2026年9-10月最新时文阅读练习(GVC+ABC+六选四)第04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 4 　 II. Grammar and Vocabulary 　 Section A　Grammar 出处：Scientific American · Mary Randolph · 2026年9月1日 ·《Where NASA's Roman Telescope Will Call Home》 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. 　 NASA's newest space telescope, the Nancy Grace Roman Telescope, is heading for a special destination. The place, 　　21　　(call) the second sun-Earth Lagrange point, or L2, is almost a million miles from Earth. Lagrange points are not places in the ordinary sense. They are positions 　　22　　 the gravitational pull of the Earth and the sun, together with the movement of a smaller object, balance one another. As a result, a spacecraft can stay in place 　　23　　 using much fuel, although it does need small corrections from time to time. L2 is ideal for telescopes for two reasons. It is close enough for data 　　24　　(send) back to Earth quickly, and it is far enough for the Earth, the sun and the moon to stay out of the telescope's view. This gives the instrument a clear look into deep space. 　　25　　 it were placed closer to Earth, stray light would flood its sensors; if it 　　26　　(place) much farther away, communicating with it would become difficult. The journey 　　27　　(take) about three months. During that time, engineers will test instruments that must work perfectly for years without repair. Every part of the telescope was built to be dependable rather than 　　28　　(attract). Once it begins work, Roman will be able to photograph large areas of space in a single image. It will produce huge amounts of data, 　　29　　 will help astronomers study dark energy and search for planets beyond our solar system. The project has been 　　30　　(eager) awaited by scientists who believe such a survey is long overdue. 　 Section B　Vocabulary 出处：Scientific American · Mary Randolph · 2026年10月10日 ·《This Beer-Making Waste May Offer Cleaner Water》 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. waste　B. porous　C. contaminated　D. clean　E. reused　F. routine　G. growing　H. common　I. valuable　J. tested　K. expensive 　 Beer is one of the world's oldest drinks, but brewing it leaves behind far more than empty bottles. Breweries produce a great deal of 　　31　　: for every litre of beer, several kilograms of solid material are left over. Much of it is currently used as animal feed, but scientists have been looking for better uses. In a recent study, researchers heated spent malt rootlets — the little sprouts that grow from barley — to produce biochar, a 　　32　　 material made from burnt organic matter. When mixed with sand, the biochar removed about five times as much Escherichia coli as sand alone. Sand works like a sieve: it simply stops bacteria from passing through. Biochar, by contrast, appears to hold on to them. This matters because groundwater moves constantly through soil, where it can become 　　33　　 with runoff from farms. A cheap filter could therefore make water 　　34　　 to drink in places where there is no treatment plant. The researchers now plan to test the material outside the laboratory, where conditions are much less predictable. One question remains. Can the biochar be 　　35　　, or does it become useless again after a single use? If it works only once, its value as a green technology would be much smaller. Still, the idea fits a pattern that is already 　　36　　 in the industry. Leftover grain becomes animal feed, and other by-products have been used in products ranging from sunscreen to batteries. As the global beer industry keeps 　　37　　, finding more uses for what it throws away becomes more important every year. "You cannot just send it to one place and say we are done with it," one researcher says. What looks like rubbish can turn out to be surprisingly 　　38　　. It is worth remembering, though, that the material has so far only been 　　39　　 under laboratory conditions, and the early results are promising. In many places, treatment plants are too 　　40　　 to build, so a cheap filter could make a real difference. The researchers are now preparing for their first field trial. 　 III. Reading Comprehension 　 Section A　Cloze 出处：素材依据：UNESCO《世界濒危语言地图》与 2025–2026年语言多样性、双语认知研究报道（约每两周消失一种语言；双语者的认知转换优势）· 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. 　 Every two weeks, by some estimates, a language dies with its last speaker. Languages have always come and gone, but the pace is faster now than at any time in recorded history, and it is far from 　　41　　. A handful of languages, including English and Chinese, are spoken by billions of people, while thousands are spoken by a few hundred each. The usual reaction is a shrug. Latin gave way to the languages of modern Europe, and few people would call that a loss. So why should the disappearance of a language spoken by two hundred people in a remote valley be any 　　42　　? The answer has three parts. The first is knowledge: a language is a catalogue of what its speakers have learned about the world. When it disappears, the names of plants, the signs of weather and the memory of past floods go with it — knowledge that no dictionary has ever recorded 　　43　　. The second is identity. For many communities, their language is not a tool to be picked up and put down but the 　　44　　 of who they are. The third reason points the other way: far from being a burden, bilingualism appears to 　　45　　 thinking, and children who use two languages are better at switching between tasks. None of this makes rescue easy. Languages usually fade not because they are banned but because parents stop passing them on. A community may have a thousand adult speakers and still be 　　46　　 if no child is learning the language. A language kept alive only in books and classrooms has been 　　47　　, not saved. The most successful efforts do not stop at recording a language; they make it worth 　　48　　. Schools teach in it; phones offer it as a keyboard; films, songs and jokes are created in it. A language people can use for shopping, arguing and falling in love stands a chance; one that exists only in archives does not. Yet there is a hard truth here. Most attempts to 　　49　　 a dying language fail. The goal cannot be to 　　50　　 the world's languages as they are, for languages always change. The realistic goal is smaller: to remove the reasons why speakers 　　51　　 their own language. When a language is banned in schools, or there is nothing to read in it, parents choose the language that gets their children 　　52　　. Whenever a tradition is dying, the question to ask is not “how do we 　　53　　 it?” but “what makes it impossible to live with?” Languages are not 　　54　　 in the way that buildings or paintings are: they exist only while they are being used. The languages that survive will be the ones that children still choose to 　　55　　. 　 41. A. new B. natural C. even D. recent 42. A. easier B. better C. slower D. different 43. A. in full B. in turn C. in advance D. in short 44. A. brand B. core C. cost D. rule 45. A. slow B. measure C. replace D. benefit 46. A. doomed B. united C. famous D. wealthy 47. A. useful B. correct C. alive D. safe 48. A. protecting B. using C. studying D. teaching 49. A. invent B. borrow C. hide D. revive 50. A. freeze B. count C. publish D. divide 51. A. learn B. translate C. abandon D. enjoy 52. A. home B. dressed C. paid D. ahead 53. A. judge B. save C. name D. hide 54. A. rules B. gifts C. objects D. records 55. A. speak B. ignore C. escape D. forget 　 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 　 Around 4,500 years ago, workers carved the Great Sphinx out of limestone at Giza. The stone they cut through had formed on the floor of a shallow sea some forty-five million years earlier, and it had preserved something the sculptors never suspected. In the 1920s, a largely intact crocodile-like skull came out of the same formation near Cairo. For a century the skull sat in a museum drawer with a label that was, in hindsight, wrong. Because it resembled the false gharial, a long-snouted crocodile still found in Indonesia and Malaysia, specialists placed it in the same genus. The identification was reasonable; the specimen was never examined with the tools that would have tested it. Those tools now exist. Micro-CT scanning allows researchers to look inside a fossil without cutting it open, and an international team led by the Swedish Museum of Natural History used it to compare the Egyptian skull with both living and extinct gavials. The measurements told a different story. The animal was not a member of the living genus at all, but a previously unknown species — and a previously unknown genus as well. The team named it Herugavialis cairensis, after Heru, the Egyptian god the Greeks later called Horus. Some Egyptian texts describe the Sphinx as “Horus of the Horizon”, and there was a second, stranger link. The skull is missing the tip of its snout, just as the Sphinx is missing its nose. “Given this coincidence,” one of the researchers said, “we decided to name the new crocodile after the god who may have inspired the monument.” The fossil also rewrites a wider picture. During much of the last fifty million years the Mediterranean region supported a remarkable variety of crocodilians, several of which lived in shallow marine waters rather than rivers. The new species would have shared its habitat with at least two other gavials. Today only two survive, both endangered, and both confined to fresh water. “We should know about them and their long history,” the lead author observes. 　 56. What happened to the crocodile skull after it was found in the 1920s? A. It was displayed in a Cairo museum as a new species. B. It was classified as belonging to a living genus. C. It was sent to Indonesia for comparison with modern gavials. D. It was lost before it could be studied. 　 57. What made the new identification possible? A. The discovery of a second, more complete skull. B. A technique that reveals a fossil's interior without damaging it. C. The publication of old museum records from the 1920s. D. The recovery of DNA from the surrounding limestone. 　 58. Why did the researchers choose the name Herugavialis? A. The fossil was found near a temple of Horus. B. The skull's missing snout tip echoes the Sphinx's missing nose. C. Heru was the Egyptian word for crocodile. D. The species lived in the same period as the Sphinx was built. 　 59. What does the writer suggest about the region's crocodilians in the final paragraph? A. They were once far more varied than they are today. B. They moved from the sea to rivers about six million years ago. C. They are now protected throughout the Mediterranean. D. They were driven out of the region by human activity. 　 　 Passage B Source: compiled from Scientific American, October 2026 　 WHY WE LOSE CONSCIOUSNESS UNDER ANAESTHESIA　　Thursday 8 October, 19:00, Great Hall Anaesthetic drugs have kept patients safely unconscious for more than a century, yet no one can say precisely what they switch off. A philosopher of mind argues that studying the moment awareness disappears has sharpened our definition of what consciousness actually is — and that the definition still does not fit. Arrive early; the hall holds 300 and no tickets are issued in advance. THE LONGEST ARGUMENT IN PHYSICS　　Friday 16 October, 18:30, Lecture Theatre B For forty years, the leading explanation of dark matter has been a family of particles that has never been detected. One cosmologist will set out the case that the search should now be abandoned, and explain what a younger generation of theorists would do instead. A question session follows; questions may be submitted in writing. HOW LONG CAN A LIFE LAST?　　Thursday 22 October, 19:30, Online only Average lifespans have risen steeply for two centuries, but the maximum has barely moved. Drawing on recent work on cell ageing, a molecular biologist argues that a hard ceiling exists — and that the more interesting question is not how to break it but how to make the years we have healthier. Registration required; a recording will be posted afterwards. THE TREE THAT REWROTE A CATALOGUE　　Saturday 31 October, 14:00, Botanic Garden Pavilion In the 1990s a group of amateur growers began recording old fruit trees that no commercial catalogue listed. Thirty years later one of their finds turned out to predate every known nursery record by forty years. Two of the original recorders explain how they knew where to look. Suitable for families with children over ten. All talks are free. The festival is run by volunteers and is supported by the city's museums and two universities. 　 Talk Date and time Venue Booking Why we lose consciousness under anaesthesia Thu 8 October, 19:00 Great Hall none; arrive early, 300 seats The longest argument in physics Fri 16 October, 18:30 Lecture Theatre B none; written questions accepted How long can a life last? Thu 22 October, 19:30 online only required; recording posted afterwards The tree that rewrote a catalogue Sat 31 October, 14:00 Botanic Garden Pavilion none; best for children over ten 　 60. Which talk requires the audience to register in advance? A. Why we lose consciousness under anaesthesia. B. The longest argument in physics. C. How long can a life last? D. The tree that rewrote a catalogue. 　 61. What will the speaker on dark matter argue? A. That a long-standing search should be given up. B. That the particles have finally been detected. C. That dark matter does not exist at all. D. That funding should be moved to younger researchers. 　 62. What do the third and fourth talks have in common? A. Both are held at the Botanic Garden. B. Both question what an established record can really tell us. C. Both are aimed at families with older children. D. Both will be recorded and posted online. 　 　 Passage C Source: ABC News, 4 October 2026 　 Mary Beth Granbery left her camper van at a trailhead in Shasta County, California, on 28 September. She was seventy-two, an experienced walker, and she had arranged to camp alone for several days. She did not come back on time. On Friday 2 October, when she failed to appear at work as expected, her family reported her missing. What followed was two days of searching across steep, wooded country. Two county sheriffs' offices ran a joint operation, joined by volunteers, a highway patrol air unit, and members of her family who knew how she walked and where she liked to go. On the Saturday the searchers found her camper van at a trailhead a short distance away. It proved that she had set out, but it said nothing about where she had gone. She was found on the Sunday, at the bottom of a steep embankment, with serious injuries from a fall and from exposure to the cold. A helicopter lifted her out and took her to a medical centre. Officials said afterwards that the information her family supplied — how far she was likely to walk in a day, which paths she preferred — had been critical in narrowing the search. Rescue teams describe the same three factors as deciding most outcomes. Tell someone your route and when you expect to be back, so that a search begins while you are still able to respond. Carry something bright enough to be seen from the air. And if you realise you are lost, stop walking: every extra kilometre covered on a cold night reduces the time you have left. Granbery had done the first of these, and it was enough. 　 63. Why did a search begin on 2 October? A. She had not returned to her camper van. B. She failed to appear at work and her family raised the alarm. C. Her family had not heard from her for a week. D. The trailhead had been closed because of bad weather. 　 64. What was found on the Saturday? A. Her camper van at a trailhead. B. A note describing her intended route. C. Her rucksack beside a path. D. Footprints leading into the forest. 　 65. What did officials say about her family's contribution? A. They joined the search teams on foot. B. They provided information that narrowed the search. C. They arranged the helicopter that lifted her out. D. They had warned her against walking alone. 　 66. What can be inferred from the final paragraph? A. Long-distance walking should be avoided in winter. B. A rescue succeeds mainly because of what was known beforehand. C. Family members make better searchers than volunteers. D. Rescue teams prefer to search on foot. 　 　 Section C Source: Scientific American, 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. 　 More than half a billion years ago, the first large and complicated animals appeared on Earth. Exactly when, and in what kind of water, has been argued over ever since. A new site has now produced more than a hundred specimens of soft-bodied creatures, and they are the oldest yet found that clearly belong to the group containing all animals alive today. 　　67　　 Among the finds are disc-shaped Dickinsonia, which had no mouth and grazed algae from the sea floor, and horseshoe-shaped Kimberella, which scraped sediment and may be related to modern molluscs. There are also tube-shaped Funisia, among the earliest complex organisms known to have reproduced sexually, releasing eggs and sperm into the water much as corals do. Fragments of several further species remain too poorly preserved to identify, which is itself a clue to how much of the community has been lost. 　　68　　 The rocks themselves tell a further part of the story. They contain no trace of wave action or ripple marks, which indicates that the sediment settled on a sea floor far below the reach of storms. 　　69　　 Compared with shallow water, deep water holds its temperature and its oxygen content far more steadily. This matters because of what it suggests about the order of events. Earlier accounts tended to divide the period into stages, with simple anchored species appearing first and more complex ones replacing them later. The new fossils, however, show these organisms living side by side for millions of years. 　　70　　 　 A. One palaeontologist not involved in the work called it a major push backwards in time for the origin of early animals. B. That stability may have been the cradle in which animal life first took hold. C. The earlier picture was not unreasonable: soft-bodied animals decay quickly, so evidence of this kind is exceptionally rare. D. As one of the researchers puts it, the creatures look much closer to the animals we recognise: they moved about, and some had begun to reproduce sexually. E. It also points to deep water, rather than shallow seas, as the setting for that first experiment in complexity. F. Whether the same pattern holds in other parts of the world remains to be tested. 　 ANSWERS AND EXPLANATIONS 　 Section A　Grammar 21. called　【过去分词作定语】a place 与 call 被动，相当于 which is called。 22. where　【定语从句关系副词】先行词 positions 表抽象地点，从句缺状语。 23. without　【介词】后接动名词 using，表“无需使用大量燃料”。 24. to be sent　【不定式的被动式】data 与 send 被动；adj. + enough + to do 结构。 25. If　【连词】引导虚拟条件句，主句 would flood 提供虚拟信号。【注意】此处用正常语序，非倒装。 26. were placed　【被动语态 + 虚拟语气】it 与 place 被动；与前句构成一对对照条件。 27. takes　【一般现在时】表述客观行程时间，用现在时。 28. attractive　【动词→形容词】rather than 前后须平行：dependable 为形容词，故 attract 变 attractive。 29. which　【非限制性定语从句】指代前面整句（将产生大量数据）。 30. eagerly　【形容词→副词】修饰过去分词 awaited，需用副词。 速查：21. called　22. where　23. without　24. to be sent　25. If　26. were placed　27. takes　28. attractive　29. which　30. eagerly 　 Section B　Vocabulary 31. A（waste）　【名词】produce a great deal of ___；首段主题即“啤酒废料”。 32. B（porous）　【形容词】a ___ material 与后文 full of tiny holes 呼应，表“多孔的”。 33. C（contaminated）　【固定搭配】become contaminated with 表“被…污染”。 34. D（clean）　【形容词作补足语】make water ___ to drink，表“可安全饮用的”。 35. E（reused）　【被动语态】Can the biochar be ___ ? 需过去分词，与后文 after a single use 呼应。 36. H（common）　【形容词】a pattern that is already ___ 表“行业中已很常见”。 37. G（growing）　【现在分词】keeps ___ 后接 -ing，表“持续增长”。 38. I（valuable）　【形容词】turn out to be surprisingly ___ 表“结果证明很有价值”。 39. J（tested）　【被动语态】has so far only been ___ under laboratory conditions，需过去分词。 40. K（expensive）　【形容词】too ___ to build，与后文 a cheap filter 构成对比。 【多余词】F. routine —— 语篇无“例行公事”语境。 速查：31-40: A B C D E H G I J K　　多余词: F 　 Section A　Cloze 41. C（even）　【句组·复现】后半句的对照是直接证据：“少数语言被数十亿人使用，数千种语言只有几百人使用”——分布极不均衡，故 far from even（远非均衡）。new、recent 与前句 This is not a new process 重复矛盾。 42. D（different）　【句组·类比】全段以拉丁语消亡为例，说明“语言消失很平常”；末句反问“那偏远山谷里一种语言的消失又有什么 ___？”，需与上文“平常”呼应，即“有什么不同”。easier、slower 与类比逻辑无关。 43. A（in full）　【句组·语义】破折号前列举四类即将随之消失的知识，说明词典从未“完整地”记录过它们。in turn（依次）、in advance（预先）、in short（简言之）均不能修饰 recorded 表“完整记录”。 44. B（core）　【句组·对照】not a tool to be picked up and put down but the ___ of who they are 是“工具—本质”对照，core 表“核心”。cost、rule 无法与“身份认同”呼应；brand 表商业品牌，贬低了语言与族群的关系。 45. D（benefit）　【句组·转折递进】Far from being a burden 先否定“负担”，故空白应为正面动词“有益于”；冒号后“更善于任务转换、更能忽略无关信息”是证据。slow、replace 与证据方向相反。 46. A（doomed）　【句组·条件】if no child is learning the language 是致命条件：即使有上千成年使用者，只要没有孩子学，这个语言仍难逃消亡。united、wealthy 与“消亡”的结论无关。 47. C（alive）　【句组·对照】but 之后与 saved 构成对照：“只在书本与课堂里活着的语言”不是被救活，而是被制成标本，alive 与下文 not saved 形成“活着／被保存”的张力。useful、safe 与“标本”意象不符。 48. B（using）　【句组·复现】后文 Schools teach in it; phones offer it as a keyboard; films, songs and jokes are created in it 全是“使用场景”；段末 one that exists only in archives does not 是反向对照。protecting、studying 与“能不能用”无关。 49. D（revive）　【句组·转折】Yet…hard truth 提示泼冷水：多数“拯救／复兴”尝试失败，revive 表“使复兴”。invent、borrow 与“濒危语言”的场景不符；hide 与全文主张相反。 50. A（freeze）　【语篇·态度】for languages always change 是原因，故目标不能是“冻结”语言现状。count、publish 与“语言会变化”的因果无关。 51. C（abandon）　【句组·因果】后文列举“校园禁令、无书可读”等障碍——都是使使用者“放弃”母语的原因；remove the reasons why speakers ___ their own language 需要 abandon。translate、enjoy 与“放弃”方向不符。 52. D（ahead）　【句组·因果】家长选择“能让孩子占优势／有前途”的语言，gets their children ahead 为固定表达；这也解释了为何“实用价值”而非“优美程度”决定语言存亡。home、dressed 与“语言选择”的动机无关。 53. B（save）　【语篇·迁移】与后文 what makes it impossible to live with? 形成“救／让它可生存”的对比疑问；作者主张的不是抢救式保护，而是清除使用障碍。judge、name 与“传统濒危”语境不符。 54. C（objects）　【语篇·对照】in the way that buildings or paintings are 提供类比对象（可被收藏、修复的物品），故 languages are not objects。rules、records 无法与 buildings or paintings 构成同类比。 55. A（speak）　【语篇·收束】与前句 They exist only while they are being used 呼应：真正活下来的语言，是孩子们仍愿意“说”的语言。ignore、forget 与“存活”结论相反。 速查：41-55: C D A B D A C B D A C D B C A 　 逻辑覆盖：转折/对照 5 · 因果 3 · 复现/例证 3 · 语篇统摄 4（共 15 题，四类齐全） 　 Section B　Passage A 56. B　Detail. Para 2: because the skull resembled the false gharial, specialists placed it in the same genus. A contradicts the drawer and the wrong label; C confuses resemblance with transport; D contradicts the survival of the specimen. 57. B　Detail. Para 3: micro-CT scanning allows researchers to look inside a fossil without cutting it open. A is the same single skull; C records added no new evidence; D was not used. 58. B　Detail. Para 4: the skull is missing the tip of its snout, just as the Sphinx is missing its nose, so the animal was named after Heru. A is not stated; C is false; D is wrong by some forty-five million years and is not the reason given. 59. A　Inference. The last paragraph: the region once supported a remarkable variety of crocodilians, while today only two survive. B misreads the loss of freshwater habitat as a migration; C and D are unsupported. 　 Section B　Passage B 60. C　Detail. The third talk is the only one marked 'registration required'. The first two need no booking, and the fourth only gives recommended ages. 61. A　Detail. The dark-matter talk sets out the case that the search should be abandoned. B contradicts 'never been detected'; C overstates the argument; D misreads the point about younger theorists. 62. B　Inference. The third talk questions what average lifespan can tell us; the fourth shows a tree that no catalogue listed, yet proved older than every nursery record. Both therefore question what an established record really shows. A, C and D are true of only one talk each. 　 Section B　Passage C 63. B　Detail. Para 1: when she failed to appear at work as expected, her family reported her missing. A confuses her absence with the van, which was found the next day; C overstates the time; D is invented. 64. A　Detail. Para 2: on the Saturday the searchers found her camper van at a trailhead. B, C and D are not mentioned. 65. B　Detail. Para 3: the information her family supplied had been critical in narrowing the search. A confuses joining the search with the officials' comment; C credits them with arranging the helicopter; D is not mentioned. 66. B　Inference. The last paragraph names three factors that decide most outcomes and notes that she had managed the first — which was enough. A overstates; C and D make comparisons the text does not make. 　 Section C　六选四 67. A　Gap 67, end of para 1 (assessment). The paragraph reports more than a hundred specimens and the oldest yet found; the next paragraph moves to individual species. A supplies the outside expert's verdict on that significance. C explains why such fossils are rare, which sits badly after so many have been found. 68. D　Gap 68, end of para 2 (summing up the examples). The paragraph describes three organisms. D uses a researcher's words to generalise what they share — they moved about and some had begun to reproduce sexually — matching the details listed. F turns to evidence from elsewhere, which does not close the paragraph. 69. E　Gap 69, mid para 3 (from evidence to conclusion). The rocks show no wave action or ripple marks, so the sediment settled far below the reach of storms; the next sentence compares deep water with shallow. E draws the conclusion about setting and makes that comparison possible. C is about rarity, not setting. 70. C　Gap 70, end of para 4 (resolving the puzzle). The paragraph contrasts an older staged account with fossils showing organisms living side by side. C explains why the older view arose — soft-bodied animals decay quickly, so evidence is exceptionally rare — and completes the argument. B and F do not fit. Answers: 67-A　68-D　69-E　70-C 2026 年 9—10 月最新时文阅读练习（GVC + ABC + 六选四） · 教师版 Distractors (not used): B and F 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 4 　 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. 　 NASA's newest space telescope, the Nancy Grace Roman Telescope, is heading for a special destination. The place, 　　21　　(call) the second sun-Earth Lagrange point, or L2, is almost a million miles from Earth. Lagrange points are not places in the ordinary sense. They are positions 　　22　　 the gravitational pull of the Earth and the sun, together with the movement of a smaller object, balance one another. As a result, a spacecraft can stay in place 　　23　　 using much fuel, although it does need small corrections from time to time. L2 is ideal for telescopes for two reasons. It is close enough for data 　　24　　(send) back to Earth quickly, and it is far enough for the Earth, the sun and the moon to stay out of the telescope's view. This gives the instrument a clear look into deep space. 　　25　　 it were placed closer to Earth, stray light would flood its sensors; if it 　　26　　(place) much farther away, communicating with it would become difficult. The journey 　　27　　(take) about three months. During that time, engineers will test instruments that must work perfectly for years without repair. Every part of the telescope was built to be dependable rather than 　　28　　(attract). Once it begins work, Roman will be able to photograph large areas of space in a single image. It will produce huge amounts of data, 　　29　　 will help astronomers study dark energy and search for planets beyond our solar system. The project has been 　　30　　(eager) awaited by scientists who believe such a survey is long overdue. 　 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. waste　B. porous　C. contaminated　D. clean　E. reused　F. routine　G. growing　H. common　I. valuable　J. tested　K. expensive 　 Beer is one of the world's oldest drinks, but brewing it leaves behind far more than empty bottles. Breweries produce a great deal of 　　31　　: for every litre of beer, several kilograms of solid material are left over. Much of it is currently used as animal feed, but scientists have been looking for better uses. In a recent study, researchers heated spent malt rootlets — the little sprouts that grow from barley — to produce biochar, a 　　32　　 material made from burnt organic matter. When mixed with sand, the biochar removed about five times as much Escherichia coli as sand alone. Sand works like a sieve: it simply stops bacteria from passing through. Biochar, by contrast, appears to hold on to them. This matters because groundwater moves constantly through soil, where it can become 　　33　　 with runoff from farms. A cheap filter could therefore make water 　　34　　 to drink in places where there is no treatment plant. The researchers now plan to test the material outside the laboratory, where conditions are much less predictable. One question remains. Can the biochar be 　　35　　, or does it become useless again after a single use? If it works only once, its value as a green technology would be much smaller. Still, the idea fits a pattern that is already 　　36　　 in the industry. Leftover grain becomes animal feed, and other by-products have been used in products ranging from sunscreen to batteries. As the global beer industry keeps 　　37　　, finding more uses for what it throws away becomes more important every year. "You cannot just send it to one place and say we are done with it," one researcher says. What looks like rubbish can turn out to be surprisingly 　　38　　. It is worth remembering, though, that the material has so far only been 　　39　　 under laboratory conditions, and the early results are promising. In many places, treatment plants are too 　　40　　 to build, so a cheap filter could make a real difference. The researchers are now preparing for their first field trial. 　 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. 　 Every two weeks, by some estimates, a language dies with its last speaker. Languages have always come and gone, but the pace is faster now than at any time in recorded history, and it is far from 　　41　　. A handful of languages, including English and Chinese, are spoken by billions of people, while thousands are spoken by a few hundred each. The usual reaction is a shrug. Latin gave way to the languages of modern Europe, and few people would call that a loss. So why should the disappearance of a language spoken by two hundred people in a remote valley be any 　　42　　? The answer has three parts. The first is knowledge: a language is a catalogue of what its speakers have learned about the world. When it disappears, the names of plants, the signs of weather and the memory of past floods go with it — knowledge that no dictionary has ever recorded 　　43　　. The second is identity. For many communities, their language is not a tool to be picked up and put down but the 　　44　　 of who they are. The third reason points the other way: far from being a burden, bilingualism appears to 　　45　　 thinking, and children who use two languages are better at switching between tasks. None of this makes rescue easy. Languages usually fade not because they are banned but because parents stop passing them on. A community may have a thousand adult speakers and still be 　　46　　 if no child is learning the language. A language kept alive only in books and classrooms has been 　　47　　, not saved. The most successful efforts do not stop at recording a language; they make it worth 　　48　　. Schools teach in it; phones offer it as a keyboard; films, songs and jokes are created in it. A language people can use for shopping, arguing and falling in love stands a chance; one that exists only in archives does not. Yet there is a hard truth here. Most attempts to 　　49　　 a dying language fail. The goal cannot be to 　　50　　 the world's languages as they are, for languages always change. The realistic goal is smaller: to remove the reasons why speakers 　　51　　 their own language. When a language is banned in schools, or there is nothing to read in it, parents choose the language that gets their children 　　52　　. Whenever a tradition is dying, the question to ask is not “how do we 　　53　　 it?” but “what makes it impossible to live with?” Languages are not 　　54　　 in the way that buildings or paintings are: they exist only while they are being used. The languages that survive will be the ones that children still choose to 　　55　　. 　 41. A. new B. natural C. even D. recent 42. A. easier B. better C. slower D. different 43. A. in full B. in turn C. in advance D. in short 44. A. brand B. core C. cost D. rule 45. A. slow B. measure C. replace D. benefit 46. A. doomed B. united C. famous D. wealthy 47. A. useful B. correct C. alive D. safe 48. A. protecting B. using C. studying D. teaching 49. A. invent B. borrow C. hide D. revive 50. A. freeze B. count C. publish D. divide 51. A. learn B. translate C. abandon D. enjoy 52. A. home B. dressed C. paid D. ahead 53. A. judge B. save C. name D. hide 54. A. rules B. gifts C. objects D. records 55. A. speak B. ignore C. escape D. forget 　 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 　 Around 4,500 years ago, workers carved the Great Sphinx out of limestone at Giza. The stone they cut through had formed on the floor of a shallow sea some forty-five million years earlier, and it had preserved something the sculptors never suspected. In the 1920s, a largely intact crocodile-like skull came out of the same formation near Cairo. For a century the skull sat in a museum drawer with a label that was, in hindsight, wrong. Because it resembled the false gharial, a long-snouted crocodile still found in Indonesia and Malaysia, specialists placed it in the same genus. The identification was reasonable; the specimen was never examined with the tools that would have tested it. Those tools now exist. Micro-CT scanning allows researchers to look inside a fossil without cutting it open, and an international team led by the Swedish Museum of Natural History used it to compare the Egyptian skull with both living and extinct gavials. The measurements told a different story. The animal was not a member of the living genus at all, but a previously unknown species — and a previously unknown genus as well. The team named it Herugavialis cairensis, after Heru, the Egyptian god the Greeks later called Horus. Some Egyptian texts describe the Sphinx as “Horus of the Horizon”, and there was a second, stranger link. The skull is missing the tip of its snout, just as the Sphinx is missing its nose. “Given this coincidence,” one of the researchers said, “we decided to name the new crocodile after the god who may have inspired the monument.” The fossil also rewrites a wider picture. During much of the last fifty million years the Mediterranean region supported a remarkable variety of crocodilians, several of which lived in shallow marine waters rather than rivers. The new species would have shared its habitat with at least two other gavials. Today only two survive, both endangered, and both confined to fresh water. “We should know about them and their long history,” the lead author observes. 　 56. What happened to the crocodile skull after it was found in the 1920s? A. It was displayed in a Cairo museum as a new species. B. It was classified as belonging to a living genus. C. It was sent to Indonesia for comparison with modern gavials. D. It was lost before it could be studied. 　 57. What made the new identification possible? A. The discovery of a second, more complete skull. B. A technique that reveals a fossil's interior without damaging it. C. The publication of old museum records from the 1920s. D. The recovery of DNA from the surrounding limestone. 　 58. Why did the researchers choose the name Herugavialis? A. The fossil was found near a temple of Horus. B. The skull's missing snout tip echoes the Sphinx's missing nose. C. Heru was the Egyptian word for crocodile. D. The species lived in the same period as the Sphinx was built. 　 59. What does the writer suggest about the region's crocodilians in the final paragraph? A. They were once far more varied than they are today. B. They moved from the sea to rivers about six million years ago. C. They are now protected throughout the Mediterranean. D. They were driven out of the region by human activity. 　 　 Passage B 　 WHY WE LOSE CONSCIOUSNESS UNDER ANAESTHESIA　　Thursday 8 October, 19:00, Great Hall Anaesthetic drugs have kept patients safely unconscious for more than a century, yet no one can say precisely what they switch off. A philosopher of mind argues that studying the moment awareness disappears has sharpened our definition of what consciousness actually is — and that the definition still does not fit. Arrive early; the hall holds 300 and no tickets are issued in advance. THE LONGEST ARGUMENT IN PHYSICS　　Friday 16 October, 18:30, Lecture Theatre B For forty years, the leading explanation of dark matter has been a family of particles that has never been detected. One cosmologist will set out the case that the search should now be abandoned, and explain what a younger generation of theorists would do instead. A question session follows; questions may be submitted in writing. HOW LONG CAN A LIFE LAST?　　Thursday 22 October, 19:30, Online only Average lifespans have risen steeply for two centuries, but the maximum has barely moved. Drawing on recent work on cell ageing, a molecular biologist argues that a hard ceiling exists — and that the more interesting question is not how to break it but how to make the years we have healthier. Registration required; a recording will be posted afterwards. THE TREE THAT REWROTE A CATALOGUE　　Saturday 31 October, 14:00, Botanic Garden Pavilion In the 1990s a group of amateur growers began recording old fruit trees that no commercial catalogue listed. Thirty years later one of their finds turned out to predate every known nursery record by forty years. Two of the original recorders explain how they knew where to look. Suitable for families with children over ten. All talks are free. The festival is run by volunteers and is supported by the city's museums and two universities. 　 Talk Date and time Venue Booking Why we lose consciousness under anaesthesia Thu 8 October, 19:00 Great Hall none; arrive early, 300 seats The longest argument in physics Fri 16 October, 18:30 Lecture Theatre B none; written questions accepted How long can a life last? Thu 22 October, 19:30 online only required; recording posted afterwards The tree that rewrote a catalogue Sat 31 October, 14:00 Botanic Garden Pavilion none; best for children over ten 　 60. Which talk requires the audience to register in advance? A. Why we lose consciousness under anaesthesia. B. The longest argument in physics. C. How long can a life last? D. The tree that rewrote a catalogue. 　 61. What will the speaker on dark matter argue? A. That a long-standing search should be given up. B. That the particles have finally been detected. C. That dark matter does not exist at all. D. That funding should be moved to younger researchers. 　 62. What do the third and fourth talks have in common? A. Both are held at the Botanic Garden. B. Both question what an established record can really tell us. C. Both are aimed at families with older children. D. Both will be recorded and posted online. 　 　 Passage C 　 Mary Beth Granbery left her camper van at a trailhead in Shasta County, California, on 28 September. She was seventy-two, an experienced walker, and she had arranged to camp alone for several days. She did not come back on time. On Friday 2 October, when she failed to appear at work as expected, her family reported her missing. What followed was two days of searching across steep, wooded country. Two county sheriffs' offices ran a joint operation, joined by volunteers, a highway patrol air unit, and members of her family who knew how she walked and where she liked to go. On the Saturday the searchers found her camper van at a trailhead a short distance away. It proved that she had set out, but it said nothing about where she had gone. She was found on the Sunday, at the bottom of a steep embankment, with serious injuries from a fall and from exposure to the cold. A helicopter lifted her out and took her to a medical centre. Officials said afterwards that the information her family supplied — how far she was likely to walk in a day, which paths she preferred — had been critical in narrowing the search. Rescue teams describe the same three factors as deciding most outcomes. Tell someone your route and when you expect to be back, so that a search begins while you are still able to respond. Carry something bright enough to be seen from the air. And if you realise you are lost, stop walking: every extra kilometre covered on a cold night reduces the time you have left. Granbery had done the first of these, and it was enough. 　 63. Why did a search begin on 2 October? A. She had not returned to her camper van. B. She failed to appear at work and her family raised the alarm. C. Her family had not heard from her for a week. D. The trailhead had been closed because of bad weather. 　 64. What was found on the Saturday? A. Her camper van at a trailhead. B. A note describing her intended route. C. Her rucksack beside a path. D. Footprints leading into the forest. 　 65. What did officials say about her family's contribution? A. They joined the search teams on foot. B. They provided information that narrowed the search. C. They arranged the helicopter that lifted her out. D. They had warned her against walking alone. 　 66. What can be inferred from the final paragraph? A. Long-distance walking should be avoided in winter. B. A rescue succeeds mainly because of what was known beforehand. C. Family members make better searchers than volunteers. D. Rescue teams prefer to search on foot. 　 　 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. 　 More than half a billion years ago, the first large and complicated animals appeared on Earth. Exactly when, and in what kind of water, has been argued over ever since. A new site has now produced more than a hundred specimens of soft-bodied creatures, and they are the oldest yet found that clearly belong to the group containing all animals alive today. 　　67　　 Among the finds are disc-shaped Dickinsonia, which had no mouth and grazed algae from the sea floor, and horseshoe-shaped Kimberella, which scraped sediment and may be related to modern molluscs. There are also tube-shaped Funisia, among the earliest complex organisms known to have reproduced sexually, releasing eggs and sperm into the water much as corals do. Fragments of several further species remain too poorly preserved to identify, which is itself a clue to how much of the community has been lost. 　　68　　 The rocks themselves tell a further part of the story. They contain no trace of wave action or ripple marks, which indicates that the sediment settled on a sea floor far below the reach of storms. 　　69　　 Compared with shallow water, deep water holds its temperature and its oxygen content far more steadily. This matters because of what it suggests about the order of events. Earlier accounts tended to divide the period into stages, with simple anchored species appearing first and more complex ones replacing them later. The new fossils, however, show these organisms living side by side for millions of years. 　　70　　 　 A. One palaeontologist not involved in the work called it a major push backwards in time for the origin of early animals. B. That stability may have been the cradle in which animal life first took hold. C. The earlier picture was not unreasonable: soft-bodied animals decay quickly, so evidence of this kind is exceptionally rare. D. As one of the researchers puts it, the creatures look much closer to the animals we recognise: they moved about, and some had begun to reproduce sexually. E. It also points to deep water, rather than shallow seas, as the setting for that first experiment in complexity. F. Whether the same pattern holds in other parts of the world remains to be tested. 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 $