2026年9-10月最新时文阅读练习(GVC+ABC+六选四)第05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） · 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 5 　 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. 　 The indri, a lemur that lives in the rainforests of eastern Madagascar, does something no other lemur does: it sings. And according to new research, it sings rather like a trained opera singer. Professional singers are taught to change the shape of their mouths 　　21　　(make) their voices louder and clearer. They often open their mouths wider as they move up a musical scale, which helps them hit high notes without 　　22　　(strain) their vocal cords. Researchers wanted to know 　　23　　 wild indris do the same thing. They analysed 83 video recordings of 19 animals, using technology to follow the position of the animals' lips frame by frame, and then compared the images with the sound of the animals singing. The results were clear. The 　　24　　(high) the note, the wider the indri opened its mouth — exactly 　　25　　 a human soprano does. This probably helps the animal make its call louder, which matters a great deal in a forest where trees block the sound. The indri uses song mainly 　　26　　(hold) its territory. Groups sing, and other groups answer, and the exchange can continue for 　　27　　 hour. What makes the finding 　　28　　(usual) is the family tree. Humans and indris are both primates, but their ancestors separated about 74 million years ago. The two species 　　29　　(develop) the same technique independently, because they faced the same problem: how to send a sound across a long distance. The indri is now critically endangered, and 　　30　　 numbers are still falling because of deforestation. 　 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. reveals　B. feast　C. residue　D. present　E. contaminated　F. consistent　G. imply　H. trade　I. connected　J. story　K. cultivated 　 Archaeologists working at Etowah, in the American state of Georgia, have found something unexpected in pieces of pottery about a thousand years old: traces of cacao, the plant from which chocolate is made. Cacao was first grown in Mesoamerica, thousands of kilometres away. Its presence at Etowah therefore 　　31　　 something important: the people who lived there were linked to places far beyond their own region. The pottery came from a 　　32　　 held to mark the building of one of the great earth mounds at the site. The vessels had been buried in a pit along with animal bones and other rubbish, and were stored for decades before scientists analysed the 　　33　　 inside them. Caffeine had been found in similar pottery before, but that proved little, since caffeine is 　　34　　 in several plants native to the Americas. Only genetic analysis could settle the question, and when it was applied to two pieces, it did. The researchers were careful about one thing in particular: ancient material is easily 　　35　　 by modern handling. They were able to show that the DNA had broken down in a way that was 　　36　　 with a sample a thousand years old. The finding does not mean that the people of Etowah learned to build mounds from Mesoamerica, and it does not 　　37　　 that they simply copied what they saw. It does suggest, however, that goods — and probably ideas — moved along 　　38　　 networks that were far wider than historians once believed. How the cacao arrived is still unclear. A trader may have brought it directly, or it may have passed from person to person over a long distance. Whatever the route, the discovery adds to a picture of the ancient Americas as a place where people were far more 　　39　　 than we usually imagine. As one researcher put it, what happened here was not a local event but an American 　　40　　. The find has since changed how archaeologists think about movement across the continent. 　 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. 　 Science is often described as a race. Laboratories compete to publish first, journals compete for the most exciting results, and researchers are judged by how much they produce. The system has delivered remarkable progress — and a growing number of problems. Speed and accuracy are not always friends: when getting there first is everything, careful 　　41　　 becomes a luxury. The consequences are visible in the headlines. Studies that cannot be repeated appear in respected journals; results described as significant turn out to rest on small samples. In one survey, most researchers admitted that they had failed to 　　42　　 a published result. How did this happen? Not through dishonesty, in most cases, but through 　　43　　. Funding, hiring and promotion all reward output: papers, citations, positions in rankings. A young researcher who spends three years on one careful study may lose a job to a colleague who produced ten thin ones. Under such rules, even honest people make 　　44　　 choices. This is the background to a movement that calls itself “slow science”. Its 　　45　　 is simple: good research takes time, and a system that refuses to give researchers time will produce work that looks impressive and cannot be trusted. Critics are quick to answer. Slowness is not the same as quality; some “slow” work is simply 　　46　　 work that nobody has finished. More importantly, the problem may not be speed at all. Researchers who work quickly are not necessarily careless; many are responding to the 　　47　　 they face. That is why the most promising reforms are structural rather than personal. Funders can reward replication studies, which check others' work. Hiring committees can judge the quality of a few papers rather than the 　　48　　 of many. None of this is an argument for slowing down for its own sake. Some projects take a decade; others come together in a week, and forcing them all to move at the same 　　49　　 would be a mistake. There is also a practical reason to care. Public money pays for most research, and public trust depends on results that can be believed. Every retracted paper makes the next honest claim harder to 　　50　　. A system that rewards speed above all will not only produce worse science; it will also teach a generation to be 　　51　　 of depth. One answer is to refuse to be 　　52　　 by the numbers: to spend an extra month on an experiment that deserves it. Another is to ask for something better: a system that judges researchers by what they discovered rather than what they 　　53　　. Such changes will not come quickly. But they are already being tried by laboratories and funding bodies that have decided the race is not worth its 　　54　　. Whether slow science spreads will depend less on slogans than on 　　55　　. 　 41. A. speed B. verification C. funding D. travel 42. A. read B. publish C. reproduce D. believe 43. A. structure B. laziness C. accident D. tradition 44. A. careful B. sensible C. bold D. poor 45. A. message B. secret C. budget D. problem 46. A. unpaid B. famous C. unfinished D. careful 47. A. equipment B. pressure C. weather D. readers 48. A. title B. price C. speed D. number 49. A. speed B. price C. stage D. direction 50. A. fund B. publish C. believe D. write 51. A. proud B. afraid C. capable D. tired 52. A. paid B. hired C. taught D. ruled 53. A. published B. earned C. forgot D. hoped 54. A. rewards B. rules C. costs D. spectators 55. A. talent B. incentives C. luck D. technology 　 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 　 A shark is, in most respects, a machine for detecting things. It can smell a drop of blood in an ocean of water, feel the faint electrical field of a hiding fish, and sense vibrations through its skin. Hearing, oddly, was the sense scientists trusted least. The received view held that sharks respond only to sounds produced within a few metres — close enough to be part of the attack itself. A new study suggests that the received view is too modest. Working with blacktip sharks, a team played recorded sounds through underwater speakers and filmed the animals' responses. Some of the sharks turned away sharply when particular frequencies were played. What interested the researchers was the distance at which they did so: some reacted at seventy-four metres. That figure required explanation, because sound behaves differently in water from the way it does in air. A passing wave carries two things at once. One is a change in pressure, which travels in every direction and is what a human ear registers. The other is the physical movement of water particles, which is stronger close to the source and weakens quickly with distance. A fish with an inner ear attuned to pressure would lose the signal long before seventy-four metres. A fish sensing particle motion could still detect it. The team's conclusion is that sharks are detecting particle motion — something that had never been demonstrated in the group before. The finding changes a practical question as well as a theoretical one. If sharks can hear a boat, a swimmer or a struggling fish from that far away, then the noise produced by shipping and by coastal construction may be affecting them in ways nobody has measured. As one researcher put it, the animals are not living in the quiet ocean we imagine. The work does not show that sharks are attracted to sound, still less that they follow it towards people. Most of the recorded responses were avoidance. But it does mean that a sense long assumed to be minor may be doing real work in how these animals find food, avoid danger and choose where to swim. 　 56. What was the traditional view of sharks' hearing? A. That they relied on it more than on smell. B. That they responded only to very nearby sounds. C. That they could hear across several kilometres. D. That they had no sense of hearing at all. 　 57. How did the sharks in the study react to the played sounds? A. They swam towards the speakers in most trials. B. They turned sharply away from certain frequencies. C. They stopped moving until the sound ended. D. They made no measurable response at all. 　 58. Why does the passage discuss pressure and particle motion? A. To explain why water carries sound further than air does. B. To show how an inner ear could detect a distant source. C. To argue that sharks hear better than most fish. D. To describe how the underwater speakers were built. 　 59. What practical concern does the study raise? A. Loud noises may drive sharks away from feeding grounds. B. Human-made underwater noise may be affecting sharks unmeasured. C. Sharks may be attracted to swimmers by the sounds they make. D. Shipping may be preventing sharks from hearing one another. 　 　 