精品解析：北京北京师范大学附属中学2025-2026学年高三下学期考前模拟英语试题

北京师大附中2025-2026学年（下）高三三模考试 英语试卷 考生须知 1．本试卷有三道大题，共11页。考试时长90分钟，满分100分。 2．考生务必将答案填写在答题卡上，在试卷上作答无效。 3．考试结束后，考生应将答题卡交回。 第一部分 知识运用（共两节，30分） 第一节 完形填空（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 Joanne Appelbee and her three children were using paddleboards and a kayak near Quindalup beach in Geographe Bay when the wind ___1___ and shifted. The family lost oars and control, floating away from shallow water into stronger currents. ___2___ decreased as the day wore on and waves grew rougher, making it harder to signal for help or for nearby ships to spot them. With no obvious rescue nearby, Joanne sent 13-year-old Austin to kayak back to shore to get help first because he was the strongest swimmer and the most ___3___ with the equipment. Austin took the kayak, but it had been badly damaged and was already taking on water. He ___4___ the situation quickly and chose to swim despite the distance and conditions. He even removed his lifejacket to swim more efficiently. “I was really scared. I was out of breath, but I couldn’t even feel how tired I was,” he said. “At one point I was trying to get the ___5___ things in my head. Not the bad things that would distract me.” Austin swam roughly 4 kilometers, battling exhaustion and strong currents. When he finally reached the shore, he called emergency services, saying “I need helicopters, I need boats, my family’s out at sea.” The call started a huge ___6___. Minutes later, Austin’s mother, his brother Beau, 12, and his sister Grace, 8, were ___7___. A rescue boat was directed to them and all three were rescued. Austin was still trying to ___8___ what happened even five days later. Despite what people kept telling him, he ___9___ didn’t see himself as a hero. Meanwhile, authorities publicly praised the boy for his courage, determination and clear-headed actions. That day, Austin didn’t just swim for shore — he swam for his family. And love gave him the _____10_____ he never knew he had. 1. A. picked up B. died down C. blew out D. took off 2. A. Speed B. Tension C. Visibility D. Strength 3. A. concerned B. cautious C. curious D. confident 4. A. described B. assessed C. ignored D. dismissed 5. A. simplest B. worst C. hardest D. happiest 6. A. argument B. difference C. search D. discussion 7. A. located B. contacted C. saved D. trapped 8. A. question B. process C. cover D. deny 9. A. hesitantly B. naturally C. jokingly D. personally 10. A. chance B. strength C. dream D. right 【答案】1. A 2. C 3. D 4. B 5. D 6. C 7. A 8. B 9. D 10. B 【解析】 【导语】本文主要讲述了Joanne Appelbee和她的三个孩子在海上遇险时，13岁的Austin凭借勇气、冷静和毅力，独自游泳4公里上岸求救，最终成功救出家人们的感人故事。 【1题详解】 考查动词短语。句意：Joanne Appelbee和她的三个孩子在Geographe Bay的Quindalup海滩附近使用桨板和皮划艇，这时风力增强并转向。A. picked up增加；B. died down减弱；C. blew out吹灭；D. took off起飞。根据后文“The family lost oars and control”可知，风力突变导致失控，因此应是风力增强。 【2题详解】 考查名词。句意：随着白天推移，能见度下降，海浪变得更大，使得他们更难发出求救信号，也让附近的船只更难发现他们。A. Speed速度；B. Tension紧张；C. Visibility能见度；D. Strength力量。根据后文“making it harder to signal for help or for nearby ships to spot them”可知，无法被看到的原因是能见度下降。。 【3题详解】 考查形容词。句意：附近没有明显的救援人员，乔安妮让13岁的奥斯汀先划皮划艇返回岸边寻求帮助因为他是最强壮的游泳者，并且对设备最自信。A. concerned担忧的；B. cautious谨慎的；C. curious好奇的；D. confident自信的。根据前文“Joanne sent 13-year-old Austin to kayak back to shore to get help first because he was the strongest swimmer”可知，妈妈让奥斯汀划皮划艇返回岸边寻求帮助，因此推断是因为他是最强壮的游泳者，对设备最自信。 【4题详解】 考查动词。句意：他迅速评估了情况，选择游泳，尽管距离遥远且海况恶劣。A. described描述；B. assessed评估；C. ignored忽视；D. dismissed解散。根据后文“chose to swim despite the distance and conditions”可知，他先对危险情况进行了判断。 【5题详解】 考查形容词。句意：“我真的很害怕，喘不过气来，但我甚至感觉不到自己有多累，”他说。“在那里我努力让自己脑子里只想着最快乐的事情，而不是那些会让我分心的坏事。A. simplest最简单的；B. worst最糟糕的；C. hardest最困难的；D. happiest最快乐的。根据后文“Not the bad things that would distract me”可知，他选择回想最快乐的事情。 【6题详解】 考查名词。句意：这通电话启动了一场大规模的搜索行动。A. argument争论；B. difference差异；C. search搜索；D. discussion讨论。根据前文“I need helicopters, I need boats”以及后文救援成功可知，救援人员随即展开搜索。 【7题详解】 考查动词。句意：几分钟后，Austin的母亲、12岁的弟弟Beau和8岁的妹妹Grace被定位。A. located定位；B. contacted联系；C. saved拯救；D. trapped困住。根据后文“A rescue boat was directed to them and all three were rescued”可知，母亲和弟弟妹妹被定位找到。 【8题详解】 考查动词。句意：即使五天后，Austin仍在努力消化发生的事情。A. question对……表示怀疑；B. process处理；C. cover覆盖；D. deny否认。根据前文他经历生死考验，和后文“Despite what people kept telling him, he ________ didn’t see himself as a hero.”可知，说明Austin刚刚经历了一场极度危险的求生壮举，在情感上仍处于震惊和难以置信中。他需要的不仅仅是理性上知道事情经过，更是在内心深处去处理这段惊心动魄的经历。 【9题详解】 考查副词。句意：尽管人们一直告诉他（他是英雄），但他个人并不认为自己是英雄。A. hesitantly犹豫地；B. naturally自然地；C. jokingly开玩笑地；D. personally就个人而言。根据前文“Despite what people kept telling him”可知，前后文是转折关系，因此推断，尽管人们认为他是英雄，他个人不觉得自己是英雄。 【10题详解】 考查名词。句意：而爱给了他他自己都不知道拥有的力量。A. chance机会；B. strength力量；C. dream梦想；D. right 权利。根据前文“Austin swam roughly 4 kilometers, battling exhaustion and strong currents.”可知，Austin因爱家人而迸发出超常的毅力和力量。 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 At the annual Spring Festival Gala, robots performed live on stage. They danced and performed kung fu. Different Chinese robotics companies showed off ____11____ their robots could do. Unitree Robotics’ robots did rolls three metres into the air, while machines from MagicLab had six robots dance along to a pop song. China announced that it ____12____ (set) itself up as a global leader in humanoid robotics in the next few years. The 2025 Gala offered people a chance ____13____ (see) China’s progress in humanoid robotics. 【答案】11. what 12. would set 13. to see 【解析】 【导语】本文主要介绍了2025年春节联欢晚会上多款机器人的现场表演，展示了中国在人形机器人领域的快速进步，并提及中国宣布未来几年将致力于成为该领域的全球领导者。 【11题详解】 考查宾语从句。句意：不同的中国机器人公司展示了它们的机器人能做什么。空处引导宾语从句，作showed off 的宾语，从句中do缺少宾语，意为“什么”，应用连接代词what引导。 【12题详解】 考查动词时态。句意：中国宣布，在未来几年内，它将使自己成为人形机器人领域的全球领导者。主句谓语announced为一般过去时，结合时间状语in the next few years可知，宾语从句中的动作“成为领导者”发生在announced之后，应用过去将来时态would set。 【13题详解】 考查非谓语动词。句意：2025 年春晚为人们提供了一个了解中国人形机器人进步的机会。空处作后置定语修饰名词chance，常接不定式作定语，故用不定式to see。 B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Recently, scientists discovered that though our brains are almost at their full size by the age of six, they are far from fully developed. Only during adolescence (青春期) do our brains ____14____ (true) “grow up.” During this time, they go through great changes, like a computer system being upgraded. In the past, this “upgrade” ____15____ (think) to be finished by about age 12. Now, scientists have concluded that our brains continue to change until age 25. Such changes make us better ____16____ balancing our urges with the need to follow rules. However, a still-developing brain does this awkwardly. The result, scientists claim, is the unpredictable behavior ____17____ (see) in teenagers. 【答案】14. truly 15. was thought 16. at 17. seen 【解析】 【导语】文章介绍人类大脑青春期持续发育，解释青少年行为多变的原因。 【14题详解】 考查副词。句意：只有在青春期，我们的大脑才真正“成熟”。空处修饰动词grow up，应用副词truly作状语，意为“真正地”。 【15题详解】 考查动词时态语态。句意：过去，这种“升级”被认为在12岁左右完成。主语this “upgrade”与think之间为被动关系，且根据In the past可知，描述过去的情况，应用一般过去时的被动语态。主语为单数，be动词用was。 【16题详解】 考查介词。句意：这些变化使我们更擅长在冲动与遵守规则之间取得平衡。固定短语good at，意为“擅长”，比较级形式better at意为“更擅长于……”。 【17题详解】 考查非谓语动词。句意：科学家声称，其结果是青少年身上那种不可预测的行为。空处作后置定语修饰behavior，behavior与see之间为被动关系，应用过去分词seen。 C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Technological advances have changed how charities work. Gone are the days ____18____ someone knocked on your front door and politely asked you to make a donation. In today’s world, charities can now reach more people than ever before. Social media in particular has had a great impact on charity. News of disasters often ____19____ (spread) quickly around the world. This enables us to raise money extremely quickly. Individual fundraising has also benefited. Most people are now so well-connected through social media sites that ____20____ (ask) people to contribute to your chosen cause is easier than ever. 【答案】18. when 19. spreads 20. asking 【解析】 【导语】本文主要讲述科技进步改变慈善运作方式，社交媒体助力公益募捐快速开展。 【18题详解】 考查定语从句。句意：有人敲你家前门并礼貌请求你进行捐赠的日子已经一去不复返了。空处引导定语从句，先行词为the days，在从句中作时间状语，应用关系副词when。 【19题详解】 考查时态与主谓一致。句意：灾害相关消息经常在全球快速传播。主语News为不可数名词，谓语动词使用单数形式；often是一般现在时标志词，spread用第三人称单数形式spreads。 【20题详解】 考查非谓语动词。句意：如今大多数人凭借社交网站联系紧密，请求人们为你选定的公益事业捐款比以往任何时候都更容易。本句中空格处在that引导从句内部作主语，动词原形不能充当主语，需要变为动名词asking。 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Pre-sessional Course in Academic English The University of Oxford Language Centre is pleased to offer an Online Pre-sessional English course. This six-week intensive programme provides international students admitted to Oxford with the necessary academic writing and speaking skills to prepare them for studying in English at Oxford. International academics, and students preparing to study at universities other than Oxford, are also welcome to apply. Application deadline: Monday 29 June 2026 Course dates: Monday 6 July — Friday 14 August 2026 Admission requirements Applicants will need to provide evidence of their English language test result before being admitted to the Pre-sessional course. Please see the University’s English language requirements for undergraduate study and postgraduate study. Test Minimum score for courses requiring standard level Minimum score for courses requiring higher level IELTS Academic 6.5 overall 7.0 overall TOEFL iBT 92 overall 100 overall C1 Advanced Test 176 185 C2 Level Test 176 185 Oxford Test of English Advanced 145 155 What you will study The course will be delivered through real-time classes, small workshops, online lectures recorded by our Academic English team, and one-to-one and group live tutorials (辅导) with English tutors. Specifically, this English Course will help students to: Write academic English for different audiences and purposes. Understand grammatical aspects of language that pose difficulty for non-native writers. Read more effectively, with increased efficiency and speed. Improve their pronunciation and learn to speak confidently in lectures and workshops. Develop academic study skills such as searching for information and referencing sources. Benefits of our online course You can follow the course from the convenience of your home without needing to travel to Oxford. Using cutting-edge technology and software, the specifically designed online course offers the same quality of experience as our in-person offering. You will receive regular personalised tutorials and feedback from our language tutors. You will have the opportunity to meet and socialise with students from around the world in a virtual classroom environment. More details will be available from the student handbook which will be sent to all students two weeks prior to the course start date. 21. An applicant for the Pre-sessional Course is required to ________. A. be an Oxford student or academic B. provide proof of English competence C. submit the application by 6 July 2026 D. take an English test organized by Oxford 22. Which student is qualified for a higher level course? A. One with 189 in C2 Level Test. B. One with 6.5 overall in IELTS. C. One with 93 overall in TOEFL iBT. D. One with 178 in C1 Advanced Test. 23. What can a learner do in the pre-sessional course? A. Receive in-person tutorials with English tutors. B. Socialise with international students at Oxford. C. Master the use of cutting-edge teaching software. D. Enhance comprehensive English language abilities. 【答案】21. B 22. A 23. D 【解析】 【导语】文章介绍牛津大学语言中心开设的线上学前学术英语课程，包含申请时间、录取标准、授课内容与课程优势相关信息。 【21题详解】 细节理解题。根据Admission requirements中的“Applicants will need to provide evidence of their English language test result before being admitted to the Pre-sessional course.(申请者在获准进入学前课程之前需要提供英语考试成绩证明)”可知，申请者需要提交英语能力相关证明。 【22题详解】 细节理解题。根据表格中higher level对应分数：C2 Level Test 需185分及以上可知，A选项“One with 189 in C2 Level Test.(C2 等级考试取得189分)”高于 185，符合高标准要求。 【23题详解】 细节理解题。根据What you will study 板块罗列内容“Write academic English...Understand grammatical aspects...Read more effectively...Improve their pronunciation...Develop academic study skills (撰写学术英语、攻克语法难点、高效阅读、改善发音、培养学术技能)”可知，参加前学术英语课程能够提升综合英语能力。 B As a first-generation university graduate, I had always felt the pressure to lead the way, to live up to expectations no one else in my family had ever faced. To get into graduate school, I focused on presenting myself not as a trainee ready to learn, but as an already successful, accomplished researcher, fully formed and self-sufficient. But after starting my Ph.D., I was hit by wave after wave of academic challenges — not to mention the culture shock and financial stress of being an international student. I barely passed my first-year classes, had a string of scholarship applications rejected, and my research was stuck while peers steadily published papers. I felt I was running an endless race with a late start, falling far behind everyone else. My advisor had supported me from the very beginning, but I hesitated to share my struggles, fearing he’d see me as a failure. After 8 months of quietly carrying that weight, I finally spoke up. I sat in my advisor’s office, red-faced and anxious, words pouring out faster than I could control. For half an hour, I opened up about months of stress, doubt, and the sense that I didn’t belong. I expected judgment or disappointment. Instead, my advisor listened patiently, and then calmly offered a line I’ll never forget: “You are here to learn to ride a bicycle, not to invent a bicycle.” That one sentence landed softly, but it broke something open. His words redefined graduate school for me. I realized chasing productivity and groundbreaking projects was misguided; the real goal was to learn how to do research and grow. I began counting on my advisor and peers, seeking early feedback. Every project, success or failure, became a meaningful step. Two years later, I completed my Ph.D. with hard-earned experience, supportive peers, and a personal profile I was proud of. I went on to do further research where I mastered “riding skills” while gathering tools to “invent my own bicycle”, focusing on core skills like funding proposal writing and leadership. Now, as I prepare to establish my own research group, I’ll remind my trainees: their first job is to learn how to ride. 24. The author presented herself as a successful researcher due to ______. A. the need to lead her research group B. the fear of disappointing her advisor C. the pressure from family expectations D. the desire to fit in with other graduates 25. How did the author feel after starting her Ph.D. program? A. Confused and discouraged. B. Hesitant and disappointed. C. Secure and accomplished. D. Curious and satisfied. 26. What did the author do after the conversation with the advisor? A. She chased productivity and breakthroughs. B. She decided to switch to a postdoc program. C. She focused more on learning core research skills. D. She attempted to conduct research more independently. 27. What can we learn from this passage? A. Practice makes perfect. B. Time waits for no man. C. Many hands make light work. D. Learn to walk before you run. 【答案】24. C 25. A 26. C 27. D 【解析】 【导语】文章主要讲述作者读博时急于扮成成熟研究者受挫，经导师点拨摆正心态，循序渐进完成学业并领悟治学道理的亲身经历。 【24题详解】 细节理解题。根据第一段中的“As a first-generation university graduate, I had always felt the pressure to lead the way, to live up to expectations no one else in my family had ever faced. To get into graduate school, I focused on presenting myself not as a trainee ready to learn, but as an already successful, accomplished researcher, fully formed and self-sufficient.(作为家中第一代大学生，我始终背负着开拓前路、达成家人从未企及的期许的压力。为考入研究生院，我刻意把自己塑造成一名已然成功、阅历丰富、心智成熟且独立自主的研究者，而非一名等待学习的新人)”可知，作者伪装成成功研究者源于家人期许带来的压力。 【25题详解】 推理判断题。根据第二段“But after starting my Ph.D., I was hit by wave after wave of academic challenges — not to mention the culture shock and financial stress of being an international student. I barely passed my first-year classes, had a string of scholarship applications rejected, and my research was stuck while peers steadily published papers. I felt I was running an endless race with a late start, falling far behind everyone else.(但在博士入学后，接连不断的学业难题向我袭来，更不必说留学生身份带来的文化冲击与经济压力。我一年级课程勉强及格，一连串奖学金申请悉数被拒，研究陷入停滞，而同期同学接连发表论文。我觉得自己起步已晚，在一场无尽的赛跑里远远落后旁人)”推测，在开始博士课程后作者内心迷茫沮丧。 【26题详解】 细节理解题。根据第四段“His words redefined graduate school for me. I realized chasing productivity and groundbreaking projects was misguided; the real goal was to learn how to do research and grow. I began counting on my advisor and peers, seeking early feedback.(他的话语重塑了我对读研的认知。我意识到一味追求成果与开创性课题是误区，真正的目标是学习科研、自我成长。我开始求助导师与同学，尽早寻求反馈)”以及末段“I went on to do further research where I mastered “riding skills” while gathering tools to “invent my own bicycle”, focusing on core skills like funding proposal writing and leadership.(我继续深造，先打磨“骑车本领”，再积攒条件打造属于自己的“自行车”，专注基金申请书撰写、统筹管理等核心能力)”可知，谈话后作者着重钻研科研核心技能。 【27题详解】 推理判断题。通读全文，并结合第三段中“You are here to learn to ride a bicycle, not to invent a bicycle.(你来这儿是学骑车，而非造自行车)”可知，文章主要讲述作者读博时急于扮成成熟研究者受挫，经导师点拨摆正心态，循序渐进完成学业并领悟治学道理的亲身经历，强调先夯实基础再谋求突破，对应谚语“Learn to walk before you run(循序渐进)”。 C I’ve previously written that artificial intelligence operates differently from the human mind. My idea of anti-intelligence is an attempt to describe that difference more precisely. When people hear the prefix “anti,” they tend to assume opposition or inferiority. However, what we’re encountering in large language models (LLM) is not a weaker form of thinking but a fundamentally different architecture operating behind the same medium. A recent paper in Nature Machine Intelligence notes that LLMs often behave in ways that are strikingly realistic in conversation yet remain fundamentally “unhuman” in their underlying structure. The word “unhuman” is well chosen and shares a border with the idea of anti-intelligence. It highlights the strange condition where language that is similar to human expression comes from a system that has none of those human experiences. Human mind isn’t simply a processor of language but a system in which meaning arises from lived experience. When we speak or write, our words carry marks of that experience. The “anti” part of “anti-intelligence” is that LLMs operate without that continuity. LLMs generate sentences through statistical relationships within vast collections of information. I sense that describing this as intelligence stretches the traditional meaning of the word. At the same time, dismissing it as a faulty form of intelligence fails to express what makes the technology remarkable. What we are seeing instead isn’t another variety of cognition (认知) but something structurally different. Anti-intelligence names that distinction. AI uses the same raw material humans do, yet the architecture producing that language runs along a different dimension from human thought. A lot of the current discussion around AI assumes that humans and machines occupy the same range of intelligence. And then, the debate quickly turns to whether machines will outperform us, or when artificial systems might eventually outthink humans. Those questions feel natural because we imagine a single line where intelligence progresses — and where humans and AI sit along points on that single line. But that may be wrong. If AI operates in a different way altogether, the comparison itself becomes misleading. Human cognition brings experience, consequence, and judgment into every thought. Artificial systems bring pattern recognition. When these two interact, the results can be productive and even transformative. Scientific progress often begins with what looks like a mistake. The imaginary number i once appeared to be a mathematical curiosity before it became essential to modern imaging technologies. In such cases, the discovery did not negate what scientists already understood. It expanded the conceptual space in which that knowledge made sense. Anti-intelligence may represent a similar expansion. What LLMs reveal isn’t that machines have become intelligent in the human sense, but that language itself can now operate within a system that has no mind behind it. 28. What does the author indicate by coining the term “anti-intelligence”? A. It is a weaker version of human thinking. B. It operates without an inner history of its own. C. It will eventually outperform human intelligence. D. It detects statistical patterns from lived experience. 29. Regarding the interaction between human cognition and AI, the author is ______. A. concerned B. dismissive C. optimistic D. reserved 30. Which would be the best title for this passage? A. Anti-intelligence: How LLMs Use Statistics to Generate Feelings B. Anti-intelligence: A Call to Stop Comparing Humans and AI C. Anti-intelligence: When Language Operates Without a Mind D. Anti-intelligence: Why LLMs Will Never Understand Us 【答案】28. B 29. C 30. C 【解析】 【导语】文章提出反智能概念，阐释大模型无亲身阅历却能生成语言，不宜同人类智力横向对比。 【28题详解】 推理判断题。根据第二段中“Human mind isn’t simply a processor of language but a system in which meaning arises from lived experience. When we speak or write, our words carry marks of that experience. The “anti” part of “anti-intelligence” is that LLMs operate without that continuity. (人类心智不仅仅是语言的处理者，而是一个意义源自生活经验的系统。当我们说话或写作时，我们的词语携带着那种经验的印记。“反智能”中的“反”部分，就在于大语言模型的运作缺乏那种连续性。)”可知，作者创造“anti-intelligence”一词是为了说明人工智能的运作缺乏人类基于生活经验的内心历史连续性。 【29题详解】 推理判断题。根据第四段中“When these two interact, the results can be productive and even transformative. (当这两者相互作用时，结果可以是富有成效的，甚至是变革性的。)”可知，作者认为人类认知与人工智能结合富有成效、具备变革价值，态度是乐观的。 【30题详解】 主旨大意题。文章开篇提出“反智能”概念，指出大语言模型的架构与人类思维根本不同；第二、三段强调其运作缺乏内心体验和连续性；最后一段以虚数i作类比，指出“反智能”是对知识概念的扩展，并总结道“What LLMs reveal isn’t that machines have become intelligent in the human sense, but that language itself can now operate within a system that has no mind behind it. (大语言模型所揭示的，并不是机器已经具备了人类意义上的智能，而是语言本身现在可以在一个背后没有心智的系统中运作。)”，全文围绕“反智能”展开，核心观点是语言可以在没有思维支撑的系统中运作。C项“反智能：当语言在没有心智的系统中运作”准确概括了这一核心观点，是文章的最佳标题。 D Science is our best route to objective knowledge. Through observation, experiment and mathematical abstraction, it aims for a third-person perspective, a view from the outside of whatever we investigate. That is perhaps most obvious in physics, which seeks to describe things at every scale. But in recent years, a growing number of physicists have come to realise that this notion of an objective universe, independent of our experience of it, is an illusion (错觉). “We get so excited about our capacity to abstract and infer that we forget that physical models are not reality,” says Marcelo Gleiser at Dartmouth College. That is a problem, he says. We fail to recognise that our subjective experience is part of the universe — that our models are the product of our insider’s perspective, rather than a faithful representation of reality. The faults in assuming we can have a purely objective perspective are clearest when you consider quantum mechanics (量子力学). Quantum theory says — and countless experiments have confirmed — that you can only know whether a particle (粒子) will be here or there when you measure it. Different experimenters carrying out the same single measurement will end up with different results. “Quantum theory is really screaming at us that observers matter, that facts are relative,” says Daniele Oriti, a theorist at Ludwig-Maximilians University. This calls into question the pursuit of a neat set of rules that describes the universe as a whole, known as a theory of everything. “Let’s call it an abuse of power,” says Gleiser, whose recent book The Blind Spot argues that physicists’ “hubris” about the meaning of mathematical laws is actually preventing us from understanding the true nature of the universe and our place within it. “We must not forget that these tiny characters, we ourselves, are also the authors of the story,” he writes. The question is, how can we make sense of it from within, without discounting our role in it? For Oriti, it is about making sure that the ways we understand different aspects of the universe, coming from multiple observing perspectives, don’t contradict one another. “The best we can hope for is that every observer, with its own perspective, is capable of determining what is seen from all the other perspectives, by being able to translate between perspectives — and not have anything left untranslatable.” Similarly, Gleiser increasingly views the universe from the perspective of “systems thinking”, which makes sense of the complexity of the world through the interconnections between parts. He is among those who suspect the key to that could be a better understanding of emergence, where properties that don’t seem to exist when we look at the individual components of a complex system suddenly take shape when we see it as a whole, even from the inside. 31. Quantum mechanics is mentioned to ________. A. illustrate an approach B. question an assumption C. reveal a tendency D. justify a prediction 32. What does the word “hubris” underlined in Paragraph 4 probably mean? A. Far-sightedness. B. Dissatisfaction. C. Open-mindedness. D. Overconfidence. 33. What can be learned from the passage? A. Physical models exclude our subjective experience. B. A theory of everything is the ultimate goal of physicists. C. Hidden characteristics can be perceived from an overall internal view. D. Understanding the universe requires removing individual perspectives. 34. What is mainly talked about in the passage? A. A challenge to inspire scientists. B. A heated debate over objectivity. C. A novel view on science and reality. D. An ignored approach to build models. 【答案】31. B 32. D 33. C 34. C 【解析】 【导语】本文主要介绍了传统科学追求客观认知宇宙的观点遭质疑，量子力学佐证观测者影响结论，学者提出立足主观视角全新认知宇宙与科学。 【31题详解】 细节理解题。根据第三段“The faults in assuming we can have a purely objective perspective are clearest when you consider quantum mechanics (量子力学). Quantum theory says — and countless experiments have confirmed — that you can only know whether a particle (粒子) will be here or there when you measure it. Different experimenters carrying out the same single measurement will end up with different results. (当你考虑量子力学时，假设我们可以有一个纯粹客观的视角的错误是最明显的。量子理论说——无数实验已经证实——当你测量一个粒子时，你只能知道它是在这里还是在那里。执行相同单次测量的不同实验者最终会得到不同的结果。)”可知，文章列举量子力学用来质疑此前“科学可获得纯客观视角”的设想。 【32题详解】 词句猜测题。根据第四段““Let’s call it an abuse of power,” says Gleiser, whose recent book The Blind Spot argues that physicists’ “hubris” about the meaning of mathematical laws is actually preventing us from understanding the true nature of the universe and our place within it. (格莱塞说：“让我们称之为滥用权力。”格莱塞最近出版的《盲点》一书认为，物理学家对数学定律意义的hubris实际上阻碍了我们理解宇宙的真实本质以及我们在其中的位置。)”可知，hubris指的是物理学家过度相信数学定律意义的“傲慢、过度自信”。 【33题详解】 细节理解题。根据第六段“He is among those who suspect the key to that could be a better understanding of emergence, where properties that don’t seem to exist when we look at the individual components of a complex system suddenly take shape when we see it as a whole, even from the inside. (他是那些怀疑这一点的关键可能是更好地理解涌现的人之一，当我们把一个复杂系统的各个组成部分看作一个整体时，即使是从内部来看，那些似乎不存在的属性也会突然形成。)”可知，从整体内在视角可以感知到隐藏的特性。 【34题详解】 主旨大意题。根据第二段“But in recent years, a growing number of physicists have come to realise that this notion of an objective universe, independent of our experience of it, is an illusion (错觉).但近些年来，越来越多物理学家意识到：独立于人类主观体验之外、纯粹客观的宇宙只是一种错觉)”以及文章内容可知，文章开篇指出科学旨在追求客观知识，但随后提出部分物理学家意识到客观宇宙是错觉；接着通过量子力学论证观察者的主观性；最后提出应从内部视角和系统思维来理解宇宙。全文围绕对科学和现实关系的新观点展开。 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 On paper, everything looks right. You’re making more money than ever. You’ve built something concrete. But if you slow down for a second and tell yourself the truth, something feels off. You’re more successful yet somehow less connected to yourself than ever. ____35____ External success is often framed as: work harder, grow faster, push further, and everything will fall into place. Yet studies show people quickly return to a baseline level of happiness after positive growth changes. In other words, what once seemed like the ultimate solution to your problems and happiness becomes your new normal incredibly fast. ____36____ At a certain level, success stops being something you do and starts becoming who you are. You’re seen as the reliable high-performer who always delivers. ____37____ Research on self-concept shows when people become strongly identified with a specific role or quality, they often resist behaviors that might threaten that identity, even if those behaviors would improve their well-being. This is where the real cost shows up. Your markers of success like your bank account and your calendar may make you appear as if you’re succeeding, but your relationship with yourself suffers. You start ignoring signals like exhaustion and the feeling that something needs to change and tell yourself you will deal with it later. ____38____ And without it, success becomes harder to enjoy and sustain. ____39____ Instead of doing more with more strategy, effort, and discipline, it is about removing what no longer serves you, including unnecessary pressure, unhealthy habits, and outdated rules. So instead of asking what else you need to do and adding more to an overflowing plate, you start questioning what’s no longer necessary. A. Over time, that pattern wears away self-trust. B. So you constantly raise the bar and set new goals. C. Awareness is the first step in rebuilding self-trust. D. It is at this point that “Optimize (最优化)” comes in. E. And for high-performers, success isn’t just fueled by vision. F. While that identity can feel powerful, it can also become a limit. G. This is the hidden cost of success, and most high-performers don’t see it coming. 【答案】35. G 36. B 37. F 38. A 39. D 【解析】 【导语】文章阐述光鲜的外在成功会带来隐性身心损耗，分析优秀人士被固有身份束缚、不断内卷的成因，最后提出通过精简减负的优化方式改善现状。 【35题详解】 上文“But if you slow down for a second and tell yourself the truth, something feels off. You’re more successful yet somehow less connected to yourself than ever. (但如果你停下来片刻，对自己诚实一点，就会发现有些地方不对劲。你比以前更成功了，却不知为何比以往任何时候都更与自我失去联系。)”描述了外在成功但和自我失联的现象；选项G“This is the hidden cost of success, and most high-performers don’t see it coming. (这就是成功的隐性代价，大多数高成就者都意识不到它的到来。)”承接上文的现象，点出话题，引出下文对此的进一步探讨。选项中的“This”指代上文的“less connected to yourself than ever”。 【36题详解】 上文“Yet studies show people quickly return to a baseline level of happiness after positive growth changes. In other words, what once seemed like the ultimate solution to your problems and happiness becomes your new normal incredibly fast.(然而，研究表明，在积极的成长变化之后，人们很快就会回到幸福的基线水平。换句话说，曾经被认为是解决你的问题和幸福的终极解决方案的东西，会以难以置信的速度成为你的新常态。)”指出成功后快乐会很快回归基线，曾经的目标达成后会很快变成新常态；选项B“So you constantly raise the bar and set new goals. (于是你不断提高标准，设定新的目标。)”与上文构成因果关系，指出原有目标不再带来满足，人会不断寻求新目标、设定更高目标，符合逻辑。 【37题详解】 根据上文“You’re seen as the reliable high-performer who always delivers. (你被视为可靠的高成就者，总能完成任务。)”以及下文“Research on self-concept shows when people become strongly identified with a specific role or quality, they often resist behaviors that might threaten that identity, even if those behaviors would improve their well-being. (对自我概念的研究表明，当人们强烈认同某种特定的角色或品质时，他们通常会抵制可能威胁到这种身份的行为，即使这些行为会提高他们的幸福感。)”可知，上文提到成功逐渐成为一种“高成就者”的身份标签，下文则说明这种身份会限制人；选项F“While that identity can feel powerful, it can also become a limit. (虽然这种身份可能让人感觉强大，但它也可能成为一种限制。)”承上启下，指出身份既有正面作用也存在束缚弊端，引出后文的研究论证，符合语境。 【38题详解】 根据上文“You start ignoring signals like exhaustion and the feeling that something needs to change and tell yourself you will deal with it later.(你开始忽视疲惫和需要改变的感觉等信号，并告诉自己以后再处理。)”以及下文“And without it, success becomes harder to enjoy and sustain. (没有它，成功就变得更难享受和维持。)”可知，上文提到人们会忽略自身疲惫、改变的信号，把问题延后处理，下文指出缺少某种东西会让成功难以为继。选项A“Over time, that pattern wears away self-trust. (久而久之，这种模式会削弱自我信任。)”阐述前文行为模式会带来的影响，选项中的“that pattern”对应上文阐述的行为模式，“self-trust”正是下文“without it”中it所指代的内容。 【39题详解】 上文段落阐述了成功的隐性损耗；下文“Instead of doing more with more strategy, effort, and discipline, it is about removing what no longer serves you, including unnecessary pressure, unhealthy habits, and outdated rules. So instead of asking what else you need to do and adding more to an overflowing plate, you start questioning what’s no longer necessary.(它不是用更多的策略、努力和纪律做更多的事情，而是去除那些不再对你有用的东西，包括不必要的压力、不健康的习惯和过时的规则。所以，与其问你还需要做什么，给已经满了的盘子里再添东西，不如开始问什么是不再需要的。)”提出一种与“不断优化、追求更多”不同的做法，介绍了作减法的全新成功思路。选项D“It is at this point that “Optimize (最优化)” comes in. (正是在这一点上，‘最优化’登场了。)”针对上文阐述的问题提出了解决方案，引出新的理念，选项中的“Optimize”呼应下文的“removing what no longer serves you”，符合语境。 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 The older I get, the more I realize that suffering is not selective. No one is safe. It touches every life, regardless of status, race, success, good choices, or even good intentions. Suffering is not a mistake from life; it is built into the fabric of it. And while suffering is unavoidable, not all suffering is the same. There is necessary suffering, and there is unnecessary suffering. Necessary suffering is the kind that accompanies growth, truth-telling, love, loss, and transformation. Unnecessary suffering often arises from resistance, avoidance, denial, unhealthy attachments, or the stories we tell ourselves about our pain. Much of the work of emotional and spiritual maturity is learning to detect the difference. Much of suffering does not originate in circumstances, but in the mind itself. When the inner critic, fear, or depression becomes the primary speaker of reality, suffering multiplies. Yet when curiosity replaces judgment, and compassion replaces self-attack, necessary suffering can become a teacher rather than a troublemaker. Some of the deepest suffering we experience happens in relationships. The suffering isn’t just about conflict; it is about disconnection with others. Relational suffering also shows up when we are treated poorly by a partner, dismissed at work, abandoned by someone we trust, or when a relationship ends despite our best efforts. There is necessary suffering in setting boundaries, telling the truth, or leaving what harms us. There is unnecessary suffering in staying silent, abandoning ourselves, or hoping someone will change while we continue to absorb the damage. Then there is grief — the suffering that comes from loss. For example, Maria lost her partner unexpectedly. Overnight, the future she imagined disappeared. Grief entered her body, her breath, her sense of time. Nothing about this suffering was optional. Love guarantees grief; to love deeply is to risk loss deeply. Grief is not something to fix or rush through. It is a necessary suffering, one that asks to be honored, not avoided. It’s precious. When we allow grief to break us open rather than shut us down, it becomes a profound expression of love itself. How we frame our suffering matters deeply. Our interpretation of pain can either open us or imprison us. It can soften us or harden us. It can become a gateway to love, or a wall against it. 40. What is necessary suffering? _______________________________________________________________ 41. Where does much of the suffering originate? _______________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why.  When grief shuts us down, it becomes a profound expression of love itself. _______________________________________________________________ 43. Describe one of your necessary suffering. _______________________________________________________________ 【答案】40. It is the suffering that accompanies growth, truth-telling, love, loss, and transformation. 41. In the mind itself. 42. When grief shuts us down, it becomes a profound expression of love itself. According to the text, grief becomes a profound expression of love itself only when we allow it to break us open, not when it shuts us down. 43. When I failed my first English speech contest, I felt painful. But I kept practicing and later won a prize. That suffering taught me perseverance. 【解析】 【导语】文章探讨了痛苦的本质，区分了“必要痛苦”(伴随成长、真相、爱与失去等)和“非必要痛苦”(源于抗拒、逃避、否认等)，指出痛苦多源于内心而非境遇，并强调我们如何解读痛苦至关重要。 【40题详解】 考查细节理解。根据第二段中“Necessary suffering is the kind that accompanies growth, truth-telling, love, loss, and transformation. (必要痛苦是伴随成长、讲真话、爱、失去和转变的那种痛苦。)”可知，必要痛苦是“伴随成长、真相、爱与失去等的痛苦”。 【41题详解】 考查细节理解。根据第三段中“Much of suffering does not originate in circumstances, but in the mind itself. (大部分痛苦并非源于环境，而是源于内心本身。)”可知，许多痛苦的根源在于内心。 【42题详解】 考查细节理解。根据第六段中“When we allow grief to break us open rather than shut us down, it becomes a profound expression of love itself. (当我们允许悲伤将我们打开，而不是将我们封闭时，它就成为爱本身的一种深刻表达。)”可知，只有当悲伤“将我们打开”时，它才能成为爱的深刻表达；反之，如果悲伤“将我们封闭”，则无法实现这一转化。因此，原句中“shuts us down”这一部分与原文表述不符，正确表述应为“breaks us open”。 【43题详解】 开放性题目。此题要求描述自己亲身经历的一种“必要痛苦”，即伴随成长或积极转变的痛苦。回答需真实、合理，体现痛苦所带来的正面意义。答案不唯一，合理即可。参考答案为：When I failed my first English speech contest, I felt painful. But I kept practicing and later won a prize. That suffering taught me perseverance. 第二节（20分） 44. 假设你是红星中学高三学生李华。你的外国好友Jim听说你参加了学校举办的“致敬航天•青春报国”主题作品征集活动，来信询问相关情况。请你给他回信，内容包括： 1．介绍你的作品； 2．分享你的感悟。 注意： 1．词数100左右； 2．开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Jim, Knowing you’re interested in my entry for the school’s “Salute to Aerospace, Youth for the Nation” call for works, I’m glad to introduce it to you. My work is a hand-drawn picture: it features a young Chinese astronaut standing beside Tiangong Space Station, with a line of footprints stretching toward space behind him, each of which is marked with a signature of us young students. I got the idea after watching astronauts’ space live lesson last year. This activity makes me deeply realize that most Chinese aerospace pioneers started their career when they were young. Just like them, we teenagers are ready to devote our youth to our country’s development. Yours, Li Hua 【解析】 【导语】本篇书面表达要求考生给外国好友Jim写封回信，向他介绍自己参加学校举办的“致敬航天•青春报国”主题作品征集活动的作品，并分享感悟。 【详解】1. 词汇积累： 延伸、伸展：stretch → extend 意识到：realize → recognize 奉献、献身：devote → dedicate 想法：idea → thought 2. 句式拓展： 同义句转换： 原句：Knowing you’re interested in my entry for the school’s “Salute to Aerospace, Youth for the Nation” call for works, I’m glad to introduce it to you. 拓展句：Because I know you’re interested in my entry for the school’s “Salute to Aerospace, Youth for the Nation” call for works, I’m glad to introduce it to you. 【点睛】【高分句型1】My work is a hand-drawn picture: it features a young Chinese astronaut standing beside Tiangong Space Station, with a line of footprints stretching toward space behind him, each of which is marked with a signature of us young students. (运用了with的复合结构，以及介词+关系代词which引导的非限制性定语从句。) 【高分句型2】This activity makes me deeply realize that most Chinese aerospace pioneers started their career when they were young. (运用了连接词that引导的宾语从句和连词when引导的时间状语从句。) 第1页/共1页 学科网（北京）股份有限公司 $ 北京师大附中2025-2026学年（下）高三三模考试 英语试卷 考生须知 1．本试卷有三道大题，共11页。考试时长90分钟，满分100分。 2．考生务必将答案填写在答题卡上，在试卷上作答无效。 3．考试结束后，考生应将答题卡交回。 第一部分 知识运用（共两节，30分） 第一节 完形填空（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 Joanne Appelbee and her three children were using paddleboards and a kayak near Quindalup beach in Geographe Bay when the wind ___1___ and shifted. The family lost oars and control, floating away from shallow water into stronger currents. ___2___ decreased as the day wore on and waves grew rougher, making it harder to signal for help or for nearby ships to spot them. With no obvious rescue nearby, Joanne sent 13-year-old Austin to kayak back to shore to get help first because he was the strongest swimmer and the most ___3___ with the equipment. Austin took the kayak, but it had been badly damaged and was already taking on water. He ___4___ the situation quickly and chose to swim despite the distance and conditions. He even removed his lifejacket to swim more efficiently. “I was really scared. I was out of breath, but I couldn’t even feel how tired I was,” he said. “At one point I was trying to get the ___5___ things in my head. Not the bad things that would distract me.” Austin swam roughly 4 kilometers, battling exhaustion and strong currents. When he finally reached the shore, he called emergency services, saying “I need helicopters, I need boats, my family’s out at sea.” The call started a huge ___6___. Minutes later, Austin’s mother, his brother Beau, 12, and his sister Grace, 8, were ___7___. A rescue boat was directed to them and all three were rescued. Austin was still trying to ___8___ what happened even five days later. Despite what people kept telling him, he ___9___ didn’t see himself as a hero. Meanwhile, authorities publicly praised the boy for his courage, determination and clear-headed actions. That day, Austin didn’t just swim for shore — he swam for his family. And love gave him the _____10_____ he never knew he had. 1. A. picked up B. died down C. blew out D. took off 2. A. Speed B. Tension C. Visibility D. Strength 3. A. concerned B. cautious C. curious D. confident 4. A. described B. assessed C. ignored D. dismissed 5. A. simplest B. worst C. hardest D. happiest 6. A. argument B. difference C. search D. discussion 7. A. located B. contacted C. saved D. trapped 8. A. question B. process C. cover D. deny 9. A. hesitantly B. naturally C. jokingly D. personally 10. A. chance B. strength C. dream D. right 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 At the annual Spring Festival Gala, robots performed live on stage. They danced and performed kung fu. Different Chinese robotics companies showed off ____11____ their robots could do. Unitree Robotics’ robots did rolls three metres into the air, while machines from MagicLab had six robots dance along to a pop song. China announced that it ____12____ (set) itself up as a global leader in humanoid robotics in the next few years. The 2025 Gala offered people a chance ____13____ (see) China’s progress in humanoid robotics. B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Recently, scientists discovered that though our brains are almost at their full size by the age of six, they are far from fully developed. Only during adolescence (青春期) do our brains ____14____ (true) “grow up.” During this time, they go through great changes, like a computer system being upgraded. In the past, this “upgrade” ____15____ (think) to be finished by about age 12. Now, scientists have concluded that our brains continue to change until age 25. Such changes make us better ____16____ balancing our urges with the need to follow rules. However, a still-developing brain does this awkwardly. The result, scientists claim, is the unpredictable behavior ____17____ (see) in teenagers. C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Technological advances have changed how charities work. Gone are the days ____18____ someone knocked on your front door and politely asked you to make a donation. In today’s world, charities can now reach more people than ever before. Social media in particular has had a great impact on charity. News of disasters often ____19____ (spread) quickly around the world. This enables us to raise money extremely quickly. Individual fundraising has also benefited. Most people are now so well-connected through social media sites that ____20____ (ask) people to contribute to your chosen cause is easier than ever. 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A Pre-sessional Course in Academic English The University of Oxford Language Centre is pleased to offer an Online Pre-sessional English course. This six-week intensive programme provides international students admitted to Oxford with the necessary academic writing and speaking skills to prepare them for studying in English at Oxford. International academics, and students preparing to study at universities other than Oxford, are also welcome to apply. Application deadline: Monday 29 June 2026 Course dates: Monday 6 July — Friday 14 August 2026 Admission requirements Applicants will need to provide evidence of their English language test result before being admitted to the Pre-sessional course. Please see the University’s English language requirements for undergraduate study and postgraduate study. Test Minimum score for courses requiring standard level Minimum score for courses requiring higher level IELTS Academic 6.5 overall 7.0 overall TOEFL iBT 92 overall 100 overall C1 Advanced Test 176 185 C2 Level Test 176 185 Oxford Test of English Advanced 145 155 What you will study The course will be delivered through real-time classes, small workshops, online lectures recorded by our Academic English team, and one-to-one and group live tutorials (辅导) with English tutors. Specifically, this English Course will help students to: Write academic English for different audiences and purposes. Understand grammatical aspects of language that pose difficulty for non-native writers. Read more effectively, with increased efficiency and speed. Improve their pronunciation and learn to speak confidently in lectures and workshops. Develop academic study skills such as searching for information and referencing sources. Benefits of our online course You can follow the course from the convenience of your home without needing to travel to Oxford. Using cutting-edge technology and software, the specifically designed online course offers the same quality of experience as our in-person offering. You will receive regular personalised tutorials and feedback from our language tutors. You will have the opportunity to meet and socialise with students from around the world in a virtual classroom environment. More details will be available from the student handbook which will be sent to all students two weeks prior to the course start date. 21. An applicant for the Pre-sessional Course is required to ________. A. be an Oxford student or academic B. provide proof of English competence C. submit the application by 6 July 2026 D. take an English test organized by Oxford 22. Which student is qualified for a higher level course? A. One with 189 in C2 Level Test. B. One with 6.5 overall in IELTS. C. One with 93 overall in TOEFL iBT. D. One with 178 in C1 Advanced Test. 23. What can a learner do in the pre-sessional course? A. Receive in-person tutorials with English tutors. B. Socialise with international students at Oxford. C. Master the use of cutting-edge teaching software. D. Enhance comprehensive English language abilities. B As a first-generation university graduate, I had always felt the pressure to lead the way, to live up to expectations no one else in my family had ever faced. To get into graduate school, I focused on presenting myself not as a trainee ready to learn, but as an already successful, accomplished researcher, fully formed and self-sufficient. But after starting my Ph.D., I was hit by wave after wave of academic challenges — not to mention the culture shock and financial stress of being an international student. I barely passed my first-year classes, had a string of scholarship applications rejected, and my research was stuck while peers steadily published papers. I felt I was running an endless race with a late start, falling far behind everyone else. My advisor had supported me from the very beginning, but I hesitated to share my struggles, fearing he’d see me as a failure. After 8 months of quietly carrying that weight, I finally spoke up. I sat in my advisor’s office, red-faced and anxious, words pouring out faster than I could control. For half an hour, I opened up about months of stress, doubt, and the sense that I didn’t belong. I expected judgment or disappointment. Instead, my advisor listened patiently, and then calmly offered a line I’ll never forget: “You are here to learn to ride a bicycle, not to invent a bicycle.” That one sentence landed softly, but it broke something open. His words redefined graduate school for me. I realized chasing productivity and groundbreaking projects was misguided; the real goal was to learn how to do research and grow. I began counting on my advisor and peers, seeking early feedback. Every project, success or failure, became a meaningful step. Two years later, I completed my Ph.D. with hard-earned experience, supportive peers, and a personal profile I was proud of. I went on to do further research where I mastered “riding skills” while gathering tools to “invent my own bicycle”, focusing on core skills like funding proposal writing and leadership. Now, as I prepare to establish my own research group, I’ll remind my trainees: their first job is to learn how to ride. 24. The author presented herself as a successful researcher due to ______. A. the need to lead her research group B. the fear of disappointing her advisor C. the pressure from family expectations D. the desire to fit in with other graduates 25. How did the author feel after starting her Ph.D. program? A. Confused and discouraged. B. Hesitant and disappointed. C. Secure and accomplished. D. Curious and satisfied. 26. What did the author do after the conversation with the advisor? A. She chased productivity and breakthroughs. B. She decided to switch to a postdoc program. C. She focused more on learning core research skills. D. She attempted to conduct research more independently. 27. What can we learn from this passage? A. Practice makes perfect. B. Time waits for no man. C. Many hands make light work. D. Learn to walk before you run. C I’ve previously written that artificial intelligence operates differently from the human mind. My idea of anti-intelligence is an attempt to describe that difference more precisely. When people hear the prefix “anti,” they tend to assume opposition or inferiority. However, what we’re encountering in large language models (LLM) is not a weaker form of thinking but a fundamentally different architecture operating behind the same medium. A recent paper in Nature Machine Intelligence notes that LLMs often behave in ways that are strikingly realistic in conversation yet remain fundamentally “unhuman” in their underlying structure. The word “unhuman” is well chosen and shares a border with the idea of anti-intelligence. It highlights the strange condition where language that is similar to human expression comes from a system that has none of those human experiences. Human mind isn’t simply a processor of language but a system in which meaning arises from lived experience. When we speak or write, our words carry marks of that experience. The “anti” part of “anti-intelligence” is that LLMs operate without that continuity. LLMs generate sentences through statistical relationships within vast collections of information. I sense that describing this as intelligence stretches the traditional meaning of the word. At the same time, dismissing it as a faulty form of intelligence fails to express what makes the technology remarkable. What we are seeing instead isn’t another variety of cognition (认知) but something structurally different. Anti-intelligence names that distinction. AI uses the same raw material humans do, yet the architecture producing that language runs along a different dimension from human thought. A lot of the current discussion around AI assumes that humans and machines occupy the same range of intelligence. And then, the debate quickly turns to whether machines will outperform us, or when artificial systems might eventually outthink humans. Those questions feel natural because we imagine a single line where intelligence progresses — and where humans and AI sit along points on that single line. But that may be wrong. If AI operates in a different way altogether, the comparison itself becomes misleading. Human cognition brings experience, consequence, and judgment into every thought. Artificial systems bring pattern recognition. When these two interact, the results can be productive and even transformative. Scientific progress often begins with what looks like a mistake. The imaginary number i once appeared to be a mathematical curiosity before it became essential to modern imaging technologies. In such cases, the discovery did not negate what scientists already understood. It expanded the conceptual space in which that knowledge made sense. Anti-intelligence may represent a similar expansion. What LLMs reveal isn’t that machines have become intelligent in the human sense, but that language itself can now operate within a system that has no mind behind it. 28. What does the author indicate by coining the term “anti-intelligence”? A. It is a weaker version of human thinking. B. It operates without an inner history of its own. C. It will eventually outperform human intelligence. D. It detects statistical patterns from lived experience. 29. Regarding the interaction between human cognition and AI, the author is ______. A. concerned B. dismissive C. optimistic D. reserved 30. Which would be the best title for this passage? A. Anti-intelligence: How LLMs Use Statistics to Generate Feelings B. Anti-intelligence: A Call to Stop Comparing Humans and AI C. Anti-intelligence: When Language Operates Without a Mind D. Anti-intelligence: Why LLMs Will Never Understand Us D Science is our best route to objective knowledge. Through observation, experiment and mathematical abstraction, it aims for a third-person perspective, a view from the outside of whatever we investigate. That is perhaps most obvious in physics, which seeks to describe things at every scale. But in recent years, a growing number of physicists have come to realise that this notion of an objective universe, independent of our experience of it, is an illusion (错觉). “We get so excited about our capacity to abstract and infer that we forget that physical models are not reality,” says Marcelo Gleiser at Dartmouth College. That is a problem, he says. We fail to recognise that our subjective experience is part of the universe — that our models are the product of our insider’s perspective, rather than a faithful representation of reality. The faults in assuming we can have a purely objective perspective are clearest when you consider quantum mechanics (量子力学). Quantum theory says — and countless experiments have confirmed — that you can only know whether a particle (粒子) will be here or there when you measure it. Different experimenters carrying out the same single measurement will end up with different results. “Quantum theory is really screaming at us that observers matter, that facts are relative,” says Daniele Oriti, a theorist at Ludwig-Maximilians University. This calls into question the pursuit of a neat set of rules that describes the universe as a whole, known as a theory of everything. “Let’s call it an abuse of power,” says Gleiser, whose recent book The Blind Spot argues that physicists’ “hubris” about the meaning of mathematical laws is actually preventing us from understanding the true nature of the universe and our place within it. “We must not forget that these tiny characters, we ourselves, are also the authors of the story,” he writes. The question is, how can we make sense of it from within, without discounting our role in it? For Oriti, it is about making sure that the ways we understand different aspects of the universe, coming from multiple observing perspectives, don’t contradict one another. “The best we can hope for is that every observer, with its own perspective, is capable of determining what is seen from all the other perspectives, by being able to translate between perspectives — and not have anything left untranslatable.” Similarly, Gleiser increasingly views the universe from the perspective of “systems thinking”, which makes sense of the complexity of the world through the interconnections between parts. He is among those who suspect the key to that could be a better understanding of emergence, where properties that don’t seem to exist when we look at the individual components of a complex system suddenly take shape when we see it as a whole, even from the inside. 31. Quantum mechanics is mentioned to ________. A. illustrate an approach B. question an assumption C. reveal a tendency D. justify a prediction 32. What does the word “hubris” underlined in Paragraph 4 probably mean? A. Far-sightedness. B. Dissatisfaction. C. Open-mindedness. D. Overconfidence. 33. What can be learned from the passage? A. Physical models exclude our subjective experience. B. A theory of everything is the ultimate goal of physicists. C. Hidden characteristics can be perceived from an overall internal view. D. Understanding the universe requires removing individual perspectives. 34. What is mainly talked about in the passage? A. A challenge to inspire scientists. B. A heated debate over objectivity. C. A novel view on science and reality. D. An ignored approach to build models. 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 On paper, everything looks right. You’re making more money than ever. You’ve built something concrete. But if you slow down for a second and tell yourself the truth, something feels off. You’re more successful yet somehow less connected to yourself than ever. ____35____ External success is often framed as: work harder, grow faster, push further, and everything will fall into place. Yet studies show people quickly return to a baseline level of happiness after positive growth changes. In other words, what once seemed like the ultimate solution to your problems and happiness becomes your new normal incredibly fast. ____36____ At a certain level, success stops being something you do and starts becoming who you are. You’re seen as the reliable high-performer who always delivers. ____37____ Research on self-concept shows when people become strongly identified with a specific role or quality, they often resist behaviors that might threaten that identity, even if those behaviors would improve their well-being. This is where the real cost shows up. Your markers of success like your bank account and your calendar may make you appear as if you’re succeeding, but your relationship with yourself suffers. You start ignoring signals like exhaustion and the feeling that something needs to change and tell yourself you will deal with it later. ____38____ And without it, success becomes harder to enjoy and sustain. ____39____ Instead of doing more with more strategy, effort, and discipline, it is about removing what no longer serves you, including unnecessary pressure, unhealthy habits, and outdated rules. So instead of asking what else you need to do and adding more to an overflowing plate, you start questioning what’s no longer necessary. A. Over time, that pattern wears away self-trust. B. So you constantly raise the bar and set new goals. C. Awareness is the first step in rebuilding self-trust. D. It is at this point that “Optimize (最优化)” comes in. E. And for high-performers, success isn’t just fueled by vision. F. While that identity can feel powerful, it can also become a limit. G. This is the hidden cost of success, and most high-performers don’t see it coming. 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 The older I get, the more I realize that suffering is not selective. No one is safe. It touches every life, regardless of status, race, success, good choices, or even good intentions. Suffering is not a mistake from life; it is built into the fabric of it. And while suffering is unavoidable, not all suffering is the same. There is necessary suffering, and there is unnecessary suffering. Necessary suffering is the kind that accompanies growth, truth-telling, love, loss, and transformation. Unnecessary suffering often arises from resistance, avoidance, denial, unhealthy attachments, or the stories we tell ourselves about our pain. Much of the work of emotional and spiritual maturity is learning to detect the difference. Much of suffering does not originate in circumstances, but in the mind itself. When the inner critic, fear, or depression becomes the primary speaker of reality, suffering multiplies. Yet when curiosity replaces judgment, and compassion replaces self-attack, necessary suffering can become a teacher rather than a troublemaker. Some of the deepest suffering we experience happens in relationships. The suffering isn’t just about conflict; it is about disconnection with others. Relational suffering also shows up when we are treated poorly by a partner, dismissed at work, abandoned by someone we trust, or when a relationship ends despite our best efforts. There is necessary suffering in setting boundaries, telling the truth, or leaving what harms us. There is unnecessary suffering in staying silent, abandoning ourselves, or hoping someone will change while we continue to absorb the damage. Then there is grief — the suffering that comes from loss. For example, Maria lost her partner unexpectedly. Overnight, the future she imagined disappeared. Grief entered her body, her breath, her sense of time. Nothing about this suffering was optional. Love guarantees grief; to love deeply is to risk loss deeply. Grief is not something to fix or rush through. It is a necessary suffering, one that asks to be honored, not avoided. It’s precious. When we allow grief to break us open rather than shut us down, it becomes a profound expression of love itself. How we frame our suffering matters deeply. Our interpretation of pain can either open us or imprison us. It can soften us or harden us. It can become a gateway to love, or a wall against it. 40. What is necessary suffering? _______________________________________________________________ 41. Where does much of the suffering originate? _______________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why.  When grief shuts us down, it becomes a profound expression of love itself. _______________________________________________________________ 43. Describe one of your necessary suffering. _______________________________________________________________ 第二节（20分） 44. 假设你是红星中学高三学生李华。你的外国好友Jim听说你参加了学校举办的“致敬航天•青春报国”主题作品征集活动，来信询问相关情况。请你给他回信，内容包括： 1．介绍你的作品； 2．分享你的感悟。 注意： 1．词数100左右； 2．开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $