精品解析：北京市第八十中学2025-2026学年高二下学期5月阶段检测英语试题

北京市第八十中学2025--2026学年第二学期5月阶段测 高二英语 （考试时间 90分钟 满分100分） 提示：试卷答案请一律填涂或书写在答题卡上，在试卷上作答无效。 在答题卡上，选择题用2B铅笔作答，其他试题用黑色签字笔作答。 第一部分：知识运用（共两节，共30分） 第一节 完型填空（共10小题，每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 At 10, I borrowed a library book with “love story” in the title. My mother found it inappropriate and we went back to the library. I was extremely ____1____ as my mother explained to the librarian on duty that I needed reading material that was different from the book. The librarian said nothing and only slightly smiled. She gracefully led me to the teenager fiction section, ____2____ I Capture the Castle by Dodie Smith, the author of 101 Dalmatians (斑点狗). I felt far too old for dog stories. “It’s very different from 101 Dalmatians, though,” she said, registering my ____3____. I tried to take her words of it, but I was ____4____. I mean, the title alone was weird. I Capture the Castle? It sounded like a bunch of stupid kids playing King of the Hill. However, the typical British humor in the book and the vivid first-person narration created an awkward yet lovely teenage girl image, which ____5____ me. I also learned that writing did not require a perfect setting; true feelings mattered more. That book ____6____ my writing dreams. Sixteen years later, I, now a writer, ran into the very librarian in a tea shop. She still looked gentle. I rushed to thank her, “You once showed me I Capture the Castle! I’m a writer now! That’s still my ____7____ book!” But her daughter told me that dementia (痴呆症) had kept her from ____8____ me. I watched her leave, wondering how many lives we quietly alter without recognizing the ____9____ of our deeds. For all that woman had really done was lend me a book. But it had ____10____ my world. 1. A. frightened B. shocked C. embarrassed D. bored 2. A. criticising B. returning C. overlooking D. recommending 3. A. nervousness B. relief C. disappointment D. curiosity 4. A. doubtful B. optimistic C. anxious D. interested 5. A. fell on B. appealed to C. stood by D. went against 6. A. changed B. boosted C. reflected D. challenged 7. A. proper B. secret C. latest D. favorite 8. A. believing B. understanding C. accepting D. admiring 9. A. significance B. existence C. intention D. necessity 10. A. defined B. captured C. ruled D. fixed 【答案】1. C 2. D 3. C 4. A 5. B 6. B 7. D 8. B 9. A 10. B 【解析】 【导语】讲述了幼时作者因读物不合宜被换书，管理员推荐的书籍打动自己，催生写作梦想。多年后重逢恩人，对方已失忆，这件小事却深刻改写了作者的人生轨迹。 【1题详解】 考查形容词。句意：我感到非常尴尬，因为我母亲向值班的图书管理员说明，我需要的阅读材料与那本书的内容不同。A. frightened害怕的；B. shocked震惊的；C. embarrassed尴尬的；D. bored无聊的。根据后文“as my mother explained to the librarian on duty that I needed reading material that was different from the book”以及结合场景被当众换书，可推断作者内心窘迫。 【2题详解】 考查动词。句意：她优雅地把我领到了青少年小说区，并推荐我读多迪·史密斯所著的《捕捉城堡》一书，该书的作者就是《101只斑点狗》的作者。A. criticising批评；B. returning归还；C. overlooking忽略；D. recommending推荐。根据上文“She gracefully led me to the teenager fiction section”可知，管理员为孩子挑选书籍，应是推荐读物。 【3题详解】 考查名词。句意：“不过，这和《101只斑点狗》这部小说可大不相同啊。”她说道，察觉到了我的失望之情。A. nervousness紧张；B. relief宽慰；C. disappointment失望；D. curiosity好奇。根据上文“I felt far too old for dog stories.”可知，作者嫌弃狗狗题材故事，内心倍感失落。 【4题详解】 考查形容词。句意：我试图相信她所说的意思，但心里还是有些怀疑。A. doubtful怀疑的；B. optimistic乐观的；C. anxious焦虑的；D. interested感兴趣的。根据上文“I felt far too old for dog stories.”可知，书名怪异让作者难以信服，心存疑惑。 【5题详解】 考查动词短语。句意：然而，书中典型的英式幽默以及生动的第一人称叙述塑造出了一位既略显笨拙又十分可爱的少女形象，这深深吸引了我。A. fell on落到；B. appealed to吸引；C. stood by支持；D. went against违背。根据上文“the typical British humor in the book and the vivid first-person narration created an awkward yet lovely teenage girl image”可知，书籍内容打动作者，符合吸引的含义。 【6题详解】 考查动词。句意：这本书助推我萌生并坚定了写作梦想。A. changed改变；B. boosted推动；C. reflected反映；D. challenged挑战。根据后文“Sixteen years later, I, now a writer”可知，好书激励作者走上写作道路，助力梦想成长。 【7题详解】 考查形容词。句意：“那仍然是我最喜欢的一本书！”A. proper合适的；B. secret秘密的；C. latest最新的；D. favorite最喜欢的。根据上文“Sixteen years later, I, now a writer, ran into the very librarian in a tea shop. She still looked gentle. I rushed to thank her, “You once showed me I Capture the Castle! I’m a writer now!”可知，书籍影响深远，成为作者最喜欢的。 【8题详解】 考查动词。句意：但她的女儿告诉我，痴呆症让她无法理解我。A. believing相信；B. understanding理解；C. accepting接受；D. admiring钦佩。根据上文“her daughter told me that dementia had kept her”可知，痴呆病导致老人无法理解作者说的话。 【9题详解】 考查名词。句意：我看着她离去，心中不禁思索：我们不经意间改变了多少人的生活，而自己却从未意识到自己所做之事的重要性。A. significance意义；B. existence存在；C. intention意图；D. necessity必要。根据上文“how many lives we quietly alter without recognizing the”可知，作者感慨微小举动蕴含重大意义。 【10题详解】 考查动词。句意：仅仅一本书，却彻底俘获并改变了我的人生世界。A. defined界定；B. captured俘获；C. ruled统治；D. fixed修复。根据上文“For all that woman had really done was lend me a book.”可知，书籍深刻影响人生，俘获作者的内心。 第二节 语法填空（共10小题，每小题1.5分；共 15分） A 语法填空 It was Sarah’s last day in Beijing. She went to a market for souvenirs. A faint scraping sound drew her towards a nearby stall, where an old man ____11____ (carve) a shadow puppet from cowhide, his knife barely moving. Sarah found ____12____ (she) standing there for nearly an hour. When the puppet was finished, the craftsman pressed it gently into her hands. Sarah smiled, paid, and walked back into the crowd. She had come for souvenirs but left ____13____ a story. 【答案】11. was carving 12. herself 13. with 【解析】 【导语】本文是一篇记叙文。文章主要讲述了莎拉在北京最后一天逛市场，被一位雕刻皮影的老人吸引的故事。 【11题详解】 考查时态。句意：一阵轻微的刮擦声吸引了她的注意，她走向了附近的一个摊位，只见一位老人正用牛皮雕刻皮影，他的刀子几乎不动。carve在从句中作谓语动词，表示Sarah被声音吸引时，老人正在进行雕刻皮影的动作，表示过去某个时间正在进行的动作，所以用过去进行时。故填was carving。 【12题详解】 考查代词。句意：萨拉发现自己在那里站了将近一个小时。主语是Sarah，此空作宾语，和主语指同一人，所以用反身代词herself，find oneself doing sth.表示“发现自己不知不觉在做某事”。故填herself。 【13题详解】 考查介词。句意：她来是为了买纪念品，但离开时却带回了一个故事。名词story前用介词形式。表示“带着”，用介词with。故填with。 B 语法填空 “Digital amnesia” refers to the situation where we outsource memory to devices instead of using our own brains. According to recent research, ____14____ (realise) information is digitally available weakens people’s ability to recall it. In studies on digital habits, participants ____15____ (find) to depend heavily on smartphones long before their personal memory shows signs of decline. This habit initiates a cycle, continuously weakening our natural cognitive functions. The critical question now is whether this shift is altering our capability ____16____ (process) information. 【答案】14. realising 15. are found 16. to process 【解析】 【导语】本文是一篇说明文。主要介绍了“数字遗忘症”这一现象，即人们把记忆交给电子设备，这一行为会削弱自身的记忆能力，并对自然认知功能产生持续影响。 【14题详解】 考查非谓语动词。句意：根据最近的研究，意识到信息可以通过数字方式获取会削弱人们回忆信息的能力。此处作主语，应用动名词短语作主语，表示“意识到……”这一整件事。故填realising。 【15题详解】 考查时态和语态。句意：在对数字习惯的研究中，早在参与者的个人记忆出现衰退迹象之前，人们就发现他们严重依赖智能手机。此处为谓语动词，动词find和主语participants之间是被动关系，表示“人们发现参与者严重依赖智能手机”，结合后文谓语动词shows可知，空处使用一般现在时的被动语态，主语participants为复数名词，所以be动词应为are。故填are found。 【16题详解】 考查非谓语动词。句意：现在关键的问题是，这种转变是否正在改变我们处理信息的能力。固定搭配the capability to do sth.表示“做某事的能力”，不定式作后置定语。故填to process。 C 语法填空 A skilled critical thinker with a closed mind will likely have many true ____17____ (belief), but will be blind to others. However, those ____18____ don’t screen incoming ideas will end up believing things not only false, but also ____19____ (danger). By thinking critically, you reject ideas; by being open-minded, you accept them. These two mindsets seem to be in conflict, but support each other nicely, which is ____20____ you should strive to transform yourself into an open-minded critical thinker if you wish to strengthen your mind. 【答案】17. beliefs 18. who 19. dangerous 20. why 【解析】 【导语】本文是一篇说明文。文章阐述封闭与开放思维的批判性思考者特点，强调应成为开明的批判思考者。 【17题详解】 考查名词的数。句意：一个思维敏锐但思想封闭的人可能会拥有许多正确的信念，但却对其他观点视而不见。belief为可数名词，many修饰可数名词复数形式。故填beliefs。 【18题详解】 考查定语从句。句意：然而，那些不筛选新想法的人最终会相信不仅错误而且危险的事情。空处引导限制性定语从句，先行词是those，指人，在从句中作主语，所以用关系代词who引导。故填who。 