Mechanism of Human Perception D Meritocracy (优绩主义) has become a leading social ideal. Politicians continually return to the theme that the rewards of life — money, jobs, university admission — should be distributed according to skill and effort. Conceptually and morally, meritocracy is presented as the opposite of hereditary aristocracy, in which one’s social position is determined by the lottery of birth. Although widely held, the belief that merit rather than luck determines success or failure in the world is demonstrably false. This is not least because merit itself is, in large part, the result of luck. Talent and the capacity for determined effort depend a great deal on one’s genetic gifts and upbringing. This is to say nothing of other fortuitous circumstances that figure into every success story. In his book Success and Luck, Robert Frank recounts the coincidences behind the stellar rise of many successful entrepreneurs. Luck intervenes by offering people merit, and again by furnishing circumstances where merit can translate into success. This is not to deny the industry and talent of successful people. However, it does demonstrate that the link between merit and outcome is weak and indirect at best. In addition to being false, research suggests that believing in meritocracy makes people more selfish, less self-critical and even more prone to acting in discriminatory ways. The “ultimatum game” is a common psychological experiment, where one player is given a sum of money and told to propose a division between him and another player, who may accept or reject the offer. If the offer is rejected, neither gets anything. Usually a relatively even split is offered. In one variation, participants played a fake game of skill before making offers. Players who were led to believe they had “won” claimed more for themselves than those who engaged in games of chance. Similar studies suggest that just having the idea of skill in mind makes people more tolerant of unequal outcomes. By contrast, research on gratitude indicates that remembering the role of luck increases generosity. Simply asking subjects to recall external contributors to their successes made them more likely to give to charity than those remembering internal factors. Part of meritocracy’s moral appeal is its power to justify the existing social order. On top of that, it also offers flattery. Where success is determined by merit, each win can be viewed as a reflection of personal worth and worldly failures become signs of personal weaknesses. Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal. It’s false, and believing in it encourages selfishness, discrimination and indifference to the struggles of the unfortunate. 31. What can we learn from the first three paragraphs? A. Politicians argue life rewards are set at birth. B. Talent and determination owe nothing to luck. C. Industry enhances merit and directs to success. D. Merit is largely decided by circumstantial factors. 32. What does the author imply by citing the “ultimatum game” experiment? A. The results confirm meritocracy’s moral appeal. B. Belief in merit may encourage selfishness and bias. C. Ideas of skill can increase our willingness to donate. D. Games of chance ensure even distribution of resources. 33. The author feels meritocracy’s moral appeal is ______. A. erroneous B. justified C. practical D. groundless 34. What is the purpose of this passage? A. To criticise the mindset of chasing success. B. To challenge a commonly held social belief. C. To compare different social reward systems. D. To evaluate the pros and cons of meritocracy. （2026·朝阳·一模） A Are you curious about how health connects with the world around us? Want to tackle real global challenges and discover how you can make a difference? “Global Health” explores how medicine, public health, international relations, economics and other disciplines must be integrated to save lives worldwide. In this course, students will learn about current approaches to promoting health, preventing disease and delivering health services to communities in need around the world. You’ll explore the science of public health, the strategies used to predict and stop epidemics, and the power of communication in keeping communities safe. Learning Highlights ·Describe the processes by which infectious diseases spread ·Identify and explain the core public health methods and tools for detecting, controlling and preventing infectious disease outbreaks ·Analyze historical and contemporary case studies of infectious disease outbreaks and evaluate how different response strategies succeeded or failed ·Use health research methods to gather and interpret data relevant to global health issues ·Describe the major health behavior theories used in public health Weekly Assignments Week 1 Group presentations on Sustainable Development Goals (SDGs). Report health indicators for a chosen country. Week 2 Hear from guest speakers from the Department of Public Health. Become disease detectives for a mock (模拟的) outbreak on campus. Week 3 Serve food at a homeless shelter. Design and carry out a mini health study. 21. In Global Health, students can ________. A. forecast the public health challenges B. provide communities with health services C. address the problems on community safety D. explore health issues in a multidisciplinary way 22. The course highlights ________. A. designing public health tools B. proposing health behavior theories C. assessing response strategies for epidemics D. monitoring the spread of infectious diseases 23. What are students assigned to do in the course? A. Report to guest speakers. B. Conduct mini health research. C. Give talks on SDGs individually. D. Detect real campus outbreaks. B I had been considering giving up. For the past eight years, I’ve met with prospective first-year students as a volunteer interviewer for my alma mater (母校). The reports I submit after the interviews become part of their admissions file. But acceptance rate of my university is low and each time I see the word “Denied” next to one of my interviewees’ names at the end of an admissions cycle, I feel a little more heartbroken. Don’t get me wrong. I’ve gotten to know loads of inspiring kids, and a handful of them were offered a spot. After a cycle in which none of my interviewees was green-lighted, though, I started to wonder: In expressing my enthusiasm for my university in interviews, was I doing them a favor or setting them up for disappointment? Was it fair of me to share an inside look into my university when most won’t have access to it? Then, out of the blue, I received a text from one of “my” admits, Layla. She thanked me for getting her into my university. I was touched, but I mentally dismissed the validity (合理性) of what seemed to be a misguided assumption of how the admissions process works. We met for coffee a few months later, and she delighted me with a detailed discussion of her classes, her professors, her research, and her friends. Her eyes were bright, her excitement visible. She told me she had submitted a request to spend 20 minutes with her admissions file. I couldn’t understand why she wanted to take the time to look. Couldn’t she just enjoy her time as an admitted student without being distracted by disturbing questions of whether she belonged? As it turns out, Layla learned that the admissions officer who first read her file was on the fence about her but then decided to put her application through for another read because of what I’d written in my interview report. My voice had made a difference. Layla found the relief she’d been looking for: Why was she here? Did she really matter to this incredible community? Seeing her put her worries to rest helped me do the same with my own. Maybe sometimes we all need to hear that we matter. 24. What made the author consider giving up the volunteer work? A. Getting tired of writing interview reports. B. Failing to help some of the promising kids. C. Disappointment with interviewees’ abilities. D. Inability to stimulate interviewees’ enthusiasm. 25. Initially, the author viewed Layla’s thank-you text as ________. A. a relief B. a distraction C. a reward D. a misunderstanding 26. Why did Layla request to review her admissions file? A. To ease her worries about future. B. To clarify the author’s confusion. C. To confirm she deserved the admission. D. To prove the author’s report played a role. 27. What can we learn from this passage? A. Each soul needs a witness. B. Every cloud has a silver lining. C. What goes around comes around. D. What matters always voices itself. C Arif Pujianto couldn’t sleep. When dawn broke, the area where he lives on the low-lying Pari Island in Indonesia was damaged. Eventually, he decided to do something about it. He filed a lawsuit (诉讼) against cement manufacturer Holcim. At first sight, this might seem unreasonable. After all, the company has no operations in Indonesia and is headquartered 12,000 kilometres from Pari, in Switzerland. Yet Pujianto’s case is on top of a wave of lawsuits supported by innovative climate attribution models. Computer simulations (模拟) have been the backbone of climate science since the 1960s. Scientists run them to predict how the planet will warm as the amount of greenhouse gases in our atmosphere increases. But climate models can be put to another use if they are run in a slightly different way. The idea is to simulate counterfactual scenarios (情景) and compare them with how things really turned out. How would the world look if we had left fossil fuels which we consumed in the ground, for example? Climate scientists have spent decades using this technique to figure out the consequences of carbon emissions, in a field that is broadly called attribution science. Climate models can be extremely complex and often require supercomputers to run. But two advances have started to change that. One is the development of “reduced complexity” climate models. Instead of modelling Earth’s precise physical, chemical and biological processes, these simpler models simulate them on average, which reduces processing power. The second advance boils down to innovations in the way we account for emissions and join the links in the causal chain between emissions and harms. That includes, for example, smarter ways of differentiating between historical emissions. A gigatonne of carbon emitted today, when oceans are more acidic, has different consequences to a gigatonne of carbon emitted in 1850. In 2022, climate scientists Christopher Callahan at Indiana University and Justin Mankin at Dartmouth College put these two advances together to create an end-to-end climate attribution model, one that stretches from the individual packets of emissions, perhaps from a single company, all the way to the effects of climate change on a community. Mankin is aware that the research may be used in court and pursuing climate action through climate lawsuits may be necessary. A proper test of how attribution science holds up in court in these “polluter-pays” cases hasn’t yet taken place, then. But such a test may not be too far off, says Noah Walker-Crawford, a legal advisor, especially given how many fresh cases are starting to come before judges. If a precedent is set by even a single successful polluter-pays case, it could open the floodgates to a huge number of similar claims. In each case, the individual damages demanded may be relatively small, but it could, nonetheless, be significant. 28. What can be inferred about the climate attribution model? A. It can simulate a world without carbon emissions. B. It predicts the timeline of future extreme weather. C. It is more accurate in modelling climate processes. D. It has shifted its aim to backing climate legal cases. 29. Regarding the future of “polluter-pays” cases, the author is _______ A worried B. optimistic C. doubtful D. disapproving 30. What does the author mainly do in this passage? A. Anticipate a novel trend in court. B. Illustrate how climate models work. C Introduce the history of climate models. D. Show a model expected to force climate action. D Whether artists or scientists, investigators strike out from what is known to brave the unknown in acts of creative discovery. Think of artists and scientists as users of three modes of discovery: knowing, seeing, and telling. We are all seeking knowledge — epistemologists who question what we think we know, how we come to know it, and whether we can prove what we think we know. Meanwhile, we are all seers — aestheticists who confront what we perceive in natural and created appearances. Finally, we are all tellers and listeners — narrativists who tell about what we have found and listen to the findings of others. The epistemologist’s attention to knowing resonated (引起共鸣) in physicist Andrea Califano’s precision-medicine discoveries in cancer biology. His philosopher-physicist mind is the creative ground to discover new treatments for cancer. “A lot of ideas end up being very, very simple-minded in hindsight. But it’s very difficult to foresee whether simple-minded ideas will work in the end. There’s nothing magical about what we do. It’s just that nobody had kind of thought of cancer in this way,” said Califano. The aestheticists want to face the material world with all the capacities of the human to see and imagine. Tissue engineer Gordana Vunjak-Novakovic exposed the creative powers of aesthetics in the practice of a scientist. It was the novel Alexandria Quartet that gave her the idea of her work as “sliding planes”: “Each of the sliding planes is a body of knowledge. Then they travel past each other, and somehow connect with each other. There were three sliding planes that are three different characters’ perspectives. And then the fourth plane was the time. That is how the book was constructed, I believe, and this is how we do science.” Knowing and seeing require connections between the internal world of the seer or knower, the external world of the seeable and knowable, and the world of witnesses who receive what becomes seen or known. These connections, what I call “telling”, are achieved through narrative acts like speech. It creates a network, bridging from person to person. Nabila El-Bassel, an international leader in studying the most hard-to-deal-with global health problems, confirmed the necessity of listening to all “telling” voices. El-Bassel and her teams are listeners of their subjects’ lived experiences, making sure that suffering individuals are heard and valued. Recognising the fundamental roles of epistemology, aesthetics, and narrative studies in medical research avoids costly oppositions between arts and sciences. With all three discovery modes engaged, scientists gradually recognise why suffering matters, how delicate the balance between sickness and health is, and how urgent medicine’s mission is. Health care’s response to disease could then embrace the pursuit to comprehend phenomena deep within the cell and to face up to social issues vast across the Earth. 31. What does the word “hindsight” underlined in Paragraph 2 most probably mean? A. Innovative mindset. B. Blind-minded thinking. C. Long-term perspective. D. Reflective understanding. 32. What can we learn from this passage? A. The author has a preference for narrative studies. B. El-Bassel focuses on seeable external phenomena. C. Gordana values tackling problems from diverse angles. D. Califano’s breakthrough sets ground for cancer biology. 33. What can be inferred from the last paragraph? A. Integration of art and science is hard to achieve. B. Three discovery modes can balance sickness and health. C. Meeting social needs is as vital as doing biological studies. D. Medical research helps realise the role of three discovery modes. 34. Which would be the best title for the passage? A. The Art of Science: Knowing, Seeing, and Telling B. Three Modes of Discovery: Can Artists Be Scientists? C. A Costly Conflict: The Battle Between Art and Science D. The Medicine’s Mission: Are Scientists Brave to Complete? （2026·丰台·一模） A The National Theatre, London, has announced an exciting lineup for its 2026season, bringing a dynamic mix of new productions, timeless classics, and international collaborations. The theatre will open the year with Emerald City, originally created by Australian playwright David Williamson in 1987. Director Thomas Cuisse says, “The surface of society might change, but human nature doesn’t. This play offers a deep exploration of an artist’s inner struggle which will touch audiences everywhere.” Thunderstorm, written by Cao Yu and one of the most iconic Chinese plays of the 20th century, will be staged in June. It is part of the theatre’s ongoing effort to promote classic Chinese theatrical works. The summer will also bring Romeo and Juliet to a small theatre with a modern twist. The theatre’s young artists reimagine Shakespeare’s classic through a modern lens, adding youthful energy. In addition, the year will see the return of Hamlet in August and The Daffodils in September. The latter will be presented in grand poetic style, exploring the intersection of art, poetry and history. This year, the theatre continues to increase collaboration with major cultural hubs. “We’re working to build stronger relationships with the international community,” says Rufus Norris, Artistic Director. The first such collaboration will be Farewell My Concubine, co-produced with Shanghai Dramatic Arts Centre, which will be streamed globally online. In 2026, the theatre will continue to engage younger audiences and expand its public cultural services through programs like “youth blossoms”, which allows university students to create and stage their own work. Moreover, the theatre is embracing technology to reach a broader audience by adapting several productions into film and digital formats, allowing more people to experience the theatre’s performances online. 21. Which drama displays young artists’ adaptation? A. Emerald City. B. Hamlet. C. Thunderstorm. D. Romeo and Juliet. 22. What can we learn about the National Theatre’s plays? A. The Daffodils focuses on history of poetry. B. Farewell My Concubine will be live on TV. C. Hamlet will be presented again in the theatre. D. Emerald City explores audiences’ inner struggle. 23. The main purpose of the passage is to ________. A. highlight the theatre’s cultural cooperation B. help the theatre attract young audiences C. introduce the theatre’s classic plays D. cover the theatre’s new season B There’s always one nonexistent friend in the group chat, who contributes little to the chat. That friend is me. When a new group chat is created, the members will inevitably come to laugh at my inability to respond to a simple question within a matter of hours. In fact, I pride myself on my swift response time when it comes to important work emails. “Call me instead,” I tell my friends. “I’m a much better caller.” If it’s urgent, I’ll pick up and always be there. But if I read a message and categorise it as non-urgent, then it’s a different story. Say a friend messages me, asking for my thoughts about a new album. I’ll read it, automatically reply in my head — “I love it” — but mentally file it away in the non-urgent cabinet, telling myself that I’ll tend to that non-urgent filing cabinet as soon as possible. Then I will be typing another email — and absolutely forgetting to revisit that non-urgent cabinet. My declaration of love for the album arrives very, very late. I want to stress I do love my friends and I am grateful to be included in all of the group chats. I simply find it overwhelming to keep up with the never-ending stream of message notifications. In these moments, the message notifications often fall by the wayside, my friends’ messages go unanswered and I sometimes feel like abandoning my phone and zoning out. Not to be dramatic. I recently asked one of my friends how they felt about my bad texting habits. She’s that one friend you can always rely on to give you the non-sugarcoated truth. She said, “The truth is that we knew we had reached a new level of love and companionship when we accepted how terrible you are at replying and chose to embrace it.” “To be fair,” she added, “when we do eventually get an answer out of you — you are always down, you always show up when we need you, you never flake or cancel and you’re usually the one driving 40 minutes across town to see us. We can handle the group chat radio silence in return for that kind of friendship.” At this moment, I think about each friend’s role in the group — the prolific messenger, the caller, the nonresponder — and how we all communicate and contribute to the group in different ways. All expressing love in different ways, too. 24. Why does the author often fail to respond to messages timely? A. She thinks non-urgent messages not worth replying to. B. She finds group conversations exhausting and boring. C. She prioritizes work emails over personal messages. D. She mentally responds but forgets to actually reply. 25. What can we know about the author’s friends? A. They give up on judging each other. B. They learn to accept her the way she is. C. They adapt to her preference for phone calls. D. They complain about her sugarcoated excuses. 26. Which word would best describe the author’s role in her friendship? A. Reliable. B. Independent. C. Difficult. D. Insincere. 27. What does the author mainly convey in the passage? A. A late reply is better than no response. B. Love speaks more than one language. C. Non-responders deserve more love. D. Actions speak louder than words. C It’s human nature to feel embarrassed for someone acting cringey — like a friend slipping on a wet floor. It’s a sign of empathy which shapes human cooperation and connection. What happens, though, when the second person in this situation is replaced with a robot? Experiencing secondhand embarrassment lights up areas in the human brain associated with pain and the recognition of emotions. Similarly, social anxiety is linked to heightened empathy, but also comes with a reduced capacity to actually understand the other person’s emotions, known as cognitive empathy. And of course, the more socially close and invested a person is in another, the more intensely they’ll feel this bystander discomfort. Interestingly, new research from Oakridge University found that humans can have the same sort of secondhand embarrassment when they see a robot display social awkwardness. To test this phenomenon, human subjects were immersed in a virtual environment where both human and robot avatars were present. The researchers then put these avatars through awkward situations like stumbling in a crowd or dancing clumsily in public. Researchers then measured the electrical activity of the sweat glands (腺体) of the subjects. This correlates to arousal signals like stress, or other states of high emotion. Participants also filled out a questionnaire about their emotional responses to each virtual social situation. The data indicates that humans felt self-embarrassment for both the human and robot avatars when they were in a socially awkward scenario, although they perceived the situation as more “real” for the human avatar compared to the robot. Still, the results show that humans can empathize with robots in embarrassing situations, suggesting that humans assume the robots can be aware of being witnessed and have some degree of self-consciousness based on self-reflection and self-evaluation. But it also matters what the robot looks like: “The appearance of the robot may affect the empathetic embarrassment because humans empathize more strongly with more human-looking robots and less with more mechanical-looking robots when they are mistreated by humans.” Despite the interesting findings in this recent study, the team from Oakridge University acknowledges that a larger sample size, as well as real world humans and robots, would make the conclusions more convincing. “Our study provides valuable insights into the evolving nature of human-robot relationships. As technology continues to integrate into our daily lives, understanding the emotional responses we have towards robots is crucial,” Lisa Green, the lead researcher on the project, said in a press release. “This research opens up new avenues for exploring the boundaries of human empathy and the potential challenges and benefits of human-robot interactions.” 28. What does the author mainly do in Paragraph 2? A. Introduce an approach. B. Explain a core concept. C. Offer a theoretical basis. D. Present previous findings. 29. What can we learn from the study? A. Robots’ appearance determines empathetic embarrassment level. B. Humans think awkward robots may have self-consciousness. C. States of emotion hold back electrical activities in the brain. D. Awkward robots stimulate stronger empathy than humans. 30. Which of the following is the best title for the passage? A. Do robots feel awkward like humans? B. Can robots truly empathize with humans? C Where is the boundary of human empathy? D. Why do humans feel bad for awkward robots? D The singularly most important question we will ever ask is, “Who am I?” Generally speaking, we are not taught how to answer that question. We don’t even ask it. Most commonly, we define ourselves by the mirrors we see from the external world. We are being looked at. And we are looking at other people’s observations and perceptions as if they are a mirror image of who we are. But you know how mirrors are. We only get a reversed (相反的) image. We have internalized other people’s ideas and we believe that they define us. Even in the case, used here only as an example, of the child who internalizes a rebel identity. We say he’s “out of control.” He’s just trying to embarrass his parents. He’s just a “difficult child.” If none of that is true, then who is he really? From the transpersonal therapy perspective, little Johnny has become what his parents needed him to be. What? Nobody in their right mind would want to raise a rebel. Right? Perhaps Johnny’s parents have lived an unconsciously restrained life, strictly following the socially acceptable codes of the day. Yet, internally, they are itching (渴望) to be different. They just can’t because this role as the “good guy” has captured them. However, all the itching internal stuff has to go somewhere. The simplest answer is that it is projected onto little Johnny. Then the parent can deal with it externally; they may typically react by trying to get Johnny to take on the identity of another good guy. That is how it is for most of us. We introject an idea of who we are, which we have received by looking into the eyes of parents and family members, and we live it out as if it is truly who we are. Often, it is reinforced many times over many years, in this case, by trying to get Johnny to live in the parents’ cage, which only means Johnny will have to rebel yet again. Under all that identification, we ask, who are we really? The way to find it is to stop looking into other people’s eyes and start looking within. Once that decision is made, it might be a good time to seek a therapist who will help us do that in a safe environment. Within that safe environment, you might also start journaling. Journaling is a dialogue with yourself — a dialogue between identity and self, or someone with whom you have unresolved issues. The real journey, the one that will need to be made in a safe space, is made of determination. Determination to go deeper and deeper. This is the true hero’s journey in which you finally meet and retrieve your own self. 31. What are the first two paragraphs mainly about? A. The misconstruction of self-perception. B. The internalized reflection of self-identity. C. People’s confusion about their internal world. D. People’s observation of a reversed mirror image. 32. Why does the author mention the example of a “rebel” child? A. To criticize a practice. B. To challenge an argument. C. To illustrate an idea. D. To raise an assumption. 33. What does the underlined word “introject” in Paragraph 6 probably mean? A. Absorb. B. Introduce. C. Value. D. Generate. 34. It is implied in the passage that we should ________. A. address unresolved issues with parents B. balance given identity and genuine self C. reclaim the authority to define who we are D. reshape our identity in a safe environment （2026·石景山·一模） A Advance your leadership with Aurora LEAP, our flagship online certificate program. Build the skills and mind-set you need to succeed in today’s fast-changing world. What Is LEAP? Taught by experienced faculty (教员) from Aurora School of Management, LEAP is a nine-month experiential learning journey that helps you unlock your leadership potential. This flexible and practical program develops your ability to drive change, lead innovation and achieve your personal and professional goals. Through Aurora’s engaging online curriculum, you will work on your own real-life projects and connect course ideas with daily business challenges. The program offers a rare chance to broaden your view by sharing experiences with a diverse global community of peers, while receiving personal and useful feedback from professors, consultants and classmates. Who Should Enrol? ·Mid-or senior-level professionals who want new strategies to guide their organizations. ·Team leaders hoping to strengthen management skills and improve group performance. ·Young professionals or startuppers wishing to advance their careers and build strong leadership foundations. Application Process for Aurora LEAP To apply, you complete an online form, write a short personal statement and take part in a brief video interview. Fees & Payment The program fee includes training and all digital course materials. Program fees may change. After admission, payment instructions and a secure online payment link will be emailed to you. Full payment is required to confirm your place. Payment can be made by bank transfer or credit card. 21. What can we learn about Aurora LEAP? A. It focuses on business theory. B. It stimulates interest in academics. C. It aims to enhance leadership skills. D. It offers on-campus weekend classes. 22. Who is most likely to apply for Aurora LEAP? A. Teenagers preparing for exams. B. Retired people looking for hobbies. C. Professionals seeking career growth. D. New graduates with no work experience. 23. What is stated about the program fee? A. It can be paid in cash. B. It is set at a fixed amount. C. It covers course materials. D. It is paid before the interview. B As I stepped out of the DMV (车管所) with my license and my head held high, I thought of all the new memories I could create. The places I could drive to were limitless. As I started driving, however, I realized that it wasn’t the GPS saying, “You have reached your destination,” that gave me a rush in my heart. The journey became more electrifying as I sang along to my “Driving Playlist”. I never understood when my mom asked me, “Do you want to go out for a drive, man?” There was nowhere to go — I didn’t have a class or a club that we would be driving to. It would be 5:00 pm on a random Tuesday when she posed the question. I declined the offer. For a long time, I approached my creative aspirations the same way I viewed those drives — only with a purpose when given a specific destination. I only picked up a paintbrush when school required it for a project. I only took up a book when I had a reading assignment. I knew I needed to change the belief that because there wasn’t a grade attached to my passion, that was meaningless. In an art project, a good friend of mine offered a solution that erased my desire for perfection: she told me to just draw aimlessly on paper. Without an end product in mind, I was able to construct a masterpiece that I could be proud of without having to receive an “A+” on it. In the past, I was driven by the fear of missing out (FOMO). Instead of enjoying moments with my friends, I attended every single academic event because I worried about the consequences if I missed one. At the start of my senior year, I feared missing out on the “high school experience” that was portrayed (描绘) in the movies I watched growing up. Yet, I am now defining my own version of that experience. It is worthwhile to pursue simple passions in life. There doesn’t need to be a grand reason for venturing out of the house; driving just for the sake of driving is my favourite pastime. The day I got my license, I no longer grabbed the wheel with hesitation; I was in control of it as I uncovered a new world of possibilities. 24. How did the author feel when he first got his driver’s license? A. Rewarded. B. Heartened. C. Honoured. D. Relieved. 25. What changed the author’s perspective on school life? A. His desire to receive an “A+”. B. Moments shared with his friends. C. A product to create a masterpiece. D. A friend’s suggestion to draw aimlessly. 26. The author’s previous FOMO was related to ______. A. the movies on high school life B. a grand reason for driving around C. the pressure of study in high school D. a grade attached to academic events 27. What can we learn from this passage? A. Trends help you find your true passion. B. A journey holds more than the destination. C. A well-planned path finally leads to success. D. Childhood shows the man, as morning shows the day. C It was dark outside, a late afternoon in the winter of 1981. As I did each week during my last year of graduate school, I was sitting with my thesis (论文) director, the poet James Dickey. I remember that particular meeting because of one ill-chosen word. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right. Hours later, while I was washing the cups at ten o’clock, the right word surfaced: pale. Without pausing to weigh the hour, I called my professor and said, “The word is ‘pale’.” Mr. Dickey was overjoyed about that word, every bit as delighted as I was. If only for a moment, the world made a kind of sense it hadn’t made before. I had not thought about that phone call, much less that poem, in many years, but I’ve begun to think about it often. Nowadays, “AI assistants” have suddenly colonized (征服) my documents. They appear out of nowhere, like fruit flies around an overripe banana. In this brave new world, the search for a word like “pale” has been outsourced to a robot that will never suggest such a word. The yoking of unlikely adjective and noun is still, for now, the province of unwetted poets. I have spent hours trying to kill these ghosts in my machine. In some cases, I can’t turn it off at all. The writing teachers I know struggle to persuade their students not to use these tools. They are everywhere now. Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting AI supply the next word in a text? Besides, if they don’t use these tools, won’t they be falling behind the many students who do? Who was it who first said, “I don’t know what I think until I see what I write”? Versions of this statement have been attributed (具有……特质) to writers as various as Joan Didion, William Faulkner, and Stephen. In I, Robot, the 2004 film loosely inspired by Isaac Asimov’s classic sci-fi novel, one robot has feelings. It learns to solve problems with human creativity. And with those attributes come the questions raised by being human. Twenty-six minutes into the film, the robot asks, plaintively, “What am I?” This is a question writers ask every day. 28. The author suggests the AI tools are ______. A. intended to substitute for teachers’ judgment B. ideal for choosing rare and unlikely adjectives C. suitable for drafting poems with impactful imagery D. helpful for routine messages yet limited for discovery 29. What does the word “yoking” underlined in Paragraph 3 most probably mean? A. Explaining. B. Comparing. C. Joining. D. Describing. 30. Which would be the best title for the passage? A. I, Human B. A Word, A World C. I, Robot D. A Student, A Professor D For a long period, many parents have assumed that additional mathematics exercises and an increased number of after-school classes represent the most reliable route to improving a child’s prospects. More recently, however, a research team at the University of Melbourne has directed attention to a different type of educational experience: sustained participation in school-based arts programmes. Their ten-year longitudinal study indicates that regular engagement in the arts is associated with enhanced emotional well-being, greater social confidence and higher levels of engagement with academic work. The researchers tracked nearly 8,500 students from Grade 3 through Grade 12. At two-year intervals, the students reported the frequency with which they joined school bands, took part in theatrical performances, contributed to designing stage sets or posters, or attended art clubs after school. At the same time, teachers systematically documented observable changes in classroom behaviour, including whether students completed homework on time, participated in group discussions or displayed disruptive conduct during lessons. When the team compared students from broadly similar family backgrounds, a consistent pattern emerged. Those who participated in arts activities at least once a week were, on average, less anxious and more optimistic about their future than peers who rarely took part. Students in the arts-participation group were also more likely to remain in school through to graduation and to report that “school is a place where I belong.” The researchers then sought to explore potential mechanisms underlying these outcomes. Interviews with students pointed to several contributory factors. Rehearsing (排练) for a concert or a play, for instance, required them to manage their time carefully, attend to the views of others and tolerate feedback in the presence of their peers. Some quieter students reported discovering that they could communicate strong emotions through a role on stage or through the use of colour and form on a canvas (画布). The study stops short of presenting arts education as a simple guarantee of success. Even so, the authors contend that when schools reduce provision in music or art in order to create additional time for test preparation, they may unintentionally remove one of the few environments in which certain students feel recognised and valued. On this basis, the researchers recommend that schools maintain a basic level of arts provision, particularly in communities experiencing economic pressure. 31. What can be inferred about school arts activities? A. It leads to higher marks in school subjects. B. It gives students a stronger sense of belonging. C. It takes the place of academic support after class. D. It is designed for students from well-off families. 32. What can we learn from this passage? A. Arts education has limited value in exam-driven systems. B. Test practice changes when schools increase arts activities. C. Parents are the force behind the reduction of arts programmes. D. Cutting arts provision has side effects that are easy to overlook. 33. What does the author mainly do in Paragraphs 3 and 4? A. Present a research project and its implications. B. Compare different types of after-school classes. C. Highlight a viewpoint with various after-school activities. D. Challenge a common belief through interviews with students. 34. What is the passage mainly about? A. How school arts education aids students’ development. B. How exam pressure changes parents’ assumptions for education. C. How students gradually lose their motivation for communication. D. How researchers record and assess students’ after-school behaviours. 1 4 / 20 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 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+阅读理解 目录 （2026·东城·一模） 1 （2026·海淀·一模） 10 （2026·朝阳·一模） 20 （2026·丰台·一模） 30 （2026·石景山·一模） 39 阅读理解 （2026·东城·一模） A We are looking for 15 international and 15 Chinese young participants for the upcoming edition of the course Managing World Heritage: People, Nature, and Culture. This course specifically targets young individuals working at a specific cultural or natural World Heritage property, or institutions with responsibilities related to managing World Heritage properties. Applications are open to all regions. What is the content of the course? The course provides a general overview of what constitutes a world heritage management system, enabling participants to assess its effectiveness in a rapidly changing world. During the course, participants will be introduced to key tools and resources to improve management, planning, and decision-making processes at World Heritage properties and other heritage places. Participants will also share their professional experience and learn from each other. Where will the course take place? The course will take place in Suzhou, China, from 15 to 21 September 2026. Participants will have the chance to visit and learn more about the management of the World Heritage property and gain insight into the Chinese World Heritage management system. What are the costs of participation? There is no course fee. Participants will be responsible for their round-trip travel costs to and from Suzhou, China and any visa costs. Accommodations, meals and transportation will be provided by local organizers. How to apply for this course? Please submit your application by 31 July 2026. The application process is as follows: ● complete the online application form in English ● upload a personal photo ● upload your profile which highlights your most relevant experience (in English; maximum two pages) If you have any questions, please email us at whl@PNC26.org. 21. Who is the course intended for? A. International students. B. Heritage professionals. C. Cultural product designers. D. Management column editors. 22. What will the participants do during the course? A. Learn about professional tools. B. Share occupational resources. C. Assess the world heritage sites. D. Carry out management practices. 23. To apply for the course, one is required to ________. A. submit a profile with a photo B. introduce related experience C. write an application letter online D. send an email to whl@PNC26.org 【答案】21. B 22. A 23. B 【解析】 【导语】本文是一篇应用文。文章主要介绍了“管理世界遗产：人、自然与文化”课程的相关信息，包括目标学员、课程内容、举办地点、费用以及申请方式等。 【21题详解】 细节理解题。根据第二段中“This course specifically targets young individuals working at a specific cultural or natural World Heritage property, or institutions with responsibilities related to managing World Heritage properties. (本课程专门面向在特定文化或自然世界遗产地工作，或在负责世界遗产地管理的机构中工作的年轻人士)”可知，该课程的目标学员是在遗产地工作的专业人士。故选B项。 【22题详解】 细节理解题。根据“What is the content of the course?”部分中“During the course, participants will be introduced to key tools and resources to improve management, planning, and decision-making processes at World Heritage properties and other heritage places. (在课程期间，参与者将了解关键的工具和资源，以改善世界遗产地和其他遗产地的管理、规划和决策过程)”可知，参与者将在课程期间学习专业工具和资源。故选A项。 【23题详解】 细节理解题。根据“How to apply for this course?”部分中“The application process is as follows: ·complete the online application form in English ·upload a personal photo ·upload your profile which highlights your most relevant experience (in English; maximum two pages) (申请流程如下：·填写英文在线申请表 ·上传个人照片 ·上传突出你最相关经历的简历（英文；最多两页）)”可知，申请该课程需要提交介绍相关经历的简历。故选B项。 B Glancing at the author’s copy of the book on the desk, I am reminded of how long it has taken to get to this point as I am confirming the arrangements for one of the promotional events scheduled for my fourth non-fiction work on art. I actually started professional writing fairly late in life, after working for the local council for many years. Although I was into literature, it was for personal enjoyment. During my teenage years I sometimes wrote for the school magazine, just for fun. Later, this interest developed into a stronger desire for recognition, and, I’d spend months typing texts and sending them off to magazines and publishers, anxiously awaiting a response that often never came. I have also had a passion for art. Wandering around galleries is an absolute pleasure for me, although I don’t have an artistic bone in my body, unlike my twin sister, Louisa, who is remarkably gifted and has launched a career as an artist. One evening she called to say she was struggling with the text for an upcoming exhibition brochure and asked if I could give her a hand. I warned her that I’d give it a try. Later that evening I managed to produce something that I thought might be acceptable and emailed it to her. It was a real success and set the wheels in motion to turn my dream into a reality. One of the guests at the opening night was an editor working for an online arts magazine. Having been impressed by my piece describing the exhibition in the brochure, she managed to track me down, first by contacting the gallery and then my sister. Well, to be honest, I didn’t know what to think and the prospect of meeting with her filled me with fear. Questions came flooding through my mind and I immediately messaged my sister, who strongly urged me to seize the opportunity. So I fired off an acceptance email before I had the opportunity to change my mind again. Over the following months I devoted every spare moment of my time to attending exhibitions and crafting commentary articles on the region’s artists. I have to admit that the whole thing was exciting. My brain was constantly filled with ideas, and I enjoyed watching them take shape as I typed into the night on my laptop. After that first summer, I was hooked on writing about art, which was so enjoyable and satisfying. Definitely, it was what I should be doing. 24. When the author was young, she ______. A. had a talent for art B. ran a school magazine C. found writing interesting D. won recognition from publishers 25. Receiving her sister’s request for help, the author was ______. A. cautious B. touched C. relieved D. uninterested 26. What finally encouraged the author to accept the editor’s offer? A. Her passion for art. B. Confidence from success. C. The editor’s enthusiasm. D. The push from her sister. 27. What can we learn from the passage? A. Every end is a fresh beginning. B. Talent is born from consistent effort. C. Unexpected turns in life may bring gifts. D. Lifelong learning leads to personal growth. 【答案】24. C 25. A 26. D 27. C 【解析】 【导语】本文是一篇记叙文。文章讲述了作者从为个人兴趣写作到因偶然机会为妹妹撰写展览文案，从而开启了艺术写作职业生涯的故事。 【24题详解】 细节理解题。根据第二段中“During my teenage years I sometimes wrote for the school magazine, just for fun. (在我青少年时期，我有时为校刊写作，只是为了好玩)”可知，作者年轻时觉得写作很有趣。故选C项。 【25题详解】 推理判断题。根据第四段中“One evening she called to say she was struggling with the text for an upcoming exhibition brochure and asked if I could give her a hand. I warned her that I’d give it a try. (一天晚上，她打电话来，说她正在为即将出版的展览宣传册的文字苦苦挣扎，问我能否帮她一把。我提醒她我会试一试)”可知，作者在答应帮助妹妹时有所保留，态度是谨慎的。故选A项。 【26题详解】 细节理解题。根据第五段中“I immediately messaged my sister, who strongly urged me to seize the opportunity. So I fired off an acceptance email before I had the opportunity to change my mind again. (我立刻给妹妹发了信息，她强烈敦促我抓住这个机会。于是我趁自己还没来得及再次改变主意，火速发出了接受邮件)”可知，最终鼓励作者接受编辑邀请的是来自妹妹的推动。故选D项。 【27题详解】 主旨大意题。通读全文，结合第三段中“I don’t have an artistic bone in my body, unlike my twin sister, Louisa, who is remarkably gifted and has launched a career as an artist. (与我的双胞胎妹妹Louisa不同，我没有任何艺术天赋，她却极具天赋并开启了艺术家的职业生涯)”、第五段中“One of the guests at the opening night was an editor working for an online arts magazine. Having been impressed by my piece describing the exhibition in the brochure, she managed to track me down (开幕之夜的一位嘉宾是一家在线艺术杂志的编辑。她被我在宣传册中描述展览的文章所打动，设法找到了我)”和第六段中“After that first summer, I was hooked on writing about art, which was so enjoyable and satisfying. Definitely, it was what I should be doing. (在那个夏天之后，我迷上了艺术写作，这是如此令人愉快和满足。毫无疑问，这正是我应该做的事情)”可知，作者原本没有艺术天赋和写作职业背景，却因帮助妹妹撰写展览文案而偶然获得编辑赏识，最终走上了艺术写作的职业道路。这表明人生中意想不到的转折可能会带来惊喜的礼物。故C项“Unexpected turns in life may bring gifts. (人生中意想不到的转折可能会带来礼物)”能概括文章内容，最适合作为本文的主旨。故选C项。 C Whom would you trust more: an expert who seems to have all of the answers or one who admits what he doesn’t know? We have spent the past five years studying that question. Our research was sparked by a tension we both noticed early in our academic careers. Our graduate studies made us deeply aware of how little we knew about our respective research areas, even as we developed specialized knowledge in these fields. Scholars call this particular variety of self-awareness “intellectual humility”, and it’s something we suspect many experts encounter as they transition into a new role. On the other hand, barely anyone seemed to expect us to be intellectually humble in our then new positions. People seemed to engage with us as know-it-all, capital-E experts who could confidently answer any questions that were even remotely related to our specialties. The scariest part was that we could have easily exploited these opportunities to share our opinions on topics well beyond our expertise. These experiences got us thinking about intellectual humility among experts, which is linked with many desirable behaviors, including considering others’ perspectives, and being better at conflict resolution. Conversely, when experts claim to know more than they actually do, this is not only the abandonment of trust but also potentially disastrous in terms of promoting public conversation. Given these high stakes, we designed a series of studies to understand how people think about expertise. We asked 100 participants to freely describe their understanding of expertise, analyzed about 200 related posts on the Internet, and asked 700 online participants to tackle a word sorting task in which they identified and grouped different terms such as “knowledge” or “qualifications” into broader perspectives on expertise. The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency. At first glance, there’s nothing wrong with using qualifications and a demonstrated record of overcoming problems to examine someone’s position as an expert. On second thought, these understandings of expertise may leave some people defenseless to perceiving expertise in those who only appear to know their stuff. These people are expected to move from simplistic understandings of what makes an expert to more thoughtful ones. In future research, we want to see if it’s possible to create more substantial changes in how people understand expertise — changes that last for weeks, months and potentially years. It remains to be confirmed whether helping people prize intellectual humility in experts might make them better at detecting when someone is overstepping beyond the boundaries of their expertise, and accordingly ensure that humble experts, who are aware of and admit the limits of their expertise, are there to help humanity address our world’s most pressing challenges. 28. As for people’s perception of experts, the author is ______. A. supportive B. puzzled C. tolerant D. sceptical 29. What can be inferred about the results of present studies? A. Expertise encourages a know-it-all mindset. B. Experts fail to live up to people’s expectation. C. Intellectual humility springs from public belief. D. Problem-solving ability ranks high in expertise. 30. What can we learn from the last paragraph? A. Humility among experts should be promoted. B. A better model to assess humility is expected. C. Refining judgment on experts needs continued exploration. D. Tackling urgent issues relies on humble experts’ joint efforts. 【答案】28. D 29. D 30. C 【解析】 【导语】本文是一篇议论文。文章探讨了人们对专家的认知方式，指出人们通常认为专业知识是专家的核心特征，而忽略了“智力谦逊”的重要性，并呼吁进一步研究如何帮助人们更全面地理解专家品质。 【28题详解】 推理判断题。根据第五段中“The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency.(结果表明，大多数人认为卓越的知识是专业知识的决定性特征。认为专业知识是通过解决问题和取得成果来定义的这一想法也是一种反复出现的倾向)”以及第六段中“On second thought, these understandings of expertise may leave some people defenseless to perceiving expertise in those who only appear to know their stuff. These people are expected to move from simplistic understandings of what makes an expert to more thoughtful ones.(再一想，这些对专业知识的理解可能会让一些人在面对那些只是看似懂行的人时，无法辨别其真正的专业水平。这些人应该从对专家特质的简单化理解转向更深思熟虑的理解)”可知，作者认为人们目前对专家的认知过于简单化(只看重知识)，容易被表面现象迷惑，需要转向更深入的思考。由此可推断出作者对人们当前认知专家的方式持怀疑态度。。故选D项。 【29题详解】 推理判断题。根据第五段中“The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency.(结果表明，大多数人认为卓越的知识是专业知识的决定性特征。认为专业知识是由解决问题和取得成果来定义的观点也是一种反复出现的倾向)”可知，研究结果表明，大多数人认为专业知识是通过解决问题和取得成果来定义的，由此可推知，解决问题的能力在专业知识中排名很高。故选D项。 【30题详解】 推理判断题。根据最后一段中“In future research, we want to see if it’s possible to create more substantial changes in how people understand expertise — changes that last for weeks, months and potentially years. It remains to be confirmed whether helping people prize intellectual humility in experts might make them better at detecting when someone is overstepping beyond the boundaries of their expertise (在未来的研究中，我们想探究是否有可能让人们对专业知识的理解发生更实质性的改变——这种改变能持续数周、数月甚至数年。帮助人们重视专家身上的智识谦逊，是否能使他们更善于察觉有人何时超越了自己的专业边界，这仍有待证实)”可知，作者指出关于如何改变人们对专家的认知以及智力谦逊的作用仍需进一步研究和证实，说明完善对专家的判断需要持续探索。故选C项。 D Rewilding is a simple concept: areas of wilderness are identified for restoration, native animals and plants are reintroduced, and natural processes take over. The term was coined in the 1990s. Much like nature, language undergoes continuous transformation. To some, rewilding now incorporates the idea of building “corridors” so that species can cross from one area of wilderness to another, as they would have done in pre-human times. To others, it is about letting “natural chaos” take over, meaning any human interference is prohibited. Why might the average person be drawn to the idea of rewilding? Many hold that nostalgia is behind it. The fact is that most of us can’t say, “Where did all those Red Admiral butterflies go, that were once so common in my back garden?” We cannot recall things that are beyond living memory, let alone a time when wild pigs and deer ran through forests. Indeed, we need not be remotely sentimental (多愁善感) to see why biodiversity is desirable. There are numerous benefits to rewilding, such as restoring natural biodiversity and improving the ecological resilience of damaged landscapes. Actually, at the most pragmatic level, without healthy ecosystems, our crops will fail and obviously we will not survive. A workable food chain must start with pollinators, such as bees and hoverflies. Intensive farming, however, has largely removed the wildflowers they feed on and turned much of our landscape into lifeless soil. Only by reintroducing missing insects, plants and animals can we reverse this trend. The idea of rewilding has certainly caught the public eye, and journalists have played their part in this. Some have warned about the potential terrible consequences. Others have showered praise on the plan of releasing beavers back into streams. Devoting attention to efforts like these is no bad thing, yet rewilding is something different altogether: an entire ecosystem becoming self-regulatory and self-sustaining. Furthermore, if the public are to be persuaded of the benefits of rewilding, they must be confident that journalists are providing the full picture. In Spain’s Guadarrama hills, for example, wolves’ return brings conservation joy but raises local concerns over lost sheep and cattle. Honest discussion about this kind of issue is required. Rewilding projects, it has to be said, do not always go as planned. The idea that we should allow nature to reclaim parts of our landscape is far more divisive than say, any proposal for reducing plastic waste or tackling the illegal wildlife trade. Few people would be blind to the advantages of limiting plastic consumption or argue against protecting elephants. Yet not so long ago, no-one gave a second thought to these things. It took the incredible efforts of a few passionate, principled individuals to educate the majority of us through long campaigning and evidence-based argument. Hopefully, fifty years from now, with ecosystems flourishing again, people will question why our generation ever saw rewilding as debated. 31. Why does the author mention Red Admiral butterflies? A. To contradict a claim. B. To justify a comparison. C. To challenge a convention. D. To illustrate an assumption. 32. What does the word “pragmatic” underlined in Paragraph 3 most probably mean? A. Complex. B. Precise. C. Advanced. D. Practical. 33. As for rewilding, which would the author agree with? A. The media play a major role in its progress. B. Objective reporting facilitates its promotion. C. Public concern about it shapes media coverage. D. Disagreement among journalists outweighs agreement. 34. Which would be the best title for the passage? A. Rewilding: One Step at a Time B. Rewilding: Back to the Unknown C. Rewilding: A Race against Limits D. Rewilding: The Recall of the Wild 【答案】31. D 32. D 33. B 34. D 【解析】 【导语】本文是一篇议论文。文章主要讨论了“再野生化”这一概念，包括其定义、公众对其的看法、好处以及面临的挑战，同时强调了客观报道在推动“再野生化”进程中的重要性。 【31题详解】 推理判断题。根据第二段中“Why might the average person be drawn to the idea of rewilding? Many hold that nostalgia is behind it. The fact is that most of us can’t say, “Where did all those Red Admiral butterflies go, that were once so common in my back garden?” (为什么普通人会被“再野生化”的想法所吸引?许多人认为这背后是怀旧情绪。事实上，我们大多数人都说不出：“那些曾经在我家后院很常见的红蛱蝶都到哪里去了?”)”可知，作者提到红蛱蝶是为了说明人们对于过去生物多样性的怀念，进而支持人们被“再野生化”想法吸引这一假设。故选D项。 【32题详解】 词句猜测题。划线词前文“There are numerous benefits to rewilding, such as restoring natural biodiversity and improving the ecological resilience of damaged landscapes. (再野生化有很多好处，比如恢复自然生物多样性和改善受损景观的生态恢复能力。)”谈论的是再野生化对环境和生态的影响，是宏观方面的意义，而后文“without healthy ecosystems, our crops will fail and obviously we will not survive (没有健康的生态系统，我们的庄稼就会歉收，显然我们将无法生存)”强调了健康生态系统对我们生存的实际重要性，前后形成对比。由此可推知，“at the most pragmatic level”指的是“在最实际的层面上”，故划线词pragmatic意为“实际的”。故选D项。 【33题详解】 推理判断题。根据第四段中“Furthermore, if the public are to be persuaded of the benefits of rewilding, they must be confident that journalists are providing the full picture. (此外，如果要说服公众相信“再野生化”的好处，他们必须确信记者提供了全面的信息。)”可知，作者认为客观全面的报道有助于公众了解“再野生化”的好处，从而推动其推广。故选B项。 【34题详解】 主旨大意题。通读全文，尤其是第一段中“Rewilding is a simple concept: areas of wilderness are identified for restoration, native animals and plants are reintroduced, and natural processes take over. (“再野生化”是一个简单的概念：确定需要恢复的荒野区域，重新引入本地动植物，让自然过程接管。)”可知，文章主要讨论了“再野生化”这一概念，包括其定义、公众看法、好处以及面临的挑战，D项“再野生化：荒野的回归”符合文章主旨，适合作为文章标题。故选D项。 （2026·海淀·一模） A Eager to run your own company? Venture is your perfect choice! It helps you become an excellent leader and public speaker, build lifelong connections with peers and technological professionals, and gain real-world learning beyond academics. What You’ll Learn & Do ·Week 1: Break limiting mindsets, present ideas, form teams by group vote, and create a proof-of-concept with coaches’ support. ·Week 2: Polish ideas via user engagement, build a Minimum Viable Product, and learn branding and visual design to launch a landing page. ·Week 3: Enter the market, showcase products, and master marketing, sales and ad creation to gain customers. ·Week 4: Craft story-driven presentations and practice delivering them to investors confidently. Demo Day Present your company to a panel of investors. Teams are judged on product-market fit, market size, growth and presentation, with awards for Most Outstanding Company and Best Entrepreneur (企业家). Extracurriculars Enjoy tailored leisure activities and mental health conversations with a licensed therapist during the program. Online On-site Start date July 10, 2026 June 15, 2026 End date August 8, 2026 July 12, 2026 Schedule Classes 8 AM to 11 AM Full-time program Features ·Guidance from accomplished start-up founders in all time zones ·Teamwork throughout the day ·Group leisure activities ·Flexible schedule ·Classes in a top college campus ·All meals, including vegetarian options ·Housing near campus ·Group leisure activities in the city 21. Venture is intended to help students ______. A. release their academic potential B. land a job in the tech industry C. develop business-building skills D. network with public speakers 22. What will participants do during the program? A. Craft stories on a landing page. B. Work in teams assigned by coaches. C. Attend weekly mental health talks. D. Display their products in the market. 23. Unlike the on-site program, the online program ______. A. requires full-time commitment B. provides leisure activities C. invites entrepreneurs worldwide D. features individual learning 【答案】21. C 22. D 23. C 【解析】 【导语】这是一篇应用文。文章介绍了一个网络课程，它能帮助学习者成为出色的领导者和公众演说家，与同行和技术专业人士建立终身联系，并在学术之外获得真正的实践经验。 【21题详解】 细节理解题。根据第一段“Eager to run your own company? Venture is your perfect choice! It helps you become an excellent leader and public speaker, build lifelong connections with peers and technological professionals, and gain real-world learning beyond academics. (想要自己创业吗？“创业”课程正是您的理想之选！它能帮助您成为出色的领导者和公众演说家，与同行和技术专业人士建立终身联系，并在学术之外获得真正的实践经验。)”可知，该课程培养商业创业运营技能。故选C项。 【22题详解】 细节理解题。根据What You’ll Learn & Do部分“Week 3: Enter the market, showcase products, and master marketing, sales and ad creation to gain customers. (第3周：进入市场，展示产品，掌握营销、销售和广告创作以吸引客户。)”可知，参与者会在市场上展示他们的产品。故选D项。 【23题详解】 推理判断题。根据表格中Features部分“·Guidance from accomplished start-up founders in all time zones (来自不同时区的资深创业者的指导)”可知，作为线上项目可以邀请全球各地的创业者进行分享指导。 B — 3 tablespoons butter — 2 eggs — 2 medium carrots — 1 small white onion — 3 cloves garlic — 4 cups cooked and chilled rice I bet you didn’t read those numbers. I’ll let you in on a secret — I didn’t either. The ingredients above were copied and pasted from the first online search result for “fried rice recipe”. But, without any disrespect to the recipe’s owner, I can tell you it’s wrong. The only true fried rice recipe is no recipe at all. There are no measurements, no exact instructions, no timer for how long something should sizzle in the pan. There are only smells and feelings and memories. I learned to cook fried rice on the rickety stool covered in stickers, surrounded by the scents of my Grandma’s apron. We used however much leftover rice we had and a combination of anything and everything sitting in the fridge. The kitchen was always a little messy, but that was part of the fun. Yet I’ve always been more of a baker than a cook. I enjoy recipes — I enjoy the process of being exact and finding details, adjusting and leveling and weighing. From a young age, I found comfort in the careful baking recipes in Western cookbooks. But I understand the beauty of spontaneity (即兴) and organic creation. There’s something special in realizing that no two recreations of my grandma’s fried rice will ever be the same, and really, isn’t that what life is? Creation, without recipe? It’s funny. This may contradict everything I’ve written thus far, but the more I bake, the more I realize perhaps baking is spontaneous too. I don’t always need to weigh my flour beforehand in order to get perfect cookies. My signature food is cupcake, but I challenged myself to use a different recipe every time. You’d be surprised at how different cupcakes taste when you add an extra egg, and you’d be especially uncertain about my baking skills if you tried my cupcakes that had way too much baking soda (trial and error…). I’m learning to love going with the flow. It’s not mutually exclusive with loving precision, and it’s such an integral part of my culture; I’d be missing out otherwise. Coming to terms with and embracing the unknown is scary, but I assure you: One day, I’ll master my own fried rice. 24. What does the author think of the fried rice recipe? A. It provides inaccurate details. B. It includes too many ingredients. C. It misses the essence of cooking. D. It contradicts the basics of cuisine. 25. The author enjoys baking because of ______. A. her hope to pass recipes on B. her love of precision and detail C. her interest in a different culture D. her desire to honour family traditions 26. The author’s cupcake experiments made her more ______. A. open-minded B. organized C. confident D. clear-headed 27. What can we learn from this passage? A. Fond memories make a dish tasty. B. Precision and creativity are inseparable. C. Creativity prospers where rules end. D. Life doesn’t always come with a recipe. 【答案】24. C 25. B 26. A 27. D 【解析】 【导语】这是一篇说明文。作者认为炒饭无固定食谱，靠感觉与回忆制作。她偏爱烘焙的精准，也逐渐接受即兴创作，明白精准与随性可共存，生活本就没有固定配方。 【24题详解】 细节理解题。根据第四段“The only true fried rice recipe is no recipe at all. There are no measurements, no exact instructions, no timer for how long something should sizzle in the pan. There are only smells and feelings and memories.(唯一正宗的炒饭做法其实根本就没有固定的步骤。没有具体的用量，没有精确的步骤说明，也没有关于食材在锅中翻炒时间的计时器。有的只是各种气味、感受和回忆)”可知，作者认为这份炒饭的食谱忽略了烹饪的精髓所在。故选C。 【25题详解】 细节理解题。根据第五段“I enjoy recipes — I enjoy the process of being exact and finding details, adjusting and leveling and weighing.(我喜欢研究食谱 —— 我享受那种精准操作、捕捉细节、不断调整、找平、称重的过程。)”可知，这位作者喜欢烘焙，因为她对精确性和细节有着浓厚的兴趣。故选B。 【26题详解】 细节理解题。根据倒数第二段“My signature food is cupcake, but I challenged myself to use a different recipe every time.(我的招牌菜（拿手菜）是纸杯蛋糕，但我每次都尝试使用不同的配方来制作)”以及最后一段“I’m learning to love going with the flow.(我正在学着享受顺其自然的生活方式)”可知，作者的纸杯蛋糕实验让她变得更加开明。故选A。 【27题详解】 推理判断题。根据第六段“There’s something special in realizing that no two recreations of my grandma’s fried rice will ever be the same, and really, isn’t that what life is? Creation, without recipe?(当意识到我奶奶的炒饭每次的制作方式都不尽相同时，我感到非常惊喜。而说到底，这不正是生活的样子吗？没有固定的模式，却能创造出独一无二的成果)”可知，文章告诉我们生活并非总是有固定的“配方”可循。故选D。 C For half a century, psychologist Keith Holyoak has studied analogy — the capacity to see relational similarities between superficially dissimilar things — as a cornerstone of human intelligence. His new book, The Human Edge, takes a fresh look at analogy as a defining feature of human thought. At its core, analogy enables us to apply prior knowledge to novel situations. Unlike simple perceptual similarity, analogy maps relational patterns across different domains. The proverb about two dogs fighting over a bone while a third runs away, for instance, illuminates a business scenario where competing corporations weaken each other, allowing a rival to take advantage. This capacity for relational mapping underpins fluid intelligence — the ability to reason about new problems — and strongly predicts performance on intelligence tests. Analogy also drives creativity. Holyoak’s classic research on the “radiation problem” illustrates this: participants struggled to destroy a tumor (肿瘤) with rays without harming healthy tissue. But those first exposed to a story about a general attacking a castle from multiple sides readily devised the convergent (会聚的) ray solution. While we often fail to retrieve useful analogies independently, exposure to structurally similar but superficially different situations can spark breakthrough thinking. This cognitive capacity develops early and naturally. Children begin reasoning analogically around age three and the capacity continues to develop until adulthood. Holyoak identifies this as a “Late System” — a uniquely human, evolutionarily recent ability for general relational reasoning. It builds upon and cooperates with older, specialized “Early Systems” we share with other animals. While nonhuman species perform tasks that resemble analogical reasoning, these successes remain domain-specific. Humans alone can map relations across any content, from fairy tales to physics. This special ability, however, grants neither wisdom nor morality. Abstract thought has yielded both medical cures and weapons of mass destruction. As Holyoak notes, if Earth becomes uninhabitable, it won’t be the chimpanzees’ fault. The rise of AI presents a new frontier. Large language models (LLMs) now solve analogy problems at a college-student level, and their computational power could eventually produce superhuman intelligence. Yet they lack autonomy and, crucially, the ability to spontaneously notice a meaningful analogy. In art, this limitation may prove difficult to overcome. AI, lacking emotion, consciousness, and individuality, produces work many find soulless. Human uniqueness stems from the evolution of cooperative systems: a “Late System” that enables complex relational reasoning and the “Early Systems” that reflect our vast biological heritage. Their integration is the very essence of the human edge. 28. What does the word “underpins” underlined in Paragraph 2 most probably mean? A. Supports. B. Evaluates. C. Replaces. D. Frames. 29. What can we learn from the passage? A. The “Late System” is developed in adulthood. B. The “two dogs” proverb encourages competitions. C. The convergent ray solution arose from an analogy. D. LLMs can’t form analogies due to lack of autonomy. 30. Which would be the best title for the passage? A. Developing Analogy: The Core of Human Creativity B. Decoding Analogy: A Capacity Setting Humans Apart C. Defining Analogy: The Force Driving Human Evolution D. Defending Analogy: A Mechanism of Human Perception 【答案】28. A 29. C 30. B 【解析】 【导语】这是一篇说明文。心理学家霍利奥克研究类比——即识别看似不同事物之间内在关联性的能力——并将此视为人类智慧的关键要素。 【28题详解】 词句猜测题。根据划线词上文“At its core, analogy enables us to apply prior knowledge to novel situations. Unlike simple perceptual similarity, analogy maps relational patterns across different domains. The proverb about two dogs fighting over a bone while a third runs away, for instance, illuminates a business scenario where competing corporations weaken each other, allowing a rival to take advantage. (从本质上讲，类比使我们能够将已有的知识应用到新的情境中。与简单的感知相似性不同，类比能在不同领域之间映射出关系模式。例如，关于两只狗为一块骨头而争斗，而第三只狗却跑开的这句谚语，就揭示了一个商业场景：相互竞争的公司会削弱彼此，从而使对手有机可乘。)”及下文“...fluid intelligence — the ability to reason about new problems — and strongly predicts performance on intelligence tests. ( 流体智力——即对新问题进行推理的能力，并且能很好地预测智力测试的成绩。)”可知，作者认为通过类比我们可以提升智力，灵活运用已有知识。由此推测，划线词指这种进行关系映射的类比能力促进提升流体智力，与Supports意思相近。故选A项。 【29题详解】 细节理解题。根据第三段“Analogy also drives creativity. Holyoak’s classic research on the “radiation problem” illustrates this: participants struggled to destroy a tumor (肿瘤) with rays without harming healthy tissue. But those first exposed to a story about a general attacking a castle from multiple sides readily devised the convergent (会聚的) ray solution. (类比也能激发创造力。霍利奥克关于“辐射问题”的经典研究就很好地说明了这一点：参与者努力想用射线来摧毁肿瘤，同时又不伤害健康组织。但那些最先接触到关于一位将军从多个方向攻打城堡的故事的人，很快就想出了集中射线的解决方案。)”可知，参与者先读了将军多路进攻城堡的故事，才设计出会聚射线治疗肿瘤的方案，这个方案本身就是跨领域类比得到的结果。C选项结论符合文章内容。故选C项。 【30题详解】 主旨大意题。根据第一段“For half a century, psychologist Keith Holyoak has studied analogy — the capacity to see relational similarities between superficially dissimilar things — as a cornerstone of human intelligence. His new book, The Human Edge, takes a fresh look at analogy as a defining feature of human thought. (半个世纪以来，心理学家基思·霍利奥克一直致力于研究类比——即识别看似不同事物之间内在关联性的能力——并将此视为人类智慧的关键要素。他的新书《人类的优势》从全新的角度探讨了类比作为人类思维特征的重要性。)”第二段“At its core, analogy enables us to apply prior knowledge to novel situations. (从本质上讲，类比使我们能够将已有的知识应用到新的情境中)”第三段“Analogy also drives creativity. (类比也能激发创造力。)”及最后一段“Human uniqueness stems from the evolution of cooperative systems: a “Late System” that enables complex relational reasoning and the “Early Systems” that reflect our vast biological heritage. Their integration is the very essence of the human edge. (人类的独特性源于合作系统的进化：一种“晚期系统”能够进行复杂的关联推理，还有“早期系统”则反映了我们丰富的生物遗传特征。它们的融合正是人类优势的所在。)”可知，全文都在讲类比是人类独有的，别的动物只有领域特定的，AI也没有自发类比的能力，最后说这就是人类的优势，这个整合是人类独特性来源。由此可知，B项Decoding Analogy: A Capacity Setting Humans Apart (解码类比：区分人类与动物的能力)概括了文章主旨，适合作标题。故选B项。 D Meritocracy (优绩主义) has become a leading social ideal. Politicians continually return to the theme that the rewards of life — money, jobs, university admission — should be distributed according to skill and effort. Conceptually and morally, meritocracy is presented as the opposite of hereditary aristocracy, in which one’s social position is determined by the lottery of birth. Although widely held, the belief that merit rather than luck determines success or failure in the world is demonstrably false. This is not least because merit itself is, in large part, the result of luck. Talent and the capacity for determined effort depend a great deal on one’s genetic gifts and upbringing. This is to say nothing of other fortuitous circumstances that figure into every success story. In his book Success and Luck, Robert Frank recounts the coincidences behind the stellar rise of many successful entrepreneurs. Luck intervenes by offering people merit, and again by furnishing circumstances where merit can translate into success. This is not to deny the industry and talent of successful people. However, it does demonstrate that the link between merit and outcome is weak and indirect at best. In addition to being false, research suggests that believing in meritocracy makes people more selfish, less self-critical and even more prone to acting in discriminatory ways. The “ultimatum game” is a common psychological experiment, where one player is given a sum of money and told to propose a division between him and another player, who may accept or reject the offer. If the offer is rejected, neither gets anything. Usually a relatively even split is offered. In one variation, participants played a fake game of skill before making offers. Players who were led to believe they had “won” claimed more for themselves than those who engaged in games of chance. Similar studies suggest that just having the idea of skill in mind makes people more tolerant of unequal outcomes. By contrast, research on gratitude indicates that remembering the role of luck increases generosity. Simply asking subjects to recall external contributors to their successes made them more likely to give to charity than those remembering internal factors. Part of meritocracy’s moral appeal is its power to justify the existing social order. On top of that, it also offers flattery. Where success is determined by merit, each win can be viewed as a reflection of personal worth and worldly failures become signs of personal weaknesses. Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal. It’s false, and believing in it encourages selfishness, discrimination and indifference to the struggles of the unfortunate. 31. What can we learn from the first three paragraphs? A. Politicians argue life rewards are set at birth. B. Talent and determination owe nothing to luck. C. Industry enhances merit and directs to success. D. Merit is largely decided by circumstantial factors. 32. What does the author imply by citing the “ultimatum game” experiment? A. The results confirm meritocracy’s moral appeal. B. Belief in merit may encourage selfishness and bias. C. Ideas of skill can increase our willingness to donate. D. Games of chance ensure even distribution of resources. 33. The author feels meritocracy’s moral appeal is ______. A. erroneous B. justified C. practical D. groundless 34. What is the purpose of this passage? A. To criticise the mindset of chasing success. B. To challenge a commonly held social belief. C. To compare different social reward systems. D. To evaluate the pros and cons of meritocracy. 【答案】31. D 32. B 33. A 34. B 【解析】 【导语】本文是一篇议论文。文章针对当下流行的优绩主义社会理念展开论述，指出成功并非只由能力和努力决定，运气等偶然因素同样重要，并且信奉优绩主义会使人变得自私、产生偏见，最终提出应当摒弃这一理念。 【31题详解】 推理判断题。根据第二段中的“This is not least because merit itself is, in large part, the result of luck. Talent and the capacity for determined effort depend a great deal on one’s genetic gifts and upbringing.(这在很大程度上是因为能力本身在很大程度上是运气的结果。天赋和坚持不懈的努力能力在很大程度上取决于一个人的基因天赋和成长环境。)”以及第三段中的“This is to say nothing of other fortuitous circumstances that figure into every success story.(更不用说每个成功故事中都存在的其他偶然环境因素了。)”可知，能力在很大程度上由环境等偶然因素决定。故选D项。 【32题详解】 推理判断题。根据第四段“In addition to being false, research suggests that believing in meritocracy makes people more selfish, less self-critical and even more prone to acting in discriminatory ways. The “ultimatum game” is a common psychological experiment, where one player is given a sum of money and told to propose a division between him and another player, who may accept or reject the offer. If the offer is rejected, neither gets anything. Usually a relatively even split is offered. In one variation, participants played a fake game of skill before making offers. Players who were led to believe they had “won” claimed more for themselves than those who engaged in games of chance. Similar studies suggest that just having the idea of skill in mind makes people more tolerant of unequal outcomes.(研究表明，信奉优绩主义不仅是错误的，还会让人变得更加自私、缺乏自省，甚至更容易做出歧视性的行为。“最后通牒游戏” 是一项常见的心理学实验：实验中一名参与者会获得一笔钱，并需要提出自己与另一名参与者的分配方案，后者可以选择接受或拒绝该方案。如果方案被拒绝，两人都将一无所获。通常情况下，人们会提出相对公平的分配方式。 在该实验的一个变体中，参与者在提出分配方案前会先进行一场虚假的技能比拼。那些被引导认为自己“获胜”的参与者，会比参与纯概率游戏的人给自己分配更多的钱。类似研究还表明，仅仅是脑海中产生 “凭借能力取胜” 的想法，就会让人对不平等的结果更加宽容。)”可知，作者通过引用“最后通牒游戏”实验暗示相信能力决定成败可能会助长自私与偏见。故选B项。 【33题详解】 推理判断题。根据倒数第二段“Part of meritocracy’s moral appeal is its power to justify the existing social order. On top of that, it also offers flattery. Where success is determined by merit, each win can be viewed as a reflection of personal worth and worldly failures become signs of personal weaknesses.(优绩主义的道德吸引力部分在于它为现有社会秩序辩护的能力。除此之外，它还提供了奉承。在成功由才能决定的地方，每一次胜利都可以看作是个人价值的反映，而世俗的失败则成为个人弱点的标志。)”以及最后一段“Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal. It’s false, and believing in it encourages selfishness, discrimination and indifference to the struggles of the unfortunate.(优绩主义作为一种关于世界如何运作的信念和一种普遍的社会理想，都应该被摒弃。它是错误的，相信它会鼓励自私、歧视和对不幸者挣扎的冷漠。)”可知，作者认为优绩主义的道德吸引力是错误的。故选A项。 【34题详解】 推理判断题。根据第一段中的“Meritocracy (优绩主义) has become a leading social ideal.(优绩主义已经成为一种主要的社会理想。)”以及最后一段中的“Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal.(优绩主义作为一种关于世界如何运作的信念和一种普遍的社会理想，都应该被摒弃。)”结合全文内容可知，文章主要围绕优绩主义展开讨论，指出其错误及不良影响，目的是挑战一种普遍持有的社会信念。故选B项。 （2026·朝阳·一模） A Are you curious about how health connects with the world around us? Want to tackle real global challenges and discover how you can make a difference? “Global Health” explores how medicine, public health, international relations, economics and other disciplines must be integrated to save lives worldwide. In this course, students will learn about current approaches to promoting health, preventing disease and delivering health services to communities in need around the world. You’ll explore the science of public health, the strategies used to predict and stop epidemics, and the power of communication in keeping communities safe. Learning Highlights ·Describe the processes by which infectious diseases spread ·Identify and explain the core public health methods and tools for detecting, controlling and preventing infectious disease outbreaks ·Analyze historical and contemporary case studies of infectious disease outbreaks and evaluate how different response strategies succeeded or failed ·Use health research methods to gather and interpret data relevant to global health issues ·Describe the major health behavior theories used in public health Weekly Assignments Week 1 Group presentations on Sustainable Development Goals (SDGs). Report health indicators for a chosen country. Week 2 Hear from guest speakers from the Department of Public Health. Become disease detectives for a mock (模拟的) outbreak on campus. Week 3 Serve food at a homeless shelter. Design and carry out a mini health study. 21. In Global Health, students can ________. A. forecast the public health challenges B. provide communities with health services C. address the problems on community safety D. explore health issues in a multidisciplinary way 22. The course highlights ________. A. designing public health tools B. proposing health behavior theories C. assessing response strategies for epidemics D. monitoring the spread of infectious diseases 23. What are students assigned to do in the course? A. Report to guest speakers. B. Conduct mini health research. C. Give talks on SDGs individually. D. Detect real campus outbreaks. 【答案】21. D 22. C 23. B 【解析】 【导语】本文是一篇应用文。文章主要介绍“全球健康”课程的内容、学习重点及每周作业安排。 【21题详解】 细节理解题。根据第一段中的““Global Health” explores how medicine, public health, international relations, economics and other disciplines must be integrated to save lives worldwide.(“全球健康”课程探索了医学、公共卫生、国际关系、经济学和其他学科如何必须整合起来，以拯救全球范围内的生命)”可知，在“全球健康”课程中，学生可以以多学科融合的方式探索健康问题。故选D项。 【22题详解】 细节理解题。根据Learning Highlights中的“Analyze historical and contemporary case studies of infectious disease outbreaks and evaluate how different response strategies succeeded or failed(分析传染病爆发的历史和当代案例研究，并评估不同应对策略的成败)”可知，该课程重点包括评估传染病的应对策略。故选C项。 【23题详解】 细节理解题。根据Weekly Assignments中的“Week 3: Design and carry out a mini health study.(第三周：设计并开展一项小型健康研究)”可知，学生在课程中被分配开展小型健康研究。故选B项。 B I had been considering giving up. For the past eight years, I’ve met with prospective first-year students as a volunteer interviewer for my alma mater (母校). The reports I submit after the interviews become part of their admissions file. But acceptance rate of my university is low and each time I see the word “Denied” next to one of my interviewees’ names at the end of an admissions cycle, I feel a little more heartbroken. Don’t get me wrong. I’ve gotten to know loads of inspiring kids, and a handful of them were offered a spot. After a cycle in which none of my interviewees was green-lighted, though, I started to wonder: In expressing my enthusiasm for my university in interviews, was I doing them a favor or setting them up for disappointment? Was it fair of me to share an inside look into my university when most won’t have access to it? Then, out of the blue, I received a text from one of “my” admits, Layla. She thanked me for getting her into my university. I was touched, but I mentally dismissed the validity (合理性) of what seemed to be a misguided assumption of how the admissions process works. We met for coffee a few months later, and she delighted me with a detailed discussion of her classes, her professors, her research, and her friends. Her eyes were bright, her excitement visible. She told me she had submitted a request to spend 20 minutes with her admissions file. I couldn’t understand why she wanted to take the time to look. Couldn’t she just enjoy her time as an admitted student without being distracted by disturbing questions of whether she belonged? As it turns out, Layla learned that the admissions officer who first read her file was on the fence about her but then decided to put her application through for another read because of what I’d written in my interview report. My voice had made a difference. Layla found the relief she’d been looking for: Why was she here? Did she really matter to this incredible community? Seeing her put her worries to rest helped me do the same with my own. Maybe sometimes we all need to hear that we matter. 24. What made the author consider giving up the volunteer work? A. Getting tired of writing interview reports. B. Failing to help some of the promising kids. C. Disappointment with interviewees’ abilities. D. Inability to stimulate interviewees’ enthusiasm. 25. Initially, the author viewed Layla’s thank-you text as ________. A. a relief B. a distraction C. a reward D. a misunderstanding 26. Why did Layla request to review her admissions file? A. To ease her worries about future. B. To clarify the author’s confusion. C. To confirm she deserved the admission. D. To prove the author’s report played a role. 27. What can we learn from this passage? A. Each soul needs a witness. B. Every cloud has a silver lining. C. What goes around comes around. D. What matters always voices itself. 【答案】24. B 25. D 26. C 27. A 【解析】 【导语】本文是一篇记叙文。文章讲述作者八年担任母校志愿面试官，因不少优秀申请者落选心生放弃念头，后来收到被录取学生莱拉的感谢，最终知晓自己的面试报告起到关键作用，明白每个人都需要被肯定、被看见的暖心故事。 【24题详解】 细节理解题。根据第一段“But acceptance rate of my university is low and each time I see the word “Denied” next to one of my interviewees’ names at the end of an admissions cycle, I feel a little more heartbroken. (但我所在大学的录取率很低，每当在招生周期结束时，看到我的面试者名字旁边写着“被拒”时，我都会感到更加心碎。)”以及第二段“I’ve gotten to know loads of inspiring kids, and a handful of them were offered a spot. After a cycle in which none of my interviewees was green-lighted, though, I started to wonder: In expressing my enthusiasm for my university in interviews, was I doing them a favor or setting them up for disappointment? (我确实结识了不少鼓舞人心的孩子，其中有几位获得了录取资格。然而，在一个周期里，没有一个面试者被录取，我开始怀疑：在面试中表达我对大学的热情，我是在帮他们还是让他们失望？)”可知，作者多次看到有潜力的面试者被拒，感到沮丧和心碎，开始怀疑自己的工作是否有意义，因此考虑放弃志愿工作。故选B项。 【25题详解】 细节理解题。根据第三段“She thanked me for getting her into my university. I was touched, but I mentally dismissed the validity (合理性) of what seemed to be a misguided assumption of how the admissions process works. (她感谢我让她进入了我的大学。我很感动，但我在心里否定了这种看似对录取过程有误解的假设的合理性。)”可知，作者最初认为Layla的感谢信息是对录取过程的一种误解，因为作者知道录取过程复杂，不是一个人能决定的。故选D项。 【26题详解】 推理判断题。根据第四段“She told me she had submitted a request to spend 20 minutes with her admissions file. I couldn’t understand why she wanted to take the time to look. Couldn’t she just enjoy her time as an admitted student without being distracted by disturbing questions of whether she belonged? (她告诉我，她已经提交了申请，要求花20分钟查看她的录取档案。我不明白她为什么要花时间去看。她就不能享受作为被录取学生的时光，而不被是否属于这里这种令人不安的问题所干扰吗？)”以及第五段“As it turns out, Layla learned that the admissions officer who first read her file was on the fence about her but then decided to put her application through for another read because of what I’d written in my interview report. My voice had made a difference. (事实证明，Layla得知，最初阅读她档案的招生官对她持保留态度，但后来决定因为我在面试报告中写的内容，再给她一次机会。我的意见起到了作用。)”可知，Layla查看录取档案是为了确认自己是否真的值得被录取，以及了解录取过程中的具体细节，尤其是作者在面试报告中所起的作用。故选C项。 【27题详解】 推理判断题。根据最后一段“Seeing her put her worries to rest helped me do the same with my own. Maybe sometimes we all need to hear that we matter. (看到她放下顾虑，也帮助我放下了自己的顾虑。也许有时候我们都需要听到自己被重视的声音。)”可知，文章通过作者和Layla的经历，传达了“每个人的存在都有意义，有时候我们都需要听到自己被重视的声音”这一主题。A项“Each soul needs a witness. (每个灵魂都需要一个见证者。)”符合文章主旨，意思是每个人的存在和价值都需要被认可和见证。故选A项。 C Arif Pujianto couldn’t sleep. When dawn broke, the area where he lives on the low-lying Pari Island in Indonesia was damaged. Eventually, he decided to do something about it. He filed a lawsuit (诉讼) against cement manufacturer Holcim. At first sight, this might seem unreasonable. After all, the company has no operations in Indonesia and is headquartered 12,000 kilometres from Pari, in Switzerland. Yet Pujianto’s case is on top of a wave of lawsuits supported by innovative climate attribution models. Computer simulations (模拟) have been the backbone of climate science since the 1960s. Scientists run them to predict how the planet will warm as the amount of greenhouse gases in our atmosphere increases. But climate models can be put to another use if they are run in a slightly different way. The idea is to simulate counterfactual scenarios (情景) and compare them with how things really turned out. How would the world look if we had left fossil fuels which we consumed in the ground, for example? Climate scientists have spent decades using this technique to figure out the consequences of carbon emissions, in a field that is broadly called attribution science. Climate models can be extremely complex and often require supercomputers to run. But two advances have started to change that. One is the development of “reduced complexity” climate models. Instead of modelling Earth’s precise physical, chemical and biological processes, these simpler models simulate them on average, which reduces processing power. The second advance boils down to innovations in the way we account for emissions and join the links in the causal chain between emissions and harms. That includes, for example, smarter ways of differentiating between historical emissions. A gigatonne of carbon emitted today, when oceans are more acidic, has different consequences to a gigatonne of carbon emitted in 1850. In 2022, climate scientists Christopher Callahan at Indiana University and Justin Mankin at Dartmouth College put these two advances together to create an end-to-end climate attribution model, one that stretches from the individual packets of emissions, perhaps from a single company, all the way to the effects of climate change on a community. Mankin is aware that the research may be used in court and pursuing climate action through climate lawsuits may be necessary. A proper test of how attribution science holds up in court in these “polluter-pays” cases hasn’t yet taken place, then. But such a test may not be too far off, says Noah Walker-Crawford, a legal advisor, especially given how many fresh cases are starting to come before judges. If a precedent is set by even a single successful polluter-pays case, it could open the floodgates to a huge number of similar claims. In each case, the individual damages demanded may be relatively small, but it could, nonetheless, be significant. 28. What can be inferred about the climate attribution model? A. It can simulate a world without carbon emissions. B. It predicts the timeline of future extreme weather. C. It is more accurate in modelling climate processes. D. It has shifted its aim to backing climate legal cases. 29. Regarding the future of “polluter-pays” cases, the author is _______ A worried B. optimistic C. doubtful D. disapproving 30. What does the author mainly do in this passage? A. Anticipate a novel trend in court. B. Illustrate how climate models work. C Introduce the history of climate models. D. Show a model expected to force climate action. 【答案】28. A 29. B 30. D 【解析】 【导语】本文是一篇说明文。文章主要介绍了气候归因模型的发展及其在法律诉讼中的应用潜力，通过具体案例和专家观点展示了该模型如何为气候行动提供科学依据，并预示了未来“污染者付费”案件可能带来的法律和社会影响。 【28题详解】 推理判断题。根据第二段“The idea is to simulate counterfactual scenarios (情景) and compare them with how things really turned out. How would the world look if we had left fossil fuels which we consumed in the ground, for example? Climate scientists have spent decades using this technique to figure out the consequences of carbon emissions, in a field that is broadly called attribution science. (这个想法是模拟反事实情景，并将它们与实际情况进行比较。例如，如果我们把消耗的化石燃料留在地下，世界会是什么样子？气候科学家几十年来一直使用这种技术来弄清楚碳排放的后果，这个领域被广泛称为归因科学。)”可知，气候归因模型通过模拟没有碳排放的世界，并将其与实际情况进行对比，来弄清楚碳排放的后果。因此，可以推断出该模型能够模拟一个没有碳排放的世界。故选A项。 【29题详解】 推理判断题。根据最后一段“But such a test may not be too far off, says Noah Walker-Crawford, a legal advisor, especially given how many fresh cases are starting to come before judges. If a precedent is set by even a single successful polluter-pays case, it could open the floodgates to a huge number of similar claims. In each case, the individual damages demanded may be relatively small, but it could, nonetheless, be significant. (但法律顾问诺亚·沃克-克劳福德表示，这样的测试可能不会太远，尤其是考虑到有多少新案件开始摆在法官面前。即使只有一个成功的“污染者付费”案例成为先例，也可能为大量类似索赔打开闸门。在每一种情况下，要求的个人损害赔偿可能相对较小，但尽管如此，它仍然可能是重大的。)”可知，作者认为随着新案件的不断涌现，即使只有一个成功的“污染者付费”案例成为先例，也可能引发大量类似的索赔，这表明作者对“污染者付费”案件的未来持乐观态度。故选B项。 【30题详解】 主旨大意题。根据第一段“Yet Pujianto’s case is on top of a wave of lawsuits supported by innovative climate attribution models. (然而，普吉安托的案件是一波由创新气候归因模型支持的法律诉讼之一。)”以及后文对气候归因模型的介绍和其在法律诉讼中的应用潜力可知，文章主要介绍了一个有望推动气候行动的模型，即气候归因模型，以及该模型如何为气候法律诉讼提供科学依据。故选D项。 D Whether artists or scientists, investigators strike out from what is known to brave the unknown in acts of creative discovery. Think of artists and scientists as users of three modes of discovery: knowing, seeing, and telling. We are all seeking knowledge — epistemologists who question what we think we know, how we come to know it, and whether we can prove what we think we know. Meanwhile, we are all seers — aestheticists who confront what we perceive in natural and created appearances. Finally, we are all tellers and listeners — narrativists who tell about what we have found and listen to the findings of others. The epistemologist’s attention to knowing resonated (引起共鸣) in physicist Andrea Califano’s precision-medicine discoveries in cancer biology. His philosopher-physicist mind is the creative ground to discover new treatments for cancer. “A lot of ideas end up being very, very simple-minded in hindsight. But it’s very difficult to foresee whether simple-minded ideas will work in the end. There’s nothing magical about what we do. It’s just that nobody had kind of thought of cancer in this way,” said Califano. The aestheticists want to face the material world with all the capacities of the human to see and imagine. Tissue engineer Gordana Vunjak-Novakovic exposed the creative powers of aesthetics in the practice of a scientist. It was the novel Alexandria Quartet that gave her the idea of her work as “sliding planes”: “Each of the sliding planes is a body of knowledge. Then they travel past each other, and somehow connect with each other. There were three sliding planes that are three different characters’ perspectives. And then the fourth plane was the time. That is how the book was constructed, I believe, and this is how we do science.” Knowing and seeing require connections between the internal world of the seer or knower, the external world of the seeable and knowable, and the world of witnesses who receive what becomes seen or known. These connections, what I call “telling”, are achieved through narrative acts like speech. It creates a network, bridging from person to person. Nabila El-Bassel, an international leader in studying the most hard-to-deal-with global health problems, confirmed the necessity of listening to all “telling” voices. El-Bassel and her teams are listeners of their subjects’ lived experiences, making sure that suffering individuals are heard and valued. Recognising the fundamental roles of epistemology, aesthetics, and narrative studies in medical research avoids costly oppositions between arts and sciences. With all three discovery modes engaged, scientists gradually recognise why suffering matters, how delicate the balance between sickness and health is, and how urgent medicine’s mission is. Health care’s response to disease could then embrace the pursuit to comprehend phenomena deep within the cell and to face up to social issues vast across the Earth. 31. What does the word “hindsight” underlined in Paragraph 2 most probably mean? A. Innovative mindset. B. Blind-minded thinking. C. Long-term perspective. D. Reflective understanding. 32. What can we learn from this passage? A. The author has a preference for narrative studies. B. El-Bassel focuses on seeable external phenomena. C. Gordana values tackling problems from diverse angles. D. Califano’s breakthrough sets ground for cancer biology. 33. What can be inferred from the last paragraph? A. Integration of art and science is hard to achieve. B. Three discovery modes can balance sickness and health. C. Meeting social needs is as vital as doing biological studies. D. Medical research helps realise the role of three discovery modes. 34. Which would be the best title for the passage? A. The Art of Science: Knowing, Seeing, and Telling B. Three Modes of Discovery: Can Artists Be Scientists? C. A Costly Conflict: The Battle Between Art and Science D. The Medicine’s Mission: Are Scientists Brave to Complete? 【答案】31. D 32. C 33. C 34. A 【解析】 【导语】本文是一篇说明文。文章主要探讨了艺术家和科学家在探索未知时所共用的三种发现模式：认知、观察和叙述。通过具体实例，展示了这些模式在医学研究等领域的应用，并强调了艺术与科学融合的重要性。 【31题详解】 词句猜测题。根据第二段“A lot of ideas end up being very, very simple-minded in hindsight. But it’s very difficult to foresee whether simple-minded ideas will work in the end. ( ，很多想法最终都非常非常简单。但很难预见到这些简单的想法最终是否会奏效。)”可知，很多想法在事后看来很简单，但在当时很难预见其是否有效。由此可知，hindsight表示“事后看来，反思性的理解”，与D项“Reflective understanding（反思性的理解）”意思一致。故选D项。 【32题详解】 推理判断题。根据第三段“The aestheticists want to face the material world with all the capacities of the human to see and imagine. Tissue engineer Gordana Vunjak-Novakovic exposed the creative powers of aesthetics in the practice of a scientist. It was the novel Alexandria Quartet that gave her the idea of her work as “sliding planes”: “Each of the sliding planes is a body of knowledge. Then they travel past each other, and somehow connect with each other. There were three sliding planes that are three different characters’ perspectives. And then the fourth plane was the time. That is how the book was constructed, I believe, and this is how we do science.”(审美主义者希望以人类所有的观察和想象能力来面对物质世界。组织工程师Gordana Vunjak-Novakovic在科学实践中展示了美学的创造力。正是小说《亚历山大四重奏》让她有了“滑动平面”的工作理念：“每个滑动平面都是一个知识体系。然后它们相互经过，并以某种方式相互连接。有三个滑动平面，是三个不同角色的视角。然后第四个平面是时间。我相信，这本书就是这样构建的，我们做科学也是这样构建的。)”可知，Gordana从小说中获得了灵感，将不同视角和知识体系结合起来进行科学研究，这表明她重视从不同角度解决问题。故选C项。 【33题详解】 推理判断题。根据最后一段“Recognising the fundamental roles of epistemology, aesthetics, and narrative studies in medical research avoids costly oppositions between arts and sciences. With all three discovery modes engaged, scientists gradually recognise why suffering matters, how delicate the balance between sickness and health is, and how urgent medicine’s mission is. Health care’s response to disease could then embrace the pursuit to comprehend phenomena deep within the cell and to face up to social issues vast across the Earth. (认识到认识论、美学和叙事研究在医学研究中的基本作用，可以避免艺术与科学之间代价高昂的对立。通过这三种发现模式的参与，科学家们逐渐认识到为什么痛苦很重要，疾病与健康之间的平衡是多么微妙，以及医学的使命是多么紧迫。医疗对疾病的反应可以包括追求理解细胞深处的现象，以及面对全球范围内的社会问题。)”可知，医疗对疾病的反应可以包括追求理解细胞深处的现象，以及面对全球范围内的社会问题，由此可知，满足社会需求和进行生物学研究同样重要。故选C项。 【34题详解】 主旨大意题。根据第一段“Whether artists or scientists, investigators strike out from what is known to brave the unknown in acts of creative discovery. Think of artists and scientists as users of three modes of discovery: knowing, seeing, and telling. (无论是艺术家还是科学家，调查者都从已知的事物中勇敢地面对未知的事物，进行创造性的发现。把艺术家和科学家看作是三种发现模式的使用者：认知、观察和叙述。)”以及全文内容可知，文章主要介绍了艺术家和科学家在探索未知时所共用的三种发现模式：认知、观察和叙述，并通过具体实例展示了这些模式在医学研究等领域的应用。A项“The Art of Science: Knowing, Seeing, and Telling（科学的艺术：认知、观察和叙述）”符合文章主旨，适合作为文章标题。故选A项。 （2026·丰台·一模） A The National Theatre, London, has announced an exciting lineup for its 2026season, bringing a dynamic mix of new productions, timeless classics, and international collaborations. The theatre will open the year with Emerald City, originally created by Australian playwright David Williamson in 1987. Director Thomas Cuisse says, “The surface of society might change, but human nature doesn’t. This play offers a deep exploration of an artist’s inner struggle which will touch audiences everywhere.” Thunderstorm, written by Cao Yu and one of the most iconic Chinese plays of the 20th century, will be staged in June. It is part of the theatre’s ongoing effort to promote classic Chinese theatrical works. The summer will also bring Romeo and Juliet to a small theatre with a modern twist. The theatre’s young artists reimagine Shakespeare’s classic through a modern lens, adding youthful energy. In addition, the year will see the return of Hamlet in August and The Daffodils in September. The latter will be presented in grand poetic style, exploring the intersection of art, poetry and history. This year, the theatre continues to increase collaboration with major cultural hubs. “We’re working to build stronger relationships with the international community,” says Rufus Norris, Artistic Director. The first such collaboration will be Farewell My Concubine, co-produced with Shanghai Dramatic Arts Centre, which will be streamed globally online. In 2026, the theatre will continue to engage younger audiences and expand its public cultural services through programs like “youth blossoms”, which allows university students to create and stage their own work. Moreover, the theatre is embracing technology to reach a broader audience by adapting several productions into film and digital formats, allowing more people to experience the theatre’s performances online. 21. Which drama displays young artists’ adaptation? A. Emerald City. B. Hamlet. C. Thunderstorm. D. Romeo and Juliet. 22. What can we learn about the National Theatre’s plays? A. The Daffodils focuses on history of poetry. B. Farewell My Concubine will be live on TV. C. Hamlet will be presented again in the theatre. D. Emerald City explores audiences’ inner struggle. 23. The main purpose of the passage is to ________. A. highlight the theatre’s cultural cooperation B. help the theatre attract young audiences C. introduce the theatre’s classic plays D. cover the theatre’s new season 【答案】21. D 22. C 23. D 【解析】 【导语】本文是一篇新闻报道，主要介绍伦敦国家剧院2026年演出季令人兴奋的节目安排，包括新作品、经典剧目以及国际合作项目，还提及剧院通过多种方式吸引年轻观众、扩大公共文化服务，如开展 “青年绽放” 项目，将部分作品改编为电影和数字格式等。 【21题详解】 细节理解题。根据第四段“The summer will also bring Romeo and Juliet to a small theatre, with a modern twist. The theatre’s young artists reimagine Shakespeare’s classic through a modern lens, adding youthful energy. (夏天，《罗密欧与朱丽叶》将在一个小剧院上演，并有现代的改编。剧院的年轻艺术家们通过现代视角重新演绎莎士比亚的这部经典作品，注入了青春活力)”可知，《罗密欧与朱丽叶》展示了年轻艺术家的改编，故选D项。 【22题详解】 细节理解题。根据第五段“In addition, the year will see the return of Hamlet in August( 此外，今年八月《哈姆雷特》将回归)”可知，《哈姆雷特》将再次在该剧院上演，故选C项。 【23题详解】 主旨大意题。根据第一段“The National Theatre, London, has announced an exciting lineup for its 2026 season, bringing a dynamic mix of new productions, timeless classics, and international collaborations.(伦敦国家剧院公布了令人期待的2026 演出季剧目阵容，将带来新创剧目、经典传世之作与国际合作剧目精彩纷呈的组合演出)”可知，文章开篇点明伦敦国家剧院宣布2026年演出季阵容，随后介绍了各个剧目的安排、国际合作以及吸引年轻观众的举措等，整体围绕剧院新演出季展开，所以短文的目的是报道剧院的新演出季。故选D项。 B There’s always one nonexistent friend in the group chat, who contributes little to the chat. That friend is me. When a new group chat is created, the members will inevitably come to laugh at my inability to respond to a simple question within a matter of hours. In fact, I pride myself on my swift response time when it comes to important work emails. “Call me instead,” I tell my friends. “I’m a much better caller.” If it’s urgent, I’ll pick up and always be there. But if I read a message and categorise it as non-urgent, then it’s a different story. Say a friend messages me, asking for my thoughts about a new album. I’ll read it, automatically reply in my head — “I love it” — but mentally file it away in the non-urgent cabinet, telling myself that I’ll tend to that non-urgent filing cabinet as soon as possible. Then I will be typing another email — and absolutely forgetting to revisit that non-urgent cabinet. My declaration of love for the album arrives very, very late. I want to stress I do love my friends and I am grateful to be included in all of the group chats. I simply find it overwhelming to keep up with the never-ending stream of message notifications. In these moments, the message notifications often fall by the wayside, my friends’ messages go unanswered and I sometimes feel like abandoning my phone and zoning out. Not to be dramatic. I recently asked one of my friends how they felt about my bad texting habits. She’s that one friend you can always rely on to give you the non-sugarcoated truth. She said, “The truth is that we knew we had reached a new level of love and companionship when we accepted how terrible you are at replying and chose to embrace it.” “To be fair,” she added, “when we do eventually get an answer out of you — you are always down, you always show up when we need you, you never flake or cancel and you’re usually the one driving 40 minutes across town to see us. We can handle the group chat radio silence in return for that kind of friendship.” At this moment, I think about each friend’s role in the group — the prolific messenger, the caller, the nonresponder — and how we all communicate and contribute to the group in different ways. All expressing love in different ways, too. 24. Why does the author often fail to respond to messages timely? A. She thinks non-urgent messages not worth replying to. B. She finds group conversations exhausting and boring. C. She prioritizes work emails over personal messages. D. She mentally responds but forgets to actually reply. 25. What can we know about the author’s friends? A. They give up on judging each other. B. They learn to accept her the way she is. C. They adapt to her preference for phone calls. D. They complain about her sugarcoated excuses. 26. Which word would best describe the author’s role in her friendship? A. Reliable. B. Independent. C. Difficult. D. Insincere. 27. What does the author mainly convey in the passage? A. A late reply is better than no response. B. Love speaks more than one language. C. Non-responders deserve more love. D. Actions speak louder than words. 【答案】24. D 25. B 26. A 27. B 【解析】 【导语】这是一篇夹叙夹议文。文章讲述作者不擅长及时回复消息，但真心珍视朋友，朋友也包容她的习惯；她明白友谊之爱有不同的表达方式。 【24题详解】 细节理解题。根据第四段“I’ll read it, automatically reply in my head — “I love it” — but mentally file it away in the non-urgent cabinet, telling myself that I’ll tend to that non-urgent filing cabinet as soon as possible. Then I will be typing another email — and absolutely forgetting to revisit that non-urgent cabinet.(我会看到这条消息，在心里自动回复“我喜欢它”，但在心里把它归入非紧急信息类别，告诉自己会尽快处理这些非紧急信息。然后我会去写另一封邮件，并且完全忘记再去查看这些非紧急信息。)”可知，作者会在心里进行回复，但是之后会忘记真正发出文字回复，因此作者经常不能及时回复消息。故选D项。 【25题详解】 推理判断题。根据第六段“The truth is that we knew we had reached a new level of love and companionship when we accepted how terrible you are at replying and chose to embrace it.(事实是，当我们接受了你回复消息很不及时这件事并且选择包容你时，我们就知道我们的友情和陪伴已经达到了新的高度。)”可知，作者的朋友接受了她不及时回复消息的特点，因此我们可以了解到作者的朋友学会了接受她原本的样子。故选B项。 【26题详解】 推理判断题。根据第六段“when we do eventually get an answer out of you — you are always down, you always show up when we need you, you never flake or cancel and you’re usually the one driving 40 minutes across town to see us.(等我们终于从你这里得到准信儿时 —— 你总是那么靠谱，我们需要时你总会出现，从不爽约、从不临时取消，还常常开车 40 分钟穿城来看我们。)”可知，作者在朋友需要时总能可靠地出现并提供陪伴，因此最能描述作者在友谊中角色的词语是可靠的。故选A项。 【27题详解】 主旨大意题。通读全文特别是最后一段“At this moment, I think about each friend’s role in the group — the prolific messenger, the caller, the nonresponder — and how we all communicate and contribute to the group in different ways. All expressing love in different ways, too.(在这一刻，我想到了每个朋友在群体中角色 —— 频繁发消息的人、打电话的人、不回复消息的人，以及我们所有人如何用不同的方式交流并为友情付出。我们也都在用不同的方式表达爱。)”可知，作者想要表达爱有多种不同的表达方式。故选B项。 C It’s human nature to feel embarrassed for someone acting cringey — like a friend slipping on a wet floor. It’s a sign of empathy which shapes human cooperation and connection. What happens, though, when the second person in this situation is replaced with a robot? Experiencing secondhand embarrassment lights up areas in the human brain associated with pain and the recognition of emotions. Similarly, social anxiety is linked to heightened empathy, but also comes with a reduced capacity to actually understand the other person’s emotions, known as cognitive empathy. And of course, the more socially close and invested a person is in another, the more intensely they’ll feel this bystander discomfort. Interestingly, new research from Oakridge University found that humans can have the same sort of secondhand embarrassment when they see a robot display social awkwardness. To test this phenomenon, human subjects were immersed in a virtual environment where both human and robot avatars were present. The researchers then put these avatars through awkward situations like stumbling in a crowd or dancing clumsily in public. Researchers then measured the electrical activity of the sweat glands (腺体) of the subjects. This correlates to arousal signals like stress, or other states of high emotion. Participants also filled out a questionnaire about their emotional responses to each virtual social situation. The data indicates that humans felt self-embarrassment for both the human and robot avatars when they were in a socially awkward scenario, although they perceived the situation as more “real” for the human avatar compared to the robot. Still, the results show that humans can empathize with robots in embarrassing situations, suggesting that humans assume the robots can be aware of being witnessed and have some degree of self-consciousness based on self-reflection and self-evaluation. But it also matters what the robot looks like: “The appearance of the robot may affect the empathetic embarrassment because humans empathize more strongly with more human-looking robots and less with more mechanical-looking robots when they are mistreated by humans.” Despite the interesting findings in this recent study, the team from Oakridge University acknowledges that a larger sample size, as well as real world humans and robots, would make the conclusions more convincing. “Our study provides valuable insights into the evolving nature of human-robot relationships. As technology continues to integrate into our daily lives, understanding the emotional responses we have towards robots is crucial,” Lisa Green, the lead researcher on the project, said in a press release. “This research opens up new avenues for exploring the boundaries of human empathy and the potential challenges and benefits of human-robot interactions.” 28. What does the author mainly do in Paragraph 2? A. Introduce an approach. B. Explain a core concept. C. Offer a theoretical basis. D. Present previous findings. 29. What can we learn from the study? A. Robots’ appearance determines empathetic embarrassment level. B. Humans think awkward robots may have self-consciousness. C. States of emotion hold back electrical activities in the brain. D. Awkward robots stimulate stronger empathy than humans. 30. Which of the following is the best title for the passage? A. Do robots feel awkward like humans? B. Can robots truly empathize with humans? C Where is the boundary of human empathy? D. Why do humans feel bad for awkward robots? 【答案】28. C 29. B 30. D 【解析】 【导语】本文是一篇说明文。文章介绍了人类会因看到机器人表现出社交尴尬而产生“二手尴尬”的现象，并通过实验研究揭示了人类同理心在人与机器人互动中的表现和边界。 【28题详解】 推理判断题。根据第二段中“Experiencing secondhand embarrassment lights up areas in the human brain associated with pain and the recognition of emotions. Similarly, social anxiety is linked to heightened empathy, but also comes with a reduced capacity to actually understand the other person’s emotions, known as cognitive empathy. (经历二手尴尬会激活人脑中与疼痛和情绪识别相关的区域。类似地，社交焦虑与增强的同理心相关，但也伴随着实际理解他人情绪能力的减弱，这种能力被称为认知同理心。)”以及“the more socially close and invested a person is in another, the more intensely they’ll feel this bystander discomfort. (一个人与另一个人社交上越亲近、投入越多，他们感受到的这种旁观者不适就越强烈。)”可知，第二段主要解释了二手尴尬的生理和心理机制，为后文研究提供了理论基础。故选C。 【29题详解】 细节理解题。根据第六段中“Still, the results show that humans can empathize with robots in embarrassing situations, suggesting that humans assume the robots can be aware of being witnessed and have some degree of self-consciousness based on self-reflection and self-evaluation. (尽管如此，结果表明，人类在尴尬情境中能够对机器人产生同理心，这表明人类认为机器人能够意识到被观察，并具有基于自我反思和自我评价的一定程度的自我意识。)”可知，人类认为尴尬的机器人可能具有自我意识。故选B。 【30题详解】 主旨大意题。文章开篇“It’s human nature to feel embarrassed for someone acting cringey — like a friend slipping on a wet floor. It’s a sign of empathy which shapes human cooperation and connection. What happens, though, when the second person in this situation is replaced with a robot? (为某人的尴尬行为感到尴尬是人的本性——就像朋友在湿地板上滑倒一样。这是一种移情的标志，它塑造了人类的合作和联系。然而，当这种情况下的第二个人被机器人取代时会发生什么呢？)”就提出了一个引人深思的问题：当尴尬的对象从人换成机器人时会发生什么？随后，文章通过介绍奥克里奇大学的一项研究，探讨了人类为何会对社交笨拙的机器人产生“二手尴尬”感，分析了其背后的心理机制(如人类会假定机器人有自我意识)和影响因素(如机器人的外观)。全文都围绕着“人类为何会对笨拙的机器人感到尴尬”这一核心问题展开。因此，D选项“为什么人类会为笨拙的机器人感到难过？”最能概括文章主旨。故选D。 D The singularly most important question we will ever ask is, “Who am I?” Generally speaking, we are not taught how to answer that question. We don’t even ask it. Most commonly, we define ourselves by the mirrors we see from the external world. We are being looked at. And we are looking at other people’s observations and perceptions as if they are a mirror image of who we are. But you know how mirrors are. We only get a reversed (相反的) image. We have internalized other people’s ideas and we believe that they define us. Even in the case, used here only as an example, of the child who internalizes a rebel identity. We say he’s “out of control.” He’s just trying to embarrass his parents. He’s just a “difficult child.” If none of that is true, then who is he really? From the transpersonal therapy perspective, little Johnny has become what his parents needed him to be. What? Nobody in their right mind would want to raise a rebel. Right? Perhaps Johnny’s parents have lived an unconsciously restrained life, strictly following the socially acceptable codes of the day. Yet, internally, they are itching (渴望) to be different. They just can’t because this role as the “good guy” has captured them. However, all the itching internal stuff has to go somewhere. The simplest answer is that it is projected onto little Johnny. Then the parent can deal with it externally; they may typically react by trying to get Johnny to take on the identity of another good guy. That is how it is for most of us. We introject an idea of who we are, which we have received by looking into the eyes of parents and family members, and we live it out as if it is truly who we are. Often, it is reinforced many times over many years, in this case, by trying to get Johnny to live in the parents’ cage, which only means Johnny will have to rebel yet again. Under all that identification, we ask, who are we really? The way to find it is to stop looking into other people’s eyes and start looking within. Once that decision is made, it might be a good time to seek a therapist who will help us do that in a safe environment. Within that safe environment, you might also start journaling. Journaling is a dialogue with yourself — a dialogue between identity and self, or someone with whom you have unresolved issues. The real journey, the one that will need to be made in a safe space, is made of determination. Determination to go deeper and deeper. This is the true hero’s journey in which you finally meet and retrieve your own self. 31. What are the first two paragraphs mainly about? A. The misconstruction of self-perception. B. The internalized reflection of self-identity. C. People’s confusion about their internal world. D. People’s observation of a reversed mirror image. 32. Why does the author mention the example of a “rebel” child? A. To criticize a practice. B. To challenge an argument. C. To illustrate an idea. D. To raise an assumption. 33. What does the underlined word “introject” in Paragraph 6 probably mean? A. Absorb. B. Introduce. C. Value. D. Generate. 34. It is implied in the passage that we should ________. A. address unresolved issues with parents B. balance given identity and genuine self C. reclaim the authority to define who we are D. reshape our identity in a safe environment 【答案】31. A 32. C 33. A 34. C 【解析】 【导语】本文是一篇议论文。文章探讨了人们如何通过外部世界的“镜子”错误地定义自我，分析了叛逆孩子案例背后的心理投射机制，并指出真正的自我认知需要停止向外寻求，转而向内探索，收回定义自我的权力。 【31题详解】 主旨大意题。根据第一段中“Most commonly, we define ourselves by the mirrors we see from the external world. (最常见的是，我们通过从外部世界看到的镜子来定义自己。)”以及第二段中“We have internalized other people’s ideas and we believe that they define us. (我们内化了别人的想法，并相信它们定义了我们。)”可知，前两段主要论述了人们依赖外部镜像来认知自我，这是一种错误的自我感知构建。故选A。 【32题详解】 推理判断题。根据第四段中“From the transpersonal therapy perspective, little Johnny has become what his parents needed him to be. What? Nobody in their right mind would want to raise a rebel. Right? (从超个人心理治疗的角度看，小约翰尼变成了他父母需要他成为的样子。什么？没有一个神志正常的人会想要养出一个叛逆的孩子，对吧？)” 可知，作者引用这个例子是为了具体阐述前文提到的观点：我们往往会内化他人的想法，甚至活成了别人(如父母)潜意识里投射给我们的样子。故选C。 【33题详解】 词句猜测题。根据第六段中“We introject an idea of who we are, which we have received by looking into the eyes of parents and family members, and we live it out as if it is truly who we are. (我们‘introject’一个关于我们是谁的想法，这个想法是通过观察父母和家人的眼睛获得的，然后我们照着这种想法生活，好像那就是真实的自己。)”结合第二段中提到的“internalized other people’s ideas (内化了别人的想法)”，可推断“introject”意为“吸收、内化”，与absorb意思相近。故选A。 【34题详解】 推理判断题。根据第七段“Under all that identification, we ask, who are we really? The way to find it is to stop looking into other people’s eyes and start looking within. (在所有这些身份认同之下，我们问：我们到底是谁？找到答案的方法是停止看别人的眼睛，开始向内看。)”以及最后一段“This is the true hero’s journey in which you finally meet and retrieve your own self. (这是真正的英雄之旅，你最终遇见并找回自己。)”可知，文章暗示我们应该收回定义自己的权力，不再依赖外部评价。故选C。 （2026·石景山·一模） A Advance your leadership with Aurora LEAP, our flagship online certificate program. Build the skills and mind-set you need to succeed in today’s fast-changing world. What Is LEAP? Taught by experienced faculty (教员) from Aurora School of Management, LEAP is a nine-month experiential learning journey that helps you unlock your leadership potential. This flexible and practical program develops your ability to drive change, lead innovation and achieve your personal and professional goals. Through Aurora’s engaging online curriculum, you will work on your own real-life projects and connect course ideas with daily business challenges. The program offers a rare chance to broaden your view by sharing experiences with a diverse global community of peers, while receiving personal and useful feedback from professors, consultants and classmates. Who Should Enrol? ·Mid-or senior-level professionals who want new strategies to guide their organizations. ·Team leaders hoping to strengthen management skills and improve group performance. ·Young professionals or startuppers wishing to advance their careers and build strong leadership foundations. Application Process for Aurora LEAP To apply, you complete an online form, write a short personal statement and take part in a brief video interview. Fees & Payment The program fee includes training and all digital course materials. Program fees may change. After admission, payment instructions and a secure online payment link will be emailed to you. Full payment is required to confirm your place. Payment can be made by bank transfer or credit card. 21. What can we learn about Aurora LEAP? A. It focuses on business theory. B. It stimulates interest in academics. C. It aims to enhance leadership skills. D. It offers on-campus weekend classes. 22. Who is most likely to apply for Aurora LEAP? A. Teenagers preparing for exams. B. Retired people looking for hobbies. C. Professionals seeking career growth. D. New graduates with no work experience. 23. What is stated about the program fee? A. It can be paid in cash. B. It is set at a fixed amount. C. It covers course materials. D. It is paid before the interview. 【答案】21. C 22. C 23. C 【解析】 【导语】这是一篇应用文。本文介绍Aurora LEAP在线证书项目，由商学院教员授课，为期九月，面向职场人士提升领导力，说明了申请流程与费用相关要求。 【21题详解】 细节理解题。根据第二段“Taught by experienced faculty (教员) from Aurora School of Management, LEAP is a nine-month experiential learning journey that helps you unlock your leadership potential.(由奥罗拉管理学院经验丰富的教师团队授课，LEAP是一个为期九个月的实践学习之旅，旨在帮助您发掘自身的领导潜力)”可知，Aurora LEAP其目的在于提升领导能力。故选C。 【22题详解】 细节理解题。根据Who Should Enrol?部分“·Mid-or senior-level professionals who want new strategies to guide their organizations.·Team leaders hoping to strengthen management skills and improve group performance.·Young professionals or startuppers wishing to advance their careers and build strong leadership foundations.( ·那些希望制定新策略以指导自身组织的中高层专业人士。·那些期望提升管理技能并提高团队绩效的团队领导者。·那些希望提升职业发展水平并建立坚实领导基础的年轻专业人士或创业者。)”可知，寻求职业发展的专业人士最有可能申请参加“奥罗拉飞跃”项目。故选C。 【23题详解】 细节理解题。根据Fees & Payment部分“The program fee includes training and all digital course materials.(该课程费用包含培训以及所有的数字课程资料)”可知，这项课程费用包含了课程资料费用。故选C。 B As I stepped out of the DMV (车管所) with my license and my head held high, I thought of all the new memories I could create. The places I could drive to were limitless. As I started driving, however, I realized that it wasn’t the GPS saying, “You have reached your destination,” that gave me a rush in my heart. The journey became more electrifying as I sang along to my “Driving Playlist”. I never understood when my mom asked me, “Do you want to go out for a drive, man?” There was nowhere to go — I didn’t have a class or a club that we would be driving to. It would be 5:00 pm on a random Tuesday when she posed the question. I declined the offer. For a long time, I approached my creative aspirations the same way I viewed those drives — only with a purpose when given a specific destination. I only picked up a paintbrush when school required it for a project. I only took up a book when I had a reading assignment. I knew I needed to change the belief that because there wasn’t a grade attached to my passion, that was meaningless. In an art project, a good friend of mine offered a solution that erased my desire for perfection: she told me to just draw aimlessly on paper. Without an end product in mind, I was able to construct a masterpiece that I could be proud of without having to receive an “A+” on it. In the past, I was driven by the fear of missing out (FOMO). Instead of enjoying moments with my friends, I attended every single academic event because I worried about the consequences if I missed one. At the start of my senior year, I feared missing out on the “high school experience” that was portrayed (描绘) in the movies I watched growing up. Yet, I am now defining my own version of that experience. It is worthwhile to pursue simple passions in life. There doesn’t need to be a grand reason for venturing out of the house; driving just for the sake of driving is my favourite pastime. The day I got my license, I no longer grabbed the wheel with hesitation; I was in control of it as I uncovered a new world of possibilities. 24. How did the author feel when he first got his driver’s license? A. Rewarded. B. Heartened. C. Honoured. D. Relieved. 25. What changed the author’s perspective on school life? A. His desire to receive an “A+”. B. Moments shared with his friends. C. A product to create a masterpiece. D. A friend’s suggestion to draw aimlessly. 26. The author’s previous FOMO was related to ______. A. the movies on high school life B. a grand reason for driving around C. the pressure of study in high school D. a grade attached to academic events 27. What can we learn from this passage? A. Trends help you find your true passion. B. A journey holds more than the destination. C. A well-planned path finally leads to success. D. Childhood shows the man, as morning shows the day. 【答案】24. B 25. D 26. D 27. B 【解析】 【导语】本文是一篇夹叙夹议文。作者以拿到驾照后开车的经历为切入点，讲述了自己从“只为目标而行动”到“享受过程本身”的心态转变，领悟到人生不必事事追求明确目的，追寻简单的热爱本身就有意义。 【24题详解】 细节理解题。根据第一段“As I stepped out of the DMV (车管所) with my license and my head held high, I thought of all the new memories I could create. The places I could drive to were limitless.(当我拿着驾照昂首挺胸地走出车管所时，我想到了所有可以创造的新回忆。我能开车去的地方是无限的)”可知，作者刚拿到驾照时内心振奋、充满希望的。故选B。 【25题详解】 细节理解题。根据第三段“I knew I needed to change the belief that because there wasn’t a grade attached to my passion, that was meaningless. In an art project, a good friend of mine offered a solution that erased my desire for perfection: she told me to just draw aimlessly on paper.(我知道我需要改变“因为热爱没有分数加持就毫无意义”的想法。在一次艺术项目中，我的好朋友给了一个消除我完美主义执念的办法：她让我只是漫无目的地在纸上画画)”可知，朋友“漫无目的地画画”的建议改变了作者对校园生活、对热爱的看法。故选D。 【26题详解】 细节理解题。根据第四段“In the past, I was driven by the fear of missing out (FOMO). Instead of enjoying moments with my friends, I attended every single academic event because I worried about the consequences if I missed one.(以前，我总是被害怕错过（FOMO）的心理驱使着。我没有去享受和朋友们在一起的时光，而是参加了每一场学术活动，因为我担心一旦错过，就会产生不好的后果)”可知，作者之前的FOMO与学业活动所关联的成绩有关。故选D。 【27题详解】 主旨大意题。根据第一段“As I started driving, however, I realized that it wasn’t the GPS saying, “You have reached your destination,” that gave me a rush in my heart. The journey became more electrifying as I sang along to my “Driving Playlist”.(然而，当我开始开车时，我才意识到，让我内心激动的并不是GPS播报的“您已到达目的地”。当我跟着我的“驾驶歌单”放声歌唱时，这段旅程反而变得更加令人兴奋)”以及全文“不必为目标而行动，享受过程本身”的核心主旨可知，文章传递的道理是“旅途比目的地更有意义”，B选项“A journey holds more than the destination.(旅途承载的意义远多于目的地)”契合全文主旨。故选B。 C It was dark outside, a late afternoon in the winter of 1981. As I did each week during my last year of graduate school, I was sitting with my thesis (论文) director, the poet James Dickey. I remember that particular meeting because of one ill-chosen word. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right. Hours later, while I was washing the cups at ten o’clock, the right word surfaced: pale. Without pausing to weigh the hour, I called my professor and said, “The word is ‘pale’.” Mr. Dickey was overjoyed about that word, every bit as delighted as I was. If only for a moment, the world made a kind of sense it hadn’t made before. I had not thought about that phone call, much less that poem, in many years, but I’ve begun to think about it often. Nowadays, “AI assistants” have suddenly colonized (征服) my documents. They appear out of nowhere, like fruit flies around an overripe banana. In this brave new world, the search for a word like “pale” has been outsourced to a robot that will never suggest such a word. The yoking of unlikely adjective and noun is still, for now, the province of unwetted poets. I have spent hours trying to kill these ghosts in my machine. In some cases, I can’t turn it off at all. The writing teachers I know struggle to persuade their students not to use these tools. They are everywhere now. Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting AI supply the next word in a text? Besides, if they don’t use these tools, won’t they be falling behind the many students who do? Who was it who first said, “I don’t know what I think until I see what I write”? Versions of this statement have been attributed (具有……特质) to writers as various as Joan Didion, William Faulkner, and Stephen. In I, Robot, the 2004 film loosely inspired by Isaac Asimov’s classic sci-fi novel, one robot has feelings. It learns to solve problems with human creativity. And with those attributes come the questions raised by being human. Twenty-six minutes into the film, the robot asks, plaintively, “What am I?” This is a question writers ask every day. 28. The author suggests the AI tools are ______. A. intended to substitute for teachers’ judgment B. ideal for choosing rare and unlikely adjectives C. suitable for drafting poems with impactful imagery D. helpful for routine messages yet limited for discovery 29. What does the word “yoking” underlined in Paragraph 3 most probably mean? A. Explaining. B. Comparing. C. Joining. D. Describing. 30. Which would be the best title for the passage? A. I, Human B. A Word, A World C. I, Robot D. A Student, A Professor 【答案】28. D 29. C 30. A 【解析】 【导语】这是一篇记叙文。主要讲述了作者回忆早年与导师反复推敲诗歌用词的创作喜悦，对比当下AI充斥写作场景的现状，指出AI仅能完成常规文字工作，无法实现人类独有的精妙文字创作；并借影视台词与作家感悟，凸显人类创作与自我思考的独特价值。 【28题详解】 推理判断题。根据第三段中“In this brave new world, the search for a word like “pale” has been outsourced to a robot that will never suggest such a word. The yoking of unlikely adjective and noun is still, for now, the province of unwetted poets.( 在这个全新的世界里，寻找像“pale”这样的词的任务被外包给了一个永远不会提出这种词的机器人。将不太可能同时出现的形容词和名词组合在一起，目前仍只是那些未被浸染、未经他人影响的诗人的专利。)”以及第四段中“Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting AI supply the next word in a text? Besides, if they don’t use these tools, won’t they be falling behind the many students who do?( 谁又能责怪一位年轻的作家去思考使用这些“助手”与使用拼写检查或让人工智能为文本提供下一个单词有何不同呢？此外，如果不使用这些工具，他们难道不会落后于许多使用它们的学生吗？)”可知，文中提及AI可完成拼写检查、文本续词等常规写作任务，但永远无法给出“pale”这类贴合诗歌意境的精妙词汇，也无法实现人类的创作灵感与文字探索。由此可推知，AI对常规信息处理有帮助，但在文学创作、灵感发现层面存在极大局限。故选D项。 【29题详解】 词句猜测题。根据划线单词句中“The yoking of unlikely adjective and noun (看似不搭的形容词与名词yoking)”结合前文作者为诗歌匹配“pale”一词的语境，此处指将词汇进行搭配、结合。yoke 本义为“用轭连接；结合”，与 C选项join (连接、结合)同义。故选C项。 【30题详解】 主旨大意题。根据文章大意以及最后一段中“And with those attributes come the questions raised by being human. Twenty-six minutes into the film, the robot asks, plaintively, “What am I?” This is a question writers ask every day.( 而伴随着这些特质而来的，还有作为人类所引发的问题。在电影播放的第26分钟时，这个机器人哀怨地问道：“我是什么？”这是作家们每天都会问的问题。)”可知，文章以人类创作的独特性对比AI的局限，结尾借电影中机器人追问 “我是什么”，呼应人类作家每日的自我思考，核心凸显人类独有的创作、思考与自我认知价值。A选项《I, Human (我，人类)》精准契合主旨，适合作为文章的标题，反观其他选项均为片面细节。故选A项。 D For a long period, many parents have assumed that additional mathematics exercises and an increased number of after-school classes represent the most reliable route to improving a child’s prospects. More recently, however, a research team at the University of Melbourne has directed attention to a different type of educational experience: sustained participation in school-based arts programmes. Their ten-year longitudinal study indicates that regular engagement in the arts is associated with enhanced emotional well-being, greater social confidence and higher levels of engagement with academic work. The researchers tracked nearly 8,500 students from Grade 3 through Grade 12. At two-year intervals, the students reported the frequency with which they joined school bands, took part in theatrical performances, contributed to designing stage sets or posters, or attended art clubs after school. At the same time, teachers systematically documented observable changes in classroom behaviour, including whether students completed homework on time, participated in group discussions or displayed disruptive conduct during lessons. When the team compared students from broadly similar family backgrounds, a consistent pattern emerged. Those who participated in arts activities at least once a week were, on average, less anxious and more optimistic about their future than peers who rarely took part. Students in the arts-participation group were also more likely to remain in school through to graduation and to report that “school is a place where I belong.” The researchers then sought to explore potential mechanisms underlying these outcomes. Interviews with students pointed to several contributory factors. Rehearsing (排练) for a concert or a play, for instance, required them to manage their time carefully, attend to the views of others and tolerate feedback in the presence of their peers. Some quieter students reported discovering that they could communicate strong emotions through a role on stage or through the use of colour and form on a canvas (画布). The study stops short of presenting arts education as a simple guarantee of success. Even so, the authors contend that when schools reduce provision in music or art in order to create additional time for test preparation, they may unintentionally remove one of the few environments in which certain students feel recognised and valued. On this basis, the researchers recommend that schools maintain a basic level of arts provision, particularly in communities experiencing economic pressure. 31. What can be inferred about school arts activities? A. It leads to higher marks in school subjects. B. It gives students a stronger sense of belonging. C. It takes the place of academic support after class. D. It is designed for students from well-off families. 32. What can we learn from this passage? A. Arts education has limited value in exam-driven systems. B. Test practice changes when schools increase arts activities. C. Parents are the force behind the reduction of arts programmes. D. Cutting arts provision has side effects that are easy to overlook. 33. What does the author mainly do in Paragraphs 3 and 4? A. Present a research project and its implications. B. Compare different types of after-school classes. C. Highlight a viewpoint with various after-school activities. D. Challenge a common belief through interviews with students. 34. What is the passage mainly about? A. How school arts education aids students’ development. B. How exam pressure changes parents’ assumptions for education. C. How students gradually lose their motivation for communication. D. How researchers record and assess students’ after-school behaviours. 【答案】31. B 32. D 33. A 34. A 【解析】 【导语】这是一篇说明文。主要介绍了研究发现，持续参与学校艺术活动可提升学生情绪健康、社交自信与学业参与度，还能增强归属感；学校不应为备考削减艺术课程，而应保留基础艺术教育。 【31题详解】 推理判断题。根据第三段中“Students in the arts-participation group were also more likely to remain in school through to graduation and to report that “school is a place where I belong.”(参与艺术活动的学生也更有可能顺利完成学业，并表示“学校是我归属的地方”。)”可推知，艺术活动能让学生产生更强的校园归属感。故选B项。 【32题详解】 推理判断题。根据最后一段中“Even so, the authors contend that when schools reduce provision in music or art in order to create additional time for test preparation, they may unintentionally remove one of the few environments in which certain students feel recognised and valued.( 即便如此，作者们仍认为，当学校为了腾出更多时间用于备考而削减音乐或艺术课程的开设时，他们可能会无意中剥夺了某些学生仅存的、能让他们感到被认可和重视的环境之一。)”可推知，削减艺术课程会带来一些容易被忽视的副作用。故选D项。 【33题详解】 细节理解题。根据第三段中“When the team compared students from broadly similar family backgrounds, a consistent pattern emerged. Those who participated in arts activities at least once a week were, on average, less anxious and more optimistic about their future than peers who rarely took part.( 当研究团队将来自大致相似家庭背景的学生进行对比时，一个一致的模式逐渐显现出来。那些每周至少参加一次艺术活动的学生，平均而言，比很少参与此类活动的同龄人焦虑程度更低，对未来也更加乐观。)”以及第四段中“The researchers then sought to explore potential mechanisms underlying these outcomes. Interviews with students pointed to several contributory factors.( 随后，研究人员试图探究这些结果背后可能存在的机制。对学生的访谈指出了几个促成因素。)”可知，第三段展示了研究得出的客观结果与规律，第四段进一步探究产生这些结果的内在原因，整体呈现了研究内容及其带来的启示。故选A项。 【34题详解】 主旨大意题。根据文章大意以及第一段中“More recently, however, a research team at the University of Melbourne has directed attention to a different type of educational experience: sustained participation in school-based arts programmes. Their ten-year longitudinal study indicates that regular engagement in the arts is associated with enhanced emotional well-being, greater social confidence and higher levels of engagement with academic work.( 然而，最近墨尔本大学的一个研究团队将注意力转向了另一种教育体验：持续参与学校开展的艺术项目。他们的一项为期十年的纵向研究表明，经常参与艺术活动与增强的情绪健康、更大的社交自信以及更积极地投入学业工作密切相关。)”可知，全文围绕墨尔本大学的研究展开，核心论述学校艺术教育对学生情绪健康、社交自信、学业参与、校园归属感等多方面发展的积极作用。由此可知，这篇文章的主旨是学校艺术教育如何促进学生的发展。故选A项。 1 4 / 20 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $