精品解析：北京丰台区2026-2027学年高三上学期期中英语试题

2026 ~ 2027学年度第一学期期中练习 高三英语 第一部分 知识运用（共两节，30分） 第一节（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 As a teenager, I treated school as a contest: be the best or don’t bother. I liked history and kept up with the class, yet after a few weeks I nearly ____1____ because I feared I might not get an A. Anything short of top marks felt like a failure. The teacher responsible for my academic guidance saw how extreme my ____2____ had become. Knowing I loved art and debate, he suggested I enter an art-themed public-speaking competition. At the regional round, the other speakers sounded more polished. When the results were announced, I came third. As a teenager who put almost all my self-worth on achievement, this would usually have been a very ____3____result for me. But my teacher didn’t mention the ranking at all. Instead, he asked me one simple question: “Did your words reach anyone today?” Memories of the full-room laughter when I told my joke flooded back instantly. Had my words reached anyone today? Yes — they had. Though I had not won, I felt ____4____ satisfied. That small moment pushed me to finally question my old belief that only first place ____5____. Later, I was invited to speak again at a major museum. I no longer spoke to ____6____. I spoke to share. Though not the most polished speaker, I could express my ideas in my own way and connect with listeners. I began to trust my own voice. This growing confidence led me to pursue opportunities I ____7____ would have avoided. Years later, I returned as a judge. I had stopped chasing ____8____. Watching young speakers, I could now ____9____the effort behind each performance rather than only see the ranking. They reminded me of my own journey, from which I had learnt to prefer being ____10____ to myself over being perfect. What matters, after all, is expressing myself honestly. 1. A. gave up  B. fell behind  C. showed up  D. carried on 2. A. preparation  B. reasoning  C. thinking  D. determination 3. A. painful  B. unfair  C. rewarding  D. surprising 4. A. briefly  B. immediately  C. gradually  D. unexpectedly 5. A. celebrated  B. counted  C. survived  D. participated 6. A. impress  B. compete  C. escape  D. perform 7. A. once  B. still  C. even  D. never 8. A. attention  B. challenge  C. perfection  D. certainty 9. A. justify  B. compare  C. appreciate  D. spare 10. A. unique  B. true  C. fair  D. generous 第二节（共10小题；每小题1.5分，共15分） A 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 When I first ____11____ (start) running in high school, I loved its mathematical precision. I used to focus on every number and track my pace closely. In last week’s race, at 30 miles, I suddenly felt dizzy, but I didn’t quit — I turned off the screen ____12____ I monitored my pace and I lifted my head, ____13____ (admire) the views along the path. With every heavy step behind me, I let go of ____14____ had always pressured me and just ran freely to feel the simple joy of moving forward. B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 ____15____ (investigate) whether “micro acts” can affect happiness in life, researchers launched an online resource called the Big Joy Project. People who signed up ____16____ (ask) to do an everyday micro act. Each micro act, ____17____ (define) as a brief and simple activity like doing something kind, took very little time. After collecting and analyzing data, the result showed that the more micro acts participants completed, the greater their improvement in happiness. C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 3 in 4 people now live in water-short countries, largely caused by serious water consumption and ____18____ (pollute). This crisis is already visible in many regions. Iran had its driest autumn in 50 years, and the flow of the Colorado River ____19____ (decrease) by 20 percent over the past 20 years. Now more and more countries are taking action to ensure that the world will not be ____20____ an era of “water bankruptcy”. 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A STUDENT SUPPORT AND ADVICE For all your student support and advice needs, the Student Centre is your dedicated primary point of contact throughout your studies. As your first port of call for guidance and practical help, the Student Centre handles everything from quick daily queries (疑问) to in-depth support — including money management advice, private housing issues, and disability or mental health-related assistance. Two specialist teams are based at the Student Centre to deliver these services: Student Support Team and Open Door. > Student Support Team The Student Support Team can direct you to support around money management, student finance questions, information on private housing and academic progress issues. How to contact our Student Support Team? Open 10 a.m. — 4 p.m., Monday — Friday In person: The Student Centre is in Sally Baldwin Block D on Campus West. Phone us: +44 (0) 19 324 140 Email us: student-centre@york.ac.uk (the team will respond within five working days) For out-of-hours support: In an emergency, call 999. If it’s urgent but not dangerous, contact Campus Safety on 019 323 333. For general security and safety questions, contact Campus Safety on 019 043 244. > Open Door Open Door is a team of Mental Health Practitioners and Student Wellbeing Officers providing free support to registered students experiencing psychological or mental health difficulties. How to access Open Door support? To make an appointment with Open Door, complete the Open Door form online, and we will try to contact you within two working days. 21. What can we know about the Student Centre? A. It replies emails within two working days. B. It is located on the east side of the campus. C. It offers help covering a wide range of areas. D. It charges students fees for its support. 22. A student who has an urgent but non-dangerous issue at 8 p.m. should ________. A. call 999 for emergency help B. email student-centre@york.ac.uk C. reach Campus Safety on 019 323 333 D. submit an online request to Open Door 23. The text is mainly written to ________. A. promote campus mental health programmes B. guide students on handling emergency situations C. compare different welfare management approaches D. inform students of support services and access methods B When our son Eddie was 12, my husband and I made a strict rule: no video games for him until he turned 18. We stuck firmly to the ban, determined to shield Eddie from aggression, addiction and even clinically recognized “gaming disorder”. But the worst problem for our child is one I didn’t anticipate: alienation (疏远). Eddie struggled to make friends at school. In fourth grade, he finally formed some bonds, mostly through sports. Yet all his peers played video games in their free time while he could not, leaving him feeling like an outsider. Later, I found he played at friends’ homes. I was initially annoyed, until he came home happy to fit in. “Now I can play with everyone,” he said. Growing unsure of our rule, I turned to a fellow parent for advice. “Don’t do to him what my parents did to me,” she said. Rigid TV bans in her childhood had made her feel like a “weirdo” (异类). Her words further deepened my self-doubt: Had I ignored gaming’s social value? Could my well-intentioned ban be too harsh for Eddie’s growth? These worries stayed with me until one afternoon at a local grocery store. There I noticed how carefully the young cashier packed my groceries, making sure he placed the right item in the direction that would achieve maximum efficiency. “Do you play Tetris (俄罗斯方块)?” I asked. “I do,” he said, adding that he played many other video games. So I voiced my biggest fear: Are the games so exciting that everything else in life seems boring in comparison? Thinking for a moment, he said he really wanted to become a surgeon — a goal far more important to him than any game. Interestingly, he added that gaming may help, as his fingers are now so flexible that it has enhanced his suturing (缝合) skills. As I left the store, I wondered if my son had something in his life he liked more than video games, something that made real-life experience more exciting than anything virtual. I knew immediately what it was: the company of friends. He’s not addicted to video games. He’s addicted to companionship. But aren’t we all? 24. The author set strict limits on Eddie’s video games to ________. A. push him to devote more energy to sports B. help him gain easier access to peer friendship C. protect him from the potential harm of gaming D. enable him to keep good academic grades 25. What can be inferred about Eddie from Paragraph 2? A. He valued peer acceptance.  B. He preferred games to sports. C. He played games to kill time.  D. He followed the popular trend. 26. How did the author feel after hearing a fellow parent’s advice? A. Uplifted.  B. Concerned.  C. Annoyed.  D. Relieved. 27. What can we learn from the passage? A. Rules come before social bonds.  B. Parenting helps children set life goals. C. Social interactions shape one’s identity.  D. Companionship meets a basic human need. C I recently came across a 1988 draft of my PhD thesis on which my advisor had written: “You’re proceeding at a glacial (冰川的) pace. You’re skating on thin ice.” Back then, the note felt like a clear urge to speed up my work. If I repeated my advisor’s words on a thesis today, the student might assume that I was criticizing them for writing too fast. After all, glaciers themselves are now rapidly shrinking across all seven continents. Climate change has also changed how we perceive glaciers themselves. During the Little Ice Age, glaciers more often advanced than retreated, sometimes wiping out communities as they moved. The poet Percy Bysshe Shelley portrayed them as powerful, almost immortal forces that humans could hardly resist. Today, by contrast, we are more likely to see glaciers as victims of humanity’s planet-altering powers. The same natural object now carries a very different meaning. These shifts in perception are bringing old metaphors back to life. We routinely speak of carbon footprints, greenhouse gases, and wiping species off the face of the Earth. Over time, the images behind these expressions have faded, turning them into dead metaphors. But dead metaphors do not always stay dead. Consider “calving glaciers,” which describes how glaciers shed (脱落) ice in summer. The word “calving” once suggested a cow giving birth, but as the phrase became routine, that image vanished. Now that climate change has disrupted the balance between ice accumulation and shedding, the metaphor has returned as a living image. Is the calving we see today a birth ritual or a sign of ice dying? Abrupt climate change challenges not just the capacity of living things to adapt, but also the adaptive capacity of human language. The “glacial” in my 1988 thesis is not the “glacial” of today, just as the cheerful polar bear of Coca-Cola commercials is not the thin, ribs-bared polar bear we now see floating on a small platform of ice. Many years ago, I delighted in Franz Kafka’s words that “a book should be the ice axe (斧) that breaks open the frozen sea within.” But now I hear his words quite differently. I want to say: “Hey Franz, lay down your axe. Go easy on that fragile frozen sea.” 28. What can we learn from the first two paragraphs? A. Shelley viewed glaciers as symbols of human power. B. Glaciers have taken on a different meaning over time. C. Language changes more quickly than the natural world. D. Glaciers have become a growing threat to human communities. 29. The author mentions “calving glaciers” mainly to ________. A. illustrate how old images fade from language B. explain how words lose their original meaning C. reveal how language reflects changes in nature D. show how climate change revives a dead metaphor 30. What is implied in this passage? A. Nature is becoming much harder for people to describe. B. Climate change can make dead metaphors less common. C. Natural changes reshape our language and understanding. D. Language helps people adapt to changes in the natural world. D You’re in the crowd at the cup final supporting your football team, when your side suddenly scores. Instantly, you join thousands cheering with joy. But when your team’s victory is taken away by a controversial decision, anger spreads as people shout abuse at the judge — and you do too. The curious thing is, you don’t behave in these ways when you’re watching a match at home. Why does this happen? In popular culture, crowds are often associated with strong emotions and uncontrolled behaviour. This “mob (乌合之众) mentality” explanation says crowds reduce self-awareness and thinking. But modern psychology shows emotion is interconnected with beliefs and reasoning. Appraisal (评估) theory suggests that our emotional experience is shaped by our perception of the relevance of social situations to our identity. That said, there is evidence that being in a crowd does change something in terms of emotion. But that change involves adding social factors, not removing thought processes. Let’s look at positive emotion first — the joy, elation or excitement that people sometimes feel strongly in crowds at music festivals, sports matches or other events. Social psychology research suggests that shared social identity — that is, when people see each other as part of an ‘us’ or ‘we’ — is a major basis for these positive emotional experiences, because it has a number of effects on social relations within the crowd. One effect is an expectation of support for activities that are in line with the group’s identity. For example, participants report feeling supported by others (including strangers) at mass gatherings, such as music festivals. Importantly, research shows that such support feels good. Something else that happens in a crowd whose members share a social identity is the validation of emotions — and this helps explain how being part of a crowd intensifies negative emotions as well as positive ones. In interview studies of the crowd experiences of football fans, my colleagues suggested that the validation of emotional experiences by other group members serves to amplify what one is feeling. While this research involved feelings of joy, our research shows that seeing anger in fellow group members in a crowd likewise recognizes anger as an appropriate response. One can imagine the same pattern operating for hatred, fear, disgust, sadness or grief. Alone, one may feel these emotions, but to also see these same feelings on the faces of hundreds of others whose views you trust proves that your feeling is the correct one for the situation — that many other people agree with the reasons you have for feeling that way — and so makes you feel it even more strongly. How we understand emotions in crowds is not just an academic matter. Our research indicates that the heightened joy or anger that many of us express as part of a crowd is just as meaningful — and just as much an expression of who we are — as what we feel privately. 31. According to the author, how does being in crowds change our emotions? A. By weakening self-awareness and rational thought. B. By adding social factors that strengthen emotion. C. By removing personal identity and moral control. D. By increasing excitement through crowded settings. 32. What does the word “validation” underlined in Paragraph 4 most probably mean? A. Expression.  B. Regulation.  C. Association.  D. Confirmation. 33. What does the author intend to tell us? A. Crowd emotions reflect shared social identity. B. Negative emotions in crowds are less meaningful. C. Appraisal theory is the key to understanding crowd. D. A positive atmosphere is essential to shared identity. 34. Which of the following would be the best title for the passage? A. How Crowds Make Us Lose Control  B. Why Crowds Remove Our Thoughts C. How to Control Our Emotions in Crowds  D. Why Crowds Make Our Emotions Intense 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 As I’ve been writing my next nonfiction book, I’ve also been training for my first marathon. Both are effortful, but in very different ways. Marathon training hurts, yet I know why it hurts and feel I am making progress. ____35____ Some parts work; others don’t. Doubt then creeps in (渐渐产生), and I question whether I am capable of writing it. Why does difficulty sometimes feel like failure? The answer lies in the kind of work you are doing. Psychologists distinguish between two kinds of tasks: algorithmic (算法型) and heuristic (启发型). Algorithmic tasks follow a known sequence: if you do A, B and C, D will follow. ____36____ The process is predictable and repeatable, and you know where you are at any point. Following a training plan for a marathon works in much the same way. Heuristic tasks aren’t like that. They have no clear path. Imagine creating a new kind of cake. There is no recipe to follow, and even “new” is hard to define. ____37____ You move forward in fits and starts. Some attempts will work, others will end up in the bin. At any point, you don’t necessarily know whether you’re close to a solution or moving further away from it. You might not even be sure a solution exists at all. This uncertainty is inherent to heuristic work and it lies at the heart of creativity and innovation. ____38____ But heuristic tasks, which lack clear feedback about progress, tend to create disfluency: a discouraging feeling of cognitive effort. Because effort is not accompanied by feedback, people often misread difficulty as evidence that they are not good enough or are getting nowhere. ____39____ When we try to create something new, we have to experiment — to get things wrong and get things right. Only by sticking with this slow, painful process of iteration (迭代) can we reach our goal. A. Both types of tasks can be hard. B. Yet such doubt is part of the process. C. The only way forward is trial and error. D. Writing a book is more like following a recipe. E. Baking a cake from a recipe is a good example. F. This feeling is common among many creative people. G. Writing the book, however, feels unclear, like being lost in fog. 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 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。 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。 Have you ever thought “I’m unlucky” or “Bad things always happen to me”? Maybe your sports team lost a match, or a parent said no to your plans with friends. Everyone has bad days and life won’t always go your way. But if you find yourself complaining a lot, or blaming others when things go wrong, you may be slipping into what experts call a “victim mindset”. Why does this mindset seem so common among teenagers? Claire McLaughlin, a counsellor from Therapy Belfast, notes a unique pressure on young people. “You don’t yet have adult autonomy (自主权),” she says. “Parents and teachers often make decisions for you, and it can feel ‘unfair’ when you disagree with those choices.” But the pattern runs deeper than just external limits. Putting more emphasis on the bad things that happen, rather than the good, can make you feel as though you don’t need to take responsibility for making changes. Dr Venetia, a psychologist in London, explains that this mindset can also be a way to seek attention. “Sometimes people exaggerate (放大) the impact of their experiences as a way of feeling heard,” she says. “Blaming others can be easier than acknowledging your own uncomfortable feelings.” Luckily, shifting from a victim to a victor mindset is simpler than you think. One of the easiest ways is to challenge any negative language as it arises. The next time you catch yourself saying “It’s not fair”, stop and question that thought. What might you do to flip it around? How can you make the best of a situation? Not being picked for a drama production could give you more time to enjoy another hobby. Failing a test might drive you to study harder. Try listing the positives. 40. What do people with a “victim mindset” usually do? _________________________ 41. According to Claire McLaughlin, why can teenagers feel things are unfair? _________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. ➢ To feel heard, people with a “victim mindset” tend to exaggerate the impact of their experiences and acknowledge their own uncomfortable feelings. _________________________ 43. How can you apply the idea of “shifting from a victim to a victor mindset” to a real-life challenge? (In about 40 words) _________________________ 第二节（20分） 44. 假设你是红星中学高三学生李华。你们学校近期举办了主题为“AI助力语言学习”（AI-assisted Language Learning）的校园活动，你的外国好友Jim对此很感兴趣，发来邮件询问有关情况。请你用英文给他回复， 内容包括： 1. 活动内容； 2. 你的收获。 注意：1. 词数100左右； 2. 开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $ 2026 ~ 2027学年度第一学期期中练习 高三英语 第一部分 知识运用（共两节，30分） 第一节（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 As a teenager, I treated school as a contest: be the best or don’t bother. I liked history and kept up with the class, yet after a few weeks I nearly ____1____ because I feared I might not get an A. Anything short of top marks felt like a failure. The teacher responsible for my academic guidance saw how extreme my ____2____ had become. Knowing I loved art and debate, he suggested I enter an art-themed public-speaking competition. At the regional round, the other speakers sounded more polished. When the results were announced, I came third. As a teenager who put almost all my self-worth on achievement, this would usually have been a very ____3____result for me. But my teacher didn’t mention the ranking at all. Instead, he asked me one simple question: “Did your words reach anyone today?” Memories of the full-room laughter when I told my joke flooded back instantly. Had my words reached anyone today? Yes — they had. Though I had not won, I felt ____4____ satisfied. That small moment pushed me to finally question my old belief that only first place ____5____. Later, I was invited to speak again at a major museum. I no longer spoke to ____6____. I spoke to share. Though not the most polished speaker, I could express my ideas in my own way and connect with listeners. I began to trust my own voice. This growing confidence led me to pursue opportunities I ____7____ would have avoided. Years later, I returned as a judge. I had stopped chasing ____8____. Watching young speakers, I could now ____9____the effort behind each performance rather than only see the ranking. They reminded me of my own journey, from which I had learnt to prefer being ____10____ to myself over being perfect. What matters, after all, is expressing myself honestly. 1. A. gave up  B. fell behind  C. showed up  D. carried on 2. A. preparation  B. reasoning  C. thinking  D. determination 3. A. painful  B. unfair  C. rewarding  D. surprising 4. A. briefly  B. immediately  C. gradually  D. unexpectedly 5. A. celebrated  B. counted  C. survived  D. participated 6. A. impress  B. compete  C. escape  D. perform 7. A. once  B. still  C. even  D. never 8. A. attention  B. challenge  C. perfection  D. certainty 9. A. justify  B. compare  C. appreciate  D. spare 10. A. unique  B. true  C. fair  D. generous 【答案】1. A 2. C 3. A 4. D 5. B 6. B 7. A 8. C 9. C 10. B 【解析】 【导语】文章讲述了作者作为青少年时将学业视为竞争，追求完美成绩，后来在老师引导下参加演讲比赛，经历了从追求名次到追求真诚表达的成长转变，最终学会做真实的自己。 【1题详解】 考查动词短语。句意：我喜欢历史并且跟得上班级进度，然而几周后我几乎要放弃了，因为我害怕自己可能拿不到A。A. gave up放弃；B. fell behind落后；C. showed up出现；D. carried on继续。根据后文“because I feared I might not get an A. Anything short of top marks felt like a failure”可知，作者对成绩要求极高，害怕拿不到A就觉得自己失败了，这种恐惧让作者几乎想要放弃。 【2题详解】 考查名词。句意：负责我学业指导的老师看到我的思维变得多么极端。A. preparation准备；B. reasoning推理；C. thinking思维，想法；D. determination决心。根据前文“be the best or don’t bother”和“Anything short of top marks felt like a failure”可知，作者对学习的看法和态度变得极端，这是一种思维方式上的极端。 【3题详解】 考查形容词。句意：作为一个几乎把全部自我价值都建立在成就上的青少年，这通常对我来说是一个非常痛苦的结果。A. painful痛苦的；B. unfair不公平的；C. rewarding值得的；D. surprising令人惊讶的。根据文章开头“I treated school as a contest: be the best or don't bother”可知，作者只追求第一名，拿到第三名对于这样的作者来说自然是痛苦的。 【4题详解】 考查副词。句意：虽然我没有赢，但我感到出乎意料地满足。A. briefly短暂地；B. immediately立刻；C. gradually逐渐地；D. unexpectedly出乎意料地。根据前文“Though I had not won”和后文“That small moment pushed me to finally question my old belief that only first place ____.”可知，作者原本以为得第三名会很痛苦，但在老师的引导下发现自己的话语触动了观众，因此这种满足感是出乎意料的。 【5题详解】 考查动词。句意：那个小小的时刻推动我最终质疑自己旧有的信念——只有第一名才重要。A. celebrated庆祝；B. counted重要，有价值；C. survived生存；D. participated参加。根据文章开头“be the best or don’t bother”可知，作者以前认为只有拿第一名才有意义，才“算数”。 【6题详解】 考查动词。句意：我不再是为了竞争而说话。A. impress给……留下印象；B. compete竞争；C. escape逃避；D. perform表演。根据文章开头“I treated school as a contest”及后文“I spoke to share”可知，作者以前说话是为了争名次、去竞争，现在转变为分享。 【7题详解】 考查副词。句意：这种日益增长的自信让我去追求那些我曾经会回避的机会。A. once曾经；B. still仍然；C. even甚至；D. never从不。根据第一段“I liked history and kept up with the class, yet after a few weeks I nearly ____ because I feared I might not get an A. Anything short of top marks felt like a failure.”可知，作者以前因为害怕不完美而回避机会，现在自信了就去追求了。 【8题详解】 考查名词。句意：我已经停止了对完美的追逐。A. attention注意；B. challenge挑战；C. perfection完美；D. certainty确定性。根据全文主题，作者从追求第一名、追求完美成绩转变为做真实的自己，所以这里指停止追逐完美。 【9题详解】 考查动词。句意：看着年轻的演讲者们，我现在能够欣赏每一场表演背后的努力，而不是只看排名。A. justify证明……正当；B. compare比较；C. appreciate欣赏，感激；D. spare抽出，宽恕。根据后文“rather than only see the ranking”可知，作者现在不再只关注排名，而是能看到并欣赏选手们背后付出的努力。 【10题详解】 考查形容词。句意：他们让我想起了自己的旅程，从中我学会了宁愿做真实的自己也不要追求完美。A. unique独特的；B. true真实的；C. fair公平的；D. generous慷慨的。根据全文主旨及结尾“What matters, after all, is expressing myself honestly”可知，作者最终领悟到要做真实的自己。be true to oneself意为“忠于自己，做真实的自己”。 第二节（共10小题；每小题1.5分，共15分） A 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 When I first ____11____ (start) running in high school, I loved its mathematical precision. I used to focus on every number and track my pace closely. In last week’s race, at 30 miles, I suddenly felt dizzy, but I didn’t quit — I turned off the screen ____12____ I monitored my pace and I lifted my head, ____13____ (admire) the views along the path. With every heavy step behind me, I let go of ____14____ had always pressured me and just ran freely to feel the simple joy of moving forward. 【答案】11. started 12. where 13. admiring 14. what 【解析】 【导语】文章主要讲述了作者高中刚开始跑步时执着于数据的精准，在一次比赛中作者不再紧盯配速，转而欣赏沿途风景，摆脱压力享受跑步纯粹的前进乐趣的经历。 【11题详解】 考查动词时态。句意：当我高中第一次开始跑步时，我喜欢它在数学层面上的精准性。when引导时间状语从句，主句为一般过去时，从句描述的是高中时期发生的过去动作，谓语动词要用一般过去时，start的过去式为started。 【12题详解】 考查定语从句。句意：在比赛进行到30英里时，我突然感到头晕，但我没有放弃——我关掉了用来监测配速的屏幕，抬起头欣赏沿途的风景。空处引导定语从句，先行词是screen，关系词在从句中作地点状语，表示“在屏幕上”，需用关系副词where。 【13题详解】 考查非谓语动词。句意同上。句中已有谓语lifted，空处作非谓语，admire和主语I之间是主动关系，要用现在分词admiring作伴随状语。 【14题详解】 考查宾语从句。句意：随着身后每一步沉重的脚步落下，我摆脱了一直以来给我压力的事物，只是自由地奔跑，感受前进的简单快乐。空处位于介词of之后引导宾语从句，从句中缺少主语，表示“……的事物”，要用连接代词what引导。 B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 ____15____ (investigate) whether “micro acts” can affect happiness in life, researchers launched an online resource called the Big Joy Project. People who signed up ____16____ (ask) to do an everyday micro act. Each micro act, ____17____ (define) as a brief and simple activity like doing something kind, took very little time. After collecting and analyzing data, the result showed that the more micro acts participants completed, the greater their improvement in happiness. 【答案】15. To investigate 16. were asked 17. defined 【解析】 【导语】本文介绍一项研究，探究微小行为是否会影响人们生活中的幸福感。 【15题详解】 考查非谓语动词。句意：为了探究“微小行为”是否会影响生活中的幸福感，研究人员推出了一个名为“大快乐计划”的线上项目。此处用不定式在句首作目的状语，表示开展该项目的目的。 【16题详解】 考查时态和语态。句意：报名的参与者被要求完成一项日常微小行为。主语People和ask之间是被动关系；全文为过去时态，此处为一般过去时的被动语态，主语是复数，因此用were asked。 【17题详解】 考查非谓语动词。句意：每一项微小行为，被定义为一件简短简单的活动，比如行善，花费的时间很少。micro act和define之间是被动关系，defined为过去分词作后置定语。 C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 3 in 4 people now live in water-short countries, largely caused by serious water consumption and ____18____ (pollute). This crisis is already visible in many regions. Iran had its driest autumn in 50 years, and the flow of the Colorado River ____19____ (decrease) by 20 percent over the past 20 years. Now more and more countries are taking action to ensure that the world will not be ____20____ an era of “water bankruptcy”. 【答案】18. pollution 19. has decreased 20. in 【解析】 【导语】文章主要讲述了当前全球四分之三的人口生活在缺水国家，水资源危机已在多地显现，越来越多国家正采取行动避免世界陷入“水破产”的时代。 【18题详解】 考查名词。句意：如今四分之三的人口生活在缺水国家，这在很大程度上是由严重的水资源消耗和污染造成的。and连接并列成分，前后词性需保持一致，consumption是名词，因此设空处需要将提示词动词pollute转换为名词形式pollution。 【19题详解】 考查时态和主谓一致。句意：伊朗经历了50年来最干旱的秋季，而科罗拉多河的流量在过去20年里减少了20%。and连接两个并列分句，设空处是第二个分句的谓语动词，over the past 20 years是现在完成时的标志性时间状语，主语the flow of the Colorado River不可数，谓语用has decreased。 【20题详解】 考查介词。句意：现在越来越多的国家正采取行动，以确保世界不会处于“水破产”的时代。固定搭配in an era of表示“处于……的时代”。 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28分） 阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 A STUDENT SUPPORT AND ADVICE For all your student support and advice needs, the Student Centre is your dedicated primary point of contact throughout your studies. As your first port of call for guidance and practical help, the Student Centre handles everything from quick daily queries (疑问) to in-depth support — including money management advice, private housing issues, and disability or mental health-related assistance. Two specialist teams are based at the Student Centre to deliver these services: Student Support Team and Open Door. > Student Support Team The Student Support Team can direct you to support around money management, student finance questions, information on private housing and academic progress issues. How to contact our Student Support Team? Open 10 a.m. — 4 p.m., Monday — Friday In person: The Student Centre is in Sally Baldwin Block D on Campus West. Phone us: +44 (0) 19 324 140 Email us: student-centre@york.ac.uk (the team will respond within five working days) For out-of-hours support: In an emergency, call 999. If it’s urgent but not dangerous, contact Campus Safety on 019 323 333. For general security and safety questions, contact Campus Safety on 019 043 244. > Open Door Open Door is a team of Mental Health Practitioners and Student Wellbeing Officers providing free support to registered students experiencing psychological or mental health difficulties. How to access Open Door support? To make an appointment with Open Door, complete the Open Door form online, and we will try to contact you within two working days. 21. What can we know about the Student Centre? A. It replies emails within two working days. B. It is located on the east side of the campus. C. It offers help covering a wide range of areas. D. It charges students fees for its support. 22. A student who has an urgent but non-dangerous issue at 8 p.m. should ________. A. call 999 for emergency help B. email student-centre@york.ac.uk C. reach Campus Safety on 019 323 333 D. submit an online request to Open Door 23. The text is mainly written to ________. A. promote campus mental health programmes B. guide students on handling emergency situations C. compare different welfare management approaches D. inform students of support services and access methods 【答案】21. C 22. C 23. D 【解析】 【导语】本文主要介绍学生中心可为学生提供各类帮扶服务，包含两个专项团队的服务内容与联系方式。 【21题详解】 细节理解题。根据第二段中的“As your first port of call for guidance and practical help, the Student Centre handles everything from quick daily queries (疑问) to in-depth support — including money management advice, private housing issues, and disability or mental health-related assistance. (作为获取指导和实际帮助的首选渠道，学生中心处理各类事务，从日常简单咨询到深度帮扶，包括理财建议、校外住房问题以及残障或心理健康相关援助)”可知，学生中心提供涵盖多个领域的帮助。 【22题详解】 细节理解题。根据Student Support Team部分的“If it’s urgent but not dangerous, contact Campus Safety on 019 323 333.(如果情况紧急但没有危险，请拨打019 323 333联系校园安保)”可知，晚上八点遇到紧急但不危险的事情应该拨打019 323 333联系校园安保。 【23题详解】 推理判断题。通读全文，尤其是第一段中的“For all your student support and advice needs, the Student Centre is your dedicated primary point of contact throughout your studies.(在你的整个学习期间，学生中心是你获取各类学生帮扶和咨询服务的专属首要对接点)”可知，文章主要介绍了学生中心（Student Centre）下属的两个专业团队（Student Support Team 和 Open Door）为学生提供的各项支持与建议服务，并详细列出了各项服务的具体内容、办公时间、联系方式以及紧急情况下的求助途径，因此，本文的主要目的是告知学生学校提供的支持服务以及获取这些服务的方法。 B When our son Eddie was 12, my husband and I made a strict rule: no video games for him until he turned 18. We stuck firmly to the ban, determined to shield Eddie from aggression, addiction and even clinically recognized “gaming disorder”. But the worst problem for our child is one I didn’t anticipate: alienation (疏远). Eddie struggled to make friends at school. In fourth grade, he finally formed some bonds, mostly through sports. Yet all his peers played video games in their free time while he could not, leaving him feeling like an outsider. Later, I found he played at friends’ homes. I was initially annoyed, until he came home happy to fit in. “Now I can play with everyone,” he said. Growing unsure of our rule, I turned to a fellow parent for advice. “Don’t do to him what my parents did to me,” she said. Rigid TV bans in her childhood had made her feel like a “weirdo” (异类). Her words further deepened my self-doubt: Had I ignored gaming’s social value? Could my well-intentioned ban be too harsh for Eddie’s growth? These worries stayed with me until one afternoon at a local grocery store. There I noticed how carefully the young cashier packed my groceries, making sure he placed the right item in the direction that would achieve maximum efficiency. “Do you play Tetris (俄罗斯方块)?” I asked. “I do,” he said, adding that he played many other video games. So I voiced my biggest fear: Are the games so exciting that everything else in life seems boring in comparison? Thinking for a moment, he said he really wanted to become a surgeon — a goal far more important to him than any game. Interestingly, he added that gaming may help, as his fingers are now so flexible that it has enhanced his suturing (缝合) skills. As I left the store, I wondered if my son had something in his life he liked more than video games, something that made real-life experience more exciting than anything virtual. I knew immediately what it was: the company of friends. He’s not addicted to video games. He’s addicted to companionship. But aren’t we all? 24. The author set strict limits on Eddie’s video games to ________. A. push him to devote more energy to sports B. help him gain easier access to peer friendship C. protect him from the potential harm of gaming D. enable him to keep good academic grades 25. What can be inferred about Eddie from Paragraph 2? A. He valued peer acceptance.  B. He preferred games to sports. C. He played games to kill time.  D. He followed the popular trend. 26. How did the author feel after hearing a fellow parent’s advice? A. Uplifted.  B. Concerned.  C. Annoyed.  D. Relieved. 27. What can we learn from the passage? A. Rules come before social bonds.  B. Parenting helps children set life goals. C. Social interactions shape one’s identity.  D. Companionship meets a basic human need. 【答案】24. C 25. A 26. B 27. D 【解析】 【导语】文章讲述了作者禁止儿子玩游戏，后来发现孩子想要的不是游戏，而是朋友的陪伴，明白了陪伴是人的基本需求。 【24题详解】 细节理解题。 根据第一段“We stuck firmly to the ban, determined to shield Eddie from aggression, addiction and even clinically recognized “gaming disorder”. (我们严格遵守这项禁令，决心保护埃迪，让他远离暴力、成瘾问题，甚至是临床上公认的“游戏障碍”。)”可知，作者对儿子玩游戏设定严格限制，是为了保护他免受游戏的潜在危害。 【25题详解】 推理判断题。 根据第二段“Eddie struggled to make friends at school. In fourth grade, he finally formed some bonds, mostly through sports. Yet all his peers played video games in their free time while he could not, leaving him feeling like an outsider. Later, I found he played at friends’ homes. I was initially annoyed, until he came home happy to fit in. “Now I can play with everyone,” he said. (埃迪在学校很难交到朋友。四年级时，他终于交到一些朋友，大多是通过体育运动。然而他的同龄人空闲时都在玩电子游戏，只有他不能玩，这让他感觉自己是个局外人。后来，我发现他会去朋友家里玩。一开始我很生气，直到他回家，因为融入群体而开心。“现在我可以和大家一起玩了。”他说。)”可知，埃迪去朋友家玩游戏，只为融入集体，这表明他看重同龄人的接纳。 【26题详解】 推理判断题。 根据第三段“Her words further deepened my self-doubt: Had I ignored gaming’s social value? Could my well-intentioned ban be too harsh for Eddie’s growth? (她的话进一步加深了我的自我怀疑：我是不是忽略了游戏的社交价值？我这份出于好意的禁令，对埃迪的成长会不会太过严苛？)”以及第四段开头的“These worries stayed with me until one afternoon at a local grocery store. (这些担忧一直伴随着我，直到一天下午我在当地一家杂货店时。)”可知，听了另一位家长的经历后，作者开始反思、怀疑自己的做法是否过于严苛，内心感到担忧和疑虑。 【27题详解】 主旨大意题。 根据最后一段“As I left the store, I wondered if my son had something in his life he liked more than video games, something that made real-life experience more exciting than anything virtual. I knew immediately what it was: the company of friends. He’s not addicted to video games. He’s addicted to companionship. But aren’t we all? (在走出商店时，我不禁思索：儿子的生活里，是否还有比电子游戏更喜爱的事物，有没有什么东西，能让现实体验比任何虚拟世界都更激动人心。我马上就找到了答案：朋友的陪伴。他并不是沉迷电子游戏，他是渴望陪伴。而我们所有人，不也都是如此吗？)”可知，作者恍然大悟，意识到儿子沉迷的其实并不是电子游戏本身，而是朋友的陪伴，明白了陪伴是人的基本需求。 C I recently came across a 1988 draft of my PhD thesis on which my advisor had written: “You’re proceeding at a glacial (冰川的) pace. You’re skating on thin ice.” Back then, the note felt like a clear urge to speed up my work. If I repeated my advisor’s words on a thesis today, the student might assume that I was criticizing them for writing too fast. After all, glaciers themselves are now rapidly shrinking across all seven continents. Climate change has also changed how we perceive glaciers themselves. During the Little Ice Age, glaciers more often advanced than retreated, sometimes wiping out communities as they moved. The poet Percy Bysshe Shelley portrayed them as powerful, almost immortal forces that humans could hardly resist. Today, by contrast, we are more likely to see glaciers as victims of humanity’s planet-altering powers. The same natural object now carries a very different meaning. These shifts in perception are bringing old metaphors back to life. We routinely speak of carbon footprints, greenhouse gases, and wiping species off the face of the Earth. Over time, the images behind these expressions have faded, turning them into dead metaphors. But dead metaphors do not always stay dead. Consider “calving glaciers,” which describes how glaciers shed (脱落) ice in summer. The word “calving” once suggested a cow giving birth, but as the phrase became routine, that image vanished. Now that climate change has disrupted the balance between ice accumulation and shedding, the metaphor has returned as a living image. Is the calving we see today a birth ritual or a sign of ice dying? Abrupt climate change challenges not just the capacity of living things to adapt, but also the adaptive capacity of human language. The “glacial” in my 1988 thesis is not the “glacial” of today, just as the cheerful polar bear of Coca-Cola commercials is not the thin, ribs-bared polar bear we now see floating on a small platform of ice. Many years ago, I delighted in Franz Kafka’s words that “a book should be the ice axe (斧) that breaks open the frozen sea within.” But now I hear his words quite differently. I want to say: “Hey Franz, lay down your axe. Go easy on that fragile frozen sea.” 28. What can we learn from the first two paragraphs? A. Shelley viewed glaciers as symbols of human power. B. Glaciers have taken on a different meaning over time. C. Language changes more quickly than the natural world. D. Glaciers have become a growing threat to human communities. 29. The author mentions “calving glaciers” mainly to ________. A. illustrate how old images fade from language B. explain how words lose their original meaning C. reveal how language reflects changes in nature D. show how climate change revives a dead metaphor 30. What is implied in this passage? A. Nature is becoming much harder for people to describe. B. Climate change can make dead metaphors less common. C. Natural changes reshape our language and understanding. D. Language helps people adapt to changes in the natural world. 【答案】28. B 29. D 30. C 【解析】 【导语】文章讲述气候变化改变了冰川的含义，让一些沉寂的隐喻重获生命力，自然变化同时重塑着人类的语言与理解方式。 【28题详解】 细节理解题。根据第二段“During the Little Ice Age, glaciers more often advanced than retreated, sometimes wiping out communities as they moved. The poet Percy Bysshe Shelley portrayed them as powerful, almost immortal forces that humans could hardly resist. Today, by contrast, we are more likely to see glaciers as victims of humanity’s planet-altering powers. The same natural object now carries a very different meaning.(小冰期时，冰川前进的频次多于消退，它们移动时有时会吞没聚居地。诗人珀西・比希・雪莱将冰川描绘成强大、近乎永恒的力量，人类几乎无力抗衡。与之相反，如今我们更多把冰川看作人类改变地球力量下的受害者。这同一种自然事物，如今承载着截然不同的意义。)”可知，随着时间推移，冰川有了不一样的意义。 【29题详解】 推理判断题。根据第三段“But dead metaphors do not always stay dead. Consider “calving glaciers,” which describes how glaciers shed (脱落) ice in summer.(但是已失去画面感的隐喻并不一直沉寂。想想“冰川崩解”，它描述冰川在夏季脱落冰块的现象。)”可知，作者举这个例子是为了说明气候变化让沉寂的隐喻重新鲜活起来。 【30题详解】 推理判断题。根据第四段“Abrupt climate change challenges not just the capacity of living things to adapt, but also the adaptive capacity of human language.(急剧的气候变化不仅考验生物的适应能力，也考验人类语言的适应能力。)”可知，自然的变化重塑我们的语言和认知。 D You’re in the crowd at the cup final supporting your football team, when your side suddenly scores. Instantly, you join thousands cheering with joy. But when your team’s victory is taken away by a controversial decision, anger spreads as people shout abuse at the judge — and you do too. The curious thing is, you don’t behave in these ways when you’re watching a match at home. Why does this happen? In popular culture, crowds are often associated with strong emotions and uncontrolled behaviour. This “mob (乌合之众) mentality” explanation says crowds reduce self-awareness and thinking. But modern psychology shows emotion is interconnected with beliefs and reasoning. Appraisal (评估) theory suggests that our emotional experience is shaped by our perception of the relevance of social situations to our identity. That said, there is evidence that being in a crowd does change something in terms of emotion. But that change involves adding social factors, not removing thought processes. Let’s look at positive emotion first — the joy, elation or excitement that people sometimes feel strongly in crowds at music festivals, sports matches or other events. Social psychology research suggests that shared social identity — that is, when people see each other as part of an ‘us’ or ‘we’ — is a major basis for these positive emotional experiences, because it has a number of effects on social relations within the crowd. One effect is an expectation of support for activities that are in line with the group’s identity. For example, participants report feeling supported by others (including strangers) at mass gatherings, such as music festivals. Importantly, research shows that such support feels good. Something else that happens in a crowd whose members share a social identity is the validation of emotions — and this helps explain how being part of a crowd intensifies negative emotions as well as positive ones. In interview studies of the crowd experiences of football fans, my colleagues suggested that the validation of emotional experiences by other group members serves to amplify what one is feeling. While this research involved feelings of joy, our research shows that seeing anger in fellow group members in a crowd likewise recognizes anger as an appropriate response. One can imagine the same pattern operating for hatred, fear, disgust, sadness or grief. Alone, one may feel these emotions, but to also see these same feelings on the faces of hundreds of others whose views you trust proves that your feeling is the correct one for the situation — that many other people agree with the reasons you have for feeling that way — and so makes you feel it even more strongly. How we understand emotions in crowds is not just an academic matter. Our research indicates that the heightened joy or anger that many of us express as part of a crowd is just as meaningful — and just as much an expression of who we are — as what we feel privately. 31. According to the author, how does being in crowds change our emotions? A. By weakening self-awareness and rational thought. B. By adding social factors that strengthen emotion. C. By removing personal identity and moral control. D. By increasing excitement through crowded settings. 32. What does the word “validation” underlined in Paragraph 4 most probably mean? A. Expression.  B. Regulation.  C. Association.  D. Confirmation. 33. What does the author intend to tell us? A. Crowd emotions reflect shared social identity. B. Negative emotions in crowds are less meaningful. C. Appraisal theory is the key to understanding crowd. D. A positive atmosphere is essential to shared identity. 34. Which of the following would be the best title for the passage? A. How Crowds Make Us Lose Control  B. Why Crowds Remove Our Thoughts C. How to Control Our Emotions in Crowds  D. Why Crowds Make Our Emotions Intense 【答案】31. B 32. D 33. A 34. D 【解析】 【导语】文章以球赛现场情绪变化为引子，介绍人群会放大情绪这一现象，反驳了传统的“乌合之众”观点，从共享社会身份和情绪确认的角度解释群体情绪变强的原理。 【31题详解】 细节理解题。根据第二段“That said, there is evidence that being in a crowd does change something in terms of emotion. But that change involves adding social factors, not removing thought processes.(尽管如此，有证据表明身处人群确实会在情绪方面产生一些变化。但这种变化涉及增加社会因素，而非消除思维过程)”可知，身处群体中是通过加入社会因素来强化情绪，从而改变我们的情绪。 【32题详解】 词句猜测题。根据第四段“In interview studies of the crowd experiences of football fans, my colleagues suggested that the validation of emotional experiences by other group members serves to amplify what one is feeling.(在对足球球迷群体体验的访谈研究中，我的同事提出，群体其他成员对情绪体验的validation会放大一个人的感受)”以及第五段“Alone, one may feel these emotions, but to also see these same feelings on the faces of hundreds of others whose views you trust proves that your feeling is the correct one for the situation(独自一人时你可能会有这些情绪，但当你在数百个你信任的人的脸上看到同样的感受时，就证明你的感受在这种情形下是合理的)”可知，群体里其他人认可你的情绪，证明你的感受是合理正确的，由此推断validation表示“确认、证实”，和confirmation同义。 【33题详解】 推理判断题。根据第三段“Social psychology research suggests that shared social identity — that is, when people see each other as part of an ‘us’ or ‘we’ — is a major basis for these positive emotional experiences, because it has a number of effects on social relations within the crowd.(社会心理学研究认为，共享的社会身份——即当人们把彼此视为“我们”中的一部分时——是这些积极情绪体验的一个主要基础，因为它对人群内部的社会关系会产生多方面的影响。)”和第四段“Something else that happens in a crowd whose members share a social identity is the validation of emotions — and this helps explain how being part of a crowd intensifies negative emotions as well as positive ones.(在成员拥有共同社会身份的群体中还会发生情绪确认，这有助于解释身处群体为何既能放大积极情绪，也能放大消极情绪)”可知，不管是积极情绪还是消极情绪，群体情绪产生和强化的基础是共享的社会身份，可推理出群体情绪反映共享社会身份。 【34题详解】 主旨大意题。根据第二段“That said, there is evidence that being in a crowd does change something in terms of emotion. But that change involves adding social factors, not removing thought processes. (尽管如此，有证据表明身处人群确实会在情绪方面产生一些变化。。但这种变化涉及增加社会因素，而非消除思维过程。)”与第四段中的“Something else that happens in a crowd whose members share a social identity is the validation of emotions — and this helps explain how being part of a crowd intensifies negative emotions as well as positive ones.(当人群中的成员拥有共同的社会身份时，还会发生另一种情况——情绪的确认，这也有助于解释置身人群何以会同时强化消极情绪与积极情绪。)”可知，文章围绕“为什么在人群中我们的情绪会被放大”这一问题展开，D项“Why Crowds Make Our Emotions Intense(为什么人群会让我们的情绪变得强烈)”表达的含义适合作为文章标题。 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 As I’ve been writing my next nonfiction book, I’ve also been training for my first marathon. Both are effortful, but in very different ways. Marathon training hurts, yet I know why it hurts and feel I am making progress. ____35____ Some parts work; others don’t. Doubt then creeps in (渐渐产生), and I question whether I am capable of writing it. Why does difficulty sometimes feel like failure? The answer lies in the kind of work you are doing. Psychologists distinguish between two kinds of tasks: algorithmic (算法型) and heuristic (启发型). Algorithmic tasks follow a known sequence: if you do A, B and C, D will follow. ____36____ The process is predictable and repeatable, and you know where you are at any point. Following a training plan for a marathon works in much the same way. Heuristic tasks aren’t like that. They have no clear path. Imagine creating a new kind of cake. There is no recipe to follow, and even “new” is hard to define. ____37____ You move forward in fits and starts. Some attempts will work, others will end up in the bin. At any point, you don’t necessarily know whether you’re close to a solution or moving further away from it. You might not even be sure a solution exists at all. This uncertainty is inherent to heuristic work and it lies at the heart of creativity and innovation. ____38____ But heuristic tasks, which lack clear feedback about progress, tend to create disfluency: a discouraging feeling of cognitive effort. Because effort is not accompanied by feedback, people often misread difficulty as evidence that they are not good enough or are getting nowhere. ____39____ When we try to create something new, we have to experiment — to get things wrong and get things right. Only by sticking with this slow, painful process of iteration (迭代) can we reach our goal. A. Both types of tasks can be hard. B. Yet such doubt is part of the process. C. The only way forward is trial and error. D. Writing a book is more like following a recipe. E. Baking a cake from a recipe is a good example. F. This feeling is common among many creative people. G. Writing the book, however, feels unclear, like being lost in fog. 【答案】35. G 36. E 37. C 38. A 39. B 【解析】 【导语】本文讲述了作者一边写书一边备战马拉松的经历，对比介绍算法型任务与启发型任务的差异，解释为什么困难有时会让人误以为自己遭遇了失败。 【35题详解】 上文“Marathon training hurts, yet I know why it hurts and feel I am making progress.(马拉松训练很辛苦，但我知道辛苦的原因，并且能感受到自己在进步。)”说明马拉松训练的进展清晰可感，下文“Some parts work; others don’t. Doubt then creeps in (渐渐产生), and I question whether I am capable of writing it.(有些部分可行，有些不行。怀疑随之而来，我怀疑自己是否有能力完成这本书。)”说明写书过程充满不确定感。选项G“然而写书的感觉并不清晰，就像迷失在雾里。”将写书的感受与马拉松训练形成对比，承接上文并引出下文的自我怀疑。 【36题详解】 上文“Algorithmic tasks follow a known sequence: if you do A, B and C, D will follow.(算法型任务遵循已知的顺序：如果你完成A、B、C，就会得到D。)”介绍算法型任务遵循固定流程的特点，下文“The process is predictable and repeatable, and you know where you are at any point. Following a training plan for a marathon works in much the same way.(这个过程可预测、可重复，你随时清楚自己到了哪一步。按照马拉松训练计划推进也是完全一样的道理。)”说明算法型任务可预测可重复的优势。选项E“按照食谱烤蛋糕就是一个很好的例子。”举例解释算法型任务的特征，和后文马拉松训练的例子形成呼应。 【37题详解】 上文“Heuristic tasks aren’t like that. They have no clear path. Imagine creating a new kind of cake. There is no recipe to follow, and even “new” is hard to define.(启发型任务不是这样，没有清晰的路径。想象研发一款新式蛋糕，没有食谱可以参照，甚至“新”都很难定义。)”说明启发型任务没有固定流程，下文“You move forward in fits and starts. Some attempts will work, others will end up in the bin.(你断断续续地推进，有些尝试会成功，有些只能放弃。)”说明摸索前进的状态。选项C“唯一的前进方式就是反复试错。”承接研发新蛋糕的例子，点明启发型任务的推进方式。 【38题详解】 下文“But heuristic tasks, which lack clear feedback about progress, tend to create disfluency: a discouraging feeling of cognitive effort.(但启发型任务缺少清晰的进度反馈，往往会带来不畅感：一种令人沮丧的脑力消耗感。)”But表示转折，后文侧重说明启发型任务带来的负面感受。选项A“这两种任务都可能很难。”总起本段，先点明两类任务都存在难度，再转折说明二者带来的感受差异。 【39题详解】 上文“Because effort is not accompanied by feedback, people often misread difficulty as evidence that they are not good enough or are getting nowhere.(因为付出努力却没有反馈，人们常常把困难误解为自己能力不足、毫无进展的证据。)”说明人们容易产生错误认知，下文“When we try to create something new, we have to experiment — to get things wrong and get things right.(当我们尝试创造新事物时，我们必须去试验，经历失败也收获成功。)”说明试错是创造过程里的必经环节。选项B“然而这种怀疑本就是过程的一部分。”承接上文的自我怀疑，纠正误解，引出下文迭代创造的道理。 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 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。 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。 Have you ever thought “I’m unlucky” or “Bad things always happen to me”? Maybe your sports team lost a match, or a parent said no to your plans with friends. Everyone has bad days and life won’t always go your way. But if you find yourself complaining a lot, or blaming others when things go wrong, you may be slipping into what experts call a “victim mindset”. Why does this mindset seem so common among teenagers? Claire McLaughlin, a counsellor from Therapy Belfast, notes a unique pressure on young people. “You don’t yet have adult autonomy (自主权),” she says. “Parents and teachers often make decisions for you, and it can feel ‘unfair’ when you disagree with those choices.” But the pattern runs deeper than just external limits. Putting more emphasis on the bad things that happen, rather than the good, can make you feel as though you don’t need to take responsibility for making changes. Dr Venetia, a psychologist in London, explains that this mindset can also be a way to seek attention. “Sometimes people exaggerate (放大) the impact of their experiences as a way of feeling heard,” she says. “Blaming others can be easier than acknowledging your own uncomfortable feelings.” Luckily, shifting from a victim to a victor mindset is simpler than you think. One of the easiest ways is to challenge any negative language as it arises. The next time you catch yourself saying “It’s not fair”, stop and question that thought. What might you do to flip it around? How can you make the best of a situation? Not being picked for a drama production could give you more time to enjoy another hobby. Failing a test might drive you to study harder. Try listing the positives. 40. What do people with a “victim mindset” usually do? _________________________ 41. According to Claire McLaughlin, why can teenagers feel things are unfair? _________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. ➢ To feel heard, people with a “victim mindset” tend to exaggerate the impact of their experiences and acknowledge their own uncomfortable feelings. _________________________ 43. How can you apply the idea of “shifting from a victim to a victor mindset” to a real-life challenge? (In about 40 words) _________________________ 【答案】40. They usually complain a lot or blame others when things go wrong. 41. Because teenagers don’t have adult autonomy, and parents and teachers often make decisions for them, which makes them feel unfair when they disagree with those choices. 42. To feel heard, people with a “victim mindset” tend to exaggerate the impact of their experiences and acknowledge their own uncomfortable feelings. 43. Once I failed an exam. Instead of complaining it was too hard, I stopped feeling upset. I checked my mistakes carefully and made a study plan. Gradually I made progress in the next test. 【解析】 【导语】文章介绍了什么是受害者心态，分析该心态在青少年中普遍存在的原因，并给出把受害者心态转变为胜利者心态的可行方法。 【40题详解】 考查细节理解。根据第一段中“But if you find yourself complaining a lot, or blaming others when things go wrong, you may be slipping into what experts call a “victim mindset”. (但是如果你经常抱怨，或者事情出错时责怪别人，你可能就陷入了专家所说的“受害者心态”。)”可知，有受害者心态的人经常抱怨，出事时责怪他人。 【41题详解】 考查细节理解。根据第二段中““You don’t yet have adult autonomy (自主权),” she says. “Parents and teachers often make decisions for you, and it can feel ‘unfair’ when you disagree with those choices.” (她说：“你还没有成年人的自主权，家长和老师常常替你做决定，当你不认同这些选择时，就会觉得不公平。”)”可知，青少年感到不公的原因是他们还没有成人自主权，家长老师常替他们做决定。 【42题详解】 考查推理判断。根据第三段中““Sometimes people exaggerate (放大) the impact of their experiences as a way of feeling heard,” she says. “Blaming others can be easier than acknowledging your own uncomfortable feelings.” (她说：有时候人们放大自身经历带来的影响，是为了被听见。责怪别人比承认自己难受的情绪要容易得多。)”可知，有受害者心态的人不会承认自己不舒服的情绪，与之相反，他们更愿意责怪别人。 【43题详解】 考查开放性题目。要求结合现实例子，体现从受害者心态转向积极心态，不抱怨、主动行动解决困难，控制词数在40词左右。参考答案：Once I failed an exam. Instead of complaining it was too hard, I stopped feeling upset. I checked my mistakes carefully and made a study plan. Gradually I made progress in the next test. (有一次我考试没考好。我没有抱怨题目太难，而是停止了感到沮丧的情绪。我仔细检查了自己的错误，并制定了学习计划。渐渐地，在下一次考试中取得了进步。) 第二节（20分） 44. 假设你是红星中学高三学生李华。你们学校近期举办了主题为“AI助力语言学习”（AI-assisted Language Learning）的校园活动，你的外国好友Jim对此很感兴趣，发来邮件询问有关情况。请你用英文给他回复， 内容包括： 1. 活动内容； 2. 你的收获。 注意：1. 词数100左右； 2. 开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Jim, I’m glad that you’re interested in our school activity themed AI-assisted Language Learning. Now I’m writing to tell you something about it. The activity included lectures and hands-on workshops. We learned how to use AI tools to practise pronunciation, correct writing mistakes and chat with virtual partners in foreign languages. We also shared our experience of using AI to improve our learning efficiency. For me, the biggest gain is that AI makes language learning more fun and personal. It gives instant feedback whenever I need it. However, I’ve realized AI is only a helper. We still need to keep practising and thinking independently. Hope you can try such AI tools too. Yours, Li Hua 【解析】 【导语】本篇书面表达要求考生以红星中学高三学生李华的身份，给外国好友Jim回信，介绍学校举办的“AI助力语言学习”校园活动的内容及个人收获。 【详解】1.词汇积累 高兴的：glad → delighted 个人的：personal → individualized 使用：use → utilize 提高：improve → enhance 2.句式拓展 同义句 原句：We learned how to use AI tools to practise pronunciation, correct writing mistakes and chat with virtual partners in foreign languages. 拓展句：We learned how we can use AI tools, through which we could practise pronunciation, correct writing mistakes and chat with virtual partners in foreign languages. 【点睛】【高分句型1】I'm glad that you’re interested in our school activity themed AI-assisted Language Learning.（运用了that引导的宾语从句以及过去分词作后置定语） 【高分句型2】For me, the biggest gain is that AI makes language learning more fun and personal.（运用了that引导的表语从句） 第1页/共1页 学科网（北京）股份有限公司 $