【19题详解】 考查形容词。句意：然而，那些不筛选新想法的人最终会相信不仅错误而且危险的事情。此处作宾语补足语，说明things的性质，用形容词dangerous，表示“危险的”。故填dangerous。 【20题详解】 考查表语从句。句意：这两种思维方式看似相互冲突，但实际上却相互支持，这就是为什么如果你想要强化自己的思维，就应该努力将自己转变为一个开放的批判性思考者。空处引导表语从句，从句缺少原因状语，所以用连接副词why引导。故填why。 第二部分：阅读理解（共两节， 共38分） 第一节（共14小题，每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Join us for TransForm, the interactive summer camp that helps you teens find your passion by participating in various activities and connecting with others. Experience TransForm TransForm allows you to get to focus on your chosen track through subject matter talks, hands-on workshops, and off-site experiences. However, if you are unsure what track you want, you still get to explore any workshop you want as part of our Explore Workshops. Besides, your parents will also be able to participate in workshops selected just for them to learn about cutting-edge science. Schedule of Programming 17 July Time Activities 14:00-15:00 Lead to Change Kick-off 15:00-16:30 Programme Showcase 16:30-18:00 Track Workshops 18 July Time Activities 9:30-11:00 Career Fireside Chats 13:00-14:15 Youth Panel 14:15-16:20 Track Keynotes 19 July Time Activities 8:00-12:00 Off-site Experiences 13:00-15:00 Gallery Viewing 15:15-16:45 Adult Workshops 20 July Time Activities 9:00-11:15 Explore Workshops 13:30-16:00 Keynote Speech 16:15-17:00 Celebration Programming Tracks ·Agricultural Science: Introducing you to areas such as biology, urban farming, and environmental science so that you can explore the field of agriculture ·Community Booster: Guiding you to develop innovative solutions for real-world challenges and create transformative progress to benefit all communities ·Healthy Living: Empowering you to make healthy decisions in such areas as nutrition and emotional well-being, and lead healthy lifestyles ·Science Lab: Leading you to explore the skills you need to succeed in life in key areas like computer science, robotics, and physics 21. TransForm allows the teens to____________. A. select workshops for their parents B. prepare track topics for the camp C. design programme activities D. attend hands-on sessions 22. According to the schedule, which activity can the teens participate in? A. Keynote Speech on 17 July. B. Youth Panel on 18 July. C. Celebration on 19 July. D. Programme Showcase on 20 July. 23. What can the teens do in the Programming Tracks? A. Build urban communities. B. Serve as guides on a farm. C. Learn about healthy living. D. Volunteer in a science lab. 【答案】21. D 22. B 23. C 【解析】 【导语】本文是一篇应用文，介绍了青少年互动夏令营 TransForm 的相关信息，包括活动体验、日程安排以及课程方向等内容。 【21题详解】 细节理解题。根据“Experience TransForm”部分“TransForm allows you to get to focus on your chosen track through subject matter talks, hands-on workshops, and off - site experiences.(TransForm 让你通过主题演讲、实践工作坊和实地体验，专注于你选择的方向)” 可知，TransForm 允许青少年参加实践课程。故选D。 【22题详解】 细节理解题。根据“Schedule of Programming”中的安排，18 July 的活动安排里有“13:00 - 14:15 Youth Panel(13:00 - 14:15 青少年小组讨论)”，所以青少年可以在 18 日参加青少年小组讨论活动。故选B。 【23题详解】 细节理解题。根据“Programming Tracks”部分 “Healthy Living: Empowering you to make healthy decisions in such areas as nutrition and emotional well-being, and lead healthy lifestyles(健康生活：让你在营养和心理健康等方面做出健康的决定，并引领健康的生活方式)” 可知，青少年在Programming Tracks中可以学习关于健康生活的知识。故选C。 B For much of my career, my colleagues only saw what I call my “resting science face”. It conveys the part of me that’s driven to spend hours obsessing over a conference talk or stay up all night for a research grant (拨款). They didn’t see the side of me that loves funny TV shows, cracks jokes, and laughs out loud. As a woman and mother, I felt I needed to prove I was serious about the job, in case others view me as too distracted by my personal life. My serious face worked. I landed a job at a great university. But I felt I had to split myself in two — the serious scientist in public, the goofball (搞笑的人) in private. Only later did I realize how much stronger my science, and my relationships, could have been if I’d let both sides show sooner. The first crack in my public persona came when I participated in a local live storytelling show. I described an embarrassing moment from a solo trip to Thailand. To my surprise, when people laughed, it didn’t feel bad or shameful. It felt like a warm hug. This reminded me that I might also experiment with being silly at work, too. So, when the semester began, I delivered a lecture dressed in a funny costume. I began kicking off lab meetings by asking my students what brings them joy or makes them laugh. Surprisingly, I found that injecting fun and humor into my work life didn’t make me less credible. Instead, students seemed to find me more approachable. But perhaps most importantly, humor has helped me be resilient. Last winter, my grant for an environmental project was abruptly terminated. After the shock and immediate grief wore off, I turned to my goofy side, writing satires and making joke T-shirts. That’s not to say I was living in denial. But making jokes and sharing laughter helped me stay present. In the end, I have come to realize that being myself at work is not a weakness, but rather a strength. So that’s why, even as I reimagine my research plans, I’ll be putting on a colorful outfit, calling up some friends, and cracking jokes. Now, more than ever, it’s time to laugh. 24. Why did the author choose to maintain her “resting science face” at first? A. To help her find a job at a great university. B. To hide her self-doubt in scientific research. C. To avoid being distracted by her personal life. D. To show her commitment and professionalism. 25. What inspired the author to show her humorous side at work? A. A trip to another country. B. A lecture at the start of a term. C. A local live show in public. D. A lab meeting with her students. 26. The incident of the author losing her grant shows that ________. A. jokes enabled her to escape from reality B. a playful attitude helped her pull through C. her funny behavior led to the funding cut D. humor was an instant cure for her sorrow 27. What can we learn from this passage? A. Humor is the shock absorber of life. B. Be who you are and the rest will follow. C. A wise man adapts to circumstances. D. Laugh and the world will laugh with you. 【答案】24. D 25. C 26. B 27. B 【解析】 【导语】作者曾为职场形象刻意保持严肃，一次现场故事分享后开始展露幽默天性，不仅拉近师生距离，还帮自己抗压自愈，最终领悟职场做真我就是自身优势。 【24题详解】 细节理解题。根据第一段“As a woman and mother, I felt I needed to prove I was serious about the job, in case others view me as too distracted by my personal life.(作为一名女性和母亲，我觉得自己有必要证明自己对待这份工作的态度是认真的，以免别人认为我过于被个人生活所分心)”可知，作者一开始选择保持她“平静的科学家形象”是为了彰显她的敬业精神和专业素养。 【25题详解】 细节理解题。根据第二段“But I felt I had to split myself in two — the serious scientist in public, the goofball (搞笑的人) in private. Only later did I realize how much stronger my science, and my relationships, could have been if I’d let both sides show sooner.(但我总觉得自己不得不人格分裂、两面生活 —— 在公众面前是不苟言笑的科研学者，私下里却是个随性搞笑的人。后来我才意识到，如果我能早点坦然展现真实的两面，我的科研事业和人际关系本可以经营得更加顺遂融洽。)”和第三段“The first crack in my public persona came when I participated in a local live storytelling show.(我的公众形象首次出现裂痕是在我参加当地的一场现场讲故事活动时)”可知，一场在当地举行的现场表演促使这位作者在工作中展现出自己幽默的一面。 【26题详解】 细节理解题。根据倒数第二段“After the shock and immediate grief wore off, I turned to my goofy side, writing satires and making joke T-shirts. That’s not to say I was living in denial. But making jokes and sharing laughter helped me stay present.(在最初的震惊和悲痛逐渐消退之后，我开始展现自己幽默的一面，创作讽刺作品，制作印有笑话图案的T恤。这并不是说我当时在逃避现实。但通过讲笑话和分享欢笑，帮助我保持了当下的状态)”可知，作者失去资助金的这件事表明，一种轻松幽默的态度帮助她度过了难关。 【27题详解】 细节理解题。根据最后一段“In the end, I have come to realize that being myself at work is not a weakness, but rather a strength.(最终，我意识到在工作中保持真实的自我并非是一种弱点，而恰恰是一种优点)”可知，故事告诉我们坚持做真实的自己。 C What do social climbers and gossipers (爱说闲话的人) have in common? My mother believes that both are morally suspect, a lesson we readily pass on to our children: avoid the cheater and the whisperer. But stories simplify reality. The most effective social climbers and gossipers possess a remarkable grasp of social structure to navigate (导航) their social worlds. This skill isn’t a moral failing; it’s a cognitive (认知的) skill. Recent work from my laboratory shows that cognitive maps — mental representations of the social world — shape our critical social skills. Social success depends not just on whom you know but also on how well you understand the invisible architecture of your social world. Mapping this is no small task, as social networks are large and dynamic. Yet building such cognitive maps offers great advantages. To better understand social navigation, my collaborator and I developed studies to investigate how people build cognitive maps. Across a year we tracked about 200 freshmen’s friendships and asked them to report their understanding of others’ connections. In one study, we discovered that those who rise to the top of the social structure aren’t the most charming or outgoing — they’re the best social mapmakers. The most influential people quickly build mental maps of their peers’ connection; those initially influential but without accurate mental maps of the network did not stay influential for long. In a second paper, we examined whether mapmaking aids gossiping — a behavior that, despite its poor reputation, can be an efficient way to quickly learn about the ins and outs of the community. To understand how humans pull off this remarkable task, we wondered whether mapmaking helps predict where information will spread. Mental maps become quite useful in this case, as they reveal two key network features: someone’s popularity and their distance from the gossip target. They help find a good friend — someone far enough from the target yet well-connected to spread information. How does the brain build these maps? In one of our recent studies, we discovered that the hippocampus and entorhinal cortex — a neural (神经的) center known for navigating physical space — also carries a map of connections among people. The more strongly these maps are embedded in the brain, the better we are at brokering community ties. If the brain needs to quickly figure out where gossip might spread, knowing where the popular people are positioned or the key relationships that bridge the otherwise disconnected communities allows us to chart the sequence of ties that can efficiently cross the network. Strategic wayfinding isn’t only for physical space. It is just as necessary to be able to effectively move through our social landscapes. Armed with a deliberately unclear map of their social community, skilled social navigators can do what no GPS can. They see the bridges before they’re built, avoid the storms of gossip, and map out a course to common ground. 28. As for his mother’s belief, the author is ________. A. disapproving B. supportive C. puzzled D. unconcerned 29. According to the passage, social cognitive maps can help ________. A. control the wide spread of gossip storms B. memorize others’ connections in social groups C. gain long-lasting social influence among peers D. choose well-connected people as gossip targets 30. What does the underlined word “brokering” in Paragraph 7 probably mean? A. Breaking. B. Managing. C. Experiencing. D. Recording. 31. Which would be the best title for the passage? A. How to Interpret Social Skills B. Navigating Our Social Worlds C. What Lies Behind People’s Social Behaviors D. Brain Structures Shaping Social Relationships 【答案】28. A 29. C 30. B 31. B 【解析】 【导语】文章主要介绍了研究者从认知角度分析：攀附权贵者和爱八卦的人并非只是道德有瑕疵，而是拥有构建社会认知图谱的能力；这类心理图谱能帮助人们认清社交结构、获得社交影响力、预判流言传播，大脑特定区域也参与社交地图构建，最终指出人们同样需要在社交世界中学会规划。 【28题详解】 推理判断题。根据原文第一段“My mother believes that both are morally suspect, a lesson we readily pass on to our children: avoid the cheater and the whisperer. (我母亲认为，二者在品行上都令人存疑。我们也轻易把这种观念传给下一代：远离投机钻营者，远离私下说闲话的人。)”及第二段“But stories simplify reality. The most effective social climbers and gossipers possess a remarkable grasp of social structure to navigate their social worlds. This skill isn’t a moral failing; it’s a cognitive skill. (但世俗说法简化了现实。那些擅长社交攀附与闲聊八卦的人，对社交结构有着极强的把控力，能从容游走在社交圈中。这种能力并非道德缺陷，而是一种认知技能。)” 可知，作者并不认同母亲单纯从道德层面否定这类人的观点，对母亲的观点持不赞同的态度。 【29题详解】 细节理解题。根据原文第五段“In one study, we discovered that those who rise to the top of the social structure aren’t the most charming or outgoing — they’re the best social mapmakers. (在一项研究中我们发现，那些跻身社交顶层的人，并不是最有魅力或最外向的人，而是最擅长绘制社交认知图谱的人。)”及“The most influential people quickly build mental maps of their peers’ connection; those initially influential but without accurate mental maps of the network did not stay influential for long. (最具影响力的人能快速构建同龄人社交关系的心理图谱；那些起初有影响力却没有精准社交网络心理图谱的人，无法长久保持影响力。)” 可知，社交认知图谱有助于人们在同龄人中获得持久的社交影响力。 【30题详解】 词句猜测题。根据原文第七段“The more strongly these maps are embedded in the brain, the better we are at brokering community ties. (这些社交图谱在大脑中扎根越深刻，我们就越擅长brokering社群人际关系。)” 及原文第五段“In one study, we discovered that those who rise to the top of the social structure aren’t the most charming or outgoing — they’re the best social mapmakers. (在一项研究中我们发现，那些跻身社交顶层的人，并不是最有魅力或最外向的人，而是最擅长绘制社交认知图谱的人。)”可知，社交认知图谱构建得越完善，就越能处理好人际关系，故此处brokering意为 “打理、维系、经营”，与Managing同义。 【31题详解】 主旨大意题。根据原文第四段“To better understand social navigation, my collaborator and I developed studies to investigate how people build cognitive maps. (为了更好地理解社交处世这一行为，我和合作伙伴开展了多项研究，探究人们是如何构建社交认知图谱的。)”及最后一段“Strategic wayfinding isn’t only for physical space. It is just as necessary to be able to effectively move through our social landscapes. (策略性的寻路不只适用于物理空间，在社交图景中从容周旋同样至关重要。)” 以及全文围绕社交认知图谱、社交处世与布局展开论述可知，全文核心主题是“经营我们的社交世界”。 D Knowledge is dead. Not in the sense that truth has disappeared or that learning no longer matters, but in the deeper, structural sense that knowledge, as a stable possession has lost its central role in human cognition. In a world where information is instant and increasingly available “on demand”, the old idea of “knowing” seems to feel like an antique of another era. Artificial intelligence has also changed the structure of cognition itself. Understanding now unfolds as an iterative (迭代的) process rather than a final state. We iterate facts and ideas that “collapse the information function” into a construct that, in some instances, has never existed. Insight emerges through cycles, not conclusions, as knowledge changes from fixed maps to dynamic webs. Alongside this shift comes the collapse of academic monovision. Human perception, statistical inference, interpretive meaning, moral judgment, and machine-generated pattern recognition now occupy the same cognitive field. No one perspective is sufficient on its own and depth arises from the perspective of multiple frames and learning to move among them. Education, however, is still largely organized in the context of that fixed map. Subjects are separated as if the world presented itself in disciplinary divisions. Mastery is assessed as if memorization were a reliable indicator of understanding. This is where the idea of the learning studio becomes more than an educational experiment. A studio isn’t defined by a single discipline, but by a question complex enough to demand many. Think about a studio centered on the biology of aging. Cellular mechanisms, statistical modeling, moral questions of longevity, and the social implications of demographic (人口的) change would gather in a single cognitive space. In these settings, students wouldn’t move from class to class so much as move through cognitive environments. Science, mathematics, humanities, and computation would no longer be neighboring divisions but interdependent ways of making sense of a shared problem. Technology and AI wouldn’t be present as tools of efficiency, but also as thinking partners that drive human achievement. Re-architecting education in this way also reframes its ultimate purpose — and this is the most critical point. The traditional endpoint has been certification or the preparation for the next stage. In a world where knowledge is dynamic and AI increasingly competent, that endpoint begins to look insufficient. What becomes more convincing is the idea of cognitive sovereignty. This is the capacity to remain the author of one’s own understanding in the presence of an overload of information and persuasive technologies. For teenagers, this is not an abstract philosophical goal; it’s developmental. The teenage years are when abstract reasoning and even identity are forming. An education that immerses students in integration and iteration can cultivate something more durable. Simply put, it builds a mind capable of handling uncertainty. 32. Which of the following is a core feature of the learning studio? A. The intersection of multiple domains. B. The use of AI as productivity assistants. C. The shift between physical environments. D. The focus on preparing students for the future. 33. What can be learned from the passage? A. Education should aim for autonomy of thought. B. Abstract reasoning is key to forming an identity. C. Information accessibility facilitates knowledge webs. D. Understanding is attained through cycles of repetition. 34. What does the author mainly do in this passage? A. Analyze current challenges. B. Illustrate opposing ideas. C. Question an old practice. D. Advocate a novel model. 【答案】32. A 33. A 34. D 【解析】 【导语】文章指出 AI 时代静态固定知识已失效，传统分科教育不合时宜，作者推崇跨学科融合的学习工作室新模式，主张教育重在培养人的认知自主与应对未知的思维能力。 【32题详解】 细节理解题。根据第五段“A studio isn’t defined by a single discipline, but by a question complex enough to demand many. Think about a studio centered on the biology of aging. Cellular mechanisms, statistical modeling, moral questions of longevity, and the social implications of demographic (人口的) change would gather in a single cognitive space. In these settings, students wouldn’t move from class to class so much as move through cognitive environments. Science, mathematics, humanities, and computation would no longer be neighboring divisions but interdependent ways of making sense of a shared problem.(工作室并非由单一学科所定义，而是由一个足够复杂的问题所决定，这个问题需要运用多种方法来解决。设想一个以衰老生物学为主题的工作室。细胞机制、统计建模、长寿的道德问题以及人口变化的社会影响等都会汇聚在一个共同的认知空间中。在这种环境中，学生们不会像在传统课堂中那样从一个教室转到另一个教室，而是会在不同的认知环境中穿梭。科学、数学、人文以及计算不再是彼此相邻却互不相干的分支学科，而是相互依存、用以理解共同问题的方式)”可知，多个领域的交叉点是学习工作室的核心功能。 【33题详解】 细节理解题。根据倒数第二段“What becomes more convincing is the idea of cognitive sovereignty. This is the capacity to remain the author of one’s own understanding in the presence of an overload of information and persuasive technologies.(更具说服力的观点是“认知主权”这一概念。它指的是在面对信息过载和各种说服性技术的情况下，仍能保持自己对理解的主导权的能力)”可知，教育应当致力于培养独立思考的能力。 【34题详解】 推理判断题。根据第四段“Education, however, is still largely organized in the context of that fixed map. Subjects are separated as if the world presented itself in disciplinary divisions. Mastery is assessed as if memorization were a reliable indicator of understanding. This is where the idea of the learning studio becomes more than an educational experiment.(然而，教育仍然主要是在这种固定框架的背景下进行的。学科被划分开来，仿佛世界就是按照学科的界限呈现出来的。掌握程度的评估也仿佛是通过记忆来衡量理解程度的。这就是“学习工作室”这一理念不再仅仅是一个教育实验的意义所在)”结合文章指出 AI 时代静态固定知识已失效，传统分科教育不合时宜，作者推崇跨学科融合的学习工作室新模式，主张教育重在培养人的认知自主与应对未知的思维能力。可知，作者主要推广一种新的模式。 第二节（共5小题，每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余项。 Something annoying about learning: the things that make learning feel productive are usually the things that slow it down. Cramming feels great. You sit down, you grind through the material, and by the end of the session, you feel like you’ve got it. And then two weeks later — gone. ____35____ The fix is one of the most well-supported findings in learning science: spaced repetition. Instead of bunching all your practice together in one session, you spread it out over time. In the 1880s, Hermann Ebbinghaus discovered what is now called the forgetting curve. Without any review, you lose most of what you learn within a day. ____36____ Your brain is doing exactly what it’s supposed to do — filtering. You encounter an enormous amount of information every day, and your brain has to decide what matters and what doesn’t. If you only see something once and never come back to it, your brain reasonably concludes it’s not that important. ____37____ When you encounter the same material again, your brain essentially says, “Oh, this keeps coming back. Must be important.” And it invests more resources in holding onto it. Each time you successfully recall something after a gap, you reset the forgetting curve. So how long should you wait between sessions? The optimal gap is roughly 10-20% of the time you want to remember the material. For instance, you can space your practice 3-5 days apart if you are studying for a test in a month. ____38____ You’re not trying to prevent forgetting; you’re trying to practice retrieving after some forgetting has occurred. As long as you get it right, the exact intervals are less critical. You don’t need to overcomplicate this. Start with something simple and build from there. ____39____ It’s that you’re willing to do the thing that feels harder in the moment because you understand it produces better results in the long run. That’s true for spacing. Honestly, it’s true for most of learning. A. Spacing delivers a fairly different signal. B. That sounds terrible, but this isn’t a design flaw. C. This isn’t a failure of effort but a failure of strategy. D. Despite this, the science of the brain tells a different story. E. The most important thing isn’t the specific strategy you use. F. Forgetting establishes necessary conditions for stronger re-learning. G. But here’s what matters more than any specific schedule: the principle. 【答案】35. C 36. B 37. A 38. G 39. E 【解析】 【导语】文章指出死记硬背效率低下，介绍间隔重复学习法，解释大脑遗忘筛选机制，说明合理间隔复习能强化记忆，强调学习重在遵循原理而非纠结固定时间表。 【35题详解】 根据上文“Something annoying about learning: the things that make learning feel productive are usually the things that slow it down. Cramming feels great. You sit down, you grind through the material, and by the end of the session, you feel like you’ve got it. And then two weeks later — gone.(学习过程中存在一个令人烦恼的现象：那些让人觉得学习有成效的事情往往恰恰会拖慢学习进度。临时抱佛脚的感觉很棒。你坐下来，埋头苦学相关内容，到学习结束时，你会觉得自己掌握了这些知识。然而，两周之后——全都没了)”可知，第一段提到突击学习短期感觉有效，但两周后知识全部遗忘，后文引出间隔重复的正确学习策略，C选项“这不是努力的失败，而是策略的失败”承接上文问题，引出下文解决方案。 【36题详解】 根据后文“Your brain is doing exactly what it’s supposed to do — filtering. You encounter an enormous amount of information every day, and your brain has to decide what matters and what doesn’t. If you only see something once and never come back to it, your brain reasonably concludes it’s not that important.(你的大脑正在正常地发挥其功能——进行筛选。每天你都会接触到大量的信息，而你的大脑必须决定哪些信息重要，哪些不重要。如果你只看到某件事一次，然后就不再去关注它，那么你的大脑会合理地得出结论：这件事其实并不那么重要)”以及前文提到不复习一天内就会遗忘大部分知识可知，遗忘是大脑正常的过滤功能，B选项“这听起来很糟糕，但这不是设计缺陷”承接上文遗忘现象，引出下文对遗忘合理性的解释。 【37题详解】 根据上文“Your brain is doing exactly what it’s supposed to do — filtering. You encounter an enormous amount of information every day, and your brain has to decide what matters and what doesn’t. If you only see something once and never come back to it, your brain reasonably concludes it’s not that important.(你的大脑正在正常地发挥其功能——进行筛选。每天你都会接触到大量的信息，而你的大脑必须决定哪些信息重要，哪些不重要。如果你只看到某件事一次，然后就不再去关注它，那么你的大脑会合理地得出结论：这件事其实并不那么重要)”以及后文“When you encounter the same material again, your brain essentially says, “Oh, this keeps coming back. Must be important.” And it invests more resources in holding onto it. Each time you successfully recall something after a gap, you reset the forgetting curve.(当你再次接触到同样的内容时，你的大脑会这样想：“哦，这个总是反复出现。肯定很重要。”于是它会投入更多资源来记住它。每次在间隔一段时间后成功回忆起某件事，你都会重新调整遗忘曲线)”可知，前文提到只接触一次的内容，大脑会判定为不重要；后文提到再次接触同一内容，大脑会判定为重要，A选项“间隔复习传递了相当不同的信号”衔接前后两种不同的大脑判断，符合逻辑。 【38题详解】 根据上文“So how long should you wait between sessions? The optimal gap is roughly 10-20% of the time you want to remember the material. For instance, you can space your practice 3-5 days apart if you are studying for a test in a month.(那么，每次学习之间应该间隔多久呢？最佳间隔时间大约是您想要记住所学内容所需时间的10%至20%。例如，如果您要在一个月后参加考试，可以将练习安排在3至5天之后进行)”以及后文“You’re not trying to prevent forgetting; you’re trying to practice retrieving after some forgetting has occurred. As long as you get it right, the exact intervals are less critical.(你并非是为了防止遗忘而努力；而是为了在遗忘发生之后能够重新获取记忆。只要方法得当，具体的间隔时间就不太重要了)”可知，前文介绍了间隔复习的最优时间安排，后文指出具体间隔远没有原则重要，G选项“但比任何具体日程更重要的是核心原则”转折引出下文对原则的解释，符合逻辑。 【39题详解】 根据上文“You don’t need to overcomplicate this. Start with something simple and build from there.(你无需把这件事搞得过于复杂。先从简单的事情做起，然后逐步推进)”可知，前文指出间隔重复不需要复杂化，后文用“It’s that...”点明核心是什么，E选项“最重要的不是你用的具体策略”对应后文的转折，构成“不是……而是……”的逻辑，符合语义。 第三部分：书面表达（共两节， 32分） 第一节 阅读表达（共4小题，第40、41小题各2分，第42小题3分，第43小题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 When I began my Ph. D. in science four years ago, I started feeling like a fish out of water. Everyone around me seemed to be driven by their burning love of science. I felt out of place, uninspired, and incompetent. “Mary, don’t worry. It’s just self-doubt,” everyone told me. For years, I believed them, thinking that with more experience and confidence, things would change. But as time went on, the feelings only got stronger. The idea of quitting made me feel relieved. But I knew I had too much fight in me to leave my program. So I decided to get my degree and then pursue something else entirely. Partly in search of this “something else,” I began writing. At first, I mainly used it as a creative outlet. But eventually, it led me to explore science communication. In writing about newly published scientific papers, I felt curious, enlightened, and empowered. I began to entertain the idea that my problem wasn’t self-doubt — maybe I truly was a fish out of water, and all I needed to do was leave my life on land. I decided to tell my academic teachers about my new passion. However, they could not understand why I would want to pursue anything other than research. Truthfully, I did worry about what my life would look like if I left the world of scientific research. I expressed my concerns to a writing teacher. “Follow your heart, and the rest will follow,” she told me. I knew in my heart that I wanted to pursue science communication after graduation. And once I chose to trust that feeling, I found that I no longer struggled to breathe. I still felt out of place in academic research. But I now knew where I belonged and how to get there. 40. How did the author feel when she began Ph. D. in science? _____________________________________________________________ 41. What did the author use as a creative outlet? _____________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. After learning about the author’s concerns, the writing teacher encouraged her to quit scientific research immediately. _____________________________________________________________ 43. Use an example to show how you would apply the inspiration from the story in your life. (In about 40 words) _____________________________________________________________ 【答案】40. She felt out of place, uninspired, and incompetent, justlike a fish out of water. 41. Writing 42. After learning about the author’s concerns, the writing teacher encouraged her to quit scientific research immediately. Because after learning about the author’s concerns, the writing teacher encouraged her to follow her heart. 43. When I found math homework tedious but enjoyed designing PPTs, I followed this passion. I now help classmates make academic presentation slides, turning my interest into a useful skill that fits me well. 【解析】 【导语】这是一篇记叙文。主要讲述了作者攻读理科博士初期格格不入、缺乏动力，虽曾误以为是自我怀疑，但在写作中发现对科学传播的热情，经写作老师鼓励，决心毕业后转行，找到归属感。 【40题详解】 考查细节理解。根据第一段中“When I began my Ph. D. in science four years ago, I started feeling like a fish out of water. Everyone around me seemed to be driven by their burning love of science. I felt out of place, uninspired, and incompetent.(四年前，当我开始攻读科学博士学位时，我开始感觉像一条离开水的鱼。我周围的每个人似乎都被他们对科学的强烈热爱所驱使。我感到格格不入，缺乏灵感，无能为力。)”可知，当作者开始攻读科学博士学位时她觉得自己像一条离开水的鱼，格格不入，没有灵感，无能为力。故答案为She felt out of place, uninspired, and incompetent, justlike a fish out of water. 【41题详解】 考查细节理解。根据第三段中“Partly in search of this “something else,” I began writing. At first, I mainly used it as a creative outlet.(部分是为了寻找这种“别的东西”，我开始写作。一开始，我主要把它作为一个创造性的发泄方式。)”可知，作者把写作作为一种创造性的发泄方式。故答案为Writing. 【42题详解】 考查细节理解。根据最后一段中“I expressed my concerns to a writing teacher. “Follow your heart, and the rest will follow,” she told me. I knew in my heart that I wanted to pursue science communication after graduation.(我向一位写作老师表达了我的担忧。“跟随自己的心，其他的就会跟着来，”她告诉我。在我的内心深处，我知道我想在毕业后从事科学传播。)”可知，题干这句话中“After learning about the author’s concerns, the writing teacher encouraged her to quit scientific research immediately.”错误部分为“quit scientific research immediately”，因为写作老师只是鼓励作者跟随自己的内心，追求科学传播，不要马上放弃研究。故答案为After learning about the author’s concerns, the writing teacher encouraged her to quit scientific research immediately. Because after learning about the author’s concerns, the writing teacher encouraged her to follow her heart. 【43题详解】 考查主观评价。根据题干的意思“用一个例子来说明你将如何把从故事中得到的灵感应用到你的生活中。”可知，当我发现数学作业很乏味，但却喜欢设计ppt时，我就追随了这种激情。我现在帮助同学制作学术演讲幻灯片，把我的兴趣变成了一项非常适合我的有用技能。故答案为When I found math homework tedious but enjoyed designing PPTs, I followed this passion. I now help classmates make academic presentation slides, turning my interest into a useful skill that fits me well. 第二节 应用文写作（20分） 44. 假如你是红星中学高三学生李华。你的外国好友Jim得知你校上周举办了“网络安全”（Cyber Security）主题教育活动，来信就此询问。请你用英文给他回复，内容包括： 1. 活动内容； 2. 你的收获。 注意： 1. 词数100左右； 2. 开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Jim, Knowing that you are interested in the “Cyber Security” themed activity our school held last week, I’m writing to share the details. The event consisted of several engaging parts. First, we attended a lecture given by a cybersecurity expert, who explained common online risks such as fake news and identity theft, with real-life cases. We also learned to set secure passwords and tell unsafe links apart. Additionally, there was a poster-making competition, through which we creatively spread safety tips among peers. This activity benefited me a lot. I have learnt that protecting personal information is as important as protecting ourselves. Most importantly, it has made me more aware of how to protect my personal data and stay safe in the digital world. I hope you find my experience interesting. Yours, Li Hua 【解析】 【导语】本篇书面表达要求考生以红星中学高三学生李华的名义给外国好友Jim回一封信，介绍学校上周举办的“网络安全”主题教育活动，并谈谈自己的感受。 【详解】1. 词汇积累 对……感兴趣：be interested in → be keen on 常见的：common → widespread 安全的：safe → secure 保护：protect → safeguard 2. 句式拓展 合并句子 原句：I have learnt that protecting personal information is as important as protecting ourselves. Most importantly, it has made me more aware of how to protect my personal data and stay safe in the digital world. 拓展句：I have learnt that protecting personal information is as important as protecting ourselves, which has made me more aware of how to protect my personal data and stay safe in the digital world. 【点睛】【高分句型1】Knowing that you are interested in the “Cyber Security” themed activity our school held last week, I’m writing to share the details. (运用了现在分词作状语以及that引导宾语从句) 【高分句型2】Additionally, there was a poster-making competition, through which we creatively spread safety tips among peers. (运用了“介词+which”引导的非限制性定语从句) 第1页/共1页 学科网（北京）股份有限公司 $ 北京市第八十中学2025--2026学年第二学期5月阶段测 高二英语 （考试时间 90分钟 满分100分） 提示：试卷答案请一律填涂或书写在答题卡上，在试卷上作答无效。 在答题卡上，选择题用2B铅笔作答，其他试题用黑色签字笔作答。 第一部分：知识运用（共两节，共30分） 第一节 完型填空（共10小题，每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 At 10, I borrowed a library book with “love story” in the title. My mother found it inappropriate and we went back to the library. I was extremely ____1____ as my mother explained to the librarian on duty that I needed reading material that was different from the book. The librarian said nothing and only slightly smiled. She gracefully led me to the teenager fiction section, ____2____ I Capture the Castle by Dodie Smith, the author of 101 Dalmatians (斑点狗). I felt far too old for dog stories. “It’s very different from 101 Dalmatians, though,” she said, registering my ____3____. I tried to take her words of it, but I was ____4____. I mean, the title alone was weird. I Capture the Castle? It sounded like a bunch of stupid kids playing King of the Hill. However, the typical British humor in the book and the vivid first-person narration created an awkward yet lovely teenage girl image, which ____5____ me. I also learned that writing did not require a perfect setting; true feelings mattered more. That book ____6____ my writing dreams. Sixteen years later, I, now a writer, ran into the very librarian in a tea shop. She still looked gentle. I rushed to thank her, “You once showed me I Capture the Castle! I’m a writer now! That’s still my ____7____ book!” But her daughter told me that dementia (痴呆症) had kept her from ____8____ me. I watched her leave, wondering how many lives we quietly alter without recognizing the ____9____ of our deeds. For all that woman had really done was lend me a book. But it had ____10____ my world. 1. A. frightened B. shocked C. embarrassed D. bored 2. A. criticising B. returning C. overlooking D. recommending 3. A. nervousness B. relief C. disappointment D. curiosity 4. A. doubtful B. optimistic C. anxious D. interested 5. A. fell on B. appealed to C. stood by D. went against 6. A. changed B. boosted C. reflected D. challenged 7. A. proper B. secret C. latest D. favorite 8. A. believing B. understanding C. accepting D. admiring 9. A. significance B. existence C. intention D. necessity 10. A. defined B. captured C. ruled D. fixed 第二节 语法填空（共10小题，每小题1.5分；共 15分） A 语法填空 It was Sarah’s last day in Beijing. She went to a market for souvenirs. A faint scraping sound drew her towards a nearby stall, where an old man ____11____ (carve) a shadow puppet from cowhide, his knife barely moving. Sarah found ____12____ (she) standing there for nearly an hour. When the puppet was finished, the craftsman pressed it gently into her hands. Sarah smiled, paid, and walked back into the crowd. She had come for souvenirs but left ____13____ a story. B 语法填空 “Digital amnesia” refers to the situation where we outsource memory to devices instead of using our own brains. According to recent research, ____14____ (realise) information is digitally available weakens people’s ability to recall it. In studies on digital habits, participants ____15____ (find) to depend heavily on smartphones long before their personal memory shows signs of decline. This habit initiates a cycle, continuously weakening our natural cognitive functions. The critical question now is whether this shift is altering our capability ____16____ (process) information. C 语法填空 A skilled critical thinker with a closed mind will likely have many true ____17____ (belief), but will be blind to others. However, those ____18____ don’t screen incoming ideas will end up believing things not only false, but also ____19____ (danger). By thinking critically, you reject ideas; by being open-minded, you accept them. These two mindsets seem to be in conflict, but support each other nicely, which is ____20____ you should strive to transform yourself into an open-minded critical thinker if you wish to strengthen your mind. 第二部分：阅读理解（共两节， 共38分） 第一节（共14小题，每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Join us for TransForm, the interactive summer camp that helps you teens find your passion by participating in various activities and connecting with others. Experience TransForm TransForm allows you to get to focus on your chosen track through subject matter talks, hands-on workshops, and off-site experiences. However, if you are unsure what track you want, you still get to explore any workshop you want as part of our Explore Workshops. Besides, your parents will also be able to participate in workshops selected just for them to learn about cutting-edge science. Schedule of Programming 17 July Time Activities 14:00-15:00 Lead to Change Kick-off 15:00-16:30 Programme Showcase 16:30-18:00 Track Workshops 18 July Time Activities 9:30-11:00 Career Fireside Chats 13:00-14:15 Youth Panel 14:15-16:20 Track Keynotes 19 July Time Activities 8:00-12:00 Off-site Experiences 13:00-15:00 Gallery Viewing 15:15-16:45 Adult Workshops 20 July Time Activities 9:00-11:15 Explore Workshops 13:30-16:00 Keynote Speech 16:15-17:00 Celebration Programming Tracks ·Agricultural Science: Introducing you to areas such as biology, urban farming, and environmental science so that you can explore the field of agriculture ·Community Booster: Guiding you to develop innovative solutions for real-world challenges and create transformative progress to benefit all communities ·Healthy Living: Empowering you to make healthy decisions in such areas as nutrition and emotional well-being, and lead healthy lifestyles ·Science Lab: Leading you to explore the skills you need to succeed in life in key areas like computer science, robotics, and physics 21. TransForm allows the teens to____________. A. select workshops for their parents B. prepare track topics for the camp C. design programme activities D. attend hands-on sessions 22. According to the schedule, which activity can the teens participate in? A. Keynote Speech on 17 July. B. Youth Panel on 18 July. C. Celebration on 19 July. D. Programme Showcase on 20 July. 23. What can the teens do in the Programming Tracks? A. Build urban communities. B. Serve as guides on a farm. C. Learn about healthy living. D. Volunteer in a science lab. B For much of my career, my colleagues only saw what I call my “resting science face”. It conveys the part of me that’s driven to spend hours obsessing over a conference talk or stay up all night for a research grant (拨款). They didn’t see the side of me that loves funny TV shows, cracks jokes, and laughs out loud. As a woman and mother, I felt I needed to prove I was serious about the job, in case others view me as too distracted by my personal life. My serious face worked. I landed a job at a great university. But I felt I had to split myself in two — the serious scientist in public, the goofball (搞笑的人) in private. Only later did I realize how much stronger my science, and my relationships, could have been if I’d let both sides show sooner. The first crack in my public persona came when I participated in a local live storytelling show. I described an embarrassing moment from a solo trip to Thailand. To my surprise, when people laughed, it didn’t feel bad or shameful. It felt like a warm hug. This reminded me that I might also experiment with being silly at work, too. So, when the semester began, I delivered a lecture dressed in a funny costume. I began kicking off lab meetings by asking my students what brings them joy or makes them laugh. Surprisingly, I found that injecting fun and humor into my work life didn’t make me less credible. Instead, students seemed to find me more approachable. But perhaps most importantly, humor has helped me be resilient. Last winter, my grant for an environmental project was abruptly terminated. After the shock and immediate grief wore off, I turned to my goofy side, writing satires and making joke T-shirts. That’s not to say I was living in denial. But making jokes and sharing laughter helped me stay present. In the end, I have come to realize that being myself at work is not a weakness, but rather a strength. So that’s why, even as I reimagine my research plans, I’ll be putting on a colorful outfit, calling up some friends, and cracking jokes. Now, more than ever, it’s time to laugh. 24. Why did the author choose to maintain her “resting science face” at first? A. To help her find a job at a great university. B. To hide her self-doubt in scientific research. C. To avoid being distracted by her personal life. D. To show her commitment and professionalism. 25. What inspired the author to show her humorous side at work? A. A trip to another country. B. A lecture at the start of a term. C. A local live show in public. D. A lab meeting with her students. 26. The incident of the author losing her grant shows that ________. A. jokes enabled her to escape from reality B. a playful attitude helped her pull through C. her funny behavior led to the funding cut D. humor was an instant cure for her sorrow 27. What can we learn from this passage? A. Humor is the shock absorber of life. B. Be who you are and the rest will follow. C. A wise man adapts to circumstances. D. Laugh and the world will laugh with you. C What do social climbers and gossipers (爱说闲话的人) have in common? My mother believes that both are morally suspect, a lesson we readily pass on to our children: avoid the cheater and the whisperer. But stories simplify reality. The most effective social climbers and gossipers possess a remarkable grasp of social structure to navigate (导航) their social worlds. This skill isn’t a moral failing; it’s a cognitive (认知的) skill. Recent work from my laboratory shows that cognitive maps — mental representations of the social world — shape our critical social skills. Social success depends not just on whom you know but also on how well you understand the invisible architecture of your social world. Mapping this is no small task, as social networks are large and dynamic. Yet building such cognitive maps offers great advantages. To better understand social navigation, my collaborator and I developed studies to investigate how people build cognitive maps. Across a year we tracked about 200 freshmen’s friendships and asked them to report their understanding of others’ connections. In one study, we discovered that those who rise to the top of the social structure aren’t the most charming or outgoing — they’re the best social mapmakers. The most influential people quickly build mental maps of their peers’ connection; those initially influential but without accurate mental maps of the network did not stay influential for long. In a second paper, we examined whether mapmaking aids gossiping — a behavior that, despite its poor reputation, can be an efficient way to quickly learn about the ins and outs of the community. To understand how humans pull off this remarkable task, we wondered whether mapmaking helps predict where information will spread. Mental maps become quite useful in this case, as they reveal two key network features: someone’s popularity and their distance from the gossip target. They help find a good friend — someone far enough from the target yet well-connected to spread information. How does the brain build these maps? In one of our recent studies, we discovered that the hippocampus and entorhinal cortex — a neural (神经的) center known for navigating physical space — also carries a map of connections among people. The more strongly these maps are embedded in the brain, the better we are at brokering community ties. If the brain needs to quickly figure out where gossip might spread, knowing where the popular people are positioned or the key relationships that bridge the otherwise disconnected communities allows us to chart the sequence of ties that can efficiently cross the network. Strategic wayfinding isn’t only for physical space. It is just as necessary to be able to effectively move through our social landscapes. Armed with a deliberately unclear map of their social community, skilled social navigators can do what no GPS can. They see the bridges before they’re built, avoid the storms of gossip, and map out a course to common ground. 28. As for his mother’s belief, the author is ________. A. disapproving B. supportive C. puzzled D. unconcerned 29. According to the passage, social cognitive maps can help ________. A. control the wide spread of gossip storms B. memorize others’ connections in social groups C. gain long-lasting social influence among peers D. choose well-connected people as gossip targets 30. What does the underlined word “brokering” in Paragraph 7 probably mean? A. Breaking. B. Managing. C. Experiencing. D. Recording. 31. Which would be the best title for the passage? A. How to Interpret Social Skills B. Navigating Our Social Worlds C. What Lies Behind People’s Social Behaviors D. Brain Structures Shaping Social Relationships D Knowledge is dead. Not in the sense that truth has disappeared or that learning no longer matters, but in the deeper, structural sense that knowledge, as a stable possession has lost its central role in human cognition. In a world where information is instant and increasingly available “on demand”, the old idea of “knowing” seems to feel like an antique of another era. Artificial intelligence has also changed the structure of cognition itself. Understanding now unfolds as an iterative (迭代的) process rather than a final state. We iterate facts and ideas that “collapse the information function” into a construct that, in some instances, has never existed. Insight emerges through cycles, not conclusions, as knowledge changes from fixed maps to dynamic webs. Alongside this shift comes the collapse of academic monovision. Human perception, statistical inference, interpretive meaning, moral judgment, and machine-generated pattern recognition now occupy the same cognitive field. No one perspective is sufficient on its own and depth arises from the perspective of multiple frames and learning to move among them. Education, however, is still largely organized in the context of that fixed