2026年9-10月最新时文阅读练习(GVC+ABC+六选四)第01套-2027届高考英语一轮复习专项

2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） · 教师版 2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） 教师版 · 含答案与解析 　 Set 1 　 II. Grammar and Vocabulary 　 Section A　Grammar 出处：Scientific American · Meghan Bartels · 2026年9月9日 ·《Fog May Be Hiding Secret Ecosystems》 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. 　 Fog has an eerie and enchanting way of colouring how humans perceive their surroundings. Now scientists are discovering that the phenomenon may also reshape the world of the microbes 　　21　　(suspend) within it. Ecologists have 　　22　　(traditional) treated fog as little more than a source of moisture — a vehicle for moving nutrients and tiny organisms from one place to another. That fog might itself be a habitat is a possibility that few people considered until recently. "The scientific community has long known 　　23　　 the atmosphere contains a great many microbes," says Ferran Garcia-Pichel, a microbiologist at Arizona State University. "But are they really active in the air, or is the atmosphere just transporting them? That is a 　　24　　(fundamental) different question." Garcia-Pichel is a co-author of a study 　　25　　(publish) in Environmental Microbiology. His team analysed fog water collected in Pennsylvania and found bacteria feeding on simple carbon compounds in the liquid. They also counted more bacteria after fog events than before them, 　　26　　 suggests that the organisms are actually growing. The bacteria can even break down formaldehyde, 　　27　　 ability that very few microbes possess. Processing such a compound is much 　　28　　(hard) than consuming the sugars most microbes prefer. Fog forms, moves and disappears quickly, and bacteria are difficult 　　29　　(study). You cannot mark them the way you might put a collar on a bird, and you cannot keep tabs 　　30　　 them easily. 　 Section B　Vocabulary 出处：Scientific American / The Conversation · Michael Craig · 2026年9月12日 ·《Why Doing Nothing Is Good for Your Brain》 Directions: After reading the passage below, fill in each blank with a proper word given in the box. Each word can be used only once. Note that there is one word more than you need. A. fragile　B. consolidation　C. distracting　D. prompted　E. anxious　F. reproduce　G. reliably　H. modest　I. interference　J. intact　K. deliberately 　 You finish a lecture, a meeting, or a conversation with someone you care about — and what do you do? You reach for your phone. It feels like filling empty time. But here is what may be happening: you have interrupted your brain mid-sentence. A new memory is not a recording but a reconstruction. In the minutes and hours after learning, the trace is still 　　31　　 — more like wet cement than carved stone — and it can easily be disturbed. This is where the case for rest begins. Learning sets in motion a process called memory 　　32　　, through which delicate traces become stable. Two recent analyses found that people remembered more when learning was followed by several minutes of quiet rest rather than a(n) 　　33　　 task. The advantage could still be measured a week later, though the precise source of 　　34　　 remains unclear. Doing nothing, however, is harder than it sounds. In one experiment, people who spent the interval recalling past events remembered less than those who were not 　　35　　 to think about their own lives, and the pattern did not end there. Being 　　36　　 during rest was also linked to poorer memory: worry seems to pull the brain into a state that does not help it process new material. Very high levels of anxiety, interestingly, left memories relatively 　　37　　. The researchers are careful. This is not settled science. Individual studies have sometimes failed to 　　38　　 the expected benefit. Even now, it remains unclear how 　　39　　 the effect can be repeated outside a laboratory. Most of the experiments so far have been small, and many have involved word lists rather than real classroom learning. Still, the practical advice is 　　40　　: after learning something you want to remember, wait a few minutes before reaching for your phone. A short walk, a quiet cup of tea, or simply sitting still may be enough to give the brain the time it needs. 　 III. Reading Comprehension 　 Section A　Cloze 出处：素材依据：Science · 2014年7月《Just Think: The Challenges of the Disinterested Mind》电击实验、Journal of Experimental Psychology · 2014年《Boredom and Creativity》等无聊与创造力研究 · 原创议论文编写（2026年10月） 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. 　 Most of us treat boredom as an enemy. The moment it appears, we reach for a screen, and the feeling goes away. That reflex seems harmless, but a growing body of research suggests it comes at a cost. In one classic experiment, volunteers were left alone in a room with nothing to do but press a button that delivered mild electric shocks. 　　41　　, many of them — especially men — chose the shocks rather than the silence. The finding is easy to laugh at, but its meaning is serious: we will accept discomfort to avoid being left alone with our own thoughts. Why should that matter? Because boredom, unpleasant as it is, appears to serve a purpose. Psychologists describe it as a 　　42　　, much as pain tells us that something is wrong with the body. It 　　43　　 that the present activity is not worth our attention, and it pushes us to look for something better. The uncomfortable feeling is not the problem; it is the first step towards a 　　44　　. Evidence for this view comes from studies of creativity. Participants who first completed a dull task — reading a phone book, for instance — and were then asked to think of uses for a plastic cup produced 　　45　　 answers than those who moved straight to the creative task. The dull interval seemed to set the mind wandering, and a wandering mind makes connections that a busy one 　　46　　. There is a lesson here for an age of endless entertainment. When every spare minute is filled with content, the mind is 　　47　　 of the very stillness in which ideas take shape. Some researchers go further, suggesting that rising anxiety among young people may be partly 　　48　　 to a life with no space left for quiet — although this remains a hypothesis rather than a 　　49　　 fact. What, then, should we do? The answer is probably not to ban screens. 　　50　　, we should treat boredom as a skill worth practising. Leave the phone at home on a short walk; sit with a cup of tea and no music. At first the minutes will feel almost unbearable. 　　51　　, with practice they grow easier. And if the researchers are right, the hours we spend staring out of a window are not 　　52　　 time but another kind of work. The mind, like a field, needs fallow seasons: fill every hour with noise, and the soil never recovers; leave some hours empty, and something unexpected may 　　53　　. Yet a life of constant distraction may be 　　54　　 than it looks. The choice is not between boredom and pleasure, as we usually assume. It is between two kinds of 　　55　　: the restless kind that never settles, and the quiet kind that, in time, creates. 　 41. A. Therefore B. Curiously C. Fortunately D. Instead 42. A. signal B. reward C. habit D. mistake 43. A. denies B. promises C. indicates D. doubts 44. A. problem B. theory C. punishment D. solution 45. A. more original B. less creative C. safer D. more familiar 46. A. welcomes B. misses C. repeats D. needs 47. A. tired B. fond C. deprived D. proud 48. A. devoted B. opposed C. exposed D. attributed 49. A. proven B. brief C. private D. bitter 50. A. Therefore B. Besides C. Instead D. Otherwise 51. A. Gradually B. Suddenly C. Fortunately D. Strangely 52. A. wasted B. limited C. borrowed D. endless 53. A. vanish B. emerge C. repeat D. fail 54. A. cheaper B. simpler C. safer D. costlier 55. A. silence B. entertainment C. work D. attention 　 Section B　Reading Comprehension 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. 　 Passage A Source: Smithsonian Magazine, 7 October 2026 　 Walk into any supermarket and you will meet the same claim in a dozen forms: protein bars beside the chocolate, protein-enriched bread above the flour, protein water in the chiller. The message is that most of us are running short. The evidence is considerably less dramatic. Protein is, of course, essential. It supplies the amino acids from which the body builds muscle, skin and enzymes, and official guidance for healthy adults has stood at roughly 0.8 grams per kilogram of body weight per day for decades. Athletes in hard training need more — often between 1.2 and 2.0 grams — and there is reasonable evidence that people over 65 benefit from eating somewhat more than the standard figure, because ageing muscle responds less readily to the protein we eat. Two problems arise, however, when that science is turned into shopping. The first is that the marketing hides what “more” actually does. Beyond a certain point, extra protein is not converted into muscle at all; it is simply burned for energy or stored as fat. The second is that foods sold as high in protein are frequently processed snacks whose other ingredients — sugar, salt, refined starch — undo much of the benefit their labels advertise. A biscuit with added whey is still a biscuit. There is a wider difficulty, too, and it concerns how nutrition research reaches the public. Trials in this field are short, small and hard to control, because persuading people to eat a particular way for years is expensive and few volunteers stay the course. Findings that survive one study often weaken in the next. Yet the reporting of such work tends to present each result as a discovery, and the result is a public that swings between confidence and confusion without ever being told how much uncertainty it is reasonable to accept. None of this means the protein aisle is a fraud. For older readers, for athletes, and for anyone recovering from illness, a little more protein may genuinely help. But the useful question is not how much extra a packet contains; it is where the protein comes from, and what arrives with it. Lentils, eggs, fish and yoghurt carry their protein in company that the body can use. A fortified drink usually does not. 　 56. According to the passage, what has official guidance for healthy adults long recommended? A. About 0.8 grams of protein per kilogram of body weight daily. B. Between 1.2 and 2.0 grams of protein per kilogram daily. C. A figure that has been revised upward several times. D. An amount that depends mainly on the type of protein eaten. 　 57. Why may people over 65 need somewhat more protein than the standard figure? A. They tend to eat less food in total as they age. B. Their muscles respond less readily to the protein they eat. C. They lose amino acids faster during sleep. D. Their body weight is usually lower than average. 　 58. What does the writer imply about biscuits with added whey? A. They contain more protein than lentils or eggs do. B. Their other ingredients cancel out much of their advertised benefit. C. They are designed for people recovering from illness. D. They are cheaper than unfortified biscuits of the same weight. 　 59. What is the writer's attitude towards the current protein craze? A. Wholehearted approval of the products it has produced. B. Acceptance of the underlying science but doubt about its marketing. C. Belief that protein intake is irrelevant to most people's health. D. Concern that athletes are being given dangerous advice. 　 　 Passage B Source: compiled from Smithsonian Magazine exhibition and events listings, September–October 2026 　 POWER DRESSING: THE ROMAN WAY　　Museum of the Ancient World, Rome　　until 18 January Roman writers often sneered that perfume was a weakness imported from the East, yet surviving recipes show that the city's wealthiest citizens wore scented oils in public. A bright pink toga, meanwhile, could announce a person's rank as clearly as any title. The exhibition brings together portraits, bottles and textiles to ask a simple question: how much of Roman power was carried on the body? Adults €12; visitors under 18 free. No booking needed. STRANDS: HAIR AS MATERIAL　　Morbid Anatomy Library, New York　　4 November – 22 February Dozens of works woven from human hair, a craft once practised in parlours across Europe and North America. Some pieces were made to remember the dead; others to show what a steady hand could do. Because several objects are extremely fragile, entry is by timed ticket only — book at least a week ahead. $9; students $5. THE DIRECTOR'S DESK　　Online auction, closing 30 November More than 200 objects from the personal archive of a celebrated film director go under the hammer, among them annotated scripts, an on-set chair, and props kept for decades. The lots are expected to interest collectors and film schools alike. A free digital catalogue can be downloaded from the auction house's website; live bidding requires registration. THE ICEBERGS, REDISCOVERED　　Wadsworth Atheneum, Hartford　　20 September – 12 January Painted after a single voyage to the Arctic, this enormous canvas was admired, then lost from public view for most of the twentieth century. It was finally traced by an unexpected route: the administrator of a boys' home in England had bought it for the building. It hangs here beside the artist's early sketches. Included in general admission. 　 Exhibition Venue Dates Entry Power Dressing: the Roman Way Museum of the Ancient World, Rome until 18 January €12; under-18s free; no booking Strands: Hair as Material Morbid Anatomy Library, New York 4 Nov – 22 Feb $9; students $5; timed ticket only The Director's Desk online auction closes 30 November free catalogue; registration to bid The Icebergs, Rediscovered Wadsworth Atheneum, Hartford 20 Sept – 12 Jan included in general admission 　 60. Which exhibition requires visitors to book in advance? A. Power Dressing: the Roman Way. B. Strands: Hair as Material. C. The Director's Desk. D. The Icebergs, Rediscovered. 　 61. What are visitors to The Icebergs, Rediscovered able to see? A. The artist's early sketches hung alongside the painting. B. The boys' home in England where the painting was kept. C. The Arctic voyage the artist made while painting it. D. A digital catalogue of the painting's history. 　 62. What do the details about togas and perfume suggest about the Roman exhibition? A. It argues that Roman clothing was copied from the East. B. It focuses on how appearance signalled status and authority. C. It is mainly interested in ancient manufacturing techniques. D. It questions whether Roman portraits can be trusted. 　 　 Passage C Source: Smithsonian Magazine, 12 October 2026 　 For most of the year Lismore is a quiet place. Around 170 people live on this narrow island in Scotland's Inner Hebrides, and the ferry that links them to the mainland makes only a handful of crossings a day. In 2016, however, a group of residents set out to find something that had been missing for well over a thousand years. Written records had long claimed that a monastery called Lios Mòr was founded on the island in the sixth century by St Mo Luóc, one of the monks who carried Christianity into northern Britain. Yet apart from a broken granite cross, almost nothing of it had ever been found. Historians could not say how large the settlement had been, what its buildings looked like, or how much it had mattered. So the islanders raised the money themselves. A determined minority of residents crowdfunded the work, applied for grants, and hired an archaeologist, Clare Ellis, to dig beside the thirteenth-century parish church that still holds services today. What they uncovered — reported in the journal Antiquity — has surprised specialists. The team found a cemetery containing at least six burials, radiocarbon-dated to between 650 and 1040, along with fragments of carved stone crosses and the remains of an oval building paved with limestone. In a single trench they recovered more than a thousand pieces of metalworking debris, including crucibles once used to melt gold, silver and copper. Such finds are unusual on monastic sites; one specialist described them as the best small crucibles ever discovered in Scotland. The size of the site, taken together with the precious metalwork, suggests that Lios Mòr was far more than a small island church. Gordon Noble of the University of Aberdeen compares it to Iona, the celebrated monastery founded in 563. “We can now see that it was a thriving centre of worship, craftsmanship and learning,” he says. For the islanders, the result is also a quiet argument about who gets to do research in the first place. As one retired scientist who joined the dig put it, the community did not wait for permission to be curious. 　 63. What did the residents of Lismore do to investigate their island's past? A. They asked the University of Aberdeen to lead a dig. B. They raised funds and organised the excavation themselves. C. They bought the thirteenth-century church from the government. D. They studied written records in mainland archives. 　 64. Why had historians been unable to describe Lios Mòr in any detail? A. Its written records had been destroyed in a fire. B. The island had been abandoned for a thousand years. C. Almost no archaeological traces of it had been discovered. D. Its location had been confused with that of Iona. 　 65. What do the crucibles and moulds most strongly suggest about the monastery? A. It produced objects for sale to mainland towns. B. It was wealthy and engaged in skilled craftwork. C. It was attacked repeatedly during the tenth century. D. It served mainly as a burial place for local people. 　 66. What is the main point of the passage? A. A community-run dig confirmed the former importance of a long-lost monastery. B. Islanders in Scotland are better archaeologists than trained specialists. C. Medieval monasteries in Britain were built mostly beside older churches. D. Crowdfunding is now the usual way of paying for academic research. 　 　 Section C Source: Nature, October 2026 Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need. 　 For most of the twentieth century, the answer was assumed to be no. The neurons you were born with, the argument ran, were the neurons you would die with; whatever was lost to injury or age could never be replaced. 　　67　　 The first serious challenge came from studies of animals. In birds, new neurons were shown to appear in brain regions linked to song learning, and in rodents the same thing happened in the hippocampus, a structure central to memory. Because the hippocampus is one of the few places where the adult brain clearly needs to keep changing, the finding made sense. 　　68　　 It suggested that our own brains might be far less fixed than the textbooks allowed. Work on human tissue, however, produced a puzzle. Some laboratories reported newborn neurons in adult brains; others, using the same methods on similar samples, found almost none. The disagreement was sharp enough that reviewers began to ask whether the question had been framed correctly. 　　69　　 Brain tissue taken after death, they pointed out, degrades at different rates depending on how long it has waited, and the proteins that mark a dividing cell are hard to distinguish from those that mark other processes. The debate is not merely technical. If the human brain can indeed renew some of its cells, the implications reach into medicine: an area that can grow is an area that might be encouraged to grow, and conditions such as depression and Alzheimer's disease have both been linked to the hippocampus. 　　70　　 A cautious answer is now emerging from laboratories that use several methods at once: the adult human brain does appear to produce new neurons, but at a rate far lower than in mice, and mainly in the earliest years of life. 　 A. A discovery of this kind naturally raised an expectation that was hard to contain. B. That assumption shaped not only research but the way people thought about ageing and recovery. C. This is a claim that no laboratory has ever been able to repeat. D. Critics argued that the methods themselves were the problem, not the brains being studied. E. Such questions, however, are precisely the ones that a careful researcher learns to avoid. F. If even a small number of neurons can be added, treatments might one day be designed to make it happen more often. 　 ANSWERS AND EXPLANATIONS 　 Section A　Grammar 21. suspended　【过去分词作定语】microbes 与 suspend 为被动关系，相当于 the microbes that are suspended within it。 22. traditionally　【形容词→副词】修饰谓语动词 have treated，需用副词形式。 23. that　【宾语从句】known 后接陈述性宾语从句，从句成分完整，用 that。【易错】勿填 what——what 需在从句中充当成分。 24. fundamentally　【形容词→副词】修饰形容词 different，需用副词。 25. published　【过去分词作定语】a study 与 publish 为被动关系，相当于 a study which was published。 26. which　【非限制性定语从句】which 指代前面整句（雾后细菌数量增多），在从句中作主语。【易错】that 不能引导非限制性定语从句。 27. an　【不定冠词】ability 以元音音素开头，且此处为泛指“一种能力”。 28. harder　【比较级】than 提示比较；much 修饰比较级。 29. to study　【不定式】be + adj. + to do 结构，difficult 后用不定式主动形式表被动含义。 30. on　【介词】keep tabs on 为固定短语，意为“密切关注/记录”。 速查：21. suspended　22. traditionally　23. that　24. fundamentally　25. published　26. which　27. an　28. harder　29. to study　30. on 　 Section B　Vocabulary 31. A（fragile）　【语义呼应】破折号后 more like wet cement than carved stone 正是对“脆弱、易变”的比喻。 32. B（consolidation）　【术语定义】through which delicate traces become stable 即“记忆巩固”的定义。 33. C（distracting）　【反义对照】与 quiet rest 相对，指“使人分心的任务”。 34. I（interference）　【句内逻辑】though 引导让步：优势可测，但“干扰的确切来源”仍不清楚。 35. D（prompted）　【被动语态】were not ___ to think 需过去分词；prompt sb to do 的被动式。 36. E（anxious）　【形容词】Being ___ during rest 作主语，与后文 worry、anxiety 呼应。 37. J（intact）　【反义对照】interestingly 提示转折：极高焦虑反而使记忆“相对完整”。 38. F（reproduce）　【动词原形】fail to ___ 后接原形；reproduce 此处指“复现（实验结果）”。 39. G（reliably）　【副词】修饰 can be repeated，how ___ 表“能否稳定复现”。 40. H（modest）　【形容词作表语】the advice is ___；modest 表“有限的、不过分的”，与全文克制口吻一致。 【多余词】K. deliberately —— 全文无“故意地”语境。 速查：31-40: A B C I D E J F G H　　多余词: K 　 Section A　Cloze 41. B（Curiously）　【句组·转折】前句说“无事可做，只能按按钮”，按常理无人会按；结果很多人偏偏按了。下文 easy to laugh at 与 Its meaning…is serious 都表明这是“反常、出乎意料”的发现。Therefore 表因果（按按钮并非后果），Instead 表替代，均与语境不符。 42. A（signal）　【句组·复现】空白前的 describe it as a ___ 与后文 much as pain tells us that something is wrong 构成类比：疼痛“传达信息”，说明无聊也是一种“信号”。reward（回报）与 unpleasant 矛盾；mistake 表贬义，与后文 pushes us to look for something better 冲突。 43. C（indicates）　【句内·复现】主语 It 指代 signal，谓语应与“传达信息”一致，indicates that… 与上句 tells us 同义复现。denies（否认）、doubts（怀疑）与后句 it pushes us to look for something better 的推动方向相反。 44. D（solution）　【句内·对照】分号前后构成“问题／解决”的对照：the uncomfortable feeling is not the problem，而是“通往解决办法的第一步”。problem 是同句干扰项，theory、punishment 无法与 problem 形成反义对照。 45. A（more original）　【语篇·统摄】全段论点即“无聊提升创造力”，故答“想出更多原创答案”；than those who moved straight to the creative task 构成组间对照。less creative 与论点方向相反。 46. B（misses）　【句组·对照】that a busy one ___ 中的 that 指 connections；忙碌的大脑“错过”这些联结，与 a wandering mind makes connections 形成对照。welcomes 与对照关系相反，repeats、needs 与“联结”不搭配。 47. C（deprived）　【句组·因果】When every spare minute is filled with content 是原因，结果是“被剥夺了让想法成形的安静”。be deprived of 表“被剥夺”。tired of（厌烦）、fond of（喜爱）与“想法需要安静才能成形”的语义不符。 48. D（attributed）　【句组·因果】“年轻人焦虑上升”与“生活中再没有留给安静的空间”构成归因关系，be attributed to 表“归因于”。although this remains a hypothesis 进一步提示这只是归因推测，而非定论。 49. A（proven）　【句内·对照】rather than 提示对照：这是“假说”而不是“已被证实的事实”。brief、private、bitter 均不能与 hypothesis 构成“未证实／已证实”的对照。 50. C（Instead）　【句组·转折】前句否定“禁用屏幕”，本句给出替代方案——把无聊当作可练习的技能。Therefore 表因果（与前句的否定不构成因果），Besides 表递进（方向未变，无法引出替代方案）。 51. A（Gradually）　【句组·对照】At first…unbearable 与 with practice they grow easier 构成时间上的对照，需“逐渐”之意。Suddenly 与 with practice（需要练习）矛盾；Fortunately 表评价，无法承担时间对照。 52. A（wasted）　【句组·转折】not ___ time but another kind of work 为“不是……而是……”对照结构，空白应与 work 相对，即“被浪费掉的时间”。limited、endless 只表数量，无法与 another kind of work 形成对照。 53. B（emerge）　【语篇·类比】前句以休耕的田地作比：留出空地，才可能长出意外之物。emerge 表“（意外地）出现、产生”，与 leave some hours empty 构成因果链；vanish、fail 与“意外收获”的正面预期相反。 54. D（costlier）　【语篇·转折】Yet 提示与上文“实用小建议”的乐观口吻形成转折：另一种选择（持续分心）的代价比看起来更高。cheaper、simpler、safer 与 Yet 的转折方向不符。 55. D（attention）　【语篇·复现】冒号后 the restless kind…the quiet kind… 是对两种“注意力”的说明，全文讨论的也正是注意力被屏幕占据的问题。silence、work、entertainment 均为文中出现过的干扰词，但都无法被 restless／quiet such“类型”修饰。 速查：41-55: B A C D A B C D A C A A B D D 　 逻辑覆盖：转折/对照 7 · 因果 3 · 复现/定义 3 · 语篇统摄 2（共 15 题，四类齐全） 　 Section B　Passage A 56. A　Detail. Para 2 gives the official figure: about 0.8 grams per kilogram of body weight a day, unchanged for decades. B is the figure for athletes; C contradicts 'for decades'; D adds a distinction the text never makes. 57. B　Detail. Para 2 explains that ageing muscle responds less readily to the protein we eat. The other three options are plausible-sounding but appear nowhere in the passage. 58. B　Inference. Para 3 says that sugar, salt and refined starch undo much of the benefit the label advertises, and closes with 'a biscuit with added whey is still a biscuit'. A compares quantities; C moves to the wrong paragraph; D invents a price claim. 59. B　Attitude. The writer accepts the science — protein is essential, and a little more may genuinely help some groups — while attacking the marketing. A ignores that criticism; C contradicts Para 2; D overstates what is said about athletes. 　 Section B　Passage B 60. B　Detail. The Strands entry states that entry is by timed ticket only and must be booked at least a week ahead. Power Dressing says no booking is needed; the auction requires registration only to bid; The Icebergs is included in general admission. 61. A　Detail. The final entry: 'It hangs here beside the artist's early sketches.' B is where the painting was found, not what is displayed; C is the voyage that prompted the work; D belongs to the auction entry. 62. B　Inference. The Roman entry asks how much of Roman power was carried on the body, and the perfume and pink toga are both offered as answers. A misreads the sneer at Eastern perfume; C and D are never raised. 　 Section B　Passage C 63. B　Detail. Para 3: 'the islanders raised the money themselves' — crowdfunding, grants, and hiring an archaeologist. A reverses the order of events; the church is described as still in use, not bought; D is the kind of evidence that was missing. 64. C　Detail. Para 2: 'apart from a broken granite cross, almost nothing of it had ever been found.' None of the other three options is supported. 65. B　Inference. Paras 3–4: over a thousand pieces of metalworking debris, crucibles for gold, silver and copper, and the summary that the site was 'far more than a small island church'. A invents trade; C is not mentioned; D mistakes one detail for the site's purpose. 66. A　Main idea. The passage moves from missing evidence, to a dig funded by residents, to finds that rank the monastery with Iona. B overstates the case; C turns one working method into a rule; D treats crowdfunding as the subject rather than the means. 　 Section C　六选四 67. B　Gap 67, end of para 2 (summary). The paragraph sets out the old assumption — the neurons you are born with are the neurons you die with. B's 'That assumption' refers straight back to it and extends it to how people thought about ageing. C contradicts the evidence that follows; E argues the opposite of the researchers' stance. 68. A　Gap 68, mid para 3 (progression). A's 'A discovery of this kind' refers back to the animal work, and 'raised an expectation' leads naturally into 'It suggested that our own brains…'. C is impossible here; F belongs to the final paragraph and would break the sequence. 69. D　Gap 69, mid para 4 (contrast). The paragraph sets out a sharp disagreement between laboratories. D supplies the counter-position that the following sentence ('they pointed out') carries forward, and the technical doubts that follow. C has already been excluded; E runs against the passage. 70. F　Gap 70, mid para 5 (conditional chain). F extends the 'if the brain can renew cells' argument towards treatment, and the next sentence supplies the cautious verdict that follows it. E contradicts the whole passage; C was excluded at gap 3. Answers: 67-B　68-A　69-D　70-F 2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） · 教师版 Distractors (not used): C and E Page 1 学科网（北京）股份有限公司 Page 1 学科网（北京）股份有限公司 $2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） · 学生版 2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） 学生版 　 Set 1 　 II. Grammar and Vocabulary 　 Section A　Grammar 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. 　 Fog has an eerie and enchanting way of colouring how humans perceive their surroundings. Now scientists are discovering that the phenomenon may also reshape the world of the microbes 　　21　　(suspend) within it. Ecologists have 　　22　　(traditional) treated fog as little more than a source of moisture — a vehicle for moving nutrients and tiny organisms from one place to another. That fog might itself be a habitat is a possibility that few people considered until recently. "The scientific community has long known 　　23　　 the atmosphere contains a great many microbes," says Ferran Garcia-Pichel, a microbiologist at Arizona State University. "But are they really active in the air, or is the atmosphere just transporting them? That is a 　　24　　(fundamental) different question." Garcia-Pichel is a co-author of a study 　　25　　(publish) in Environmental Microbiology. His team analysed fog water collected in Pennsylvania and found bacteria feeding on simple carbon compounds in the liquid. They also counted more bacteria after fog events than before them, 　　26　　 suggests that the organisms are actually growing. The bacteria can even break down formaldehyde, 　　27　　 ability that very few microbes possess. Processing such a compound is much 　　28　　(hard) than consuming the sugars most microbes prefer. Fog forms, moves and disappears quickly, and bacteria are difficult 　　29　　(study). You cannot mark them the way you might put a collar on a bird, and you cannot keep tabs 　　30　　 them easily. 　 Section B　Vocabulary Directions: After reading the passage below, fill in each blank with a proper word given in the box. Each word can be used only once. Note that there is one word more than you need. A. fragile　B. consolidation　C. distracting　D. prompted　E. anxious　F. reproduce　G. reliably　H. modest　I. interference　J. intact　K. deliberately 　 You finish a lecture, a meeting, or a conversation with someone you care about — and what do you do? You reach for your phone. It feels like filling empty time. But here is what may be happening: you have interrupted your brain mid-sentence. A new memory is not a recording but a reconstruction. In the minutes and hours after learning, the trace is still 　　31　　 — more like wet cement than carved stone — and it can easily be disturbed. This is where the case for rest begins. Learning sets in motion a process called memory 　　32　　, through which delicate traces become stable. Two recent analyses found that people remembered more when learning was followed by several minutes of quiet rest rather than a(n) 　　33　　 task. The advantage could still be measured a week later, though the precise source of 　　34　　 remains unclear. Doing nothing, however, is harder than it sounds. In one experiment, people who spent the interval recalling past events remembered less than those who were not 　　35　　 to think about their own lives, and the pattern did not end there. Being 　　36　　 during rest was also linked to poorer memory: worry seems to pull the brain into a state that does not help it process new material. Very high levels of anxiety, interestingly, left memories relatively 　　37　　. The researchers are careful. This is not settled science. Individual studies have sometimes failed to 　　38　　 the expected benefit. Even now, it remains unclear how 　　39　　 the effect can be repeated outside a laboratory. Most of the experiments so far have been small, and many have involved word lists rather than real classroom learning. Still, the practical advice is 　　40　　: after learning something you want to remember, wait a few minutes before reaching for your phone. A short walk, a quiet cup of tea, or simply sitting still may be enough to give the brain the time it needs. 　 III. Reading Comprehension 　 Section A　Cloze 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. 　 Most of us treat boredom as an enemy. The moment it appears, we reach for a screen, and the feeling goes away. That reflex seems harmless, but a growing body of research suggests it comes at a cost. In one classic experiment, volunteers were left alone in a room with nothing to do but press a button that delivered mild electric shocks. 　　41　　, many of them — especially men — chose the shocks rather than the silence. The finding is easy to laugh at, but its meaning is serious: we will accept discomfort to avoid being left alone with our own thoughts. Why should that matter? Because boredom, unpleasant as it is, appears to serve a purpose. Psychologists describe it as a 　　42　　, much as pain tells us that something is wrong with the body. It 　　43　　 that the present activity is not worth our attention, and it pushes us to look for something better. The uncomfortable feeling is not the problem; it is the first step towards a 　　44　　. Evidence for this view comes from studies of creativity. Participants who first completed a dull task — reading a phone book, for instance — and were then asked to think of uses for a plastic cup produced 　　45　　 answers than those who moved straight to the creative task. The dull interval seemed to set the mind wandering, and a wandering mind makes connections that a busy one 　　46　　. There is a lesson here for an age of endless entertainment. When every spare minute is filled with content, the mind is 　　47　　 of the very stillness in which ideas take shape. Some researchers go further, suggesting that rising anxiety among young people may be partly 　　48　　 to a life with no space left for quiet — although this remains a hypothesis rather than a 　　49　　 fact. What, then, should we do? The answer is probably not to ban screens. 　　50　　, we should treat boredom as a skill worth practising. Leave the phone at home on a short walk; sit with a cup of tea and no music. At first the minutes will feel almost unbearable. 　　51　　, with practice they grow easier. And if the researchers are right, the hours we spend staring out of a window are not 　　52　　 time but another kind of work. The mind, like a field, needs fallow seasons: fill every hour with noise, and the soil never recovers; leave some hours empty, and something unexpected may 　　53　　. Yet a life of constant distraction may be 　　54　　 than it looks. The choice is not between boredom and pleasure, as we usually assume. It is between two kinds of 　　55　　: the restless kind that never settles, and the quiet kind that, in time, creates. 　 41. A. Therefore B. Curiously C. Fortunately D. Instead 42. A. signal B. reward C. habit D. mistake 43. A. denies B. promises C. indicates D. doubts 44. A. problem B. theory C. punishment D. solution 45. A. more original B. less creative C. safer D. more familiar 46. A. welcomes B. misses C. repeats D. needs 47. A. tired B. fond C. deprived D. proud 48. A. devoted B. opposed C. exposed D. attributed 49. A. proven B. brief C. private D. bitter 50. A. Therefore B. Besides C. Instead D. Otherwise 51. A. Gradually B. Suddenly C. Fortunately D. Strangely 52. A. wasted B. limited C. borrowed D. endless 53. A. vanish B. emerge C. repeat D. fail 54. A. cheaper B. simpler C. safer D. costlier 55. A. silence B. entertainment C. work D. attention 　 Section B　Reading Comprehension 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. 　 Passage A 　 Walk into any supermarket and you will meet the same claim in a dozen forms: protein bars beside the chocolate, protein-enriched bread above the flour, protein water in the chiller. The message is that most of us are running short. The evidence is considerably less dramatic. Protein is, of course, essential. It supplies the amino acids from which the body builds muscle, skin and enzymes, and official guidance for healthy adults has stood at roughly 0.8 grams per kilogram of body weight per day for decades. Athletes in hard training need more — often between 1.2 and 2.0 grams — and there is reasonable evidence that people over 65 benefit from eating somewhat more than the standard figure, because ageing muscle responds less readily to the protein we eat. Two problems arise, however, when that science is turned into shopping. The first is that the marketing hides what “more” actually does. Beyond a certain point, extra protein is not converted into muscle at all; it is simply burned for energy or stored as fat. The second is that foods sold as high in protein are frequently processed snacks whose other ingredients — sugar, salt, refined starch — undo much of the benefit their labels advertise. A biscuit with added whey is still a biscuit. There is a wider difficulty, too, and it concerns how nutrition research reaches the public. Trials in this field are short, small and hard to control, because persuading people to eat a particular way for years is expensive and few volunteers stay the course. Findings that survive one study often weaken in the next. Yet the reporting of such work tends to present each result as a discovery, and the result is a public that swings between confidence and confusion without ever being told how much uncertainty it is reasonable to accept. None of this means the protein aisle is a fraud. For older readers, for athletes, and for anyone recovering from illness, a little more protein may genuinely help. But the useful question is not how much extra a packet contains; it is where the protein comes from, and what arrives with it. Lentils, eggs, fish and yoghurt carry their protein in company that the body can use. A fortified drink usually does not. 　 56. According to the passage, what has official guidance for healthy adults long recommended? A. About 0.8 grams of protein per kilogram of body weight daily. B. Between 1.2 and 2.0 grams of protein per kilogram daily. C. A figure that has been revised upward several times. D. An amount that depends mainly on the type of protein eaten. 　 57. Why may people over 65 need somewhat more protein than the standard figure? A. They tend to eat less food in total as they age. B. Their muscles respond less readily to the protein they eat. C. They lose amino acids faster during sleep. D. Their body weight is usually lower than average. 　 58. What does the writer imply about biscuits with added whey? A. They contain more protein than lentils or eggs do. B. Their other ingredients cancel out much of their advertised benefit. C. They are designed for people recovering from illness. D. They are cheaper than unfortified biscuits of the same weight. 　 59. What is the writer's attitude towards the current protein craze? A. Wholehearted approval of the products it has produced. B. Acceptance of the underlying science but doubt about its marketing. C. Belief that protein intake is irrelevant to most people's health. D. Concern that athletes are being given dangerous advice. 　 　 Passage B 　 POWER DRESSING: THE ROMAN WAY　　Museum of the Ancient World, Rome　　until 18 January Roman writers often sneered that perfume was a weakness imported from the East, yet surviving recipes show that the city's wealthiest citizens wore scented oils in public. A bright pink toga, meanwhile, could announce a person's rank as clearly as any title. The exhibition brings together portraits, bottles and textiles to ask a simple question: how much of Roman power was carried on the body? Adults €12; visitors under 18 free. No booking needed. STRANDS: HAIR AS MATERIAL　　Morbid Anatomy Library, New York　　4 November – 22 February Dozens of works woven from human hair, a craft once practised in parlours across Europe and North America. Some pieces were made to remember the dead; others to show what a steady hand could do. Because several objects are extremely fragile, entry is by timed ticket only — book at least a week ahead. $9; students $5. THE DIRECTOR'S DESK　　Online auction, closing 30 November More than 200 objects from the personal archive of a celebrated film director go under the hammer, among them annotated scripts, an on-set chair, and props kept for decades. The lots are expected to interest collectors and film schools alike. A free digital catalogue can be downloaded from the auction house's website; live bidding requires registration. THE ICEBERGS, REDISCOVERED　　Wadsworth Atheneum, Hartford　　20 September – 12 January Painted after a single voyage to the Arctic, this enormous canvas was admired, then lost from public view for most of the twentieth century. It was finally traced by an unexpected route: the administrator of a boys' home in England had bought it for the building. It hangs here beside the artist's early sketches. Included in general admission. 　 Exhibition Venue Dates Entry Power Dressing: the Roman Way Museum of the Ancient World, Rome until 18 January €12; under-18s free; no booking Strands: Hair as Material Morbid Anatomy Library, New York 4 Nov – 22 Feb $9; students $5; timed ticket only The Director's Desk online auction closes 30 November free catalogue; registration to bid The Icebergs, Rediscovered Wadsworth Atheneum, Hartford 20 Sept – 12 Jan included in general admission 　 60. Which exhibition requires visitors to book in advance? A. Power Dressing: the Roman Way. B. Strands: Hair as Material. C. The Director's Desk. D. The Icebergs, Rediscovered. 　 61. What are visitors to The Icebergs, Rediscovered able to see? A. The artist's early sketches hung alongside the painting. B. The boys' home in England where the painting was kept. C. The Arctic voyage the artist made while painting it. D. A digital catalogue of the painting's history. 　 62. What do the details about togas and perfume suggest about the Roman exhibition? A. It argues that Roman clothing was copied from the East. B. It focuses on how appearance signalled status and authority. C. It is mainly interested in ancient manufacturing techniques. D. It questions whether Roman portraits can be trusted. 　 　 Passage C 　 For most of the year Lismore is a quiet place. Around 170 people live on this narrow island in Scotland's Inner Hebrides, and the ferry that links them to the mainland makes only a handful of crossings a day. In 2016, however, a group of residents set out to find something that had been missing for well over a thousand years. Written records had long claimed that a monastery called Lios Mòr was founded on the island in the sixth century by St Mo Luóc, one of the monks who carried Christianity into northern Britain. Yet apart from a broken granite cross, almost nothing of it had ever been found. Historians could not say how large the settlement had been, what its buildings looked like, or how much it had mattered. So the islanders raised the money themselves. A determined minority of residents crowdfunded the work, applied for grants, and hired an archaeologist, Clare Ellis, to dig beside the thirteenth-century parish church that still holds services today. What they uncovered — reported in the journal Antiquity — has surprised specialists. The team found a cemetery containing at least six burials, radiocarbon-dated to between 650 and 1040, along with fragments of carved stone crosses and the remains of an oval building paved with limestone. In a single trench they recovered more than a thousand pieces of metalworking debris, including crucibles once used to melt gold, silver and copper. Such finds are unusual on monastic sites; one specialist described them as the best small crucibles ever discovered in Scotland. The size of the site, taken together with the precious metalwork, suggests that Lios Mòr was far more than a small island church. Gordon Noble of the University of Aberdeen compares it to Iona, the celebrated monastery founded in 563. “We can now see that it was a thriving centre of worship, craftsmanship and learning,” he says. For the islanders, the result is also a quiet argument about who gets to do research in the first place. As one retired scientist who joined the dig put it, the community did not wait for permission to be curious. 　 63. What did the residents of Lismore do to investigate their island's past? A. They asked the University of Aberdeen to lead a dig. B. They raised funds and organised the excavation themselves. C. They bought the thirteenth-century church from the government. D. They studied written records in mainland archives. 　 64. Why had historians been unable to describe Lios Mòr in any detail? A. Its written records had been destroyed in a fire. B. The island had been abandoned for a thousand years. C. Almost no archaeological traces of it had been discovered. D. Its location had been confused with that of Iona. 　 65. What do the crucibles and moulds most strongly suggest about the monastery? A. It produced objects for sale to mainland towns. B. It was wealthy and engaged in skilled craftwork. C. It was attacked repeatedly during the tenth century. D. It served mainly as a burial place for local people. 　 66. What is the main point of the passage? A. A community-run dig confirmed the former importance of a long-lost monastery. B. Islanders in Scotland are better archaeologists than trained specialists. C. Medieval monasteries in Britain were built mostly beside older churches. D. Crowdfunding is now the usual way of paying for academic research. 　 　 Section C Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need. 　 For most of the twentieth century, the answer was assumed to be no. The neurons you were born with, the argument ran, were the neurons you would die with; whatever was lost to injury or age could never be replaced. 　　67　　 The first serious challenge came from studies of animals. In birds, new neurons were shown to appear in brain regions linked to song learning, and in rodents the same thing happened in the hippocampus, a structure central to memory. Because the hippocampus is one of the few places where the adult brain clearly needs to keep changing, the finding made sense. 　　68　　 It suggested that our own brains might be far less fixed than the textbooks allowed. Work on human tissue, however, produced a puzzle. Some laboratories reported newborn neurons in adult brains; others, using the same methods on similar samples, found almost none. The disagreement was sharp enough that reviewers began to ask whether the question had been framed correctly. 　　69　　 Brain tissue taken after death, they pointed out, degrades at different rates depending on how long it has waited, and the proteins that mark a dividing cell are hard to distinguish from those that mark other processes. The debate is not merely technical. If the human brain can indeed renew some of its cells, the implications reach into medicine: an area that can grow is an area that might be encouraged to grow, and conditions such as depression and Alzheimer's disease have both been linked to the hippocampus. 　　70　　 A cautious answer is now emerging from laboratories that use several methods at once: the adult human brain does appear to produce new neurons, but at a rate far lower than in mice, and mainly in the earliest years of life. 　 A. A discovery of this kind naturally raised an expectation that was hard to contain. B. That assumption shaped not only research but the way people thought about ageing and recovery. C. This is a claim that no laboratory has ever been able to repeat. D. Critics argued that the methods themselves were the problem, not the brains being studied. E. Such questions, however, are precisely the ones that a careful researcher learns to avoid. F. If even a small number of neurons can be added, treatments might one day be designed to make it happen more often. 2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） · 学生版 　 Page 1 学科网（北京）股份有限公司 Page 1 学科网（北京）股份有限公司 $