精品解析：山东淄博市2025-2026学年度高三教学质量阶段性检测（淄博二模）英语试卷

2025—2026学年度高三教学质量阶段性检测 英语 注意事项： 1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。 2．回答选择题时，选出每小题答案后，用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。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。 3．考试结束后，将本试卷和答题卡一并交回。 第一部分 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。 1. Where does the conversation probably take place? A. At home. B. At school. C. In a store. 2. What will the man do next? A. Receive an award. B. Interview a teacher. C. Make a self-introduction. 3. Why does the man call the woman? A. To express thanks. B. To cancel a visit. C. To offer an invitation. 4. What are the speakers talking about? A. A school trip. B. A geography teacher. C. A work email. 5. How does the woman sound? A. Anxious. B. Surprised. C. Grateful. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What is the probable relationship between the speakers? A. Colleagues. B. Schoolmates. C. Strangers. 7. Why does the woman come to Singapore? A. To have a vacation. B. To look for work. C. To take a business trip. 听第7段材料，回答第8至10题。 8. Who is Michael probably? A. A volunteer worker. B. A shop assistant. C. A delivery man. 9. What does Michael usually do for Mrs. Smith? A. He reads the labels. B. He orders the items. C. He takes her to hospital. 10. How long has Michael helped Mrs. Smith? A. About two years. B. About three years. C. About five years. 听第8段材料，回答第11至13题。 11. Why did Mark start the project? A. To offer jobs to the locals. B. To assist the elderly left behind. C. To help overcome rural depopulation. 12. What does Mark plan to do next? A. Reopen the school. B. Build an eco-center. C. Start a village shop. 13. What can we know about the population of the village? A. It keeps steady. B. It is increasing. C. It is declining. 听第9段材料，回答第14至17题。 14. What inspired the woman to become a voice-over artist? A. Telling kids stories. B. Translating a book. C. Writing film scripts. 15. What kind of things does the woman like to record for most? A. Audiobooks. B. TV advert s. C. Animated films. 16. How does the woman relax her voice? A. Listening to music. B. Having a walk. C. Drinking warm water. 17. What does the woman think of her job? A. It’s easy. B. It’s rewarding. C. It’s tiring. 听第10段材料，回答第18至20题。 18. Why did the speaker try cold-water swimming? A. To satisfy her curiosity. B. To break a record. C. To take up a challenge. 19. What benefit does Stan get from cold-water swimming? A. It eases his anxiety. B. It relieves his leg pain. C. It improves his skin. 20. How did the speaker feel after her first cold-water swimming? A. Relaxed. B. Disappointed. C. Confused. 第二部分 阅读（共两节，满分50分） 第一节（共15小题：每小题2.5分，满分37.5分） 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。 A Top Online Summer Programs in 2026 Research shows that well-designed summer programs can strengthen high school students’ academic skills. Online options provide similar benefits, allowing students to explore college-level subjects, gain hands-on experience, and build a stronger profile for college applications. Below are four notable online summer programs. Stanford Pre-Collegiate Summer Institutes (SPCS) A selective two-week online program for grades 8-11 focuses on intensive study of a single subject. Students attend daily live classes and collaborate with motivated peers worldwide. Courses offer college-level depth in STEM, humanities, engineering, and more (non-credit). ● Key requirements: Full participation with camera/ microphone on; ages 13-18. ● Application deadline: March 13, 2026 Cornell Pre-college Summer Online (CPSO) Allows high school students to take Cornell undergraduate courses remotely, earning 3-12 credits and an official transcript (成绩单). Courses last 3 or 6 weeks and cover fields such as architecture, business, and medicine. ● Key requirements: Ages 15-19; completion of at least 10th grade; course prerequisites (前提) apply. ● Application deadline: As early as April 28, 2026 (varies by session) Penn Pre-College Online Program (PPOP) Students enroll in credit-bearing undergraduate courses taught by Penn staff, following standard university schedules, assignments, and exams. Successful completion results in an official University of Pennsylvania transcript. ● Key requirements: Minimum 3.5 GPA (绩点); strong writing skills; recommendation letter; English proficiency is essential for international candidates. ● Application deadline: April 15, 2026 UC Berkeley Pre-College Scholars Summer Virtual (UCBPSV) Offer high school students the chance to take lower-division UC Berkeley courses online for college credit. Hundreds of options are available across STEM, social sciences, and humanities, with a virtual learning community that includes Berkeley students and visiting undergraduates. ● Key requirements: Completion of 10th or 11th grade by summer 2026; at least 16 years old by June 21, 2026; minimum 3.0 GPA. ● Application deadline: May 10, 2026 Costs for each program Program Application Tuition Special Notes SPCS $65 $3,200 per 2-week session No additional hidden fees CPSO $75 $1,940 (1 credit) Max:12 credits Application fee cannot be refunded PPOP $0 $8,462 (1 course,4 credit hours) No application fee UCBPSV $25 $635 per academic unitMax:6 units Registration fee $585 and document fee $73are charged once per summer 1. What is required for international applicants to PPOP? A. English proficiency proof. B. Completion of at least 10th grade. C. A minimum 3.0 GPA. D. Being at least 16 years old. 2. How much will a student pay for taking a 2-unit course in the UCBPSV? A. $1,293. B. $1,855. C. $1,928. D. $1,953. 3. What do the four programs have in common? A. They have the same GPA and grades requirements. B. They involve interaction with university students. C. They award sufficient college credits to participants. D. They allow high schoolers to take college-level classes. B An estimated 3 out of 4 people have a fear of public speaking. I am one of them. At the beginning of every school year, a new crop of 15-year-olds pile into my virtual classroom. Regardless of their attitude, I’m always embarrassed to admit I am terrified. Just fake it until you make it, my peers advised. But no matter how much I faked it, and how many years spent teaching the same curriculum, the fear has remained. One might expect that this would cause me to be ashamed, to practice even harder, to study public speaking methods. But I have learned another way. On the first day of class, over half shared in their self-introduction paragraph that they were shy and afraid to speak up in class. This is a widespread phenomenon for any teacher, but my students’ awareness of it allowed me to step into the moment immediately to meet them where they were. My replies on their papers were personal: I’m there on the first day of class every year, when strangers’ eyes stare right at me. I know your shyness because it matches mine. And slowly but surely, my students began to open up about the root of their fears. When they saw me, their experienced teacher, trembling, they felt a little braver when their body trembled during a presentation. When they heard me stumble (说话结巴) over my words, they accepted their own pauses trying to find the right ones. Fear rarely goes away completely, and that includes the fear of public speaking. So many students are held bound to it in the classroom, but we have the chance to encourage by leading with empathy. That starts with finding the courage to look in the mirror and be honest about our own flaws (不足). We must then teach ourselves — and by extension our students — to reframe those flaws as strengths rather than weaknesses. 4. What does the underlined expression “Just fake it until you make it” in paragraph 2 mean? A. Practice public speaking until you overcome fear. B. Hide your nervousness until you can talk fluently. C. Develop public speaking skills until you master them. D. Pretend to be confident until you truly become so. 5. Why did the author provide personal replies on students’ papers? A. To encourage them to focus on their papers. B. To give them tips on how to hide their shyness. C. To show them she had walked a mile in their shoes. D. To convince them that her fear was worse than theirs. 6. What does the author think of the fear of public speaking? A. Overwhelming. B. Common. C. Terrifying. D. Unbearable. 7. What message does the author’s experience convey? A. Hard work might defeat fears in our life. B. Fear disappears when we dare to ignore it. C. The only thing we have to fear is fear itself. D. The cave you fear to enter holds the treasure you seek. C Recent studies have shown that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space, but pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in my investigation decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig.1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. When I asked several other blind study subjects to draw a spinning wheel, several showed the wheels spokes (轮辐) as curved lines, describing them as metaphorical (隐喻的) ways of suggesting motion. But was it a better indicator than, say, broken or wavy lines — or any other kind of line? I decided to have a test. I created raised-line drawings of five different wheels, spokes with lines that curved, bent, waved, dashed (虚线) and extended beyond the perimeter (周长) of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: rocking, spinning fast, spinning steadily, shaking or braking. My control group also consisted of eighteen sighted undergraduates. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy suggested rocking; the bent indicated shaking; the spokes extending beyond the perimeter signified braking and the dashed indicated fast spinning. In addition, the favoured description for the sighted was the favoured description for the blind in every instance. The agreement among the sighted was barely higher than the blind. Evidently, the blind not only understood each line of motion, but collectively came up with the same meaning as frequently as sighted subjects. This makes it clear that the blind also understand other kinds of visual metaphors (Fig.2). Words associated Agreement with circle/ square among subjects（%） SOFT-HARD 100 MOTHER-FATHER 94 HAPPY-SAD 94 LOVE-HATE 89 ALIVE-DEAD 87 LIGHT-HEAVY 85 Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. 8. Why was the author surprised at the blind woman? A. She drew a rough circle by instructions. B. She adopted a symbol representing movement. C. She did not understand what a wheel looked like. D. She was the first person to use lines of motion. 9. What did the author find about the blind tested? A. They understood lines as symbols of different motions. B. They relied mainly on experience to interpret moving objects. C. They preferred curved lines over others when describing motion. D. They were better at recognizing visual metaphors than the sighted. 10. Which picture would a blind person draw to indicate braking? A. B. C. D. 11. What is the best title of the text? A. Spinning Wheels: A Topic in Art Creation B. Sighted and Blind: A Comparative Research C. Visual Metaphors: Accessible to the Blind D. Motion Lines: A New Invention in Illustration D The “hard problem” of consciousness — how inner sensations relate to measurable brain signals — remains challenging. To address this, neuroscientists are making finer distinctions that might crack the mystery entirely, exploring via the structural method whether we all experience sensations like colour in the same way. Pioneered by researchers like Nao Tsuchiya, it treats consciousness as a network of relationships. In experiments, people compare pairs of colours, sounds, or emotions and rate their similarities. These data are used to create experiential “maps”, often as geometric (几何的) shapes. Through geometric analysis, researchers boiled the data down to a shape. The maps show high consistency across ages and cultures, suggesting a universal perceptual (感知的) structure beneath our varied descriptions. One key finding concerns color. When people compare hues (色调), their judgments reveal a more complex “color space” than the traditional three dimensions of red, green, and blue. Studies suggest we may perceive at least seven dimensions of color. Furthermore, individuals with different color vision produce differently shaped maps, showing that what “red” means is defined by its position within a relational network, which can vary between people. So, people within a group with shared perceptual structures are entitled to say, “My red is the same as your red.” The method also probes unconscious processing. In one experiment, a colored circle flashed too briefly for conscious awareness, yet it still influenced reaction time to a subsequent (随后的) ring. This implies the brain unconsciously compares sensations, though the unconscious comparisons appears disorganized, unlike the orderly structure of conscious experience. These structural studies offer a new way to investigate the so-called “hard problem” of consciousness: why and how physical processes in the brain give rise to subjective feelings. While this research is still evolving, it marks a shift toward a more precise science of consciousness — one that could reshape our understanding of perception, emotion, and what it means to be human. 12. How are the structural method experiments conducted? A. By analyzing descriptions to build perceptual structures. B. By comparing experiential maps across ages and cultures. C. By rating sensory similarities to construct geometric maps. D. By measuring brain signals to match universal relationships. 13. What does the color perception study show? A. Traditional color space is out of date. B. Seven color dimensions are confirmed. C. Color meaning lies in relational position. D. Individuals share identical red experience. 14. What is the purpose of paragraph 4? A. To describe the colored circle experiment. B. To show the exploration of unconsciousness. C. To illustrate the structure of unconsciousness. D. To summarize the key findings of structural studies. 15. What is the text mainly about? A. A new way to study consciousness. B. A hard problem of consciousness. C. The structure of color perception. D. The big challenge of neuroscience. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Walking around university campuses day and night, students can easily see glowing blue emergency phones spread over every functional area. These devices can quickly connect users to emergency help. ___16___ Universities carry out various practical safety measures to build a reliable safety barrier for teachers and students on campus. Most young students in lower grades say they can feel a strong sense of safety on campus all the time. They mention that they can get timely help right away if they run into sudden risks or unexpected troubles on the way to classrooms and dorm buildings. Standard campus layout and complete supporting safety facilities greatly reduce students’ worries about daily personal safety. ___17___ However, safety equipment arranged by schools alone cannot achieve full protection around the clock. ___18___ Many students will kindly remind their peers to avoid quiet, dimly-lit lonely paths when walking back late at night. They look out for one another during after-school outdoor activities and choose to move in groups instead of walking alone after dark. ___19___ Campus safety risks have stayed at a very low level. Personal safety accidents and public property loss rarely take place on campus all year round. The data further indicates that the combination of school management and student caution is highly effective. In a word, campus safety relies on joint efforts. ___20___ Only with close cooperation can people keep the campus stable, orderly and safe for daily study and peaceful life. A. While challenges remain, current approaches show promising results. B. Though emergency phones are useful, high-tech systems remain essential. C. Students generally feel secure with current safety arrangements on campus. D. Professional security patrols and real-time alerts are also provided by colleges. E. Campus safety records demonstrate the success of combined preventive efforts. F. Student initiative and mutual care significantly enhance overall campus protection. G. Active participation from institutions and individuals can achieve long-term security. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的 A、B、C、D四个选项中选出可以填入空白处的最佳选项。 On a cold Budapest afternoon,64-year-old Györgyi Petik Kis eagerly hurries to the library. She isn’t there to read, but to ___21___ Netrevalók — monthly lectures where seniors learn digital skills from teenagers. Kis, who spent four years in a state of unconsciousness, ___22___ needs mental stimulation. However, without English skills, she lacks ___23___ to navigate internet on her own. “I was afraid to click on things. What if I ___24___?” Through the program, she has learned to use Microsoft Translate — a “new tool” helping her feel less ___25___. The program ___26___ a growing digital divide. While 97% of Hungarians aged 15-50 use the internet, 90% of those over 80 do not go online. Many seniors ___27___ with basic tasks. As the library director points out, “For the elderly, going digital actually ___28___ them out.” The benefits extend both ways. Teen volunteers gain patience and ___29___ into a pre-digital world. “Talking to them is like going back in time,” says 19-year-old Sagie Fruchter. The ___30___ inspires him to design more ___31___ technology. For participants like Kis, the lectures ___32___ more than skills. They not only learn to navigate the digital world but also build meaningful ___33___ with younger generations. This simple yet powerful bridge across the technological divide ___34___ as a reminder that genuine connection depends on patience, understanding, and a mutual ___35___ to learn from one another — using the skills that truly matter to bring their worlds together. 21. A. cancel B. organize C. finance D. attend 22. A. desperately B. frequently C. originally D. temporarily 23. A. confidence B. prejudice C. judgment D. curiosity 24. A. gave up B. shut up C. messed up D. hurried up 25. A. disturbed B. disconnected C. embarrassed D. motivated 26. A. ignores B. accelerates C. creates D. bridges 27. A. communicate B. volunteer C. attempt D. struggle 28. A. shows B. picks C. leaves D. crosses 29. A. investigations B. insights C. admission D. entrance 30. A. ambition B. experience C. atmosphere D. experiment 31. A. enjoyable B. acceptable C. accessible D. favorable 32. A. offer B. own C. receive D. gain 33. A. schedules B. connections C. impressions D. reactions 34. A. doubles B. qualifies C. promises D. serves 35. A. willingness B. authority C. option D. consideration 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 A remarkable jade carving (玉雕) ___36___ (discover) at Liangzhu ancient city may hold the key to understanding an ancient civilization that predates (早于) what many historians believed to be China’s oldest. Located in the lower Yangtze River Basin, the site has revealed extraordinary jade artifacts ___37___ (demonstrate) delicate craftsmanship. The discoveries suggest that Liangzhu was not merely a settlement ___38___ a developed society with advanced technological abilities. The jade artifacts, particularly the ___39___ (distinct) treasures like bi discs and cong tubes, reveal a civilization with highly developed artistic traditions. These findings have inspired scholars ___40___ (reconsider) fundamental assumptions about Chinese history. The Liangzhu culture represents ___41___ significant change in our understanding of early Chinese civilization. It demonstrates that complex societies flourished in regions previously considered peripheral (周边的) to the development of Chinese civilization. The site, covering an area of over 3 million square meters, contains impressive structures including city walls and a water management system. ___42___ makes Liangzhu truly remarkable is that it predates the Shang Dynasty ___43___ nearly two thousand years. The discoveries at Liangzhu have changed our understanding of when Chinese civilization first emerged. In 2019, the Liangzhu ruins ___44___ (add) to the UNESCO World Heritage List, recognizing ____45____ (it) global significance. Today, the site attracts researchers and tourists from around the world. These jade artifacts serve as evidence of the greatest ancient Chinese civilization. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是学生会主席，为落实“健康第一”的理念，学校准备增加校园体育活动时间。英语社团正在组织以“Health First”为主题的英语演讲比赛，请你撰写一篇演讲稿参赛，内容包括： （1）描述现状； （2）提出倡议。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear teachers and fellow students, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thank you for listening! 第二节（满分25分） 47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The blank canvas (画布) stared at me, its endless white surface seeming to laugh at my stubborn creative block. My brush felt heavy and lifeless in my hand, hanging over the palette (调色板) where paints were slowly drying into hard blobs (一团). I let out a deep sigh of frustration, the sound filling the silent studio. This painting was meant to be my masterpiece, the key work in my collection for art school applications. Yet my mind was just as empty as the canvas before me. For weeks, I had forced myself to seek inspiration. I wandered through museums, studied countless art books, and took long walks in autumn parks, hoping to catch a spark that would light up my imagination. But nothing worked. Every idea felt dull and unoriginal. I was an artist with no vision, no muse to guide me. Desperate to run away from my own failure, I picked up my jacket and a small sketchbook, stepping out to wander the city streets with no plan at all. Maybe among the busy crowds and messy city life, I could find what I was missing. The afternoon sun warmed my face as I walked, watching people hurry past with worried expressions, lost in their own worlds with headphones. I saw tall glass buildings reaching toward the sky, impressive but cold. None of it touched my heart. When my legs grew tired, I sat on a bench in a quiet, untidy square. Across from me sat an elderly lady, weak and slightly bent. Her wrinkled, aged hands moved steadily as she knitted (编织). What truly caught my eye was her expression. Her pale eyes stared at two kids laughing and sharing an ice cream. A soft and childish smile spread across her lips — not just simple joy, but a mix of memory, longing for the past, and love remembered. It was a smile that held a whole life of stories. The noisy world around me faded away. There was only her, a quiet spot of warmth in the busy city. Without thinking, my hand dashed across the sketchbook, pouring my feelings onto the page. She never noticed me. After a while, she packed her knitting and slowly walked away into the crowd. I raced back to my studio, my heart racing. That ordinary, gentle moment had given me everything. I was finally ready to paint. 注意： （1）续写词数应为150左右； （2）请按如下格式在答题卡的相应位置作答。 I was lost in painting, recreating the elderly lady from my memory. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sunlight flooded my studio as I finished the painting. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $ 2025—2026学年度高三教学质量阶段性检测 英语 注意事项： 1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。 2．回答选择题时，选出每小题答案后，用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。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。 3．考试结束后，将本试卷和答题卡一并交回。 第一部分 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。 1. Where does the conversation probably take place? A. At home. B. At school. C. In a store. 2. What will the man do next? A. Receive an award. B. Interview a teacher. C. Make a self-introduction. 3. Why does the man call the woman? A. To express thanks. B. To cancel a visit. C. To offer an invitation. 4. What are the speakers talking about? A. A school trip. B. A geography teacher. C. A work email. 5. How does the woman sound? A. Anxious. B. Surprised. C. Grateful. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What is the probable relationship between the speakers? A. Colleagues. B. Schoolmates. C. Strangers. 7. Why does the woman come to Singapore? A. To have a vacation. B. To look for work. C. To take a business trip. 听第7段材料，回答第8至10题。 8. Who is Michael probably? A. A volunteer worker. B. A shop assistant. C. A delivery man. 9. What does Michael usually do for Mrs. Smith? A. He reads the labels. B. He orders the items. C. He takes her to hospital. 10. How long has Michael helped Mrs. Smith? A. About two years. B. About three years. C. About five years. 听第8段材料，回答第11至13题。 11. Why did Mark start the project? A. To offer jobs to the locals. B. To assist the elderly left behind. C. To help overcome rural depopulation. 12. What does Mark plan to do next? A. Reopen the school. B. Build an eco-center. C. Start a village shop. 13. What can we know about the population of the village? A. It keeps steady. B. It is increasing. C. It is declining. 听第9段材料，回答第14至17题。 14. What inspired the woman to become a voice-over artist? A. Telling kids stories. B. Translating a book. C. Writing film scripts. 15. What kind of things does the woman like to record for most? A. Audiobooks. B. TV advert s. C. Animated films. 16. How does the woman relax her voice? A. Listening to music. B. Having a walk. C. Drinking warm water. 17. What does the woman think of her job? A. It’s easy. B. It’s rewarding. C. It’s tiring. 听第10段材料，回答第18至20题。 18. Why did the speaker try cold-water swimming? A. To satisfy her curiosity. B. To break a record. C. To take up a challenge. 19. What benefit does Stan get from cold-water swimming? A. It eases his anxiety. B. It relieves his leg pain. C. It improves his skin. 20. How did the speaker feel after her first cold-water swimming? A. Relaxed. B. Disappointed. C. Confused. 第二部分 阅读（共两节，满分50分） 第一节（共15小题：每小题2.5分，满分37.5分） 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。 A Top Online Summer Programs in 2026 Research shows that well-designed summer programs can strengthen high school students’ academic skills. Online options provide similar benefits, allowing students to explore college-level subjects, gain hands-on experience, and build a stronger profile for college applications. Below are four notable online summer programs. Stanford Pre-Collegiate Summer Institutes (SPCS) A selective two-week online program for grades 8-11 focuses on intensive study of a single subject. Students attend daily live classes and collaborate with motivated peers worldwide. Courses offer college-level depth in STEM, humanities, engineering, and more (non-credit). ● Key requirements: Full participation with camera/ microphone on; ages 13-18. ● Application deadline: March 13, 2026 Cornell Pre-college Summer Online (CPSO) Allows high school students to take Cornell undergraduate courses remotely, earning 3-12 credits and an official transcript (成绩单). Courses last 3 or 6 weeks and cover fields such as architecture, business, and medicine. ● Key requirements: Ages 15-19; completion of at least 10th grade; course prerequisites (前提) apply. ● Application deadline: As early as April 28, 2026 (varies by session) Penn Pre-College Online Program (PPOP) Students enroll in credit-bearing undergraduate courses taught by Penn staff, following standard university schedules, assignments, and exams. Successful completion results in an official University of Pennsylvania transcript. ● Key requirements: Minimum 3.5 GPA (绩点); strong writing skills; recommendation letter; English proficiency is essential for international candidates. ● Application deadline: April 15, 2026 UC Berkeley Pre-College Scholars Summer Virtual (UCBPSV) Offer high school students the chance to take lower-division UC Berkeley courses online for college credit. Hundreds of options are available across STEM, social sciences, and humanities, with a virtual learning community that includes Berkeley students and visiting undergraduates. ● Key requirements: Completion of 10th or 11th grade by summer 2026; at least 16 years old by June 21, 2026; minimum 3.0 GPA. ● Application deadline: May 10, 2026 Costs for each program Program Application Tuition Special Notes SPCS $65 $3,200 per 2-week session No additional hidden fees CPSO $75 $1,940 (1 credit) Max:12 credits Application fee cannot be refunded PPOP $0 $8,462 (1 course,4 credit hours) No application fee UCBPSV $25 $635 per academic unitMax:6 units Registration fee $585 and document fee $73are charged once per summer 1. What is required for international applicants to PPOP? A. English proficiency proof. B. Completion of at least 10th grade. C. A minimum 3.0 GPA. D. Being at least 16 years old. 2. How much will a student pay for taking a 2-unit course in the UCBPSV? A. $1,293. B. $1,855. C. $1,928. D. $1,953. 3. What do the four programs have in common? A. They have the same GPA and grades requirements. B. They involve interaction with university students. C. They award sufficient college credits to participants. D. They allow high schoolers to take college-level classes. 【答案】1. A 2. D 3. D 【解析】 【导语】本文主要介绍了 2026 年四个知名的线上暑期大学预科项目，包括项目内容、申请要求、截止日期及费用等信息。 【1题详解】 细节理解题。根据文章Penn Pre-College Online Program (PPOP)部分“English proficiency is essential for international candidates. (英语水平对国际申请者至关重要。)”可知，国际申请者需要提供英语水平证明。 【2题详解】 细节理解题。根据文章费用表格中UC Berkeley Pre-College Scholars Summer Virtual (UCBPSV)部分“Application $25”和 $635 per academic unit; Registration fee $585 and document fee $73 are charged once per summer (每学分 635 美元；注册费 585 美元和文件费 73 美元，每年夏季收取一次)”，计算：25+635×2+585+73=1953 美元。 【3题详解】 细节理解题。根据文章第一段“Online options provide similar benefits, allowing students to explore college-level subjects (线上项目提供类似益处，让学生探索大学水平课程)”以及四个项目的具体介绍，可知四个项目的共同点是允许高中生学习大学课程。 B An estimated 3 out of 4 people have a fear of public speaking. I am one of them. At the beginning of every school year, a new crop of 15-year-olds pile into my virtual classroom. Regardless of their attitude, I’m always embarrassed to admit I am terrified. Just fake it until you make it, my peers advised. But no matter how much I faked it, and how many years spent teaching the same curriculum, the fear has remained. One might expect that this would cause me to be ashamed, to practice even harder, to study public speaking methods. But I have learned another way. On the first day of class, over half shared in their self-introduction paragraph that they were shy and afraid to speak up in class. This is a widespread phenomenon for any teacher, but my students’ awareness of it allowed me to step into the moment immediately to meet them where they were. My replies on their papers were personal: I’m there on the first day of class every year, when strangers’ eyes stare right at me. I know your shyness because it matches mine. And slowly but surely, my students began to open up about the root of their fears. When they saw me, their experienced teacher, trembling, they felt a little braver when their body trembled during a presentation. When they heard me stumble (说话结巴) over my words, they accepted their own pauses trying to find the right ones. Fear rarely goes away completely, and that includes the fear of public speaking. So many students are held bound to it in the classroom, but we have the chance to encourage by leading with empathy. That starts with finding the courage to look in the mirror and be honest about our own flaws (不足). We must then teach ourselves — and by extension our students — to reframe those flaws as strengths rather than weaknesses. 4. What does the underlined expression “Just fake it until you make it” in paragraph 2 mean? A. Practice public speaking until you overcome fear. B. Hide your nervousness until you can talk fluently. C. Develop public speaking skills until you master them. D. Pretend to be confident until you truly become so. 5. Why did the author provide personal replies on students’ papers? A. To encourage them to focus on their papers. B. To give them tips on how to hide their shyness. C. To show them she had walked a mile in their shoes. D. To convince them that her fear was worse than theirs. 6. What does the author think of the fear of public speaking? A. Overwhelming. B. Common. C. Terrifying. D. Unbearable. 7. What message does the author’s experience convey? A. Hard work might defeat fears in our life. B. Fear disappears when we dare to ignore it. C. The only thing we have to fear is fear itself. D. The cave you fear to enter holds the treasure you seek. 【答案】4. D 5. C 6. B 7. D 【解析】 【导语】本文讲述了一位害怕公开演讲的老师，通过坦诚自己的恐惧、与学生共情，帮助学生克服发言恐惧，并将自身不足转化为力量的故事。 【4题详解】 词句猜测题。根据文章第二段“Just fake it until you make it, my peers advised. But no matter how much I faked it, and how many years spent teaching the same curriculum, the fear has remained.(同事建议我：假装直到成功为止。但无论我怎么假装，也无论教同一门课程多少年，恐惧依然存在。)”可知，多年来尽管自己假装自信，但是恐惧依旧存在，由此可知，该句意为假装自信直到真正变得自信。 【5题详解】 推理判断题。根据文章第三段“I know your shyness because it matches mine.(我懂你的害羞，因为我和你一样。)”可推知，作者写个人回复是为了表明自己感同身受。 【6题详解】 推理判断题。根据文章第一段“An estimated 3 out of 4 people have a fear of public speaking.(估计四分之三的人都害怕公开演讲。)”可推知作者认为公开演讲恐惧是很普遍的。 【7题详解】 推理判断题。根据文章最后一段“Fear rarely goes away completely, and that includes the fear of public speaking. So many students are held bound to it in the classroom, but we have the chance to encourage by leading with empathy. That starts with finding the courage to look in the mirror and be honest about our own flaws. We must then teach ourselves—and by extension our students—to reframe those flaws as strengths rather than weaknesses.(恐惧很少会完全消失，公开演讲恐惧也是如此。很多学生在课堂上被这种恐惧束缚，但我们有机会通过共情去鼓励他们。首先要勇敢正视自己，坦诚面对自身不足，然后教会自己以及学生，把这些不足重新定义为优势而非弱点。)”可推知，你害怕进入的困境里，藏着你寻找的宝藏。 C Recent studies have shown that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space, but pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in my investigation decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig.1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. When I asked several other blind study subjects to draw a spinning wheel, several showed the wheels spokes (轮辐) as curved lines, describing them as metaphorical (隐喻的) ways of suggesting motion. But was it a better indicator than, say, broken or wavy lines — or any other kind of line? I decided to have a test. I created raised-line drawings of five different wheels, spokes with lines that curved, bent, waved, dashed (虚线) and extended beyond the perimeter (周长) of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: rocking, spinning fast, spinning steadily, shaking or braking. My control group also consisted of eighteen sighted undergraduates. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy suggested rocking; the bent indicated shaking; the spokes extending beyond the perimeter signified braking and the dashed indicated fast spinning. In addition, the favoured description for the sighted was the favoured description for the blind in every instance. The agreement among the sighted was barely higher than the blind. Evidently, the blind not only understood each line of motion, but collectively came up with the same meaning as frequently as sighted subjects. This makes it clear that the blind also understand other kinds of visual metaphors (Fig.2). Words associated Agreement with circle/ square among subjects（%） SOFT-HARD 100 MOTHER-FATHER 94 HAPPY-SAD 94 LOVE-HATE 89 ALIVE-DEAD 87 LIGHT-HEAVY 85 Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. 8. Why was the author surprised at the blind woman? A. She drew a rough circle by instructions. B. She adopted a symbol representing movement. C. She did not understand what a wheel looked like. D. She was the first person to use lines of motion. 9. What did the author find about the blind tested? A. They understood lines as symbols of different motions. B. They relied mainly on experience to interpret moving objects. C. They preferred curved lines over others when describing motion. D. They were better at recognizing visual metaphors than the sighted. 10. Which picture would a blind person draw to indicate braking? A. B. C. D. 11. What is the best title of the text? A. Spinning Wheels: A Topic in Art Creation B. Sighted and Blind: A Comparative Research C. Visual Metaphors: Accessible to the Blind D. Motion Lines: A New Invention in Illustration 【答案】8. B 9. A 10. B 11. C 【解析】 【导语】文章通过实验研究，探讨了盲人如何理解并使用视觉隐喻来描述物体的运动，证明了盲人与视力正常者在这一能力上具有高度一致性。 【8题详解】 细节理解题。根据第一段第二、三句“This fact was drawn to my attention dramatically when a blind woman in my investigation decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig.1). (在我的一项调查中，一位盲人女性主动画出了一个正在旋转的车轮，这让我大为惊讶。为了表现这种运动，她在圆圈内部画了一条曲线（图1）。)”可知，作者惊讶的是这位盲人女性自发地采用了一种象征运动的线条来表现车轮的旋转。 【9题详解】 细节理解题。根据第四段第一句“Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy suggested rocking; the bent indicated shaking; the spokes extending beyond the perimeter signified braking and the dashed indicated fast spinning. (大多数人猜测，弯曲的轮辐表示车轮在平稳旋转；波浪形表示摇动；折线形表示震动；超出圆周的轮辐表示刹车；虚线表示快速旋转。)”以及第五段第一句“In addition, the favoured description for the sighted was the favoured description for the blind in every instance. (此外，视力正常者偏好的描述与盲人在每一种情况下偏好的描述都是一致的。)”可知，盲人能够将不同的线条与不同的运动方式对应起来，即他们把线条理解为不同运动的象征符号。 【10题详解】 细节理解题。根据第四段第一句“Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy suggested rocking; the bent indicated shaking; the spokes extending beyond the perimeter signified braking and the dashed indicated fast spinning. (大多数人猜测，弯曲的轮辐表示车轮在平稳旋转；波浪形表示摇动；折线形表示震动；超出圆周的轮辐表示刹车；虚线表示快速旋转。)”可知，表示“刹车”的线条特征是“超出圆周的轮辐”。 【11题详解】 主旨大意题。通读全文可知，文章第一段通过一位盲人女性画运动线条引出话题，第二、三段描述了实验设计，第四段展示了实验结果为盲人与视力正常者对运动线条的理解高度一致，第五段最后一句“This makes it clear that the blind also understand other kinds of visual metaphors. (这表明盲人也能够理解其他类型的视觉隐喻。)”得出结论。最后通过图2的表格进一步佐证盲人对形状与抽象概念的隐喻理解。因此，文章主要讲述视觉隐喻对盲人来说同样是可理解的，应以此作为标题。 D The “hard problem” of consciousness — how inner sensations relate to measurable brain signals — remains challenging. To address this, neuroscientists are making finer distinctions that might crack the mystery entirely, exploring via the structural method whether we all experience sensations like colour in the same way. Pioneered by researchers like Nao Tsuchiya, it treats consciousness as a network of relationships. In experiments, people compare pairs of colours, sounds, or emotions and rate their similarities. These data are used to create experiential “maps”, often as geometric (几何的) shapes. Through geometric analysis, researchers boiled the data down to a shape. The maps show high consistency across ages and cultures, suggesting a universal perceptual (感知的) structure beneath our varied descriptions. One key finding concerns color. When people compare hues (色调), their judgments reveal a more complex “color space” than the traditional three dimensions of red, green, and blue. Studies suggest we may perceive at least seven dimensions of color. Furthermore, individuals with different color vision produce differently shaped maps, showing that what “red” means is defined by its position within a relational network, which can vary between people. So, people within a group with shared perceptual structures are entitled to say, “My red is the same as your red.” The method also probes unconscious processing. In one experiment, a colored circle flashed too briefly for conscious awareness, yet it still influenced reaction time to a subsequent (随后的) ring. This implies the brain unconsciously compares sensations, though the unconscious comparisons appears disorganized, unlike the orderly structure of conscious experience. These structural studies offer a new way to investigate the so-called “hard problem” of consciousness: why and how physical processes in the brain give rise to subjective feelings. While this research is still evolving, it marks a shift toward a more precise science of consciousness — one that could reshape our understanding of perception, emotion, and what it means to be human. 12. How are the structural method experiments conducted? A. By analyzing descriptions to build perceptual structures. B. By comparing experiential maps across ages and cultures. C. By rating sensory similarities to construct geometric maps. D. By measuring brain signals to match universal relationships. 13. What does the color perception study show? A. Traditional color space is out of date. B. Seven color dimensions are confirmed. C. Color meaning lies in relational position. D. Individuals share identical red experience. 14. What is the purpose of paragraph 4? A. To describe the colored circle experiment. B. To show the exploration of unconsciousness. C. To illustrate the structure of unconsciousness. D. To summarize the key findings of structural studies. 15. What is the text mainly about? A. A new way to study consciousness. B. A hard problem of consciousness. C. The structure of color perception. D. The big challenge of neuroscience. 【答案】12. C 13. C 14. B 15. A 【解析】 【导语】文章主要介绍了科学家以结构法构建感官几何地图探究意识，揭示颜色多维感知及无意识加工，为破解意识难题提供新途径。 【12题详解】 细节理解题。根据第二段“In experiments, people compare pairs of colours, sounds, or emotions and rate their similarities. These data are used to create experiential “maps”, often as geometric (几何的) shapes. Through geometric analysis, researchers boiled the data down to a shape. (在实验中，人们会比较不同颜色、声音或情绪，并对其相似性进行评分。这些数据被用于创建体验性的“地图”，通常是以几何图形的形式呈现。通过几何分析，研究人员将这些数据简化为一个形状。)”可知，实验过程中人们对成对的感官体验（颜色、声音等）相似度评级，再用这些数据构建几何形状的体验“地图”。 【13题详解】 细节理解题。根据第三段“Furthermore, individuals with different color vision produce differently shaped maps, showing that what “red” means is defined by its position within a relational network, which can vary between people. (此外，不同色觉能力的人会形成形状各异的映射图，这表明“红色”的含义是由其在关系网络中的位置所决定的，而这种含义在不同人之间可能会有所差异。)”可知，这项色彩感知研究表明颜色的含义由它在关系网络中的位置决定。 【14题详解】 推理判断题。根据第四段首主题句“The method also probes unconscious processing. (该方法还探究了无意识的处理过程。)”及后文举例论证可知，本段目的是展示该方法对无意识领域的探索。 【15题详解】 主旨大意题。根据第一段“The ‘hard problem’ of consciousness — how inner sensations relate to measurable brain signals — remains challenging. To address this, neuroscientists are making finer distinctions that might crack the mystery entirely, exploring via the structural method whether we all experience sensations like colour in the same way. (‘意识的难题’——即内在感觉与可测量的脑信号之间的关系——仍然颇具挑战性。为了解决这个问题，神经科学家们正在进行更细致的区分，或许能够彻底解开这个谜团，他们通过结构方法来探究我们是否都能以相同的方式体验诸如颜色之类的感觉。)”可知，本文开篇引出意识的难题，之后全文介绍神经科学家用结构法研究意识的过程、发现，结尾总结这是研究意识问题的新方法，核心主题是“研究意识的新方法”。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Walking around university campuses day and night, students can easily see glowing blue emergency phones spread over every functional area. These devices can quickly connect users to emergency help. ___16___ Universities carry out various practical safety measures to build a reliable safety barrier for teachers and students on campus. Most young students in lower grades say they can feel a strong sense of safety on campus all the time. They mention that they can get timely help right away if they run into sudden risks or unexpected troubles on the way to classrooms and dorm buildings. Standard campus layout and complete supporting safety facilities greatly reduce students’ worries about daily personal safety. ___17___ However, safety equipment arranged by schools alone cannot achieve full protection around the clock. ___18___ Many students will kindly remind their peers to avoid quiet, dimly-lit lonely paths when walking back late at night. They look out for one another during after-school outdoor activities and choose to move in groups instead of walking alone after dark. ___19___ Campus safety risks have stayed at a very low level. Personal safety accidents and public property loss rarely take place on campus all year round. The data further indicates that the combination of school management and student caution is highly effective. In a word, campus safety relies on joint efforts. ___20___ Only with close cooperation can people keep the campus stable, orderly and safe for daily study and peaceful life. A. While challenges remain, current approaches show promising results. B. Though emergency phones are useful, high-tech systems remain essential. C. Students generally feel secure with current safety arrangements on campus. D. Professional security patrols and real-time alerts are also provided by colleges. E. Campus safety records demonstrate the success of combined preventive efforts. F. Student initiative and mutual care significantly enhance overall campus protection. G. Active participation from institutions and individuals can achieve long-term security. 【答案】16. D 17. C 18. F 19. E 20. G 【解析】 【导语】文章主要介绍了校园安全需学校设施保障与学生自我防护相结合，双方共同努力方能营造稳定有序的安全环境。 【16题详解】 根据上文“Walking around university campuses day and night, students can easily see glowing blue emergency phones spread over every functional area. These devices can quickly connect users to emergency help. (学生们日夜穿梭于大学校园之中，很容易就能看到遍布各个功能区的蓝色应急电话在闪烁着光芒。这些设备能够迅速将用户与紧急救援服务连接起来。)”及下文“Universities carry out various practical safety measures to build a reliable safety barrier for teachers and students on campus. (大学采取了各种切实可行的安全措施，为校园内的师生构筑起坚实的安全保障屏障。)”可知，上文介绍学校有应急电话保障学生安全，下文讲学校采取了多种安全措施。D选项Professional security patrols and real-time alerts are also provided by colleges. (高校还配备了专业的安全巡逻队和实时警报系统。)符合语境。 【17题详解】 该空为段末句，根据上文“Most young students in lower grades say they can feel a strong sense of safety on campus all the time. They mention that they can get timely help right away if they run into sudden risks or unexpected troubles on the way to classrooms and dorm buildings. Standard campus layout and complete supporting safety facilities greatly reduce students’ worries about daily personal safety. (大多数低年级的年轻学生表示，他们总能时刻感受到校园内的强烈安全感。他们提到，如果在前往教室和宿舍的路上遇到突发风险或意外麻烦，他们能够立即获得及时的帮助。规范的校园布局和完备的保障性安全设施大大减轻了学生对日常个人安全的担忧。)”可知，本段主要讲学生们在学校有很强的安全感。C项Students generally feel secure with current safety arrangements on campus. (学生们普遍认为，目前校园的安全安排已经足够保障他们的安全。)符合语境。 【18题详解】 根据上文“However, safety equipment arranged by schools alone cannot achieve full protection around the clock. (然而，仅靠学校提供的安全设备无法实现全天候的全面保护。)”及下文“Many students will kindly remind their peers to avoid quiet, dimly-lit lonely paths when walking back late at night. They look out for one another during after-school outdoor activities and choose to move in groups instead of walking alone after dark. (许多学生会在晚上很晚回家时，善意地提醒同伴避开那些安静、昏暗且偏僻的小路。在课后户外活动中，他们会相互照应，并且在天黑后会选择结伴而行，而不是单独行动。)”可知，本段讲仅靠学校的安全措施还不够，学生之间也要相互提醒和关心安全问题。