map. Subjects are separated as if the world presented itself in disciplinary divisions. Mastery is assessed as if memorization were a reliable indicator of understanding. This is where the idea of the learning studio becomes more than an educational experiment. A studio isn’t defined by a single discipline, but by a question complex enough to demand many. Think about a studio centered on the biology of aging. Cellular mechanisms, statistical modeling, moral questions of longevity, and the social implications of demographic (人口的) change would gather in a single cognitive space. In these settings, students wouldn’t move from class to class so much as move through cognitive environments. Science, mathematics, humanities, and computation would no longer be neighboring divisions but interdependent ways of making sense of a shared problem. Technology and AI wouldn’t be present as tools of efficiency, but also as thinking partners that drive human achievement. Re-architecting education in this way also reframes its ultimate purpose — and this is the most critical point. The traditional endpoint has been certification or the preparation for the next stage. In a world where knowledge is dynamic and AI increasingly competent, that endpoint begins to look insufficient. What becomes more convincing is the idea of cognitive sovereignty. This is the capacity to remain the author of one’s own understanding in the presence of an overload of information and persuasive technologies. For teenagers, this is not an abstract philosophical goal; it’s developmental. The teenage years are when abstract reasoning and even identity are forming. An education that immerses students in integration and iteration can cultivate something more durable. Simply put, it builds a mind capable of handling uncertainty. 32. Which of the following is a core feature of the learning studio? A. The intersection of multiple domains. B. The use of AI as productivity assistants. C. The shift between physical environments. D. The focus on preparing students for the future. 33. What can be learned from the passage? A. Education should aim for autonomy of thought. B. Abstract reasoning is key to forming an identity. C. Information accessibility facilitates knowledge webs. D. Understanding is attained through cycles of repetition. 34. What does the author mainly do in this passage? A. Analyze current challenges. B. Illustrate opposing ideas. C. Question an old practice. D. Advocate a novel model. 第二节（共5小题，每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余项。 Something annoying about learning: the things that make learning feel productive are usually the things that slow it down. Cramming feels great. You sit down, you grind through the material, and by the end of the session, you feel like you’ve got it. And then two weeks later — gone. ____35____ The fix is one of the most well-supported findings in learning science: spaced repetition. Instead of bunching all your practice together in one session, you spread it out over time. In the 1880s, Hermann Ebbinghaus discovered what is now called the forgetting curve. Without any review, you lose most of what you learn within a day. ____36____ Your brain is doing exactly what it’s supposed to do — filtering. You encounter an enormous amount of information every day, and your brain has to decide what matters and what doesn’t. If you only see something once and never come back to it, your brain reasonably concludes it’s not that important. ____37____ When you encounter the same material again, your brain essentially says, “Oh, this keeps coming back. Must be important.” And it invests more resources in holding onto it. Each time you successfully recall something after a gap, you reset the forgetting curve. So how long should you wait between sessions? The optimal gap is roughly 10-20% of the time you want to remember the material. For instance, you can space your practice 3-5 days apart if you are studying for a test in a month. ____38____ You’re not trying to prevent forgetting; you’re trying to practice retrieving after some forgetting has occurred. As long as you get it right, the exact intervals are less critical. You don’t need to overcomplicate this. Start with something simple and build from there. ____39____ It’s that you’re willing to do the thing that feels harder in the moment because you understand it produces better results in the long run. That’s true for spacing. Honestly, it’s true for most of learning. A. Spacing delivers a fairly different signal. B. That sounds terrible, but this isn’t a design flaw. C. This isn’t a failure of effort but a failure of strategy. D. Despite this, the science of the brain tells a different story. E. The most important thing isn’t the specific strategy you use. F. Forgetting establishes necessary conditions for stronger re-learning. G. But here’s what matters more than any specific schedule: the principle. 第三部分：书面表达（共两节， 32分） 第一节 阅读表达（共4小题，第40、41小题各2分，第42小题3分，第43小题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 When I began my Ph. D. in science four years ago, I started feeling like a fish out of water. Everyone around me seemed to be driven by their burning love of science. I felt out of place, uninspired, and incompetent. “Mary, don’t worry. It’s just self-doubt,” everyone told me. For years, I believed them, thinking that with more experience and confidence, things would change. But as time went on, the feelings only got stronger. The idea of quitting made me feel relieved. But I knew I had too much fight in me to leave my program. So I decided to get my degree and then pursue something else entirely. Partly in search of this “something else,” I began writing. At first, I mainly used it as a creative outlet. But eventually, it led me to explore science communication. In writing about newly published scientific papers, I felt curious, enlightened, and empowered. I began to entertain the idea that my problem wasn’t self-doubt — maybe I truly was a fish out of water, and all I needed to do was leave my life on land. I decided to tell my academic teachers about my new passion. However, they could not understand why I would want to pursue anything other than research. Truthfully, I did worry about what my life would look like if I left the world of scientific research. I expressed my concerns to a writing teacher. “Follow your heart, and the rest will follow,” she told me. I knew in my heart that I wanted to pursue science communication after graduation. And once I chose to trust that feeling, I found that I no longer struggled to breathe. I still felt out of place in academic research. But I now knew where I belonged and how to get there. 40. How did the author feel when she began Ph. D. in science? _____________________________________________________________ 41. What did the author use as a creative outlet? _____________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. After learning about the author’s concerns, the writing teacher encouraged her to quit scientific research immediately. _____________________________________________________________ 43. Use an example to show how you would apply the inspiration from the story in your life. (In about 40 words) _____________________________________________________________ 第二节 应用文写作（20分） 44. 假如你是红星中学高三学生李华。你的外国好友Jim得知你校上周举办了“网络安全”（Cyber Security）主题教育活动，来信就此询问。请你用英文给他回复，内容包括： 1. 活动内容； 2. 你的收获。 注意： 1. 词数100左右； 2. 开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $