命题大赛 广东2025-2026学年高二英语下学期阶段测试（人教版选修三）

**基本信息** 广东高二英语下学期月考卷以120分/120分钟设计，聚焦AI教育、农场生活、气候变化等时代话题，通过真实情境考查语言理解与表达，融合思维品质与文化意识培养，适配高二学生综合能力评估需求。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|4篇+七选五/50分|细节理解、词义猜测、主旨归纳|A篇AI教育项目考信息筛选，C篇气候与作物营养培养批判性思维| |语言运用|完形+语法填空/30分|词汇辨析、语法规则、上下文逻辑|完形填空以完成父亲遗愿故事渗透情感态度，语法填空聚焦古琴文化传承| |书面表达|通知+续写/40分|应用文写作、故事创编|“节约粮食”通知强化实用表达，读后续写通过Katie午餐故事考查推理与共情能力|

应用场景：周测/单元测/月考/期中/期末/（如以上均不符合则自行添加） 广东高二英语下学期阶段测试 满分：120分 考试时间：120分钟 第一部分  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 If your teen or middle-schooler is curious about AI, they now have many options for exploring the field. In the list below, you’ll find a mix of summer AI programs in both in-person and online formats. These programs are dedicated to AI and generally geared toward teens. If you don’t have an in-person program near you, online is a great option. In-Person Camps There are a number of companies with a national reach that offer AI summer camps around the country. iD Tech, which kicked off AI summer camps a few years ago, has now expanded to offer a variety of programs. Other companies offering AI camps include Lavner Education, the Coder School and iCode School. But you don’t have to confine (限制) your search to this list alone. There may be organizations in your community that offer AI camps. You can search for programs in your community to find even more. Online-Only The Coding School offers a 5-week national research program for rising grades 9-12 ( and college freshmen) to conduct research in AI. Mentors (导师) provide personal feedback to help students conduct research and develop college-level projects and presentations. MehtA+ offers two summer camps in AI/ Machine Learning — an intensive 6-week machine learning research boot camp for grades 8-12. In the camp, students will be able to work closely with top university professors to complete an AI research project in the sciences or the humanities. Veritas AI is an AI program for high school students. In the program, students learn the fundamentals of AI, interact with world-class AI practitioners, and build personalized projects that they can use for college applications and beyond. No coding skills are required, and the program has levels for advanced students. Want to Explore AI During the School Year? If your child wants to continue exploring AI during the school year, some of the best opportunities can be found through online classes offered by the companies in this article. 1. Which company provides various programs in In-person Camps? A. iD Tech.     B. iCode School.   C. Lavner Education.    D. The Coder School. 2. What do we know about Online-Only AI programs? A. They target high school students. B. They are limited to 5 weeks at least. C. They require programming skills. D. They offer interactions with AI experts. 3. What is suggested for continuing AI exploration during the school year? A. Taking online courses. B. Visiting local companies. C. Participating in summer camps. D. Engaging in research projects. B Kristin Kimball, a travel writer, drove from New York studio to Pennsylvania to write about a young sustainable farmer she’d heard of. When she arrived at the farm, the farmer said he was too busy to be interviewed, even though they had previously scheduled it. “Instead,” Kimball remembers,“ he handed me a garden tool and said, ‘There’s the vegetable land.’ That was the first time that I actually did any farm work, and yet when I started doing the work, I was shocked at how viscerally I responded.” “And something happened that day. I just fell in love with the work.” she adds. “I think that human beings are in some way born to be farmers. This is what most people in the history of the world have focused their energy on.” In a way, Kristin Kimball was lucky. When she decided to move to a farm in upstate New York, she had no idea what she was getting into. Seven years after her life-changing move from Manhattan to Essex Farm, Kimball has documented her adjustment to rural living in her new book, The Dirty Life. The title of her book, Kimball says, comes from the fact that farm work is consistently dirty. “I had no idea you could be dirty in so many different ways,” she says. “There’s dirt. There’s blood. There’s sweat. There’s your own sweat, and the sweat of the animals.” In spite of the constant hard work, Kimball’s farm still has its quiet, romantic moments. The first year she planted potatoes, the yield (收获) was enormous — around 10,000 pounds. Friends were called to help. “It was truly fall,” Kimball writes: The air was still cold at noon despite the bright sun. We boiled potatoes in their skins in the field, and served them steaming in napkins (餐巾纸). We all warmed our chilled fingers on them, popped them open, invested them with quantities of butter and salt. If there is a more perfect way to celebrate the potato’s earthy, sustaining essence (本质), I have not discovered it yet. 4. Which of the following can best describe Kimball’s path to farming? A. Well-planned.    B. Interest-based.   C. Unexpectedly-taken.    D. Curiosity-driven. 5. What does the underlined word “viscerally” in paragraph 2 mean? A. Naturally.      B. Patiently.       C. Passively.              D. Hesitantly. 6. Why did Kimball write the book? A. To share the joy of harvest. B. To promote the benefits of farming. C. To record her adaptation to country life. D. To introduce the farming skills she learned. 7. What does Kimball intend to express in the last paragraph? A. The happiness in cooking potatoes. B. The satisfaction gained from farm life. C. The significance of teamwork in farming. D. The challenges of farming in cold weather. C The ongoing climate change is ready to have serious and lasting consequences for plants across the globe. A research conducted by Liverpool John Moores University, UK is primarily focused on exploring how the nutritional content of food crops may be affected by the interacting effects of rising CO2 levels and increasing temperatures associated with climate change. The research is focused on popular leafy vegetables, including kale, rocket and spinach. For this project, these crops are grown in environment-controlled growth rooms at Liverpool John Moores University, and the CO2 and temperature levels are changed to look like the UK’s predicted future climate conditions. After the plants have been grown under climate change conditions, their nutritional quality was analyzed. Early results from this project suggest that raised levels of atmospheric CO2 can help crops grow faster and bigger, but certainly not healthier. After some time, the crops showed a reduction in key minerals like Ca and certain antioxidant compounds (抗氧化化合物). These changes were worsened by rising temperatures. A key early finding is that different crops have responded differently to these climate change stressors, with some species reacting more intensely than others. “This diversity in response highlights that we can’t generalize across crop species. This complexity has been both fascinating and challenging and reminds us why it’s important to study multiple stressors together,” says Jiata Ugwah Ekele, a PhD student at Liverpool John Moores University, UK. This nutritional imbalance poses serious health implications for humanity. While higher CO2 levels can increase the concentration of sugars in crops, it can decrease essential proteins, minerals and antioxidants. “This changed balance could contribute to diets that are higher in calories but poorer in nutritional value,” says Ms. Ekele. “Increased sugar content in crops, especially fruits and vegetables, could lead to greater risks of extreme overweight and type 2 diabetes — particularly in populations already struggling with these diseases.” 8．What is the focus of the study? A．Future climate conditions in the UK. B．New types of leafy vegetables in the UK. C．The way to grow crops faster in greenhouses. D．Climate change and its impact on crop nutrition. 9．What was the condition of the crops grown for this research project? A．Thinner air. B．Controlled water. C．Higher CO2 level. D．Lower temperature. 10．How does Ms. Ekele sound in the last paragraph? A．Annoyed. B．Concerned. C．Satisfied. D．Confident. 11．What can be a suitable title for the text? A．Bigger crops, fewer nutrients B．Faster growth, richer minerals C．Warmer climate, balanced crops D．Higher CO2, healthier vegetables D Many of us have got into the habit of listening to podcasts, audiobooks and other online content at increased playback speeds—a norm even for younger people. One survey of students in California found 89% adjusted online lecture speeds,with widespread media coverage of this common practice. Faster playback offers clear advantages.It enables you to consume more content in the same amount of time or replay the same content for better absorption.This could be particularly useful in an educational context, where it might free up time for knowledge application practice.Watching quickly is also potentially a good way to help sustain your attention and engagement for the entire duration to avoid the mind wandering. There are, however, disadvantages. While people can process speech at 150-450 words per minute,the real concern lies in the quality and longevity of the memories formed. New information is first held in working memory, which has a limited capacity. If information arrives too quickly, this system can be overwhelmed,causing mental overload and information loss. A recent comprehensive analysis of 24 studies on learning from video lectures, led by Theepan Tharumalingam from University of Waterloo, lends strong support to this claim. In these studies, participants were randomly assigned to watch lectures at normal speed or at increased speeds(1.25x to 2.5x), then tested on the content. The analysis revealed that increasing playback speed had increasingly negative effects on test performance. At speeds of up to 1.5x, the cost was very small. But at 2x and above, the negative effect was moderate to large. However, we don't yet know whether regular fast playback reduces its negative effects—such as coping with higher cognitive load and reducing memory loss. Neither is there any scientific evidence for potential long-term effects of fast playback on mental function and brain activity, which could be positive or negative in theory. Even if 1.5x playback does not harm memory, there is evidence to suggest the experience is less enjoyable, possibly affecting people's learning motivation and leading to avoidance. On the other hand, faster playback has become popular, so maybe once people get used to it, it's fine—hopefully we'll understand these processes better in the years to come. 12. How do students benefit from faster playback? A. By fitting in with their classmates. B. By ensuring better memory of lectures. C. By saving more time for hands-on practice. D. By focusing on the more engaging content. 13. What potential risk may faster playback cause? A.Permanent damage to brain function B.Limited capacity of working memory C.Failure to pass learning assessment tests. D.Reduced quality of information absorbed. 14. How did the author prove the disadvantages of faster playback? A. By providing video lectures. B. By citing a research review. C. By conducting an experiment. D. By interviewing the students. 15. What is the author's attitude towards faster playback? A. Approving. B. Pessimistic. C. Intolerant. D. Objective. 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。 At first glance, the idea of living a minimalist (极简主义的) lifestyle may sound difficult, restrictive, or even boring. I was a bit doubtful when I first decided to take on minimalist living. ____16____ Becoming a minimalist has given me more time and freedom for what I love and value. It’s pretty common for beginners to think that minimalism starts with hard-to-manage habits and rules. ____17____ Minimalism starts with your mindset the lens through which you are viewing your life, then moves outward from there to become actionable habits and steps. Another big misunderstanding when it comes to living a minimalist life is that the main goal of becoming a minimalist is to get rid of as much stuff as possible. Wrong again! The main goal of minimalism is to get rid of the things that don’t contribute to the value of your daily life. ____18____ In order to make more space for the things you value, you first have to identify what those things are. Ask yourself what your life could use more of and what you could use less of in your day-to-day life. ____19____ If something is annoying you in your day-to-day life, you had better address these things and keep them from dragging you down further. ____20____ When you’re getting started, don’t focus too much on the end result or on the most difficult things to change. Start with the easiest things to change and work your way up from there. Making small amounts of progress can help improve your motivation and inspire you to keep going. A. It’s nothing but an excuse. B. This couldn’t be further from the truth! C. Fixing what bothers you is also necessary. D. This leaves more space for you to boost productivity. E. But doing so has given me a life I genuinely love living. F. So you can make space for what’s most important to you. G. Just start simple and realize becoming a minimalist is a journey. 第二部分 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。 （原创）The handwritten bucket list of the 60 goals, found in Laura’s father’s possessions, changed her life greatly. In 2016, Laura 21 a worn paper among her father’s belongings. It was a list of 60 lifetime goals, written by her father who died in a car crash 13 years ago. Laura had never fully 22 his death. Her heart sank seeing only five 23 . “You have to finish his list,” Steven suggested, as though 24 her mind, “This is your book.”. The words 25 Laura, as a freelance writer, who always wanted to write a book about her father. Despite society’s 26 for her to settle down at 38, she decided to step into the great unknown. The first goal, “run 10 miles straight,” 27 her physically. When exhaustion 28 her, a voice seemed to remind her of her choice, giving her the 29 to continue. Skydiving, a 30 task, filled her with fear, but she felt her father’s 31 . Surfing in the Pacific was equally difficult. Almost twenty 32 later, she managed to find the surface. It was terrifying, but she couldn’t 33 . Driving a Corvette, the most challenging goal, tested her mental power. Since her father’s accident, she was 34 as she got into the driver’s seat. But she realized her dad would’ve loved this, pressing on the accelerator. On December 27, 2022, recording the last song linked to her father’s care, marked the end of her six-year 35 , which not only honored her father but also helped Laura heal and embrace life fully. 21. A.took away B. came across C. put aside D. picked up 22. A. relieve B. tolerate C. bear D. accept 23. A. completed B. canceled C. corrected D. collected 24. A.understanding B. writing C. reading D. ignoring 25. A. motivated B. persuaded C. advised D. reminded 26. A. demands B. wishes C. pressures D. expectations 27. A. challenged B. troubled C. bothered D. puzzled 28. A. defeated B. overtook C. overwhelmed D. overcame 29. A. spirit B. courage C. determination D. belief 30. A. thrilling B. terrifying C. exciting D. rewarding 31. A. support B. guidance C. presence D. encouragement 32. A. experiences B. attempts C. moments D.lessons 33. A. give away B. give in C. give out D. give up 34. A.laughing B. relaxing C. panicking D. concentrating 35. A. struggles B. adventure C. exploration D. journey 第二节（共10小题；每小题1.5分，满分15分） 阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。 Driven by a great passion for guqin, 36 is an ancient Chinese instrument, Li Xiangting, a professor at the Central Conservatory of Music in Beijing, 37 (spend) nearly 70 years mastering and promoting it since his first encounter with it. In 1958, Li became the only guqin major in the Traditional Chinese Instruments Department. Given that guqin was 38 (relative) unknown, Li was often ignored. Everyone considered it out of date, 39 he thought it should enjoy an important position and was determined to make it 40 (appreciate) by everyone. In order to introduce it 41 a global audience, Li innovated while honoring the instrument’s rich traditions. Later, he also produced teaching videos, 42 (publish) books, and released albums, significantly boosting the instrument’s 43 (popular). In the following years, more enthusiasts and musicians like Li worked on the art. With 44 (they) efforts, the UNESCO recognized the art as an intangible (非物质的) heritage of humanity in 2003. Moreover, his daughter, Li Pengpeng, has followed in her father’s footsteps, 45 (serve) as an ambassador (大使) in promoting traditional Chinese culture. 第三部分：书面表达（满分40分） 第一节：小作文（满分15分） 你校英文报计划举办主题为“携手行动，节约粮食”(“Hand in Hand, Save the Food”)的作文比赛。请你写一则活动通知，内容包括： 1. 介绍活动目的； 2. 说明参赛时间、提交地点及作品主要内容； 3. 注意事项（原创、字数要求等）。 Notice _________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________ Editorial Department of the English Newspaper 第二节：读后续写（满分25分） 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。 Katie always“lost”her lunch Katie was exceptionally small. We were in the fifth grade, but she was as short as a third grader. Although her body was small, Katie was big at heart. She had a sharp mind, too. Sometimes she got her share of teasing, but Katie knew how to handle it. All the kids who knew Katie liked her a lot. Katie loved helping others in the class, so whenever someone was stuck on the computer, he always called her for help and advice. Katie loved jokes and she always had a joke that would cheer someone up whenever he was down. She was truly the most kind and generous friend anyone could ask for. But the other day she was in big trouble. She was such a sweet kid, a third - grade teacher always dreamed of having a classroom filled with students like Katie. She was never ever a discipline (经律)problem. I just couldn't imagine why she had made her parents so angry. It seemed that Katie had been running up (积) sizable charges in the lunchroom, Her parents explained that Katie brought a great homemade lunch each day, and there was no reason for her to buy school lunch. They assumed a sit-down with Katie would solve the problem, but failed. So they asked me to help them get to the bottom of this situation. So the next day, I asked Katie to my office. “Why are you charging (记账) lunches, Katie? What happens to your homemade lunch?” I asked,“I lose it." she responded. I leaned back in my chair and said,“I don't believe you, Katie" She didn't care. “Is someone stealing your lunch, Katie? I took a new track.“No. I just lose it," she said. Well, there was nothing else I could do. 注意： 1. 所续写短文的词数应为150词左右； 2. 续写部分分为两段，每段的开头语已为你写好； Para.1: The problem was still unsolved the next week until I noticed a boy in the school canteen.___________________________________________________________________________________________________________________________________________________________ Para.2: Katie asked me not to tell her parents. ____________________________________________ _________________________________________________________________________________ 第 1 页 共 8 页 学科网（北京）股份有限公司 $ 广东高二英语下学期阶段测试 答案及解释 A篇 ADA (导语)本文针对对人工智能感兴趣的青少年，介绍了两类专属AI暑期探索项目——线下营地和线上课程，分别列举了优质项目机构、课程特色与适配人群，同时给出了学年期间继续学习AI的可行建议，为家长和学生提供清晰的AI学习路径参考。 第1题: A 题干问 “哪个公司在‘线下夏令营’中提供多种项目”。 根据原文第二段 “In-Person Camps” 部分：“iD Tech, which kicked off AI summer camps a few years ago, has now expanded to offer a variety of programs.” (iD Tech几年前就推出了AI暑期营地，如今已拓展业务，开设各类相关项目。)明确提到 iD Tech 提供多种项目。其他选项（iCode School、Lavner Education、The Coder School）仅被列为提供 AI 营地的公司，未提及 “多种项目”。故答案为 A。 第2题: D 题干问 “关于纯线上 AI 项目，我们能知道什么”。 原文线上项目板块；MehtA+...students will be able to work closely with top university professors；Veritas AI...interact with world-class AI practitioners.(MehtA+项目允许学生与顶尖大学教授密切合作；Veritas AI项目让学生与世界级AI从业者交流互动。)A 错误：原文提到 The Coding School 针对 “rising grades 9-12 (and college freshmen)”，MehtA + 针对 “grades 8-12”，并非仅 “高中生”；B 错误：The Coding School 为 5 周，MehtA + 为 6 周，但 “at least 5 周” 并非 “普遍限制”，且题干无 “至少” 依据；C 错误：Veritas AI 明确提到 “No coding skills are required”；D 正确：MehtA + 提到 “work closely with top university professors”，Veritas AI 提到 “interact with world-class AI practitioners”，均体现 “与 AI 专家互动”。故答案为 D。 第3题: A 题干问 “学年期间继续探索 AI 的建议是什么”。 根据原文最后一段：“If your child wants to continue exploring AI during the school year, some of the best opportunities can be found through online classes offered by the companies in this article.” (如果你的孩子想在学年期间继续探索人工智能，本文中提到的这些公司开设的线上课程，能提供一些绝佳的学习机会。)明确建议 “参加线上课程”。故答案为 A。 B篇CACB [导语]旅行作家克里斯汀·金博尔原本前往宾夕法尼亚州采访一位可持续农场主，却因农场主临时安排，意外开启了农活体验，也彻底爱上了农耕生活。她毅然辞去曼哈顿的都市工作，搬到纽约北部农场，并用书籍记录下自己适应乡村生活的全过程，即便农活繁重辛苦，她依然在田园劳作中收获了独有的宁静、浪漫与满足。 4. C 推理判断题（农耕之路的特点） 第一段、第四段开头；Kristin Kimball, a travel writer, drove from New York studio to Pennsylvania to write about a young sustainable farmer she’d heard of. When she decided to move to a farm in upstate New York, she had no idea what she was getting into.(旅行作家克里斯汀·金博尔从纽约工作室驱车前往宾夕法尼亚州，只为撰写一位她听闻的年轻可持续农场主的故事。当她决定搬到纽约北部农场时，她完全不知道自己将要面对什么。)金博尔最初只是去采访农场主，并非计划从事农耕，转行务农完全是意外之举。A项“精心规划的”与原文相悖；B项“基于兴趣”、D项“好奇心驱使”均是后续感受，并非她走上农耕之路的初衷，故选C。 5.A 词义猜测题（划线词含义） 第二段；That was the first time that I actually did any farm work, and yet when I started doing the work, I was shocked at how viscerally I responded.(那是我第一次真正干农活，可当我开始劳作时，我被自己本能的反应震惊了。)结合后文“爱上农活”“人类天生就该是农夫”可知，她对农活的反应是发自内心、自然而然的。B项“耐心地”、C项“被动地”、D项“犹豫地”均不符合语境，故选A。 6.C 细节理解题（写书目的） 第四段；Kimball has documented her adjustment to rural living in her new book, The Dirty Life.(金博尔在她的新书《泥泞生活》中，记录了自己适应乡村生活的过程。)原文明确提到写书是为了记录自己适应乡村生活的经历，C项与原文完全契合。A项“分享丰收喜悦”、B项“宣传农耕好处”、D项“介绍农耕技巧”均不是写书的核心目的，排除。 7. B 写作意图题（最后一段情感表达） 最后一段；In spite of the constant hard work, Kimball’s farm still has its quiet, romantic moments. If there is a more perfect way to celebrate the potato’s earthy, sustaining essence, I have not discovered it yet.(尽管农活繁重且不间断，金博尔的农场依旧有着宁静、浪漫的瞬间。如果还有更完美的方式来歌颂土豆质朴、滋养万物的本质，我至今尚未发现。)最后一段描绘了丰收后大家共享土豆的温馨场景，传递出金博尔从农场生活中收获的满足感与幸福感。A项“煮土豆的快乐”、C项“农耕团队合作的意义”、D项“寒冷天气农耕的挑战”均为片面表述，故选B。 【答案】8．D 9．C 10．B 11．A 【导语】本文是一篇说明文。主要介绍英国一项研究探讨气候变化下二氧化碳浓度和气温上升对作物营养成分的影响，及其带来的健康隐患。 8．细节理解题。根据第一段中的“A research conducted by Liverpool John Moores University, UK is primarily focused on exploring how the nutritional content of food crops may be affected by the interacting effects of rising CO2 levels and increasing temperatures associated with climate change.(英国利物浦约翰摩尔斯大学开展的一项研究，主要聚焦于探索与气候变化相关的二氧化碳浓度上升和气温升高的共同作用，会如何影响粮食作物的营养成分)”可知，该研究的核心是气候变化及其对作物营养的影响。故选D项。 9．细节理解题。根据第二段中的“For this project, these crops are grown in environment-controlled growth rooms... and the CO2 and temperature levels are changed to look like the UK’s predicted future climate conditions.(在该项目中，这些作物种植在环境可控的生长室中，二氧化碳和气温水平被调节至英国未来预测的气候状况)”以及第三段中的“Early results from this project suggest that raised levels of atmospheric CO2 can help crops grow faster and bigger(该项目的初步结果表明，大气中二氧化碳浓度升高能促使作物长得更快、更大)”可知，研究中作物的生长环境具有较高的二氧化碳浓度。故选C项。 10．推理判断题。根据最后一段““This changed balance could contribute to diets that are higher in calories but poorer in nutritional value,” says Ms. Ekele. “Increased sugar content in crops, especially fruits and vegetables, could lead to greater risks of extreme overweight and type 2 diabetes — particularly in populations already struggling with these diseases.”(埃克莱女士表示：“这种营养平衡的改变，可能会导致人们的饮食热量更高、但营养价值却更低。”“农作物中糖分含量的增加 —— 尤其是果蔬类作物 —— 可能会提高重度肥胖和2型糖尿病的患病风险，对那些本就深受这些疾病困扰的人群来说，情况尤为严重。”)”可知，她的话语中充满了对作物营养变化给人类健康带来隐患的担忧。故选B项。 11．主旨大意题。通读全文，并结合第三段中“Early results from this project suggest that raised levels of atmospheric CO2 can help crops grow faster and bigger, but certainly not healthier. After some time, the crops showed a reduction in key minerals like Ca and certain antioxidant compounds. These changes were worsened by rising temperatures.(该项目的初步研究结果显示，大气中二氧化碳浓度的升高确实能促进作物生长得更快、植株更大，但这绝不意味着作物变得更健康。经过一段时间的生长后，这些作物体内的钙等关键矿物质以及某些抗氧化化合物的含量均出现了下降，而气温的持续升高则进一步加剧了这些变化)”可知，文章核心围绕气候变化（二氧化碳浓度升高、气温上升）展开，指出其虽能让作物长得更大更快，但会导致关键矿物质、抗氧化化合物等营养成分减少，形成“作物更大，营养更少”的现象。A项“更大的作物，更少的营养”能概括主旨，适合作为本文标题。故选A项。 【答案】12. C 13. D 14. B 15. D 【导语】本文是一篇说明文。【导语】当下倍速播放网课、播客等内容已成普遍习惯，学生群体尤为常见。这种方式既能高效吸收内容、节省实践时间、集中注意力，也会因语速过快导致记忆超载、降低信息吸收质量。研究显示2倍速及以上负面影响明显，其长期影响尚无定论，作者对此持谨慎态度。 12.C 细节理解题（考查益处） 第二段（优势段）：This could be particularly useful in an educational context, where it might free up time for knowledge application practice.(这在教育场景中尤其实用，它可以腾出时间用于知识应用练习。) 倍速播放在学习场景中能腾出时间用于知识应用实践，C选项“节省更多时间用于动手实践”与原文完全契合。A项文中无依据，B项与倍速损害记忆的文意相悖，D项曲解“维持注意力”的含义，均排除。 13. D. 细节理解题（考查潜在风险） 第四段（弊端段）：the real concern lies in the quality and longevity of the memories formed. If information arrives too quickly, this system can be overwhelmed, causing mental overload and information loss.(真正令人担忧的是所形成记忆的质量和持久性。如果信息传入过快，这一记忆系统会不堪重负，进而导致脑力超负荷、信息流失。)语速过快会导致工作记忆超载，降低记忆质量、造成信息流失，D选项“吸收信息的质量下降”精准概括风险。A项夸大危害、B项偷换概念、C项表述绝对，均排除。 14. B 推理判断题（考查论证方法） 第五段（研究论证段）：A recent comprehensive analysis of 24 studies on learning from video lectures, led by Theepan Tharumalingam from University of Waterloo, lends strong support to this claim.(滑铁卢大学西潘·塔鲁马林厄姆主导的一项针对24项视频课程学习研究的近期综合分析，为这一观点提供了有力支撑。)作者引用针对24项研究的综合分析（即研究综述）论证弊端，并非自行实验、提供视频或采访学生，因此选B。 15. D.观点态度题（考查作者立场） 第六、七段（作者态度段）：However, we don't yet know whether regular fast playback reduces its negative effects...Neither is there any scientific evidence for potential long-term effects...hopefully we'll understand these processes better in the years to come.(然而，我们尚不清楚长期倍速播放是否能减轻其负面影响……也没有科学证据表明倍速播放对心理功能和大脑活动存在潜在长期影响……希望未来几年我们能更好地理解这些过程).作者客观分析利弊，明确长期影响暂无科学证据，既不盲目赞同也不彻底否定，态度客观谨慎，故选D。 【答案】16. E    17. B    18. F    19. C    20. G 【导语】本文是一篇说明文。主要介绍极简主义生活方式的常见误解，并给出开启极简主义生活的实用建议。 【16题详解】根据上文“I was a bit doubtful when I first decided to take on minimalist living.(当我第一次决定开始极简主义生活时，我有些怀疑)”以及下文“Becoming a minimalist has given me more time and freedom for what I love and value.(成为一名极简主义者让我有更多时间和自由去追求我热爱和珍视的事物)”可知，此处应表转折，衔接最初的怀疑与后来的收获，E选项“But doing so has given me a life I genuinely love living.(但这样做给了我一种我由衷热爱的生活)”中的doing so指代上文的take on minimalist living，既转折又呼应下文的积极影响，符合语境。故选E项。 【17题详解】根据上文“It’s pretty common for beginners to think that minimalism starts with hard-to-manage habits and rules.(初学者通常认为极简主义始于难以坚持的习惯和规则)”以及下文“Minimalism starts with your mindset, the lens through which you are viewing your life, then moves outward from there to become actionable habits and steps.(极简主义始于你的心态 —— 这是你看待生活的视角，而后从心态出发向外延伸，逐步转化为切实可行的习惯和行动步骤)”可知，上文的观点与实际情况不符，此处应否定上文观点，B选项“This couldn’t be further from the truth!(这与事实相去甚远！)”既指出上文观点错误，又引出下文对极简主义真正起点的阐述，符合语境。故选B项。 【18题详解】根据上文“The main goal of minimalism is to get rid of the things that don’t contribute to the value of your daily life.(极简主义的主要目标是摆脱那些对日常生活价值无益的东西)”可知，此处应说明摆脱无用之物的目的，F选项“So you can make space for what’s most important to you.(这样你就能为对你最重要的东西腾出空间)”中的So承接上文，make space呼应上文get rid of the things，符合语境。故选F项。 【19题详解】根据上文“Ask yourself what your life could use more of and what you could use less of in your day-to-day life.(问问自己，在日常生活中，你的生活需要更多什么，更少什么)”以及下文“If something is annoying you in your day-to-day life, you had better address these things and keep them from dragging you down further.(如果日常生活中有什么事让你心烦，你最好着手解决这些问题，别让它们继续拖累你)”可知，此处应衔接上文的自我审视，引出解决烦恼的必要性，C选项“Fixing what bothers you is also necessary.(解决困扰你的问题也是必要的)”既呼应下文的annoying you、address these things，又补充上文的建议，符合语境。故选C项。 【20题详解】根据下文“When you’re getting started, don’t focus too much on the end result or on the most difficult things to change. Start with the easiest things to change and work your way up from there.(开始的时候，不要太关注最终结果或最难改变的事情。从最简单的事情开始，然后逐步推进)”可知，本段核心是建议从简单开始，循序渐进，G选项“Just start simple and realize becoming a minimalist is a journey.(从简单开始，意识到成为一名极简主义者是一个过程)”作为段首句，概括本段主旨，与下文的具体建议相呼应，符合语境。故选G项。 【答案】21. B 22. D 23. A 24. C 25. A 26. D 27. A 28. C 29. B 30. B 31. C 32. B 33. A 34. B 35. D 21. 答案：B. came across 考查能力：考查上下文语境理解及动词短语辨析能力。 解析：根据文中 “In 2016, Laura … a worn paper among her father’s belongings.” 可知，此处描述劳拉在父亲的物品中发现纸张的情景。“came across” 意为 “偶然发现”，符合在整理物品时意外发现纸张的语境；“took away” 表示 “拿走”；“put aside” 表示 “把…… 放在一边”；“picked up” 表示 “捡起；学会” 等，均不符合 “偶然发现” 的语义，所以答案是 B。 22. 答案：D. accept 考查能力：考查上下文语境理解及动词辨析能力。 解析：从 “Laura had never fully … his death.” 可知，劳拉的父亲在 13 年前因车祸去世，此句表达劳拉一直未能完全从心理上接纳父亲的离世。“accept” 有 “接受（事实）” 之意，符合语境；“relieve” 意为 “缓解”；“tolerate” 意为 “容忍”；“bear” 意为 “忍受” ，这三个词均不能准确表达 “接受父亲去世这一事实” 的含义，故答案为 D。 23. 答案：A. completed 考查能力：考查上下文语境理解及动词辨析能力。 解析：依据 “It was a list of 60 lifetime goals” 以及 “Her heart sank seeing only five …” 可知，清单上列有 60 个终生目标，而她看到只有五个目标被完成，因此心情沉重。“completed” 表示 “完成”，符合语义；“canceled” 意为 “取消”；“corrected” 意为 “纠正”；“collected” 意为 “收集” ，均不符合目标完成情况的描述，所以选 A。 24. 答案：C. reading 考查能力：考查上下文语境理解及固定搭配运用能力。 解析：由 “‘You have to finish his list,’ Steven suggested, as though … her mind” 可知，史蒂文的建议就好像他读懂了劳拉的心思。“reading one's mind” 为固定搭配，意为 “读懂某人的心思” ，“understanding”（理解）虽意思相近，但无此固定用法；“writing”（写）和 “ignoring”（忽视）均不符合语境，答案是 C。 25. 答案：A. motivated 考查能力：考查上下文语境理解及动词辨析能力。 解析：根据 “The words … Laura, as a freelance writer, who always wanted to write a book about her father.” 可知，史蒂文的话激励了一直想写关于父亲书籍的自由撰稿人劳拉。“motivated” 表示 “激励；激发” ，符合语境；“persuaded” 意为 “说服”；“advised” 意为 “建议”；“reminded” 意为 “提醒” ，均不能准确表达史蒂文的话对劳拉产生的激励作用，所以选 A。 26. 答案：D. expectations 考查能力：考查上下文语境理解及名词辨析能力。 解析：从 “Despite society’s … for her to settle down at 38, she decided to step into the great unknown.” 可知，尽管社会对 38 岁的她有安定下来的期望，但她还是决定冒险。“expectations” 意为 “期望” ，“society’s expectations” 是常见搭配；“demands” 意为 “要求”，语气过重；“wishes” 意为 “愿望”；“pressures” 意为 “压力” ，均不符合 “社会期望” 的语义，故答案为 D。 27. 答案：A. challenged 考查能力：考查上下文语境理解及动词辨析能力。 解析：由 “The first goal, ‘run 10 miles straight,’ … her physically.” 可知，“连续跑 10 英里” 这个目标从身体上对劳拉形成了挑战。“challenged” 表示 “挑战；考验” ，符合目标对劳拉身体能力考验的语境；“troubled” 意为 “使烦恼”；“bothered” 意为 “打扰”；“puzzled” 意为 “使困惑” ，均不能准确表达目标对身体的挑战，所以答案是 A。 28. 答案：C. overwhelmed 考查能力：考查上下文语境理解及动词辨析能力。 解析：根据 “When exhaustion … her, a voice seemed to remind her of her choice” 可知，当疲劳感强烈地笼罩她时，一个声音提醒她想起自己的选择。“overwhelmed” 有 “（情感、感觉等）使某人难以承受；淹没” 的意思，符合疲劳感强烈的语境；“defeated” 意为 “打败”；“overtook” 意为 “追上”；“overcame” 意为 “克服” ，均不符合此处疲劳状态的描述，故答案为 C。 29. 答案：B. courage 考查能力：考查上下文语境理解及名词辨析能力。 解析：从 “a voice seemed to remind her of her choice, giving her the … to continue.” 可知，那个声音提醒她的选择，给了她继续下去的勇气。“courage” 表示 “勇气” ，在她疲惫想放弃时，是勇气让她继续，符合语境；“spirit” 意为 “精神”，概念较宽泛；“determination” 意为 “决心”；“belief” 意为 “信念” ，均不如 “courage” 贴切，所以选 B。 30. 答案：B. terrifying 考查能力：考查上下文语境理解及形容词辨析能力。 解析：依据 “Skydiving, a … task, filled her with fear” 可知，跳伞是一项令人恐惧的任务。“terrifying” 意为 “令人恐惧的” ，与 “filled her with fear” 相呼应；“thrilling” 意为 “令人兴奋的”；“exciting” 意为 “令人激动的”；“rewarding” 意为 “有回报的” ，均不符合 “恐惧” 的语义，所以答案是 B。 31. 答案：C. presence 考查能力：考查上下文语境理解及名词辨析能力。 解析：由 “but she felt her father’s …” 以及前文她在完成目标过程中常感觉父亲给予力量可知，此处表示她感觉到了父亲的存在。“presence” 有 “存在” 之意，符合语境；“support” 意为 “支持”；“guidance” 意为 “指导”；“encouragement” 意为 “鼓励” ，相比之下 “presence” 更能体现她感觉父亲在身边的感受，故答案为 C。 32. 答案：B. attempts 考查能力：考查上下文语境理解及名词辨析能力。 解析：根据 “Surfing in the Pacific was equally difficult. Almost twenty … later, she managed to find the surface.” 可知，在太平洋冲浪很困难，经过近二十次尝试后，她才设法浮出水面。“attempts” 表示 “尝试” ，符合她多次尝试冲浪的语境；“experiences” 意为 “经历”；“moments” 意为 “时刻”；“lessons” 意为 “课程；教训” ，均不符合 “尝试冲浪” 的语义，所以选 B。 33. 答案：A. give up 考查能力：考查上下文语境理解及动词短语辨析能力。 解析：由 “Surfing in the Pacific was equally tough, with numerous wipeouts, yet she didn’t...” 可知，“yet” 表转折，尽管冲浪困难重重，但她没有放弃。“give up” 表示 “放弃” ，符合语境；“give in” 意为 “屈服”；“give out” 意为 “分发；用尽”；“give away” 意为 “赠送；泄露” ，均不符合她坚持完成目标的语义，所以答案是 A。 34. 答案：B. strength 考查能力：考查上下文语境理解及名词辨析能力。 解析：从 “Driving a Corvette, the most challenging goal, tested her mental...” 可知，驾驶克尔维特考验她的心理承受力。“mental strength” 表示 “心理力量；意志力” ，为常见搭配；“power” 意为 “力量；权力”，更侧重于能力或权力方面；“ability” 意为 “能力”，强调做某事的技能；“capacity” 意为 “能力；容量” ，均不如 “strength” 准确表达心理意志力的含义，故答案为 B。 35. 答案：D. journey 考查能力：考查上下文语境理解及名词辨析能力。 解析：根据 “On December 27, 2022, recording the last song linked to her father’s care, marked the end of her six-year …, which not only honored her father but also helped Laura heal and embrace life fully.” 可知，此处需要一个词来概括她完成父亲目标清单的这六年过程。“journey” 表示 “旅程；历程” ，既可以指实际的旅行，也可比喻人生的经历，符合语境；“struggles” 意为 “挣扎”；“adventure” 意为 “冒险”；“exploration” 意为 “探索” ，均不能准确概括这六年的经历，所以答案是 D。 第一节：小作文（满分15分） Welcome to Join the English Writing Competition Our school English newspaper is excited to announce the upcoming writing competition, themed “Hand in Hand, Save the Food”. The competition aims to raise awareness about the importance of saving food. All students are encouraged to participate. Entries should consist of an original piece of writing, focusing on the theme of food waste and showing how we can contribute to its reduction. Please submit your entries to the English Department mailbox by the deadline of June 1st. We look forward to your participation and creative submissions. 第二节读后续写 The problem was still unsolved the next week until I noticed a boy in the school canteen. Seated alone in the corner, the thin and quiet boy looked upset and hungry, with no lunch on his table. Hardly had I observed him carefully when Katie came up to him slowly. Without a word, she put her homemade lunch gently in front of the boy, a warm and caring smile on her face. Then she walked to the counter to buy a small snack, which was exactly why she had run up charges in the lunchroom. At that moment, it suddenly dawned on me that Katie had never lost her lunch; she had been giving it away to help the poor classmate in secret. Katie asked me not to tell her parents. With her eyes shining brightly, she begged me in a soft voice, hoping to protect the boy’s pride. Deeply struck by her kindness and consideration, I gave her my firm promise. Small as she was, Katie had a heart full of love and courage. This experience made me realize that true kindness is not about being praised, but about helping others silently and respecting their feelings. It was this little girl who taught me the most valuable lesson about love and selflessness in my life. 1 学科网（北京）股份有限公司 $Sheet1 题号 题型 分值 知识点 难度系数（预估） 1 细节理解题 2.5 应用文细节检索、信息定位 0.75 2 细节理解题 2.5 应用文细节检索、信息定位 0.75 3 细节理解题 2.5 应用文细节检索、信息定位 0.75 4 词义猜测题 2.5 记叙文词义猜测、上下文语境理解 0.7 5 推理判断题 2.5 记叙文推理判断、细节理解 0.7 6 细节理解题 2.5 记叙文细节理解、人物经历梳理 0.7 7 主旨大意题 2.5 记叙文主旨大意、标题归纳 0.7 8 细节理解题 2.5 科普说明文细节理解、研究内容提取 0.68 9 推理判断题 2.5 科普说明文推理判断、研究结论推断 0.68 10 观点态度题 2.5 科普说明文作者观点态度 0.68 11 标题归纳题 2.5 科普说明文主旨大意、标题归纳 0.68 12 细节理解题 2.5 议论文细节理解、核心观点提取 0.65 13 推理判断题 2.5 议论文推理判断、论证逻辑理解 0.65 14 细节理解题 2.5 议论文细节理解、概念辨析 0.65 15 作者态度题 2.5 议论文作者观点态度 0.65 16 过渡句衔接题 2.5 篇章逻辑、过渡句衔接、上下文语境 0.62 17 细节支撑句题 2.5 篇章逻辑、细节支撑、上下文语境 0.62 18 段落主题句题 2.5 篇章逻辑、主旨概括、段落主题句 0.62 19 过渡句衔接题 2.5 篇章逻辑、过渡句衔接、上下文语境 0.62 20 细节收尾句题 2.5 篇章逻辑、收尾句衔接、上下文语境 0.62 21 动词词义辨析题 1 动词词义辨析、记叙文语境逻辑、固定搭配 0.6 22 名词词义辨析题 1 名词词义辨析、记叙文语境逻辑 0.6 23 形容词词义辨析题 1 形容词词义辨析、记叙文情感语境 0.6 24 副词词义辨析题 1 副词词义辨析、记叙文逻辑衔接 0.6 25 动词词义辨析题 1 动词词义辨析、记叙文语境逻辑、固定搭配 0.6 26 名词词义辨析题 1 名词词义辨析、记叙文语境逻辑 0.6 27 形容词词义辨析题 1 形容词词义辨析、记叙文情感语境 0.6 28 动词词义辨析题 1 动词词义辨析、记叙文语境逻辑 0.6 29 逻辑连词辨析题 1 逻辑连词辨析、记叙文逻辑衔接 0.6 30 名词词义辨析题 1 名词词义辨析、记叙文语境逻辑 0.6 31 动词词义辨析题 1 动词词义辨析、记叙文语境逻辑、固定搭配 0.6 32 形容词词义辨析题 1 形容词词义辨析、记叙文情感语境 0.6 33 名词词义辨析题 1 名词词义辨析、记叙文语境逻辑 0.6 34 动词词义辨析题 1 动词词义辨析、记叙文语境逻辑 0.6 35 名词词义辨析题 1 名词词义辨析、记叙文主旨收尾 0.6 36 定语从句引导词题 1.5 定语从句、关系代词/关系副词的用法 0.63 37 时态与主谓一致题 1.5 动词时态、现在完成时、主谓一致 0.63 38 词性转换题 1.5 词性转换、副词的用法 0.63 39 非谓语动词题 1.5 非谓语动词、不定式的用法 0.63 40 固定搭配（介词）题 1.5 固定搭配、介词的用法 0.63 41 词性转换题 1.5 词性转换、名词的用法 0.63 42 定语从句引导词题 1.5 定语从句、关系代词的用法 0.63 43 时态与主谓一致题 1.5 动词时态、一般现在时、主谓一致 0.63 44 物主代词题 1.5 代词、物主代词的用法 0.63 45 固定搭配（连词）题 1.5 固定搭配、连词的用法 0.63 小作文 通知类应用文写作 15 英文通知格式、活动类话题表达、要点覆盖、句式规范 0.68 读后续写 记叙文情景续写 25 情节逻辑构建、人物心理描写、动作场景表达、时态连贯、高级句式运用 0.58 $