F项Student initiative and mutual care significantly enhance overall campus protection. (学生的主动性和相互关怀显著增强了整个校园的防护能力。)符合语境。 【19题详解】 根据下文“Campus safety risks have stayed at a very low level. Personal safety accidents and public property loss rarely take place on campus all year round. The data further indicates that the combination of school management and student caution is highly effective. (校园安全风险一直保持在极低水平。全年校园内几乎不会发生个人安全事故和公共财产损失。数据还表明，学校管理与学生的谨慎相结合的效果非常显著。)”可知，本段主要是用数据证明学校安全措施的效果很好。E项Campus safety records demonstrate the success of combined preventive efforts. (校园安全记录显示了综合预防措施的成功。)可以概括下文。 【20题详解】 根据上文“In a word, campus safety relies on joint efforts. (总之，校园安全需要共同努力。)”及下文“Only with close cooperation can people keep the campus stable, orderly and safe for daily study and peaceful life. (只有密切合作，人们才能使校园保持稳定、有序和安全，以便进行日常学习和过上安宁的生活。)”可知，本段总述维护校园的长期稳定和安全，需要学校和个人的共同努力，积极参与。G. Active participation from institutions and individuals can achieve long-term security. (机构和个人的积极参与能够实现长期的安全保障。)符合语境。 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的 A、B、C、D四个选项中选出可以填入空白处的最佳选项。 On a cold Budapest afternoon,64-year-old Györgyi Petik Kis eagerly hurries to the library. She isn’t there to read, but to ___21___ Netrevalók — monthly lectures where seniors learn digital skills from teenagers. Kis, who spent four years in a state of unconsciousness, ___22___ needs mental stimulation. However, without English skills, she lacks ___23___ to navigate internet on her own. “I was afraid to click on things. What if I ___24___?” Through the program, she has learned to use Microsoft Translate — a “new tool” helping her feel less ___25___. The program ___26___ a growing digital divide. While 97% of Hungarians aged 15-50 use the internet, 90% of those over 80 do not go online. Many seniors ___27___ with basic tasks. As the library director points out, “For the elderly, going digital actually ___28___ them out.” The benefits extend both ways. Teen volunteers gain patience and ___29___ into a pre-digital world. “Talking to them is like going back in time,” says 19-year-old Sagie Fruchter. The ___30___ inspires him to design more ___31___ technology. For participants like Kis, the lectures ___32___ more than skills. They not only learn to navigate the digital world but also build meaningful ___33___ with younger generations. This simple yet powerful bridge across the technological divide ___34___ as a reminder that genuine connection depends on patience, understanding, and a mutual ___35___ to learn from one another — using the skills that truly matter to bring their worlds together. 21. A. cancel B. organize C. finance D. attend 22. A. desperately B. frequently C. originally D. temporarily 23. A. confidence B. prejudice C. judgment D. curiosity 24. A. gave up B. shut up C. messed up D. hurried up 25. A. disturbed B. disconnected C. embarrassed D. motivated 26. A. ignores B. accelerates C. creates D. bridges 27. A. communicate B. volunteer C. attempt D. struggle 28. A. shows B. picks C. leaves D. crosses 29. A. investigations B. insights C. admission D. entrance 30. A. ambition B. experience C. atmosphere D. experiment 31. A. enjoyable B. acceptable C. accessible D. favorable 32. A. offer B. own C. receive D. gain 33. A. schedules B. connections C. impressions D. reactions 34. A. doubles B. qualifies C. promises D. serves 35. A. willingness B. authority C. option D. consideration 【答案】21. D 22. A 23. A 24. C 25. B 26. D 27. D 28. C 29. B 30. B 31. C 32. A 33. B 34. D 35. A 【解析】 【导语】文章讲述了布达佩斯图书馆一项名为Netrevalók的项目，通过青少年向老年人教授数字技能，不仅帮助老年人跨越数字鸿沟、重拾自信，也让青少年获得启发与成长，搭建起代际沟通的桥梁。 【21题详解】 考查动词。句意：她去那里不是为了读书，而是去参加Netrevalók——每月一次的讲座，在讲座上老年人向青少年学习数字技能。A. cancel取消；B. organize组织；C. finance资助；D. attend参加。根据下文“monthly lectures where seniors learn digital skills from teenagers”可知，此处指参加讲座。 【22题详解】 考查副词。句意：曾昏迷了四年的Kis迫切需要精神上的刺激。A. desperately迫切地，极度地；B. frequently频繁地；C. originally最初；D. temporarily暂时地。根据上文“spent four years in a state of unconsciousness”可知，她非常需要精神上的刺激。 【23题详解】 考查名词。句意：然而，没有英语技能，她缺乏独自上网的信心。A. confidence信心；B. prejudice偏见；C. judgment判断；D. curiosity好奇心。根据下文“I was afraid to click on things”可知，她不敢操作，缺乏信心。 【24题详解】 考查动词短语。句意：要是我搞砸了怎么办？A. gave up放弃；B. shut up闭嘴；C. messed up搞砸，弄乱；D. hurried up快点。根据上文“I was afraid to click on things”可知，她担心操作失误、把事情搞砸。 【25题详解】 考查形容词。句意：通过这个项目，她学会了使用微软翻译——这个“新工具”帮助她感觉不那么脱节了。A. disturbed不安的；B. disconnected脱节的，断开联系的；C. embarrassed尴尬的；D. motivated有动力的。根据上文“she lacks   to navigate internet on her own”可知，这个工具让她不再感觉与数字世界脱节。 【26题详解】 考查动词。句意：这个项目弥合了日益扩大的数字鸿沟。A. ignores忽视；B. accelerates加速；C. creates创造；D. bridges弥合，架桥。根据下文“While 97% of Hungarians aged 15-50 use the internet, 90% of those over 80 do not go online”可知，项目的目的是缩小数字鸿沟，bridge the divide是固定搭配，意为“弥合鸿沟”。 【27题详解】 考查动词。句意：许多老年人在完成基本任务时都很吃力。A. communicate交流；B. volunteer志愿；C. attempt尝试；D. struggle挣扎，吃力地做。根据上文“90% of those over 80 do not go online”可知，老年人难以完成基本的网络操作任务，struggle with表示“在……方面吃力、挣扎”。 【28题详解】 考查动词。句意：正如图书馆馆长指出的：“对老年人来说，数字化实际上让他们脱离了群体。”A. shows展示；B. picks挑选；C. leaves使处于（某种状态）；D. crosses穿过。根据上文“90% of those over 80 do not go online”可知，数字化让他们被落下、脱离了主流生活，leave sb. out意为“使某人被冷落/排除在外”。 【29题详解】 考查名词。句意：青少年志愿者获得了耐心，也得以窥见前数字时代的世界。A. investigations调查；B. insights洞察，了解；C. admission承认；D. entrance入口。根据下文“Talking to them is like going back in time”可知，和老年人交流让他们对过去的世界有了了解。 【30题详解】 考查名词。句意：这段经历激励他设计更易使用的技术。A. ambition野心；B. experience经历；C. atmosphere氛围；D. experiment实验。根据上文“Talking to them”可知，是这段经历给他带来了启发。 【31题详解】 考查形容词。句意：这段经历激励他设计更易使用的技术。A. enjoyable愉快的；B. acceptable可接受的；C. accessible易使用的，无障碍的；D. favorable有利的。根据上文“Many seniors   with basic tasks”可知，他想要设计更易被老年人使用的、无障碍的技术。 【32题详解】 考查动词。句意：对于像Kis这样的参与者来说，这些讲座提供的不仅仅是技能。A. offer提供；B. own拥有；C. receive收到；D. gain获得。根据下文“They not only learn to navigate the digital world but also build meaningful”可知，讲座除了技能之外，还提供了更多价值。 【33题详解】 考查名词。句意：他们不仅学会了在数字世界中导航，还与年轻一代建立了有意义的联系。A. schedules日程；B. connections联系，连接；C. impressions印象；D. reactions反应。根据下文“genuine connection depends on patience”可知，此处指代际之间的联系。 【34题详解】 考查动词。句意：这座跨越科技鸿沟、朴素却又意义深远的桥梁，提醒着人们真挚的情感联结源于耐心、体谅以及彼此相互学习的共同意愿，并用这些真正重要的本领拉近两代人的距离、融合彼此的生活世界。A. doubles加倍；B. qualifies使合格；C. promises承诺；D. serves起作用，充当。根据下文“as a reminder that genuine connection depends on patience”可知，这个项目充当了提醒的作用。 【35题详解】 考查名词词义辨析。句意：这座跨越科技鸿沟、朴素却又意义深远的桥梁，提醒着人们真挚的情感联结源于耐心、体谅以及彼此相互学习的共同意愿，并用这些真正重要的本领拉近两代人的距离、融合彼此的生活世界。A. willingness意愿；B. authority权威；C. option选择；D. consideration考虑。根据上文“The benefits extend both ways”可知，老年人向青少年学习数字技能、青少年从老年人身上了解过去，双方都有学习的意愿。 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 A remarkable jade carving (玉雕) ___36___ (discover) at Liangzhu ancient city may hold the key to understanding an ancient civilization that predates (早于) what many historians believed to be China’s oldest. Located in the lower Yangtze River Basin, the site has revealed extraordinary jade artifacts ___37___ (demonstrate) delicate craftsmanship. The discoveries suggest that Liangzhu was not merely a settlement ___38___ a developed society with advanced technological abilities. The jade artifacts, particularly the ___39___ (distinct) treasures like bi discs and cong tubes, reveal a civilization with highly developed artistic traditions. These findings have inspired scholars ___40___ (reconsider) fundamental assumptions about Chinese history. The Liangzhu culture represents ___41___ significant change in our understanding of early Chinese civilization. It demonstrates that complex societies flourished in regions previously considered peripheral (周边的) to the development of Chinese civilization. The site, covering an area of over 3 million square meters, contains impressive structures including city walls and a water management system. ___42___ makes Liangzhu truly remarkable is that it predates the Shang Dynasty ___43___ nearly two thousand years. The discoveries at Liangzhu have changed our understanding of when Chinese civilization first emerged. In 2019, the Liangzhu ruins ___44___ (add) to the UNESCO World Heritage List, recognizing ____45____ (it) global significance. Today, the site attracts researchers and tourists from around the world. These jade artifacts serve as evidence of the greatest ancient Chinese civilization. 【答案】36. discovered 37. demonstrating 38. but 39. distinctive 40. to reconsider 41. a 42. What 43. by 44. were added 45. its 【解析】 【导语】文章介绍了良渚古城出土的玉雕及玉器，说明了良渚文化如何改变了人们对早期中国文明起源的传统认知。 【36题详解】 考查非谓语动词。句意：在良渚古城遗址出土的一件精美玉雕，或许能为我们解开一段古文明的奥秘，该文明的历史比许多历史学家此前认定的中国最古老文明还要久远。句中已有谓语动词may hold，空处应填非谓语动词作后置定语，修饰主语A remarkable jade carving。jade carving与动词discover之间是逻辑上的被动关系，应用过去分词。 【37题详解】 考查非谓语动词。句意：该遗址位于长江下游流域，出土了非凡的玉器，展现出精湛的工艺。句中已有谓语动词has revealed，空处需填非谓语动词作定语，修饰jade artifacts。jade artifacts与demonstrate之间为逻辑上的主动关系，应用现在分词。 【38题详解】 考查连词。句意：这些发现表明，良渚不仅仅是一个定居点，而且是一个拥有先进技术能力的高度发达的社会。空前的a settlement与空后的a developed society为两个并列的表语，且not merely...but...为固定结构，意为“不仅……而且……”，应用but连接两个并列的表语。 【39题详解】 考查形容词。句意：这些玉器，尤其是像玉璧和玉琮这样独特的珍宝，揭示了一个拥有高度发达艺术传统的文明。空处需填形容词作定语，修饰treasures。distinct的形容词形式distinctive，意为“独特的，有特色的”。 【40题详解】 考查非谓语动词。句意：这些发现促使学者们重新审视关于中国历史的基本假设。inspire sb. to do sth.为固定搭配，意为“激励某人做某事”，空处需填不定式to reconsider。 【41题详解】 考查冠词。句意：良渚文化代表着我们对早期中国文明理解的一个重大转变。空后的significant change为可数名词单数，且此处表示泛指，空处应用不定冠词a。 【42题详解】 考查主语从句。句意：让良渚真正非凡的是，它比商朝早了近两千年。空处引导主语从句，且在从句中作主语，应用what引导主语从句，位于句首时，首字母需大写。 【43题详解】 考查介词。句意：让良渚真正非凡的是，它比商朝早了近两千年。这里表示“比……早……时间”，表达时间上的幅度时，应用介词by。 【44题详解】 考查时态和语态。句意：2019年，良渚遗址被列入联合国教科文组织世界遗产名录，彰显了其全球价值意义。空处为句子谓语，复数形式主语the Liangzhu ruins与动词add之间为被动关系，且时间状语为In 2019，空处应使用一般过去时的被动语态were added。 【45题详解】 考查代词。句意：2019年，良渚遗址被列入联合国教科文组织世界遗产名录，彰显了其全球价值意义。空处需填形容词性物主代词，修饰global significance，表明其与主语the Liangzhu ruins之间的所属关系，应用its。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假定你是学生会主席，为落实“健康第一”的理念，学校准备增加校园体育活动时间。英语社团正在组织以“Health First”为主题的英语演讲比赛，请你撰写一篇演讲稿参赛，内容包括： （1）描述现状； （2）提出倡议。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear teachers and fellow students, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thank you for listening! 【答案】 Dear teachers and fellow students, Nowadays, many of us spend most of our time studying and ignore physical exercise. Lack of sports makes some of us weak and easy to feel tired, which affects our study and daily life. To change this situation, our school will increase campus sports time to uphold the “Health First” concept. I strongly advocate all of us value sports time. We can actively join in various sports activities every day, such as running and ball games. Regular exercise builds up our bodies, relieves study pressure and keeps us energetic. Let’s stick to sports and keep healthy from now on! Thank you for listening! 【解析】 【导语】本篇书面表达要求考生以学生会主席的名义，撰写一篇演讲稿参加英语社团组织的“Health First”主题英语演讲比赛，以此落实学校“健康第一”的理念，配合学校增加校园体育活动时间的安排。 【详解】1. 词汇积累 缺乏：lack of→absence of 疲惫的：tired→fatigued 参加：join in→participate in 增强：build up→strengthen 2. 句式拓展 同义句转换 原句：Regular exercise builds up our bodies, relieves study pressure and keeps us energetic. 拓展句：Not only does regular exercise build up our bodies and relieve study pressure, but it also keeps us energetic. 【点睛】【高分句型1】Lack of sports makes some of us weak and easy to feel tired, which affects our study and daily life. (运用了which引导的非限制性定语从句) 【高分句型2】To change this situation, our school will increase campus sports time to uphold the “Health First” concept. (运用了动词不定式To change作目的状语) 第二节（满分25分） 47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The blank canvas (画布) stared at me, its endless white surface seeming to laugh at my stubborn creative block. My brush felt heavy and lifeless in my hand, hanging over the palette (调色板) where paints were slowly drying into hard blobs (一团). I let out a deep sigh of frustration, the sound filling the silent studio. This painting was meant to be my masterpiece, the key work in my collection for art school applications. Yet my mind was just as empty as the canvas before me. For weeks, I had forced myself to seek inspiration. I wandered through museums, studied countless art books, and took long walks in autumn parks, hoping to catch a spark that would light up my imagination. But nothing worked. Every idea felt dull and unoriginal. I was an artist with no vision, no muse to guide me. Desperate to run away from my own failure, I picked up my jacket and a small sketchbook, stepping out to wander the city streets with no plan at all. Maybe among the busy crowds and messy city life, I could find what I was missing. The afternoon sun warmed my face as I walked, watching people hurry past with worried expressions, lost in their own worlds with headphones. I saw tall glass buildings reaching toward the sky, impressive but cold. None of it touched my heart. When my legs grew tired, I sat on a bench in a quiet, untidy square. Across from me sat an elderly lady, weak and slightly bent. Her wrinkled, aged hands moved steadily as she knitted (编织). What truly caught my eye was her expression. Her pale eyes stared at two kids laughing and sharing an ice cream. A soft and childish smile spread across her lips — not just simple joy, but a mix of memory, longing for the past, and love remembered. It was a smile that held a whole life of stories. The noisy world around me faded away. There was only her, a quiet spot of warmth in the busy city. Without thinking, my hand dashed across the sketchbook, pouring my feelings onto the page. She never noticed me. After a while, she packed her knitting and slowly walked away into the crowd. I raced back to my studio, my heart racing. That ordinary, gentle moment had given me everything. I was finally ready to paint. 注意： （1）续写词数应为150左右； （2）请按如下格式在答题卡的相应位置作答。 I was lost in painting, recreating the elderly lady from my memory. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sunlight flooded my studio as I finished the painting. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 I was lost in painting, recreating the elderly lady from my memory. My brush, once heavy and lifeless, now moved freely across the canvas, as if guided by an invisible hand. I mixed soft, warm colors to capture the wrinkles on her face and the gentle curve of her smile, pouring all my feelings of warmth and longing into every stroke. I forgot the time, the pressure of art school applications, and all my self-doubt — only the lady’s peaceful expression and the magic of that moment mattered. Sunlight flooded my studio as I finished the painting. I stepped back, my eyes filled with tears of joy. There, on the canvas, was not just a portrait of an elderly lady, but a celebration of ordinary beauty and quiet moments. The once-empty canvas now held a story, a feeling, a piece of my heart. I knew this was my masterpiece — not because it was perfect, but because it was real. It reminded me that inspiration doesn’t always come from grand things; sometimes, it’s the simple, gentle moments in life that light up our souls and unlock our creativity. 【解析】 【导语】本文以人物为线索展开，讲述作者陷入绘画创作瓶颈，外出散心时偶遇神情温柔的老妇人，获得创作灵感，完成作品后领悟到灵感源于生活平凡温暖的瞬间。 【详解】1.段落续写： ①由第一段首句内容可知，本段可描写作者沉浸其中，凭借记忆专心描摹老妇人的模样、用心投入绘画创作。 ②由第二段首句内容可知，本段可描写画作完成，作者欣赏作品并从中领悟到灵感源自生活平凡瞬间的道理。 2.续写线索：潜心作画——沉浸创作——完成画作——心生感悟——领悟真谛 3.词汇激活 行为类 ①倾注：pour…into…/devote…into… ②忘记：forget/escape one’ s mind ③退后一步：step back/draw back 情绪类 ①渴望：longing/yearning/desire ②平静的：peaceful/serene 【点睛】【高分句型1】I mixed soft, warm colors to capture the wrinkles on her face and the gentle curve of her smile, pouring all my feelings of warmth and longing into every stroke. (使用了现在分词pouring作伴随状语) 【高分句型2】It reminded me that inspiration doesn’t always come from grand things; sometimes, it’s the simple, gentle moments in life that light up our souls and unlock our creativity. (使用了that引导的主语从句及强调句型) 第1页/共1页 学科网（北京）股份有限公司 $