2026届高三英语高考押题好卷（北京专用）

2026届高三英语高考押题卷（北京专用） 英语·参考答案 第一部分 知识运用(共两节，30 分) 第一节 (共 10 小题；每小题 1.5 分，共 15 分) 1．C 2．B 3．A 4．A 5．B 6．D 7．B 8．D 9．C 10．D 第二节(共 10 小题；每小题 1.5 分，共 15 分) 11．complaining 12．as 13．How 14．Among 15．whether 16．Combines 17．landed 18．which 19．where 20．Features 第二部分 阅读理解( 共两节, 38 分) 第一节(共 14 小题；每小题 2 分，共 28 分) 21．A 22．C 23．D 24．D 25．C 26．C 27．A 28．C 29．D 30．A 31．B 32．D 33．A 34．A 第二节(共 5 小题；每小题 2 分，共 10 分) 35．B 36．D 37．C 38．A 39．F 第三部分 书面表达(共两节， 32 分) 第一节 (共 4 小题； 第 40、41 题各 2 分， 第 42 题 3 分， 第 43 题 5 分， 共 12 分) 【答案】40．He felt happy and surprised./He felt relieved. 41．Because people have learned to adapt and fit into their environment. 42．Authentic workers feel safe by being themselves at work, so authenticity boosts their teammates. Authentic workers make their workmates feel safe. 43．When we are authentic, we become more trustworthy, empathetic, and better able to connect with others. Additionally, authenticity can increase our overall well-being, as living in alignment with our true selves can lead to a greater sense of purpose, meaning, and fulfillment in life. 第二节(20 分) 44．Dear Jim, I’m writing to express my sincere gratitude for recommending that English book to me. After finishing it, I’ve gained a lot — not only have my reading speed and vocabulary improved greatly, but I also got a deeper understanding of Western culture and daily life, which helps me better communicate in English. As for my future reading plan, I plan to read one English book every month. I prefer books about teenage growth and short stories, which are easy to follow and full of inspiration. I also hope you can give me more recommendations if you have time. Thank you again for your help. Looking forward to your reply. Yours, Li Hua / 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 $null………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… 此卷只装订不密封 ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… … 学校：______________姓名：_____________班级：_______________考号：______________________ 2026届高三英语高考押题卷（北京专用） （考试时间：100分钟 试卷满分：100分） 注意事项： 1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分：知识运用（共两节，30分） 第一节 完形填空（共10小题：每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上将该选项涂黑。 In our town, I’m the head of the Anti-Poverty Fund. In my free time, I’m a volunteer firefighter. The volunteers here 1 professional firefighters, so I have to get to the fire scene pretty early to get in on any action. I remember my first fire. It was a real 2 against the other volunteers to get to the captain in charge to find out what our assignments would be. When I found the captain, he was having an engaging conversation with the barefoot home owner. The other volunteer who had arrived just five seconds earlier than me was asked to save the home owner’s dog. The dog! I was 3 . For the rest of his life, he’d forever be proud of 4 a burning building to save a living creature. Well, I was next. The captain waved me over. He said, “I need you to get the home owner a pair of shoes.” It was not exactly what I was hoping for, but off I went — up the stairs, down the hall, past the “real” firefighters, who were pretty much done 5 the fire at this point, into the bedroom to get a pair of shoes. Yes, I’m no 6 . When I went back with the shoes, I met my rival and the precious dog by-the door where, 7 , his “treasure” received much more attention than mine. Weeks later, though, the home owner sent a thank-you letter. The act of kindness she noted 8 all others: someone had even gotten her a pair of shoes. In both my job at the Anti-Poverty Fund and volunteer firefighting, I am witness to acts of generosity and kindness on a monumental scale, but I’m also witness to acts of grace and courage on an individual basis. Here’s what I’ve learned: they all 9 . Not every day is going to offer us a chance to save somebody’s life, but every day offers us an opportunity to 10 one. So get in the game. Save the shoes. 1．A．instruct B．replace C．assist D．observe 2．A．protest B．race C．struggle D．victory 3．A．envious B．curious C．sympathetic D．angry 4．A．braving B．leaving C．circling D．clearing 5．A．running from B．putting out C．playing with D．getting over 6．A．genius B．pioneer C．expert D．hero 7．A．suddenly B．unsurprisingly C．unfortunately D．interestingly 8．A．from B．for C．except D．above 9．A．exist B．match C．matter D．change 10．A．inspire B．please C．admire D．affect 第二节 语法填空（共10小题，每小题1.5分,共15分） 阅读下列短文，根据短文内容填空，在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 A Maybe you’re one of those who take off sweaters when others; 11 (complain) that it’s cold, are still wearing them. Or you’re the person on a sweater while everyone else feels hot. The point is, there’s no single temperature regarded 12 comfortable for everyone. In fact, our perception of heat and cold doesn’t just depend on the temperature. Combinations of factors unique to individuals — age, gender, medical condition — affect 13 we experience temperature. B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 According to international standards, China is now considered a moderately aging society. Population is one of the key variables affecting economic growth. 14 the doubts and concerns over the country’s ability to maintain its economic growth momentum (势头), a major one is 15 China’s economy has peaked or not due to a decrease in labor supply. In response, China is taking a comprehensive approach that 16 (combine) technological progress with investment in human capital, which can ultimately boost labor productivity. C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 One day when a group of bees 17 (land) on a primary school, not surprisingly, there was panic among the teachers. Though, most of the children watched excitedly as a bee catcher rounded up the uninvited visitors. This unexpected event led to the school integrating beekeeping into the course, 18 has resulted in notable benefits. The children study the dance of the bees to decide 19 honey source is. They use honey in cooking lessons. They have even opened a school shop that 20 (feature) honey. Most of all, the children have become more responsible to others. 第二部分：阅读理解（共两节，38分） 第一节（共14小题，每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Interested in writing, photography or current events? Looking for an experience to inspire your college essays? Or hoping to explore a world-class city with new friends this summer? If so, check out the Boston University Summer Journalism Academy. It’s a program created and run by Boston University, where high school students: ●   Learn from award-winning, working journalists — including two who have shared in Pulitzer Prizes for their reporting. ●   Report on actual events around Boston or your hometown. ●   Place stories with Boston’s Daily Free Press, one of the top college newspapers. ●   Improve their writing, interviewing, and research skills — applicable for any major and career. The academy offers two options: an on-campus, residential program over three weeks for students with journalism experience, and a learn-from-home program over two weeks for all experience levels. For students interested in photography, we offer a special photojournalism track for both. Every option is organized in three sections: ●   Classroom starts each day with a review of journalism fundamentals in a collegiate format. A university-level journalism textbook provides daily readings and writing assignments. ●   Newsroom provides time for students to apply what they learn in the Classroom to hands-on journalism assignments. Over the rest of their day, students conduct interviews and gather information. ●   Guest Talks offer students advice and insight from journalism experts in topics such as radio reporting and studying journalism in college. Sessions feature a Guest Talk during each three-week session from journalism experts. Students also visit city newsrooms to hear from famous reporters. Applications for the on-campus session June 24 to July 12 are due: April 19. Applications for learn-at-home sessions starting June 17, July 1 and July 15 are due: May 10. ●   On Campus, residential: Three weeks, including tuition (学费), activity fees, room and board: $ 6,200. ($ 400 discounts for Early Bird applicants by Mar 8!) Learn-from-Home: Two weeks, tuition: $ 1,500. ($200 discounts for Early Bird applicants by Mar 8!) 21．In the program, participants can ______. A．develop their interviewing skills B．finish their college essays with help C．get inspiration from retired journalists D．publish stories in Boston official website 22．If one chooses to learn in on-campus program, one needs to ______. A．pay at most $ 1,500 B．apply before May 10 C．have journalism experience D．have knowledge in photography 23．What will the three sections provide for participants? A．Advice and insight from top photographers. B．Reviews of reading and writing fundamentals. C．A weekly talk with leading journalism experts. D．Chances to put journalism knowledge into practice. B 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. 24．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. 25．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. 26．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. 27．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? C As a Ph. D．student in a new country, lockdown and homesickness combined to leave me feeling lonely and desperate to meet people. To find the connections I was missing, I searched for opportunities that would involve teamwork as a volunteer on the Internet. A position matching graduate students with jobs drew my attention. It needed someone who would lead teams of graduate student volunteers to help bring in industry partners, and work with the university administration and student applicants. The chances to interact with all these different groups were appealing. I had no relevant experience and worried a disturbance to my study, but I still decided I might as well go for it and apply. The first few weeks in my new role were challenging. Along with my routine study, I was suddenly managing a team of four volunteers and meetings with industry professionals. At first, I was nervous in meetings with them, feeling I wasn’t prepared enough. But as I gained experience, the interactions became truly enjoyable and rewarding. Sometimes the conversations went beyond regular business to touch on career paths, personal challenges, and more. I began to enjoy the daily mix of activities. I also learned about leadership. At the start, things seemed to go well until one of my team members told me I wasn’t including her fully in decision-making. I was upset; didn’t she trust my leadership? But after I calmed down, I saw that maybe she had a point. So I began to ask team members to lead some of our meetings and encouraged them to express their views. This new approach allowed us to meet our targets while helping everyone feel more content and connected — as colleagues, but also as friends. Beyond building relationships and skills, this experience expanded my horizons about my own professional future. Before I joined, I had only been exposed to academic career paths, and I assumed that was my future. Now I’ve realized I particularly enjoy feeling part of a team and affecting the lives of others. As I get closer to completing my Ph. D．, I’m approaching job searches with a good idea of what I want. 28．What made the author decide to apply for the volunteer work? A．The relevance to her study. B．The longing for a family. C．The desire for social contact. D．The previous work experience. 29．What can we learn about the author’s volunteer work? A．It drives her away from her study. B．It teaches her how to conduct business. C．It allows her to adjust her attitude to life and career. D．It helps her identify the professional paths. 30．From the passage, we can learn that the author is ________. A．open to new challenges B．proud of academic success C．brave to overcome prejudice D．demanding of group members 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. 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有项为多余选项。 Many of us set goals, but sometimes we fail to achieve them. There are many causes why we don’t manage to realize our goals. 35 There is a way, though, to help address this problem: set reminders. People employ a psychological strategy called cognitive (认知的) offloading, where we use a physical action to reduce demands on our brain. Specifically, we may outsource our intentions from being stored in our brains to reminders outside our head. 36 Understanding the benefits of cognitive offloading can improve our ability to remember and follow through with our intentions. The biggest benefit is simply that it improves memory performance. It increases the probability that we will work towards the goals we need to reach. 37 “The more we offload unimportant information, such as items on a shopping list, the more we can use our brain for those more significant cognitive tasks, such as creativity,” said Sam Gilbert, professor at the University College London. 38 Still, there are potential negative parts for it. We are more likely to forget what we offloaded if we no longer access our storage, such as when our smartphone dies. We also tend to offload the important things we most want to remember. In a surprise test where their reminders were wiped clean, the participants were more likely to forget the important items and recall the unimportant ones, that is, the more important the intention we want to remember, the more likely we are to offload it—and to forget it. We’d better tend to create reminders when we think we need them, but not necessarily when we do need them. 39 “If our understanding of our memory ability is wrong, this suggests that we will either overuse or underuse reminders,” Gilbert said. “We can learn by noticing the times that we have forgotten to do something and could have used reminders to help.” A．Cognitive offloading has noticeable benefits. B．One common reason is that we simply forget them. C．Besides, it can free up our limited cognitive resources. D．A good example can be documents on our smartphone calendars. E．The process of cognitive offloading helps us identify false information. F．Our beliefs about how good our memory is directly influence whether we set them. G．Other experts say it’s too soon to understand how cognitive offloading affects our brains. 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 With society’s high pressures to achieve, it’s understandable that individuals prefer to hide their weak points—but doing so comes at a cost. I learned that lesson when I participated in a hiking expedition. As a new hiker, I struggled. The trip was difficult to me even without needing to carry my heavy camping packs. I was slowed down, yet I refused to tell my teammates in hopes that I would seem perseverant. To my delight and surprise, one of the more active members requested that we stop for a break. I quickly realized I wasn’t the only one hiding my weaknesses after noticing the rest of the team’s apparent relief. For many of us, authenticity, or behaving as one’s true self in daily life, is quite challenging. As social beings, we’ve learned to adapt and fit into our environment, making it challenging to display who we are at times. Yet, the advantage of authenticity is evident, driving its recent popularity among thought leaders. Authenticity even improved my hiking experience—the moment my group admitted to our shortcomings was when we started working better as a team. So, can being ourselves not only help us work better, but help those who workaround us? The truth is, it can. Researchers have found that not only did authentic workers have higher work engagement and lower work tiredness, but their teammates had the same results, regardless of whether they were genuine themselves. The results suggest that the benefits of authenticity go beyond the individual, and spread to teammates as well. So, we can improve our teammates’ work behavior by merely being ourselves. Why does authenticity boost our teammates? This is because authentic teammates do not prioritize protecting themselves at the cost of their work or relationships. Instead, they recognize the interests of both themselves and others when making decisions. This allows those they work with to feel safe while being themselves at work. By focusing lesson appearing hard-working in hopes to get ahead—and more on trying to be better all-around individuals—authentic teammates can make a great impact on their work environment. 40．How did the author feel when one team member asked for a rest during the hiking? 41．Why is it hard for people to display their true selves? 42．Decide which part of the following statement is wrong. Underline it and explain why. Authentic workers feel safe by being then selves at work, so authenticity boosts their teammates. 43．Apart from what is mentioned in the passage, what other benefit(s) do you think authenticity can bring to us?(In about 40 words) 第二节: （20分) 44．假设你是红星中学高三学生李华。你最近读完了外教Jim推荐的一本英文书、请你用英文给Jim写一封邮件，内容包括： 1.表达感谢并分享读书收获； 2.交流后续英文书阅读计划。 注意：1.词数100左右； 2.开头和结尾已给出，不计入总词数。 Dear Jim, _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 试题 第7页（共8页） 试题 第8页（共8页） 试题 第1页（共8页） 试题 第2页（共8页） 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 $ 2026届高三英语高考押题卷（北京专用）（全解全析） （考试时间：100分钟 试卷满分：100分） 注意事项： 1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分：知识运用（共两节，30分） 第一节 完形填空（共10小题：每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上将该选项涂黑。 In our town, I’m the head of the Anti-Poverty Fund. In my free time, I’m a volunteer firefighter. The volunteers here 1 professional firefighters, so I have to get to the fire scene pretty early to get in on any action. I remember my first fire. It was a real 2 against the other volunteers to get to the captain in charge to find out what our assignments would be. When I found the captain, he was having an engaging conversation with the barefoot home owner. The other volunteer who had arrived just five seconds earlier than me was asked to save the home owner’s dog. The dog! I was 3 . For the rest of his life, he’d forever be proud of 4 a burning building to save a living creature. Well, I was next. The captain waved me over. He said, “I need you to get the home owner a pair of shoes.” It was not exactly what I was hoping for, but off I went — up the stairs, down the hall, past the “real” firefighters, who were pretty much done 5 the fire at this point, into the bedroom to get a pair of shoes. Yes, I’m no 6 . When I went back with the shoes, I met my rival and the precious dog by-the door where, 7 , his “treasure” received much more attention than mine. Weeks later, though, the home owner sent a thank-you letter. The act of kindness she noted 8 all others: someone had even gotten her a pair of shoes. In both my job at the Anti-Poverty Fund and volunteer firefighting, I am witness to acts of generosity and kindness on a monumental scale, but I’m also witness to acts of grace and courage on an individual basis. Here’s what I’ve learned: they all 9 . Not every day is going to offer us a chance to save somebody’s life, but every day offers us an opportunity to 10 one. So get in the game. Save the shoes. 1．A．instruct B．replace C．assist D．observe 2．A．protest B．race C．struggle D．victory 3．A．envious B．curious C．sympathetic D．angry 4．A．braving B．leaving C．circling D．clearing 5．A．running from B．putting out C．playing with D．getting over 6．A．genius B．pioneer C．expert D．hero 7．A．suddenly B．unsurprisingly C．unfortunately D．interestingly 8．A．from B．for C．except D．above 9．A．exist B．match C．matter D．change 10．A．inspire B．please C．admire D．affect 【答案】 1．C 2．B 3．A 4．A 5．B 6．D 7．B 8．D 9．C 10．D 【导语】这是一篇记叙文，讲述了作者在镇上，是扶贫基金的负责人。闲暇时，作者是一名志愿消防员。这里的志愿者协助专业消防员工作，所以作者必须尽早赶到现场，才能参与任何行动。 1．考查动词词义辨析。句意：这里的志愿者协助专业消防员，所以我必须很早就到达火灾现场，参与行动。A. instruct指导；B. replace代替；C. assist协助；D. observe观察。根据前文“I’m a volunteer firefighter.”和后文“so I have to get to the fire scene pretty early to get in on any action.”可知，志愿者协助专业消防员，所以作者要很早到达火灾现场。故选C。 2．考查名词词义辨析。句意：这是一场与其他志愿者竞争，以找到负责人并了解我们任务的真正比赛。A. protest抗议；B. race竞赛；C. struggle挣扎；D. victory胜利。根据后文“against the other volunteers to get to the captain in charge to find out what our assignments would be.”可知，大家抢着领任务，是一场比拼。故选B。 3．考查形容词词义辨析。句意：我很羡慕。A. envious羡慕的；B. curious好奇的；C. sympathetic同情的；D. angry生气的。根据后文“The other volunteer who had arrived just five seconds earlier than me was asked to save the home owner’s dog.”可知，别人被安排救狗，是很有意义的事，作者心生羡慕。故选A。 4．考查动词词义辨析。句意：在他余生中，他将永远为自己勇敢地冲进燃烧的大楼去拯救一个生物而感到自豪。A. braving勇敢面对；B. leaving离开；C. circling环绕；D. clearing清理。根据后文“a burning building to save a living creature”可知，救火需勇敢进入火场，此处指勇敢地冲进燃烧的大楼去拯救一个生物。故选A。 5．考查动词短语辨析。句意：我走了——上楼，下楼，经过那些“真正的”消防员，他们此时差不多已经把火扑灭了，我走进卧室去拿一双鞋。A. running from从……逃跑；B. putting out扑灭；C. playing with与……一起玩；D. getting over克服。根据前文“who were pretty much done”可知，消防员的工作是灭火。故选B。 6．考查名词词义辨析。句意：是的，我不是英雄。A. genius天才；B. pioneer先驱；C. expert专家；D. hero英雄。根据上文“The other volunteer who had arrived just five seconds earlier than me was asked to save the home owner’s dog.”描述的救狗的志愿者以及“into the bedroom to get a pair of shoes”作者被安排去拿鞋可知，作者只被安排拿鞋，觉得自己没做英雄事迹。故选D。 7．考查副词词义辨析。句意：当我拿着鞋子回去时，不出所料，我在门口遇到了我的对手和那只珍贵的狗，他的“宝贝”比我的得到了更多的关注。A. suddenly突然；B. unsurprisingly不出所料；C. unfortunately不幸地；D. interestingly有趣地。根据“his “treasure” received much more attention than mine.”可知，救狗比拿鞋更引人注目，是意料之中。故选B。 8．考查介词词义辨析。句意：她提到的善举高于其他所有善举：有人甚至给她拿了一双鞋。A. from从；B. for为了；C. except除了；D. above高于。根据后文“someone had even gotten her a pair of shoes.”可知，户主最感激的是拿鞋这件小事。故选D。 9．考查动词词义辨析。句意：这是我学到的：它们都很重要。A. exist存在；B. match匹配；C. matter重要；D. change改变。根据后文“Not every day is going to offer us a chance to save somebody’s life, but every day offers us an opportunity to 10 one.”可知，此处指作者学到的道理是无论大事小事，善意都有价值。故选C。 10．考查动词词义辨析。句意：不是每一天都能给我们一个拯救别人生命的机会，但每一天都给我们一个影响别人的机会。A. inspire激励；B. please使高兴；C. admire钦佩；D. affect影响。根据前文“Not every day is going to offer us a chance to save somebody’s life”可知，此处与拯救别人生命形成对比，指小事也能对他人产生积极影响，即每一天都给我们一个影响别人的机会。故选D。 第二节 语法填空（共10小题，每小题1.5分,共15分） 阅读下列短文，根据短文内容填空，在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 A Maybe you’re one of those who take off sweaters when others; 11 (complain) that it’s cold, are still wearing them. Or you’re the person on a sweater while everyone else feels hot. The point is, there’s no single temperature regarded 12 comfortable for everyone. In fact, our perception of heat and cold doesn’t just depend on the temperature. Combinations of factors unique to individuals — age, gender, medical condition — affect 13 we experience temperature. 【答案】11．complaining 12．as 13．how 【导语】本文是一篇说明文。文章主要探讨了不同人对温度感知存在差异的原因，指出个体独特的因素组合会影响人们对温度的体验，而非单一的气温标准。 11．考查非谓语动词。句意：你可能是这类人之一，当别人抱怨天冷、仍穿着毛衣时，你却脱掉毛衣。从句中已有谓语动词are，空格需用非谓语形式；动词complain与逻辑主语others之间是主动关系，故用现在分词complaining作后置定语，修饰others。故填complaining。 12．考查介词。句意：关键在于，没有一种单一的温度被认为对所有人都舒适。regard... as... 是固定搭配，意为“把……看作，认为……是……”，此处为过去分词短语regarded as作后置定语。故填as。 13．考查宾语从句。句意：年龄、性别、身体状况等个体特有的多种因素组合，会影响我们对温度的感受方式。空格处引导宾语从句，作动词affect的宾语，且在从句中作方式状语，意为“如何，怎样”。故填how。 B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 According to international standards, China is now considered a moderately aging society. Population is one of the key variables affecting economic growth. 14 the doubts and concerns over the country’s ability to maintain its economic growth momentum (势头), a major one is 15 China’s economy has peaked or not due to a decrease in labor supply. In response, China is taking a comprehensive approach that 16 (combine) technological progress with investment in human capital, which can ultimately boost labor productivity. 【答案】14．Among 15．whether 16．combines 【导语】本文是一篇说明文。文章主要介绍依据国际标准中国已步入中度老龄化社会，人口是影响经济增长的关键变量之一，并阐释了外界对中国经济增长的相关质疑及中国针对性的应对举措。 14．考查介词。句意：在有关该国能否保持经济增长势头的种种疑虑与担忧之中，一个主要问题是劳动力供给减少是否已让中国经济见顶。结合句意，此处表示“在……之中”，需用介词among，位于句首首字母大写。故填Among。 15．考查表语从句。句意同上。分析句子结构，空后为表语从句，结合后文“or not” 可知，此处表达“是否”，需用连接词whether引导从句。故填whether。 16．考查动词时态和主谓一致。句意：对此，中国正采取综合性举措，将技术进步与人力资本投资相结合，最终能够提升劳动生产率。设空处为定语从句谓语，关系代词that指代先行词a comprehensive approach，为单数，主句为一般现在时，定语从句谓语动词需用第三人称单数形式。故填combines。 C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 One day when a group of bees 17 (land) on a primary school, not surprisingly, there was panic among the teachers. Though, most of the children watched excitedly as a bee catcher rounded up the uninvited visitors. This unexpected event led to the school integrating beekeeping into the course, 18 has resulted in notable benefits. The children study the dance of the bees to decide 19 honey source is. They use honey in cooking lessons. They have even opened a school shop that 20 (feature) honey. Most of all, the children have become more responsible to others. 【答案】17．landed 18．which 19．where 20．features 【导语】本文是一篇记叙文。文章主要讲述了一群蜜蜂降落在一所小学后，引发的一系列事件，以及这些事件给学校和孩子们带来的积极影响。 17．考查时态。句意：一天，当一群蜜蜂降落在一所小学时，不出所料，老师们惊慌失措。land(降落)是句中谓语动词，与主语a group of bees之间是主动关系，根据句意和上下文时态可知，句子描述过去发生的事情，应使用一般过去时态。故填landed。 18．考查定语从句。句意：这一意外事件促使学校将养蜂纳入课程，这带来了显著的好处。空格处为非限制性定语从句，修饰前面整个句子，关系词代替先行词在从句中作主语，应使用关系代词which引导该从句。故填which。 19．考查名词性从句。句意：孩子们通过观察蜜蜂的舞蹈来判断蜜源在哪里。“ honey source is”是宾语从句，从句缺少表语，结合句意，表示“在哪里”，应用连接副词where引导该从句。故填where。 20．考查时态和主谓一致。句意：他们甚至开了一家以蜂蜜为特色的学校商店。feature(以……为特色)是定语从句中谓语动词，主语that(指代先行词a school shop)与feature之间是主动关系，根据句意，描述客观事实，应使用一般现在时态，又因主语是单数代词，所以谓语动词也应使用单数形式。故填features。 第二部分：阅读理解（共两节，38分） 第一节（共14小题，每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Interested in writing, photography or current events? Looking for an experience to inspire your college essays? Or hoping to explore a world-class city with new friends this summer? If so, check out the Boston University Summer Journalism Academy. It’s a program created and run by Boston University, where high school students: ●   Learn from award-winning, working journalists — including two who have shared in Pulitzer Prizes for their reporting. ●   Report on actual events around Boston or your hometown. ●   Place stories with Boston’s Daily Free Press, one of the top college newspapers. ●   Improve their writing, interviewing, and research skills — applicable for any major and career. The academy offers two options: an on-campus, residential program over three weeks for students with journalism experience, and a learn-from-home program over two weeks for all experience levels. For students interested in photography, we offer a special photojournalism track for both. Every option is organized in three sections: ●   Classroom starts each day with a review of journalism fundamentals in a collegiate format. A university-level journalism textbook provides daily readings and writing assignments. ●   Newsroom provides time for students to apply what they learn in the Classroom to hands-on journalism assignments. Over the rest of their day, students conduct interviews and gather information. ●   Guest Talks offer students advice and insight from journalism experts in topics such as radio reporting and studying journalism in college. Sessions feature a Guest Talk during each three-week session from journalism experts. Students also visit city newsrooms to hear from famous reporters. Applications for the on-campus session June 24 to July 12 are due: April 19. Applications for learn-at-home sessions starting June 17, July 1 and July 15 are due: May 10. ●   On Campus, residential: Three weeks, including tuition (学费), activity fees, room and board: $ 6,200. ($ 400 discounts for Early Bird applicants by Mar 8!) Learn-from-Home: Two weeks, tuition: $ 1,500. ($200 discounts for Early Bird applicants by Mar 8!) 21．In the program, participants can ______. A．develop their interviewing skills B．finish their college essays with help C．get inspiration from retired journalists D．publish stories in Boston official website 22．If one chooses to learn in on-campus program, one needs to ______. A．pay at most $ 1,500 B．apply before May 10 C．have journalism experience D．have knowledge in photography 23．What will the three sections provide for participants? A．Advice and insight from top photographers. B．Reviews of reading and writing fundamentals. C．A weekly talk with leading journalism experts. D．Chances to put journalism knowledge into practice. 【答案】21．A 22．C 23．D 【导语】本文是一篇应用文。文章主要介绍了波士顿大学暑期新闻学院的项目内容、面向对象、课程安排及申请截止日期等信息。 21．细节理解题。根据第一段中第四点“Improve their writing, interviewing, and research skills — applicable for any major and career.(提高他们的写作、采访和研究技能——适用于任何专业和职业)”可知，在这个项目里，参与者可以提高他们的写作、采访和研究技能。故选A。 22．细节理解题。根据第二段中“The academy offers two options: an on-campus, residential program over three weeks for students with journalism experience, and a learn-from-home program over two weeks for all experience levels.(该学院提供两种选择：一种是为有新闻工作经验的学生提供为期三周的校内住宿项目，另一种是针对所有经验水平的学生提供两周的在家学习项目)”可知，如果选择在校学习项目，需要有新闻工作经验。故选C。 23． 推理判断题。根据第二段中“Classroom starts each day with a review of journalism fundamentals in a collegiate format. A university-level journalism textbook provides daily readings and writing assignments.(课堂每天以大学形式开始复习新闻学基础知识。大学级别的新闻学教科书提供日常阅读和写作作业)”“Newsroom provides time for students to apply what they learn in the Classroom to hands-on journalism assignments. Over the rest of their day, students conduct interviews and gather information.(新闻室为学生提供了时间，让他们将课堂上学到的知识应用到实际新闻作业中。在一天的剩余时间里，学生们进行面试并收集信息)”“Guest Talks offer students advice and insight from journalism experts in topics such as radio reporting and studying journalism in college. Sessions feature a Guest Talk during each three-week session from journalism experts. Students also visit city newsrooms to hear from famous reporters.(客座演讲为学生提供新闻专家在广播报道和大学新闻研究等主题上的建议和见解。每三周一次的会议都有新闻专家的嘉宾演讲。学生们还参观城市新闻编辑室，听取著名记者的采访)”可知，这三个部分将为参与者提供将新闻知识付诸实践的机会。故选D。 B 阅读理解B篇高考押题理由 一、主题契合“跨学科思维”与“核心素养”导向 文章探讨艺术家与科学家共用的三种发现模式（认知、观察、叙述），强调艺术与科学融合的重要性。这契合《普通高中英语课程标准》中“跨文化沟通与思辨能力”“科学与人文素养”等核心素养要求，也呼应近年来高考强调的“跨学科视野”与“创新思维”主题。 二、文体结构与命题形式高度仿真 文章为说明文，结构严谨：提出三种模式—分别举例阐释（癌症研究、组织工程、全球健康问题）—总结融合价值。题目设置涵盖词义猜测（24题）、推理判断（25题和26题）及主旨大意（27题），全面覆盖高考阅读理解高频考点，且题干与选项语言规范、干扰项设计合理。 三、语言难度与思维深度匹配 文章词汇控制在高中高阶范围，句式以复合句为主，逻辑清晰。内容兼具信息量与思辨性，引导学生理解抽象概念并联系具体案例，符合高考对“理解概念性信息”“推断隐含意义”等能力的要求。 四、文化价值与育人功能突出 文章倡导打破学科对立、融合多元视角，传递“创新源于跨界”的价值观，与高考“立德树人”导向一致。同时，文中科学家从文学作品中获得灵感的实例，能激发学生对人文与科学双重素养的重视。 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. 24．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. 25．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. 26．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. 27．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】24．D 25．C 26．C 27．A 【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。 24．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。 25．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。 26．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。 27．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。 C As a Ph. D．student in a new country, lockdown and homesickness combined to leave me feeling lonely and desperate to meet people. To find the connections I was missing, I searched for opportunities that would involve teamwork as a volunteer on the Internet. A position matching graduate students with jobs drew my attention. It needed someone who would lead teams of graduate student volunteers to help bring in industry partners, and work with the university administration and student applicants. The chances to interact with all these different groups were appealing. I had no relevant experience and worried a disturbance to my study, but I still decided I might as well go for it and apply. The first few weeks in my new role were challenging. Along with my routine study, I was suddenly managing a team of four volunteers and meetings with industry professionals. At first, I was nervous in meetings with them, feeling I wasn’t prepared enough. But as I gained experience, the interactions became truly enjoyable and rewarding. Sometimes the conversations went beyond regular business to touch on career paths, personal challenges, and more. I began to enjoy the daily mix of activities. I also learned about leadership. At the start, things seemed to go well until one of my team members told me I wasn’t including her fully in decision-making. I was upset; didn’t she trust my leadership? But after I calmed down, I saw that maybe she had a point. So I began to ask team members to lead some of our meetings and encouraged them to express their views. This new approach allowed us to meet our targets while helping everyone feel more content and connected — as colleagues, but also as friends. Beyond building relationships and skills, this experience expanded my horizons about my own professional future. Before I joined, I had only been exposed to academic career paths, and I assumed that was my future. Now I’ve realized I particularly enjoy feeling part of a team and affecting the lives of others. As I get closer to completing my Ph. D．, I’m approaching job searches with a good idea of what I want. 28．What made the author decide to apply for the volunteer work? A．The relevance to her study. B．The longing for a family. C．The desire for social contact. D．The previous work experience. 29．What can we learn about the author’s volunteer work? A．It drives her away from her study. B．It teaches her how to conduct business. C．It allows her to adjust her attitude to life and career. D．It helps her identify the professional paths. 30．From the passage, we can learn that the author is ________. A．open to new challenges B．proud of academic success C．brave to overcome prejudice D．demanding of group members 【答案】28．C 29．D 30．A 【导语】这是一篇记叙文。文章讲述了作者在异国读博生涯中，勇于挑战自己，尝试从未做过的工作，最终丰富了自己的阅历，开阔了自己的视野。 28．细节理解题。根据第一段中的“As a Ph. D. student in a new country, lockdown and homesickness combined to leave me feeling lonely and desperate to meet people. To find the connections I was missing, I searched for opportunities that would involve teamwork as a volunteer on the Internet.(在异国他乡攻读博士，疫情封控和思乡之情使我感觉非常孤独，迫切想要和人们取得联系。为了找寻我缺失的联系，我在网上寻找可以作为志愿者参与团队合作的机会)”可知，疫情封控和身处异乡使得作者与社会脱节，他为了重新与社会获得联系，他决定申请志愿者工作。故选C。 29．推理判断题。根据第四段中的“Now I’ve realized I particularly enjoy feeling part of a team and affecting the lives of others. As I get closer to completing my Ph. D., I’m approaching job searches with a good idea of what I want.(现在我意识到我特别喜欢成为一个团队的一员，并影响他人的生活。随着我离完成博士学位越来越近，我在寻找工作时对自己想要的东西有了一个清晰的想法)”说明作者做了这份工作后，对自己的职业定位更清楚了。由此推知，作者的志愿工作帮助她确定了职业道路。故选D。 30．推理判断题。根据第一段中的“I had no relevant experience and worried a disturbance to my study, but I still decided I might as well go for it and apply.(我没有相关的经验，也担心会干扰自己的学习，但我还是决定去试一下)”可知，作者没有害怕未知的工作；根据第三段中的“I also learned about leadership.(我也学到了领导力)”可知，作者勇于尝试新鲜事物，乐于学习。由此推知，作者乐于接受新的挑战。故选A。 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 【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．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．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．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．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。 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有项为多余选项。 Many of us set goals, but sometimes we fail to achieve them. There are many causes why we don’t manage to realize our goals. 35 There is a way, though, to help address this problem: set reminders. People employ a psychological strategy called cognitive (认知的) offloading, where we use a physical action to reduce demands on our brain. Specifically, we may outsource our intentions from being stored in our brains to reminders outside our head. 36 Understanding the benefits of cognitive offloading can improve our ability to remember and follow through with our intentions. The biggest benefit is simply that it improves memory performance. It increases the probability that we will work towards the goals we need to reach. 37 “The more we offload unimportant information, such as items on a shopping list, the more we can use our brain for those more significant cognitive tasks, such as creativity,” said Sam Gilbert, professor at the University College London. 38 Still, there are potential negative parts for it. We are more likely to forget what we offloaded if we no longer access our storage, such as when our smartphone dies. We also tend to offload the important things we most want to remember. In a surprise test where their reminders were wiped clean, the participants were more likely to forget the important items and recall the unimportant ones, that is, the more important the intention we want to remember, the more likely we are to offload it—and to forget it. We’d better tend to create reminders when we think we need them, but not necessarily when we do need them. 39 “If our understanding of our memory ability is wrong, this suggests that we will either overuse or underuse reminders,” Gilbert said. “We can learn by noticing the times that we have forgotten to do something and could have used reminders to help.” A．Cognitive offloading has noticeable benefits. B．One common reason is that we simply forget them. C．Besides, it can free up our limited cognitive resources. D．A good example can be documents on our smartphone calendars. E．The process of cognitive offloading helps us identify false information. F．Our beliefs about how good our memory is directly influence whether we set them. G．Other experts say it’s too soon to understand how cognitive offloading affects our brains. 【答案】35．B 36．D 37．C 38．A 39．F 【导语】本文是说明文。介绍了认知卸载的好处和坏处，以及什么时候创建提醒。 35．根据前文“There are many causes why we don’t manage to realize our goals.(我们无法实现目标的原因有很多)”可知，此处是说明无法实现目标的原因，所以B项“One common reason is that we simply forget them.(一个常见的原因是我们只是忘记了它们)”符合主题，并引出下文“There is a way, though, to help address this problem: set reminders.(不过，有一个方法可以帮助解决这个问题：设置提醒)”。故选B项。 36．根据前文“People employ a psychological strategy called cognitive (认知的) offloading, where we use a physical action to reduce demands on our brain. Specifically, we may outsource our intentions from being stored in our brains to reminders outside our head.(人们采用一种叫做认知卸载的心理策略，即我们用身体动作来减少对大脑的需求。具体来说，我们可能会把我们的意图从储存在大脑里外包给大脑外的提醒)”可知，此处讲述了设置提醒具体方法，所以D项“A good example can be documents on our smartphone calendars.(一个很好的例子就是我们智能手机日历上的文档)”是对此方法的具体举例，符合文意。故选D项。 37．根据前文“Understanding the benefits of cognitive offloading can improve our ability to remember and follow through with our intentions. The biggest benefit is simply that it improves memory performance. It increases the probability that we will work towards the goals we need to reach.(了解认知卸载的好处可以提高我们的记忆能力和贯彻我们的意图的能力。最大的好处就是提高了记忆性能。它增加了我们朝着我们需要达到的目标努力的可能性)”可知，此处在讲述了解认知卸载的好处，根据后文““The more we offload unimportant information, such as items on a shopping list, the more we can use our brain for those more significant cognitive tasks, such as creativity,” said Sam Gilbert, professor at the University College London.(伦敦大学学院的教授山姆·吉尔伯特说：“我们越不去想那些不重要的信息，比如购物清单上的东西，我们就越能把大脑用于那些更重要的认知任务，比如创造力。”)”是在讲述另一个好处，所以空处应是C项“Besides, it can free up our limited cognitive resources.(此外，它可以释放我们有限的认知资源)”符合文意，描述另一个好处，引出下文。故选C项。 38．分析设空，位于段首，根据后文“Still, there are potential negative parts for it.(不过，它也有潜在的负面影响)”可知，空处应是承上启下的作用，由上文介绍好处，转到讲述缺点，所以A项“Cognitive offloading has noticeable benefits.(认知卸载有明显的好处)”符合文意，承接上文，并和后文构成转折关系。故选A项。 39．根据前文“We’d better tend to create reminders when we think we need them, but not necessarily when we do need them.(当我们认为我们需要提醒时，我们最好创建提醒，但不一定是在我们确实需要的时候)”以及后文““If our understanding of our memory ability is wrong, this suggests that we will either overuse or underuse reminders,” Gilbert said.(吉尔伯特说：“如果我们对记忆能力的理解是错误的，这表明我们要么过度使用提醒，要么使用不足。”)”可知，空处应是过渡句，所以F项“Our beliefs about how good our memory is directly influence whether we set them.(我们对自己记忆力好坏的看法直接影响到我们是否能记好)”是对前文的进一步说明，并引出下文。故选F项。 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 With society’s high pressures to achieve, it’s understandable that individuals prefer to hide their weak points—but doing so comes at a cost. I learned that lesson when I participated in a hiking expedition. As a new hiker, I struggled. The trip was difficult to me even without needing to carry my heavy camping packs. I was slowed down, yet I refused to tell my teammates in hopes that I would seem perseverant. To my delight and surprise, one of the more active members requested that we stop for a break. I quickly realized I wasn’t the only one hiding my weaknesses after noticing the rest of the team’s apparent relief. For many of us, authenticity, or behaving as one’s true self in daily life, is quite challenging. As social beings, we’ve learned to adapt and fit into our environment, making it challenging to display who we are at times. Yet, the advantage of authenticity is evident, driving its recent popularity among thought leaders. Authenticity even improved my hiking experience—the moment my group admitted to our shortcomings was when we started working better as a team. So, can being ourselves not only help us work better, but help those who workaround us? The truth is, it can. Researchers have found that not only did authentic workers have higher work engagement and lower work tiredness, but their teammates had the same results, regardless of whether they were genuine themselves. The results suggest that the benefits of authenticity go beyond the individual, and spread to teammates as well. So, we can improve our teammates’ work behavior by merely being ourselves. Why does authenticity boost our teammates? This is because authentic teammates do not prioritize protecting themselves at the cost of their work or relationships. Instead, they recognize the interests of both themselves and others when making decisions. This allows those they work with to feel safe while being themselves at work. By focusing lesson appearing hard-working in hopes to get ahead—and more on trying to be better all-around individuals—authentic teammates can make a great impact on their work environment. 40．How did the author feel when one team member asked for a rest during the hiking? 41．Why is it hard for people to display their true selves? 42．Decide which part of the following statement is wrong. Underline it and explain why. Authentic workers feel safe by being then selves at work, so authenticity boosts their teammates. 43．Apart from what is mentioned in the passage, what other benefit(s) do you think authenticity can bring to us?(In about 40 words) 【答案】40．He felt happy and surprised./He felt relieved. 41．Because people have learned to adapt and fit into their environment. 42．Authentic workers feel safe by being themselves at work, so authenticity boosts their teammates. Authentic workers make their workmates feel safe. 43．When we are authentic, we become more trustworthy, empathetic, and better able to connect with others. Additionally, authenticity can increase our overall well-being, as living in alignment with our true selves can lead to a greater sense of purpose, meaning, and fulfillment in life. 【导语】本文是一篇说明文。文章主要介绍在社会压力巨大的情况下，个人倾向于隐藏自己的弱点是可以理解的，但这样做是有代价的。 40．考查细节理解。根据文章第二段“To my delight and surprise, one of the more active members requested that we stop for a break. I quickly realized I wasn’t the only one hiding my weaknesses after noticing the rest of the team’s apparent relief.(令我又惊又喜的是，一个比较活跃的成员要求我们停下来休息一下。在注意到团队中其他人明显松了一口气后，我很快意识到我并不是唯一一个隐藏自己弱点的人。)”可知，在徒步旅行时，当有一位队员要求休息时，作者感到又惊又喜；同时根据下一句，团队中有人明显松了一口气可知，作者也感到放松了。故答案为He felt happy and surprised./He felt relieved。 41．考查细节理解。根据文章第三段“For many of us, authenticity, or behaving as one’s true self in daily life, is quite challenging. As social beings, we’ve learned to adapt and fit into our environment, making it challenging to display who we are at times.(对我们中的许多人来说，在日常生活中，真实或表现出真实的自我是相当具有挑战性的。作为社会生物，我们已经学会了适应和融入我们的环境，有时展示我们内心是一个挑战。)”可知，我们之所以不愿意展示真实的自我是因为我们已经学会了适应和融入我们的环境。故答案为Because people have learned to adapt and fit into their environment。 42．考查推理判断。根据文章最后一段“This is because authentic teammates do not prioritize protecting themselves at the cost of their work or relationships. Instead, they recognize the interests of both themselves and others when making decisions. This allows those they work with to feel safe while being themselves at work.(这是因为真诚的队友不会以牺牲自己的工作或人际关系为代价来优先保护自己。相反，他们在做决定时认识到自己和他人的利益。这让他们的同事在做自己的时候感到安全。)”可知，真诚的员工在工作中会认识到自己和他人的利益，这会让他们的同事感到安全。因此判断“Authentic workers feel safe by being themselves at work, so authenticity boosts their teammates.”中的“feel safe”是错误的，应该是真诚的员工让同事感到安全。故答案为Authentic workers feel safe by being themselves at work, so authenticity boosts their teammates. Authentic workers make their workmates feel safe。 43．开放题。要求考生谈谈真实性还能给我们带来什么好处，考生言之有理即可。参考答案为When we are authentic, we become more trustworthy, empathetic, and better able to connect with others. Additionally, authenticity can increase our overall well-being, as living in alignment with our true selves can lead to a greater sense of purpose, meaning, and fulfillment in life。 第二节: （20分) 44．假设你是红星中学高三学生李华。你最近读完了外教Jim推荐的一本英文书、请你用英文给Jim写一封邮件，内容包括： 1.表达感谢并分享读书收获； 2.交流后续英文书阅读计划。 注意：1.词数100左右； 2.开头和结尾已给出，不计入总词数。 Dear Jim, _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Jim, I’m writing to express my sincere gratitude for recommending that English book to me. After finishing it, I’ve gained a lot — not only have my reading speed and vocabulary improved greatly, but I also got a deeper understanding of Western culture and daily life, which helps me better communicate in English. As for my future reading plan, I plan to read one English book every month. I prefer books about teenage growth and short stories, which are easy to follow and full of inspiration. I also hope you can give me more recommendations if you have time. Thank you again for your help. Looking forward to your reply. Yours, Li Hua 【导语】本篇书面表达属于应用文。要求考生用英文给Jim写一封邮件，表达感谢并分享读书收获以及交流后续英文书阅读计划。 【详解】1.词汇积累 表达：express → convey 显著地：greatly → significantly 打算：plan to → intend to 至于：as for → as regards 2.句式拓展 简单句变复合句 原句：As for my future reading plan, I plan to read one English book every month. 拓展句：As for my future reading plan, I have decided that I will read one English book every month. 【点睛】【高分句型1】After finishing it, I’ve gained a lot — not only have my reading speed and vocabulary improved greatly, but I also got a deeper understanding of Western culture and daily life, which helps me better communicate in English.（运用了which引导非限制性定语从句） 【高分句型2】I also hope you can give me more recommendations if you have time.（运用了if引导条件状语从句） 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 $2026届高三英语高考押题卷（北京专用） 英语·答题卡 姓名： 考 准考证号 标 条码粘贴处 口 准考证号 注意事项 0 0 1.答题前， 考生先将自己的姓名、准考证号码填写清 1 1 2.请将准考证条码粘贴在右的条码粘贴处的方框 2 2 内。 3 3 3.选择题必须使用2B铅笔填涂；非选择题必须用0.5 4 4 毫米黑色字迹的签字笔填写，字体工整。 4.请按题号顺序在各题的答题区内作答，超出范围的 答案无效，在草纸、试卷上作答无效。 6 6 5.保持卡面清洁，不要折叠、不要弄破、弄皱，不准 7 7 使用涂改液、刮纸刀。 8 6.填涂样例正确■错误-][V][] 9 9 第部分知识运用（共两节，30分） 第-节（共10小题；每小题1.5分，共15分） 1.[A[B][C][D] 6.[A][B][C][D] 2.[A][B][C][D] 7.[A][B][C][D] 3[A][BI[CI[D] 8.[A][B][C][D] 4.[A][B][C][D] 9[A][B][C][D] 5.[A][B][C][D] 1O.[A][B][CJ[D] 第二节（共10小题；每到题1.5分，共15分） 11 12 13 14 15. 16 17 18 19 20 第二部分阅读理解（共两节，38分） 21.[A][B][C][D]26.[A][B][C][D]31.[A][B][C][D] 35.[A][B][C][D][E][F][G] 22.[A][B][C][D] 27.[A][B][C][D] 32.[A][B][C][D] 36.[A][B][C][D][E][F][G] 23.[A][B][C][D]28.[A][B][CJ[D] 33.[A][B][C][D] 37.[A][B][CJ[D][E][F][G] 24[A][B][C][D]29.[A][B][C1[D]34[A][B][C][D] 38.[A][B][C][D][E][F][G] 25.[A][B][C][D]30.[A][B][C][D] 39.[A][B][C][D][E][F[G] 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 第1页共2页 第三部分书面表达（共两节，32分） 第-节（满粉12分） 40. (2分) 41 (2分) 42. (3分) 43 (5分) 第二节（满分20分） Dear Jim. Yours, Li Hua 请在各题目的答题区域内作答，超出黑色矩形边框限定区域的答案无效！ 第2页共2页 2026届高三英语高考押题卷（北京专用） （考试时间：100分钟 试卷满分：100分） 注意事项： 1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分：知识运用（共两节，30分） 第一节 完形填空（共10小题：每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上将该选项涂黑。 In our town, I’m the head of the Anti-Poverty Fund. In my free time, I’m a volunteer firefighter. The volunteers here 1 professional firefighters, so I have to get to the fire scene pretty early to get in on any action. I remember my first fire. It was a real 2 against the other volunteers to get to the captain in charge to find out what our assignments would be. When I found the captain, he was having an engaging conversation with the barefoot home owner. The other volunteer who had arrived just five seconds earlier than me was asked to save the home owner’s dog. The dog! I was 3 . For the rest of his life, he’d forever be proud of 4 a burning building to save a living creature. Well, I was next. The captain waved me over. He said, “I need you to get the home owner a pair of shoes.” It was not exactly what I was hoping for, but off I went — up the stairs, down the hall, past the “real” firefighters, who were pretty much done 5 the fire at this point, into the bedroom to get a pair of shoes. Yes, I’m no 6 . When I went back with the shoes, I met my rival and the precious dog by-the door where, 7 , his “treasure” received much more attention than mine. Weeks later, though, the home owner sent a thank-you letter. The act of kindness she noted 8 all others: someone had even gotten her a pair of shoes. In both my job at the Anti-Poverty Fund and volunteer firefighting, I am witness to acts of generosity and kindness on a monumental scale, but I’m also witness to acts of grace and courage on an individual basis. Here’s what I’ve learned: they all 9 . Not every day is going to offer us a chance to save somebody’s life, but every day offers us an opportunity to 10 one. So get in the game. Save the shoes. 1．A．instruct B．replace C．assist D．observe 2．A．protest B．race C．struggle D．victory 3．A．envious B．curious C．sympathetic D．angry 4．A．braving B．leaving C．circling D．clearing 5．A．running from B．putting out C．playing with D．getting over 6．A．genius B．pioneer C．expert D．hero 7．A．suddenly B．unsurprisingly C．unfortunately D．interestingly 8．A．from B．for C．except D．above 9．A．exist B．match C．matter D．change 10．A．inspire B．please C．admire D．affect 第二节 语法填空（共10小题，每小题1.5分,共15分） 阅读下列短文，根据短文内容填空，在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 A Maybe you’re one of those who take off sweaters when others; 11 (complain) that it’s cold, are still wearing them. Or you’re the person on a sweater while everyone else feels hot. The point is, there’s no single temperature regarded 12 comfortable for everyone. In fact, our perception of heat and cold doesn’t just depend on the temperature. Combinations of factors unique to individuals — age, gender, medical condition — affect 13 we experience temperature. B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 According to international standards, China is now considered a moderately aging society. Population is one of the key variables affecting economic growth. 14 the doubts and concerns over the country’s ability to maintain its economic growth momentum (势头), a major one is 15 China’s economy has peaked or not due to a decrease in labor supply. In response, China is taking a comprehensive approach that 16 (combine) technological progress with investment in human capital, which can ultimately boost labor productivity. C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 One day when a group of bees 17 (land) on a primary school, not surprisingly, there was panic among the teachers. Though, most of the children watched excitedly as a bee catcher rounded up the uninvited visitors. This unexpected event led to the school integrating beekeeping into the course, 18 has resulted in notable benefits. The children study the dance of the bees to decide 19 honey source is. They use honey in cooking lessons. They have even opened a school shop that 20 (feature) honey. Most of all, the children have become more responsible to others. 第二部分：阅读理解（共两节，38分） 第一节（共14小题，每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Interested in writing, photography or current events? Looking for an experience to inspire your college essays? Or hoping to explore a world-class city with new friends this summer? If so, check out the Boston University Summer Journalism Academy. It’s a program created and run by Boston University, where high school students: ●   Learn from award-winning, working journalists — including two who have shared in Pulitzer Prizes for their reporting. ●   Report on actual events around Boston or your hometown. ●   Place stories with Boston’s Daily Free Press, one of the top college newspapers. ●   Improve their writing, interviewing, and research skills — applicable for any major and career. The academy offers two options: an on-campus, residential program over three weeks for students with journalism experience, and a learn-from-home program over two weeks for all experience levels. For students interested in photography, we offer a special photojournalism track for both. Every option is organized in three sections: ●   Classroom starts each day with a review of journalism fundamentals in a collegiate format. A university-level journalism textbook provides daily readings and writing assignments. ●   Newsroom provides time for students to apply what they learn in the Classroom to hands-on journalism assignments. Over the rest of their day, students conduct interviews and gather information. ●   Guest Talks offer students advice and insight from journalism experts in topics such as radio reporting and studying journalism in college. Sessions feature a Guest Talk during each three-week session from journalism experts. Students also visit city newsrooms to hear from famous reporters. Applications for the on-campus session June 24 to July 12 are due: April 19. Applications for learn-at-home sessions starting June 17, July 1 and July 15 are due: May 10. ●   On Campus, residential: Three weeks, including tuition (学费), activity fees, room and board: $ 6,200. ($ 400 discounts for Early Bird applicants by Mar 8!) Learn-from-Home: Two weeks, tuition: $ 1,500. ($200 discounts for Early Bird applicants by Mar 8!) 21．In the program, participants can ______. A．develop their interviewing skills B．finish their college essays with help C．get inspiration from retired journalists D．publish stories in Boston official website 22．If one chooses to learn in on-campus program, one needs to ______. A．pay at most $ 1,500 B．apply before May 10 C．have journalism experience D．have knowledge in photography 23．What will the three sections provide for participants? A．Advice and insight from top photographers. B．Reviews of reading and writing fundamentals. C．A weekly talk with leading journalism experts. D．Chances to put journalism knowledge into practice. B 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. 24．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. 25．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. 26．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. 27．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? C As a Ph. D．student in a new country, lockdown and homesickness combined to leave me feeling lonely and desperate to meet people. To find the connections I was missing, I searched for opportunities that would involve teamwork as a volunteer on the Internet. A position matching graduate students with jobs drew my attention. It needed someone who would lead teams of graduate student volunteers to help bring in industry partners, and work with the university administration and student applicants. The chances to interact with all these different groups were appealing. I had no relevant experience and worried a disturbance to my study, but I still decided I might as well go for it and apply. The first few weeks in my new role were challenging. Along with my routine study, I was suddenly managing a team of four volunteers and meetings with industry professionals. At first, I was nervous in meetings with them, feeling I wasn’t prepared enough. But as I gained experience, the interactions became truly enjoyable and rewarding. Sometimes the conversations went beyond regular business to touch on career paths, personal challenges, and more. I began to enjoy the daily mix of activities. I also learned about leadership. At the start, things seemed to go well until one of my team members told me I wasn’t including her fully in decision-making. I was upset; didn’t she trust my leadership? But after I calmed down, I saw that maybe she had a point. So I began to ask team members to lead some of our meetings and encouraged them to express their views. This new approach allowed us to meet our targets while helping everyone feel more content and connected — as colleagues, but also as friends. Beyond building relationships and skills, this experience expanded my horizons about my own professional future. Before I joined, I had only been exposed to academic career paths, and I assumed that was my future. Now I’ve realized I particularly enjoy feeling part of a team and affecting the lives of others. As I get closer to completing my Ph. D．, I’m approaching job searches with a good idea of what I want. 28．What made the author decide to apply for the volunteer work? A．The relevance to her study. B．The longing for a family. C．The desire for social contact. D．The previous work experience. 29．What can we learn about the author’s volunteer work? A．It drives her away from her study. B．It teaches her how to conduct business. C．It allows her to adjust her attitude to life and career. D．It helps her identify the professional paths. 30．From the passage, we can learn that the author is ________. A．open to new challenges B．proud of academic success C．brave to overcome prejudice D．demanding of group members 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. 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有项为多余选项。 Many of us set goals, but sometimes we fail to achieve them. There are many causes why we don’t manage to realize our goals. 35 There is a way, though, to help address this problem: set reminders. People employ a psychological strategy called cognitive (认知的) offloading, where we use a physical action to reduce demands on our brain. Specifically, we may outsource our intentions from being stored in our brains to reminders outside our head. 36 Understanding the benefits of cognitive offloading can improve our ability to remember and follow through with our intentions. The biggest benefit is simply that it improves memory performance. It increases the probability that we will work towards the goals we need to reach. 37 “The more we offload unimportant information, such as items on a shopping list, the more we can use our brain for those more significant cognitive tasks, such as creativity,” said Sam Gilbert, professor at the University College London. 38 Still, there are potential negative parts for it. We are more likely to forget what we offloaded if we no longer access our storage, such as when our smartphone dies. We also tend to offload the important things we most want to remember. In a surprise test where their reminders were wiped clean, the participants were more likely to forget the important items and recall the unimportant ones, that is, the more important the intention we want to remember, the more likely we are to offload it—and to forget it. We’d better tend to create reminders when we think we need them, but not necessarily when we do need them. 39 “If our understanding of our memory ability is wrong, this suggests that we will either overuse or underuse reminders,” Gilbert said. “We can learn by noticing the times that we have forgotten to do something and could have used reminders to help.” A．Cognitive offloading has noticeable benefits. B．One common reason is that we simply forget them. C．Besides, it can free up our limited cognitive resources. D．A good example can be documents on our smartphone calendars. E．The process of cognitive offloading helps us identify false information. F．Our beliefs about how good our memory is directly influence whether we set them. G．Other experts say it’s too soon to understand how cognitive offloading affects our brains. 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 With society’s high pressures to achieve, it’s understandable that individuals prefer to hide their weak points—but doing so comes at a cost. I learned that lesson when I participated in a hiking expedition. As a new hiker, I struggled. The trip was difficult to me even without needing to carry my heavy camping packs. I was slowed down, yet I refused to tell my teammates in hopes that I would seem perseverant. To my delight and surprise, one of the more active members requested that we stop for a break. I quickly realized I wasn’t the only one hiding my weaknesses after noticing the rest of the team’s apparent relief. For many of us, authenticity, or behaving as one’s true self in daily life, is quite challenging. As social beings, we’ve learned to adapt and fit into our environment, making it challenging to display who we are at times. Yet, the advantage of authenticity is evident, driving its recent popularity among thought leaders. Authenticity even improved my hiking experience—the moment my group admitted to our shortcomings was when we started working better as a team. So, can being ourselves not only help us work better, but help those who workaround us? The truth is, it can. Researchers have found that not only did authentic workers have higher work engagement and lower work tiredness, but their teammates had the same results, regardless of whether they were genuine themselves. The results suggest that the benefits of authenticity go beyond the individual, and spread to teammates as well. So, we can improve our teammates’ work behavior by merely being ourselves. Why does authenticity boost our teammates? This is because authentic teammates do not prioritize protecting themselves at the cost of their work or relationships. Instead, they recognize the interests of both themselves and others when making decisions. This allows those they work with to feel safe while being themselves at work. By focusing lesson appearing hard-working in hopes to get ahead—and more on trying to be better all-around individuals—authentic teammates can make a great impact on their work environment. 40．How did the author feel when one team member asked for a rest during the hiking? 41．Why is it hard for people to display their true selves? 42．Decide which part of the following statement is wrong. Underline it and explain why. Authentic workers feel safe by being then selves at work, so authenticity boosts their teammates. 43．Apart from what is mentioned in the passage, what other benefit(s) do you think authenticity can bring to us?(In about 40 words) 第二节: （20分) 44．假设你是红星中学高三学生李华。你最近读完了外教Jim推荐的一本英文书、请你用英文给Jim写一封邮件，内容包括： 1.表达感谢并分享读书收获； 2.交流后续英文书阅读计划。 注意：1.词数100左右； 2.开头和结尾已给出，不计入总词数。 Dear Jim, _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 $