Passage B 　 COASTAL MARINE LABORATORY　　Open Saturdays, 10:00–16:00, free The laboratory's tanks hold the species its researchers study in the field, and volunteers run a short session on how sound travels underwater. Visitors can watch recordings of fish and shark behaviour made with underwater microphones. Children under 12 must be accompanied. No booking; groups of more than ten should telephone ahead. INSTITUTE OF PLANT GENETICS　　First Wednesday of each month, 14:00–17:00, £6 The institute maintains living collections of historic apple and pear varieties, some of them more than a century old, and runs a demonstration of how a leaf sample is used to identify a tree. Visitors may bring a single leaf from their own garden for identification. Booking essential; each session is limited to twenty people. ATMOSPHERIC OBSERVATORY　　Friday evenings in clear weather, from 19:30, free The observatory opens its roof and its instruments when the sky is clear enough to be useful. Staff explain how the site's measurements feed into long-term records of temperature and air quality. There is a short walk up an unlit path, so bring a torch and wear suitable shoes. Check the website after 17:00 on the day: sessions are cancelled if cloud is forecast. MUSEUM OF ANCIENT TECHNOLOGY　　Daily except Monday, 09:30–17:30, £9 The museum's workshops demonstrate metal casting, glassmaking and pottery using methods reconstructed from excavated objects. The current display explains how researchers identify the materials a furnace was used for by examining the crucibles and moulds left behind. Last entry 16:30. Wheelchair access to the main halls; the workshops are reached by stairs. 　 Institute Opening times Cost Booking Coastal Marine Laboratory Saturdays, 10:00–16:00 free not needed; telephone ahead for groups over ten Institute of Plant Genetics first Wednesday monthly, 14:00–17:00 £6 essential; twenty places per session Atmospheric Observatory Friday evenings in clear weather, from 19:30 free not needed; check the website after 17:00 Museum of Ancient Technology daily except Monday, 09:30–17:30 £9 not needed; last entry 16:30 　 60. Which place requires visitors to book in advance? A. The Coastal Marine Laboratory. B. The Institute of Plant Genetics. C. The Atmospheric Observatory. D. The Museum of Ancient Technology. 　 61. What can visitors to the Institute of Plant Genetics do that is not offered elsewhere? A. Handle living plants in the collection. B. Have a sample from their own garden identified. C. Take part in an experiment using laboratory equipment. D. Buy young trees grown from historic varieties. 　 62. What do the observatory and the museum have in common? A. Both charge an entrance fee. B. Both warn that part of the visit involves limited access. C. Both are open only in the evening. D. Both require visitors to check the website on the day. 　 　 Passage C 　 For someone paralysed by an injury to the upper spinal cord, the cruellest loss is not always movement. It is the ability to be understood. Speech depends on muscles in the throat, tongue and lips that no longer receive instructions, and even a patient who can shape words silently may take minutes to produce a single sentence. A new system takes a different route. Electrodes resting on the surface of the brain record the activity that would once have produced speech and gesture, and software converts that activity into two outputs at the same time: a synthesised voice, and an animated figure on a screen whose face and hands move as the user intends. Generating the two together is the whole point of the design. The reason is that speech and gesture were never separate acts. In ordinary conversation a speaker's hands begin to move before the words arrive, and listeners read the two together, taking much of the meaning from the combination. Systems that asked patients to produce only one of them could be understood, but they never felt like a person talking. Participants in the new trial — one of whom described the experience as “hearing myself again” — were able to hold short conversations in which the two channels stayed in step. The work remains at an early stage. The equipment is bulky, the surgery is significant, and only a small number of people have taken part. The direction, however, is clear. The aim is no longer simply to restore a channel of communication, but to restore the ordinary impression of someone speaking, which is what a conversation actually is. 　 63. What does the passage describe as the cruellest loss for patients with this kind of injury? A. The loss of all hand movement. B. The inability to make themselves understood. C. The need to rely on written messages. D. The loss of the ability to swallow. 　 64. What is distinctive about the new system? A. It works without any surgery. B. It produces voice and gesture together. C. It allows patients to type at normal speed. D. It uses a camera rather than electrodes. 　 65. Why does the writer insist that speech and gesture were never separate? A. Because patients cannot control one without the other. B. Because listeners take meaning from the combination of both. C. Because gesture developed earlier than spoken language. D. Because hand movements are easier to record. 　 66. What can be inferred about the current stage of the work? A. It is ready for widespread use. B. It is promising but still far from practical. C. It has been tested only on healthy volunteers. D. It has replaced earlier methods of communication. 　 　 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. 　 Every spring, microscopic plants in the sunlit surface of the ocean bloom and then die. What sinks out of that layer is not a tidy stream of single cells but loose clumps known as marine snow — mucus, dead plankton and shells of calcium carbonate, all falling slowly towards the deep. This material is one of the ways the ocean locks carbon away. 　　67　　 A study published in the Proceedings of the National Academy of Sciences has named the culprit. It is not chemistry but biology: cities of microbes living inside the particles. To study them, the team built a microfluidic chip that mimics a snowflake and added fluorescent molecules whose brightness changes with the oxygen content and acidity of their surroundings. 　　68　　 The apparatus was so sensitive that the breathing of people in the room disturbed the readings. What the researchers found was this. Many carbon-eating microbes take in oxygen and give out carbon dioxide, which becomes carbonic acid in water. Packed into a particle a fraction of a millimetre across, they raise the acidity sharply. 　　69　　 And as the shell dissolves, the particle becomes lighter, sinks more slowly, and spends longer in the upper water, where its carbon has a better chance of escaping back into the environment. How much this matters globally is still being worked out. Dissolved carbonate partly cancels the effect, and the team emphasises that the overall consequences for ocean chemistry remain to be calculated. 　　70　　 As one oceanographer not involved in the study remarked, large-scale changes in the chemistry of the planet often turn on interactions at very small scales. 　 A. This allowed them to watch the chemistry of a single particle change in real time. B. Some of it, however, is dissolving on the way down and releasing its carbon back into the water. C. Plankton blooms have become more frequent in several ocean regions. D. That acidity attacks the shells of calcium carbonate inside the clump. E. Calcium carbonate is also produced by corals and by certain seaweeds. F. What is already clear is that the fate of a falling particle depends on what is living inside it. 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 $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 5 　 II. Grammar and Vocabulary 　 Section A　Grammar 出处：Smithsonian Magazine · Sarah Kuta · 2026年10月2日 ·《These Wild Lemurs Sing Just Like Opera Stars》 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. 　 The indri, a lemur that lives in the rainforests of eastern Madagascar, does something no other lemur does: it sings. And according to new research, it sings rather like a trained opera singer. Professional singers are taught to change the shape of their mouths 　　21　　(make) their voices louder and clearer. They often open their mouths wider as they move up a musical scale, which helps them hit high notes without 　　22　　(strain) their vocal cords. Researchers wanted to know 　　23　　 wild indris do the same thing. They analysed 83 video recordings of 19 animals, using technology to follow the position of the animals' lips frame by frame, and then compared the images with the sound of the animals singing. The results were clear. The 　　24　　(high) the note, the wider the indri opened its mouth — exactly 　　25　　 a human soprano does. This probably helps the animal make its call louder, which matters a great deal in a forest where trees block the sound. The indri uses song mainly 　　26　　(hold) its territory. Groups sing, and other groups answer, and the exchange can continue for 　　27　　 hour. What makes the finding 　　28　　(usual) is the family tree. Humans and indris are both primates, but their ancestors separated about 74 million years ago. The two species 　　29　　(develop) the same technique independently, because they faced the same problem: how to send a sound across a long distance. The indri is now critically endangered, and 　　30　　 numbers are still falling because of deforestation. 　 Section B　Vocabulary 出处：Smithsonian Magazine · Joshua Rapp Learn · 2026年10月2日 ·《Ancient Pottery Reveals Traces of Chocolate》 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. reveals　B. feast　C. residue　D. present　E. contaminated　F. consistent　G. imply　H. trade　I. connected　J. story　K. cultivated 　 Archaeologists working at Etowah, in the American state of Georgia, have found something unexpected in pieces of pottery about a thousand years old: traces of cacao, the plant from which chocolate is made. Cacao was first grown in Mesoamerica, thousands of kilometres away. Its presence at Etowah therefore 　　31　　 something important: the people who lived there were linked to places far beyond their own region. The pottery came from a 　　32　　 held to mark the building of one of the great earth mounds at the site. The vessels had been buried in a pit along with animal bones and other rubbish, and were stored for decades before scientists analysed the 　　33　　 inside them. Caffeine had been found in similar pottery before, but that proved little, since caffeine is 　　34　　 in several plants native to the Americas. Only genetic analysis could settle the question, and when it was applied to two pieces, it did. The researchers were careful about one thing in particular: ancient material is easily 　　35　　 by modern handling. They were able to show that the DNA had broken down in a way that was 　　36　　 with a sample a thousand years old. The finding does not mean that the people of Etowah learned to build mounds from Mesoamerica, and it does not 　　37　　 that they simply copied what they saw. It does suggest, however, that goods — and probably ideas — moved along 　　38　　 networks that were far wider than historians once believed. How the cacao arrived is still unclear. A trader may have brought it directly, or it may have passed from person to person over a long distance. Whatever the route, the discovery adds to a picture of the ancient Americas as a place where people were far more 　　39　　 than we usually imagine. As one researcher put it, what happened here was not a local event but an American 　　40　　. The find has since changed how archaeologists think about movement across the continent. 　 III. Reading Comprehension 　 Section A　Cloze 出处：素材依据：The Guardian · 2024–2026年“慢科学”（slow science）运动与科研评价体系改革讨论、Nature 关于重复性危机与负结果发表的社论 · 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. 　 Science is often described as a race. Laboratories compete to publish first, journals compete for the most exciting results, and researchers are judged by how much they produce. The system has delivered remarkable progress — and a growing number of problems. Speed and accuracy are not always friends: when getting there first is everything, careful 　　41　　 becomes a luxury. The consequences are visible in the headlines. Studies that cannot be repeated appear in respected journals; results described as significant turn out to rest on small samples. In one survey, most researchers admitted that they had failed to 　　42　　 a published result. How did this happen? Not through dishonesty, in most cases, but through 　　43　　. Funding, hiring and promotion all reward output: papers, citations, positions in rankings. A young researcher who spends three years on one careful study may lose a job to a colleague who produced ten thin ones. Under such rules, even honest people make 　　44　　 choices. This is the background to a movement that calls itself “slow science”. Its 　　45　　 is simple: good research takes time, and a system that refuses to give researchers time will produce work that looks impressive and cannot be trusted. Critics are quick to answer. Slowness is not the same as quality; some “slow” work is simply 　　46　　 work that nobody has finished. More importantly, the problem may not be speed at all. Researchers who work quickly are not necessarily careless; many are responding to the 　　47　　 they face. That is why the most promising reforms are structural rather than personal. Funders can reward replication studies, which check others' work. Hiring committees can judge the quality of a few papers rather than the 　　48　　 of many. None of this is an argument for slowing down for its own sake. Some projects take a decade; others come together in a week, and forcing them all to move at the same 　　49　　 would be a mistake. There is also a practical reason to care. Public money pays for most research, and public trust depends on results that can be believed. Every retracted paper makes the next honest claim harder to 　　50　　. A system that rewards speed above all will not only produce worse science; it will also teach a generation to be 　　51　　 of depth. One answer is to refuse to be 　　52　　 by the numbers: to spend an extra month on an experiment that deserves it. Another is to ask for something better: a system that judges researchers by what they discovered rather than what they 　　53　　. Such changes will not come quickly. But they are already being tried by laboratories and funding bodies that have decided the race is not worth its 　　54　　. Whether slow science spreads will depend less on slogans than on 　　55　　. 　 41. A. speed B. verification C. funding D. travel 42. A. read B. publish C. reproduce D. believe 43. A. structure B. laziness C. accident D. tradition 44. A. careful B. sensible C. bold D. poor 45. A. message B. secret C. budget D. problem 46. A. unpaid B. famous C. unfinished D. careful 47. A. equipment B. pressure C. weather D. readers 48. A. title B. price C. speed D. number 49. A. speed B. price C. stage D. direction 50. A. fund B. publish C. believe D. write 51. A. proud B. afraid C. capable D. tired 52. A. paid B. hired C. taught D. ruled 53. A. published B. earned C. forgot D. hoped 54. A. rewards B. rules C. costs D. spectators 55. A. talent B. incentives C. luck D. technology 　 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: Nature, October 2026 　 A shark is, in most respects, a machine for detecting things. It can smell a drop of blood in an ocean of water, feel the faint electrical field of a hiding fish, and sense vibrations through its skin. Hearing, oddly, was the sense scientists trusted least. The received view held that sharks respond only to sounds produced within a few metres — close enough to be part of the attack itself. A new study suggests that the received view is too modest. Working with blacktip sharks, a team played recorded sounds through underwater speakers and filmed the animals' responses. Some of the sharks turned away sharply when particular frequencies were played. What interested the researchers was the distance at which they did so: some reacted at seventy-four metres. That figure required explanation, because sound behaves differently in water from the way it does in air. A passing wave carries two things at once. One is a change in pressure, which travels in every direction and is what a human ear registers. The other is the physical movement of water particles, which is stronger close to the source and weakens quickly with distance. A fish with an inner ear attuned to pressure would lose the signal long before seventy-four metres. A fish sensing particle motion could still detect it. The team's conclusion is that sharks are detecting particle motion — something that had never been demonstrated in the group before. The finding changes a practical question as well as a theoretical one. If sharks can hear a boat, a swimmer or a struggling fish from that far away, then the noise produced by shipping and by coastal construction may be affecting them in ways nobody has measured. As one researcher put it, the animals are not living in the quiet ocean we imagine. The work does not show that sharks are attracted to sound, still less that they follow it towards people. Most of the recorded responses were avoidance. But it does mean that a sense long assumed to be minor may be doing real work in how these animals find food, avoid danger and choose where to swim. 　 56. What was the traditional view of sharks' hearing? A. That they relied on it more than on smell. B. That they responded only to very nearby sounds. C. That they could hear across several kilometres. D. That they had no sense of hearing at all. 　 57. How did the sharks in the study react to the played sounds? A. They swam towards the speakers in most trials. B. They turned sharply away from certain frequencies. C. They stopped moving until the sound ended. D. They made no measurable response at all. 　 58. Why does the passage discuss pressure and particle motion? A. To explain why water carries sound further than air does. B. To show how an inner ear could detect a distant source. C. To argue that sharks hear better than most fish. D. To describe how the underwater speakers were built. 　 59. What practical concern does the study raise? A. Loud noises may drive sharks away from feeding grounds. B. Human-made underwater noise may be affecting sharks unmeasured. C. Sharks may be attracted to swimmers by the sounds they make. D. Shipping may be preventing sharks from hearing one another. 　 　 Passage B Source: compiled from institute open-day notices, October 2026 　 COASTAL MARINE LABORATORY　　Open Saturdays, 10:00–16:00, free The laboratory's tanks hold the species its researchers study in the field, and volunteers run a short session on how sound travels underwater. Visitors can watch recordings of fish and shark behaviour made with underwater microphones. Children under 12 must be accompanied. No booking; groups of more than ten should telephone ahead. INSTITUTE OF PLANT GENETICS　　First Wednesday of each month, 14:00–17:00, £6 The institute maintains living collections of historic apple and pear varieties, some of them more than a century old, and runs a demonstration of how a leaf sample is used to identify a tree. Visitors may bring a single leaf from their own garden for identification. Booking essential; each session is limited to twenty people. ATMOSPHERIC OBSERVATORY　　Friday evenings in clear weather, from 19:30, free The observatory opens its roof and its instruments when the sky is clear enough to be useful. Staff explain how the site's measurements feed into long-term records of temperature and air quality. There is a short walk up an unlit path, so bring a torch and wear suitable shoes. Check the website after 17:00 on the day: sessions are cancelled if cloud is forecast. MUSEUM OF ANCIENT TECHNOLOGY　　Daily except Monday, 09:30–17:30, £9 The museum's workshops demonstrate metal casting, glassmaking and pottery using methods reconstructed from excavated objects. The current display explains how researchers identify the materials a furnace was used for by examining the crucibles and moulds left behind. Last entry 16:30. Wheelchair access to the main halls; the workshops are reached by stairs. 　 Institute Opening times Cost Booking Coastal Marine Laboratory Saturdays, 10:00–16:00 free not needed; telephone ahead for groups over ten Institute of Plant Genetics first Wednesday monthly, 14:00–17:00 £6 essential; twenty places per session Atmospheric Observatory Friday evenings in clear weather, from 19:30 free not needed; check the website after 17:00 Museum of Ancient Technology daily except Monday, 09:30–17:30 £9 not needed; last entry 16:30 　 60. Which place requires visitors to book in advance? A. The Coastal Marine Laboratory. B. The Institute of Plant Genetics. C. The Atmospheric Observatory. D. The Museum of Ancient Technology. 　 61. What can visitors to the Institute of Plant Genetics do that is not offered elsewhere? A. Handle living plants in the collection. B. Have a sample from their own garden identified. C. Take part in an experiment using laboratory equipment. D. Buy young trees grown from historic varieties. 　 62. What do the observatory and the museum have in common? A. Both charge an entrance fee. B. Both warn that part of the visit involves limited access. C. Both are open only in the evening. D. Both require visitors to check the website on the day. 　 　 Passage C Source: Smithsonian Magazine, October 2026 　 For someone paralysed by an injury to the upper spinal cord, the cruellest loss is not always movement. It is the ability to be understood. Speech depends on muscles in the throat, tongue and lips that no longer receive instructions, and even a patient who can shape words silently may take minutes to produce a single sentence. A new system takes a different route. Electrodes resting on the surface of the brain record the activity that would once have produced speech and gesture, and software converts that activity into two outputs at the same time: a synthesised voice, and an animated figure on a screen whose face and hands move as the user intends. Generating the two together is the whole point of the design. The reason is that speech and gesture were never separate acts. In ordinary conversation a speaker's hands begin to move before the words arrive, and listeners read the two together, taking much of the meaning from the combination. Systems that asked patients to produce only one of them could be understood, but they never felt like a person talking. Participants in the new trial — one of whom described the experience as “hearing myself again” — were able to hold short conversations in which the two channels stayed in step. The work remains at an early stage. The equipment is bulky, the surgery is significant, and only a small number of people have taken part. The direction, however, is clear. The aim is no longer simply to restore a channel of communication, but to restore the ordinary impression of someone speaking, which is what a conversation actually is. 　 63. What does the passage describe as the cruellest loss for patients with this kind of injury? A. The loss of all hand movement. B. The inability to make themselves understood. C. The need to rely on written messages. D. The loss of the ability to swallow. 　 64. What is distinctive about the new system? A. It works without any surgery. B. It produces voice and gesture together. C. It allows patients to type at normal speed. D. It uses a camera rather than electrodes. 　 65. Why does the writer insist that speech and gesture were never separate? A. Because patients cannot control one without the other. B. Because listeners take meaning from the combination of both. C. Because gesture developed earlier than spoken language. D. Because hand movements are easier to record. 　 66. What can be inferred about the current stage of the work? A. It is ready for widespread use. B. It is promising but still far from practical. C. It has been tested only on healthy volunteers. D. It has replaced earlier methods of communication. 　 　 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. 　 Every spring, microscopic plants in the sunlit surface of the ocean bloom and then die. What sinks out of that layer is not a tidy stream of single cells but loose clumps known as marine snow — mucus, dead plankton and shells of calcium carbonate, all falling slowly towards the deep. This material is one of the ways the ocean locks carbon away. 　　67　　 A study published in the Proceedings of the National Academy of Sciences has named the culprit. It is not chemistry but biology: cities of microbes living inside the particles. To study them, the team built a microfluidic chip that mimics a snowflake and added fluorescent molecules whose brightness changes with the oxygen content and acidity of their surroundings. 　　68　　 The apparatus was so sensitive that the breathing of people in the room disturbed the readings. What the researchers found was this. Many carbon-eating microbes take in oxygen and give out carbon dioxide, which becomes carbonic acid in water. Packed into a particle a fraction of a millimetre across, they raise the acidity sharply. 　　69　　 And as the shell dissolves, the particle becomes lighter, sinks more slowly, and spends longer in the upper water, where its carbon has a better chance of escaping back into the environment. How much this matters globally is still being worked out. Dissolved carbonate partly cancels the effect, and the team emphasises that the overall consequences for ocean chemistry remain to be calculated. 　　70　　 As one oceanographer not involved in the study remarked, large-scale changes in the chemistry of the planet often turn on interactions at very small scales. 　 A. This allowed them to watch the chemistry of a single particle change in real time. B. Some of it, however, is dissolving on the way down and releasing its carbon back into the water. C. Plankton blooms have become more frequent in several ocean regions. D. That acidity attacks the shells of calcium carbonate inside the clump. E. Calcium carbonate is also produced by corals and by certain seaweeds. F. What is already clear is that the fate of a falling particle depends on what is living inside it. 　 ANSWERS AND EXPLANATIONS 　 Section A　Grammar 21. to make　【不定式作目的状语】改变嘴型的目的是使声音更响亮。 22. straining　【动名词】without 为介词，后接动名词。 23. whether　【宾语从句】know 后接从句，与 or 呼应，表“是否”。【易错】if 也可，但正式文体中与 or not 连用时优先 whether。 24. higher　【比较级】the + 比较级…, the + 比较级… 固定句型。【易错】high 的比较级为 higher，非 more high。 25. what　【宾语从句】exactly ___ a human soprano does 中，what 作 does 的宾语。 26. to hold　【不定式作目的状语】use sth to do sth。 27. an　【不定冠词】hour 中 h 不发音，以元音音素开头，用 an。 28. unusual　【词形转换】make + 宾语 + 宾补；usual 加否定前缀 un-，表“不寻常的”。 29. developed　【一般过去时】ancestors separated 为过去，两个物种“发展出”该技巧亦为过去。 30. its　【物主代词】指代 the indri 的数量，用 its。【易错】numbers 为复数，但所属关系仍用 its 指物种。 速查：21. to make　22. straining　23. whether　24. higher　25. what　26. to hold　27. an　28. unusual　29. developed　30. its 　 Section B　Vocabulary 31. A（reveals）　【动词第三人称单数】Its presence therefore ___ something；reveal 表“揭示、表明”。 32. B（feast）　【名词】came from a ___ held to mark…；feast 表“盛宴”，与后文 animal bones 呼应。 33. C（residue）　【名词】analysed the ___ inside them，指陶片内的“残留物”。 34. D（present）　【形容词】be ___ in 表“存在于…”；present 亦作名词/动词，属一词多性考点。 35. E（contaminated）　【被动语态】is easily ___ by modern handling；contaminate 表“污染”。 36. F（consistent）　【固定搭配】consistent with 表“与…相符”。 37. G（imply）　【动词】does not ___ that… 表“并不意味着”，与前半句 does not mean 构成同义重申。 38. H（trade）　【名词作定语】trade networks 表“贸易网络”。 39. I（connected）　【形容词】people were far more ___ 表“彼此关联的”。 40. J（story）　【名词】not a local event but an American ___，not…but… 结构要求名词与 event 形成对照。 【多余词】K. cultivated —— 语篇已用 grown 表达“种植”，无需近义词。 速查：31-40: A B C D E F G H I J　　多余词: K 　 Section A　Cloze 41. B（verification）　【句组·对照】when getting there first is everything 与“认真核对成为奢侈品”构成对照；前半句已点明 speed and accuracy，故空格应指“核对／验证”。speed 与前半句重复，funding 与“求快”的因果链无关。 42. C（reproduce）　【句组·复现】上一句 Studies that cannot be repeated 是直接线索：多数研究者承认未能“重复”他人已发表的结果。read、publish 与“重复性危机”主题不符。 43. A（structure）　【句组·因果】Not through dishonesty…but through ___ 需引出非个人品行的原因；冒号后经费、招聘、晋升都奖励产出，正是一套“结构／制度”。laziness 属个人品行，与 not dishonesty 的排除逻辑重复；accident 无法解释系统性问题。 44. D（poor）　【句组·让步】even honest people 提示“连诚实者也会如此”，空格应指负面后果：在如此规则下做出“糟糕的”选择。sensible、careful 与“制度致病”的论证相反。 45. A（message）　【句组·复现】冒号后的“好研究需要时间”是这项主张的核心表述，message 表“主张／要旨”。budget、secret 与后文的直白陈述不符。 46. C（unfinished）　【句组·对照】Slowness is not the same as quality 之后列举反例：“慢”作品可能只是无人完成的烂尾工作，unfinished 与“质量”对照。unpaid、famous 与“质量／完成度”无关；careful 表褒义，与该句的批评语气相反，故不选。 47. B（pressure）　【句组·复现】前文列举经费、招聘、晋升等制度性压力；many are simply responding to the ___ they face 与上段 through structure 呼应。equipment、weather 与“激励制度”无关。 48. D（number）　【句组·对照】the quality of a few papers rather than the ___ of many 是“质—量”对照，number 与 quality 对举。title、price 与“论文数量”无关。 49. A（speed）　【句组·让步】None of this is an argument for slowing down for its own sake 是让步前提，故“强迫所有项目以同一速度推进”是错误。price、direction 无法与 Some…in a week 的时间尺度呼应。 50. C（believe）　【句组·因果】public trust depends on results that can be believed 是原因，故每篇撤稿、每项无法重复的研究都使下一个诚实结论“更难被相信”。fund、publish 与“信任受损”的因果方向不符。 51. B（afraid）　【句组·递进】not only…it will also… 构成递进：不仅科学变差，还会让一代人对“深度”心生畏惧。proud、capable 与递进的负面评价不符。 52. D（ruled）　【句组·复现】空后冒号处“为一个值得的实验多花一个月”，是拒绝被指标“支配”的自主选择，ruled by the numbers 表“被数字支配”。paid、hired 表被动雇佣关系，与自主性无关。 53. A（published）　【句组·对照】judges researchers by what they discovered rather than what they ___ 为“发现—发表”对照，呼应全文“重数量轻实质”的批评。earned、hoped 与“科研评价标准”无关。 54. C（costs）　【语篇·态度】作者主张竞赛的收益已被其代价抵消：the race is not worth its ___，costs 与前文“重复性危机、信任受损”呼应。rewards 与 not worth 的否定逻辑矛盾。 55. B（incentives）　【语篇·统摄】末句 As long as a researcher's next contract depends on this year's output… 直接解释“激励机制”才是决定因素；全文论证的落点正是制度而非劝诫。talent、technology、luck 均与“合同取决于产出”的线索无关。 速查：41-55: B C A D A C B D A C B D A C B 　 逻辑覆盖：转折/对照 5 · 因果 4 · 复现/递进 4 · 语篇统摄 2（共 15 题，四类齐全） 　 Section B　Passage A 56. B　Detail. Para 1: the received view held that sharks respond only to sounds produced within a few metres. A is not claimed; C reverses the claim; D contradicts the whole passage. 57. B　Detail. Para 2: some sharks turned away sharply when particular frequencies were played, and the last paragraph stresses that most responses were avoidance. A, C and D contradict this. 58. B　Inference. Para 3 contrasts an ear attuned to pressure, which would lose the signal long before seventy-four metres, with one sensing particle motion, which would not — the basis of the conclusion drawn in Para 4. A is background; C makes a comparison the text avoids; D is not the purpose. 59. B　Inference. Para 4: if sharks can hear a boat or a swimmer from that far away, then shipping and construction noise 'may be affecting them in ways nobody has measured'. A specifies an effect not claimed; C contradicts the section on avoidance; D is not mentioned. 　 Section B　Passage B 60. B　Detail. The plant genetics entry states that booking is essential and that each session is limited to twenty people. The marine laboratory needs no booking; the observatory only asks for a weather check; the museum gives only a last-entry time. 61. B　Detail. The plant genetics entry invites visitors to bring a single leaf from their own garden for identification. A, C and D describe things the entry does not offer. 62. B　Inference. The observatory warns of a short walk up an unlit path; the museum notes that its workshops are reached by stairs. Both therefore warn that part of the visit is not fully accessible. A and C apply to only one venue; D applies only to the observatory. 　 Section B　Passage C 63. B　Detail. Para 1: the cruellest loss is not always movement but the ability to be understood, illustrated by the difficulty of producing a sentence. A contradicts the emphasis; C and D are not mentioned. 64. B　Detail. Para 2: generating a synthesised voice and a moving figure together 'is the whole point of the design'. A contradicts the significant surgery; C is not mentioned; D reverses the technology described. 65. B　Inference. Para 3: listeners read words and gesture together and take much of the meaning from the combination, which is why single-channel systems never felt like a person talking. A confuses the listener's need with the patient's limitation; C and D are unsupported. 66. B　Inference. The last paragraph lists the bulky equipment, the significant surgery and the small number of participants, then states that the direction is clear. A contradicts those limits; C is wrong; D is not claimed. 　 Section C　六选四 67. B　Gap 67, end of para 1 (the problem stated). The paragraph explains how marine snow carries carbon downwards; the next paragraph names a culprit. B introduces the loss — some of it dissolves on the way down and releases its carbon. C is about plankton frequency, which does not introduce the problem. 68. A　Gap 68, mid para 2 (the tool and what it gave). The paragraph describes the chip and the fluorescent molecules; the next paragraph opens 'What they found was this'. A explains that the apparatus made a single particle's chemistry observable in real time, bridging the two. C and E belong to no gap here. 69. D　Gap 69, mid para 3 (mechanism). The paragraph explains how packed microbes raise acidity sharply, and the next sentence continues with 'And as the shell dissolves…'. D supplies the shell being attacked, using 'That acidity' to refer back. E discusses other sources of carbonate and breaks the chain. 70. F　Gap 70, end of para 4 (before the closing remark). The paragraph says the global consequences remain to be calculated; F states what is already clear, and the quotation from an outside oceanographer follows naturally. C and E are irrelevant to the conclusion. 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 $