上海复旦大学附属中学2025-2026学年第一学期高三年级第二次阶段性教学质量评估英语试卷

高三年级英语学科10月第二次阶段性教学质量评估试卷 答案 I. Grammar and Vocabulary Section A 1. have analysed##have analyzed 2. persistent 3. striking 4. than 5. prompting 6. of 7. prioritise##prioritize 8. discovered 9. than 10. deprived Section B 11. J 12. A 13. B 14. D 15. K 16. F 17. E 18. I 19. H 20. C II. Reading Comprehension Section A 21. A 22. D 23. A 24. B 25. C 26. B 27. C 28. C 29. D 30. B 31. C 32. A 33. D 34. C 35. C Section B 36. B 37. C 38. D 39. C 40. B 41. C 42. B 43. C 44. B 45. C 46. C Section C 47. C 48. F 49. D 50. A III. Summary Writing 51.Conspiracy theories offer more than answers: they make frightening, poorly explained events coherent, and they give believers the comfort of certainty and of belonging to a knowing minority. Ridicule fails because it confirms their prediction of hostility. Honest explanation of what is and is not known works better. IV. Translation 52. It is widely believed that rather than worrying about failure, we should spend our energy on what can be improved. 53. No matter how advanced the technology is, it cannot really change our lives if nobody is willing to use it. 54. It was not until many years later that he realized his teacher’s criticism at that time had come out of concern. 55. Only when everyone is willing to shoulder their own share of the responsibility can the public spaces in a community be truly protected. V. Guided Writing （范文见答案详解版） 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $ 复旦大学附属中学2025学年第一学期 高三年级英语学科10月第二次阶段性教学质量评估试卷 I. Grammar and Vocabulary Section A Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. Why the Brain Needs the Night For most of the twentieth century, sleep was regarded as a period of inactivity — a nightly shutdown during which the body repaired itself and the brain simply rested. That view has collapsed. Over the past two decades, researchers 1          (analyse) the sleeping brain in detail, and what they have found is not rest but work: memories are sorted, connections are strengthened or pruned, and waste products are flushed away. Sleep, it turns out, is one of the most 2          (persist) forms of mental labour we perform. The most 3          (strike) discovery concerns memory. In experiments, volunteers who learned a list of word pairs in the evening recalled around a fifth more of them after a night’s sleep 4          those who stayed awake for the same period. Brain imaging offers an explanation. During deep sleep, the hippocampus — a structure that stores new experiences — replays the day’s events at high speed, 5          the cortex to file them away as lasting knowledge. Deprive an animal 6          that replay and the memory never consolidates. The finding has an uncomfortable implication for students. Advice to “7          (prioritise) revision over sleep” during examination periods is, on this evidence, self-defeating: material studied at the cost of sleep is material the brain has not yet stored. Nor is the effect limited to memory. After only one night of restricted sleep, emotional responses become disproportionately intense, and the brain regions that normally damp down anxiety become less active. There is a further twist. Until recently, the brain was thought to have no lymphatic vessels, and therefore no way of clearing the chemical waste that accumulates during waking hours. It now appears that a network of channels, 8          (discover) in 2012, carries fluid through brain tissue at a rate far higher during sleep 9          during waking. The channels clear proteins associated with degenerative disease. In animals that are 10          (deprive) of sleep, those same proteins increase markedly. None of this makes late nights harmless, and the research has not yet produced a pill that substitutes for rest. But it has demolished the assumption that sleep is time taken away from living. If anything, the evidence points the other way. 1. have analysed 2. persistent 3. striking 4. than 5. prompting 6. of 7. prioritise 8. discovered 9. than 10. deprived 【解析】 【导语】这是一篇说明文。文章说明睡眠并非大脑的休息期，而是记忆巩固与代谢废物清除的关键过程。 【1题详解】 考查动词时态。句意：过去二十年里，研究者一直在细致分析睡眠中的大脑。根据时间状语“Over the past two decades”可知用现在完成时（或现在完成进行时），主语researchers为复数。故填have analysed/have analyzed。 【2题详解】 考查形容词。句意：睡眠是我们所进行的最持久的一种脑力劳动。one of the most + 形容词最高级 + 名词复数，需用形容词修饰forms。故填persistent。 【3题详解】 考查形容词。句意：最引人注目的发现与记忆有关。形容词最高级the most striking修饰discovery，strike的形容词形式为striking“引人注目的”。故填striking。 【4题详解】 考查连词。句意：晚上学习词对的志愿者，睡一夜之后回忆起的内容比那些同样时间保持清醒的人多约五分之一。前有比较级more，后有比较对象those，应用than。故填than。 【5题详解】 考查非谓语动词。句意：海马体高速重放当天的事件，促使皮层把它们归档为持久的知识。此处为现在分词作结果状语，逻辑主语hippocampus与prompt之间是主动关系。故填prompting。 【6题详解】 考查介词。句意：使动物失去这种重放，记忆就无法巩固。deprive sb. of sth.为固定搭配，意为“使某人失去某物”。故填of。 【7题详解】 考查动词。句意：考试期间“把复习置于睡眠之上”的建议，据此证据是自相矛盾的。不定式to后接动词原形。故填prioritise/prioritize。 【8题详解】 考查非谓语动词。句意：如今看来，一套2012年被发现的通道网络以远高于清醒时的速度输送脑组织中的液体。a network of channels与discover之间是被动关系，用过去分词作后置定语。故填discovered。 【9题详解】 考查比较结构。句意：该通道在睡眠期间输送液体的速度远高于清醒时。前有比较级higher，应用than引出比较对象。故填than。 【10题详解】 考查非谓语动词。句意：在被剥夺睡眠的动物体内，这些同类蛋白质明显增多。that are之后需接过去分词，animals与deprive之间是被动关系，构成被动语态的定语从句。故填deprived。 Section B Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need. A. argument B. attentive C. dull D. disengaged E. contrast F. mildly G. posted H. resist I. solve J. tedious K. variation The Lecture Is Not Broken For twenty years the university lecture has been declared obsolete. It is passive, critics say; students sit in rows, copying words that could be read at home, and what they retain afterwards is 11         . The case seems overwhelming, and it has produced a whole industry of replacements — flipped classrooms, podcasts, interactive platforms. Yet the lecture refuses to die, and there is a respectable 12          for that. A well-constructed lecture does something no reading list can: it makes visible a mind at work. Watching an expert move through a problem, hesitate at a difficult step and then change direction is not the same as reading the finished result, and it is precisely the part that the published article strips away. The critics are also drawing a false contrast. A lecture is not passive for a student who is 13         ; it is passive for one who is 14         . The evidence, in fact, points to a different culprit. Studies of attention in lectures find that it declines sharply after about fifteen minutes — but recovers when the speaker poses a question, and this happens whatever the format. The problem, in other words, is not the medium but the absence of 15         . Nor is the digital alternative as helpful as it looks. When the same material was presented as a recording, students were 16          more likely to postpone watching it, and those who watched at doubled speed performed no better than those who had never watched at all. Convenience is not the same as learning. This does not mean that lectures should go unchanged. They should be shorter, and they should stop every quarter of an hour to demand something of the audience. The 17          in quality between a good and a poor lecture is wider than in almost any other form of teaching, which is why the format is so often blamed for what is really the speaker’s fault. Students, meanwhile, should be told the truth: that no format will ever 18          the hard work of understanding, and that a lecture is an invitation to think, not a substitute for it. The question worth asking is not whether we should 19          the lecture, but whether we are willing to prepare for it. A student who arrives having read the material will find the hour 20         ; one who arrives empty-handed will be bored by any format we design. 11. J 12. A 13. B 14. D 15. K 16. F 17. E 18. I 19. H 20. C 【解析】 【导语】本文是一篇议论文，主要论述大学讲座并未过时：真正的问题不是媒介，而是听讲者的投入程度与准备。 【11题详解】 考查形容词。句意：学生坐在一排排座位上抄写本可以在家阅读的内容，事后记住的东西枯燥琐碎。形容词作表语，tedious“单调乏味的”符合语境。故填J。 【12题详解】 考查名词。句意：然而讲座拒绝消亡，为此有一个值得尊重的理由。a respectable argument意为“一个站得住脚的理由”，作主语。故填A。 【13题详解】 考查形容词。句意：对一个专注听讲的学生而言，讲座不是被动的。attentive“专注的”与下句disengaged形成对比。故填B。 【14题详解】 考查形容词。句意：而对一个心不在焉的学生来说，它才是被动的。disengaged“游离的、不投入的”符合语境。故填D。 【15题详解】 考查名词。句意：问题不在于媒介，而在于缺少变化。the absence of variation意为“缺少变化”，与上文注意力下降、提问后回升呼应。故填K。 【16题详解】 考查副词。句意：当同样的内容以录音形式呈现时，学生推迟观看的可能性只是略微增加。mildly“略微地”修饰比较级more likely，符合语境。故填F。 【17题详解】 考查名词。句意：一堂好讲座与一堂差讲座之间的质量差距，比几乎任何其他教学形式都要大。The contrast in quality意为“质量上的差异”。故填E。 【18题详解】 考查动词。句意：没有任何形式能代替理解本身的艰苦工作。情态动词will后接动词原形，solve the hard work意为“解决/省去这份艰苦工作”。故填I。 【19题详解】 考查动词。句意：值得问的不是我们是否应当抵制讲座，而是我们是否愿意为它做准备。不定式to后接动词原形，resist“抵制”符合语境。故填H。 【20题详解】 考查形容词。句意：事先读过材料而来的学生会觉得这一小时单调乏味。find the hour dull为“觉得这一小时乏味”，与后句bored呼应。故填C。 II. Reading Comprehension Section A Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context. The Cost of Being Certain Certainty is comfortable. It saves us the trouble of thinking again, and it makes us feel that we know where we stand — a feeling that is 21          in itself. That is precisely why it is dangerous. We pay a 22          price for that comfort. When a belief becomes part of who we are rather than a working guess about the world, we stop 23          it, and the machinery that was supposed to keep us honest quietly shuts down. Psychologists describe the problem in terms of identity. A fact is something you can be 24         ; an identity is something you must defend. The moment a claim about the world is welded to a claim about ourselves, evidence that contradicts it stops functioning as evidence and starts functioning as an attack. This is why 25          data so often strengthens the belief it was meant to correct: the person who feels attacked digs in. The mechanism is not confined to politics. It shows up in medicine, where a 26          held diagnosis resists contrary test results; in business, where a leader’s commitment to a failing strategy grows with the money already spent; and in ordinary family life, where the argument that has been running for ten years is no longer about the original question at all. What such disputes share is not stubbornness but a 27          of interest. There is also a social 28         . Groups reward agreement and quietly demote the member who keeps raising objections, so the most confident voice in the room tends to be the one that has been least tested. The result is a body of shared certainty that has never been exposed to the outside. What can be done is less dramatic than it sounds. The most 29          remedy is vocabulary: describing a view as “my current best guess” rather than “what I believe” leaves a gap through which new evidence can enter. A second is to 30          the practice of stating, in advance, what would change your mind; a prediction that cannot be falsified is not a prediction but a slogan. A third is to notice the emotion. Certainty rarely arrives alone; it arrives accompanied by irritation when questioned, and that irritation is the 31          that something has been welded to your sense of self. None of this argues for a life of 32         . Suspending judgement is a technique, not a destination, and the person who can never commit to anything is as badly served as the one who commits 33         . Nor is the middle course easy to hold: the appetite for certainty is 34         , and it reasserts itself whenever we are tired or frightened. The aim is simply to keep the door to revision 35         , and to treat being shown to be wrong as a piece of good luck rather than a humiliation. That is the only way harder than it sounds, and it is, after all, the only way to learn anything at all. 21. A. testing B. keeping C. gaining D. enjoying 22. A. small B. fair C. hidden D. heavy 23. A. testing B. defending C. sharing D. recording 24. A. convinced B. wrong about C. indifferent to D. surprised at 25. A. confirming B. statistical C. contradictory D. private 26. A. reluctantly B. firmly C. hastily D. quietly 27. A. lack B. excess C. conflict D. transfer 28. A. contract B. currency C. sanction D. dimension 29. A. expensive B. ordinary C. technical D. modest 30. A. abandon B. adopt C. ridicule D. conceal 31. A. reward B. cure C. symptom D. excuse 32. A. uncertainty B. discipline C. enquiry D. compromise 33. A. reluctantly B. wisely C. constantly D. prematurely 34. A. temporary B. rational C. powerful D. harmless 35. A. closed B. locked C. ajar D. guarded 21. A 22. D 23. A 24. B 25. C 26. B 27. C 28. C 29. D 30. B 31. C 32. A 33. D 34. C 35. C 【解析】 【导语】本文是一篇议论文。文章讨论“确定感”的代价：当信念与自我认同焊接在一起，证据就失去了纠错功能，并给出几条务实的补救办法。 【21题详解】 动词辨析。A. testing检验；B. keeping保持；C. gaining获得；D. enjoying享受。信念成为自我的一部分后，我们就不再“检验”它。故选A。 【22题详解】 形容词辨析。A. small小的；B. fair公平的；C. hidden隐藏的；D. heavy沉重的。为这种安心付出的代价是沉重的，与下文“危险”呼应。故选D。 【23题详解】 动词辨析。A. testing检验；B. defending辩护；C. sharing分享；D. recording记录。与上句“我们停止检验它”一致。故选A。 【24题详解】 形容词短语辨析。A. convinced确信；B. wrong about对……判断错误；C. indifferent to漠不关心；D. surprised at惊讶。事实是“你可能判断错的东西”，与下文“身份必须捍卫”对照。故选B。 【25题详解】 形容词辨析。A. confirming证实的；B. statistical统计的；C. contradictory矛盾的；D. private私人的。与预期相反的数据反而强化原有信念。故选C。 【26题详解】 副词辨析。A. reluctantly勉强地；B. firmly坚定地；C. hastily草率地；D. quietly悄悄地。与诊断搭配，表示“坚定持有的诊断”抵制相反检验结果。故选B。 【27题详解】 名词辨析。A. lack缺乏；B. excess过量；C. conflict冲突；D. transfer转移。这类争执的共同点不是固执，而是“利益冲突”。故选C。 【28题详解】 名词辨析。A. contract合同；B. currency通货；C. sanction认可、支持；D. dimension方面。群体奖励附和、贬抑异议者，这是一种社会性的“认可”。故选C。 【29题详解】 形容词辨析。A. expensive昂贵的；B. ordinary普通的；C. technical技术性的；D. modest不张扬的。下文给的“药方”只是改变措辞，故是最“不起眼”的补救。故选D。 【30题详解】 动词辨析。A. abandon放弃；B. adopt采用；C. ridicule嘲笑；D. conceal隐瞒。adopt the practice of…意为“采用……的做法”。故选B。 【31题详解】 名词辨析。A. reward奖赏；B. cure疗法；C. symptom征兆；D. excuse借口。被质疑时的恼怒是“某种东西已与自我焊在一起”的征兆。故选C。 【32题详解】 名词辨析。A. uncertainty不确定；B. discipline自律；C. enquiry探究；D. compromise妥协。下文说“悬置判断是技术而非归宿”，故不是主张过一种“不确定”的生活。故选A。 【33题详解】 副词辨析。A. reluctantly勉强；B. wisely明智；C. constantly不断地；D. prematurely过早地。与“从不表态的人”并列，指“过早下结论的人”。故选D。 【34题详解】 形容词辨析。A. temporary暂时的；B. rational理性的；C. powerful强烈的；D. harmless无害的。下文“疲惫或害怕时就会重新抬头”说明这种渴求很强烈。故选C。 【35题详解】 形容词辨析。A. closed关闭；B. locked锁上；C. ajar虚掩；D. guarded戒备。keep the door to revision ajar意为“让修正之门虚掩着”。故选C。 Section B Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read. （A） The Bee Line project at the National Botanic Garden relies on volunteers to record the first flowering dates of common wild plants, and the data they collect feeds into a long-term study of how climate change is shifting the seasons. The scheme began in 1998 with eleven recorders and a paper notebook. It now has more than 900 active volunteers, and its records go back further than those of any comparable research station in the country. What makes the Bee Line different from a conventional survey is that volunteers choose their own patch. Each is asked to select a walk they already take — a garden, a street, a stretch of towpath — and to record the same plants there, in the same way, week after week. Regularity matters more than coverage. A recorder who visits the same twenty metres every Sunday for three years produces data of far greater value than one who wanders across the county whenever the mood takes them. The scheme is designed to suit people who are not botanists. Recorders are asked to identify only twelve species, all of them common and unmistakable, and each receives a laminated guide with photographs and a short test to confirm they can tell a dandelion from a hawkweed. Beyond that, training is deliberately limited. “We are not running a botany course,” the project’s coordinator, Dr Aisha Karim, says. “We are asking for careful observation. That is a different skill, and most people already have it.” If you enjoy… •walking the same route regularly and noticing small changes in it. •recording observations precisely rather than working quickly. If you have… •about twenty minutes a week between March and October. •a smartphone or a computer for entering your records within a day or two. If you can… •attend one half-day induction session and one refresher morning a year. •commit for at least two full seasons. To apply Complete the online form, giving the location you intend to record. Applications are considered in February, and the next induction session will be held on 9 March. Places are limited to sixty a year, and preference is given to applicants whose chosen route is not already covered. 36. What is the most important quality in a Bee Line recorder? A. Wide knowledge of wild plants. B. Consistent observation of the same site. C. Willingness to travel across the county. D. Ability to identify a large number of species. 37. What does Dr Karim suggest about the training provided? A. It is too short to be useful. B. It aims to turn volunteers into botanists. C. It assumes a skill that most people already possess. D. It is more demanding than a botany course. 38. Why might an application be refused? A. The applicant lives outside the county. B. The applicant cannot attend the March session. C. The applicant has recorded the same route for years. D. The route chosen is one the project already covers. 39. What is the passage mainly intended to do? A. Report the findings of a long-term study. B. Explain how flowering dates are recorded. C. Recruit volunteers for a recording scheme. D. Compare two methods of botanical surveying. 36. B 37. C 38. D 39. C 【解析】 【分析】这是一篇应用文。文章介绍植物园 Bee Line 物候记录志愿者项目并招募参与者。 【36题详解】 细节理解题。根据第二段“Regularity matters more than coverage… the same twenty metres every Sunday for three years”可知，最重要的品质是对同一地点的持续观察。故选B。 【37题详解】 推理判断题。根据第三段Dr Karim所说“We are not running a botany course… That is a different skill, and most people already have it.”可知，培训假定大多数申请人已具备细心观察的能力。故选C。 【38题详解】 细节理解题。根据To apply部分“preference is given to applicants whose chosen route is not already covered”可知，所选路线已被他人记录的申请会处于劣势。故选D。 【39题详解】 主旨大意题。通读全文，文章依次介绍项目、志愿者要求、培训与申请流程，目的是招募记录志愿者。故选C。 （B） A decade ago, psychology acquired an uncomfortable reputation. A series of attempts to repeat well-known experiments failed, and the failures were not random: the effects that vanished were, almost without exception, the interesting ones. The scandal gave the field a word — replication — and a crisis, and it changed what counts as a respectable result. The most visible response was procedural. Journals began to accept “registered reports”, in which a study is reviewed and accepted before the data are collected, so that the decision to publish no longer depends on what the study finds. Researchers were encouraged to post their materials, their data and their analysis plans in advance. None of these practices makes a result true. What they do is remove the most obvious ways of accidentally producing an impressive finding that is not real. A subtler change concerns what a single study is for. In its classical form, an experiment is a test: it is designed to decide whether a hypothesis survives. Under the new regime, an experiment is better understood as a measurement: it contributes one number, with a known margin of error, to an average that only becomes informative when many such numbers are combined. The difference sounds technical, but it alters what a researcher is entitled to claim. A single surprising result is no longer a discovery; it is a data point that has not yet been placed. The change has been resisted, for an obvious reason. Measurement is unglamorous. It offers no headline, no eureka, and it requires a researcher to spend years on a question that will be settled by someone else’s arithmetic. It also, quietly, redistributes credit: the person who runs the twenty-fifth study of the same effect does work of genuine value, and nobody will ever name a prize after them. Whether the reforms have made psychology more truthful is not yet clear, and the honest answer is that they may have made it more modest instead. That is not a defeat. A field that reports its effect sizes with confidence intervals, and says plainly that it does not yet know, is harder to summarise and easier to trust. 40. What was the pattern in the failed replications mentioned in paragraph 1? A. They were carried out carelessly. B. The effects that could not be repeated were the notable ones. C. They involved experiments that had never been published. D. They failed mainly in fields outside psychology. 41. According to paragraph 2, what do registered reports and posted analysis plans achieve? A. They guarantee that a published result is correct. B. They make research cheaper to conduct. C. They remove the commonest routes to spurious findings. D. They increase the number of studies that are published. 42. What is the writer’s point about a “measurement” in paragraph 3? A. It replaces the need for hypotheses altogether. B. It makes a single study less conclusive on its own. C. It is technically harder than the classical experiment. D. It is only useful in the physical sciences. 43. What does the writer suggest in the last paragraph? A. The reforms have clearly made psychology more truthful. B. The reforms may have made the field more cautious rather than more correct. C. The reforms have failed and should be abandoned. D. Effect sizes are of little use to working scientists. 40. B 41. C 42. B 【解析】 【导语】这是一篇说明文。文章讲述心理学“重复性危机”后的方法改革，以及研究从“检验”转向“测量”所带来的影响。 【40题详解】 细节理解题。根据第一段“the effects that vanished were, almost without exception, the interesting ones”可知，无法重复的恰恰是最引人注目的效应。故选B。 【41题详解】 细节理解题。根据第二段“What they do is remove the most obvious ways of accidentally producing an impressive finding that is not real.”可知，这些做法移除的是最常见的产生虚假结果途径，而非保证结果正确。故选C。 【42题详解】 推理判断题。根据第三段“A single surprising result is no longer a discovery; it is a data point that has not yet been placed.”可知，单项研究本身不再具有决定性。故选B。 （C） The weekend is a recent invention, and its history is a reminder that arrangements we treat as natural were once contested and could be contested again. For most of recorded history, work was organised by daylight, by harvest or by religious obligation; the idea that a fixed proportion of the week should be reserved for rest, and that the rest should fall on the same two days for almost everyone, is barely a century old. Its origins lie in industrial conflict rather than benevolence. When factories replaced workshops, the boundary between work and the rest of life dissolved: the machine did not stop at dusk, and the owner who ran two shifts could undercut the one who ran a single shift. Early campaigners therefore asked not for shorter days but for a protected block of time, and they were resisted with an argument that has never quite disappeared — that rest is a cost imposed on production, and that a worker who does not wish to work will be replaced by one who does. What is striking, in retrospect, is how quickly the weekend was naturalised. Within two generations it had stopped looking like a concession won by organised labour and started looking like a fact about human beings — something the body requires, like food. The historian who studies it faces an unusual difficulty: the institution has been so thoroughly absorbed into common sense that its defenders no longer need to defend it, and its beneficiaries rarely ask what it is for. That complacency may now be the weekend’s greatest vulnerability. Remote work has not abolished the working week so much as dissolved its edges; the laptop travels home, and the boundary that a factory gate once enforced has to be maintained by the worker alone. Whether this represents liberation or a quiet extension of the working day is genuinely unclear, and it is unlikely to be settled by argument. Arrangements of this kind are decided by what people are able to refuse. None of which means the weekend will disappear. It means that its survival depends on something more fragile than custom: the continued ability of people to say no to the seventh day. The lesson of its history is not that rest is natural but that it was won, and that anything won can be given back. 43. What does the writer say about the weekend in the first paragraph? A. It has existed in its present form for centuries. B. It was originally religious in origin. C. It is a recent and contingent arrangement. D. It was introduced by factory owners as a reward. 44. Why did early campaigners demand a protected block of time rather than shorter days? A. Shorter days were opposed by religious authorities. B. Continuous production meant the working day had no natural end. C. They believed rest was more valuable than wages. D. Longer hours were already illegal. 45. What difficulty does the writer identify for historians of the weekend? A. There are almost no surviving records of early campaigns. B. Its origins lie outside the countries where it is studied. C. It has become so familiar that its purpose is no longer examined. D. Historians disagree about when it was first introduced. 46. What is the writer’s conclusion? A. Remote work has made the weekend obsolete. B. The weekend is natural and therefore permanent. C. Rest has to be actively defended to be kept. D. The weekend will certainly disappear within a generation. 43. C 44. B 45. C 46. C 【解析】 【导语】这是一篇议论文。文章梳理双休日的形成史，指出它是工业冲突的产物而非自然安排，其存续依赖人们持续的抵制能力。 【43题详解】 细节理解题。根据第一段“is barely a century old”与“arrangements we treat as natural were once contested and could be contested again”可知，双休日是晚近且非必然的安排。故选C。 【44题详解】 细节理解题。根据第二段“the machine did not stop at dusk… the boundary between work and the rest of life dissolved”可知，机器不停、工作日没有自然终点，因此需要一段被保护的时间。故选B。 【45题详解】 细节理解题。根据第三段“the institution has been so thoroughly absorbed into common sense… its beneficiaries rarely ask what it is for”可知，研究者面临的困难是它已过于理所当然、其目的不再被追问。故选C。 【46题详解】 推理判断题。根据末段“rest is natural but that it was won, and that anything won can be given back”可知，作者认为休息需要被主动捍卫。故选C。 Section C Directions: Complete the following passage by using the sentences given below. Each sentence can be used only once. Note that there are two more sentences than you need. The Case Against Frictionless Design A. But the friction we are removing is often doing useful work. B. Convenience, in other words, has a cost that is rarely itemised. C. The first is that a decision made without effort is a decision that is not remembered. D. Designers, unsurprisingly, have argued that this is not their responsibility. E. Speed is not, however, the same thing as ease. F. Yet the designers who remove it are rarely asked to justify the removal. 47. C 48. F 49. D 50. A 【解析】 【导语】本文是一篇议论文。文章反思“无摩擦设计”的流行，指出被去掉的摩擦往往在承担有用功能，并追问是谁在决定我们不必思考什么。 【47题详解】 第1段提出设计界追求“无摩擦”，空处应转折指出摩擦的价值。A项“但我们去掉的摩擦常常在做有用的事”衔接自然。故选A。 【48题详解】 第2段列举摩擦的好处，空处应小结。B项“换言之，便利有一种很少被列入账单的代价”收束全段。故选B。 【49题详解】 第3段以楼梯/扶梯为例，空处应指出决定去摩擦的人不承担后果。F项“然而，去掉摩擦的设计者很少被要求为此作出解释”符合语境。故选F。 【50题详解】 第4段开端提出“第二种更微妙的损失”，C项“第一，不费力的决定是不被记住的决定”正是这种损失。故选C。 Ask a designer what makes an interface good and the answer will almost certainly involve the word “frictionless”. The ideal, it is said, is a product that asks nothing of the user: no form to read, no choice to weigh, no step to remember. Every second spent hesitating is treated as a defect to be engineered away. 47          Consider what friction does. A confirmation screen before a payment adds four seconds and prevents a category of irreversible mistake. A form that requires you to type an address rather than accept a guess produces records that can actually be used. A settings menu with seven options is more tedious than one with two, and it is also the only version in which a user can discover what the product is doing. 48          The argument is easier to see in the physical world, where nobody pretends that the escalator is always an improvement. A staircase demands effort, and the effort is the point: it is exercise, it slows a crowd, and it can be used when the power fails. Removing it is a decision with consequences, and the decision is normally made by someone who will not have to live with them. 49          There is a second, subtler loss. 50          Where a choice has become a single tap, nothing about it feels like a choice at all, and this is precisely what makes it commercially valuable. The question worth asking of any product is therefore not how little it asks of us, but what it has decided we should not have to think about — and who benefits from that decision. III. Summary Writing Directions: Read the following passage. Summarize the main idea and the main point（s）of the passage in no more than 60 words. Use your own words as far as possible. 51. Why Conspiracy Theories Comfort Conspiracy theories are usually explained as a failure of reasoning. The people who hold them, the argument runs, are credulous, or badly educated, or have been misled by something they read online. The explanation is satisfying, and it is almost certainly incomplete: it says nothing about why a belief with no evidential support should be so attractive in the first place. The first thing to notice is that conspiracy theories are not random. They cluster around events that are frightening, large-scale and poorly explained — a pandemic, an assassination, a financial collapse. When something terrible happens and the official account is either thin or self-serving, the mind is left holding an unanswered question. A conspiracy theory supplies the missing answer, and it does so immediately. What it supplies is not only an answer but a particular kind of answer. A conspiracy theory makes the world coherent. Nothing is accidental; everything is connected; the confusion of daily life resolves into a single plan with a single author. For people who feel that events happen to them rather than being shaped by them, this is genuinely consoling. Randomness is harder to live with than malice. There is also a social reward. To accept a conspiracy theory is to join a group that knows something the majority does not, and membership comes with a flattering explanation of why the majority is wrong. The theory also predicts its own rejection: the fact that most people disagree is treated as further evidence that the plot is working. None of this makes the theories true, and it does not mean the beliefs are harmless. But it does suggest that mockery is a poor remedy, since it confirms exactly what the theory predicts — that the sceptical majority is hostile. If the appeal lies in certainty, in coherence and in belonging, then a better response would supply those things honestly: accessible explanations of what is actually known, and a frank admission of what is not. 【答案】 Conspiracy theories offer more than answers: they make frightening, poorly explained events coherent, and they give believers the comfort of certainty and of belonging to a knowing minority. Ridicule fails because it confirms their prediction of hostility. Honest explanation of what is and is not known works better. 【解析】 【导语】这是一篇说明文。文章解释阴谋论为何有吸引力——它提供了确定性、连贯性与归属感，并指出嘲讽无效，宜以诚实的解释回应。 【详解】1.要点摘录 ①The explanation is satisfying, and it is almost certainly incomplete: it says nothing about why a belief with no evidential support should be so attractive in the first place. ②They cluster around events that are frightening, large-scale and poorly explained… A conspiracy theory supplies the missing answer, and it does so immediately. ③A conspiracy theory makes the world coherent… Randomness is harder to live with than malice. ④To accept a conspiracy theory is to join a group that knows something the majority does not… The theory also predicts its own rejection. ⑤If the appeal lies in certainty, in coherence and in belonging, then a better response would supply those things honestly. 2.缜密构思 第1点作为引子，第2、3点说明阴谋论为何提供安慰，第4点说明社会收益，第5点作为结论。 3.遣词造句 Conspiracy theories offer more than answers: they make frightening, poorly explained events coherent, and they give believers the comfort of certainty and of belonging to a knowing minority. Ridicule fails because it confirms their prediction of hostility. Honest explanation of what is and is not known works better. 【点睛】[高分句型1] Conspiracy theories offer more than answers: they make frightening, poorly explained events coherent, and they give believers the comfort of certainty and of belonging to a knowing minority.（运用了冒号引出解释和并列结构） [高分句型2] Ridicule fails because it confirms their prediction of hostility.（运用了because引导的原因状语从句） IV. Translation Directions: Translate the following sentences into English, using the words given in the brackets. 52. 人们普遍认为，与其担心失败，不如把精力放在可以改进的地方。(It is widely believed) 53. 无论这项技术多么先进，如果没有人愿意使用它，它也无法真正改变生活。(no matter how) 54. 直到多年以后，他才意识到，当年老师的批评其实是出于关心。(强调句) 55. 只有当每个人都愿意承担自己的那份责任时，社区的公共空间才能真正得到保护。(only when) 【答案】 52. It is widely believed that rather than worrying about failure, we should spend our energy on what can be improved. 53. No matter how advanced the technology is, it cannot really change our lives if nobody is willing to use it. 54. It was not until many years later that he realized his teacher’s criticism at that time had come out of concern. 55. Only when everyone is willing to shoulder their own share of the responsibility can the public spaces in a community be truly protected. 【解析】 【导语】本题考查固定句型：It is widely believed that、no matter how、强调句、only when 引起的部分倒装。 【52题详解】 考查固定句型与非谓语。It is widely believed that…为固定句型；rather than后接动名词worrying，与spend our energy on并列；on后接what引导的宾语从句。故翻译为It is widely believed that rather than worrying about failure, we should spend our energy on what can be improved. 【53题详解】 考查让步状语从句与条件状语从句。no matter how advanced the technology is引导让步状语从句；if引导条件状语从句；主句用cannot really change。故翻译为No matter how advanced the technology is, it cannot really change our lives if nobody is willing to use it. 【54题详解】 考查强调句。not until置于被强调部分，用It was not until…that…结构；从句用一般过去时，宾语从句用过去完成时had come out of concern。故翻译为It was not until many years later that he realized his teacher’s criticism at that time had come out of concern. 【55题详解】 考查部分倒装。only when引导状语从句置于句首时，主句用部分倒装，即can the public spaces…be truly protected；be willing to do sth.为固定搭配。故翻译为Only when everyone is willing to shoulder their own share of the responsibility can the public spaces in a community be truly protected. V. Guided Writing 56. Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 假设你是明启中学高三学生李明。你注意到午餐时间食堂的餐盘里经常剩下大量饭菜，于是想向学生会提出一项减少浪费的倡议。请给学生会主席写一封信，内容包括： 1. 描述你观察到的浪费现象及可能原因； 2. 提出两项可行的具体措施； 3. 说明你为什么相信这些措施会有效。 【答案】 Dear Chairman of the Students’ Union, I am Li Ming, a senior three student. I am writing to propose a campaign against food waste in our school canteen. During lunch hours I have repeatedly noticed that a great deal of rice and vegetables is left on the trays. In my view, two causes are mainly responsible: portions are fixed and often larger than a student can finish, and many of us take more than we are hungry for simply because it costs nothing extra to do so. I would therefore suggest two measures. First, the canteen could offer two portion sizes at different prices, so that students can choose according to their appetite. Second, a small poster above the tray-return counter could show the weight of food wasted each day; making waste visible usually changes behaviour more effectively than a rule. I believe these measures would work because they rely on the choices students already make rather than on supervision. If we are given the chance to take only what we need, most of us will take it. Thank you for considering my suggestion. Yours sincerely, Li Ming 【解析】 【导语】本篇书面表达属于应用文，要求考生就食堂浪费问题给学生会主席写信，描述现象、提出措施并说明理由。 【详解】1.词汇积累 浪费：waste → squander 措施：measure → step 提出：propose → put forward 依赖：rely on → depend on 2.句式拓展 原句：I noticed that students waste a lot of food. 拓展句：I have repeatedly noticed that a great deal of food is left untouched on the trays, which suggests that the problem lies not in appetite but in the way portions are served. 【点睛】[高分句型1] In my view, two causes are mainly responsible: portions are fixed and often larger than a student can finish, and many of us take more than we are hungry for simply because it costs nothing extra to do so.（运用了冒号引出列举和because引导的原因状语从句） [高分句型2] I believe these measures would work because they rely on the choices students already make rather than on supervision.（运用了because引导的原因状语从句和rather than的对比结构） 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $ 复旦大学附属中学2025学年第一学期 高三年级英语学科10月第二次阶段性教学质量评估试卷 I. Grammar and Vocabulary Section A Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. Why the Brain Needs the Night For most of the twentieth century, sleep was regarded as a period of inactivity — a nightly shutdown during which the body repaired itself and the brain simply rested. That view has collapsed. Over the past two decades, researchers 1          (analyse) the sleeping brain in detail, and what they have found is not rest but work: memories are sorted, connections are strengthened or pruned, and waste products are flushed away. Sleep, it turns out, is one of the most 2          (persist) forms of mental labour we perform. The most 3          (strike) discovery concerns memory. In experiments, volunteers who learned a list of word pairs in the evening recalled around a fifth more of them after a night’s sleep 4          those who stayed awake for the same period. Brain imaging offers an explanation. During deep sleep, the hippocampus — a structure that stores new experiences — replays the day’s events at high speed, 5          the cortex to file them away as lasting knowledge. Deprive an animal 6          that replay and the memory never consolidates. The finding has an uncomfortable implication for students. Advice to “7          (prioritise) revision over sleep” during examination periods is, on this evidence, self-defeating: material studied at the cost of sleep is material the brain has not yet stored. Nor is the effect limited to memory. After only one night of restricted sleep, emotional responses become disproportionately intense, and the brain regions that normally damp down anxiety become less active. There is a further twist. Until recently, the brain was thought to have no lymphatic vessels, and therefore no way of clearing the chemical waste that accumulates during waking hours. It now appears that a network of channels, 8          (discover) in 2012, carries fluid through brain tissue at a rate far higher during sleep 9          during waking. The channels clear proteins associated with degenerative disease. In animals that are 10          (deprive) of sleep, those same proteins increase markedly. None of this makes late nights harmless, and the research has not yet produced a pill that substitutes for rest. But it has demolished the assumption that sleep is time taken away from living. If anything, the evidence points the other way. Section B Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need. A. argument B. attentive C. dull D. disengaged E. contrast F. mildly G. posted H. resist I. solve J. tedious K. variation The Lecture Is Not Broken For twenty years the university lecture has been declared obsolete. It is passive, critics say; students sit in rows, copying words that could be read at home, and what they retain afterwards is 11         . The case seems overwhelming, and it has produced a whole industry of replacements — flipped classrooms, podcasts, interactive platforms. Yet the lecture refuses to die, and there is a respectable 12          for that. A well-constructed lecture does something no reading list can: it makes visible a mind at work. Watching an expert move through a problem, hesitate at a difficult step and then change direction is not the same as reading the finished result, and it is precisely the part that the published article strips away. The critics are also drawing a false contrast. A lecture is not passive for a student who is 13         ; it is passive for one who is 14         . The evidence, in fact, points to a different culprit. Studies of attention in lectures find that it declines sharply after about fifteen minutes — but recovers when the speaker poses a question, and this happens whatever the format. The problem, in other words, is not the medium but the absence of 15         . Nor is the digital alternative as helpful as it looks. When the same material was presented as a recording, students were 16          more likely to postpone watching it, and those who watched at doubled speed performed no better than those who had never watched at all. Convenience is not the same as learning. This does not mean that lectures should go unchanged. They should be shorter, and they should stop every quarter of an hour to demand something of the audience. The 17          in quality between a good and a poor lecture is wider than in almost any other form of teaching, which is why the format is so often blamed for what is really the speaker’s fault. Students, meanwhile, should be told the truth: that no format will ever 18          the hard work of understanding, and that a lecture is an invitation to think, not a substitute for it. The question worth asking is not whether we should 19          the lecture, but whether we are willing to prepare for it. A student who arrives having read the material will find the hour 20         ; one who arrives empty-handed will be bored by any format we design. II. Reading Comprehension Section A Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context. The Cost of Being Certain Certainty is comfortable. It saves us the trouble of thinking again, and it makes us feel that we know where we stand — a feeling that is 21          in itself. That is precisely why it is dangerous. We pay a 22          price for that comfort. When a belief becomes part of who we are rather than a working guess about the world, we stop 23          it, and the machinery that was supposed to keep us honest quietly shuts down. Psychologists describe the problem in terms of identity. A fact is something you can be 24         ; an identity is something you must defend. The moment a claim about the world is welded to a claim about ourselves, evidence that contradicts it stops functioning as evidence and starts functioning as an attack. This is why 25          data so often strengthens the belief it was meant to correct: the person who feels attacked digs in. The mechanism is not confined to politics. It shows up in medicine, where a 26          held diagnosis resists contrary test results; in business, where a leader’s commitment to a failing strategy grows with the money already spent; and in ordinary family life, where the argument that has been running for ten years is no longer about the original question at all. What such disputes share is not stubbornness but a 27          of interest. There is also a social 28         . Groups reward agreement and quietly demote the member who keeps raising objections, so the most confident voice in the room tends to be the one that has been least tested. The result is a body of shared certainty that has never been exposed to the outside. What can be done is less dramatic than it sounds. The most 29          remedy is vocabulary: describing a view as “my current best guess” rather than “what I believe” leaves a gap through which new evidence can enter. A second is to 30          the practice of stating, in advance, what would change your mind; a prediction that cannot be falsified is not a prediction but a slogan. A third is to notice the emotion. Certainty rarely arrives alone; it arrives accompanied by irritation when questioned, and that irritation is the 31          that something has been welded to your sense of self. None of this argues for a life of 32         . Suspending judgement is a technique, not a destination, and the person who can never commit to anything is as badly served as the one who commits 33         . Nor is the middle course easy to hold: the appetite for certainty is 34         , and it reasserts itself whenever we are tired or frightened. The aim is simply to keep the door to revision 35         , and to treat being shown to be wrong as a piece of good luck rather than a humiliation. That is the only way harder than it sounds, and it is, after all, the only way to learn anything at all. 21. A. testing B. keeping C. gaining D. enjoying 22. A. small B. fair C. hidden D. heavy 23. A. testing B. defending C. sharing D. recording 24. A. convinced B. wrong about C. indifferent to D. surprised at 25. A. confirming B. statistical C. contradictory D. private 26. A. reluctantly B. firmly C. hastily D. quietly 27. A. lack B. excess C. conflict D. transfer 28. A. contract B. currency C. sanction D. dimension 29. A. expensive B. ordinary C. technical D. modest 30. A. abandon B. adopt C. ridicule D. conceal 31. A. reward B. cure C. symptom D. excuse 32. A. uncertainty B. discipline C. enquiry D. compromise 33. A. reluctantly B. wisely C. constantly D. prematurely 34. A. temporary B. rational C. powerful D. harmless 35. A. closed B. locked C. ajar D. guarded Section B Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read. （A） The Bee Line project at the National Botanic Garden relies on volunteers to record the first flowering dates of common wild plants, and the data they collect feeds into a long-term study of how climate change is shifting the seasons. The scheme began in 1998 with eleven recorders and a paper notebook. It now has more than 900 active volunteers, and its records go back further than those of any comparable research station in the country. What makes the Bee Line different from a conventional survey is that volunteers choose their own patch. Each is asked to select a walk they already take — a garden, a street, a stretch of towpath — and to record the same plants there, in the same way, week after week. Regularity matters more than coverage. A recorder who visits the same twenty metres every Sunday for three years produces data of far greater value than one who wanders across the county whenever the mood takes them. The scheme is designed to suit people who are not botanists. Recorders are asked to identify only twelve species, all of them common and unmistakable, and each receives a laminated guide with photographs and a short test to confirm they can tell a dandelion from a hawkweed. Beyond that, training is deliberately limited. “We are not running a botany course,” the project’s coordinator, Dr Aisha Karim, says. “We are asking for careful observation. That is a different skill, and most people already have it.” If you enjoy… •walking the same route regularly and noticing small changes in it. •recording observations precisely rather than working quickly. If you have… •about twenty minutes a week between March and October. •a smartphone or a computer for entering your records within a day or two. If you can… •attend one half-day induction session and one refresher morning a year. •commit for at least two full seasons. To apply Complete the online form, giving the location you intend to record. Applications are considered in February, and the next induction session will be held on 9 March. Places are limited to sixty a year, and preference is given to applicants whose chosen route is not already covered. 36. What is the most important quality in a Bee Line recorder? A. Wide knowledge of wild plants. B. Consistent observation of the same site. C. Willingness to travel across the county. D. Ability to identify a large number of species. 37. What does Dr Karim suggest about the training provided? A. It is too short to be useful. B. It aims to turn volunteers into botanists. C. It assumes a skill that most people already possess. D. It is more demanding than a botany course. 38. Why might an application be refused? A. The applicant lives outside the county. B. The applicant cannot attend the March session. C. The applicant has recorded the same route for years. D. The route chosen is one the project already covers. 39. What is the passage mainly intended to do? A. Report the findings of a long-term study. B. Explain how flowering dates are recorded. C. Recruit volunteers for a recording scheme. D. Compare two methods of botanical surveying. （B） A decade ago, psychology acquired an uncomfortable reputation. A series of attempts to repeat well-known experiments failed, and the failures were not random: the effects that vanished were, almost without exception, the interesting ones. The scandal gave the field a word — replication — and a crisis, and it changed what counts as a respectable result. The most visible response was procedural. Journals began to accept “registered reports”, in which a study is reviewed and accepted before the data are collected, so that the decision to publish no longer depends on what the study finds. Researchers were encouraged to post their materials, their data and their analysis plans in advance. None of these practices makes a result true. What they do is remove the most obvious ways of accidentally producing an impressive finding that is not real. A subtler change concerns what a single study is for. In its classical form, an experiment is a test: it is designed to decide whether a hypothesis survives. Under the new regime, an experiment is better understood as a measurement: it contributes one number, with a known margin of error, to an average that only becomes informative when many such numbers are combined. The difference sounds technical, but it alters what a researcher is entitled to claim. A single surprising result is no longer a discovery; it is a data point that has not yet been placed. The change has been resisted, for an obvious reason. Measurement is unglamorous. It offers no headline, no eureka, and it requires a researcher to spend years on a question that will be settled by someone else’s arithmetic. It also, quietly, redistributes credit: the person who runs the twenty-fifth study of the same effect does work of genuine value, and nobody will ever name a prize after them. Whether the reforms have made psychology more truthful is not yet clear, and the honest answer is that they may have made it more modest instead. That is not a defeat. A field that reports its effect sizes with confidence intervals, and says plainly that it does not yet know, is harder to summarise and easier to trust. 40. What was the pattern in the failed replications mentioned in paragraph 1? A. They were carried out carelessly. B. The effects that could not be repeated were the notable ones. C. They involved experiments that had never been published. D. They failed mainly in fields outside psychology. 41. According to paragraph 2, what do registered reports and posted analysis plans achieve? A. They guarantee that a published result is correct. B. They make research cheaper to conduct. C. They remove the commonest routes to spurious findings. D. They increase the number of studies that are published. 42. What is the writer’s point about a “measurement” in paragraph 3? A. It replaces the need for hypotheses altogether. B. It makes a single study less conclusive on its own. C. It is technically harder than the classical experiment. D. It is only useful in the physical sciences. （C） The weekend is a recent invention, and its history is a reminder that arrangements we treat as natural were once contested and could be contested again. For most of recorded history, work was organised by daylight, by harvest or by religious obligation; the idea that a fixed proportion of the week should be reserved for rest, and that the rest should fall on the same two days for almost everyone, is barely a century old. Its origins lie in industrial conflict rather than benevolence. When factories replaced workshops, the boundary between work and the rest of life dissolved: the machine did not stop at dusk, and the owner who ran two shifts could undercut the one who ran a single shift. Early campaigners therefore asked not for shorter days but for a protected block of time, and they were resisted with an argument that has never quite disappeared — that rest is a cost imposed on production, and that a worker who does not wish to work will be replaced by one who does. What is striking, in retrospect, is how quickly the weekend was naturalised. Within two generations it had stopped looking like a concession won by organised labour and started looking like a fact about human beings — something the body requires, like food. The historian who studies it faces an unusual difficulty: the institution has been so thoroughly absorbed into common sense that its defenders no longer need to defend it, and its beneficiaries rarely ask what it is for. That complacency may now be the weekend’s greatest vulnerability. Remote work has not abolished the working week so much as dissolved its edges; the laptop travels home, and the boundary that a factory gate once enforced has to be maintained by the worker alone. Whether this represents liberation or a quiet extension of the working day is genuinely unclear, and it is unlikely to be settled by argument. Arrangements of this kind are decided by what people are able to refuse. None of which means the weekend will disappear. It means that its survival depends on something more fragile than custom: the continued ability of people to say no to the seventh day. The lesson of its history is not that rest is natural but that it was won, and that anything won can be given back. 43. What does the writer say about the weekend in the first paragraph? A. It has existed in its present form for centuries. B. It was originally religious in origin. C. It is a recent and contingent arrangement. D. It was introduced by factory owners as a reward. 44. Why did early campaigners demand a protected block of time rather than shorter days? A. Shorter days were opposed by religious authorities. B. Continuous production meant the working day had no natural end. C. They believed rest was more valuable than wages. D. Longer hours were already illegal. 45. What difficulty does the writer identify for historians of the weekend? A. There are almost no surviving records of early campaigns. B. Its origins lie outside the countries where it is studied. C. It has become so familiar that its purpose is no longer examined. D. Historians disagree about when it was first introduced. 46. What is the writer’s conclusion? A. Remote work has made the weekend obsolete. B. The weekend is natural and therefore permanent. C. Rest has to be actively defended to be kept. D. The weekend will certainly disappear within a generation. Section C Directions: Complete the following passage by using the sentences given below. Each sentence can be used only once. Note that there are two more sentences than you need. The Case Against Frictionless Design A. But the friction we are removing is often doing useful work. B. Convenience, in other words, has a cost that is rarely itemised. C. The first is that a decision made without effort is a decision that is not remembered. D. Designers, unsurprisingly, have argued that this is not their responsibility. E. Speed is not, however, the same thing as ease. F. Yet the designers who remove it are rarely asked to justify the removal. Ask a designer what makes an interface good and the answer will almost certainly involve the word “frictionless”. The ideal, it is said, is a product that asks nothing of the user: no form to read, no choice to weigh, no step to remember. Every second spent hesitating is treated as a defect to be engineered away. 47          Consider what friction does. A confirmation screen before a payment adds four seconds and prevents a category of irreversible mistake. A form that requires you to type an address rather than accept a guess produces records that can actually be used. A settings menu with seven options is more tedious than one with two, and it is also the only version in which a user can discover what the product is doing. 48          The argument is easier to see in the physical world, where nobody pretends that the escalator is always an improvement. A staircase demands effort, and the effort is the point: it is exercise, it slows a crowd, and it can be used when the power fails. Removing it is a decision with consequences, and the decision is normally made by someone who will not have to live with them. 49          There is a second, subtler loss. 50          Where a choice has become a single tap, nothing about it feels like a choice at all, and this is precisely what makes it commercially valuable. The question worth asking of any product is therefore not how little it asks of us, but what it has decided we should not have to think about — and who benefits from that decision. III. Summary Writing Directions: Read the following passage. Summarize the main idea and the main point（s）of the passage in no more than 60 words. Use your own words as far as possible. 51. Why Conspiracy Theories Comfort Conspiracy theories are usually explained as a failure of reasoning. The people who hold them, the argument runs, are credulous, or badly educated, or have been misled by something they read online. The explanation is satisfying, and it is almost certainly incomplete: it says nothing about why a belief with no evidential support should be so attractive in the first place. The first thing to notice is that conspiracy theories are not random. They cluster around events that are frightening, large-scale and poorly explained — a pandemic, an assassination, a financial collapse. When something terrible happens and the official account is either thin or self-serving, the mind is left holding an unanswered question. A conspiracy theory supplies the missing answer, and it does so immediately. What it supplies is not only an answer but a particular kind of answer. A conspiracy theory makes the world coherent. Nothing is accidental; everything is connected; the confusion of daily life resolves into a single plan with a single author. For people who feel that events happen to them rather than being shaped by them, this is genuinely consoling. Randomness is harder to live with than malice. There is also a social reward. To accept a conspiracy theory is to join a group that knows something the majority does not, and membership comes with a flattering explanation of why the majority is wrong. The theory also predicts its own rejection: the fact that most people disagree is treated as further evidence that the plot is working. None of this makes the theories true, and it does not mean the beliefs are harmless. But it does suggest that mockery is a poor remedy, since it confirms exactly what the theory predicts — that the sceptical majority is hostile. If the appeal lies in certainty, in coherence and in belonging, then a better response would supply those things honestly: accessible explanations of what is actually known, and a frank admission of what is not. IV. Translation Directions: Translate the following sentences into English, using the words given in the brackets. 52. 人们普遍认为，与其担心失败，不如把精力放在可以改进的地方。(It is widely believed) 53. 无论这项技术多么先进，如果没有人愿意使用它，它也无法真正改变生活。(no matter how) 54. 直到多年以后，他才意识到，当年老师的批评其实是出于关心。(强调句) 55. 只有当每个人都愿意承担自己的那份责任时，社区的公共空间才能真正得到保护。(only when) V. Guided Writing 56. Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 假设你是明启中学高三学生李明。你注意到午餐时间食堂的餐盘里经常剩下大量饭菜，于是想向学生会提出一项减少浪费的倡议。请给学生会主席写一封信，内容包括： 1. 描述你观察到的浪费现象及可能原因； 2. 提出两项可行的具体措施； 3. 说明你为什么相信这些措施会有效。 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $