专题08 阅读表达-备战2027年高考英语名校及联考试题分类专项训练（北京专用）

专题08 阅读表达 目录： 1. 北京师范大学附中2026-2027学年高三开学摸底考试英语试题 2. 北京中国人民大学附属中学2026-2027学年高三开学考英语试题 3. 北京市顺义牛栏山第一中学2026-2027学年度高9月英语试卷 4. 北京市第二中学2026-2027学年度高三年级开学测试英语试题 5. 北京交通大学附属中学2026-2027学年高三9月月考英语试题 6. 北京清华大学附属中学2026-2027学年高三9月统练三英语试卷 7. 北京中国人民大学附属中学2026-2027学年高三10月月考英语 8. 北京师范大学附属中学2026-2027学年高三10月阶段检测英语试题 9. 北京市第八十中学2026-2027学年高三10月阶段检测英语试题 10. 北京市八一学校2026-2027学年高三10月月考英语试题 限时练习：_________分钟 完成时间： 月 日 【一、北京师范大学附中2026-2027学年高三开学摸底考试英语试题 】 阅读下面短文，根据题目要求用英文回答问题。请在答题纸指定区域作答。 The Cambridge Dictionary defines curiosity as “an eager wish to know or learn about something” which comes in various types. Ian Leslie, in his book Curious, outlines three types: “adventurous curiosity”, the desire to explore new places and people; “intellectual curiosity”, the deep dive you take when finding out about a particular topic; and “empathetic curiosity”, the wanting to find out more about the people around us. As children, we bubble over with curiosity. However, as we grow up, it can fade. Worse, we can come to believe that it’s a bad thing. After all, didn’t it kill the cat? Neuroscience suggests one explanation for this decline. Brains in early childhood possess great plasticity and lay down lots of neural pathways based on the information we gather from all that curious exploring and experimenting. However, as we grow older, our brains lose some of that flexibility. And we rely on those earlier pathways to deal with the things we’ve seen and done before. It’s a way of conserving brain energy for economy and competence in coping with ordinary life. Whatever underlies our shrinking curiosity, research repeatedly shows that we’d be better off continuing to cultivate it. Curiosity is linked to lower levels of anxiety, a greater satisfaction in life, achieving academically, building empathy and improved relationships. It also protects brain health through staying mentally active by trying something new. These positive effects of curiosity are deeply intertwined with our brain’s chemical responses. Research shows that brain’s dopamine system is activated when something novel happens. Rather than produce pleasure, dopamine actually stimulates our longing to continue the activity, in this case the desire to find out more. It’s easy to see how this brain chemistry has helped us. Curiosity has motivated our ancestors to question, experiment and learn, leading us out of the Stone Age to the Bronze Age and the Iron Age and, finally, to the Information Age. It has sparked our greatest achievements and discoveries and continues in our personal lives to bring greater contentment. So, perhaps the cat was simply unlucky, because for us humans, curiosity continues to be essential, both to our survival and our ability to flourish. 40．What are the three types of curiosity according to Ian Leslie? 41．Why do we rely on earlier pathways to deal with the things we’ve seen and done before? 42．Please decide which part is false in the following statement, then underline it and explain why. ➢ When something novel happens, the dopamine system of the brain is activated to make us feel happy. 43．How do you develop your curiosity? (In about 40 words) 【二、江北京中国人民大学附属中学2026-2027学年高三开学考英语试题】 阅读下面短文，根据题目要求用英文回答问题。请在答题纸指定区域作答。 【三、北京市顺义牛栏山第一中学2026-2027学年度高9月英语试卷】 阅读下面短文，根据题目要求用英文回答问题。请在答题纸指定区域作答。 “I can’t” might actually mean “I don’t want to,” “I’m afraid,” “I’m confused,” or even “I don’t know how.” And after parsing out hidden meanings for the hundredth time, I can understand why my childhood gymnastics coach had put a gym-wide ban on the phrase. Anyone who used it, even the other coaches, had to do 50 push-ups before trying conversation again. It wasn’t that he wanted people to do things beyond their skill or safety level. The policy was against the words themselves. He felt they were a shield to hide behind instead of admitting more useful — and actionable — hesitations. “I’m afraid.” “I’ve never done it by myself.” “I need to rest a few minutes before I try.” “I’m embarrassed to try in front of other people.” “I don’t want to, because…” Academic experiences can follow the same pattern. Answering unexpected questions or trying a new protocol in front of an audience can be crippling. Homework problems can compound and seem to get worse with each try instead of better. We end up uttering “I can’t,” because sometimes it’s easier than “I am so frustrated and exhausted that I want to cry,” “This makes me feel so dumb,” or even “I need help.” As an asthmatic, my most vivid memories come from the annual hazing ritual known as the gym-class mile run. For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” My heart still starts to race just thinking of the number of times my self-preserving “I can’t” was met with a dismissive “Of course you can.” But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. Eventually we, and the people around us, start to believe it. I know there are things I have stopped trying because, well, I just can’t. So why try? The number of laps I have avoided with well-timed bathroom breaks is staggering. I can’t go back and tell my childhood self that the mile run wasn’t worth the anticipatory anxiety. But I can remember how badly I wished even one classmate had acknowledged that I had barely missed the school record in sit-and-reach instead of teasing me about laps the next day. I can remember that “I can’t” can so often mean something else. And I can take the time to try to ask the right questions, so that I can say something more useful in response than “Of course you can.” 40．What did people have to do if they said “I can’t” in the author’s childhood gymnastics? 41．What does “I can’t” actually mean when the author said that in the gym-class mile run? 42．Please decide which part is false in the following statement, then underline it and explain why. Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. 43．What would you do if the expression “I can’t” occurs to you? Why? (In about 40 words) 【四、北京市第二中学2026-2027学年度高三年级开学测试英语试题】 阅读下面短文，根据题目要求用英文回答问题。 Judgement is a quality that is hard to define but important to possess. Sir Andrew Likierman of the London Business School suggests that judgment is “the combination of personal qualities with relevant knowledge and experience to form opinions and take decisions”. And he argues that, thus defined, judgment involves a process — taking in information, deciding whom and what to trust, summarizing one’s personal knowledge, checking any prior beliefs or feelings, summarizing the choices available and then making the decision. Expert knowledge can be useful in making judgments. But they are not the same thing. “Academics have expert knowledge,” Sir Andrew observes. “They don’t necessarily have judgment.” People with judgment know when they are out of their depth in making a decision and typically then seek the advice of someone who has the right background and knowledge. “While good judgment is important to success,” Sir Andrew cautions, “success is not a signal that there has been good judgment.” The degree of judgment required tends to increase as people take on more responsibility. Those with routine tasks generally have limited scope for judgment. Line supervisors have some discretion (自行决定权). For a chief executive, the proportion of decisions involving judgment is high. Deciding not to take action is also a judgment with potentially serious consequences (for example, “I won’t get vaccinated” or “I won’t pay my bills”). The world is full of people whose lack of judgment brought their careers or personal life crashing down. Many made the common mistake of assuming everything was fine. Though artificial intelligence gets used for more and more routine tasks in the service sector, exercising judgment may be one area where humans retain an edge over machines. This is far from certain, however. With enough practice, machines may be able to recognize these implicit cues and thus display the equivalent of good judgment. But then, perhaps humans can be taught, too. In the long run, one of the trickiest aspects of human judgment may be knowing precisely when to let machines take decisions and when to leave it to people. 40．