精品解析：福建省厦门双十中学2026届高三热身考英语试题

厦门双十中学2026届高三英语热身考 （考试时间：120分钟 试卷满分：150分） 第一部分 听力理解（共两节，满分30分） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。 1. What will the man do next? A. Unpack his suitcase. B. Board a flight. C. Fill out a form. 2. What does Sarah plan to do after graduation? A. Do volunteer work. B. Pursue a higher degree. C. Run the family business. 3. What are the speakers talking about? A. Buying a car. B. Moving house. C. Fixing the window. 4. What does the woman think of the ski area? A. It’s a bit crowded. B. It has poor snow. C. It’s too far away. 5. Where are the speakers heading? A. The Art Centre. B. The Grand Theatre. C. The Stone Bridge. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What did the woman do? A. She went over the speed limit. B. She parked in a school zone. C. She drove through a red light. 7. What time does school finish on Wednesdays? A. At 2:00 pm. B. At 2:30 pm. C. At 3:30 pm. 听第7段材料，回答第8至10题。 8. What is the relationship between the speakers? A. Fellow workers. B. Former schoolmates. C. Family relatives. 9. Who will Grace have dinner with? A. Fiona. B. Jennifer. C. David. 10. What is Kevin going to do next? A. Buy a drink. B. Play basketball. C. Greet a friend. 听第8段材料，回答第11至13题。 11. What does the woman say about news programs? A. They are replaced by documentaries. B. They have been reduced in number. C. They focus on the life of celebrities. 12. What is the man’s attitude toward reality shows? A. Favorable. B. Critical. C. Uncertain. 13. What does the woman expect TV programs to be? A. Educational. B. Diverse. C. Entertaining. 听第9段材料，回答第14至17题。 14. Who is Cathy? A. A school teacher. B. A radio host. C. A government official. 15. What can the visiting adults do in the school? A. Give speeches. B. Observe classes. C. Organize activities. 16. How can the students benefit from the school program? A. Earn extra credits B. Find job opportunities. C. Learn about adult’s life. 17. What is the goal of the school program? A. To improve student-teacher relationship. B. To promote the idea of work-life balance. C. To enhance school-community interaction. 听第10段材料，回答第18至20题。 18. Where is the speaker’s city located? A. By the lake. B. On the coast. C. In the Valley. 19. What do the numbers on the signs stand for? A. The duration of flooding. B. The rise in air temperature. C. The height above sea level. 20. What does the success of the project indicate? A. Art can make a difference. B. The homeowners are creative. C. Climate change is controllable. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A The Louis Department of Education (LDOE)’s AI integration framework (框架) is a comprehensive, responsible approach to maximizing AI’s benefits. Adopting a continuous cycle of exploration and improvement, it empowers schools to adopt AI responsibly while prioritizing student safety and future readiness. The framework aims to create a sustainable environment that improves teaching, learning, and outcomes through research, policy, community involvement, and ongoing evaluation. Purpose & Research: This component stresses setting clear goals for AI integration. It involves researching evidence-based practices, assessing AI’s benefits and challenges, and identifying tools in line with the city’s educational objectives to ensure purposeful and informed application. Evaluation & Monitoring: This component centers on assessing the impact of AI application in educational settings. It involves tracking student progress, measuring the effectiveness of AI tools and resources, and identifying areas for improvement. Regular monitoring ensures that AI initiatives are in line with educational goals and adapt to the changing needs of students and educators. Engage Stakeholders: Recognizing that AI integration impacts various key participants, this component emphasizes active engagement and cooperation. Stakeholders like educators, administrators, students, parents, policymakers, and community members are involved in the process to gather different perspectives, address concerns, and build support for AI initiatives. This approach promotes trust, ownership, and joint responsibility in shaping the future of AI in education. Policy & Guidance: This component addresses the need for clear guidelines and policies that govern AI’s responsible use in educational settings. It involves developing frameworks for data privacy, ensuring access to AI resources, and establishing standards for designing and using AI tools. Policy and guidance provide a structured approach to handling the complexities of AI integration and ensuring that it follows legal and educational principles. WJXSAT 1. What is the framework mainly intended to do? A. Encourage students to explore AI tools. B. Prepare schools for responsible AI use. C. Improve teaching by increasing AI use. D. Guarantee student safety with AI tools. 2. What does the component “Evaluation & Monitoring” focus on? A. Examining the effects of AI use. B. Monitoring students’ use of AI. C. Assessing student development in AI. D. Locating the weakness of AI tools. 3. A school in the city of Louis is planning to introduce an AI tool to help students with learning. The teacher in charge is looking for ways to avoid the misuse of students’ personal data. Which component should the teacher mainly refer to? A. Purpose & Research B. Policy & Guidance C. Engage Stakeholders D. Evaluation & Monitoring 【答案】1. B 2. A 3. B 【解析】 【导语】本文是一篇应用文。文章详细阐述了路易斯教育部门（LDOE）的AI整合框架的四个主要组成部分及其目的和作用。 【1题详解】 细节理解题。根据第一段“Adopting a continuous cycle of exploration and improvement, it empowers schools to adopt AI responsibly while prioritizing student safety and future readiness.(该框架采用持续的探索和改进周期，使学校能够在优先考虑学生安全和未来准备的同时，负责任地采用AI。)”可知，该框架的主要目的是使学校为负责任地使用AI做好准备。故选B项。 【2题详解】 细节理解题。根据“Evaluation & Monitoring”部分“This component centers on assessing the impact of AI application in educational settings.(这一部分主要关注评估AI在教育环境中的应用影响。)”可知，“评估与监测”部分主要关注的是评估AI在教育环境中的应用影响，即，检查AI使用的影响。故选A项。 【3题详解】 推理判断题。根据“Policy & Guidance”部分“This component addresses the need for clear guidelines and policies that govern AI’s responsible use in educational settings. It involves developing frameworks for data privacy, ensuring access to AI resources, and establishing standards for designing and using AI tools.(这一部分解决了制定明确的指导方针和政策的需求，以规范AI在教育环境中的负责任使用。它涉及制定数据隐私框架，确保获得AI资源，以及为设计和使用AI工具建立标准。)”可知，如果一个学校计划引入AI工具来帮助学生，而负责的老师正在寻找避免学生个人数据被滥用方法，那么老师应该主要参考“政策与指导”部分，因为它涉及制定数据隐私框架。故选B项。 B All alone, the small brown coin lay on the windowsill. Occasionally, a spider or a fly came by; he wore spider webs, and a light layer of dust. The morning sun warmed him, then moved away. He had been placed there “in case”, and so he waited. No one needed him for much of anything, these days. Policymakers kept remarking, woundingly, that it cost more to make each penny (in 2024, 3.69 cents) than it was worth. That was why, they explained, they would be ending production in 2026. For some time now, people had soured on him. When he was handed over in change, shoppers waved him away with “Keep the penny”. Increasingly, they simply waved a card and ignored him. He had spent longer and longer simply lying around. In economic terms, however, he liked to think he was still important, encouraging careful budgeting. The price was calculated down to the smallest detail (namely, him). When a product was priced at $19.99, rather than $20, people were more willing to buy it, boosting the economy. Then there was the matter of charity. Where would all those boxes be, without the likes of him? In several cities cents were harvested for good causes; school children collected them in cloth bags. Thousands of dollars were raised that way, little by little. Such arguments, however, plainly did not persuade policymakers. What, then, was his future, and that of any other penny? As an accessory, perhaps. After all, pennies were lucky. A good-looking cent, as cents went, he could become a button. Glued to a leg, he could stop a chair from wobbling (摇晃). There were worse fates, such as being thrown in a fountain. None of this was what he had been made for. And so, with humility (谦卑), he accepted his new purpose in national life. Perhaps, some day, he would hear his owner say: “Glad I kept that penny.” In the far future he might become rare and valuable. This was his chief comfort that some people, at least, would still appreciate that face value and true worth are not at all the same thing. 4. Which paragraph presents an argument against policymakers’ decision? A. Paragraph 1. B. Paragraph 2. C. Paragraph 3. D. Paragraph 4. 5. Why is charity mentioned in Paragraph 5? A. To introduce new problems in charity work. B. To raise concerns about wasting small coins. C. To give further evidence of the penny’s value. D. To make a contrast between giving and spending. 6. What would the penny imagine as its best possible future? A. Becoming a collectible. B. Ending up in a fountain. C. Being used as a decoration. D. Being remade into a new coin. 7. What is the overall tone of the text? A. Very formal but a bit dry. B. Mildly humorous but a bit sad. C. Seemingly calm but a bit distant. D. Highly romantic but a bit unreal. 【答案】4. D 5. C 6. A 7. B 【解析】 【导语】本文是一篇记叙文。文章主要讲述了一枚被放置在窗台上的便士硬币，面对即将被停止生产的命运，思考自身价值及未来可能用途的故事。 【4题详解】 细节理解题。根据第四段“In economic terms, however, he liked to think he was still important, encouraging careful budgeting. The price was calculated down to the smallest detail (namely, him). When a product was priced at $19.99, rather than $20, people were more willing to buy it, boosting the economy.(然而，从经济角度来看，他喜欢认为自己仍然很重要，鼓励人们精打细算。价格计算到了最小的细节（即他）。当一件产品定价为19.99美元，而不是20美元时，人们更愿意购买它，从而促进经济发展)”可知，第四段提出了反对政策制定者决定的论点，即便士在促进经济发展方面仍有重要作用。故选D。 【5题详解】 推理判断题。根据第五段“Then there was the matter of charity. Where would all those boxes be, without the likes of him? In several cities cents were harvested for good causes; school children collected them in cloth bags. Thousands of dollars were raised that way, little by little.(然后是慈善事业。如果没有像他这样的硬币，那些盒子会放在哪里呢？在几个城市里，人们为了慈善事业而收集便士；小学生们用布袋收集它们。就这样，一点一点地筹集了数千美元)”可知，提到慈善是为了进一步证明便士的价值，即便士在慈善事业中也能发挥重要作用。故选C。 【6题详解】 细节理解题。根据最后一段“In the far future he might become rare and valuable. This was his chief comfort that some people, at least, would still appreciate that face value and true worth are not at all the same thing.(在遥远的未来，他可能会变得稀有而珍贵。这是他主要的安慰，至少有些人仍然会明白面值和真正的价值完全不是一回事)”可知，便士想象自己最好的未来是成为收藏品，变得稀有而珍贵。故选A。 【7题详解】 推理判断题。根据全文内容，文章通过拟人化的手法，以一枚便士的视角讲述了其面临被停止生产的命运，思考自身价值及未来可能用途的故事，例如最后一段中“This was his chief comfort that some people, at least, would still appreciate that face value and true worth are not at all the same thing.(让他感到最大安慰的是，至少还有一些人会明白面值和真正的价值完全不是一回事)”整体语气略带幽默，但同时也流露出一种淡淡的忧伤，因为便士即将失去其原有的地位和作用。故选B。 C While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. Dutch authors Thalia Verkade and Marco te Brömmelstroet are bothered by facts like these. In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives. Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over twenty-six million people, among the highest rate of car ownership in the world. We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? The authors of Movement have it right: it’s time to think differently about that street outside your front door. 8. What phenomenon does the author point out in paragraph 1? A. Cars often get stuck on the road. B. Traffic accidents occur frequently. C. People walk less and drive more. D. Pedestrians fail to follow the rules. 9. What were the Canadian journalist and other campaigners trying to do? A. Keep their cities livable. B. Promote cultural diversity. C. Help the needy families. D. Make expressways accessible. 10. What can be inferred about the campaigns in Australia in the late 1960s and 1970s? A. They boosted the sales of cars. B. They turned out largely ineffective. C. They won government support. D. They advocated building new parks. 11. What can be a suitable title for the text? A. Why the Rush? B. What’s Next? C. Where to Stay? D. Who to Blame? 【答案】8. C 9. A 10. B 11. A 【解析】 【导语】本文是一篇议论文。文章主要介绍了西方城市过度围绕汽车设计导致行人流动性下降，尤其是儿童步行减少的现象，并通过历史案例和现状分析呼吁反思街道功能，重视城市宜居性。 【8题详解】 细节理解题。根据文章第一段“While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. (虽然近年来我们的街道可能已经改善了安全性，但交通研究也表明行人的流动性下降，尤其是年轻儿童。许多家长说，路上的交通太拥挤，他们的孩子无法安全步行上学，所以他们把孩子塞进车里)”可知，作者指出的现象是人们步行减少、开车增多。故选C。 【9题详解】 推理判断题。根据文章第三段“Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” (最著名的是，一位加拿大记者在20世纪50年代初举家迁往曼哈顿，她领导了一场阻止当地公园被毁的运动。在描述她对用高速公路取代公园的提议感到震惊时，Jane Jacobs呼吁她的市长捍卫“纽约作为适宜居住的地方，而不仅是匆匆穿过的通道”)”可推知，加拿大记者和其他运动参与者旨在保持城市宜居性。故选A。 【10题详解】 推理判断题。根据文章倒数第二段“Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. (尽管这些运动很普遍，但现实是大多数西方城市完全围绕汽车需求重新设计。道路上的汽车数量一直在迅速增加)”可推知，20世纪60年代末和70年代澳大利亚的竞选活动未能阻止汽车发展，基本上没有效果。故选B。 【11题详解】 主旨大意题。通读全文，并根据文章最后一段“We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? (我们在帮助我们快速通过的道路上投入了大量资金，但我们没有考虑到真正的成本。我们真的认识到当孩子们不能在我们的社区安全地移动时，我们作为一个社会将会付出什么代价吗)”可推知，本文批判城市过度追求交通效率、忽视行人需求的现象，A项“Why the Rush? (为何匆匆？)”质问“rush through (匆匆通行)”的规划理念，契合主旨，最适合作为本文标题。故选A。 D On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate. This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down. But a new study led by Joaquin Navajas offered an interesting twist (转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals. In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together”. Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous. 12. What is paragraph 2 of the text mainly about? A. The methods of estimation. B. The underlying logic of the effect. C. The causes of people’s errors. D. The design of Galton’s experiment. 13. Navajas’ study found that the average accuracy could increase even if ________. A. the crowds were relatively small B. there were occasional underestimates C. individuals did not communicate D. estimates were not fully independent 14. What did the follow-up study focus on? A. The size of the groups. B. The dominant members. C. The discussion process. D. The individual estimates. 15. What is the author’s attitude toward Navajas’ studies? A. Unclear. B. Dismissive. C. Doubtful. D. Approving. 【答案】12. B 13. D 14. C 15. D 【解析】 【导语】本文是说明文。没有人是一座孤岛，文章陈述了“群体智慧”效应。实验表明，在某些情况下大量独立估计的平均值可能是相当准确的。 【12题详解】 主旨大意题。根据第二段内容“This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and come to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people s errors become correlated or dependent, the accuracy of the estimate will go down. (这种效应利用了这样一个事实，即当人们犯错误时，这些错误并不总是相同的。有些人常常会高估，或者低估。当这些误差中有足够多的误差被平均在一起时，它们会相互抵消，从而产生更准确的估计。如果相似的人倾向于犯同样的错误，那么他们的错误不会相互抵消。从更专业的角度来说，群众的智慧要求人们的估计是独立的。如果由于任何原因，人们的错误变得相关或依赖，估计的准确性就会下降)”可知，本段阐述了人们所犯的错误不总是相同的，各不相同的误差平均在一起，相互抵消就会产生更准确的估计，讨论了独立估计的平均如何由于误差的消除而产生更准确的预测。因此本段主要解释了“群体智慧”效应这一现象的基本逻辑。故选B。 【13题详解】 细节理解题。根据第二段的“In more technical terms, the wisdom of crowds requires that people’s estimates be independent. (从更专业的角度来说，群众的智慧要求人们的估计是独立的)”和第三段的“The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals. (这项研究的关键发现是，当人群被进一步划分为允许进行讨论的小组时，这些小组的平均值比同等数量的独立个体的平均值更准确。例如，从四个五人讨论组的估计中获得的平均值明显比从20个独立个体获得的平均值更准确)”可知，人们在没有独立的情况下，分成更小群体，平均值是更准确的，说明即使在估计数字并非完全独立的情况下，准确率提高也是可以做到的。故选D。 【14题详解】 推理判断题。根据第四段的“In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? (在一项针对100名大学生的后续研究中，研究人员试图更好地了解小组成员在讨论中的实际行为。他们是否倾向于选择那些对自己的估计最有信心的人？他们追随那些最不愿意改变主意的人吗)”可知，在后续研究中，研究人员试图更好地了解小组成员在讨论中实际做了什么。结合两个问题，因此可知后续研究的重点是小组内的讨论过程。故选C。 【15题详解】 推理判断题。根据最后一段内容“Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous. (尽管Navajas领导的研究有局限性，仍存在许多问题，但对小组讨论和决策的潜在影响是巨大的)”可知，作者认为虽然Navajas领导的研究有局限性也存在许多问题，但对小组讨论和决策的潜在影响巨大。因此推断作者对于Navajas的研究表示一定的赞许和支持。故选D。 【点睛】 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从其后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 A Few Tips for Self-Acceptance We all want it… to accept and love ourselves. But at times it seems too difficult and too far out of reach. ___16___ Here’s a handful of ways that will set you in the right direction. ●___17___ Do not follow the people who make you feel not-good-enough. Why do you follow them? Are you hoping that eventually you will feel empowered because your life is better than theirs? Know that your life is your own;you are the only you in this world. ●Forgive yourself for mistakes that you have made. We are often ashamed of our shortcomings, our mistakes and our failures. ___18___ You will make mistakes, time and time again. Rather than getting caught up in how you could have done better, why not offer yourself a compassionate (有同情心) response? ＂That didn’t go as planned. But, I tried my best.＂ ●Recognize all of your strengths. Write them down in a journal. Begin to train your brain to look at strength before weakness. List all of your accomplishments and achievements. You have a job, earned your degree, and you got out of bed today. ___19___ ●Now that you’ve listed your strengths, list your imperfections. Turn the page in your journal. Put into words why you feel unworthy, why you don’t feel good enough. Now, read these words back to yourself. ___20___ Turn to a page in your journal to your list of strengths and achievements. See how awesome you are? A. Feeling upset again? B. Where do you start? C. Nothing is too small to celebrate. D. Remember, you are only human. E. Set an intention for self-acceptance. F. Stop comparing yourself with others. G. When does the comparison game start? 【答案】16. B 17. F 18. D 19. C 20. A 【解析】 【分析】这是一篇说明文。文章介绍了几个自我接纳的小技巧。 【16题详解】 根据题目A Few Tips for Self-acceptance(自我接纳的几点建议)及下文的Here's a handful of ways that will set you in the right direction.(这有很多可以帮你找到正确方向的方法。)可知，选项B. Where do you start? (从哪里开始那？)最合下文语境，故选B项。 【17题详解】 根据下文Are you hoping that eventually you will feel empowered because your life is better than theirs? Know that your life is your own; you are the only one in this world.(你是否希望最终你会因为自己的生活比他们的好而感到有力量？要知道，你的生活是你自己的；你在这个世界上是独一无二的。)可知，本段主要讲述不要把自己和别人作比较，因为生活是我们自己的，我们也是世界上独一无二的。故F. Stop comparing yourself with others.(停止把自己和别人进行比较。)可以作为本段中心句，故选F项。 【18题详解】 根据本文的中心句Forgive yourself for mistakes that you have made. (原谅自己所犯的错误。)及下文的You will make mistakes, time and time again. (你会一次又一次地犯错误。)可知，本句是在说明要讲自己看作一个普通人，普通人是会犯错的。选项D. Remember, you are only human.(记住，你只是个人。)与上下文衔接最好，故选D项。 【19题详解】 根据上文List all of your accomplishments and achievements. You have a job, earned your degree, and you got out of bed today.(列出你所有的成就。你有了一份工作，拿到了学位，今天你拜托了困境。)可知，这些小事都是你取得的成就，都值得庆祝，即没有什么事是太小而不值得庆祝的。故选C项。 【20题详解】 结合上文Put into words why you feel unworthy, why you don't feel good enough. Now, read these words back to yourself.(用语言来解释为什么你觉得自己不值得，为什么你觉得自己不够好。现在，自己读一下这些话。)和下文的Turn to a page in your journal to your list of strengths and achievements. See how awesome you are? (翻到你日记本上记下你的优点和成就的那页。看到你有多棒了吗？)可推知本句是在说明“再次感到心烦意乱”的情况。选项A. Feeling upset again?(再次感觉心烦意乱了吗？)最合上下文语境，故选A项。 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 One August afternoon, I sat in my kitchen staring at a glass vase that hadn’t seen daylight since my wedding. My husband and I had just sold our house and we were busy ___21___ the beloved home our family had spent 23 years filling up. We had decided on key items for the ___22___ we were moving to in town, donated what we could, and rented a place to ___23___ our supposedly important objects. That left a house still ___24___ with things that, while not particularly ___25___, didn’t belong in a landfill (垃圾填埋场). I took a picture of the vase and posted it online, for $10. A couple of messages came in, one wanting additional ___26___, another asking for a price cut. As our ___27___ day drew near, I settled on a new price ($0) and reposted it. The ___28___: “I hate this vase. Maybe you won’t.” In an instant, a woman raced into my house and left happily with the vase. ___29___, I posted more. My daily posts and the ___30___ I received became a precious ray of light in the chaos of my house. Each exchange provided a chance to ___31___ the landfill and to please another person I might not otherwise have ___32___. I sit in my apartment today, loving each of the ___33___ that share our small space. I take ___34___ in knowing that, somewhere nearby, someone is ___35___ something that couldn’t come with us. 21. A. painting over B. looking around C. emptying out D. pulling down 22. A. hotel B. office C. cottage D. apartment 23. A. store B. display C. sell D. repair 24. A. covered B. decorated C. stuffed D. equipped 25. A. conventional B. valuable C. complicated D. tolerable 26. A. fees B. photos C. receipts D. models 27. A. move B. pay C. market D. work 28. A. warning B. request C. description D. reply 29. A. Confused B. Interested C. Disappointed D. Encouraged 30. A. visits B. reports C. advice D. money 31. A. remove B. spare C. find D. check 32. A. investigated B. recognized C. encountered D. recommended 33. A. giveaways B. posts C. contributions D. belongings 34. A. joy B. part C. care D. time 35. A. anticipating B. appreciating C. delivering D. withdrawing 【答案】21. C 22. D 23. A 24. C 25. B 26. B 27. A 28. C 29. D 30. A 31. B 32. C 33. D 34. A 35. B 【解析】 【导语】本文是一篇记叙文。文章主要讲述了作者在搬家过程中通过免费赠送旧物获得快乐的故事。 【21题详解】 考查动词短语辨析。句意：我和丈夫刚刚卖掉了我们的房子，我们正忙着清空我们一家人花了23年时间建造的心爱的房子。A. painting over 粉刷覆盖；B. looking around 环顾四周；C. emptying out 清空；D. pulling down 拆除。根据上文“ My husband and I had just sold our house”和下文“the beloved home our family had spent 23 years filling up”可推知，此处指作者卖掉了房子，忙着清空房子里的多年来堆积的东西。故选C。 【22题详解】 考查名词词义辨析。句意：我们已经为即将搬到城里的公寓选定了关键物品，尽可能捐赠了能捐的东西，并租了一个地方来存放我们自认为重要的物品。A. hotel 酒店；B. office 办公室；C. cottage 小屋；D. apartment 公寓。根据文章最后一段“I sit in my apartment today”可推知，此处指作者一家人搬到了公寓。故选D。 【23题详解】 考查动词词义辨析。句意：我们已经为即将搬到城里的公寓选定了关键物品，尽可能捐赠了能捐的东西，并租了一个地方来存放我们自认为重要的物品。A. store 储存；B. display 展示；C. sell 出售；D. repair 修理。根据上文“rented a place”以及下文“our supposedly important objects”可推知，此处指租地方是为了存放重要物品。故选A。 【24题详解】 考查形容词词义辨析。句意：这使得房子里仍然堆满了那些虽然不是特别值钱，但不应该放在垃圾填埋场的东西。A. covered 覆盖的；B. decorated 装饰的；C. stuffed 塞满的；D. equipped 配备的。根据上文“rented a place to  3 our supposedly important objects”以及下文“with things”可推知，此处指房子里仍塞满物品。故选C。 【25题详解】 考查形容词词义辨析。句意：这使得房子里仍然堆满了那些虽然不是特别值钱，但不应该放在垃圾填埋场的东西。A. conventional 传统的；B. valuable 有价值的；C. complicated 复杂的；D. tolerable 可容忍的。根据上文“while not particularly”以及下文“didn’t belong in a landfill”可推知，此处指虽不贵重但不应丢弃的物品。故选B。 【26题详解】 考查名词词义辨析。句意：有几条信息进来了，一条想要更多的照片，另一条请求降价。A. fees 费用；B. photos 照片；C. receipts 收据；D. models 模型。根据上文“I took a picture of the vase”及“additional”可推知，此处指有人索要更多照片。故选B。 【27题详解】 考查名词词义辨析。句意：随着搬家日的临近，我确定了一个新的价格（0美元）并重新发布了它。A. move 搬家；B. pay 支付；C. market 市场；D. work 工作。根据前文搬家背景及下文“day drew near”可推知，此处指搬家日临近。故选A。 【28题详解】 考查名词词义辨析。句意：描述：“我讨厌这个花瓶。也许你不会。”A. warning 警告；B. request 请求；C. description 描述；D. reply 回复。根据上文“I took a picture of the vase and posted it online”以及下文“I hate this vase. Maybe you won’t.”可推知，此处指是重新发布的对花瓶的描述。故选C。 【29题详解】 考查形容词词义辨析。句意：受到鼓励，我发布了更多。A. Confused 困惑的；B. Interested 感兴趣的；C. Disappointed 失望的；D. Encouraged 受鼓励的。根据上文“In an instant, a woman raced into my house and left happily with the vase.”以及作者后文持续发帖的行为，可推知，此处指作者受到鼓舞。故选D。 【30题详解】 考查名词词义辨析。句意：我每天收到的帖子和来我家里的拜访，在我混乱的房子里变成了一束珍贵的光芒。A. visits 拜访；B. reports 报告；C. advice 建议；D. money 钱。根据上文“In an instant, a woman raced into my house”以及“My daily posts”和后文的互动，可推知，此处指去作者家里拜访。故选A。 【31题详解】 考查动词词义辨析。句意：每一次交换都提供了一个避免垃圾填埋的机会，也让我得以取悦另一个原本可能不会遇到的人。A. remove 移除；B. spare 省得；免去；C. find 发现；D. check 检查。根据上文语境以及下文“the landfill”可推知，此处指作者用免费赠送旧物来代替丢掉旧物垃圾填埋，此处spare引申为“免去”表示免得去垃圾填埋场丢东西。故选B。 【32题详解】 考查动词词义辨析。句意：每一次交换都提供了一个避免垃圾填埋的机会，也让我得以取悦另一个原本可能不会遇到的人。A. investigated 调查；B. recognized 认出；C. encountered 遇见；D. recommended 推荐。根据上文“another person I might not otherwise”可推知，此处指免费赠送旧物让原本不会遇见的人感到高兴。故选C。 【33题详解】 考查名词词义辨析。句意：今天我坐在我的公寓里，爱着我们小空间里的每一件所有物。A. giveaways 赠品；B. posts 帖子；C. contributions 贡献；D. belongings 所有物。结合语境，再根据上文“I sit in my apartment today”以及下文“share our small space”可推知，此处指现在拥有的物品。故选D。 【34题详解】 考查名词词义辨析。句意：知道就在附近的某个地方，有人正在欣赏着这件无法随我们一起走的东西，我感到很快乐。A. joy 快乐；B. part 部分；C. care 关心；D. time 时间。结合语境，再根据上文“loving each of the 13 that share our small space.”以及下文“in knowing that, somewhere nearby”可推知，此处指作者免费赠送旧物，也从中获得了快乐。故选A。 【35题详解】 考查动词词义辨析。句意：知道就在附近的某个地方，有人正在欣赏着这件无法随我们一起走的东西，我感到很快乐。A. anticipating 期待；B. appreciating 欣赏；C. delivering 递送；D. withdrawing 撤回。根据上文“I take 13 in knowing that, somewhere nearby”以及下文“something that couldn’t come with us”可推知，此处指他人在欣赏这些作者带不走的，赠予的物品。故选B。 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。 Does your soul die a little every time you throw away unused food? ____36____ (I) does. That feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact ____37____ a prayer at dinner time. Last month, a popular New York restaurant changed its menu to exclusively offer food that would otherwise be thrown away. For two weeks in March, Blue Hill restaurant ____38____ (rename) wastED, and served items like fried skate cartilage and juice pulp burgers. Each dish was tailor-made to raise ____39____ (aware) regarding food waste. A study determined that the average restaurant generates 33 pounds of food waste for every $ 1,000 in revenue (收入), and of that waste, up to 84.3% ____40____ (be) simply thrown out. Other restaurants have experimented with zero-waste systems, but wastED took ____41____ concept to its logical conclusion. None of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients used were examples of meat cuts and produce ____42____ most restaurants would never consider serving. Things like kale ribs, fish collars, and ____43____ (reject) sweet potatoes were all re-appropriated ____44____, with the help of a number of good chefs, turned into excellent cuisine. Though wastED received ____45____ (enthusiasm) reviews, it was designed as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability. 【答案】36. Mine 37. than 38. was renamed 39. awareness 40. is 41. the 42. that##which 43. rejected 44. and 45. enthusiastic 【解析】 【导语】文章主要讲述了纽约一家餐厅通过将原本会被丢弃的食材制成菜肴，来提高人们对食物浪费问题的认识。 【36题详解】 考查代词。句意：我的灵魂也是如此。根据上文“Does your soul die a little every time you throw away unused food? ”及空后does可知，此处表示“我的灵魂也会（死一点）”，应用名词性物主代词Mine指代My soul，在句中作主语，句首单词首字母需大写。 【37题详解】 考查连词。句意：那种感受源于在南非长大，在那里“非洲有孩子在挨饿”这句话与其说是晚餐时分的祈祷，不如说是一个令人不安的事实提醒。根据句中“more ”可知，此处为固定搭配more...than...，表示“与其说……不如说……”。 【38题详解】 考查动词时态、语态和主谓一致。句意：今年三月有两周时间，Blue Hill餐厅被重新命名为wastED，并供应炸鳐鱼软骨和果汁渣汉堡等食物。根据时间状语“For two weeks in March”及“and served”，可知，应用一般过去时，和served并列作谓语；主语Blue Hill restaurant与动词rename之间为被动关系，且主语为单数，应用was done的形式。 【39题详解】 考查名词。句意：每道菜都是量身定制的，旨在提高人们对食物浪费问题的认识。根据空前的动词raise可知，此处应用名词作宾语，aware的名词形式是awareness。raise awareness为固定搭配，意为“提高意识”。 【40题详解】 考查动词时态和主谓一致。句意：一项研究确定，普通餐厅每产生1000美元的收入就会产生33磅食物浪费，而在这些浪费中，高达84.3%被直接扔掉。根据“ the average restaurant generates”可知，此处谓语动词应用一般现在时，and并列的两个句子，时态一般是一致的，并且此处描述的也是客观事实；84.3%指代的是不可数名词waste，谓语动词应用单数形式。 【41题详解】 考查冠词。句意：其他餐厅也尝试过零浪费系统，但wastED将这一概念推向了合乎逻辑的结论。此处concept特指上文提到的“zero-waste systems”这一概念，为特指，应用定冠词the。 【42题详解】 考查定语从句。句意：相反，所有使用的食材都是大多数餐厅永远不会考虑供应的肉块和农产品。分析句子结构可知，空格处引导定语从句，先行词为meat cuts and produce，指物，关系词在从句中作宾语，用that/which。 【43题详解】 考查非谓语动词。句意：像羽衣甘蓝梗、鱼颈和被丢弃的红薯这样的食材，在多位优秀厨师的帮助下，都被重新利用并变成了美味佳肴。分析句子结构可知，空格处作定语修饰sweet potatoes，且reject与sweet potatoes之间为逻辑上的被动关系，应用过去分词。 【44题详解】 考查连词。句意：句意：像羽衣甘蓝梗、鱼颈和被丢弃的红薯这样的食材，在多位优秀厨师的帮助下，都被重新利用并变成了美味佳肴。分析句子结构可知，were all re-appropriated与turned into为并列谓语，两者之间为顺承关系，应用连词and。 【45题详解】 考查形容词。句意：句意：尽管wastED收到了热情的评价，但它被设计为一个短暂的实验；Blue Hill此后恢复了常规菜单。分析句子结构可知，空格处修饰名词reviews，应用形容词，enthusiasm的形容词是enthusiastic。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假如你是晨光中学的李华，5月18日为国际博物馆日，学校英语俱乐部正在举办主题为The Power Of Museums的征文活动，根据你搜集的以下图表信息，写一篇稿件。 我国博物馆接待人次（单位：亿人） 1．简单分析图表展示的现象，及其可能原因： 2．鼓励大家走进博物馆。 要求：1）词数80左右；2）可以适当加入细节，使内容充实，行文连贯。 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 The Power of Museums As vividly shown in the chart, there has been a remarkable increase in the number of visitors to museums in China. In 2014, the number was merely 720 million, while in 2024, it soared to 1.4 billion. This trend can be attributed to several factors. Firstly, museums nowadays present diverse exhibitions. They display not only historical relics but also modern scientific achievements, catering to various interests. Secondly, museums have enhanced interactivity. Visitors can engage in hands-on activities like virtual reality experiences, making their visits more immersive and appealing. Since museums are so attractive and beneficial, let’s step into museums and explore the wonderful world they offer! 【解析】 【导语】本篇书面表达要求考生以晨光中学李华的身份，根据图表信息为英语俱乐部撰写一篇主题为The Power of Museums的征文，简单分析图表展示的现象及其可能原因，并鼓励大家走进博物馆。 【详解】1.词汇积累 显著的：remarkable→significant/notable/outstanding/dramatic 增长：increase→growth/surge/escalation 仅仅：merely→only/simply/barely 提升：enhance→improve/strengthen/upgrade/heighten 吸引人的：appealing→attractive/charming/engaging/fascinating 2.句式拓展 同义句转换 原句：They display not only historical relics but also modern scientific achievements, catering to various interests. 拓展句：Not only do they display historical relics but they also show modern scientific achievements, catering to various interests. 【点睛】【高分句型1】As vividly shown in the chart, there has been a remarkable increase in the number of visitors to museums in China. (运用了as引导的非限制性定语从句) 【高分句型2】Visitors can engage in hands-on activities like virtual reality experiences, making their visits more immersive and appealing. (运用了非谓语动词现在分词作状语) 第二节（满分25分） 47. 阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。 When Dr. Henderson was assigning (指定) project mates for his psychology class, I secretly hoped he would pair me with my best friend or at least a classmate I could have some fun with. Above all, I hoped he wouldn’t assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match. As fate (命运) would have it, Dr. Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid. I went up to my new teammate and introduced myself. He looked at me as though I weren’t there. I felt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn’t mean or abusive. He just gave me the impression that he could do whatever project we dreamed up better if he did it alone. Needless to say, I didn’t look forward to an entire team of being brushed off, but I tried to make the best of it and didn’t say anything for fear that I would make things worse. The project required each team to develop a hypothesis (假说), set up an experiment to test the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students. When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good grades—the exact opposite of me. I actually wanted to drop the class at one point, but stopped short because I didn’t want to give him the satisfaction of my chickening out. I decided to stick to it no matter what. After long discussions, we somehow agreed to do a study on the psychological well-being of teenagers. I wasn’t sure what it meant exactly, but at least we had a topic. Para.1 We started to meet regularly to draw up our plans. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2 Then one day I got word that he was admitted to the hospital for a serious disease. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】范文 Para.1 We started to meet regularly to draw up our plans. Companion as I was in the project, I still had no sense of participating in the project. My teammate kept his brain occupied in developing the hypothesis, setting up an experiment to test it, and running the tests alone, leaving me just standing beside him as if I were a fool. “What a dull project it is!” I murmured to myself. However, something changed gradually, as I became aware what the tactile-kinesthetic perception of space meant. Thanks to the intense, fiercely competitive, singularly serious fellow, the whole procedure went smoothly, close to the final stage. Para. 2 Then one day I got word that he was admitted to the hospital for a serious disease. Without any delay, I packed up my school bag, took all the experiment statistics and rushed to the hospital. Seeing the pale fellow wearing pure white clothes instead of the annoying dark clothes, I felt a sense of sympathy and mercy welling up in my heart. With his guidance, I finished the statistical analysis and presented the findings. It turned out to be such an amazing and persuasive study that my teammate and I did win the best grade. Now, we have been most reliable cooperative partners ever since! 【解析】 【导语】本文以人物为线索展开，讲述了在一次心理学课程任务中，老师把作者与他最想避开的很有个性的学霸变成了搭档，两人不得不在任务中相互磨合，而作者在任务中也渐入佳境，但是搭档突然住院，在搭档的指导下，作者圆满完成了任务，两人也成为最值得信赖的搭档。 【详解】1.段落续写： ①由第一段首句内容“我们开始定期开会制定计划”可知，第一段可描写作者与搭档的磨合，搭档顾自做任务时作者插不上手，但是作者没有退缩，跟着搭档，作者弄明白了他们所进行的任务，也能帮忙了。 ②由第二段首句内容“有一天我听说他得了重病住进了医院”可知，第二段可描写作者在搭档缺席的情况下，由搭档指导，完美完成任务，并与搭档成为好朋友。 2.续写线索：制定计划——看搭档独自做任务——明白任务——任务将近尾声——得知搭档住院——看望搭档——接受指导完成任务——成为最值得信赖的搭档 3.词汇激活 行为类 ①忙着做某事：be occupied in doing sth./be busy doing sth. ②冲向：rush to/dash to ③完成： finish/accomplish 情绪类 ①令人恼怒的：annoying/distressing ②令人惊讶的：amazing/astonishing 【点睛】[高分句型1]Companion as I was in the project, I still had no sense of participating in the project.（由as引导的让步状语从句的倒装） [高分句型2] However, something changed gradually, as I became aware what the tactile-kinesthetic perception of space meant.（由as引导时间状语从句和what引导宾语从句） 第1页/共1页 学科网（北京）股份有限公司 $ 厦门双十中学2026届高三英语热身考 （考试时间：120分钟 试卷满分：150分） 第一部分 听力理解（共两节，满分30分） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。 1. What will the man do next? A. Unpack his suitcase. B. Board a flight. C. Fill out a form. 2. What does Sarah plan to do after graduation? A. Do volunteer work. B. Pursue a higher degree. C. Run the family business. 3. What are the speakers talking about? A. Buying a car. B. Moving house. C. Fixing the window. 4. What does the woman think of the ski area? A. It’s a bit crowded. B. It has poor snow. C. It’s too far away. 5. Where are the speakers heading? A. The Art Centre. B. The Grand Theatre. C. The Stone Bridge. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What did the woman do? A. She went over the speed limit. B. She parked in a school zone. C. She drove through a red light. 7. What time does school finish on Wednesdays? A. At 2:00 pm. B. At 2:30 pm. C. At 3:30 pm. 听第7段材料，回答第8至10题。 8. What is the relationship between the speakers? A. Fellow workers. B. Former schoolmates. C. Family relatives. 9. Who will Grace have dinner with? A. Fiona. B. Jennifer. C. David. 10. What is Kevin going to do next? A. Buy a drink. B. Play basketball. C. Greet a friend. 听第8段材料，回答第11至13题。 11. What does the woman say about news programs? A. They are replaced by documentaries. B. They have been reduced in number. C. They focus on the life of celebrities. 12. What is the man’s attitude toward reality shows? A. Favorable. B. Critical. C. Uncertain. 13. What does the woman expect TV programs to be? A. Educational. B. Diverse. C. Entertaining. 听第9段材料，回答第14至17题。 14. Who is Cathy? A. A school teacher. B. A radio host. C. A government official. 15. What can the visiting adults do in the school? A. Give speeches. B. Observe classes. C. Organize activities. 16. How can the students benefit from the school program? A. Earn extra credits B. Find job opportunities. C. Learn about adult’s life. 17. What is the goal of the school program? A. To improve student-teacher relationship. B. To promote the idea of work-life balance. C. To enhance school-community interaction. 听第10段材料，回答第18至20题。 18. Where is the speaker’s city located? A. By the lake. B. On the coast. C. In the Valley. 19. What do the numbers on the signs stand for? A. The duration of flooding. B. The rise in air temperature. C. The height above sea level. 20. What does the success of the project indicate? A. Art can make a difference. B. The homeowners are creative. C. Climate change is controllable. 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A The Louis Department of Education (LDOE)’s AI integration framework (框架) is a comprehensive, responsible approach to maximizing AI’s benefits. Adopting a continuous cycle of exploration and improvement, it empowers schools to adopt AI responsibly while prioritizing student safety and future readiness. The framework aims to create a sustainable environment that improves teaching, learning, and outcomes through research, policy, community involvement, and ongoing evaluation. Purpose & Research: This component stresses setting clear goals for AI integration. It involves researching evidence-based practices, assessing AI’s benefits and challenges, and identifying tools in line with the city’s educational objectives to ensure purposeful and informed application. Evaluation & Monitoring: This component centers on assessing the impact of AI application in educational settings. It involves tracking student progress, measuring the effectiveness of AI tools and resources, and identifying areas for improvement. Regular monitoring ensures that AI initiatives are in line with educational goals and adapt to the changing needs of students and educators. Engage Stakeholders: Recognizing that AI integration impacts various key participants, this component emphasizes active engagement and cooperation. Stakeholders like educators, administrators, students, parents, policymakers, and community members are involved in the process to gather different perspectives, address concerns, and build support for AI initiatives. This approach promotes trust, ownership, and joint responsibility in shaping the future of AI in education. Policy & Guidance: This component addresses the need for clear guidelines and policies that govern AI’s responsible use in educational settings. It involves developing frameworks for data privacy, ensuring access to AI resources, and establishing standards for designing and using AI tools. Policy and guidance provide a structured approach to handling the complexities of AI integration and ensuring that it follows legal and educational principles. WJXSAT 1. What is the framework mainly intended to do? A. Encourage students to explore AI tools. B. Prepare schools for responsible AI use. C. Improve teaching by increasing AI use. D. Guarantee student safety with AI tools. 2. What does the component “Evaluation & Monitoring” focus on? A. Examining the effects of AI use. B. Monitoring students’ use of AI. C. Assessing student development in AI. D. Locating the weakness of AI tools. 3. A school in the city of Louis is planning to introduce an AI tool to help students with learning. The teacher in charge is looking for ways to avoid the misuse of students’ personal data. Which component should the teacher mainly refer to? A. Purpose & Research B. Policy & Guidance C. Engage Stakeholders D. Evaluation & Monitoring B All alone, the small brown coin lay on the windowsill. Occasionally, a spider or a fly came by; he wore spider webs, and a light layer of dust. The morning sun warmed him, then moved away. He had been placed there “in case”, and so he waited. No one needed him for much of anything, these days. Policymakers kept remarking, woundingly, that it cost more to make each penny (in 2024, 3.69 cents) than it was worth. That was why, they explained, they would be ending production in 2026. For some time now, people had soured on him. When he was handed over in change, shoppers waved him away with “Keep the penny”. Increasingly, they simply waved a card and ignored him. He had spent longer and longer simply lying around. In economic terms, however, he liked to think he was still important, encouraging careful budgeting. The price was calculated down to the smallest detail (namely, him). When a product was priced at $19.99, rather than $20, people were more willing to buy it, boosting the economy. Then there was the matter of charity. Where would all those boxes be, without the likes of him? In several cities cents were harvested for good causes; school children collected them in cloth bags. Thousands of dollars were raised that way, little by little. Such arguments, however, plainly did not persuade policymakers. What, then, was his future, and that of any other penny? As an accessory, perhaps. After all, pennies were lucky. A good-looking cent, as cents went, he could become a button. Glued to a leg, he could stop a chair from wobbling (摇晃). There were worse fates, such as being thrown in a fountain. None of this was what he had been made for. And so, with humility (谦卑), he accepted his new purpose in national life. Perhaps, some day, he would hear his owner say: “Glad I kept that penny.” In the far future he might become rare and valuable. This was his chief comfort that some people, at least, would still appreciate that face value and true worth are not at all the same thing. 4. Which paragraph presents an argument against policymakers’ decision? A. Paragraph 1. B. Paragraph 2. C. Paragraph 3. D. Paragraph 4. 5. Why is charity mentioned in Paragraph 5? A. To introduce new problems in charity work. B. To raise concerns about wasting small coins. C. To give further evidence of the penny’s value. D. To make a contrast between giving and spending. 6. What would the penny imagine as its best possible future? A. Becoming a collectible. B. Ending up in a fountain. C. Being used as a decoration. D. Being remade into a new coin. 7. What is the overall tone of the text? A. Very formal but a bit dry. B. Mildly humorous but a bit sad. C. Seemingly calm but a bit distant. D. Highly romantic but a bit unreal. C While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. Dutch authors Thalia Verkade and Marco te Brömmelstroet are bothered by facts like these. In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives. Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over twenty-six million people, among the highest rate of car ownership in the world. We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? The authors of Movement have it right: it’s time to think differently about that street outside your front door. 8. What phenomenon does the author point out in paragraph 1? A. Cars often get stuck on the road. B. Traffic accidents occur frequently. C. People walk less and drive more. D. Pedestrians fail to follow the rules. 9. What were the Canadian journalist and other campaigners trying to do? A. Keep their cities livable. B. Promote cultural diversity. C. Help the needy families. D. Make expressways accessible. 10. What can be inferred about the campaigns in Australia in the late 1960s and 1970s? A. They boosted the sales of cars. B. They turned out largely ineffective. C. They won government support. D. They advocated building new parks. 11. What can be a suitable title for the text? A. Why the Rush? B. What’s Next? C. Where to Stay? D. Who to Blame? D On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate. This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down. But a new study led by Joaquin Navajas offered an interesting twist (转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals. In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together”. Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous. 12. What is paragraph 2 of the text mainly about? A. The methods of estimation. B. The underlying logic of the effect. C. The causes of people’s errors. D. The design of Galton’s experiment. 13. Navajas’ study found that the average accuracy could increase even if ________. A. the crowds were relatively small B. there were occasional underestimates C. individuals did not communicate D. estimates were not fully independent 14. What did the follow-up study focus on? A. The size of the groups. B. The dominant members. C. The discussion process. D. The individual estimates. 15. What is the author’s attitude toward Navajas’ studies? A. Unclear. B. Dismissive. C. Doubtful. D. Approving. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从其后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 A Few Tips for Self-Acceptance We all want it… to accept and love ourselves. But at times it seems too difficult and too far out of reach. ___16___ Here’s a handful of ways that will set you in the right direction. ●___17___ Do not follow the people who make you feel not-good-enough. Why do you follow them? Are you hoping that eventually you will feel empowered because your life is better than theirs? Know that your life is your own;you are the only you in this world. ●Forgive yourself for mistakes that you have made. We are often ashamed of our shortcomings, our mistakes and our failures. ___18___ You will make mistakes, time and time again. Rather than getting caught up in how you could have done better, why not offer yourself a compassionate (有同情心) response? ＂That didn’t go as planned. But, I tried my best.＂ ●Recognize all of your strengths. Write them down in a journal. Begin to train your brain to look at strength before weakness. List all of your accomplishments and achievements. You have a job, earned your degree, and you got out of bed today. ___19___ ●Now that you’ve listed your strengths, list your imperfections. Turn the page in your journal. Put into words why you feel unworthy, why you don’t feel good enough. Now, read these words back to yourself. ___20___ Turn to a page in your journal to your list of strengths and achievements. See how awesome you are? A. Feeling upset again? B. Where do you start? C. Nothing is too small to celebrate. D. Remember, you are only human. E. Set an intention for self-acceptance. F. Stop comparing yourself with others. G. When does the comparison game start? 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 One August afternoon, I sat in my kitchen staring at a glass vase that hadn’t seen daylight since my wedding. My husband and I had just sold our house and we were busy ___21___ the beloved home our family had spent 23 years filling up. We had decided on key items for the ___22___ we were moving to in town, donated what we could, and rented a place to ___23___ our supposedly important objects. That left a house still ___24___ with things that, while not particularly ___25___, didn’t belong in a landfill (垃圾填埋场). I took a picture of the vase and posted it online, for $10. A couple of messages came in, one wanting additional ___26___, another asking for a price cut. As our ___27___ day drew near, I settled on a new price ($0) and reposted it. The ___28___: “I hate this vase. Maybe you won’t.” In an instant, a woman raced into my house and left happily with the vase. ___29___, I posted more. My daily posts and the ___30___ I received became a precious ray of light in the chaos of my house. Each exchange provided a chance to ___31___ the landfill and to please another person I might not otherwise have ___32___. I sit in my apartment today, loving each of the ___33___ that share our small space. I take ___34___ in knowing that, somewhere nearby, someone is ___35___ something that couldn’t come with us. 21. A. painting over B. looking around C. emptying out D. pulling down 22. A. hotel B. office C. cottage D. apartment 23. A. store B. display C. sell D. repair 24. A. covered B. decorated C. stuffed D. equipped 25. A. conventional B. valuable C. complicated D. tolerable 26. A. fees B. photos C. receipts D. models 27. A. move B. pay C. market D. work 28. A. warning B. request C. description D. reply 29. A. Confused B. Interested C. Disappointed D. Encouraged 30. A. visits B. reports C. advice D. money 31. A. remove B. spare C. find D. check 32. A. investigated B. recognized C. encountered D. recommended 33. A. giveaways B. posts C. contributions D. belongings 34. A. joy B. part C. care D. time 35. A. anticipating B. appreciating C. delivering D. withdrawing 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。 Does your soul die a little every time you throw away unused food? ____36____ (I) does. That feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact ____37____ a prayer at dinner time. Last month, a popular New York restaurant changed its menu to exclusively offer food that would otherwise be thrown away. For two weeks in March, Blue Hill restaurant ____38____ (rename) wastED, and served items like fried skate cartilage and juice pulp burgers. Each dish was tailor-made to raise ____39____ (aware) regarding food waste. A study determined that the average restaurant generates 33 pounds of food waste for every $ 1,000 in revenue (收入), and of that waste, up to 84.3% ____40____ (be) simply thrown out. Other restaurants have experimented with zero-waste systems, but wastED took ____41____ concept to its logical conclusion. None of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients used were examples of meat cuts and produce ____42____ most restaurants would never consider serving. Things like kale ribs, fish collars, and ____43____ (reject) sweet potatoes were all re-appropriated ____44____, with the help of a number of good chefs, turned into excellent cuisine. Though wastED received ____45____ (enthusiasm) reviews, it was designed as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 假如你是晨光中学的李华，5月18日为国际博物馆日，学校英语俱乐部正在举办主题为The Power Of Museums的征文活动，根据你搜集的以下图表信息，写一篇稿件。 我国博物馆接待人次（单位：亿人） 1．简单分析图表展示的现象，及其可能原因： 2．鼓励大家走进博物馆。 要求：1）词数80左右；2）可以适当加入细节，使内容充实，行文连贯。 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节（满分25分） 47. 阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。 When Dr. Henderson was assigning (指定) project mates for his psychology class, I secretly hoped he would pair me with my best friend or at least a classmate I could have some fun with. Above all, I hoped he wouldn’t assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match. As fate (命运) would have it, Dr. Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid. I went up to my new teammate and introduced myself. He looked at me as though I weren’t there. I felt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn’t mean or abusive. He just gave me the impression that he could do whatever project we dreamed up better if he did it alone. Needless to say, I didn’t look forward to an entire team of being brushed off, but I tried to make the best of it and didn’t say anything for fear that I would make things worse. The project required each team to develop a hypothesis (假说), set up an experiment to test the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students. When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good grades—the exact opposite of me. I actually wanted to drop the class at one point, but stopped short because I didn’t want to give him the satisfaction of my chickening out. I decided to stick to it no matter what. After long discussions, we somehow agreed to do a study on the psychological well-being of teenagers. I wasn’t sure what it meant exactly, but at least we had a topic. Para.1 We started to meet regularly to draw up our plans. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2 Then one day I got word that he was admitted to the hospital for a serious disease. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $