命题大赛 广东省2026届高三英语模拟考试题

双向细目表 题号 题型 分值 知识点 难度系数（预估） 21 阅读理解 2.5 应用文阅读：细节理解（活动目的） 0.75 22 阅读理解 2.5 应用文阅读：细节理解（活动内容） 0.70 23 阅读理解 2.5 应用文阅读：细节理解（参与要求） 0.70 24 阅读理解 2.5 记叙文阅读：细节理解（人物行为动机） 0.70 25 阅读理解 2.5 记叙文阅读：细节理解（早期作品特征） 0.75 26 阅读理解 2.5 记叙文阅读：细节理解（成名经历） 0.70 27 阅读理解 2.5 记叙文阅读：推理判断（人物态度） 0.65 28 阅读理解 2.5 议论文阅读：推理判断（首段观点暗示） 0.65 29 阅读理解 2.5 议论文阅读：细节理解（人脑优势） 0.70 30 阅读理解 2.5 议论文阅读：细节理解（教育中的真正风险） 0.65 31 阅读理解 2.5 议论文阅读：写作意图（类比论证目的） 0.60 32 阅读理解 2.5 说明文阅读：细节理解（研究目的） 0.70 33 阅读理解 2.5 说明文阅读：段落大意（第二段主旨） 0.65 34 阅读理解 2.5 说明文阅读：细节理解（试验发现） 0.70 35 阅读理解 2.5 说明文阅读：观点态度（作者态度） 0.65 36 七选五 2.5 语篇衔接：段落过渡（承上启下） 0.65 37 七选五 2.5 语篇衔接：上下文逻辑（克服恐惧的建议） 0.60 38 七选五 2.5 语篇衔接：段落展开（环境因素的影响） 0.60 39 七选五 2.5 语篇衔接：段落补充（主动创造社交机会） 0.55 40 七选五 2.5 语篇衔接：总结性句子（渐进式交友理念） 0.55 41 完形填空 1 动词辨析（avoided vs explored） 0.70 42 完形填空 1 动词辨析（convinced vs doubting） 0.65 43 完形填空 1 形容词辨析（destructive vs gentle） 0.70 44 完形填空 1 动词辨析（changed vs worsened） 0.75 45 完形填空 1 形容词辨析（simple vs unfair） 0.65 46 完形填空 1 动词辨析（beating vs sinking） 0.60 47 完形填空 1 动词辨析（sense vs cure） 0.55 48 完形填空 1 动词辨析（holding vs raising） 0.60 49 完形填空 1 动词辨析（defeat vs trust） 0.55 50 完形填空 1 名词辨析（exhales vs pauses） 0.55 51 完形填空 1 动词辨析（panicked vs wondered） 0.60 52 完形填空 1 形容词辨析（turning vs final） 0.65 53 完形填空 1 动词辨析（tightening vs weakening） 0.55 54 完形填空 1 名词辨析（amazement vs horror） 0.60 55 完形填空 1 动词辨析（controlled vs threatened） 0.60 56 语法填空 1.5 非谓语动词（现在分词作伴随状语） 0.55 57 语法填空 1.5 定语从句（关系代词that/which） 0.60 58 语法填空 1.5 介词搭配（from...to...） 0.55 59 语法填空 1.5 词性转换（keep...alive） 0.50 60 语法填空 1.5 被动语态（一般现在时被动） 0.55 61 语法填空 1.5 定语从句（关系代词that/which） 0.60 62 语法填空 1.5 非谓语动词（show interest in doing） 0.50 63 语法填空 1.5 动词时态与主谓一致（一般现在时第三人称） 0.55 64 语法填空 1.5 非谓语动词（现在分词作伴随状语） 0.55 65 语法填空 1.5 词性转换（形容词uncertain作表语） 0.50 应用文 写作 15 应用文写作：演讲稿（My Creative Handicraft） 0.60 读后续写 写作 25 读后续写：记叙文续写（克服恐惧/成长主题） 0.50 说明：本双向细目表严格按照2026届高三英语模拟考试题内容编制，包含题号、题型、分值、知识点及预估难度系数。难度系数范围为0-1，数值越大表示难度越低（越容易得分）。 $ 2026届高三英语模拟考试题 命题者视角 · 详细解析与答案说明 本解析从命题者视角出发，对每一道试题进行"定位—推理—排除"三步拆解： ① 原文定位：指出答案为原文哪一句/段提供支撑； ② 逻辑链条：阐明从原文信息到正确答案的推理路径； ③ 干扰项排除：逐项分析错误选项的陷阱设计思路。 一、试卷整体设计思路 本试卷严格对标近年新高考I卷难度与题型结构。全卷共6大题、65小题（客观题）+ 2篇写作（主观题），满分120分。各板块难度梯度为：A篇(基础)→B篇(中等)→C篇(较难)→D篇(中等偏难)→七选五(中等)→完形(中等)→语法填空(中等)。所有篇章均改编自2024-2025年外刊原版英文文章，保留原文核心信息与语言风格，同时通过删减超纲词汇、改写复杂长句、控制词数等方式适配高三水平。 命题能力覆盖表：细节理解(21/22/23/25/26/29/34)、推理判断(24/35)、主旨大意(21/32/33)、态度推断(27/35)、写作目的/修辞手法(31)、词义猜测(完形)、语篇衔接(七选五)、语法知识(语法填空)。题材涵盖环保、人物传记、科技伦理、科学研究、心理健康、文化传承六大主题。 二、阅读理解 A 篇 — 应用文（环保志愿者活动） 篇章分析：本文改编自 UK Marine Conservation Society 的海滩保护志愿者招募页面，为一则典型的活动通知类应用文。全文约280词，Flesch-Kincaid 可读性等级约 Grade 7-8，属于全卷最简单的一篇。三段式结构：活动目的与背景 → 工作内容与要求 → 活动须知（年龄/时间/地点/携带物品）。命题聚焦于"信息检索"能力——考生只需准确定位原文相关信息即可作答，无需深层推理。 21. 【答案】B 【题型】主旨大意题 【题目】What is the main purpose of the event? 【正确答案】B. To restore coastal dunes and protect wildlife. 【定位原文】首段第2句："This annual event brings together hundreds of volunteers to restore sand dunes and protect local wildlife along the beautiful Sussex coastline." 【逻辑推理】原文使用"to restore...and protect..."这一不定式结构直接说明了事件的主要目的。命题者将原文 restore sand dunes 改写为 restore coastal dunes，将 protect local wildlife 原词保留，属于"同义改写+原词复现"的典型命题手法。 【干扰项分析】A项(tourism)为"无中生有"陷阱——原文未提及旅游推广，考生可能因 coastline/Sussex 等词联想旅游业而误选。 C项(train)为"偷换概念"——原文确有"under the guidance of experienced conservation staff"，但这只是活动方式，train 作为一种有意识的培训目标并未在文中出现。 D项(funds)为"常识干扰"——现实中很多环保活动确为筹款目的，但本文从未提及资金问题。命题者利用生活经验设置此类陷阱，考查考生"以原文为依据"的阅读习惯。 22. 【答案】C 【题型】细节理解题 【题目】What can volunteers expect during the event? 【正确答案】C. Being guided by professional conservation staff. 【定位原文】第三段首句："Volunteers will work in teams of four to six people under the guidance of experienced conservation staff." 【逻辑推理】命题者将原文 experienced conservation staff 改写为 professional conservation staff，being guided 对应 under the guidance of。属于"近义替换"命题手法。 【干扰项分析】A项(without supervision)为"反向干扰"——原文明确说在 staff 指导下 work in teams，而非独自工作。命题者取原文信息的反面来迷惑粗心的考生。 B项(heavy construction)为"夸大干扰"——原文只说 carrying lightweight fencing materials 且 work is moderate in intensity，命题者故意将"轻体力"夸大为"重体力"。 D项(certificate)为"无中生有"——全文未提及任何证书或证明文件。 23. 【答案】C 【题型】细节理解题 【题目】Which of the following is a requirement for volunteers? 【正确答案】C. Wearing suitable footwear for rough ground. 【定位原文】末段"What to bring"部分："Sturdy footwear (walking boots or wellies)" 【逻辑推理】命题者将原文 sturdy footwear 改写为 suitable footwear，将原文隐含的"沙丘地形不平整"这一常识外化为 for rough ground。考生需具备"sturdy = suitable for rough ground"的词汇迁移能力。 【干扰项分析】A项(private car)为"反向干扰"——原文说"A shuttle bus will take volunteers from the car park to the worksite"即提供接驳巴士，私人车辆并非必须。 B项(own tools)为"反向干扰"——原文明确说"All necessary tools and gloves will be provided"。 D项(previous experience)为"过度推断"——原文说"suitable for anyone in reasonable physical condition"，可见无需任何经验。命题者利用部分志愿者活动确实要求经验这一常识设阱。 三、阅读理解 B 篇 — 人物传记（摩西奶奶晚年成名） 篇章分析：本文改编自 Smithsonian Magazine 关于 Grandma Moses 的人物特写，约350词，难度适中。文章按时间顺序展开：早年生活→转画画的原因→绘画风格→被发现的契机→成名后的态度→深远影响。命题围绕"因果关系"和"人物态度"两个维度展开，第24题考查因果推断，第27题考查态度推断，属于中等难度的推理层级。 24. 【答案】B 【题型】因果推理题 【题目】Why did Grandma Moses turn to painting? 【正确答案】B. She could no longer do needlework due to arthritis. 【定位原文】首段倒数第二句："It was not until her late seventies, when arthritis made holding a needle painful, that she first picked up a paintbrush." 【逻辑推理】本句使用强调句型 "It was not until...that..." 将因果关系高度压缩在一个句子内：关节炎→持针疼痛→无法做针线活→转而拿起画笔。命题者将 needlework（具体）概括为 couldn't do needlework（抽象），将 arthritis（原词保留），属于"概括改写+原词保留"的组合手法。 这是典型的因果链题目：考生需要理解 arthritis→pain→needle→paintbrush 这条因果链。 【干扰项分析】A项(lifelong dream)为"反向干扰"——原文第1段末句说她 "had no ambition beyond creating cheerful pictures for family and friends"，毫无艺术家梦想。 C项(children encouraged)为"无中生有"——全文未提及子女鼓励。 D项(earn money)为"常识干扰"——命题者利用"作画卖钱"这一常见动机设置选项，但原文毫无此意。 25. 【答案】A 【题型】细节理解题 【题目】What can we learn about Moses's early paintings? 【正确答案】A. They were produced on farm boards with house paint. 【定位原文】第二段首句："Using ordinary house paint on pieces of old board, Moses painted what she knew best..." 【逻辑推理】命题者直接将原文信息做最小幅度的语言转换：ordinary → 保留（但 A 项省略该词），pieces of old board → farm boards。本题属于"低改写度细节定位"，难度最低。命题设计意图是让大部分考生顺利得到第25题分数，保证B篇的前两题通过率。 【干扰项分析】B项(influenced by folk art masters)为"时间错位"陷阱——原文说 critics later compared 她的风格to folk art masters，这是成名之后评论家的类比，而非她创作时受其影响。 C项(rented studio)为"反向干扰"——原文明确说 "no studio"。 D项(high prices)为"时间错位"——早期画作只是送给家人朋友，高价是成名以后的事。 26. 【答案】C 【题型】细节理解题 【题目】How did Moses gain public recognition? 【正确答案】C. A New York collector saw her work in a shop window. 【定位原文】第三段首句："Her big break came in 1938 when Louis J. Caldor, a New York art collector, spotted several of her paintings displayed in a drugstore window in Hoosick Falls." 【逻辑推理】命题者将原文信息压缩后改写：a New York art collector → A New York collector；spotted...paintings displayed in a drugstore window → saw her work in a shop window。本题的关键在于理解 "big break" 与 "gain public recognition" 的同义关系。命题者将两个词组合并考察："契机" + "事件" → "如何成名的"。 【干扰项分析】A项(local farm fair)为"常识干扰"——考生可能认为农妇画家理应在农业集市被发现，但原文无此事。 B项(Life magazine)为"时间错位"陷阱——Life 杂志确实报道了她，但那是她100岁时的事（成名之后的结果），而非她最初成名的契机。命题者利用"后发生的事件"来干扰"最初原因"，考查考生对时间线索的把握。 D项(university)为"无中生有"——全文无此信息。 27. 【答案】B 【题型】态度推断题 【题目】Which of the following best describes Moses's attitude toward her success? 【正确答案】B. She viewed it casually and kept productive every day. 【定位原文】末段："Moses herself seemed untroubled by her sudden fame. 'Painting is not important,' she once said. 'The important thing is to keep busy.' She continued to paint daily until her death at 101, producing more than 1,600 works." 【逻辑推理】态度推断题的核心是找到人物的言行证据。命题者从三处提取证据：(1) untroubled by fame→viewed casually；(2) "Painting is not important. The important thing is to keep busy"→不看重成功；(3) painted daily, 1,600 works→kept productive。这是典型的"言行一致"综合推断：言语(casual) + 行动(productive) → B项。 【干扰项分析】A项(proud and protective)为"反向干扰"——原文 untroubled（毫不在意）与 proud（引以为傲）情感方向相反。命题者设计此干扰项瞄准的是"成名后理应骄傲"的读者心理预期。 C项(regretted)为"无中生有"——摩西奶奶一生未见任何后悔情绪，反而以"never too late to begin"结尾。 D项(formal training)为"无中生有"——她从未表达过对正规训练的渴望，且"untutored"（未受训练）是她风格的标志，而非缺憾。 四、阅读理解 C 篇 — 议论文（AI与人类思维退化） 篇章分析：本文改编自 Harvard Gazette 2025年11月的深度报道"Is AI Dulling Our Minds?"，约420词，难度为全卷最高。文章以 MIT 白皮书警告开篇，依次引述四位学者的观点：Grotzer（认知优势）→ Levy（教育风险）→ Behrends（历史类比）→ Thornber（GPS比喻）。命题聚焦于"精准理解学者观点"——这是高考C/D篇的核心能力要求。本文包含较多的学术词汇（cognitive atrophy, analogically, Bayesian）和复杂隐喻，考生需要在长难句中找到观点句的"核心谓语"才能准确作答。 28. 【答案】B 【题型】观点理解题 【题目】What does the ChatGPT response mentioned in paragraph 1 suggest? 【正确答案】B. The effect of AI depends on how it is used. 【定位原文】首段：ChatGPT answered: "It depends on how we use it — as a crutch or as a tool for growth." 【逻辑推理】本题的命题逻辑极为直接：将 ChatGPT 的原话 "It depends on how we use it" 改写为 "The effect of AI depends on how it is used"，同时将 "as a crutch or as a tool for growth" 这两个具体比喻抽象为"effect"一词。考生只需识别出 depends on 这一核心短语即可定位到正确选项。 本题作为C篇首题，难度特意放低，起到"入口引导"的作用。 【干扰项分析】A项(always makes weaker)为"绝对化错误"——原文用"depends"表条件性，而"always"表绝对性，这是高考阅读干扰项最常见的设计手法：将"有条件的"改为"绝对的"。 C项(will become smarter)同样为"绝对化错误"，且方向相反。 D项(inherently harmful)为"过度推断"——将"可能有害(tool-dependent)"偷换为"本质有害(inherently)"。 29. 【答案】C 【题型】细节理解题（观点定位） 【题目】According to Grotzer, what is one advantage of human minds over AI? 【正确答案】C. Detecting meaningful exceptions to general patterns. 【定位原文】第二段末句："the human brain detects meaningful exceptions and can reason analogically — leaping from one domain to another in ways no algorithm can copy." 【逻辑推理】Grotzer 的核心论点是"人脑优于贝叶斯算法"（better than Bayes）。命题者将原文 detects meaningful exceptions 原词保留作为正确答案，其余部分改写。 关键的阅读策略：当题干有人名限定（According to Grotzer），必须精准定位于该学者的发言段落，不可跨段寻找。本题测试的就是这种"人名定位"意识。 【干扰项分析】A项(greater speed)为"反向干扰"——原文说 AI "processes data through statistical probabilities"，处理速度显然是 AI 的优势而非人脑的。命题者利用考生"人脑本就快"的常识误区设计。 B项(storing more information)为"无中生有+反向"——AI 的信息存储量远超人类，这不是人脑优势。 D项(statistical calculations)为"张冠李戴"——这是 AI 的强项（贝叶斯算法），Grotzer 恰恰认为人脑的优势在于"例外检测"而非"统计计算"。 30. 【答案】C 【题型】观点细节题 【题目】What does Levy consider the real danger of AI in education? 【正确答案】C. Confusing the final product of education with the learning process. 【定位原文】第三段末句："The real risk is that we confuse the product of education with the process of learning itself." 【逻辑推理】这是典型的"原句复现"题——题目中的 the real danger 对应原文的 the real risk，正确答案几乎直接复现了原文整句。命题者故意使用"表面难度高、实际定位容易"的设计策略：文章长难句虽多，但只要找到 Levy 的名字（paragraph 3），再找到 "the real risk"，答案就在眼前。 本题考查的是"读者对文章路标词(real risk)的敏感度"。 【干扰项分析】A项(using it to produce assignments)为"部分真命题"——Levy 确实提到学生 may treat assignments merely as things to be produced，但他明确指出真正的危险不在于"使用"本身，而在于"混淆结果与过程"。此为"偷换重心"型干扰。 B项(teachers failing to update)为"无中生有"——Levy 全文未涉及教师培训话题。 D项(schools restricting)为"反向干扰+无中生有"——不仅与文章方向相反，且全文未提及此类限制。 31. 【答案】D 【题型】修辞手法/写作目的题 【题目】What is the purpose of Thornber's GPS comparison? 【正确答案】D. To warn that AI convenience may weaken our mental abilities. 【定位原文】末段："Just as turn-by-turn directions have left many of us knowing the streets of our own cities worse than we did before smartphones, the convenience of AI may stop us from developing certain challenging cognitive skills." 【逻辑推理】Thornber 使用 GPS 导航作为类比（analogy）：GPS→弱化方向感 = AI→弱化认知能力。正确选项将原文 may stop us from developing certain challenging cognitive skills 概括为 may weaken our mental abilities。 解修辞目的题的关键原则：任何比喻/类比的目的都由之后的结论句决定。这里 convenience of AI may stop us...就是目的。 【干扰项分析】A项(as useful as GPS)为"部分误导"——虽然 AI 确实有用，但 Thornber 的比喻重点不是"有用"这个共性，而是"便利带来的副作用"这个警示。干扰项偷换了比喻的核心指向。 B项(stop using smartphones)为"过度推断"——作者只是在说明道理，并未给出"停止使用"的行动建议。 C项(technology always replaces)为"绝对化+曲解"——原文说的是"弱化"而非"取代"，且 "always" 的绝对化表述与原文的 "may" 语气不符。 五、阅读理解 D 篇 — 科研报道（机器人追踪蜜蜂行为） 篇章分析：本文改编自 Science Robotics 2025年发表的研究论文，约350词，难度中等偏上。结构清晰：蜜蜂危机背景→机器人系统工作原理→试验发现→研究者评价。D篇命题的特色在于：段落主旨题(33) + 细节题(32/34) + 态度评价题(35)，各题型之间形成梯次，最后一题考态度评价是对全篇的收束。 32. 【答案】B 【题型】目的/动机题 【题目】What problem does the robotic system aim to solve? 【正确答案】B. The difficulty of monitoring bee behavior in detail. 【定位原文】首段第2-3句："Scientists have long struggled to monitor bee behavior closely enough to understand what disrupts colonies. Now, an international research team has developed an autonomous robotic system that can track individual bees around the clock — offering an unprecedented window into the secret life of a hive." 【逻辑推理】科研报道类文章的首段结构通常是：问题(struggled to...)→解决(developed a system that can...)。命题者将 struggled to monitor...closely enough 改写为 the difficulty of monitoring...in detail，属于典型的"抽象概括"手法。关键在于识别首段的"问题-解决方案"逻辑框架。 【干扰项分析】A项(cost of training)为"无中生有"——文章未提培训成本。 C项(honey shortage)为"常识干扰"——蜜蜂减少确实影响蜂蜜产量，但这不是机器人系统要解决的问题。 D项(foreign species)为"无中生有"——虽然文章提到 habitat loss 等威胁，但未涉及外来物种入侵。 33. 【答案】C 【题型】段落主旨题 【题目】What does paragraph 2 mainly describe? 【正确答案】C. How the robotic tracking system works. 【定位原文】第二段："the system combines a high-resolution camera, a robotic arm, and deep-learning algorithms to follow the bee queen and her attendant workers continuously." 随后详细说明它能识别个体、记录 grooming/feeding/laying eggs 等行为。 【逻辑推理】段落主旨题的核心方法是"首句定位法"：该段首句介绍系统三大组件，随后全段围绕"系统如何工作"展开。命题者期待考生能通过"combines...to follow"这一功能描述判断出全段是"工作原理说明"。 【干扰项分析】A项(causes of decline)为"段落错位"——种群下降原因在第一段而非第二段。 B项(limitations of traditional methods)为"局部放大"——该段确实有两句提到传统方法的局限，但这是为了对比突出新系统的优势，不是段落主旨。此为"以偏概全"型干扰。 D项(commercial value)为"无中生有"——第二段没有任何商业价值讨论。 34. 【答案】B 【题型】细节理解题 【题目】What did the trial of the system reveal? 【正确答案】B. Behavioral changes can predict colony stress before visible signs. 【定位原文】第三段末句："The robot also identified changes in worker feeding patterns that occurred days before signs of colony stress became visible to human keepers." 【逻辑推理】命题者将原文 identified changes...that occurred days before signs became visible 改写为 can predict...before visible signs。核心动词从 identified（已发现）调整为 predict（可预测），这种时态/情态的迁移是科研报道类题目的常见手法——将"试验结果"提炼为"系统能力"。考生需要理解"发现早于肉眼可见的变化" = "可以预测"。 【干扰项分析】A项(more active at night)为"方向颠倒"——原文说 queen's egg-laying rhythm slows significantly in the early morning hours，即清晨活动减缓而非夜间更活跃。命题者故意将"减缓"改为"更活跃"。 C项(feed more when humans nearby)为"无中生有"——试验未涉及人类在场对工蜂的影响。 D项(most bees stop moving)为"以偏概全"——只有蜂王的产卵节奏减慢，而非所有蜜蜂停止活动。 35. 【答案】B 【题型】态度推断题（人物评价） 【题目】What is Dr. Wang's attitude toward the robotic system? 【正确答案】B. It is a useful research tool with practical potential. 【定位原文】末段 Dr. Wang 的直接引语："This is a research tool, not a farming device...What it offers is a level of detail we have never had access to before...we can develop early-warning systems for colony collapse — and that could make a real difference..."以及后续："The team is now working on a smaller, cheaper version that individual beekeepers could one day install..." 【逻辑推理】态度题的关键原则："看引语不看转述"——人物直接引语最能反映真实态度。从 Dr. Wang 的话中提取两个核心态度：(1) research tool (肯定研究价值)；(2) working on a smaller, cheaper version (相信有实际应用前景)。正确选项将这两层浓缩为 useful research tool with practical potential。 【干扰项分析】A项(complete solution)为"过度夸大"——Dr. Wang 明确说 "not a farming device" "not intended to replace human beekeepers"，远非"完整的解决方案"。 C项(too expensive)为"反向干扰"——团队正在开发更廉价的版本，说明他们对此持乐观态度。 D项(soon replace human beekeepers)为"反向干扰"——原文明确说不打算取代养蜂人。 六、阅读七选五 — 说明文（成年人如何建立友谊） 篇章分析：本文改编自 CNN Health 2025年6月的文章"How to Find — and Keep — Friends as an Adult"，约300词。文章采用"问题-解决"结构：提出问题（成年人交友越来越难）→ 逐步给出解决策略。命题聚焦于五种语篇衔接手段：代词指代、逻辑转折、因果关系、举例呼应、概念复现。 七选五的命题核心在于"语篇衔接与连贯"，解题时需同时关注：空格前一句的尾词/尾意（前线索）、空格后一句的首词/首意（后线索）、空格所在段落的主题（段落线索）。以下逐空分析。 36. 【答案】D 【题型】逻辑转折/承上启下 【线索链分析】前文(段1)铺陈问题：loneliness risk, making friends increasingly difficult, social contact rarer。D项"Fortunately, researchers say that intentional effort can reverse the trend" 以 Fortunately 实现语义转折，用 intentional effort 引出后续段落的解决策略。 命题线索：(1) Fortunately 信号词表转折（问题→方案）；(2) intentional effort 与下文各段的 具体行动建议构成"总-分"关系；(3) reverse the trend 指代前文的 loneliness/difficulty trend。 干扰项排除：A 项的 micro-social moments 过于具体，无法承担"从问题转向方案"的过渡功能；B 项 the effort worthwhile 预设了 effort 已提出，但此处 effort 尚未出现；G 项 without planning 与全文"需要有意努力"的主题相反。 37. 【答案】A 【题型】代词指代 + 概念复现 【线索链分析】前句："many people avoid reaching out because they fear rejection — even imagined rejection."A项"The good news is that micro-social moments can help overcome that fear" 中 that fear 精确回指前句的 fear rejection。 命题线索：(1) that fear → 回指 fear of rejection；(2) micro-social moments → 与后句 Dr. Cook 推荐的 practicing tiny social moments 形成"概念复现"（micro = tiny）。 干扰项排除：F 项 creating your own 与此处"微社交时刻"的概念无关，属于"层次不匹配"；B 项 mental health benefits 与本段"恐惧"主题无关。 38. 【答案】E 【题型】举例呼应 + 逻辑衔接 【线索链分析】前句："convenience culture...has quietly erased accidental encounters that once led to friendships."E项"Yet the solution is not to blame technology but to create alternatives deliberately." 以 Yet 转折承接，强调不归咎技术而是主动创造替代方案。后句给出具体例子：取消配送订阅、去农贸市场。 命题线索：(1) Yet 信号词表转折；(2) create alternatives → 后文"cancel delivery, visit market"的具体行动正是 alternatives；(3) 全文反复出现的 intentional/deliberately 词汇场。 干扰项排除：C 项 all-or-nothing 属于末段(40)的核心概念，位置错误；G 项 naturally without planning 与全文 intentional effort 主题矛盾。 39. 【答案】F 【题型】举例呼应/递进关系 【线索链分析】前句："go where your values are...if your ideal friend is a book lover, she is probably at a book club." F项"And if existing opportunities do not exist, consider creating your own." 以 And 与前述建议并列递进：先去现有的→如果没有，自己创造。后句给出 Cook 的朋友组织 friend of a friend dinner 的创造案例。 命题线索：(1) And 逻辑递进；(2) consider creating your own → 后文 organised a...dinner 是创造行为的实例；(3) existing opportunities 回指前文的 volunteer opportunities / book club。 干扰项排除：C 项虽含 advice 但 all-or-nothing 概念与"创造机会"无关；E 项"不归咎技术"的逻辑关系已完成于38空。 40. 【答案】C 【题型】概念复现（首尾呼应） 【线索链分析】前句："Maintaining friendships requires just as much intention as forming them." C项"Do not treat friendship-building as a black-and-white, all-or-nothing pursuit." 与后句 Jackson 的引语形成直接呼应："if you treat making friends as all-or-nothing, the pressure becomes unbearable." 命题线索：(1) all-or-nothing 原词在后句复现，构成"直接呼应"——这是七选五最强的信号；(2) 本段主题是"维持友谊需要意图"，C项提供具体建议（不要极端化），自然过渡。 干扰项排除：B 项 mental health benefits 与末段"维持友谊策略"主题不匹配，B 项更适合放在首段作为话题引入，但首段已有36空。 七、完形填空 — 记叙文（克服深海恐惧症） 篇章分析：本文改编自 Verywell Mind 关于深海恐惧症(Thalassophobia)的心理健康文章，约300词。文章以第一人称叙述，讲述作者从7岁意外落水形成恐惧→为陪女儿学游泳被迫面对恐惧→在教练帮助下逐步克服→最终在海中大笑的故事。 完形填空的命题遵循"三线交织"原则： (1) 情节线——故事的起因→发展→转折→高潮→结局； (2) 情感线——恐惧(trapped/avoid)→矛盾(simple choice)→紧张(beating)→尝试(practice)→放松(no panic)→突破(turning/laugh)； (3) 词汇线——通过同现词、反义词、固定搭配、上下文语义场来设置选项。 41. 【答案】A. avoided 【题型】语篇理解/词汇辨析 【解析】【语义场判断】前文说"ocean had been my enemy""a powerful wave swept me off a pier"，后文"sat fully dressed under an umbrella"（别人玩水时她穿着整齐坐在伞下）。avoided beaches 与这份"刻意远离"的行为完全吻合。 干扰项：explored/protected 与前文"enemy"情感方向相反；photographed 与她坐在伞下不动不符。 考查能力：上下文逻辑推理（情感一致性）。 42. 【答案】C. convinced 【题型】语篇理解/词汇辨析 【解析】【固定搭配+语境】convinced that...= 确信/深信（即使不理性）。此处她"确信潮水会淹到自己"，这是一种恐惧导致的非理性信念（irrational belief），convinced 精确表达了这个心理状态。 干扰项：hoping(希望)与"恐惧"情感不一致；pretending(假装)无法表达深信不疑的程度；doubting(怀疑)与"确信潮水会来"的行为相反。 考查能力：词汇辨析+情感推断。 43. 【答案】D. destructive 【题型】语篇理解/词汇辨析 【解析】【反义对照】前文说"not beautiful"（否定正面描述），后文说"swallow you in an instant"（瞬间吞噬你）。destructive（毁灭性的）最能概括这种力量。 干扰项：gentle(温和的)与吞噬相反；predictable(可预测的)与恐惧的不确定性矛盾；healing(治愈的)与全文基调相反。 考查能力：形容词选择 + 情感色彩判断。 44. 【答案】B. changed 【题型】语篇理解/词汇辨析 【解析】【情节转折点】此处是全文的情节转折：从长达几十年的恐惧到决定面对。"when my daughter turned five and begged to take swimming lessons" 是转折的触发事件，changed 标志故事进入新阶段。 干扰项：worsened 与后续行动矛盾（她报名了）；ended 太绝对（恐惧并未消失，她还需要逐步克服）；repeated 与"新事件触发变化"矛盾。 考查能力：情节转折识别。 45. 【答案】A. simple 【题型】语篇理解/词汇辨析 【解析】【逻辑推断】后文冒号解释："either face my fear or disappoint my child"——只有两个选项，非此即彼。simple 在此意为"明确/简单明了"（不是 easy），强调选择没有中间地带。 干扰项：strange(奇怪的)不能描述二选一；unfair(不公平的)情感色彩不对；risky(有风险的)片面强调了一个方面。 考查能力：一词多义 + 冒号解释关系。 46. 【答案】A. beating 【题型】语篇理解/词汇辨析 【解析】【固定搭配】heart beating loudly = 心砰砰跳，是最常见的表达。sinking(心沉下去)、breaking(心碎)、burning(灼烧感)虽可描述情绪但不符合"loudly I was sure everyone could hear it"——只有 beating 能产生"可被他人听见"的声音。 考查能力：固定搭配+语境适用性。 47. 【答案】C. sense 【题型】语篇理解/词汇辨析 【解析】【语境语义】sense = 察觉到/感知到（未经言说）。"seemed to ___ my terror without my saying a word"——教练不说话就感知到她的恐惧，sense 最准确。 干扰项：cause(引起)方向错误；cure(治愈)程度过重且 premature（此时尚未治愈）；share(分享)不适用——教练是在"察觉"而非"体会"恐惧。 考查能力：动词精确理解。 48. 【答案】C. holding 【题型】语篇理解/词汇辨析 【解析】【动作序列】"simply ___ my arms and letting water run through my fingers"——holding my arms（握住我的手臂）与 letting water run through（让水流过手指）构成合理的由浅入深的渐进式动作。holding 表达了支持性触碰。 干扰项：crossing(交叉双臂)不合逻辑；raising(举起手臂)可能但不如 holding 体现支持；examining(检查手臂)与情境无关。 考查能力：动作链的合理性判断。 49. 【答案】D. trust 【题型】语篇理解/词汇辨析 【解析】【语境推断】教练说"You don't have to ___ the ocean today. Just let the water hold you."后半句"让水托着你"是关键线索——要克服对水的恐惧，核心是"信任"水能托住自己。trust 与 let...hold 构成"心理预判→身体放松"的因果链条。 干扰项：enter(进入)虽然表面合理但过于字面，教练不是说"不必进入"而是说"不必信任"；defeat(打败)与教练的温和策略不符；describe(描述)不构成有意义的指令。 考查能力：隐喻理解。 50. 【答案】A. exhales 【题型】语篇理解/词汇辨析 【解析】【语义场+常识】"slow inhales through the nose, long ___ through the mouth"——呼吸练习的完整过程：鼻吸(inhale)→嘴呼(exhale)。这是一组对照的呼吸术语。 干扰项：pauses(停顿)虽可能出现在呼吸练习中，但不如 exhales 构成 inhale-exhale 的完整对仗；cries/exercises 完全不匹配。 考查能力：术语对仗+常识。 51. 【答案】D. panicked 【题型】语篇理解/词汇辨析 【解析】【情感线索】全段描述恐惧逐步减轻的过程。"until I no longer ___ at the touch of water on my face"——不再因为脸碰水而惊慌。panicked 精准对应最初级的恐水反应。后文 Cornwell 海滩的高潮时刻证明她仍有余悸，此处只是不再"慌乱"。 干扰项：laughed(大笑)程度过早——那时候只是不慌张了，还没到笑的程度；shouted/wondered 语义不通。 考查能力：情感程度把控。 52. 【答案】B. turning 【题型】语篇理解/词汇辨析 【解析】【情节功能判断】Cornwall 旅行是她真正走进海浪的时刻，这是全文的高潮转折点。turning moment = turning point（转折点/关键时刻）。此处的"转折"不同于44空的"开始改变"——这是"突破性时刻"，层次更高。 干扰项：final(最终)语义不符——之后故事继续；embarrassing(尴尬)情感相反——这是胜利时刻；forgotten(遗忘)与"全文核心事件"地位矛盾。 考查能力：情节功能定位。 53. 【答案】C. tightening 【题型】语篇理解/词汇辨析 【解析】【身体反应描写】"my old fear ___ in my chest"——旧恐惧再次攫紧她的胸口。tightening（收紧/攫紧）是最常见的恐惧生理反应描写，与上文"heart beating"形成呼应。 干扰项：weakening(减弱)与她要退缩(hesitated)的行为矛盾——恐惧若在减弱就不会 hesitate；disappearing 同上理由；remaining(保持)太中性且平淡。 考查能力：情感与生理反应匹配。 54. 【答案】D. amazement 【题型】语篇理解/词汇辨析 【解析】【情感转折】"to my ___, I laughed"——她预期自己会恐惧，结果却笑了。这种"预期与实际的反差"正对应 amazement（惊异/出乎意料）。 干扰项：disappointment/horror/shame 都是负面情绪，与 laughed 的情感色彩矛盾。 考查能力：情感推断+固定句式 to one's + 情感名词。 55. 【答案】C. controlled 【题型】语篇理解/词汇辨析 【解析】【全文收束】"a fear that had ___ my life for thirty years"——这个恐惧"掌控"了她三十年的人生。controlled（控制/支配）精确概括了恐惧对她生活的长期影响。与首段"ocean had been my enemy""avoided beaches entirely"遥相呼应。 干扰项：transformed(改变)太中性，恐惧对她的影响是消极的"支配"而非积极的"转变"；brightened(照亮)方向完全相反；threatened(威胁)程度不足——不只是"威胁"而是实际"控制"。 考查能力：首尾呼应 + 词语程度辨析。 八、语法填空 — 说明文（联合国非遗保护） 篇章分析：本文改编自 UN News 2025年12月的报道"From Bagpipes to Salt-Making, UNESCO Honours Endangered Culture"，约220词。语法填空考查的是在语篇中精准运用语法知识的能力——每个空格都必须在理解句意和篇章结构的基础上才能正确作答。 56. 【答案】recognising / recognizing 【题型】语法知识运用 【解析】【非谓语动词——现在分词作状语】分析句子结构："UNESCO added...to its list..., ___ traditions..." 后半句是前面主句的伴随状语，逻辑主语是 UNESCO，且 UNESCO 与 recognise 之间是主动关系，故用现在分词。 命题陷阱：考生可能误填 to recognise（误以为是目的状语），但此处用逗号连接，且逻辑上"列入名录"和"承认传统"是同时发生而非先后目的关系。 57. 【答案】that / which 【题型】语法知识运用 【解析】【定语从句引导词】先行词是 living practices，后面是定语从句 ___ are passed down through generations。空格在从句中做主语，指代 practices，填 that 或 which 均可。 命题陷阱：考生可能因为看到 skills, music, crafts, and rituals 等复数名词而混淆先行词。解题关键：破折号后面的部分是对 living practices 的解释，先行词是 practices 而非后面列举的项目。 58. 【答案】to 【题型】语法知识运用 【解析】【固定搭配：from...to...】"from Scottish bagpipe-making ___ traditional salt production"是 from...to... 结构。考生需要识别出前后两个名词短语之间的并列关系。 59. 【答案】alive 【题型】语法知识运用 【解析】【keep + 宾语 + 宾补（形容词）】"has kept the art of hand-painted silk ___"，keep sth. alive 是常见搭配，意为"使某物保持活力/传承下去"。live 作为形容词时通常作定语(alive 不能做定语)，此处需要表语性的宾补，alive 是唯一正确答案。 命题陷阱：考生可能填 living（混淆 alive/living 的语法分工）或 lively（活泼的，语义不同）。 60. 【答案】is produced 【题型】语法知识运用 【解析】【被动语态+时态】主语 Each piece of fabric 是 produce（制作）的接受者，需用被动。全文描述常态性事实，用一般现在时。故填 is produced。 命题陷阱：考生可能忽略被动关系填 produces，或用了时态错误。 61. 【答案】that / which 【题型】语法知识运用 【解析】【定语从句引导词】先行词 a process，后面是定语从句 ___ requires...。引导词在从句中做主语，填 that 或 which 均可。 62. 【答案】taking 【题型】语法知识运用 【解析】【介词+动名词】"in ___ up the craft"，介词 in 后接动名词。take up 意为"开始从事/接手"。 63. 【答案】continues 【题型】语法知识运用 【解析】【条件状语从句的时态】"It lives only if it ___ to be practiced." if 引导的条件句，主句用一般现在时(lives)，从句也用一般现在时(continues)。注意主语是 it（第三人称单数）。 命题陷阱：考生可能误填 will continue（受"主将从现"规则过度概括影响，但此处主句本身已是现在时）。 64. 【答案】hoping 【题型】语法知识运用 【解析】【非谓语动词——现在分词作状语】"the Kyoto workshop has begun offering..., ___ to plant the seeds..." 空格引导伴随状语，逻辑主语是 workshop，且 workshop 与 hope 是主动关系。现在分词 hoping 表伴随目的。 命题陷阱：考生可能误填 to hope（形式上看似正确，但逗号+现在分词才是状语的标准格式；不定式一般不用逗号隔开做状语，除非是独立的目的状语）。 65. 【答案】uncertain 【题型】语法知识运用 【解析】【构词法——反义词】"Whether these efforts will succeed remains ___(certain)." 从后文 but the artisans say they will keep weaving 的转折语气可知，成功与否是不确定的，故需填 uncertain。 命题陷阱：如果考生不读后文转折而只看到前半句，可能填 certain，但 but 的转折语气明确提示了"不确定"的语义方向。 九、应用文写作 — 解说稿（My Creative Handicraft） 命题意图：本题要求写一篇英文短视频解说稿，介绍自己的创意手工作品。三大命题意图： 1. 语体意识：解说稿(video script)介于口语与书面语之间，需用简洁的短句、生动的画面感语言，避免过于正式的学术词汇。开场应有问候语，结尾应有感谢/呼吁语。 2. 内容结构：题目要求的两个要点是评分硬指标： （1）作品介绍（materials + process）——至少提到2-3种材料、简要制作步骤； （2）创作灵感与意义（inspiration + meaning）——为什么做这个？它对你意味着什么？ 3. 语言控制：80词左右的严格限制考查的是"精准表达"能力。每多10个词通常扣1分。高分策略：用复合句合并信息、用非谓语压缩从句、避免冗余修饰。 参考范文： My Creative Handicraft: Beauty from Simplicity Hello, everyone! Today I'd like to share my handmade pressed-flower bookmark. I collected wild flowers from our school garden last spring, pressed them between heavy books for two weeks, and then carefully arranged them on a piece of recycled cardboard before sealing everything with transparent tape. The idea came when I noticed how quickly those flowers faded. I wanted to capture a moment of beauty and turn something temporary into something lasting. Every time I open a book, this little bookmark reminds me that ordinary things, when treated with care, can become extraordinary. 【评分要点】 内容完整（材料+过程+灵感+意义）5分 语体恰当（口语化短句+画面感+开场问候）4分 语言准确（语法/拼写/用词）4分 结构连贯（逻辑衔接流畅）2分 十、读后续写 — 故事（Lily 的第一次演讲） 命题意图：读后续写是高考英语区分度最高的题型。本题设计了一个"内向女孩借园艺突破自我"的成长故事，命题围绕五个关键设计要素： 1. 人物弧线（Character Arc）：Lily 从 "the quiet one who never raised her hand" 到最终在众人面前演讲——这是一个完整的内在成长弧。续写必须体现这种转变。 2. 象征物（Symbol）：tomato seedlings（番茄苗）是全文的核心象征物。祖母说 "They will speak for you"——番茄苗就是 Lily 的"代言人"。续写中必须让 seedlings 发挥叙事功能。 3. 祖母的智慧（Embedded Wisdom）："A seed doesn't shout to be noticed, but given the right conditions, it finds its way to the sun" ——这是全文的主题句。续写应当呼应这个隐喻。 4. 段落首句的约束力（Given Sentences as Scaffolding）：第一段首句 "On Monday morning, Lily walked into the classroom carrying the pot of seedlings" → 续写方向：她进场时的紧张状态 + 开始演讲的细节。 第二段首句 "When she finished her talk, the classroom was silent for a moment" → 续写方向：沉默之后发生了什么（同学的正面反应）+ Lily 的感悟。 5. 主题升华（Theme）："安静的力量"——不一定要大声喧哗才能被看见，"像种子一样"的安静成长同样可以打动人心。高分续写应当在结尾处实现这个主题的回收与升华。 参考续写要点： Para 1 要点： (1) 描写 Lily 进场时的紧张（hands trembling / heart racing / seedlings shaking in the pot） (2) 她如何过渡到开始讲述（took a deep breath / looked at the seedlings / remembered grandma's words） (3) 她开始介绍种番茄的过程（呼应原文 weekend 的 notebook 准备） (4) 用番茄苗做道具展示（held up the pot / pointed at the tiny leaves） Para 2 要点： (1) 沉默的含义（不是冷场而是惊讶/被打动） (2) 同学的反应（applause erupted / someone asked if they could have a seedling） (3) Lily 的内心感悟（呼应种子隐喻：she was like a seed that had finally found its way to the sun） (4) 主题升华：quiet strength / it's okay to grow at your own pace 【评分标准】 内容与原文衔接自然度7分 情节合理性与丰富度7分 语言质量（词汇/语法/句式多样性）7分 主题呼应（是否回扣种子隐喻）4分 附录：全卷答案速查表 阅读理解 A 篇 21. B 22. C 23. C 阅读理解 B 篇 24. B 25. A 26. C 27. B 阅读理解 C 篇 28. B 29. C 30. C 31. D 阅读理解 D 篇 32. B 33. C 34. B 35. B 七选五 36. D 37. A 38. E 39. F 40. C 完形填空 41. A 42. C 43. D 44. B 45. A 46. A 47. C 48. C 49. D 50. A 51. D 52. B 53. C 54. D 55. C 语法填空 56. recognising/recognizing 57. that/which 58. to 59. alive 60. is produced 61. that/which 62. taking 63. continues 64. hoping 65. uncertain 学科网（北京）股份有限公司 $ 2026届高三英语模拟考试题 （本试卷满分120分，考试时间120分钟） 命题素材均改编自外刊原版英文文章，文末附原文出处网址。 第二部分 阅读理解（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和D四个选项中，选出最佳答案。 A Are you looking for a meaningful way to spend a weekend? Join the Seaford Coastline Restoration Day organized by the UK Marine Conservation Society! This annual event brings together hundreds of volunteers to restore sand dunes（沙丘）and protect local wildlife along the beautiful Sussex coastline. The Seaford dunes are home to rare plants and nesting birds, but years of coastal erosion and human activity have taken their toll. Our goal is to plant 2,000 native grasses, remove invasive species, and build protective fencing to help the dunes recover. Over the past decade, our volunteers have successfully restored over 15 acres of coastal habitat — thanks to people just like you. What to expect: Volunteers will work in teams of four to six people under the guidance of experienced conservation staff. Tasks include planting grasses in sandy soil, pulling up invasive weeds, and carrying lightweight fencing materials. The work is moderate in intensity and suitable for anyone in reasonable physical condition. All necessary tools and gloves will be provided. Minimum age: 14 years (under 16s must be accompanied by an adult) Time: 9:00 a.m. – 4:00 p.m., Saturday, 15 July 2026 Meeting point: Seaford Beach car park (free for volunteers). A shuttle bus will take volunteers from the car park to the worksite. What to bring: Sturdy footwear (walking boots or wellies), waterproof jacket, sun protection, a packed lunch and plenty of water. 21. What is the main purpose of the event? A. To promote local tourism along the Sussex coast. B. To restore coastal dunes and protect wildlife. C. To train volunteers in conservation techniques. D. To raise funds for the Marine Conservation Society. 22. What can volunteers expect during the event? A. Working independently without supervision. B. Carrying out heavy construction work. C. Being guided by professional conservation staff. D. Receiving a certificate upon completion. 23. Which of the following is a requirement for volunteers? A. Reaching the worksite by private car. B. Bringing their own gardening tools. C. Wearing suitable footwear for rough ground. D. Having previous conservation experience. B Anna Mary Robertson Moses, better known to the world as Grandma Moses, was born on a farm in upstate New York in 1860. For most of her life, she was a farmer's wife and mother of ten, her days filled with household chores, cooking, and sewing. It was not until her late seventies, when arthritis（关节炎）made holding a needle painful, that she first picked up a paintbrush. She had no formal training, no studio, and no ambition beyond creating cheerful pictures for family and friends. Using ordinary house paint on pieces of old board, Moses painted what she knew best: the rhythms of rural life. Her scenes — sleigh rides through snowy fields, families gathering maple syrup, children playing in farmyards — captured a disappearing America with the freshness of memory. Her style was flat, untutored, yet filled with a sense of movement that professional critics later compared to folk art masters. Her big break came in 1938 when Louis J. Caldor, a New York art collector, spotted several of her paintings displayed in a drugstore window in Hoosick Falls. Intrigued, he bought every one and drove to her farmhouse to buy more. Two years later, her work appeared in a New York gallery exhibition titled 'What a Farm Wife Painted.' A reviewer gave her the nickname 'Grandma Moses,' and it stuck. By the time she turned 100, Life magazine had put her on the cover, and she had become one of the most recognized American artists of the 20th century — proof that creativity has no expiry date. Moses herself seemed untroubled by her sudden fame. 'Painting is not important,' she once said. 'The important thing is to keep busy.' She continued to paint daily until her death at 101, producing more than 1,600 works. Her legacy is not just in galleries but in the quiet force of her example: it is never too late to begin. 24. Why did Grandma Moses turn to painting? A. She had a lifelong dream of becoming an artist. B. She could no longer do needlework due to arthritis. C. Her children encouraged her to take art classes. D. She wanted to earn money by selling her pictures. 25. What can we learn about Moses's early paintings? A. They were produced on farm boards with house paint. B. They were influenced by well-known folk art masters. C. They were created in a rented studio in New York. D. They sold for high prices from the very beginning. 26. How did Moses gain public recognition? A. She exhibited her work at a local farm fair. B. Life magazine discovered her paintings in a museum. C. A New York collector saw her work in a shop window. D. She was invited to teach painting at a university. 27. Which of the following best describes Moses's attitude toward her success? A. She was deeply proud and protective of her fame. B. She viewed it casually and kept productive every day. C. She regretted not having begun painting earlier. D. She believed formal training would have helped. C A recent MIT Media Lab working paper warns that 'over-reliance on AI-driven solutions' may lead to 'cognitive atrophy（认知萎缩）' and a decline in critical thinking skills. When I asked ChatGPT whether AI makes us smarter or duller, it answered: 'It depends on how we use it — as a crutch or as a tool for growth.' That reply captures the central debate of our time. At Harvard, researchers and educators are wrestling with precisely this question. Professor Tina Grotzer argues that students must understand not only how AI works computationally but also how the human mind works — and why it is, in crucial ways, 'better than Bayes'（优于贝叶斯算法）. While AI processes data through statistical probabilities, the human brain detects meaningful exceptions and can reason analogically — leaping from one domain to another in ways no algorithm can copy. Dan Levy of the Kennedy School makes a sharper distinction: the danger is not the tool but the purpose for which we use it. If students treat assignments merely as things to be produced, then AI becomes a shortcut that bypasses learning. 'Unless the brain is actively engaged in making sense of what you are learning, no learning will happen,' Levy says. The real risk is that we confuse the product of education with the process of learning itself. Philosopher Jeff Behrends goes further, comparing AI's potential impact to earlier technological shifts: just as note-taking by hand strengthens memory more than typing does, frequent use of large language models across many contexts may genuinely alter how we approach reasoning tasks. He finds the near-constant hype around AI as a 'universal reasoner' particularly troubling, warning against 'pinning our hopes too enthusiastically on the latest technological trend before exercising due caution.' Perhaps the most vivid warning comes from education scholar Karen Thornber, who compares AI use to GPS navigation: 'Just as turn-by-turn directions have left many of us knowing the streets of our own cities worse than we did before smartphones, the convenience of AI may stop us from developing certain challenging cognitive skills.' The question, then, is not whether AI is good or bad but whether we are willing to keep exercising the muscles it threatens to weaken. 28. What does the ChatGPT response mentioned in paragraph 1 suggest? A. AI always makes human thinking weaker. B. The effect of AI depends on how it is used. C. ChatGPT believes humans will become smarter. D. AI is inherently harmful to critical thinking. 29. According to Grotzer, what is one advantage of human minds over AI? A. Processing data at greater speed than computers. B. Storing more information in long-term memory. C. Detecting meaningful exceptions to general patterns. D. Performing statistical calculations without error. 30. What does Levy consider the real danger of AI in education? A. Students using it to produce assignments more efficiently. B. Teachers failing to update their teaching methods for AI. C. Confusing the final product of education with the learning process. D. Schools restricting students from accessing AI tools entirely. 31. What is the purpose of Thornber's GPS comparison? A. To show that AI is as useful as navigation technology. B. To suggest that people should stop using smartphones. C. To prove that technology always replaces human skills. D. To warn that AI convenience may weaken our mental abilities. D Honeybees are among the world's most important pollinators, yet their populations have been declining at alarming rates due to climate change, pesticide use, and habitat loss. Scientists have long struggled to monitor bee behavior closely enough to understand what disrupts colonies. Now, an international research team has developed an autonomous robotic system that can track individual bees around the clock — offering an unprecedented window into the secret life of a hive. Published in Science Robotics, the system combines a high-resolution camera, a robotic arm, and deep-learning algorithms（深度学习算法）to follow the bee queen and her attendant workers continuously. Traditional observation methods require human researchers to watch video footage frame by frame, a process so slow that subtle behavioral patterns are easily missed. The new robot can identify individual bees within a crowded hive and record their behaviors — grooming, feeding, laying eggs — in real time, 24 hours a day. In a month-long trial, the system tracked a queen bee and generated more than 1,800 hours of behavioral data. It detected patterns that had never been documented before, including the fact that the queen's egg-laying rhythm slows significantly in the early morning hours. The robot also identified changes in worker feeding patterns that occurred days before signs of colony stress became visible to human keepers. The researchers are quick to note that the system is not intended to replace human beekeepers. 'This is a research tool, not a farming device,' said lead author Dr. Ji Wang. 'What it offers is a level of detail we have never had access to before. By understanding exactly when and why behavior changes, we can develop early-warning systems for colony collapse — and that could make a real difference for both wild and managed bee populations worldwide.' The team is now working on a smaller, cheaper version that individual beekeepers could one day install in their own hives. 32. What problem does the robotic system aim to solve? A. The high cost of training professional beekeepers. B. The difficulty of monitoring bee behavior in detail. C. The shortage of honey produced by managed hives. D. The invasion of bees by dangerous foreign species. 33. What does paragraph 2 mainly describe? A. The causes of global bee population decline. B. The limitations of traditional observation methods. C. How the robotic tracking system works. D. The commercial value of monitoring bee colonies. 34. What did the trial of the system reveal? A. The queen bee is more active at night than during the day. B. Behavioral changes can predict colony stress before visible signs. C. Worker bees feed more frequently when humans are nearby. D. Most bees stop moving entirely during the early morning hours. 35. What is Dr. Wang's attitude toward the robotic system? A. It is a complete solution to the bee decline crisis. B. It is a useful research tool with practical potential. C. It is too expensive to be worth further development. D. It will soon replace human beekeepers entirely. 第二节（共5小题；每小题2.5分，满分12.5分） 根据短文内容，从短文后的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选项。 The cost of loneliness can be measured in more than emotion. The former U.S. Surgeon General has stated that social disconnection raises the risk of early death as much as smoking 15 cigarettes a day. Despite this, many adults — especially in their thirties and beyond — find making friends increasingly difficult. The routines of working life, the collapse of 'third spaces' like community centres, and the rise of on-demand delivery services have all made spontaneous social contact rarer. ______36______ The first step is to lower the mental barriers that keep us isolated. Psychologist Danielle Bayard Jackson notes that many people avoid reaching out because they fear rejection — even imagined rejection. ______37______ Clinical psychologist Dr. Lauren Cook recommends practicing tiny social moments: choosing a human checkout lane at the supermarket instead of the self-service machine, or chatting with a barista for a minute longer. These 'micro-moments' slowly rebuild the confidence that makes deeper connections possible. Environment matters, too. Jackson points out that our convenience culture — grocery delivery, digital reading devices, live-streamed services — has quietly erased many of the accidental encounters that once led to friendships. ______38______ One of her clients cancelled several delivery subscriptions and began visiting the local farmers' market each week instead. Within months, she had developed a circle of regular acquaintances that gradually became friends. Once you are ready to meet people, go where your values are. If you enjoy helping others, look for volunteer opportunities; if your ideal friend is a book lover, she is probably at a book club on Wednesday night. ______39______ Cook recalls a friend who organised a 'friend of a friend' dinner — each guest had to bring someone new. What started as a small experiment became a thriving social network with a waiting list. Maintaining friendships requires just as much intention as forming them. Set reminders to check in, remember what people care about, and suggest plans that reflect their interests. ______40______ As Jackson puts it, if you treat making friends as all-or-nothing, the pressure becomes unbearable. But if you see it as a gradual process of small openings, you may be surprised by how much comes your way. 选项： A. The good news is that micro-social moments can help overcome that fear. B. But the mental health benefits of friendship make the effort worthwhile. C. Do not treat friendship-building as a black-and-white, all-or-nothing pursuit. D. Fortunately, researchers say that intentional effort can reverse the trend. E. Yet the solution is not to blame technology but to create alternatives deliberately. F. And if existing opportunities do not exist, consider creating your own. G. Strong friendships, according to studies, tend to develop naturally without planning. 第三部分 语言知识运用（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，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 For as long as I could remember, the ocean had been my enemy. My fear began at age seven, when a powerful wave swept me off a pier（码头）and left me gasping in the cold water. Ever since, I had __41__ beaches entirely. While friends splashed in the surf, I sat fully dressed under an umbrella, __42__ that the tide would somehow reach me. The sea, to me, was not beautiful — it was a(n) __43__ force that could swallow you in an instant. Everything __44__ when my daughter turned five and begged to take swimming lessons. She would need someone in the water with her, and my husband worked weekends. The choice was __45__ : either face my fear or disappoint my child. I signed us both up, and on the first morning, I stood at the pool's edge with my heart __46__ so loudly I was sure everyone could hear it. The instructor, a gentle woman named Carla, seemed to __47__ my terror without my saying a word. She started me at the shallow end, simply __48__ my arms and letting water run through my fingers. 'You don't have to __49__ the ocean today,' she said. 'Just let the water hold you.' For weeks we practiced breathing exercises — slow inhales through the nose, long __50__ through the mouth — until I no longer __51__ at the touch of water on my face. The __52__ moment came on a family trip to Cornwall. My daughter, now a confident swimmer, grabbed my hand and led me toward the waves. I hesitated, my old fear __53__ in my chest. But then I looked at her excited face, took a breath, and walked in. The water reached my waist, then my shoulders — and to my __54__, I laughed. That laugh, I realized, was the sound of a fear that had __55__ my life for thirty years finally letting go. 41. 41. A. avoided B. explored C. photographed D. protected 42. 42. A. hoping B. pretending C. convinced D. doubting 43. 43. A. gentle B. predictable C. healing D. destructive 44. 44. A. worsened B. changed C. ended D. repeated 45. 45. A. simple B. strange C. unfair D. risky 46. 46. A. beating B. sinking C. breaking D. burning 47. 47. A. cause B. cure C. sense D. share 48. 48. A. crossing B. raising C. holding D. examining 49. 49. A. enter B. defeat C. describe D. trust 50. 50. A. exhales B. pauses C. cries D. exercises 51. 51. A. laughed B. shouted C. wondered D. panicked 52. 52. A. final B. turning C. embarrassing D. forgotten 53. 53. A. weakening B. disappearing C. tightening D. remaining 54. 54. A. disappointment B. horror C. shame D. amazement 55. 55. A. transformed B. brightened C. controlled D. threatened 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 In December 2025, UNESCO added a new group of cultural practices to its list of Intangible Cultural Heritage, 56.______(recognise) traditions that communities consider part of their identity. Unlike monuments or historic sites, intangible heritage refers to living practices — skills, music, crafts, and rituals 57.______ are passed down through generations. This year's additions included everything from Scottish bagpipe-making 58.______ traditional salt production in West Africa. One of the most striking entries came from Japan, where a community of artisans in Kyoto has kept the art of hand-painted silk 59.______(live) for over four centuries. Each piece of fabric 60.______(produce) using natural dyes made from local plants, a process 61.______ requires not only remarkable skill but also deep knowledge of seasonal plant cycles. The average age of the artisans is now over sixty, and younger generations have shown little interest in 62.______(take) up the craft. UNESCO officials stressed that listing alone is not enough; communities must be actively involved in preservation. 'Heritage is not a frozen object in a museum,' one representative explained. 'It lives only if it 63.______(continue) to be practiced.' In response, the Kyoto workshop has begun offering weekend classes to schoolchildren, 64.______(hope) to plant the seeds of interest in a new generation. Whether these efforts will succeed remains 65.______(certain), but the artisans say they will keep weaving until their hands can no longer hold the thread. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华，你校英文报正在开展"My Creative Handicraft"短视频征集活动。请你写一篇英文解说稿，介绍你的一件创意手工作品，内容包括： （1）作品介绍（材料、制作过程等）； （2）创作灵感与意义。 注意： （1）写作词数应为80左右； （2）请按如下格式在答题卡相应位置作答。 My Creative Handicraft: Beauty from Simplicity 第二节（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。 Lily had always been the quiet one — the girl who sat at the back of the classroom, who never raised her hand, and who dreaded being called on by the teacher. Her classmates knew little about her, and Lily preferred it that way. What they did not know was that Lily had a secret world: every evening after school, she would disappear into the community garden behind her apartment building, where her grandmother taught her the art of growing vegetables from seed. The garden was her sanctuary（避难所）. In its orderly rows of tomatoes, peppers, and herbs, Lily felt capable in a way she never did at school. Her grandmother, who had tended this same plot for over twenty years, passed on not just gardening knowledge but quiet wisdom. 'A seed doesn't shout to be noticed,' she would say, 'but given the right conditions, it finds its way to the sun.' One Monday morning, the school announced a 'Share Your Passion' presentation series. Every student was required to give a five-minute talk about something they loved. Lily's stomach dropped. The thought of standing before her classmates made her feel physically ill. For days she could think of nothing else. On Thursday evening, she sat in the garden with her grandmother and poured out her fear. Her grandmother listened, then handed her a small pot of tomato seedlings. 'Take these to school on Monday,' she said. 'They will speak for you.' Lily stared at the tiny green shoots, confused. But as she looked at them, an idea slowly began to form. That weekend, she returned to the garden with a notebook, writing down every detail she could remember about planting, watering, and nurturing the seedlings her grandmother had placed in her hands. 注意： （1）续写词数应为150左右； （2）请按如下格式在答题卡相应位置作答。 On Monday morning, Lily walked into the classroom carrying the pot of seedlings. When she finished her talk, the classroom was silent for a moment. —————— 外刊原文出处 —————— 【A篇】 UK Marine Conservation Society — Volunteer Event Information https://www.mcsuk.org/what-you-can-do/join-a-beach-clean/ 【B篇】 Smithsonian Magazine — "In Her 70s, Grandma Moses Began Painting Lovely Scenes of Rural Life" https://www.smithsonianmag.com/smithsonian-institution/in-her-70s-grandma-moses-began-painting-lovely-scenes-of-rural-life-then-she-became-an-icon-180987732/ 【C篇】 Harvard Gazette — "Is AI Dulling Our Minds?" https://news.harvard.edu/gazette/story/2025/11/is-ai-dulling-our-minds/ 【D篇】 Science Robotics — "Autonomous Tracking of Honey Bee Behaviors" https://www.science.org/doi/10.1126/scirobotics.adn6848 【七选五】 CNN Health — "How to Find — and Keep — Friends as an Adult" https://edition.cnn.com/2025/06/30/health/how-to-make-friends-tips-wellness 【完形填空】 Verywell Mind — "Thalassophobia (Fear of the Ocean): Symptoms and Ways to Cope" https://www.verywellmind.com/thalassophobia-fear-of-the-ocean-4692301 【语法填空】 UN News — "From Bagpipes to Salt-Making, UNESCO Honours Endangered Culture" https://news.un.org/en/story/2025/12/1166552 参考答案 【阅读理解 A】 21-23: B C C 【阅读理解 B】 24-27: B A C B 【阅读理解 C】 28-31: B C C D 【阅读理解 D】 32-35: B C B B 【七选五】 36-40: D A E F C 【完形填空】 41-45: A C D B A 46-50: A C B D A 51-55: D B C D C 【语法填空】 56. recognising 57. that/which 58. to 59. alive 60. is produced 61. that/which 62. taking 63. continues 64. hoping 65. uncertain 学科网（北京）股份有限公司 $