What’s Sir Andrew’s definition of judgement? 41．Why aren’t expert knowledge and making judgments the same thing? 42．Please decide which part of the following statement is false, then underline it and explain why. Although artificial intelligence is widely used for routine tasks, it can never exercise judgment as well as humans. 43．Do you agree that humans “retain an edge over machines” in terms of making judgements? Why or why not? (In about 40 words) 【五、北京交通大学附属中学2026-2027学年高三9月月考英语试题】 阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。 We all love to criticize, but unfortunately, we also hate being criticized. We freely post and comment on others, but feel annoyed at the way others assess us, both online and in person. The world seems unlikely to change anytime soon. Fortunately, though, each of us can change how we give and take criticism, which will make us less likely to harm others, more resistant to being angry, and better able to benefit from feedback — even when it is negative. Criticism is defined as judgment of the merits (优点) and faults of something or someone in written or spoken form. Technically, criticism can include praise, but that isn’t what concerns us here. What annoys us is criticism of the negative variety, even when well-intentioned — so-called constructive criticism, which means to provide guidance so we can improve. Worst of all is destructive criticism, which aims to cause hurt or damage. The culture of criticism isn’t going away. The only way to flourish (繁荣) in it, and despite it, is to adopt new habits of getting and giving critical feedback. One rule is to assume that criticism, even when it seems personal, is not actually about you personally. When we receive criticism, we make it personal in two ways. First, we may naturally analyze the critic rather than the criticism. Second, we tend to consider the criticism a judgment on our natural abilities, rather than on our performance. Interestingly, even among young children, research shows that viewing criticism as a judgment on one’s abilities can lead to lower self-worth, lower positive mood, and less persistence at tasks. If taking criticism is particularly hard for you, you are not alone. However, taking criticism badly is more embarrassing, ultimately, than the criticism itself. If we do the work to learn to accept negative feedback, we will be much better off. 40．What will be the results of changing the way we give and take criticism? 41．What is the difference between constructive and destructive criticism? 42．Please decide which part is false in the following statement, then underline it and explain why. Children who receive criticism have lower self-worth because they take criticism as a judgment on their performance. 43．What benefit(s) would you gain from learning to accept negative feedback? (In about 40 words) 【六、北京清华大学附属中学2026-2027学年高三9月统练三英语试卷】 阅读下面短文，根据题目要求用英文回答问题。 Dumb phones are making a comeback It is hard to imagine life without a smartphone these days. Leave yours at home and you may find yourself lost, moneyless and cut off from social contact. Yet a market is also emerging for phones that are deliberately pea-brained. These dumb phones — confusingly called “feature phones” — account for just 2% of phone sales in America. But demand is growing. In 2016, a Finnish firm, bought the rights to relaunch the devices of Nokia, whose basic phones once dominated the market. It says it is now selling “tens of thousands” of flip-phones a month in America. In May it re-released the Nokia 3210, a mainstay of many millennials’ teenage years, in Europe. It even has Snake, a classic mobile game. Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own. One example is the Light Phone, which is shaped like an iPod and has an e-ink screen like a Kindle. It also allows users to add optional “tools” including a podcast-player and a directions app. What explains the return of the dumb phone? One factor is anxiety over the impact of smartphones — and social-media apps in particular — on young people’s mental health. That is why a first-class British school, announced in July that it would bar its students from bringing smartphones to school, and would provide them with Nokia phones instead. But plenty of grownups are also choosing dumb phones out of their own will. Jose Briones, who moderates a forum dedicated to dumb phones on a social-media site, switched to the Light Phone after growing alarmed at his soaring screen-time record. Other smartphone addicts are instead cutting down the use of their devices either by deleting apps or downloading ones that control screen time. Giving up the supercharged connectivity of a smartphone can lead to panic at first. Christina Dinur, another dumb-phone convert, remembers wondering what to do with herself when waiting in a queue without her smartphone. But, she says, she “settled into it really quickly”. For some, it seems, a dumb phone can be a smart choice. 40．How will people feel if they leave their smartphones at home? 41．What contributes to the return of the dump phone? 42．Please decide which part is false in the following statement, then underline it and explain why. Dump phones are making a comeback, yet startups are just reproducing the old phones. 43．Will you choose a dump phone? Why or why not? 【七、北京中国人民大学附属中学2026-2027学年高三10月月考英语】 Stuttering (口吃) has nothing to do with intelligence. I know this because I stutter. If it takes me a while longer to say a word, it’s not because I can’t remember the word; it’s because the neural pathway that transforms words in my head into sounds in my mouth is wired differently. And differences, of course, are the best way to get negative attention in our society. Taking extra time to get my words out can surely be frustrating, but that’s nothing compared to the misery of dealing with people’s reactions. Almost all children who stutter are discouraged from speaking in one way or another. It’s usually not as direct as someone walking up to them and saying, “Hey, stuttering kid! Keep your mouth shut!” But when your voice causes adults and peers to snicker (窃笑) or roll their eyes, it’s pretty discouraging. Growing up, I learned to avoid speaking whenever possible. I hated what came out of my mouth, full of awkward breaks and pauses. I figured whatever future I had, it probably involved a vow of silence. Today I’m a touring author and comedian. It took me 30-something years to get over stuttering. Did I stop stuttering? No! I couldn’t stop if I wanted to. But I stopped wanting to stop. Instead of wasting all my time and energy trying to meet unattainable standards, I learned that it’s OK to stutter. And I learned by example. I attended the National Stuttering Association conference and met all kinds of people who stutter — people who didn’t hate themselves. They stuttered, and they were OK with it! I remember watching them and thinking, “That’s who I want to be!” There’s a popular saying in comedy: “Your weakness is your strength.” When I first entered my local open-mic scene, I was quickly met with some “smart” guys looking to score a cheap laugh at my expense. I remember introducing myself to one comedian and stuttering on my name, as I usually do. Eager to demonstrate his smartness, he replied, “Is that Nina with five Ns?” “No,” I said, “it’s Nina with two Ns!” Just like that, I had created a joke as the result of someone making fun of my stutter. To this day, whenever I need inspiration for a new joke, I just think about all the ridiculous comments I get from non-stuttering people. It’s a comedy gold mine! 40．Why does it take the author a while longer to say a word? 41．What did the author learn from the National Stuttering Association conference? 42．Please decide which part is false in the following statement, then underline it and explain why. As a comedian, the author turns a deaf ear to all the ridiculous comments from non-stuttering people. 43．How can you apply the author’s idea about weaknesses in your life? 【八、北京师范大学附属中学2026-2027学年高三10月阶段检测英语试题 】 阅读下面短文，根据题目要求用英文回答问题。 Growing up, I idealised independence. I always wanted my own efforts to be enough. When I decided to pursue a postgraduate degree, I wanted to develop a novel research programme and quickly establish myself as an independent scientist. But I was unrealistically optimistic about what I could achieve. As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. As a result, the first four years of my postgraduate career were defined by a series of failures. During my second year, I failed my comprehensive exam because my proposal was unclear. During my third year, I discovered that after treating thousands of seeds, I obtained just one plant I could use for experiments. By my fourth year, my desperation to succeed overshadowed my desire for independence. My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. I worked extensively with other students, constantly asked questions, and helped with ongoing projects to learn everything I could. Finally, I conducted an elegant experiment that would not have been possible without the help of the members in the lab. My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data. By learning when to ask for help, I eventually found myself on the way to becoming an independent scientist. 40．In the beginning, what drove the author to push forward with the research plan? 41．What was the solution by the adviser and the author after those repeated failures? 42．Please decide which part is false in the following statement, then underline it and explain why. > The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. 43．From this story, what can you learn about “independence”? (In about 40 words) 【九、北京市第八十中学2026-2027学年高三10月阶段检测英语试题】 阅读下面短文，根据题目要求回答问题。 “I can’t” might actually mean “I don’t want to,” “I’m afraid,” “I’m confused,” or even “I don’t know how.” And after parsing out hidden meanings for the hundredth time, I can understand why my childhood gymnastics coach had put a gym-wide ban on the phrase. Anyone who used it, even the other coaches, had to do 50 push-ups before trying conversation again. It wasn’t that he wanted people to do things beyond their skill or safety level. The policy was against the words themselves. He felt they were a shield to hide behind instead of admitting more useful — and actionable — hesitations. “I’m afraid.” “I’ve never done it by myself.” “I need to rest a few minutes before I try.” “I’m embarrassed to try in front of other people.” “I don’t want to, because…” Academic experiences can follow the same pattern. Answering unexpected questions or trying a new protocol in front of an audience can be crippling. Homework problems can compound and seem to get worse with each try instead of better. We end up uttering “I can’t,” because sometimes it’s easier than “I am so frustrated and exhausted that I want to cry,” “This makes me feel so dumb,” or even “I need help.” As an asthmatic, my most vivid memories come from the annual hazing ritual known as the gym-class mile run. For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” My heart still starts to race just thinking of the number of times my self-preserving “I can’t” was met with a dismissive “Of course you can.” But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. Eventually we, and the people around us, start to believe it. I know there are things I have stopped trying because, well, I just can’t. So why try? The number of laps I have avoided with well-timed bathroom breaks is staggering. I can’t go back and tell my childhood self that the mile run wasn’t worth the anticipatory anxiety. But I can remember how badly I wished even one classmate had acknowledged that I had barely missed the school record in sit-and-reach instead of teasing me about laps the next day. I can remember that “I can’t” can so often mean something else. And I can take the time to try to ask the right questions, so that I can say something more useful in response than “Of course you can.” 40．What did people have to do if they said “I can’t” in the author’s childhood gymnastics? 41．What does “I can’t” actually mean when the author said that in the gym-class mile run? 42．Please decide which part is false in the following statement, then underline it and explain why. Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. 43．What would you do if the expression “I can’t” occurs to you? Why? (In about 40 words) 【十、北京市八一学校2026-2027学年高三10月月考英语试题】 阅读下面短文，根据题目要求用英文回答问题。 Growing up, I idealised independence. I always wanted my own efforts to be enough. When I decided to pursue a postgraduate degree, I wanted to develop a novel research programme and quickly establish myself as an independent scientist. But I was unrealistically optimistic about what I could achieve. As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. As a result, the first four years of my postgraduate career were defined by a series of failures. During my second year, I failed my comprehensive exam because my proposal was unclear. During my third year, I discovered that after treating thousands of seeds, I obtained just one plant I could use for experiments. By my fourth year, my desperation to succeed overshadowed my desire for independence. My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. I worked extensively with other students, constantly asked questions, and helped with ongoing projects to learn everything I could. Finally, I conducted an elegant experiment that would not have been possible without the help of the members in the lab. My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data. By learning when to ask for help, I eventually found myself on the way to becoming an independent scientist. 40．In the beginning, what drove the author to push forward with the research plan? 41．What was the solution by the adviser and the author after those repeated failures? 42．Please decide which part is false in the following statement, then underline it and explain why. > The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. 43．From this story, what can you learn about “independence”? (In about 40 words) 学科网（北京）股份有限公司 $ 专题08 阅读表达 目录： 1. 北京师范大学附中2026-2027学年高三开学摸底考试英语试题 2. 北京中国人民大学附属中学2026-2027学年高三开学考英语试题 3. 北京市顺义牛栏山第一中学2026-2027学年度高9月英语试卷 4. 北京市第二中学2026-2027学年度高三年级开学测试英语试题 5. 北京交通大学附属中学2026-2027学年高三9月月考英语试题 6. 北京清华大学附属中学2026-2027学年高三9月统练三英语试卷 7. 北京中国人民大学附属中学2026-2027学年高三10月月考英语 8. 北京师范大学附属中学2026-2027学年高三10月阶段检测英语试题 9. 北京市第八十中学2026-2027学年高三10月阶段检测英语试题 10. 北京市八一学校2026-2027学年高三10月月考英语试题 限时练习：_________分钟 完成时间： 月 日 【一、北京师范大学附中2026-2027学年高三开学摸底考试英语试题 】 阅读下面短文，根据题目要求用英文回答问题。请在答题纸指定区域作答。 The Cambridge Dictionary defines curiosity as “an eager wish to know or learn about something” which comes in various types. Ian Leslie, in his book Curious, outlines three types: “adventurous curiosity”, the desire to explore new places and people; “intellectual curiosity”, the deep dive you take when finding out about a particular topic; and “empathetic curiosity”, the wanting to find out more about the people around us. As children, we bubble over with curiosity. However, as we grow up, it can fade. Worse, we can come to believe that it’s a bad thing. After all, didn’t it kill the cat? Neuroscience suggests one explanation for this decline. Brains in early childhood possess great plasticity and lay down lots of neural pathways based on the information we gather from all that curious exploring and experimenting. However, as we grow older, our brains lose some of that flexibility. And we rely on those earlier pathways to deal with the things we’ve seen and done before. It’s a way of conserving brain energy for economy and competence in coping with ordinary life. Whatever underlies our shrinking curiosity, research repeatedly shows that we’d be better off continuing to cultivate it. Curiosity is linked to lower levels of anxiety, a greater satisfaction in life, achieving academically, building empathy and improved relationships. It also protects brain health through staying mentally active by trying something new. These positive effects of curiosity are deeply intertwined with our brain’s chemical responses. Research shows that brain’s dopamine system is activated when something novel happens. Rather than produce pleasure, dopamine actually stimulates our longing to continue the activity, in this case the desire to find out more. It’s easy to see how this brain chemistry has helped us. Curiosity has motivated our ancestors to question, experiment and learn, leading us out of the Stone Age to the Bronze Age and the Iron Age and, finally, to the Information Age. It has sparked our greatest achievements and discoveries and continues in our personal lives to bring greater contentment. So, perhaps the cat was simply unlucky, because for us humans, curiosity continues to be essential, both to our survival and our ability to flourish. 40．What are the three types of curiosity according to Ian Leslie? 41．Why do we rely on earlier pathways to deal with the things we’ve seen and done before? 42．Please decide which part is false in the following statement, then underline it and explain why. ➢ When something novel happens, the dopamine system of the brain is activated to make us feel happy. 43．How do you develop your curiosity? (In about 40 words) 【答案】 40．Adventurous curiosity, intellectual curiosity, and empathetic curiosity. 41． Because our brains lose some of the flexibility. /Because it’s a way of conserving brain energy for economy and competence in coping with ordinary life. 42．When something novel happens, the dopamine system of the brain is activated to make us feel happy. When something novel happens, the dopamine system of the brain is activated to stimulate our longing to continue the activity /our desire to find out more. 43．Possible Version 1: I cultivate my curiosity by actively engaging in various activities that can broaden my perspectives and enrich my experiences. For example, joining the robotics club introduces me to cutting-edge technologies, which may ignite my passion to explore more and prepare me for the future innovation. Possible Version 2: I always seek new experiences, whether by traveling to unfamiliar places or exploring new topics through reading. These activities allow me to see the world from fresh perspectives, guiding me to inquire further. Thus, I may become more motivated to explore and gain deeper insights. 【导语】这是一篇说明文。短文介绍了好奇心的种类和作用。 【详解】40．细节理解题。根据第一段“Ian Leslie, in his book Curious, outlines three types: “adventurous curiosity”, the desire to explore new places and people; “intellectual curiosity”, the deep dive you take when finding out about a particular topic; and “empathetic curiosity”, the wanting to find out more about the people around us. (伊恩·莱斯利在他的《好奇》一书中概述了三种类型：“冒险型好奇心”，即探索新地方和新人群的欲望;“知识好奇心”，当你发现一个特定的话题时，你会深入研究;还有“同理心好奇心”，想要更多地了解我们周围的人)”可知，恩·莱斯利在他的《好奇》一书中概述了三种类型： “冒险型好奇心”;“知识好奇心”;“同理心好奇心”。故回答为：Adventurous curiosity, intellectual curiosity, and empathetic curiosity. 41．细节理解题。根据第二段“However, as we grow older, our brains lose some of that flexibility. And we rely on those earlier pathways to deal with the things we’ve seen and done before. It’s a way of conserving brain energy for economy and competence in coping with ordinary life.(然而，随着年龄的增长，我们的大脑失去了一些灵活性。我们依靠这些早期的途径来处理我们以前见过和做过的事情。这是一种节约大脑能量的方式，以节省精力，提高应对日常生活的能力)”可知，我们要依靠以前的途径来处理我们以前见过和做过的事情是因为我们的大脑失去了一些灵活性。或者是因为这是节约大脑能量的一种方式，既节约又能应付日常生活。故回答为：Because our brains lose some of the flexibility. /Because it’s a way of conserving brain energy for economy and competence in coping with ordinary life. 42．细节理解题。根据第三段“Research shows that brain’s dopamine system is activated when something novel happens. Rather than produce pleasure, dopamine actually stimulates our longing to continue the activity, in this case the desire to find out more.(研究表明，当新鲜事物发生时，大脑的多巴胺系统会被激活。多巴胺不是产生愉悦感，而是激发我们继续活动的渴望，在这种情况下是想要发现更多的欲望)”可知，当一些新奇的事情发生时，大脑的多巴胺系统被激活，刺激我们继续活动的渴望/我们想要发现更多的欲望。故回答为：When something novel happens, the dopamine system of the brain is activated to make us feel happy. When something novel happens, the dopamine system of the brain is activated to stimulate our longing to continue the activity /our desire to find out more. 43．考查开放性试题。你是如何培养自己的好奇心的? 通读全文可知，可能的版本1： 我通过积极参加各种活动来培养我的好奇心，这些活动可以拓宽我的视野，丰富我的经验。例如，加入机器人俱乐部可以让我接触到最前沿的技术，这可能会点燃我探索更多的热情，为我未来的创新做好准备。 可能的版本2： 我总是寻求新的体验，无论是去陌生的地方旅行，还是通过阅读探索新的话题。这些活动让我从新的角度看世界，引导我进一步探索。因此，我可能会更有动力去探索，获得更深入的见解。故回答为： Possible Version 1: I cultivate my curiosity by actively engaging in various activities that can broaden my perspectives and enrich my experiences. For example, joining the robotics club introduces me to cutting-edge technologies, which may ignite my passion to explore more and prepare me for the future innovation. Possible Version 2: I always seek new experiences, whether by traveling to unfamiliar places or exploring new topics through reading. These activities allow me to see the world from fresh perspectives, guiding me to inquire further. Thus, I may become more motivated to explore and gain deeper insights. 【二、江北京中国人民大学附属中学2026-2027学年高三开学考英语试题】 阅读下面短文，根据题目要求用英文回答问题。请在答题纸指定区域作答。 【三、北京市顺义牛栏山第一中学2026-2027学年度高9月英语试卷】 阅读下面短文，根据题目要求用英文回答问题。请在答题纸指定区域作答。 “I can’t” might actually mean “I don’t want to,” “I’m afraid,” “I’m confused,” or even “I don’t know how.” And after parsing out hidden meanings for the hundredth time, I can understand why my childhood gymnastics coach had put a gym-wide ban on the phrase. Anyone who used it, even the other coaches, had to do 50 push-ups before trying conversation again. It wasn’t that he wanted people to do things beyond their skill or safety level. The policy was against the words themselves. He felt they were a shield to hide behind instead of admitting more useful — and actionable — hesitations. “I’m afraid.” “I’ve never done it by myself.” “I need to rest a few minutes before I try.” “I’m embarrassed to try in front of other people.” “I don’t want to, because…” Academic experiences can follow the same pattern. Answering unexpected questions or trying a new protocol in front of an audience can be crippling. Homework problems can compound and seem to get worse with each try instead of better. We end up uttering “I can’t,” because sometimes it’s easier than “I am so frustrated and exhausted that I want to cry,” “This makes me feel so dumb,” or even “I need help.” As an asthmatic, my most vivid memories come from the annual hazing ritual known as the gym-class mile run. For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” My heart still starts to race just thinking of the number of times my self-preserving “I can’t” was met with a dismissive “Of course you can.” But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. Eventually we, and the people around us, start to believe it. I know there are things I have stopped trying because, well, I just can’t. So why try? The number of laps I have avoided with well-timed bathroom breaks is staggering. I can’t go back and tell my childhood self that the mile run wasn’t worth the anticipatory anxiety. But I can remember how badly I wished even one classmate had acknowledged that I had barely missed the school record in sit-and-reach instead of teasing me about laps the next day. I can remember that “I can’t” can so often mean something else. And I can take the time to try to ask the right questions, so that I can say something more useful in response than “Of course you can.” 40．What did people have to do if they said “I can’t” in the author’s childhood gymnastics? 41．What does “I can’t” actually mean when the author said that in the gym-class mile run? 42．Please decide which part is false in the following statement, then underline it and explain why. Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. 43．What would you do if the expression “I can’t” occurs to you? Why? (In about 40 words) 【答案】 40．50 push-ups. 41.“I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” 42．Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. According to the passage, letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. 43．I will stop using “I can’t” and figure out my real thought behind it. I may be afraid, confused or in need of help. Then I will speak out my true feelings instead of hiding behind the simple phrase. 【导语】文章主要剖析“I can’t”背后隐藏的真实想法，结合作者亲身经历，指出该表达的危害并呼吁说出内心真实感受。 【详解】40．考查细节理解。由文章第二段中“Anyone who used it, even the other coaches, had to do 50 push‑ups before trying conversation again.(任何说这句话的人，即便是其他教练，都必须先做50个俯卧撑才能继续交谈。)”可知，在作者儿时的体操馆，说“I can’t”的人要做50个俯卧撑。 41．考查细节理解。由文章第四段中“For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.”(对我而言，“我做不到”实际意思是“我害怕在全班同学面前哮喘发作”以及“跑在同学后面好几圈太尴尬；我宁愿全程故意走路来保护自尊心，别来管我。”)”可知，作者说这句话的真实含义为：“我害怕在全班同学面前哮喘发作”，还有“跑在同龄人后面好几圈实在太丢人；我宁愿全程故意走路，以此保护自尊心不受打击，所以别来管我。” 42．考查细节理解。由文章最后一段中“But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings.(放任自己习惯性用“I can’t”来搪塞，比仅仅隐藏内心的深层感受造成的伤害更大。)”可知，expressing our feelings不对。理由：动不动就说 “我做不到” 所造成的伤害，远远不只是掩盖我们内心更深层的感受。 43．开放性题目，此题要求回答：如果你脑海中浮现出“我做不到”这个想法，你会怎么做？为什么？（大约40个词）答案不唯一，合理即可。例如：我不会再说“我做不到”，而是去弄清这句话背后自己真实的想法。我或许是心怀恐惧、感到困惑，或是正需要帮助。之后我会说出自己的真实感受，而非躲在这句简单的托词背后。 【四、北京市第二中学2026-2027学年度高三年级开学测试英语试题】 阅读下面短文，根据题目要求用英文回答问题。 Judgement is a quality that is hard to define but important to possess. Sir Andrew Likierman of the London Business School suggests that judgment is “the combination of personal qualities with relevant knowledge and experience to form opinions and take decisions”. And he argues that, thus defined, judgment involves a process — taking in information, deciding whom and what to trust, summarizing one’s personal knowledge, checking any prior beliefs or feelings, summarizing the choices available and then making the decision. Expert knowledge can be useful in making judgments. But they are not the same thing. “Academics have expert knowledge,” Sir Andrew observes. “They don’t necessarily have judgment.” People with judgment know when they are out of their depth in making a decision and typically then seek the advice of someone who has the right background and knowledge. “While good judgment is important to success,” Sir Andrew cautions, “success is not a signal that there has been good judgment.” The degree of judgment required tends to increase as people take on more responsibility. Those with routine tasks generally have limited scope for judgment. Line supervisors have some discretion (自行决定权). For a chief executive, the proportion of decisions involving judgment is high. Deciding not to take action is also a judgment with potentially serious consequences (for example, “I won’t get vaccinated” or “I won’t pay my bills”). The world is full of people whose lack of judgment brought their careers or personal life crashing down. Many made the common mistake of assuming everything was fine. Though artificial intelligence gets used for more and more routine tasks in the service sector, exercising judgment may be one area where humans retain an edge over machines. This is far from certain, however. With enough practice, machines may be able to recognize these implicit cues and thus display the equivalent of good judgment. But then, perhaps humans can be taught, too. In the long run, one of the trickiest aspects of human judgment may be knowing precisely when to let machines take decisions and when to leave it to people. 40．What’s Sir Andrew’s definition of judgement? 41．Why aren’t expert knowledge and making judgments the same thing? 42．Please decide which part of the following statement is false, then underline it and explain why. Although artificial intelligence is widely used for routine tasks, it can never exercise judgment as well as humans. 43．Do you agree that humans “retain an edge over machines” in terms of making judgements? Why or why not? (In about 40 words) 【答案】 40． He defines judgment as the combination of personal qualities with relevant knowledge and experience to form opinions and take decisions./The combination of personal qualities with relevant knowledge and experience to form opinions and take decisions. 41． Because some people may have expert knowledge, but they don’t necessarily have judgment. 42．Although artificial intelligence is widely used for routine tasks, it can never exercise judgment as well as humans. According to the passage, with enough practice, machines may be able to recognize implicit cues and thus display the equivalent of good judgment. 43．No, I don’t. According to the passage, with enough practice, machines may display the equivalent of good judgment. Moreover, humans can be taught too, so the edge is not guaranteed./ Yes, I do. Humans possess personal qualities and can know when to let machines decide, which machines lack. 【导语】文章主要讲述了伦敦商学院Andrew Likierman爵士对“判断力”的定义、其与专业知识的区别、随职责层级递增的需求，以及人类与人工智能在判断力上的较量。 【详解】40．考查细节理解。根据第一段中“Sir Andrew Likierman of the London Business School suggests that judgment is “the combination of personal qualities with relevant knowledge and experience to form opinions and take decisions”.(伦敦商学院的Andrew Likierman爵士提出，判断力是“将个人品质与相关知识和经验结合起来，以形成观点并做出决定”)”可知，他将判断定义为个人品质与相关知识和经验相结合，以形成观点并做出决策。 41．考查细节理解。根据第二段中““Academics have expert knowledge,” Sir Andrew observes. “They don’t necessarily have judgment.”(“学者们拥有专业知识，”Likierman爵士指出，“但他们不一定具备判断力”)”可知，专业知识与判断力并非同一事物，因为拥有专业知识的人不一定拥有判断力。 42．考查推理判断。根据第四段中“With enough practice, machines may be able to recognize these implicit cues and thus display the equivalent of good judgment.(经过足够的练习，机器可能能够识别这些隐性线索，从而表现出与良好判断力相当的能力)”可知，原陈述中“it can never exercise judgment as well as humans”与原文矛盾，因为机器经过练习后可能具备与人类相当的判断力，故该部分错误，需在这部分划线。原因：根据文章，经过充分练习，机器或许能够识别隐含的线索，从而表现出相当于良好判断的能力 43．考查开放性问题。根据第四段中“Though artificial intelligence gets used for more and more routine tasks in the service sector, exercising judgment may be one area where humans retain an edge over machines. This is far from certain, however. With enough practice, machines may be able to recognize these implicit cues and thus display the equivalent of good judgment.(尽管人工智能在服务行业越来越多地用于日常任务，但行使判断力可能是人类保持优势的一个领域。然而，这远非确定。经过足够的练习，机器可能能够识别这些隐性线索，从而表现出与良好判断力相当的能力)”可知，文中指出人类是否保有优势并不确定，机器经过练习可能具备同等判断力，因此回答可以同意或不同意，只要基于原文、词数达标、逻辑自洽即可。例如参考答案：No, I don’t. According to the passage, with enough practice, machines may display the equivalent of good judgment. Moreover, humans can be taught too, so the edge is not guaranteed. / Yes, I do. Humans possess personal qualities and can know when to let machines decide, which machines lack.(不，我不同意。根据文章，只要足够练习，机器也可能表现出相当于良好判断力的能力。此外，人类也可以被教导，因此优势并不一定存在。/是的，我同意。人类具备个人特质，能够知道何时让机器做出决定，而这一点是机器所缺乏的。) 【五、北京交通大学附属中学2026-2027学年高三9月月考英语试题】 阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。 We all love to criticize, but unfortunately, we also hate being criticized. We freely post and comment on others, but feel annoyed at the way others assess us, both online and in person. The world seems unlikely to change anytime soon. Fortunately, though, each of us can change how we give and take criticism, which will make us less likely to harm others, more resistant to being angry, and better able to benefit from feedback — even when it is negative. Criticism is defined as judgment of the merits (优点) and faults of something or someone in written or spoken form. Technically, criticism can include praise, but that isn’t what concerns us here. What annoys us is criticism of the negative variety, even when well-intentioned — so-called constructive criticism, which means to provide guidance so we can improve. Worst of all is destructive criticism, which aims to cause hurt or damage. The culture of criticism isn’t going away. The only way to flourish (繁荣) in it, and despite it, is to adopt new habits of getting and giving critical feedback. One rule is to assume that criticism, even when it seems personal, is not actually about you personally. When we receive criticism, we make it personal in two ways. First, we may naturally analyze the critic rather than the criticism. Second, we tend to consider the criticism a judgment on our natural abilities, rather than on our performance. Interestingly, even among young children, research shows that viewing criticism as a judgment on one’s abilities can lead to lower self-worth, lower positive mood, and less persistence at tasks. If taking criticism is particularly hard for you, you are not alone. However, taking criticism badly is more embarrassing, ultimately, than the criticism itself. If we do the work to learn to accept negative feedback, we will be much better off. 40．What will be the results of changing the way we give and take criticism? 41．What is the difference between constructive and destructive criticism? 42．Please decide which part is false in the following statement, then underline it and explain why. Children who receive criticism have lower self-worth because they take criticism as a judgment on their performance. 43．What benefit(s) would you gain from learning to accept negative feedback? (In about 40 words) 【答案】 40． We will be less likely to harm others, more resistant to being angry, and better able to benefit from feedback— even when it is negative. 41． Constructive criticism means to provide guidance so we can improve, while destructive criticism aims to cause hurt or damage. 42．Children who receive criticism have lower self-worth because they take criticism as a judgment on their performance. They take criticism as a judgment on their abilities. 43．Learning to accept negative feedback can help us resist anger more easily and criticize more correctly. In addition, accepting negative feedback can help us put our shortcomings in perspective, correct our mistakes and improve ourselves. 【导语】本文为一篇说明文，说明了批评对我们的影响及我们应如何正确地对待批评。 【详解】 40．考查细节理解。根据文章第一段“Fortunately, though, each of us can change how we give and take criticism, which will make us less likely to harm others, more resistant to being angry, and better able to benefit from feedback— even when it is negative.(幸运的是，我们每个人都可以改变我们给予和接受批评的方式，这将使我们不太可能伤害别人，更抵制愤怒，并能更好地从反馈中获益——即使是消极的反馈)”可知，改变我们给予和接受批评的方式会使我们不太可能伤害别人，更抵制愤怒，并能更好地从反馈中获益——即使是消极的反馈。故答案为We will be less likely to harm others, more resistant to being angry, and better able to benefit from feedback — even when it is negative. 41．考查细节理解。根据文章第二段“What annoys us is criticism of the negative variety, even when well-intentioned — so-called constructive criticism, which means to provide guidance so we can improve. Worst of all is destructive criticism, which aims to cause hurt or damage.(让我们烦恼的是负面的批评，即使是善意的所谓建设性的批评，也意味着提供指导，让我们提高。最糟糕的是破坏性的批评，它的目的是造成伤害或破坏)”可知，建设性的批评是指提供指导，使我们能够改进，而破坏性的批评旨在造成伤害或损害。故答案为Constructive criticism means to provide guidance so we can improve, while destructive criticism aims to cause hurt or damage. 42．考查推理判断。根据文章倒数第二段“Second, we tend to consider the criticism a judgment on our natural abilities, rather than on our performance. Interestingly, even among young children, research shows that viewing criticism as a judgment on one’s abilities can lead to lower self-worth, lower positive mood, and less persistence at tasks.(第二，我们倾向于认为批评是对我们天生能力的判断，而不是对我们的表现的判断。有趣的是，研究表明，即使是在年幼的孩子中，将批评视为对一个人能力的判断，也会导致自我价值降低、积极情绪降低、任务坚持度降低)”可推知，接受批评的孩子自我价值较低，因为他们把批评当成对自己能力的评判，而不是表现得判断。故答案为Children who receive criticism have lower self-worth because they take criticism as a judgment on their performance./They take criticism as a judgment on their abilities. 43．开放性试题。根据文章最后一段“If we do the work to learn to accept negative feedback, we will be much better off.(如果我们努力学习接受负面反馈，我们就会变得更好)”可知，学习接受负面反馈能帮助我们更容易抵制愤怒，同时更正确地进行批评。此外，接受负面反馈还能帮助我们正确地看待自己的不足，纠正错误并提高自己。故答案为Learning to accept negative feedback can help us resist anger more easily and criticize more correctly. In addition, accepting negative feedback can help us put our shortcomings in perspective, correct our mistakes and improve ourselves. 【六、北京清华大学附属中学2026-2027学年高三9月统练三英语试卷】 阅读下面短文，根据题目要求用英文回答问题。 Dumb phones are making a comeback It is hard to imagine life without a smartphone these days. Leave yours at home and you may find yourself lost, moneyless and cut off from social contact. Yet a market is also emerging for phones that are deliberately pea-brained. These dumb phones — confusingly called “feature phones” — account for just 2% of phone sales in America. But demand is growing. In 2016, a Finnish firm, bought the rights to relaunch the devices of Nokia, whose basic phones once dominated the market. It says it is now selling “tens of thousands” of flip-phones a month in America. In May it re-released the Nokia 3210, a mainstay of many millennials’ teenage years, in Europe. It even has Snake, a classic mobile game. Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own. One example is the Light Phone, which is shaped like an iPod and has an e-ink screen like a Kindle. It also allows users to add optional “tools” including a podcast-player and a directions app. What explains the return of the dumb phone? One factor is anxiety over the impact of smartphones — and social-media apps in particular — on young people’s mental health. That is why a first-class British school, announced in July that it would bar its students from bringing smartphones to school, and would provide them with Nokia phones instead. But plenty of grownups are also choosing dumb phones out of their own will. Jose Briones, who moderates a forum dedicated to dumb phones on a social-media site, switched to the Light Phone after growing alarmed at his soaring screen-time record. Other smartphone addicts are instead cutting down the use of their devices either by deleting apps or downloading ones that control screen time. Giving up the supercharged connectivity of a smartphone can lead to panic at first. Christina Dinur, another dumb-phone convert, remembers wondering what to do with herself when waiting in a queue without her smartphone. But, she says, she “settled into it really quickly”. For some, it seems, a dumb phone can be a smart choice. 40．How will people feel if they leave their smartphones at home? 41．What contributes to the return of the dump phone? 42．Please decide which part is false in the following statement, then underline it and explain why. Dump phones are making a comeback, yet startups are just reproducing the old phones. 43．Will you choose a dump phone? Why or why not? 【答案】 40． They may feel lost, moneyless, and cut off from social contact. 41． Concerns about smartphones’ impact on mental health (especially social media) and adults’ voluntary choice to reduce screen time. 42．Dump phones are making a comeback, yet startups are just reproducing the old phones. According to the passage, “Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own.” So startups are not just reproducing the old phones, but offering their own new minimalist devices. 43．Yes. A dumb phone helps avoid distractions from social media and reduces screen time, allowing me to focus on real-life interactions. 【导语】本文是说明文。文章主要讨论了“傻瓜手机”（dumb phones）的回归现象，解释了这种趋势背后的原因。 【详解】 40．考查细节理解。根据第一段“It is hard to imagine life without a smartphone these days. Leave yours at home and you may find yourself lost, moneyless and cut off from social contact.(现在很难想象没有智能手机的生活。把你的手机留在家里，你可能会发现自己迷路了，身无分文，与社会联系也被切断了)”可知，把智能手机留在家里，人们会感到失落，身无分文，失去了社会联系。故回答：They may feel lost, moneyless, and cut off from social contact. 41．考查细节理解。根据第四段“What explains the return of the dumb phone? One factor is anxiety over the impact of smartphones — and social-media apps in particular — on young people’s mental health.(如何解释傻瓜手机的回归？其中一个因素是对智能手机——尤其是社交媒体应用——对年轻人心理健康影响的焦虑)”以及第五段“But plenty of grownups are also choosing dumb phones out of their own will. Jose Briones, who moderates a forum dedicated to dumb phones on a social-media site, switched to the Light Phone after growing alarmed at his soaring screen-time record. Other smartphone addicts are instead cutting down the use of their devices either by deleting apps or downloading ones that control screen time.(但很多成年人也出于自己的意愿选择了傻瓜手机。Jose Briones在一家社交媒体网站上主持了一个专门讨论傻瓜手机的论坛，他对自己不断飙升的屏幕时间记录感到担忧，于是改用了Light Phone。其他智能手机成瘾者则通过删除应用程序或下载控制屏幕时间的应用程序来减少对设备的使用)”可知，对智能手机（尤其是社交媒体）对心理健康的影响以及成年人自愿选择减少屏幕时间的担忧导致傻瓜手机的回归。故回答：Concerns about smartphones’ impact on mental health (especially social media) and adults’ voluntary choice to reduce screen time. 42．考查细节理解。根据第三段“Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own. One example is the Light Phone, which is shaped like an iPod and has an e-ink screen like a Kindle. It also allows users to add optional “tools” including a podcast-player and a directions app.(不过，如今的“傻瓜手机”并不仅仅是复制过去的手机。初创公司也推出了自己的极简主义设备。其中一个例子就是 Light Phone，它的外形像 iPod，屏幕则像 Kindle 一样采用电子墨水屏。它还允许用户添加可选的“工具”，包括播客播放器和导航应用程序)”可知，创业公司不仅在复制旧手机，而且还在提供自己的新型极简设备。故回答：Dump phones are making a comeback, yet startups are just reproducing the old phones. According to the passage, “Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own.” So startups are not just reproducing the old phones, but offering their own new minimalist devices. 43．开放性问题。对我来说，我会选择一个傻瓜手机，因为它有助于避免社交媒体的干扰，减少屏幕时间，让我专注于现实生活中的互动。故回答：Yes. A dumb phone helps avoid distractions from social media and reduces screen time, allowing me to focus on real-life interactions. 【七、北京中国人民大学附属中学2026-2027学年高三10月月考英语】 Stuttering (口吃) has nothing to do with intelligence. I know this because I stutter. If it takes me a while longer to say a word, it’s not because I can’t remember the word; it’s because the neural pathway that transforms words in my head into sounds in my mouth is wired differently. And differences, of course, are the best way to get negative attention in our society. Taking extra time to get my words out can surely be frustrating, but that’s nothing compared to the misery of dealing with people’s reactions. Almost all children who stutter are discouraged from speaking in one way or another. It’s usually not as direct as someone walking up to them and saying, “Hey, stuttering kid! Keep your mouth shut!” But when your voice causes adults and peers to snicker (窃笑) or roll their eyes, it’s pretty discouraging. Growing up, I learned to avoid speaking whenever possible. I hated what came out of my mouth, full of awkward breaks and pauses. I figured whatever future I had, it probably involved a vow of silence. Today I’m a touring author and comedian. It took me 30-something years to get over stuttering. Did I stop stuttering? No! I couldn’t stop if I wanted to. But I stopped wanting to stop. Instead of wasting all my time and energy trying to meet unattainable standards, I learned that it’s OK to stutter. And I learned by example. I attended the National Stuttering Association conference and met all kinds of people who stutter — people who didn’t hate themselves. They stuttered, and they were OK with it! I remember watching them and thinking, “That’s who I want to be!” There’s a popular saying in comedy: “Your weakness is your strength.” When I first entered my local open-mic scene, I was quickly met with some “smart” guys looking to score a cheap laugh at my expense. I remember introducing myself to one comedian and stuttering on my name, as I usually do. Eager to demonstrate his smartness, he replied, “Is that Nina with five Ns?” “No,” I said, “it’s Nina with two Ns!” Just like that, I had created a joke as the result of someone making fun of my stutter. To this day, whenever I need inspiration for a new joke, I just think about all the ridiculous comments I get from non-stuttering people. It’s a comedy gold mine! 40．Why does it take the author a while longer to say a word? 41．What did the author learn from the National Stuttering Association conference? 42．Please decide which part is false in the following statement, then underline it and explain why. As a comedian, the author turns a deaf ear to all the ridiculous comments from non-stuttering people. 43．How can you apply the author’s idea about weaknesses in your life? 【答案】 40． It’s because the neural pathway that transforms words in the author’s head into sounds in the author’s mouth is wired differently. 41．It’s OK to stutter. 42．As a comedian, the author turns a deaf ear to all the ridiculous comments from non-stuttering people. Whenever the author needs inspiration for a new joke, she just thinks about all the ridiculous comments she gets from non-stuttering people. 43．示例：I will accept my weaknesses and make good use of them, just like the author. For example, I am short, which is a disadvantage in basketball. Yet I take advantage of it to move flexibly on the court and play well. 【导语】本文主要讲述了一位口吃者走出对自身口吃的自卑，最终成为巡演作家和喜剧演员的成长经历。 【详解】40．考查细节理解。根据第一段的“If it takes me a while longer to say a word, it’s not because I can’t remember the word; it’s because the neural pathway that transforms words in my head into sounds in my mouth is wired differently. (如果我说出一个词需要花更长时间，那并不是因为我记不住这个词；而是因为将我脑中的词语转化为口中发出的声音的神经通路，其连接方式与众不同。)”可知，作者说出一个词需要更长时间的原因是，将脑海中的想法转化为口头语音的神经通路连接方式异于常人。 41．考查细节理解。根据第四段的“Instead of wasting all my time and energy trying to meet unattainable standards, I learned that it’s OK to stutter. (我没有浪费所有的时间和精力去追求遥不可及的标准，而是认识到口吃也没关系。)”可知，作者从全国口吃协会的会议中领悟到，不需要强行追求彻底改掉口吃，接纳自己口吃的状态也完全没问题。 42．考查细节理解。根据第六段的“To this day, whenever I need inspiration for a new joke, I just think about all the ridiculous comments I get from non-stuttering people. It’s a comedy gold mine! (直到今天，每当我需要新笑话的灵感时，我就会想起所有来自非口吃者的荒谬评论，这是一座喜剧金矿。)”可知，原陈述中“作者对所有来自非口吃者的荒谬评论都充耳不闻”的表述是错误的，作者并没有无视这些评论，反而主动将这些评论作为自己喜剧创作的灵感来源。 43．开放性题目。此题要求回答：你要如何将作者关于弱点的观点应用到自己的生活中？答案不唯一，合理即可。作者传递的核心观点是不必执着于消除自身的弱点，可以尝试接纳弱点，甚至挖掘弱点的独特价值，将原本的劣势转化为属于自己的独特优势。例如：我会接纳自己的弱点，并像作者那样好好利用它们。比如我个子矮，这在打篮球时是个劣势，但我可以借助这个特点在球场上灵活移动，打出好表现。 【八、北京师范大学附属中学2026-2027学年高三10月阶段检测英语试题 】 阅读下面短文，根据题目要求用英文回答问题。 Growing up, I idealised independence. I always wanted my own efforts to be enough. When I decided to pursue a postgraduate degree, I wanted to develop a novel research programme and quickly establish myself as an independent scientist. But I was unrealistically optimistic about what I could achieve. As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. As a result, the first four years of my postgraduate career were defined by a series of failures. During my second year, I failed my comprehensive exam because my proposal was unclear. During my third year, I discovered that after treating thousands of seeds, I obtained just one plant I could use for experiments. By my fourth year, my desperation to succeed overshadowed my desire for independence. My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. I worked extensively with other students, constantly asked questions, and helped with ongoing projects to learn everything I could. Finally, I conducted an elegant experiment that would not have been possible without the help of the members in the lab. My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data. By learning when to ask for help, I eventually found myself on the way to becoming an independent scientist. 40．In the beginning, what drove the author to push forward with the research plan? 41．What was the solution by the adviser and the author after those repeated failures? 42．Please decide which part is false in the following statement, then underline it and explain why. > The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. 43．From this story, what can you learn about “independence”? (In about 40 words) 【答案】 40．The need to be recognized as an independent scientist. 41．The author would spend three months in a collaborating lab to obtain specialised training. 42．The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. It is because the author had acquired the collaborating skills by working with others there so that the adviser considered the author’s experience in the lab a groundbreaking success. 43．In the story, success in becoming an independent scientist was ultimately achieved through collaboration, adaptive learning, and resilience in the face of setbacks. From the story, we learn that while independence is initially idealised and pursued passionately, true independence often involves recognizing the value of collaboration and learning than to seek help. (答案言之有理即可) 【导语】本文是一篇记叙文。讲述了作者在追求科学研究的独立过程中遇到的挑战、失败、学习和成长的故事。 【详解】40．考查细节理解。根据第二段“As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. (当我开始设计实验时，我的委员会成员警告我，我将面临的挑战。但是我对独立的需求驱使我推进我的研究计划)”可知，一开始，是作者对独立的需求驱使作者推进这个研究计划。故答案为：The need to be recognized as an independent scientist. 41．考查细节理解。根据倒数第二段“My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. (我的导师和我想出了一个有点不同寻常的解决方案：我将在一个合作实验室里待上三个月，接受专门培训)”可知，在反复的失败之后，导师和作者的解决方案是，作者将花三个月的时间在合作实验室接受专门培训。故答案为：The author would spend three months in a collaborating lab to obtain specialised training. 42．考查细节理解。根据最后一段“My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data.(我的导师认为这段经历是一次开创性的成功，强调了我获得的合作技能。几个月后，当我在家里的实验室里重复这个实验时，我得到了更多可发表的数据)”可知，导师认为作者在实验室的经历是一次开创性的成功，这是因为作者通过与他人合作获得了合作技能，而不是因为产生了可发表的数据。故答案：The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. It is because the author had acquired the collaborating skills by working with others there so that the adviser considered the author’s experience in the lab a groundbreaking success. 43．开放性问题。答案言之有理即可。通读全文可知，作者成为一名独立科学家的成功最终是通过合作、适应性学习和面对挫折的韧性来实现的。从这个故事中，我们了解到，虽然独立最初是理想化的，并被热情地追求，但真正的独立往往包括认识到合作的价值，并学会何时寻求帮助。故答案为：In the story, success in becoming an independent scientist was ultimately achieved through collaboration, adaptive learning, and resilience in the face of setbacks. From the story, we learn that while independence is initially idealised and pursued passionately, true independence often involves recognizing the value of collaboration and learning when to seek help. 【九、北京市第八十中学2026-2027学年高三10月阶段检测英语试题】 阅读下面短文，根据题目要求回答问题。 “I can’t” might actually mean “I don’t want to,” “I’m afraid,” “I’m confused,” or even “I don’t know how.” And after parsing out hidden meanings for the hundredth time, I can understand why my childhood gymnastics coach had put a gym-wide ban on the phrase. Anyone who used it, even the other coaches, had to do 50 push-ups before trying conversation again. It wasn’t that he wanted people to do things beyond their skill or safety level. The policy was against the words themselves. He felt they were a shield to hide behind instead of admitting more useful — and actionable — hesitations. “I’m afraid.” “I’ve never done it by myself.” “I need to rest a few minutes before I try.” “I’m embarrassed to try in front of other people.” “I don’t want to, because…” Academic experiences can follow the same pattern. Answering unexpected questions or trying a new protocol in front of an audience can be crippling. Homework problems can compound and seem to get worse with each try instead of better. We end up uttering “I can’t,” because sometimes it’s easier than “I am so frustrated and exhausted that I want to cry,” “This makes me feel so dumb,” or even “I need help.” As an asthmatic, my most vivid memories come from the annual hazing ritual known as the gym-class mile run. For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” My heart still starts to race just thinking of the number of times my self-preserving “I can’t” was met with a dismissive “Of course you can.” But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. Eventually we, and the people around us, start to believe it. I know there are things I have stopped trying because, well, I just can’t. So why try? The number of laps I have avoided with well-timed bathroom breaks is staggering. I can’t go back and tell my childhood self that the mile run wasn’t worth the anticipatory anxiety. But I can remember how badly I wished even one classmate had acknowledged that I had barely missed the school record in sit-and-reach instead of teasing me about laps the next day. I can remember that “I can’t” can so often mean something else. And I can take the time to try to ask the right questions, so that I can say something more useful in response than “Of course you can.” 40．What did people have to do if they said “I can’t” in the author’s childhood gymnastics? 41．What does “I can’t” actually mean when the author said that in the gym-class mile run? 42．Please decide which part is false in the following statement, then underline it and explain why. Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. 43．What would you do if the expression “I can’t” occurs to you? Why? (In about 40 words) 【答案】 40．50 push-ups. 41.“I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” 42．Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. According to the passage, letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. 43．I will stop using “I can’t” and figure out my real thought behind it. I may be afraid, confused or in need of help. Then I will speak out my true feelings instead of hiding behind the simple phrase. 【导语】文章主要剖析“I can’t”背后隐藏的真实想法，结合作者亲身经历，指出该表达的危害并呼吁说出内心真实感受。 【详解】40．考查细节理解。由文章第二段中“Anyone who used it, even the other coaches, had to do 50 push‑ups before trying conversation again.(任何说这句话的人，即便是其他教练，都必须先做50个俯卧撑才能继续交谈。)”可知，在作者儿时的体操馆，说“I can’t”的人要做50个俯卧撑。 41．考查细节理解。由文章第四段中“For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.”(对我而言，“我做不到”实际意思是“我害怕在全班同学面前哮喘发作”以及“跑在同学后面好几圈太尴尬；我宁愿全程故意走路来保护自尊心，别来管我。”)”可知，作者说这句话的真实含义为：“我害怕在全班同学面前哮喘发作”，还有“跑在同龄人后面好几圈实在太丢人；我宁愿全程故意走路，以此保护自尊心不受打击，所以别来管我。” 42．考查细节理解。由文章最后一段中“But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings.(放任自己习惯性用“I can’t”来搪塞，比仅仅隐藏内心的深层感受造成的伤害更大。)”可知，expressing our feelings不对。理由：动不动就说 “我做不到” 所造成的伤害，远远不只是掩盖我们内心更深层的感受。 43．开放性题目，此题要求回答：如果你脑海中浮现出“我做不到”这个想法，你会怎么做？为什么？（大约40个词）答案不唯一，合理即可。例如：我不会再说“我做不到”，而是去弄清这句话背后自己真实的想法。我或许是心怀恐惧、感到困惑，或是正需要帮助。之后我会说出自己的真实感受，而非躲在这句简单的托词背后。 【十、北京市八一学校2026-2027学年高三10月月考英语试题】 阅读下面短文，根据题目要求用英文回答问题。 Growing up, I idealised independence. I always wanted my own efforts to be enough. When I decided to pursue a postgraduate degree, I wanted to develop a novel research programme and quickly establish myself as an independent scientist. But I was unrealistically optimistic about what I could achieve. As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. As a result, the first four years of my postgraduate career were defined by a series of failures. During my second year, I failed my comprehensive exam because my proposal was unclear. During my third year, I discovered that after treating thousands of seeds, I obtained just one plant I could use for experiments. By my fourth year, my desperation to succeed overshadowed my desire for independence. My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. I worked extensively with other students, constantly asked questions, and helped with ongoing projects to learn everything I could. Finally, I conducted an elegant experiment that would not have been possible without the help of the members in the lab. My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data. By learning when to ask for help, I eventually found myself on the way to becoming an independent scientist. 40．In the beginning, what drove the author to push forward with the research plan? 41．What was the solution by the adviser and the author after those repeated failures? 42．Please decide which part is false in the following statement, then underline it and explain why. > The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. 43．From this story, what can you learn about “independence”? (In about 40 words) 【答案】40．The need to be recognized as an independent scientist. 42． The author would spend three months in a collaborating lab to obtain specialised training. 42．The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. It is because the author had acquired the collaborating skills by working with others there so that the adviser considered the author’s experience in the lab a groundbreaking success. 43．In the story, success in becoming an independent scientist was ultimately achieved through collaboration, adaptive learning, and resilience in the face of setbacks. From the story, we learn that while independence is initially idealised and pursued passionately, true independence often involves recognizing the value of collaboration and learning than to seek help. (答案言之有理即可) 【导语】本文是一篇记叙文。讲述了作者在追求科学研究的独立过程中遇到的挑战、失败、学习和成长的故事。 【详解】40．考查细节理解。根据第二段“As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. (当我开始设计实验时，我的委员会成员警告我，我将面临的挑战。但是我对独立的需求驱使我推进我的研究计划)”可知，一开始，是作者对独立的需求驱使作者推进这个研究计划。故答案为：The need to be recognized as an independent scientist. 41．考查细节理解。根据倒数第二段“My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. (我的导师和我想出了一个有点不同寻常的解决方案：我将在一个合作实验室里待上三个月，接受专门培训)”可知，在反复的失败之后，导师和作者的解决方案是，作者将花三个月的时间在合作实验室接受专门培训。故答案为：The author would spend three months in a collaborating lab to obtain specialised training. 42．考查细节理解。根据最后一段“My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data.(我的导师认为这段经历是一次开创性的成功，强调了我获得的合作技能。几个月后，当我在家里的实验室里重复这个实验时，我得到了更多可发表的数据)”可知，导师认为作者在实验室的经历是一次开创性的成功，这是因为作者通过与他人合作获得了合作技能，而不是因为产生了可发表的数据。故答案：The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced. It is because the author had acquired the collaborating skills by working with others there so that the adviser considered the author’s experience in the lab a groundbreaking success. 43．开放性问题。答案言之有理即可。通读全文可知，作者成为一名独立科学家的成功最终是通过合作、适应性学习和面对挫折的韧性来实现的。从这个故事中，我们了解到，虽然独立最初是理想化的，并被热情地追求，但真正的独立往往包括认识到合作的价值，并学会何时寻求帮助。故答案为：In the story, success in becoming an independent scientist was ultimately achieved through collaboration, adaptive learning, and resilience in the face of setbacks. From the story, we learn that while independence is initially idealised and pursued passionately, true independence often involves recognizing the value of collaboration and learning when to seek help. 学科网（北京）股份有限公司 $