精品解析：北京市第二中学2026-2027学年度高三年级十月月考试卷英语

北京二中2026—2027学年度高三年级十月月考试卷 英语 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，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 A week ago, my daughter sighed and said, “Mom, I don’t think I’m very ____1____.” I paused briefly, and then what spilled out of my mouth was: “No, you’re kind of not.” I’d watched her take part in a wide range of sports, and she is just like me: ____2____. Even so, my first instinct was to ____3____ her with empty praise. “Oh, you’re actually great at sports!” I resisted the ____4____, however, and told her the honest truth. I could see the words stung a little. So I added gently: “Ava, we all possess talents that come naturally to us. Just like you and reading: you’re only in the fifth grade, yet you can work through Charles Dickens. Still, there are things we struggle with. If we hope to reach a satisfying standard in those fields, we must put in twice the effort; and if we aim to ____5____, we need to push ourselves even harder.” She nodded, absorbing my words. She totally got it. Why? Because honesty resonates. Sometimes I wonder why adults rush around pouring out ____6____ to children, when kids are fully able to handle plain truth. They can spot hollow flattery from miles away. Once they realize we are lying, we ruin our ____7____. I long for my children to hold a ____8____ view of themselves, so they will not be shocked when hardships strike. They might grow to become Olympians, yet no achievement will simply ____9____ in their laps. They will learn that most worthy goals demand an enormous amount of hard work. Nothing is simply handed to you. Great things are _____10_____. 1. A. artistic B. athletic C. academic D. adventurous 2. A. two left feet B. green hands C. sharp eyes D. big mouths 3. A. fill B. cover C. shower D. supply 4. A. temptation B. urge C. pressure D. panic 5. A. improve B. progress C. pass D. excel 6. A. nonsense B. tales C. secrets D. warnings 7. A. personality B. capability C. credibility D. stability 8. A. hot-headed B. heartfelt C. right-sized D. good-natured 9. A. rest B. land C. sink D. hide 10. A. settled B. expected C. connected D. earned 【答案】1. B 2. A 3. C 4. B 5. D 6. A 7. C 8. C 9. B 10. D 【解析】 【导语】文章主要讲述母亲坦诚告诉女儿运动天赋不足，阐释真诚评价比空洞赞美更利于孩子认清自我。 【1题详解】 考查形容词。句意：妈妈，我觉得我不太擅长运动。A. artistic有艺术天赋的；B. athletic擅长运动的；C. academic学业好的；D. adventurous爱冒险的。根据第二段“I’d watched her take part in a wide range of sports”可知，女儿参与各类体育运动，感慨自己运动方面能力不足。 【2题详解】 考查习语。句意：我观察到她参加过各类体育运动，她就像我一样，笨手笨脚。A. two left feet笨手笨脚；B. green hands新手；C. sharp eyes眼光敏锐；D. big mouths多嘴。根据前文“No, you’re kind of not”可知，母亲承认女儿确实不擅长运动，和自己一样运动笨拙。 【3题详解】 考查动词。句意：即便如此，我的第一本能反应还是用空洞的赞美铺天盖地夸奖她。A. fill填满；B. cover覆盖；C. shower大量给予；D. supply供应。根据后文“Oh, you’re actually great at sports!”可知，母亲本能想用大量空洞的夸奖安慰女儿。 【4题详解】 考查名词。句意：然而，我克制住这股冲动，告诉了她真实情况。A. temptation诱惑；B. urge冲动；C. pressure压力；D. panic恐慌。根据第三段“my first instinct was to ____ her with empty praise”可知，本能想要夸赞女儿是内心涌起的冲动，母亲克制住了这一想法。 【5题详解】 考查动词。句意：如果我们想要脱颖而出，就需要更加逼迫自己努力。A. improve改善；B. progress进步；C. pass通过；D. excel擅长，脱颖而出。根据前文“If we hope to reach a satisfying standard in those fields, we must put in twice the effort”可知，达到满意标准需要加倍努力，想要表现出众则需要付出更多。 【6题详解】 考查名词。句意：有时候我会疑惑，成年人为什么急于对孩子说出空话，而孩子完全能够接受简单直白的真相。A. nonsense无意义的空话；B. tales故事；C. secrets秘密；D. warnings警告。根据后文“They can spot hollow flattery from miles away”可知，孩子可以分辨空洞奉承，对应成年人所说的无意义空话。 【7题详解】 考查名词。句意：一旦他们意识到我们在撒谎，我们就毁掉了自身的可信度。A. personality性格；B. capability能力；C. credibility可信度；D. stability稳定。根据前文“kids are fully able to handle plain truth. They can spot hollow flattery”可知，孩子能分辨虚假奉承，一旦发现大人说谎，大人就失去孩子的信任。 【8题详解】 考查形容词。句意：我希望我的孩子能拥有客观恰当的自我认知，这样苦难来临时他们不会震惊。A. hot-headed鲁莽冲动的；B. heartfelt由衷的；C. right-sized恰当客观的；D. good-natured和善的。根据后文“so they will not be shocked when hardships strike”可知，拥有客观的自我认知，遇到困难才不会难以接受。 【9题详解】 考查动词。句意：他们或许能成为奥运选手，但没有任何成就能凭空落到他们身上。A. rest休息；B. land落于；C. sink下沉；D. hide隐藏。根据后文“Nothing is simply handed to you”可知，没有东西是直接送到手上，成就不会凭空降临。 【10题详解】 考查动词。句意：伟大的事物都是靠努力赢得的。A. settled安顿；B. expected期待；C. connected联系；D. earned挣得。根据前文“most worthy goals demand an enormous amount of hard work. Nothing is simply handed to you”可知，有价值的目标需要大量努力，一切成果都要靠付出争取而来。 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个适当的单词；在给出提示词的空白处用括号内所给词的正确形式填空。 Traditionally, for the FIFA World Cup, deep strategic analysis required extensive financial support and massive data teams, ____11____ (give) wealthy footballing nations a distinct advantage. Smaller ____12____ (country) with limited budgets could rarely afford such advanced data analyses. This imbalance was greatly erased at the 2026 FIFA World Cup, thanks to a full set of artificial intelligence tools. Powered by Lenovo’s advanced AI technology and built on FIFA’s ____13____ (tailor) Football Language model, the platform processes hundreds of millions of data points from every match. 【答案】11. giving 12. countries 13. tailored 【解析】 【导语】本文主要介绍了2026年世界杯借助人工智能工具，消除了以往富裕足球国家在赛事深度战略分析上的优势，缩小了不同预算国家间的数据分析差距。 【11题详解】 考查非谓语动词。句意：传统上，对于国际足联世界杯而言，深度战术分析需要大量资金支持和庞大的数据团队，这就让足球强国拥有明显优势。句中已有谓语动词required，此处需要用非谓语动词作结果状语，逻辑主语是前面整个主句描述的情况，它和动词give之间是主动关系，要用现在分词形式。 【12题详解】 考查名词复数。句意：预算有限的小国很少能够负担这类高端数据分析。country为可数名词，前面有Smaller修饰，此处表示多个国家，变为复数形式countries，作主语。 【13题详解】 考查非谓语动词。句意：该平台依托联想先进人工智能技术，基于国际足联定制的足球语言模型，处理每场比赛数亿个数据点。名词Football Language model和tailor之间为被动关系，使用过去分词作前置定语，表示“定制好的”。 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个适当的单词；在给出提示词的空白处用括号内所给词的正确形式填空。 My grandmother has long stuck to writing handwritten letters, ____14____ struck me as old-fashioned when I was a teenager. That prejudice softened once I left home ____15____ college. I kept in touch with family and friends through endless group chats and fleeting (转瞬即逝的) online interactions, yet those quick exchanges felt empty and distant. It was on one rainy weekend amid the constant digital noise ____16____ I stumbled upon a letter my grandmother sent me. Reading her neat handwriting with the warmth it carried, letting me feel close to home in a way screens never could. 【答案】14. which 15. for 16. that 【解析】 【导语】本文讲述作者年少时觉得祖母坚持手写信件很老套，离家上大学后沉迷线上交流，直到偶然看到祖母的来信，才体会到手写书信独有的温情。 【14题详解】 考查定语从句。句意：我的祖母一直坚持手写书信，这在我十几岁的时候，让我觉得很老派。空处引导非限制性定语从句，指代前面整件事，在从句中作主语，用关系代词which。 【15题详解】 考查介词。句意：当我离家去上大学时，这种偏见慢慢淡化。leave...for...“离开……前往……”为固定搭配，介词for表示目的地。 【16题详解】 考查强调句型。句意：正是在一个充斥着各类电子信息的雨天周末，我偶然发现祖母寄给我的一封信。本句为It was...that/who...强调句式，强调时间状语on one rainy weekend amid the constant digital noise，用that。 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个适当的单词；在给出提示词的空白处用括号内所给词的正确形式填空。 Over decades, people ____17____ (fascinate) with exploring secret differences between male and female brains. The question of whether men and women have different brains rarely fails ____18____ (arouse) debate. Just last year, the Google engineer James Damore caused an uproar by claiming women are ____19____ (biology) different from men in various ways. But Lise Eliot, a professor of neuroscience at the Chicago Medical School, argues anyone who ____20____ (go) searching for innate differences between the sexes won’t find them. 【答案】17. have been fascinated 18. to arouse 19. biologically 20. goes 【解析】 【导语】主要介绍人们数十年来痴迷于探究男女大脑的差异，以及相关学者对此的不同观点。 【17题详解】 考查动词时态和语态。句意：数十年来，人们一直痴迷于探究男性与女性大脑之间隐秘的差异。此处为谓语动词，时间状语Over decades表示从过去持续到现在，要用现在完成时，固定搭配be fascinated with意为“对……着迷”，主语people和fascinate之间是被动关系，且主语people为复数，所以谓语动词为have been fascinated。 【18题详解】 考查非谓语动词。句意：男性和女性是否拥有不同大脑的这个问题几乎总能引发争论。固定搭配fail to do sth.意为“未能做某事；一定会做某事”，所以此处用动词不定式to arouse。 【19题详解】 考查副词。句意：就在去年，谷歌工程师詹姆斯·达莫尔声称女性在多方面与男性存在生物学层面的差异，这引发了一片哗然。此处修饰形容词different，副词修饰形容词，biology是名词，其副词形式为biologically，意为“生物学上”。 【20题详解】 考查动词时态和主谓一致。句意：但是芝加哥医学院的神经科学教授莉斯·艾略特认为，任何去寻找两性先天差异的人都不会找到这些差异。此空为定语从句中的谓语动词，先行词anyone作主语，为第三人称单数，句子为一般现在时，所以谓语动词用goes。 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。 A While ball games and chess dominate the spotlight, some unusual sports remain off the radar, although they can be just as thrilling. These activities lift people’s spirits and return attention to a basic purpose of sport: fun. Here are four examples. Quidditch Inspired by J. K. Rowling’s Harry Potter series, this magical game is now a real international sport. Each team has seven players, and every player must keep a broom between their legs from start to finish. Combining elements of rugby and dodgeball, it is called ‘Muggle Quidditch’ because non-magical people play it without magic. Yubi Lakpi This traditional Indian game resembles football, but with a twist: players use a coconut instead of a ball. Two teams compete to carry the coconut into the opponent’s goal area. To make the game more challenging, players apply oil to their bodies, making themselves slippery and difficult to grab. Zorbing Imagine rolling downhill inside a giant plastic ball. That is zorbing. It originated in New Zealand in the 1990s and has grown into a popular outdoor adventure activity around the world. Usually done on gentle slopes or flat ground, it is more about the joy of rolling than competition. Toe Wrestling Toe wrestling even has a World Championship. Similar to arm wrestling, opponents try to pin each other’s toes down for three seconds. Matches alternate between left and right feet, with the best of three rounds deciding the winner. Participants begin by taking off their shoes and socks. 21. What must Quidditch players do throughout the game? A. Control the game by using magic. B. Pass a rugby ball between teammates. C. Keep a broom between their legs. D. Follow rules written for Harry Potter. 22. How do players make themselves difficult to catch in Yubi Lakpi? A. By wetting the field. B. By oiling their bodies. C. By polishing the coconut. D. By blocking opposing players. 23. What do Zorbing and Toe Wrestling have in common? A. Both take place on gentle slopes. B. Both involve close physical contact. C. Both are organised only as championships. D. Both are presented as fun-oriented recreation. 【答案】21. C 22. B 23. D 【解析】 【导语】主要介绍四种鲜为人知的特色运动，讲述各项运动的起源、玩法特点，突出运动带来乐趣这一核心目的。 【21题详解】 细节理解题。根据Quidditch部分中的“Each team has seven players, and every player must keep a broom between their legs from start to finish.(每支队伍有七名选手，每位选手从头到尾都必须在双腿之间夹一把扫帚。)”可知，魁地奇运动员在整场比赛中必须双腿之间夹一把扫帚。 【22题详解】 细节理解题。根据Yubi Lakpi部分中的“To make the game more challenging, players apply oil to their bodies, making themselves slippery and difficult to grab.(为了增加比赛难度，选手们会在身上涂抹油，让身体变滑，难以被抓住。)”可知，选手通过在身体上涂油让对手难以抓住自己。 【23题详解】 细节理解题。根据Zorbing部分中的“Usually done on gentle slopes or flat ground, it is more about the joy of rolling than competition.(通常在缓坡或平地开展，它更看重滚动的乐趣而非竞技比拼。)”和Toe Wrestling部分中的“Toe wrestling even has a World Championship. Similar to arm wrestling, opponents try to pin each other’s toes down for three seconds.(脚趾摔跤甚至设有世界锦标赛。和掰手腕类似，对手要把对方的脚趾按住三秒钟。)”以及第一段中的“These activities lift people’s spirits and return attention to a basic purpose of sport: fun.(这些活动振奋人心，让人们重新关注运动的根本目的：乐趣。)”可知，两项运动都是以乐趣为主的休闲活动。 B Every year, my parents, my sister and I take a short holiday together. This time my parents brought an unexpected fifth member: an AI chatbot. My father, who has always been comfortable with technology, had introduced it to my mother two weeks earlier. She now called it “the polite man who knows everything”, although it had neither a body nor, as we soon discovered, perfect knowledge. At breakfast on our first morning, Mum typed “Good morning” before asking for places to visit. I tried not to roll my eyes. My sister and I had planned a break from screens: paper newspapers, puzzle books and advice from people we knew. Our parents, however, asked the chatbot to map walks, explain old buildings and locate an ice-cream shop. Watching them made me uneasy. As a writer, I worry about what such systems may do to work like mine. My parents, near the end of their careers, saw a helpful tool rather than a rival. The difference felt backwards: the younger people were putting devices away, while the older ones kept finding new uses for one. Then the chatbot misspelled a historical name. Mum corrected it, but the system politely argued that both spellings appeared in print. She frowned. “It apologises beautifully when it is wrong,” she said, “but today it thinks it is right.” Still, a few minutes later she was using it again. Its directions and patient answers mattered more to her than one irritating exchange. That evening, we debated whether to call the chatbot “he”. Dad asked it directly. It replied that “it” was more accurate because it had no body or personal identity, though users were free to choose. I laughed at the thought of our machine correcting our manners. More importantly, I realised I had treated my parents’ enthusiasm as evidence that they understood the technology less than I did. Perhaps they simply judged it by a different question: not what it might become, but whether it helped them now. 24. While watching her parents, the author worried that ______. A. the trip might leave Mum exhausted B. AI might threaten creative work like hers C. their holiday plans might prove unreliable D. the chatbot might mislead both her parents 25. Why did Mum continue using the chatbot after it insisted on its incorrect spelling? A. She valued its practical help more than its occasional mistake. B. She believed the chatbot’s knowledge was reliable on most topics. C. She wanted to prove the chatbot was clever enough to argue. D. She was willing to accept the idea that two spellings existed. 26. The author felt ______ when the chatbot answered Dad’s question. A. composed and puzzled B. amused and reflective C. worried and discouraged D. grateful and relieved 27. What is the author’s main purpose in telling the story? A. To warn readers about the hidden risks brought by AI chatbots. B. To show how AI can serve as a handy guide during family trips. C. To share a shift in his understanding of how people judge AI. D. To describe a sharp conflict between different generations. 【答案】24. B 25. A 26. B 27. C 【解析】 【导语】主要讲述一次家庭旅行中父母使用人工智能聊天机器人，作者经历了对AI看法的转变，理解了不同人评判AI的角度不同。 【24题详解】 细节理解题。根据第三段中的“As a writer, I worry about what such systems may do to work like mine.(作为一名作家，我担心这类系统会对像我这样的工作产生影响。)”可知，作者担心人工智能会威胁到像她一样的创造性工作。 【25题详解】 细节理解题。根据第四段中的“Then the chatbot misspelled a historical name. Mum corrected it, but the system politely argued that both spellings appeared in print. She frowned. “It apologises beautifully when it is wrong,” she said, “but today it thinks it is right.” Still, a few minutes later she was using it again. Its directions and patient answers mattered more to her than one irritating exchange.(之后这个聊天机器人把一个历史人名拼写错了。妈妈纠正了它，可系统却客气地争辩说，两种拼写方式在出版物中都能见到。她皱起眉头。“它犯错的时候道歉说得很漂亮，” 她说，“但今天它认定自己没有错。” 即便如此，几分钟后她又继续使用这个机器人了。对她而言，它给出的指引和耐心的回答，远比这一次令人恼火的争执更重要。)”可知，妈妈更看重AI带来的实际帮助，能够包容它偶尔出现的错误。 【26题详解】 推理判断题。根据第五段中的“I laughed at the thought of our machine correcting our manners. More importantly, I realised I had treated my parents’ enthusiasm as evidence that they understood the technology less than I did.(想到这台机器纠正我们的礼仪，我笑了。更重要的是，我意识到我曾把父母的热情当成他们不太懂这项技术的依据。)”可知，作者感到好笑，同时也开始反思自己之前的想法。 【27题详解】 推理判断题。通读全文，尤其是第五段中的“Perhaps they simply judged it by a different question: not what it might become, but whether it helped them now.(或许他们评判它的标准不一样：不是它未来会变成什么样，而是它当下能不能帮到他们。)”可知，作者讲述这个故事主要是分享自己对人们评判人工智能的方式产生认知转变。 C Imagine watching a dot appear again and again in four places on a screen. Each time, you press the matching key as quickly and accurately as possible. No one tells you that the positions contain a hidden pattern. Yet after many trials, you may respond more accurately to combinations that appear often than to those that are rare. You have learned something about the sequence without being able to explain its rule. This ability is called statistical learning. It helps the brain notice how often events occur together and use that information to predict what may come next. Babies, for example, become sensitive to speech sounds that commonly follow one another. Musicians and athletes also pick up repeated sound or movement patterns. Since many mental abilities improve through childhood, it seems reasonable to expect this kind of learning to improve as well. Earlier research made that expectation uncertain. Studies comparing separate age groups often found that children detected hidden patterns at least as well as older learners. However, such comparisons cannot show clearly how an individual’s learning changes. Seven-year-olds and teenagers differ in experience, schooling and many other ways. A longitudinal (纵向的) study, which tests the same people repeatedly, can trace development more directly. A research team therefore followed 135 children and tested them at ages 7, 8, 11 and 14. At each visit, the children completed a task made up of 20 sets of 80 trials. Patterned and random positions were mixed, so some short combinations appeared more often than others. The researchers compared the children’s accuracy on common and rare combinations. Because the pattern was never explained, success depended mainly on learning without conscious rule memorisation. The result was unexpected. Across the four tests, the children’s sensitivity to the hidden pattern became weaker as they grew older. The team also examined each child’s pathway, making it less likely that the overall result came from a few unusual performers. Development, it seemed, was not a staircase on which every form of learning moved steadily upwards. One possible explanation concerns executive functions, which help us control attention, hold a goal in mind and change strategies. These abilities grow stronger through childhood. At age 14, children with stronger executive skills tended to show a greater decline in statistical learning. Stronger control might sometimes lead older learners to search for a clear rule, while younger children remain more open to patterns absorbed automatically. The connection does not establish cause. A shared developmental change might influence both abilities, and the finding comes from one visual task rather than every kind of pattern learning. Nor does it suggest that younger minds are generally better: executive skills support planning and classroom learning. The more careful conclusion is that growing up may change the balance between learning systems. Gains in conscious control can exist beside reduced openness to patterns learned without intention. 28. Why did the researchers test the same children four times? A. To compare separate groups at different ages. B. To track learning changes within each child. C. To examine practice effects across repeated tests. D. To measure rule-based learning across childhood. 29. What did the study find? A. Pattern sensitivity remained stable through childhood. B. Older children showed greater overall task accuracy. C. Hidden-pattern sensitivity declined as children grew. D. Executive control improved automatic pattern learning. 30. What is implied in this passage? A. The observed pattern may vary across learning tasks. B. Executive growth directly caused the learning decline. C. Classroom instruction helped younger children learn better. D. Repeated testing may have caused the observed decline. 【答案】28. B 29. C 30. A 【解析】 【导语】文章主要介绍统计学习的概念，以及一项纵向研究发现儿童随年龄增长，对隐藏模式的敏感度反而下降的现象与相关推测。 【28题详解】 细节理解题。根据第三段中的“However, such comparisons cannot show clearly how an individual’s learning changes. Seven-year-olds and teenagers differ in experience, schooling and many other ways. A longitudinal (纵向的) study, which tests the same people repeatedly, can trace development more directly.(但是这类对比无法清晰展现一个人的学习能力如何变化。七岁儿童和青少年在经历、教育以及很多其他方面都存在差异。一项反复测试同一批人的纵向研究，可以更直接地追踪发展变化。)”可知，研究者四次测试同一批孩子，目的是追踪每个个体自身学习能力的变化。 【29题详解】 细节理解题。根据第五段中的“Across the four tests, the children’s sensitivity to the hidden pattern became weaker as they grew older.(在四次测试中，孩子们对隐藏模式的敏感度随着年龄增长而变弱。)”可知，研究发现随着孩子长大，他们对隐藏模式的敏感度有所下降。 【30题详解】 推理判断题。根据第七段中的“The connection does not establish cause. A shared developmental change might influence both abilities, and the finding comes from one visual task rather than every kind of pattern learning.(这种关联不能确定因果关系。一项共同的发育变化可能影响两种能力，该发现仅来自一项视觉任务，而非所有类型的模式学习。)”可知，该研究结果只针对这一项视觉任务，在不同学习任务中观察到的规律可能会有所不同。 D The cormorant’s (鸬鹚) name comes from Latin words meaning “sea-crow”. It is not a crow, but the mistake is revealing. Across many cultures, ravens (渡鸦) were associated with bad luck and greed, and that moral shadow followed the cormorant into its name. Long before most people had studied its ecology, language had prepared them to distrust it. The deeper source of hostility is competition. Cormorants are exceptionally effective fishers, which places them in conflict with human anglers and commercial fisheries. Critics rarely present the dispute simply as a struggle over who gets the fish. Instead, other features provide a cloak for the complaint. The birds are said to consume stocks greedily, foul nesting trees with their waste and reproduce so successfully that they must be invasive. Natural behaviour is rewritten as moral failure. Appearance strengthens the story. A large black cormorant, perched with wings spread to dry, can look awkward and prehistoric. Western culture has repeatedly developed this unease: in Paradise Lost, Milton places Satan like a cormorant, and later images have treated the bird as thief, foreigner, polluter or even devil. Each label tells us less about the species than about the fears of those using it. Scientific naming has not always escaped the pattern. In the eighteenth century, a European form of the great cormorant received a label suggesting an eastern origin. The bird was actually native to Europe, but once framed as foreign, an expanding population could be viewed as invasion rather than recovery. Different cultural histories produce different birds. In parts of the East, people traditionally worked with cormorants as fishing partners: a loose collar allowed a trained bird to swallow small fish but not larger ones. The practice was not perfect harmony, but it gave attention to skill and cooperation rather than greed. The biological bird remained much the same; the moral narrative changed. There are nearly forty cormorant species, ranging greatly in size and appearance. Yet public arguments tend to gather around two large black species in Europe and North America, precisely where competition with fishing interests is intense. This focus helps explain why facts alone do not settle the dispute: people are deciding which creatures seem to belong and which forms of life deserve protection. The cormorant’s cultural history therefore offers a lesson beyond birds: human groups have also been described as dirty, greedy, invasive or threatening when they compete for resources. The parallel should not erase real ecological questions, but it should make us examine the language in which those questions are asked. When an animal becomes a screen for fear, management can easily turn into punishment. Before deciding what the cormorant is doing to us, we might ask what our image of the cormorant is doing to our judgement. 31. Regarding the hostility towards cormorants, the author is ______. A. critical. B. neutral. C. sympathetic. D. unconcerned. 32. What does the word “cloak” underlined in Paragraph 2 most probably mean? A. cover. B. proof. C. cost. D. result. 33. What can we infer from this passage about the two black species? A. Their dark colour makes them more aggressive. B. Their numbers make them the easiest to observe. C. They are the only species that threaten fisheries. D. Public attention follows conflict rather than biology. 34. What does the author mainly want readers to understand? A. Resource competition generally justifies stricter wildlife control. B. Scientific names usually prevent cultural bias about animals. C. Fishing traditions offer a reliable model for wildlife policy. D. Cultural labels can seriously distort judgements about wildlife. 【答案】31. A 32. A 33. D 34. D 【解析】 【导语】主要介绍鸬鹚因文化偏见被贴上负面标签，人们对它的评价常受文化叙事影响，而非单纯依据事实。 【31题详解】 推理判断题。根据尾段中的“Before deciding what the cormorant is doing to us, we might ask what our image of the cormorant is doing to our judgement.(在判定鸬鹚对我们造成什么影响之前，我们不妨思考我们对鸬鹚的印象如何影响我们的判断。)”可知，作者批判人们因偏见敌视鸬鹚。 【32题详解】 词句猜测题。根据第二段中的“Critics rarely present the dispute simply as a struggle over who gets the fish. Instead, other features provide a cloak for the complaint.(批评者很少将争端简单描述为争夺鱼类资源的斗争。相反，其他特征为这种抱怨提供了一层cloak。)”可知，人们不直接说争夺鱼类，而是借其他特点来掩盖诉求，因此cloak在这里意为“掩盖”，与cover意义相近。 【33题详解】 推理判断题。根据尾段中的“Yet public arguments tend to gather around two large black species in Europe and North America, precisely where competition with fishing interests is intense.(然而公众争论大多集中在欧美两种大型黑色鸬鹚身上，这些地方恰好是渔业资源竞争激烈的区域。)”可知，公众关注源于冲突，而非物种本身的生物特性。 【34题详解】 主旨大意题。通读全文，尤其是尾段中的“When an animal becomes a screen for fear, management can easily turn into punishment.(当动物成为恐惧的投射载体时，管控很容易变成惩罚。)”可知，作者想告诉读者文化标签会严重扭曲人们对野生动物的判断。 第二节（共5小题：每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 “Tell me what you eat and I will tell you who you are.” That observation, published in 1825, still has a familiar ring. What we put on our plates can become part of our identity. More meat or less? Raw vegetables or cooked? The claims are often contradictory, but each diet seems to have its devoted followers. Into this confusion comes a book that looks at eating through the lens of human evolution. Drawing on research into early humans and present-day hunter-gatherers, its author challenges the idea of a single ancestral menu. Our ancestors ate flexibly, taking advantage of whatever food their surroundings offered. ____35____ Yet many modern diets encourage us to restrict that variety by excluding entire food groups. The author tries several such diets, often with his wife, for two weeks at a time. A raw-food diet leaves the couple short of energy because they are not getting enough calories. ____36____ Their adventures make what could have been a dry discussion feel more human. ____37____ A fruit-based diet, for instance, can seem an obvious way to eat like our distant relatives. However, the fruits eaten by chimpanzees are often fibrous and bitter, unlike the sweet varieties we have developed over thousands of years. Sharing a taste for fruit does not mean eating the same things. Evolution does help explain our appetite for energy-rich food. We developed a tendency to seek it out and store extra energy as fat against future shortages. ____38____ Getting something to eat now may involve opening the fridge or ordering a delivery rather than spending hours searching for food. Copying an ancestral appetite without considering the circumstances in which it developed misses part of the story. So what should we take from the past? The book offers an unexpected guide: the fox. In an old comparison, a fox has many ways to escape a hunter; a hedgehog curls into a ball. ____39____ In dietary terms, that means keeping our choices varied and our portions moderate, rather than defending one eating plan against every objection. Readers hoping, as I was, for a neat answer may find this less satisfying than a set of rules. But perhaps that is precisely its value. A. His account makes lively reading, but brief personal trials cannot establish lasting health benefits. B. Our inherited tastes can therefore help us judge which foods best meet our needs today. C. An appetite shaped by uncertain supplies may serve us less well when food is readily available. D. The hedgehog offers a reassuring example of how a dependable habit can simplify difficult choices. E. Some eating plans also rest on a mistaken picture of how our ancestors fed themselves. F. Our digestive system bears traces of that history in the range of foods it can handle. G. The author favours having several ways to respond rather than depending on a single strategy. 【答案】35. F 36. A 37. E 38. C 39. G 【解析】 【导语】本文主要介绍一本从人类进化角度探讨饮食的书籍，否定单一远古食谱，倡导饮食多样化、适量进食。 【35题详解】 根据空前的“Our ancestors ate flexibly, taking advantage of whatever food their surroundings offered.(我们的祖先饮食灵活，利用环境所能提供的一切食物。)”可知，前文阐述祖先会灵活食用环境中各类食物，空格需要承接该内容，说明这种长期的进食特点对人体带来的影响。F选项“Our digestive system bears traces of that history in the range of foods it can handle(我们的消化系统能处理多种食物，留存着那段历史的痕迹)”中的that history指代上文祖先灵活择食的这段进化历史，前后语义连贯。 【36题详解】 根据空前的“A raw-food diet leaves the couple short of energy because they are not getting enough calories.(生食饮食让这对夫妻精力不足，因为他们摄入的热量不够。)”以及空后的“Their adventures make what could have been a dry discussion feel more human.(他们的尝试让原本枯燥的论述更具人情味。)”可知，前文列举作者和妻子尝试生食的亲身经历，后文评价这些尝试让文章更生动，空格需要对作者的试验记录进行评述。A选项“His account makes lively reading, but brief personal trials cannot establish lasting health benefits(他的叙述读起来生动有趣，但短暂的个人试验无法证明长期健康益处)”中的His account指代前文作者记录的各类饮食试验，衔接前后两层内容。 【37题详解】 根据空后的“A fruit-based diet, for instance, can seem an obvious way to eat like our distant relatives. However, the fruits eaten by chimpanzees are often fibrous and bitter, unlike the sweet varieties we have developed over thousands of years.(例如，以水果为主的饮食看似是模仿远祖的吃法。然而黑猩猩吃的水果多纤维且苦涩，和我们数千年培育出的甜水果不同。)”可知，后文用举例的方式，说明人们误以为现代水果就是远古祖先食用的水果，属于认知错误。E选项“Some eating plans also rest on a mistaken picture of how our ancestors fed themselves(一些饮食方案建立在对祖先进食方式的错误认知之上)”作为本段总起句，引出下文的例子。 【38题详解】 根据空前的“We developed a tendency to seek it out and store extra energy as fat against future shortages.(我们演化出寻找高热量食物、储存多余能量为脂肪，以备食物短缺的本能。)”以及空后的“Getting something to eat now may involve opening the fridge or ordering a delivery rather than spending hours searching for food.(如今获取食物只需打开冰箱或点外卖，不用花费数小时搜寻食物。)”可知，前文讲远古时期形成的储能本能，后文对比现代食物获取十分便捷，空格需要点明这种古老本能在当下不再适用。C选项“An appetite shaped by uncertain supplies may serve us less well when food is readily available(在食物匮乏环境下形成的食欲，在食物随手可得时不再那么适合我们)”，完成古今环境对比，逻辑通顺。 【39题详解】 根据空前的“In an old comparison, a fox has many ways to escape a hunter; a hedgehog curls into a ball.(在一个古老比喻中，狐狸有多种躲避猎人的办法，刺猬只会蜷成一团。)”以及空后的“In dietary terms, that means keeping our choices varied and our portions moderate, rather than defending one eating plan against every objection.(放到饮食层面，这代表保持饮食多样、食量适度，而非死守单一饮食方案。)”可知，前文介绍狐狸和刺猬的对比比喻，后文将这个比喻转化为饮食理念，空格要解释这个比喻的内涵。G选项“The author favours having several ways to respond rather than depending on a single strategy(作者支持拥有多种应对方式，而非依赖单一策略)”承接比喻，引出后文饮食方面的解读。 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。请在答题卡指定区域作答。 All of us have experienced situations in which we needed more confidence — in the classroom, on the athletic field, at work, on stage, or in our social lives. Along the way, our parents, teachers, coaches, friends, and partners have (hopefully) tried to help us feel more sure of ourselves. However, there’s one domain of life in which most of us could do with a little less confidence. When it comes to our beliefs and opinions, most of us are much more confident than we should be. A few years ago, I asked a group of adults to estimate how often they were right in disagreements with other people. Most believed that they were usually right when they disagreed with others. In fact, 82% gave that answer! (Pause a moment to ask yourself the same question: How often are you the one who’s right?) The first step in dealing with such overconfidence is to recognize that what we believe may be incorrect. Psychologists call this awareness intellectual humility. Our evidence may be incomplete, or we may lack the knowledge needed to understand it. None of this is particularly comfortable. After all, our beliefs rarely feel wrong to us. What does this look like in practice? People with greater intellectual humility tend to pay more attention to evidence that challenges their views. In one study, they spent longer reading statements that opposed their opinions than participants lower in intellectual humility did. There was no such difference for statements they agreed with. They seem interested in understanding an objection, rather than simply finding a way to answer it. There may be a cost to such careful thinking. Intellectually humble people may consult more sources of information and weigh more alternatives, so they may take longer to make decisions. There is a trade-off between speed and accuracy: a slower decision may also be a more accurate one. Of course, recognizing uncertainty does not remove the need to decide. There is also a social side to intellectual humility. People with greater intellectual humility are less likely to speak badly of those who disagree with them. They can take an objection seriously without treating it as a personal insult. Ironically, know-it-alls often don’t seem to know that other people don’t like know-it-alls. This does not mean that intellectually humble people enjoy being wrong. They find their limitations troubling because they want to understand the world. None of us thinks that our beliefs are incorrect; if we did, we would not hold them. Yet being aware of our limitations leaves room for better evidence to change our minds. So, the next time you feel certain about something, you might stop and ask yourself: Could I be wrong? 40. What did most people in the author’s survey believe? __________________________________________________________________________ 41. Why can intellectual humility be helpful in a disagreement? __________________________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. ➢ In the study, participants with greater intellectual humility spent more time than the other group reading statements, whether they agreed or disagreed with them. __________________________________________________________________________ 43. How can you apply the idea of asking “Could I be wrong?” to a real-life challenge? (In about 40 words) __________________________________________________________________________ 【答案】40. They believed that they were usually right when they disagreed with others. 41. Because they tend to pay more attention to evidence challenging their views, try to understand objections instead of just arguing against them, and treat disagreements not as personal insults. 42. In the study, participants with greater intellectual humility spent more time than the other group reading statements, whether they agreed or disagreed with them. According to the passage, people with greater intellectual humility spent longer reading statements that opposed their opinions. There was no such difference for statements they agreed with. 43. When I argue with my classmates about a project plan, I will pause and ask “Could I be wrong?”. Then I listen carefully to their ideas and check my reasons instead of sticking firmly to my own opinion.（答案不唯一） 【解析】 【导语】文章介绍了在观点看法方面人们普遍存在过度自信的现象，解释了理智谦逊的含义、表现、代价与社会价值，提醒我们要意识到自身认知的局限。 【40题详解】 考查细节理解。根据第三段“Most believed that they were usually right when they disagreed with others. In fact, 82% gave that answer!(大多数人认为，当他们和别人意见不一致时，自己通常是对的。事实上，82%的人给出了这个答案！)”可知，调查中的大多数人认为当他们和别人有分歧时，自己通常是正确的。故答案为They believed that they were usually right when they disagreed with others.。 【41题详解】 考查细节理解。根据第五段“In one study, they spent longer reading statements that opposed their opinions than participants lower in intellectual humility did. There was no such difference for statements they agreed with. They seem interested in understanding an objection, rather than simply finding a way to answer it.(在一项研究中，他们阅读反对自己观点的陈述所花的时间，比知识谦逊度较低的受试者更长。对于他们认同的陈述，没有这样的差异。他们似乎有兴趣去理解异议，而不只是寻找方式来回应它。)”以及第七段“People with greater intellectual humility are less likely to speak badly of those who disagree with them. They can take an objection seriously without treating it as a personal insult.(拥有更强理智谦逊的人不太会诋毁和自己意见不同的人，能够认真看待异议，不把它当成人身攻击。)”可知，理智谦逊的人会关注反对证据、理解异议，不会把分歧当作人身攻击，因此在争论中很有帮助。故答案为Because they tend to pay more attention to evidence challenging their views, try to understand objections instead of just arguing against them, and treat disagreements not as personal insults.。 【42题详解】 考查推理判断。根据第五段“In one study, they spent longer reading statements that opposed their opinions than participants lower in intellectual humility did. There was no such difference for statements they agreed with.(在一项研究中，相比理智谦逊程度低的参与者，他们会花更长时间阅读与自己观点相反的陈述。对于认同的陈述，则不存在这样的时间差异。)”可知，只有面对反对观点时，两组阅读时间才有差别；对于认同的观点，阅读时间没有差别。原句中“whether they agreed or disagreed with them”表述错误。故答案为In the study, participants with greater intellectual humility spent more time than the other group reading statements, whether they agreed or disagreed with them. According to the passage, people with greater intellectual humility spent longer reading statements that opposed their opinions. There was no such difference for statements they agreed with.。 【43题详解】 考查开放性试题。结合生活场景，运用“我会不会错”这一反思来处理分歧，词数控制在40词左右即可。故答案为When I argue with my classmates about a project plan, I will pause and ask “Could I be wrong?”. Then I listen carefully to their ideas and check my reasons instead of sticking firmly to my own opinion.（开放性试题，答案合理即可）。 第二节（20分） 44. 假定你是红星中学高三学生李华。Jim是你在学校篮球俱乐部认识的国际部好友。在俱乐部一次队内友谊赛中，你不慎撞倒Jim，造成他脚踝轻微扭伤，短期内无法参加训练。请给他写一封邮件，内容包括： 1.表达歉意与慰问； 2.提出补救安排； 3.邀约后续训练。 注意： 1.词数120左右； 2.可适当增加细节，使行文连贯； 3.提示词：脚踝ankle 扭伤sprain Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Jim, I’m writing to express my sincere apology for what happened in our friendly match. I accidentally knocked you down and caused a slight sprain in your ankle. I feel terribly sorry about that and I do hope you’re feeling better now. To make up for it, I’d like to help you with your recovery. I can accompany you to the hospital if necessary, and I’m willing to take notes for you if you miss any training. Besides, I can bring you some books or snacks to cheer you up. Once you recover, shall we practice together again? I’m looking forward to seeing you back on the court. Yours, Li Hua 【解析】 【导语】题目要求考生给篮球俱乐部好友Jim写邮件，就友谊赛中撞伤他表达歉意与慰问，提出补救安排并邀约后续训练。 【详解】1.词汇积累 表达：express → convey  歉意：apology → regret/remorse 导致：cause → contribute to 弥补：make up for → compensate for 2.句式拓展 简单句变复合句 原句：Besides, I can bring you some books or snacks to cheer you up. 拓展句：Besides, I can bring you some books or snacks to cheer you up, which might make your recovery a little easier. 【点睛】[高分句型1] I’m writing to express my sincere apology for what happened in our friendly match. (运用了what引导的宾语从句) [高分句型2] Once you recover, shall we practice together again? (运用了Once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 $ 北京二中2026—2027学年度高三年级十月月考试卷 英语 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，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 A week ago, my daughter sighed and said, “Mom, I don’t think I’m very ____1____.” I paused briefly, and then what spilled out of my mouth was: “No, you’re kind of not.” I’d watched her take part in a wide range of sports, and she is just like me: ____2____. Even so, my first instinct was to ____3____ her with empty praise. “Oh, you’re actually great at sports!” I resisted the ____4____, however, and told her the honest truth. I could see the words stung a little. So I added gently: “Ava, we all possess talents that come naturally to us. Just like you and reading: you’re only in the fifth grade, yet you can work through Charles Dickens. Still, there are things we struggle with. If we hope to reach a satisfying standard in those fields, we must put in twice the effort; and if we aim to ____5____, we need to push ourselves even harder.” She nodded, absorbing my words. She totally got it. Why? Because honesty resonates. Sometimes I wonder why adults rush around pouring out ____6____ to children, when kids are fully able to handle plain truth. They can spot hollow flattery from miles away. Once they realize we are lying, we ruin our ____7____. I long for my children to hold a ____8____ view of themselves, so they will not be shocked when hardships strike. They might grow to become Olympians, yet no achievement will simply ____9____ in their laps. They will learn that most worthy goals demand an enormous amount of hard work. Nothing is simply handed to you. Great things are _____10_____. 1. A. artistic B. athletic C. academic D. adventurous 2. A. two left feet B. green hands C. sharp eyes D. big mouths 3. A. fill B. cover C. shower D. supply 4. A. temptation B. urge C. pressure D. panic 5. A. improve B. progress C. pass D. excel 6. A. nonsense B. tales C. secrets D. warnings 7. A. personality B. capability C. credibility D. stability 8. A. hot-headed B. heartfelt C. right-sized D. good-natured 9. A. rest B. land C. sink D. hide 10. A. settled B. expected C. connected D. earned 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个适当的单词；在给出提示词的空白处用括号内所给词的正确形式填空。 Traditionally, for the FIFA World Cup, deep strategic analysis required extensive financial support and massive data teams, ____11____ (give) wealthy footballing nations a distinct advantage. Smaller ____12____ (country) with limited budgets could rarely afford such advanced data analyses. This imbalance was greatly erased at the 2026 FIFA World Cup, thanks to a full set of artificial intelligence tools. Powered by Lenovo’s advanced AI technology and built on FIFA’s ____13____ (tailor) Football Language model, the platform processes hundreds of millions of data points from every match. 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个适当的单词；在给出提示词的空白处用括号内所给词的正确形式填空。 My grandmother has long stuck to writing handwritten letters, ____14____ struck me as old-fashioned when I was a teenager. That prejudice softened once I left home ____15____ college. I kept in touch with family and friends through endless group chats and fleeting (转瞬即逝的) online interactions, yet those quick exchanges felt empty and distant. It was on one rainy weekend amid the constant digital noise ____16____ I stumbled upon a letter my grandmother sent me. Reading her neat handwriting with the warmth it carried, letting me feel close to home in a way screens never could. 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个适当的单词；在给出提示词的空白处用括号内所给词的正确形式填空。 Over decades, people ____17____ (fascinate) with exploring secret differences between male and female brains. The question of whether men and women have different brains rarely fails ____18____ (arouse) debate. Just last year, the Google engineer James Damore caused an uproar by claiming women are ____19____ (biology) different from men in various ways. But Lise Eliot, a professor of neuroscience at the Chicago Medical School, argues anyone who ____20____ (go) searching for innate differences between the sexes won’t find them. 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。 A While ball games and chess dominate the spotlight, some unusual sports remain off the radar, although they can be just as thrilling. These activities lift people’s spirits and return attention to a basic purpose of sport: fun. Here are four examples. Quidditch Inspired by J. K. Rowling’s Harry Potter series, this magical game is now a real international sport. Each team has seven players, and every player must keep a broom between their legs from start to finish. Combining elements of rugby and dodgeball, it is called ‘Muggle Quidditch’ because non-magical people play it without magic. Yubi Lakpi This traditional Indian game resembles football, but with a twist: players use a coconut instead of a ball. Two teams compete to carry the coconut into the opponent’s goal area. To make the game more challenging, players apply oil to their bodies, making themselves slippery and difficult to grab. Zorbing Imagine rolling downhill inside a giant plastic ball. That is zorbing. It originated in New Zealand in the 1990s and has grown into a popular outdoor adventure activity around the world. Usually done on gentle slopes or flat ground, it is more about the joy of rolling than competition. Toe Wrestling Toe wrestling even has a World Championship. Similar to arm wrestling, opponents try to pin each other’s toes down for three seconds. Matches alternate between left and right feet, with the best of three rounds deciding the winner. Participants begin by taking off their shoes and socks. 21. What must Quidditch players do throughout the game? A. Control the game by using magic. B. Pass a rugby ball between teammates. C. Keep a broom between their legs. D. Follow rules written for Harry Potter. 22. How do players make themselves difficult to catch in Yubi Lakpi? A. By wetting the field. B. By oiling their bodies. C. By polishing the coconut. D. By blocking opposing players. 23. What do Zorbing and Toe Wrestling have in common? A. Both take place on gentle slopes. B. Both involve close physical contact. C. Both are organised only as championships. D. Both are presented as fun-oriented recreation. B Every year, my parents, my sister and I take a short holiday together. This time my parents brought an unexpected fifth member: an AI chatbot. My father, who has always been comfortable with technology, had introduced it to my mother two weeks earlier. She now called it “the polite man who knows everything”, although it had neither a body nor, as we soon discovered, perfect knowledge. At breakfast on our first morning, Mum typed “Good morning” before asking for places to visit. I tried not to roll my eyes. My sister and I had planned a break from screens: paper newspapers, puzzle books and advice from people we knew. Our parents, however, asked the chatbot to map walks, explain old buildings and locate an ice-cream shop. Watching them made me uneasy. As a writer, I worry about what such systems may do to work like mine. My parents, near the end of their careers, saw a helpful tool rather than a rival. The difference felt backwards: the younger people were putting devices away, while the older ones kept finding new uses for one. Then the chatbot misspelled a historical name. Mum corrected it, but the system politely argued that both spellings appeared in print. She frowned. “It apologises beautifully when it is wrong,” she said, “but today it thinks it is right.” Still, a few minutes later she was using it again. Its directions and patient answers mattered more to her than one irritating exchange. That evening, we debated whether to call the chatbot “he”. Dad asked it directly. It replied that “it” was more accurate because it had no body or personal identity, though users were free to choose. I laughed at the thought of our machine correcting our manners. More importantly, I realised I had treated my parents’ enthusiasm as evidence that they understood the technology less than I did. Perhaps they simply judged it by a different question: not what it might become, but whether it helped them now. 24. While watching her parents, the author worried that ______. A. the trip might leave Mum exhausted B. AI might threaten creative work like hers C. their holiday plans might prove unreliable D. the chatbot might mislead both her parents 25. Why did Mum continue using the chatbot after it insisted on its incorrect spelling? A. She valued its practical help more than its occasional mistake. B. She believed the chatbot’s knowledge was reliable on most topics. C. She wanted to prove the chatbot was clever enough to argue. D. She was willing to accept the idea that two spellings existed. 26. The author felt ______ when the chatbot answered Dad’s question. A. composed and puzzled B. amused and reflective C. worried and discouraged D. grateful and relieved 27. What is the author’s main purpose in telling the story? A. To warn readers about the hidden risks brought by AI chatbots. B. To show how AI can serve as a handy guide during family trips. C. To share a shift in his understanding of how people judge AI. D. To describe a sharp conflict between different generations. C Imagine watching a dot appear again and again in four places on a screen. Each time, you press the matching key as quickly and accurately as possible. No one tells you that the positions contain a hidden pattern. Yet after many trials, you may respond more accurately to combinations that appear often than to those that are rare. You have learned something about the sequence without being able to explain its rule. This ability is called statistical learning. It helps the brain notice how often events occur together and use that information to predict what may come next. Babies, for example, become sensitive to speech sounds that commonly follow one another. Musicians and athletes also pick up repeated sound or movement patterns. Since many mental abilities improve through childhood, it seems reasonable to expect this kind of learning to improve as well. Earlier research made that expectation uncertain. Studies comparing separate age groups often found that children detected hidden patterns at least as well as older learners. However, such comparisons cannot show clearly how an individual’s learning changes. Seven-year-olds and teenagers differ in experience, schooling and many other ways. A longitudinal (纵向的) study, which tests the same people repeatedly, can trace development more directly. A research team therefore followed 135 children and tested them at ages 7, 8, 11 and 14. At each visit, the children completed a task made up of 20 sets of 80 trials. Patterned and random positions were mixed, so some short combinations appeared more often than others. The researchers compared the children’s accuracy on common and rare combinations. Because the pattern was never explained, success depended mainly on learning without conscious rule memorisation. The result was unexpected. Across the four tests, the children’s sensitivity to the hidden pattern became weaker as they grew older. The team also examined each child’s pathway, making it less likely that the overall result came from a few unusual performers. Development, it seemed, was not a staircase on which every form of learning moved steadily upwards. One possible explanation concerns executive functions, which help us control attention, hold a goal in mind and change strategies. These abilities grow stronger through childhood. At age 14, children with stronger executive skills tended to show a greater decline in statistical learning. Stronger control might sometimes lead older learners to search for a clear rule, while younger children remain more open to patterns absorbed automatically. The connection does not establish cause. A shared developmental change might influence both abilities, and the finding comes from one visual task rather than every kind of pattern learning. Nor does it suggest that younger minds are generally better: executive skills support planning and classroom learning. The more careful conclusion is that growing up may change the balance between learning systems. Gains in conscious control can exist beside reduced openness to patterns learned without intention. 28. Why did the researchers test the same children four times? A. To compare separate groups at different ages. B. To track learning changes within each child. C. To examine practice effects across repeated tests. D. To measure rule-based learning across childhood. 29. What did the study find? A. Pattern sensitivity remained stable through childhood. B. Older children showed greater overall task accuracy. C. Hidden-pattern sensitivity declined as children grew. D. Executive control improved automatic pattern learning. 30. What is implied in this passage? A. The observed pattern may vary across learning tasks. B. Executive growth directly caused the learning decline. C. Classroom instruction helped younger children learn better. D. Repeated testing may have caused the observed decline. D The cormorant’s (鸬鹚) name comes from Latin words meaning “sea-crow”. It is not a crow, but the mistake is revealing. Across many cultures, ravens (渡鸦) were associated with bad luck and greed, and that moral shadow followed the cormorant into its name. Long before most people had studied its ecology, language had prepared them to distrust it. The deeper source of hostility is competition. Cormorants are exceptionally effective fishers, which places them in conflict with human anglers and commercial fisheries. Critics rarely present the dispute simply as a struggle over who gets the fish. Instead, other features provide a cloak for the complaint. The birds are said to consume stocks greedily, foul nesting trees with their waste and reproduce so successfully that they must be invasive. Natural behaviour is rewritten as moral failure. Appearance strengthens the story. A large black cormorant, perched with wings spread to dry, can look awkward and prehistoric. Western culture has repeatedly developed this unease: in Paradise Lost, Milton places Satan like a cormorant, and later images have treated the bird as thief, foreigner, polluter or even devil. Each label tells us less about the species than about the fears of those using it. Scientific naming has not always escaped the pattern. In the eighteenth century, a European form of the great cormorant received a label suggesting an eastern origin. The bird was actually native to Europe, but once framed as foreign, an expanding population could be viewed as invasion rather than recovery. Different cultural histories produce different birds. In parts of the East, people traditionally worked with cormorants as fishing partners: a loose collar allowed a trained bird to swallow small fish but not larger ones. The practice was not perfect harmony, but it gave attention to skill and cooperation rather than greed. The biological bird remained much the same; the moral narrative changed. There are nearly forty cormorant species, ranging greatly in size and appearance. Yet public arguments tend to gather around two large black species in Europe and North America, precisely where competition with fishing interests is intense. This focus helps explain why facts alone do not settle the dispute: people are deciding which creatures seem to belong and which forms of life deserve protection. The cormorant’s cultural history therefore offers a lesson beyond birds: human groups have also been described as dirty, greedy, invasive or threatening when they compete for resources. The parallel should not erase real ecological questions, but it should make us examine the language in which those questions are asked. When an animal becomes a screen for fear, management can easily turn into punishment. Before deciding what the cormorant is doing to us, we might ask what our image of the cormorant is doing to our judgement. 31. Regarding the hostility towards cormorants, the author is ______. A. critical. B. neutral. C. sympathetic. D. unconcerned. 32. What does the word “cloak” underlined in Paragraph 2 most probably mean? A. cover. B. proof. C. cost. D. result. 33. What can we infer from this passage about the two black species? A. Their dark colour makes them more aggressive. B. Their numbers make them the easiest to observe. C. They are the only species that threaten fisheries. D. Public attention follows conflict rather than biology. 34. What does the author mainly want readers to understand? A. Resource competition generally justifies stricter wildlife control. B. Scientific names usually prevent cultural bias about animals. C. Fishing traditions offer a reliable model for wildlife policy. D. Cultural labels can seriously distort judgements about wildlife. 第二节（共5小题：每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 “Tell me what you eat and I will tell you who you are.” That observation, published in 1825, still has a familiar ring. What we put on our plates can become part of our identity. More meat or less? Raw vegetables or cooked? The claims are often contradictory, but each diet seems to have its devoted followers. Into this confusion comes a book that looks at eating through the lens of human evolution. Drawing on research into early humans and present-day hunter-gatherers, its author challenges the idea of a single ancestral menu. Our ancestors ate flexibly, taking advantage of whatever food their surroundings offered. ____35____ Yet many modern diets encourage us to restrict that variety by excluding entire food groups. The author tries several such diets, often with his wife, for two weeks at a time. A raw-food diet leaves the couple short of energy because they are not getting enough calories. ____36____ Their adventures make what could have been a dry discussion feel more human. ____37____ A fruit-based diet, for instance, can seem an obvious way to eat like our distant relatives. However, the fruits eaten by chimpanzees are often fibrous and bitter, unlike the sweet varieties we have developed over thousands of years. Sharing a taste for fruit does not mean eating the same things. Evolution does help explain our appetite for energy-rich food. We developed a tendency to seek it out and store extra energy as fat against future shortages. ____38____ Getting something to eat now may involve opening the fridge or ordering a delivery rather than spending hours searching for food. Copying an ancestral appetite without considering the circumstances in which it developed misses part of the story. So what should we take from the past? The book offers an unexpected guide: the fox. In an old comparison, a fox has many ways to escape a hunter; a hedgehog curls into a ball. ____39____ In dietary terms, that means keeping our choices varied and our portions moderate, rather than defending one eating plan against every objection. Readers hoping, as I was, for a neat answer may find this less satisfying than a set of rules. But perhaps that is precisely its value. A. His account makes lively reading, but brief personal trials cannot establish lasting health benefits. B. Our inherited tastes can therefore help us judge which foods best meet our needs today. C. An appetite shaped by uncertain supplies may serve us less well when food is readily available. D. The hedgehog offers a reassuring example of how a dependable habit can simplify difficult choices. E. Some eating plans also rest on a mistaken picture of how our ancestors fed themselves. F. Our digestive system bears traces of that history in the range of foods it can handle. G. The author favours having several ways to respond rather than depending on a single strategy. 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。请在答题卡指定区域作答。 All of us have experienced situations in which we needed more confidence — in the classroom, on the athletic field, at work, on stage, or in our social lives. Along the way, our parents, teachers, coaches, friends, and partners have (hopefully) tried to help us feel more sure of ourselves. However, there’s one domain of life in which most of us could do with a little less confidence. When it comes to our beliefs and opinions, most of us are much more confident than we should be. A few years ago, I asked a group of adults to estimate how often they were right in disagreements with other people. Most believed that they were usually right when they disagreed with others. In fact, 82% gave that answer! (Pause a moment to ask yourself the same question: How often are you the one who’s right?) The first step in dealing with such overconfidence is to recognize that what we believe may be incorrect. Psychologists call this awareness intellectual humility. Our evidence may be incomplete, or we may lack the knowledge needed to understand it. None of this is particularly comfortable. After all, our beliefs rarely feel wrong to us. What does this look like in practice? People with greater intellectual humility tend to pay more attention to evidence that challenges their views. In one study, they spent longer reading statements that opposed their opinions than participants lower in intellectual humility did. There was no such difference for statements they agreed with. They seem interested in understanding an objection, rather than simply finding a way to answer it. There may be a cost to such careful thinking. Intellectually humble people may consult more sources of information and weigh more alternatives, so they may take longer to make decisions. There is a trade-off between speed and accuracy: a slower decision may also be a more accurate one. Of course, recognizing uncertainty does not remove the need to decide. There is also a social side to intellectual humility. People with greater intellectual humility are less likely to speak badly of those who disagree with them. They can take an objection seriously without treating it as a personal insult. Ironically, know-it-alls often don’t seem to know that other people don’t like know-it-alls. This does not mean that intellectually humble people enjoy being wrong. They find their limitations troubling because they want to understand the world. None of us thinks that our beliefs are incorrect; if we did, we would not hold them. Yet being aware of our limitations leaves room for better evidence to change our minds. So, the next time you feel certain about something, you might stop and ask yourself: Could I be wrong? 40. What did most people in the author’s survey believe? __________________________________________________________________________ 41. Why can intellectual humility be helpful in a disagreement? __________________________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. ➢ In the study, participants with greater intellectual humility spent more time than the other group reading statements, whether they agreed or disagreed with them. __________________________________________________________________________ 43. How can you apply the idea of asking “Could I be wrong?” to a real-life challenge? (In about 40 words) __________________________________________________________________________ 第二节（20分） 44. 假定你是红星中学高三学生李华。Jim是你在学校篮球俱乐部认识的国际部好友。在俱乐部一次队内友谊赛中，你不慎撞倒Jim，造成他脚踝轻微扭伤，短期内无法参加训练。请给他写一封邮件，内容包括： 1.表达歉意与慰问； 2.提出补救安排； 3.邀约后续训练。 注意： 1.词数120左右； 2.可适当增加细节，使行文连贯； 3.提示词：脚踝ankle 扭伤sprain Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $