Unit 3 The Internet 互联网（单元阅读精练）英语人教版必修第二册

Unit 3 The Internet 互联网 单元阅读精练 Make the Internet Work for You No matter what you want to achieve in life, there is one great law that you need to obey in order to enjoy a healthy online life: no one else is going to make the Internet work for you. No one else is responsible for your time online, your safety, or your digital habits. From the day you get your first device and start to go online, you are responsible for your digital life and the choices you make. You choose which apps you download, the videos you watch, and how long you stay online every day. Only you can decide whether the Internet is your servant or your master, and the decisions you make on a regular basis will make or break your digital life. If you want the Internet to serve you better, you need to make better decisions. You can blame the websites, the algorithms, or the endless stream of information for your wasted hours, but it doesn't change anything. Only you can change your digital life by changing the choices you make. Take responsibility for everything you do online, even when it is hard. Even if a video or a game seems irresistible, you can always choose how you respond. According to many educators, the biggest enemy of a healthy online life is the path of least resistance. If you always choose what is fun and easy — endless videos, instant messages, mindless scrolling — over what is necessary — homework, exercise, real communication — you will never enjoy the benefits the Internet is capable of bringing you. That's because every great online achievement requires great self-discipline. If using the Internet wisely were easy, everybody would be a master of it. But because self-discipline requires practice and sacrifice, most people will never make full use of the Internet's real value. Whenever you decide to put off what you should be doing and reach for your phone instead, you not only waste a chance to grow, but you also lose confidence in yourself. You start to see yourself as addicted and weak, and that self-image will become a self-fulfilling prophecy. To enjoy a truly helpful Internet, there are only three things you need: a clear goal for what you want to achieve online, a plan to reach it, and disciplined action consistently repeated over time. While the first two parts are the easy parts of the equation, most people struggle with the last part: self-discipline. There is nothing on the Internet that can't be turned into something useful, so it is necessary that you build the habit of choosing what is meaningful and necessary over what is fun and easy to do. Doing this is probably the surest way to make the Internet work for you, not against you. 【译文欣赏】 让互联网为你所用 无论你想在人生中实现什么目标，要想拥有健康的网络生活，你都必须遵守一条伟大的法则：没有人会替你让互联网为你所用。没有人对你的上网时间、你的安全或你的数字生活习惯负责。从你拥有第一台设备、开始上网的那一天起，你就要对自己的数字生活和所做的选择负责。 你可以选择下载哪些应用程序、看哪些视频，以及每天上网多久。只有你才能决定互联网是你的仆人还是主人，而你持续做出的决定将决定你数字生活的成败。 如果你想让互联网更好地为你服务，你就需要做出更好的决定。你可以把浪费掉的时光归咎于网站、算法或源源不断的信息洪流，但这改变不了任何事情。你只能通过改变自己的选择来改变你的数字生活。对你在网上做的每一件事负责，即使这并不容易。即使一个视频或一款游戏看起来难以抗拒，你也总能选择如何回应。 许多教育工作者认为，健康网络生活的最大敌人就是阻力最小的道路。如果你总是选择有趣而容易的事 —— 刷不完的视频、即时的消息、无意识地上滑刷新 —— 而不是必要的事 —— 做作业、锻炼身体、真正的交流 —— 你将永远无法享受到互联网能够带给你的好处。那是因为每一次出色的网络成就都需要巨大的自律。 如果明智地使用互联网很容易，那每个人都会是网络高手。但正因为自律需要练习和付出，大多数人永远无法充分利用互联网的真正价值。 每当你决定拖延应该做的事情、转而拿起手机时，你不仅浪费了一个成长的机会，还会失去对自己的信心。你开始把自己看作沉迷网络、意志薄弱的人，而这种自我形象会变成一个自我实现的预言。 要享受一个真正有用的互联网，你只需要三样东西：一个明确的上网目标，一份实现它的计划，以及持续不断重复的、自律的行动。前两部分很简单，大多数人都难以做到最后一部分：自律。 互联网上没有什么是不能转化为有用的东西的，因此你有必要养成一个习惯：选择有意义且必要的事情，而不是有趣且容易的事情。这样做，很可能是让互联网为你所用、而不是与你作对的最可靠途径。 【词汇积累】 digital [ˈdɪdʒɪtl] adj. 数字的；数码的 device [dɪˈvaɪs] n. 设备；装置 algorithm [ˈælɡərɪðəm] n. 算法 stream [striːm] n./v. 水流；溪流；（信息）流；在线播放 irresistible [ˌɪrɪˈzɪstəbl] adj. 不可抗拒的；极具诱惑力的 resistance [rɪˈzɪstəns] n. 阻力；抵抗；抵制 sacrifice [ˈsækrɪfaɪs] n./vt. 牺牲；献出 self-discipline [ˌselfˈdɪsəplɪn] n. 自律；自我约束 addicted [əˈdɪktɪd] adj. 上瘾的；入迷的 prophecy [ˈprɒfəsi] n. 预言 consistent [kənˈsɪstənt] adj. 一致的；持续不变的 consistently [kənˈsɪstəntli] adv. 一贯地；始终如一地 equation [ɪˈkweɪʒn] n. 方程式；等式（文中引申为 "关键、要点"） surest [ˈʃʊərɪst] adj. 最可靠的；最有把握的（sure 的最高级） 【知识拓展】 互联网时代，我们常提到一个词 ——"数字公民"（digital citizen），指懂得安全、负责任、合乎道德地使用网络的人。课文 Stronger together 中，简・奇马尼（Jan Tchamani）因病困在家中，却通过互联网帮助他人、甚至创办了 IT 俱乐部，这正是 "让互联网为你所用" 的正面范例。而本语篇从 "自律" 的角度提醒我们：技术本身没有好坏，关键在于我们如何使用。学会管理屏幕时间（screen time）、保护个人隐私（privacy）、保持线上线下的平衡，是每一位数字公民的必修课。 【词汇延伸】 make the Internet work for you 让互联网为你所用 go online 上网；上线 on a regular basis 定期地；经常地 make or break 决定…… 的成败；成就或毁灭 the path of least resistance 阻力最小的道路；最省力的途径 mindless scrolling 无意识地刷屏 put off 推迟；拖延 reach for 伸手去拿 make full use of 充分利用 a self-fulfilling prophecy 自我实现的预言 struggle with 与…… 作斗争；难以应对 turn…into 把…… 变成 【长难句精讲】 句① There is nothing on the Internet that can't be turned into something useful, so it is necessary that you build the habit of choosing what is meaningful and necessary over what is fun and easy to do. 结构分析：There be 句型中，that 引导定语从句修饰 nothing，且 "nothing + can't" 构成双重否定表肯定；so 连接结果状语从句；it 为形式主语，that 引导真正的主语从句；choosing 后接两个 what 引导的宾语从句，构成 "what is…over what is…" 的对比结构。 译文：互联网上没有什么是不能转化为有用的东西的，因此你有必要养成一个习惯：选择有意义且必要的事情，而不是有趣且容易的事情。 考点：双重否定、形式主语 it、what 宾语从句。 句② If you always choose what is fun and easy over what is necessary, you will never enjoy the benefits the Internet is capable of bringing you. 结构分析：If 引导条件状语从句，句中用 choose…over…（在…… 中优先选……）结构，两个 what 从句分别作 choose 和 over 的宾语；主句中 the benefits 后接省略关系代词 that 的定语从句 the Internet is capable of bringing you。 译文：如果你总是选择有趣而容易的事，而不是必要的事，你将永远无法享受到互联网能够带给你的好处。 考点：choose…over…、定语从句省略关系代词。 句③ Whenever you decide to put off what you should be doing and reach for your phone instead, you not only waste a chance to grow, but you also lose confidence in yourself. 结构分析：Whenever 引导时间状语从句，put off 后接 what 引导的宾语从句，and 连接并列谓语 reach for；主句用 not only…but also… 连接两个并列谓语，强调后果的双重性。 译文：每当你决定拖延应该做的事情、转而拿起手机时，你不仅浪费了一个成长的机会，还会失去对自己的信心。 考点：not only…but also…、what 宾语从句。 句④ From the day you get your first device and start to go online, you are responsible for your digital life and the choices you make. 结构分析：From the day 后接省略关系副词 when 的定语从句修饰 the day；主句 be responsible for 后接两个并列宾语，其中 the choices 后再次省略关系代词 that 接定语从句 you make，形成从句套从句。 译文：从你拥有第一台设备、开始上网的那一天起，你就要对自己的数字生活和所做的选择负责。 考点：定语从句省略关系副词 / 关系代词。 【高考真题链接】 2024 年新高考Ⅰ卷（全国卷）阅读理解 C 篇 Is comprehension the same whether a person reads a text on screen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often "no." The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset and a tendency to multitask while consuming digital content. When reading texts of several hundred words or more, learning is generally more successful when it's on paper than on screen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text. The differences between print and digital reading results are partly related to paper's physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they've read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called "shallowing hypothesis (假说)." According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words. 28. What does the underlined phrase "shine through" in paragraph 2 mean? A. Seem unlikely to last.　B. Seem hard to explain.　C. Become ready to use.　D. Become easy to notice. 29. What does the shallowing hypothesis assume? A. Readers treat digital texts lightly.　B. Digital texts are simpler to understand.　C. People select digital texts randomly.　D. Digital texts are suitable for social media. 30. Why are audio and video increasingly used by university teachers? A. They can hold students' attention.　B. They are more convenient to prepare.　C. They help develop advanced skills.　D. They are more informative than text. 31. What does the author imply in the last paragraph? A. Students should apply multiple learning techniques.　B. Teachers should produce their own teaching material.　C. Print texts cannot be entirely replaced in education.　D. Education outside the classroom cannot be ignored. 解题技巧 维度 特点 语篇定位 处于全卷 C 篇（中等偏难区），选材自英美专家论著 / 主流媒体，经删改压缩至约 340 词 主题方向 聚焦 "数字技术 × 社会生活 / 学习" 交叉话题，与教材 The Internet 单元高度呼应 题型配置 词义猜测（1）＋ 细节理解（2）＋ 推理判断（1），层层递进 设题顺序 严格遵循 "题文同序"：28→第 2 段、29→第 4 段、30→第 5 段、31→末段 干扰项共性 围绕 "屏幕阅读 vs 纸质阅读" 核心话题设置，多为偷换概念、无中生有、以偏概全 能力指向 既考语言（词义、同义替换），更考思维（实验 / 论证逻辑、作者隐含观点） 命题特点 维度 特点 语篇定位 处于全卷 C 篇（中等偏难区），选材自英美专家论著 / 主流媒体，经删改压缩至约 340 词 主题方向 聚焦 "数字技术 × 社会生活 / 学习" 交叉话题，与教材 The Internet 单元高度呼应 题型配置 词义猜测（1）＋ 细节理解（2）＋ 推理判断（1），层层递进 设题顺序 严格遵循 "题文同序"：28→第 2 段、29→第 4 段、30→第 5 段、31→末段 干扰项共性 围绕 "屏幕阅读 vs 纸质阅读" 核心话题设置，多为偷换概念、无中生有、以偏概全 能力指向 既考语言（词义、同义替换），更考思维（实验 / 论证逻辑、作者隐含观点） 命题规律 年份 / 卷别 篇目位置 语篇主题 语篇类型 考查侧重点 2024 新高考 Ⅰ 卷 C 篇 屏幕阅读 vs 纸质阅读（数字学习） 议论文 词义猜测、细节因果、作者观点 2025 全国 Ⅰ 卷 C 篇 交通方式变迁对传统生活的冲击 议论文 细节理解、批判性推断、主旨 2026 全国 Ⅰ 卷 D 篇 AI 生成艺术与人类认知实验 学术说明文 实验逻辑、数据对比、研究结论 长难句分析 序号 原句 结构分析 参考译文 高频考点 ① The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea — to ones that require mental abstraction — such as drawing inferences from a text. when 引导时间状语从句；move from...to... 结构；ones 代替 tasks；that 引导定语从句；like/such as 举例。 当实验者从提出简单任务（如识别主旨）转向需要抽象思维的任务（如作推断）时，纸质阅读的优势尤为明显。 时间状语从句、from...to...、代词 ones、定语从句 ② With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. With paper 介词短语作状语；there be 句型；along with 并列补充；laying on of hands 为 lay hands on 的变体（亲手触摸）。 读纸质书时有一种实实在在的 "亲手触摸" 之感，同时还伴有不同书页清晰可辨的视觉空间感。 there be、along with、名词化短语理解 ③ According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. 过去分词短语 suited to... 作定语修饰 mindset；which 非限制性定语从句指代 social media；and 连接并列谓语 approach/devote；than when 比较状语从句。 根据该理论，人们以适合社交媒体（通常不够严肃）的心态对待数字文本，投入的脑力比读纸质读物时更少。 分词作定语、非限制性定语从句、比较结构 ④ However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words. for 表目的；where 引导定语从句修饰 learning；assume 后接省略 that 的宾语从句；even when 让步状语从句。 然而，为了在需要专注与深思的学习中达到最佳效果，教育者不应想当然地认为所有媒介都一样，即便它们文字完全相同。 where 定语从句、宾语从句省略 that、even when 让步 词汇积累 词汇 词性 文中释义 派生 / 拓展 comprehension n. 理解（力） comprehend v. 理解；comprehensive adj. 综合的 effective adj. 有效的 effect n. 效果；effectively adv. 有效地 concentration n. 专注；集中 concentrate v. 集中；concentrate on 专注于 tendency n. 倾向 tend v. 趋向；tend to do 往往会 multitask v./n. 同时处理多任务 multi- 前缀 "多" consume v. 消耗；消费 consumer n. 消费者；consumption n. 消费 finding n. （研究）发现 find v. 发现 print n./v. 印刷品；打印 printer n. 打印机 literal adj. 字面的；实实在在的 literally adv. 字面上地；确实地 distinct adj. 清晰的；不同的 distinction n. 区别；distinguish v. 区分 propose v. 提出（理论 / 建议） proposal n. 提议 shallow adj./v. 浅的；使变浅 shallowing hypothesis 浅层（肤浅）加工假说 approach v./n. 对待；接近；方法 熟词多义，C 篇高频考点 devote v. 投入（精力 / 时间） devote...to... 把…… 奉献给 engaging adj. 吸引人的 engage v. 吸引；参与；engagement n. assign v. 布置（作业 / 任务） assignment n. 任务 demonstrate v. 证明；演示 demonstration n. 证明；演示 maximize v. 使最大化 maximum n./adj. 最大（的） reflection n. 深思；反思 reflect v. 反思；反映 assume v. 假定；认为 assumption n. 假设 identical adj. 完全相同的 identify v. 识别；identity n. 身份 【综合实战演练】 语篇 题型 体裁 词数 内容简介 题源 Passage 1 阅读理解 应用文 约 274 词 四个面向中学生的在线 AI 课程项目 改编自 2025 年北京石景山高三一模 A 篇 Passage 2 阅读理解 说明文 约 354 词 "门徒效应"：在线互助学习中 "教即是学" 原创命题（依据 2026 年全国 Ⅰ 卷科普说明文风格） Passage 3 阅读理解 记叙文 约 317 词 屏幕时代，孩子与纸质字典的相遇 改编自 2026 年全国 Ⅰ 卷 B 篇 Passage 4 阅读理解 记叙文 约 343 词 放下手机，重新感受真实的生活 改编自 2026 年北京东城高三二模阅读与表达语篇 Passage 5 阅读理解 说明文 约 313 词 网络时代儿童求助时的 "声誉顾虑" 原创命题 Passage 6 阅读理解七选五 夹叙夹议 约 210 词 数字工具与手写笔记：哪种更高效 原创命题（依据 2026 年全国 Ⅰ 卷七选五衔接逻辑） Passage 7 阅读理解七选五 说明文 约 366 词 告别 "报复性熬夜"：健康使用手机的策略 改编自 2026 年北京石景山高三一模七选五 Passage 8 完形填空 说明文 约 292 词 人工智能引入课程：机遇与挑战 原创命题 Passage 9 完形填空 记叙文 约 255 词 数字鸿沟：中学生教老人使用智能手机 改编自 2025 年北京西城高三二模完形填空 Passage 10 语法填空 说明文 约 249 词 互联网的起源与发展 原创命题 Passage 1 改编自 2025 年北京石景山高三一模英语阅读理解A 篇（AI 课程项目） Online AI Programs for Teen Learners Want to explore artificial intelligence but don't know where to start? The following online programs are designed for middle and high school students, offering flexible schedules and hands-on projects. AI Explorers Camp This four-week virtual program begins with a Python preparation course that starts one month before the camp. No coding experience is required, and instructor support is available for all students. Core modules include lectures on using AI fairly and safely, along with seminars exploring current AI research. Students apply their new skills to a real-world challenge in a hands-on group project, which is presented at the final showcase. Teen Coders Online A twelve-week live course meeting twice a week, with recordings available for review. Beginners learn to build websites and mobile apps step by step. By the end, every student completes a personal project portfolio that can be shared with schools or clubs. Data Detectives This course introduces the basics of data collection and analysis. Using real public data, students investigate community issues such as local traffic safety or green space use, and produce a visual report with charts and maps. AI for Good Lab Students team up with industry mentors to design AI solutions for social and environmental problems, from sorting waste correctly to helping elderly people avoid getting lost. Outstanding proposals receive seed funding to make the ideas real. All programs are fully online, so learners can join from anywhere. Class sizes are kept small so that every participant receives personal attention, and a certificate is awarded upon completion. Spaces are limited, so early registration is encouraged, and a small discount is offered to early applicants. 1. Which program is most suitable for a student who has never learned any coding? A. AI Explorers Camp.　B. Teen Coders Online.　C. Data Detectives.　D. AI for Good Lab. 2. What do students do in the Data Detectives program? A. They build websites for local businesses.　B. They analyze public data about community issues.　C. They design AI solutions for elderly people.　D. They present group projects at a final showcase. 3. What do the four programs have in common? A. They are free of charge.　B. They are fully online.　C. They require coding experience.　D. They last about twelve weeks. 4. What is the main purpose of the passage? A. To advertise online AI programs for teenagers.　 B. To compare different ways of learning AI.　 C. To introduce the history of AI education.　 D. To call for more investment in AI courses. Passage 2 （依据 2026年全国Ⅰ卷科普说明文命题风格命制） The Protégé Effect: Learning by Teaching "While we teach, we learn," the Roman philosopher Seneca observed nearly two thousand years ago. Modern research has turned this ancient wisdom into a learning strategy with a name: the protégé effect, which describes how people understand and remember material better when they expect to teach it to someone else. In one classic study, researchers asked two groups of students to study the same passage. One group was told they would be tested on the material; the other was told they would teach it to another student. In the end, both groups took the same test. Those who had prepared to teach not only scored higher but also recalled more details several weeks later. The effect was surprisingly strong and has been repeated in many follow-up studies. Why does expecting to teach make such a difference? Psychologists suggest that the intention to teach changes how we process information. Instead of passively reading, we actively organize the material, look for connections between ideas, and notice the gaps in our own understanding. We also tend to put things in simpler, clearer words, a process that strengthens memory. Teaching reveals what we do not know: the moment we try to explain something, our weak points surface, giving us a chance to go back and fill those gaps. The protégé effect fits the Internet age perfectly. On online learning platforms, students can join study groups, explain concepts in forums, or even record short video lessons for classmates. When learners take on the role of teacher, they move from passive consumers of information to active builders of knowledge. This shift is especially valuable online, where endless content can make learning feel like a one-way street. Of course, teaching others is not always easy. It requires patience and preparation. But the effort pays off: by explaining an idea to someone else, you often understand it better yourself. So next time you finish an online course, try teaching what you have learned to a friend. The person who benefits most may be you, not your listener. With the Internet, that teaching can happen anywhere, at any time. 1. How does the author introduce the topic of the passage? A. By quoting an ancient philosopher.　B. By describing an online course.　C. By giving a scientific definition.　D. By telling a personal story. 2. What did the classic study find? A. Students who prepared to teach scored higher on the test.　B. Students who studied for a test remembered more details.　C. Both groups performed equally well in the test.　D. Teaching others made students more anxious. 3. Why does expecting to teach improve learning according to psychologists? A. It forces learners to organize and check their understanding.　B. It gives learners more time to memorize the material.　C. It reduces the difficulty of the learning task.　D. It allows learners to avoid making mistakes. 4. What is the author's attitude towards learning by teaching online? A. Doubtful.　B. Supportive.　C. Unconcerned.　D. Critical. Passage 3 改编自 2026 年全国 Ⅰ 卷高考英语阅读理解 B 篇 Recently, my fifth-grade son Kevin asked me what a word in his novel meant. "Look it up," I said. "But my screen time is off," he replied. I glanced at the bookshelf, where three dictionaries sat. Kevin sighed dramatically. "Can't you just use your phone?" he asked. Suddenly I realized he had no idea how to use a paper dictionary. I took one down, and we read a few entries together before I handed it to him. It took several tries before he found the word. As he flipped through the pages, his eyes grew wide. "How can there be this many words?" he kept saying. After a while he looked up. "Do you know all these words, Mom?" I smiled. "I definitely don't," I said. "But that's why this is one of my favorite books." I received my first dictionary as a birthday gift when I turned thirteen. I decided to learn as many words as possible and began marking every entry I looked up with a pencil to track my progress. I kept making those pencil marks for years, and when I went to college, I packed the dictionary in my suitcase. Kevin asked to see it. A small pain rose in my chest. The dictionary had been stolen at the end of my freshman year. "That's so sad," he said. "But you still know all those words, even without the book." I realized he was right. I made it through the rest of college without it. In the end, it was not the dictionary that carried me through, not really. What carried me was the habit of curiosity it had planted in me years before. Now I understand that although my son learns differently from the way I did, he is still learning. What matters is not the words themselves or how we acquire them, but the curiosity and appetite behind the wanting to know. 1. What does Kevin usually do when he meets a new word? A. He looks it up on electronic devices.　B. He asks his teacher for help.　C. He guesses from the context.　D. He reads a paper dictionary. 2. How did Kevin feel while looking up the word in the dictionary? A. Annoyed.　B. Astonished.　C. Disappointed.　D. Embarrassed. 3. What can we learn about the author's first dictionary? A. It was stolen when she was in college.　B. It was a gift from her English teacher.　C. It helped her son learn new words.　D. It was passed down from her parents. 4. What has the author come to realize about learning? A. It is never too late to start.　B. Curiosity is what really matters.　C. Children should follow adults' methods.　D. Paper books are better than digital tools. Passage 4 改编自 2026 年北京东城高三二模英语阅读与表达语篇 Last summer, my family took a long-planned trip to the coast. On the first morning, I stood on the balcony, phone in hand, framing the perfect sunrise photo. Within minutes I had posted it online, then kept checking how many likes it received. The ocean breeze, the cries of seabirds, the laughter of my children, all faded into the background of my little screen. The pattern continued all week. I photographed every meal, every sunset, every "candid" moment of the kids. I even rearranged their toys for better angles, turning real life into a photo studio. I was present in every picture but absent from every moment. On the last evening, I sat scrolling through my own posts, but the memories felt strangely thin. I could tell you how many likes each photo got, yet I could hardly describe the taste of the seafood or the sound of the waves. That night, my father called. I felt the weight of my habits. "Your grandmother used to say," he told me, "that people who watch life through a lens end up with beautiful albums and empty hearts." The words hit me hard. For a long moment I stood by the window, letting them sink in, thinking of all the moments my phone had quietly replaced. The next morning, I announced a new rule for our last day: no phones before sunset. My children cheered; I felt uneasy. What happened that day surprised me. Without the camera, I noticed the way the tide drew patterns in the sand. I talked with a fisherman about his day, played cards with the kids until dark, and watched the sunset paint the sky in colors no filter could reproduce. When we returned home, my daughter said it was the best day of the whole trip. My phone still holds hundreds of photos from that week, but the memories I treasure are the ones I never captured. We do not need to record every moment to own it. Sometimes the deepest way to keep a memory is simply to live it fully. 1. What did the author do on the first morning of the trip? A. She took photos of the sunrise and posted them online.　B. She played cards with her children on the beach.　C. She talked with a fisherman about his day.　D. She watched the sunset with her family. 2. Why did the author feel the memories were "strangely thin" on the last evening? A. Because she had taken too few photos.　B. Because she had been absorbed in her screen instead of real moments.　C. Because the weather had ruined most of the trip.　D. Because she had argued with her children. 3. What rule did the author set for the last day? A. No phones before sunset.　B. No photos of the kids.　C. No social media for a week.　D. No screens after meals. 4. What message does the passage mainly convey? A. Photos are the best way to keep memories.　B. Living fully matters more than recording everything.　C. Children teach parents how to enjoy life.　D. Social media connects families across distances. Passage 5 原创命题 Why Children Fear Asking for Help Online Teachers often encourage students to raise their hands when they do not understand. Yet many children stay silent, and in the digital age, the silence can grow even louder. Recent studies on classroom behavior suggest that children's unwillingness to ask for help is often rooted not in laziness but in a deep concern for their reputation. Researchers have found that asking a question in front of peers can feel like admitting failure. A student who raises a hand risks being seen as "the slow one," a label that spreads quickly. Children also worry about being a burden, about slowing down the whole class for their own confusion. Online, the risk seems even greater. In a class group chat or a public forum, a question is recorded, visible to everyone, and can be screenshotted or shared. Once a reputation for "not getting it" is established, it is hard to shake off. Some platforms offer anonymity as a solution. When children can ask questions without revealing their identity, the fear of losing face weakens. However, anonymous questions often receive delayed or shallow replies, because nobody knows who asked, or why the answer matters. The quality of help, researchers note, is generally higher when the learner is known and can follow up. The good news is that attitudes can be shaped. In classrooms where teachers regularly say "I don't know, let's find out together," students become far more willing to admit uncertainty. When asking for help is treated as a sign of engagement rather than weakness, the reputation cost drops sharply. The same principle applies online: a discussion group that celebrates curiosity will hear more questions than one that punishes mistakes. Building such a culture takes time, but every safe question makes the next one easier. Helping children feel safe to ask is not about technology at all, it is about culture. 1. What mainly prevents children from asking for help, according to the passage? A. Their fear of damaging their reputation.　B. Their dislike of the teachers.　C. Their belief that questions are unnecessary.　D. Their habit of solving problems alone. 2. What does the underlined word "anonymity" in Paragraph 3 probably mean? A. The state of being unknown.　B. The quality of being helpful.　C. The act of answering quickly.　D. The feeling of being watched. 3. What can we learn about anonymous questions online? A. They often receive timely and helpful replies.　B. They may get slower or less useful answers.　C. They are the best way to protect children's privacy.　D. They make children more willing to follow up. 4. What is the best title for the passage? A. Make Asking for Help Safe and Normal.　B. Online Learning: A New Challenge.　C. Why Children Prefer to Stay Silent.　D. The Rise of Anonymous Question Boards. Passage 6 （依据 2026 年全国 Ⅰ 卷七选五语篇衔接逻辑命制） During my first year of college, I typed every lecture note on my laptop. At first I loved the convenience; the keyboard felt faster than my thoughts. It was fast, tidy, and searchable. 1. _________ At the end of the semester, when I sat down to review, I found I could barely remember what my notes meant. The sentences were complete, but the thinking behind them was missing. Then a friend suggested I try paper and pen. 2. _________ Instead of copying down every word, I had to listen, judge, and compress. I had to decide what mattered, rephrase ideas in my own words, and draw connections between concepts. It felt slow and clumsy at first. To my surprise, my quiz scores climbed. Researchers explain this with what they call the "generation effect": writing by hand forces the brain to process information more deeply. 3. _________ But digital notes are not useless. They are easy to organize, share, and search, which makes them powerful for group projects and revision. 4. _________ The real lesson is not that one tool is superior. 5. _________ One tool records what was said; the other records what I understood. I now take handwritten notes in class and transfer the key ideas to a digital document afterwards, the best of both worlds. A. Typing simply records the words, while handwriting builds understanding. B. Handwriting, in contrast, forced me to slow down and think. C. I soon became the fastest note-taker in the lecture hall. D. It is that different tools serve different purposes. E. Many studies have confirmed the benefits of digital learning. F. Whenever I needed to find something, a quick search brought it up in seconds. G. In the end, what matters is using each tool with intention. Passage 7 改编自 2026 年北京石景山高三一模英语七选五 "Tonight I will go to bed early," many teenagers promise themselves, only to find themselves still scrolling through their phones hours later. 1. _________ The name sounds like a joke, but the habit is real and widespread. Deprived of "me time" during the day, they treat the late night as the only hours that truly belong to them. This is called revenge bedtime procrastination. The problem goes beyond lost sleep. The endless stream of short videos and posts keeps the brain excited, making it harder to relax. Even after the phone is put down, the mind keeps replaying what it has just seen. 2. _________ What starts as a few minutes of "winding down" often stretches into two hours of endless scrolling. Studies show that the blue light from screens slows down the production of melatonin, the hormone that signals our body to sleep. As a result, falling asleep takes longer, and the sleep that follows is lighter. 3. _________ Social media can also bring worries into dreams, so anxiety follows teenagers even into their sleep. The effects form a vicious cycle. Sleep-deprived students feel sleepy in class, struggle to concentrate, and fall behind in their studies. Their grades drop, their confidence weakens, and daytime pressure grows. A student who misses sleep night after night may find memory and mood both suffering. The pressure then pushes them to stay up even later, "borrowing" more time from the night. 4. _________ Experts suggest setting a "digital curfew": put the phone to charge in another room at least one hour before bed. 5. _________ If going straight to bed feels too hard, they can begin with fifteen minutes of reading and gradually increase the gap. Some teenagers find it helpful to write down tomorrow's to-do list, which clears the mind and reduces racing thoughts. Others replace evening screens with gentle exercise or a warm bath. The goal is not to remove all fun from the evening, but to give the brain time to slow down. What truly heals the tired is not more screen time but better rest. The fight against revenge bedtime procrastination is not a battle against phones, but a battle for energy, focus, and health. Winning back the night begins with putting down the phone. A. The blue light also delays the natural rhythm of the body clock. B. Instead, they can read a paper book or listen to soft music. C. It is hard to fall asleep with the mind still busy. D. For many students, the phone has become an alarm clock. E. The more tired they feel, the more they feel owed "their own time." F. Teenagers often stay up because the daytime is full of homework and classes. G. Bedtime should be a time for family conversations, not for screens. Passage 8 原创命题 Artificial intelligence is quietly walking into classrooms. From language learning apps to math tutors, AI now offers students personalized practice and instant feedback that once required a human teacher. These tools can grade papers in minutes and 1 lessons to different levels, saving teachers precious time. Yet the arrival of AI also raises concerns. The biggest worry is that students may 2 on AI for answers instead of thinking for themselves. Teachers have caught students using AI to 3 essays without understanding a single word they "wrote." Another problem is privacy: many AI platforms 4 data about students, and parents worry about how it is stored and used. Schools are responding with training and clear 5 on when students may turn to AI. The key, educators say, is to treat AI as a learning partner rather than an answer machine. Used well, AI can point out a student's weak spots and offer extra 6 where needed. Used carelessly, it becomes a shortcut that 7 independent thinking. In one high school, students must 8 all AI-assisted work: they explain which parts they wrote and how the AI helped. The rule turns a potential 9 into a learning opportunity. One teacher put it, "The question is not whether students will use AI, but whether we teach them to use it 10." A growing number of schools now include digital responsibility in their lessons. 11, students also need the wisdom to know when the machine should step back and let the human mind lead. Technology is never good or bad by itself; it depends on 12. Guided by clear rules and honest habits, AI can open doors. Left 13, it can quietly close them. The classroom of tomorrow will not be the one without AI, but the one where students keep their own thinking 14 and their curiosity 15. 1. A. attach　 B. apply　 C. appeal　 D. adapt 2. A. rely　 B. focus　 C. draw　 D. take 3. A. generate　 B. grade　 C. translate　 D. correct 4. A. collect　 B. hide　 C. ignore　 D. protect 5. A.warnings 　 B.promises 　 C. examples　 D. guidelines 6. A. practice　 B. homework　 C. pressure　 D. time 7. A. weakens　 B. trains　 C. values　 D. improves 8. A. explain　 B. hide　 C. memorize　 D. design 9. A. risk　 B. secret　 C. habit　 D. trick 10. A.frequently 　 B. carelessly 　 C. secretly　 D. wisely 11. A. However　 B. Therefore　 C. Besides　 D. Otherwise 12. A. how it is used　 B. what it costs　 C. where it started D. who controls it 13. A. unchecked　 B. unfinished　 C. unlocked　 D. untouched 14. A. sharp　 B. quiet　 C. simple　 D. safe 15. A.silent 　 B. hidden 　 C.limited　 D. alive Passage 9 改编自 2025 年北京西城高三二模英语完形填空 The elderly residents at Brookdale Senior Living have much wisdom, but they face real challenges with 1. Turning on devices and checking emails often left them 2. Then a group of students from Canterbury School decided to 3. A few years ago, after joking about their grandparents' trouble with digital devices, Aaron Smolyar and two friends came up with a(n) 4. They created CLEO, which stands for "Computer Literacy Education Outreach." They 5 emailed Brookdale to partner with them, but getting no response, the teens walked to the center next to their school and offered their 6 to teach residents to use smartphones. Now the CLEO volunteers visit Brookdale once a week, patiently helping the residents. They have built close bonds with the seniors, making a lasting impact on their 7. Jonathan Smith, a resident, said gratefully: "I couldn't 8 how to text a picture until one of the CLEO kids explained it to me." The program has expanded to six chapters nationwide. Its mission is to 9 the digital divide by giving seniors skills to explore the digital world. The volunteers teach not only technical skills but also meaningful 10. For the teenagers, the experience is equally rewarding. Each lesson forces them to 11 technical problems in simple words. They also learn 12 no textbook offers: patience with slower learners. As Aaron put it, "I don't think we realized how much we would 13 from the seniors themselves." Technology is not about cold machines but warm 14. When one generation helps another, the 15 between them begins to close, one lesson at a time. 1. A. technology　 B. health　 C. fashion　 D. creativity 2. A. confused　 B. excited　 C. relaxed　 D. annoyed 3. A. help　 B. work　 C. study　 D. wait 4. A.theory 　 B. product 　 C. answer　 D. idea 5. A. initially　 B. proudly　 C. secretly　 D. finally 6. A.money 　 B. influence 　 C.attention　 D. time 7. A. lives　 B. careers　 C. businesses　 D. communities 8. A.rely on 　 B.check out 　 C.look into 　 D. figure out 9. A. bridge　 B. assess　 C. witness　 D. accept 10. A. relationships　 B. impressions　 C. agreements　 D. expressions 11. A. ignore 　 B. repeat　 C. avoid　 D. explain 12. A. lessons　 B. facts　 C. words　 D. rules 13. A.demand　 B. expect 　 C.suffer　 D. learn 14. A. connections　 B. screens　 C. cables　 D. codes 15. A.distance 　 B. debate 　 C.conflict　 D. gap Passage 10 原创命题 The Internet has become as essential as electricity, connecting billions of people around the world. But few of us know how this network 1 (come) into being. It all began in 1969, when the United States created ARPANET, a network 2 (design) for military and academic communication. At that time, computers filled entire rooms, and the first message sent over the network crashed after just two letters. 3 this humble start, the idea of connecting machines took root. In the decades that followed, universities linked their computers, and email became the network's first popular service. The real turning point came in 1989, 4 British scientist Tim Berners-Lee invented the World Wide Web. He created a system 5 allowed ordinary people to browse information with a simple click, and he gave the technology away for free. His decision 6 (make) the web open to everyone changed the course of history. Over the following decades, the Internet grew at an astonishing 7 (rapid). Mobile phones put the web in people's pockets; social media turned readers into writers; artificial intelligence began to organize the world's knowledge. News travels in seconds, and a classroom in a small town can join any lecture on Earth. Today, more than half of humanity 8 (be) online, and the number keeps rising. Yet this connected world is not without 9 (challenge). The digital divide still separates the rich from the poor, and privacy has become a precious and 10 (increase) rare resource. How we deal with these problems will decide what the Internet means for the next generation. 2 原创精品资源学科网独家享有版权，侵权必究！ 1 / 29 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 3 The Internet 互联网 单元阅读精练 Make the Internet Work for You No matter what you want to achieve in life, there is one great law that you need to obey in order to enjoy a healthy online life: no one else is going to make the Internet work for you. No one else is responsible for your time online, your safety, or your digital habits. From the day you get your first device and start to go online, you are responsible for your digital life and the choices you make. You choose which apps you download, the videos you watch, and how long you stay online every day. Only you can decide whether the Internet is your servant or your master, and the decisions you make on a regular basis will make or break your digital life. If you want the Internet to serve you better, you need to make better decisions. You can blame the websites, the algorithms, or the endless stream of information for your wasted hours, but it doesn't change anything. Only you can change your digital life by changing the choices you make. Take responsibility for everything you do online, even when it is hard. Even if a video or a game seems irresistible, you can always choose how you respond. According to many educators, the biggest enemy of a healthy online life is the path of least resistance. If you always choose what is fun and easy — endless videos, instant messages, mindless scrolling — over what is necessary — homework, exercise, real communication — you will never enjoy the benefits the Internet is capable of bringing you. That's because every great online achievement requires great self-discipline. If using the Internet wisely were easy, everybody would be a master of it. But because self-discipline requires practice and sacrifice, most people will never make full use of the Internet's real value. Whenever you decide to put off what you should be doing and reach for your phone instead, you not only waste a chance to grow, but you also lose confidence in yourself. You start to see yourself as addicted and weak, and that self-image will become a self-fulfilling prophecy. To enjoy a truly helpful Internet, there are only three things you need: a clear goal for what you want to achieve online, a plan to reach it, and disciplined action consistently repeated over time. While the first two parts are the easy parts of the equation, most people struggle with the last part: self-discipline. There is nothing on the Internet that can't be turned into something useful, so it is necessary that you build the habit of choosing what is meaningful and necessary over what is fun and easy to do. Doing this is probably the surest way to make the Internet work for you, not against you. 【译文欣赏】 让互联网为你所用 无论你想在人生中实现什么目标，要想拥有健康的网络生活，你都必须遵守一条伟大的法则：没有人会替你让互联网为你所用。没有人对你的上网时间、你的安全或你的数字生活习惯负责。从你拥有第一台设备、开始上网的那一天起，你就要对自己的数字生活和所做的选择负责。 你可以选择下载哪些应用程序、看哪些视频，以及每天上网多久。只有你才能决定互联网是你的仆人还是主人，而你持续做出的决定将决定你数字生活的成败。 如果你想让互联网更好地为你服务，你就需要做出更好的决定。你可以把浪费掉的时光归咎于网站、算法或源源不断的信息洪流，但这改变不了任何事情。你只能通过改变自己的选择来改变你的数字生活。对你在网上做的每一件事负责，即使这并不容易。即使一个视频或一款游戏看起来难以抗拒，你也总能选择如何回应。 许多教育工作者认为，健康网络生活的最大敌人就是阻力最小的道路。如果你总是选择有趣而容易的事 —— 刷不完的视频、即时的消息、无意识地上滑刷新 —— 而不是必要的事 —— 做作业、锻炼身体、真正的交流 —— 你将永远无法享受到互联网能够带给你的好处。那是因为每一次出色的网络成就都需要巨大的自律。 如果明智地使用互联网很容易，那每个人都会是网络高手。但正因为自律需要练习和付出，大多数人永远无法充分利用互联网的真正价值。 每当你决定拖延应该做的事情、转而拿起手机时，你不仅浪费了一个成长的机会，还会失去对自己的信心。你开始把自己看作沉迷网络、意志薄弱的人，而这种自我形象会变成一个自我实现的预言。 要享受一个真正有用的互联网，你只需要三样东西：一个明确的上网目标，一份实现它的计划，以及持续不断重复的、自律的行动。前两部分很简单，大多数人都难以做到最后一部分：自律。 互联网上没有什么是不能转化为有用的东西的，因此你有必要养成一个习惯：选择有意义且必要的事情，而不是有趣且容易的事情。这样做，很可能是让互联网为你所用、而不是与你作对的最可靠途径。 【词汇积累】 digital [ˈdɪdʒɪtl] adj. 数字的；数码的 device [dɪˈvaɪs] n. 设备；装置 algorithm [ˈælɡərɪðəm] n. 算法 stream [striːm] n./v. 水流；溪流；（信息）流；在线播放 irresistible [ˌɪrɪˈzɪstəbl] adj. 不可抗拒的；极具诱惑力的 resistance [rɪˈzɪstəns] n. 阻力；抵抗；抵制 sacrifice [ˈsækrɪfaɪs] n./vt. 牺牲；献出 self-discipline [ˌselfˈdɪsəplɪn] n. 自律；自我约束 addicted [əˈdɪktɪd] adj. 上瘾的；入迷的 prophecy [ˈprɒfəsi] n. 预言 consistent [kənˈsɪstənt] adj. 一致的；持续不变的 consistently [kənˈsɪstəntli] adv. 一贯地；始终如一地 equation [ɪˈkweɪʒn] n. 方程式；等式（文中引申为 "关键、要点"） surest [ˈʃʊərɪst] adj. 最可靠的；最有把握的（sure 的最高级） 【知识拓展】 互联网时代，我们常提到一个词 ——"数字公民"（digital citizen），指懂得安全、负责任、合乎道德地使用网络的人。课文 Stronger together 中，简・奇马尼（Jan Tchamani）因病困在家中，却通过互联网帮助他人、甚至创办了 IT 俱乐部，这正是 "让互联网为你所用" 的正面范例。而本语篇从 "自律" 的角度提醒我们：技术本身没有好坏，关键在于我们如何使用。学会管理屏幕时间（screen time）、保护个人隐私（privacy）、保持线上线下的平衡，是每一位数字公民的必修课。 【词汇延伸】 make the Internet work for you 让互联网为你所用 go online 上网；上线 on a regular basis 定期地；经常地 make or break 决定…… 的成败；成就或毁灭 the path of least resistance 阻力最小的道路；最省力的途径 mindless scrolling 无意识地刷屏 put off 推迟；拖延 reach for 伸手去拿 make full use of 充分利用 a self-fulfilling prophecy 自我实现的预言 struggle with 与…… 作斗争；难以应对 turn…into 把…… 变成 【长难句精讲】 句① There is nothing on the Internet that can't be turned into something useful, so it is necessary that you build the habit of choosing what is meaningful and necessary over what is fun and easy to do. 结构分析：There be 句型中，that 引导定语从句修饰 nothing，且 "nothing + can't" 构成双重否定表肯定；so 连接结果状语从句；it 为形式主语，that 引导真正的主语从句；choosing 后接两个 what 引导的宾语从句，构成 "what is…over what is…" 的对比结构。 译文：互联网上没有什么是不能转化为有用的东西的，因此你有必要养成一个习惯：选择有意义且必要的事情，而不是有趣且容易的事情。 考点：双重否定、形式主语 it、what 宾语从句。 句② If you always choose what is fun and easy over what is necessary, you will never enjoy the benefits the Internet is capable of bringing you. 结构分析：If 引导条件状语从句，句中用 choose…over…（在…… 中优先选……）结构，两个 what 从句分别作 choose 和 over 的宾语；主句中 the benefits 后接省略关系代词 that 的定语从句 the Internet is capable of bringing you。 译文：如果你总是选择有趣而容易的事，而不是必要的事，你将永远无法享受到互联网能够带给你的好处。 考点：choose…over…、定语从句省略关系代词。 句③ Whenever you decide to put off what you should be doing and reach for your phone instead, you not only waste a chance to grow, but you also lose confidence in yourself. 结构分析：Whenever 引导时间状语从句，put off 后接 what 引导的宾语从句，and 连接并列谓语 reach for；主句用 not only…but also… 连接两个并列谓语，强调后果的双重性。 译文：每当你决定拖延应该做的事情、转而拿起手机时，你不仅浪费了一个成长的机会，还会失去对自己的信心。 考点：not only…but also…、what 宾语从句。 句④ From the day you get your first device and start to go online, you are responsible for your digital life and the choices you make. 结构分析：From the day 后接省略关系副词 when 的定语从句修饰 the day；主句 be responsible for 后接两个并列宾语，其中 the choices 后再次省略关系代词 that 接定语从句 you make，形成从句套从句。 译文：从你拥有第一台设备、开始上网的那一天起，你就要对自己的数字生活和所做的选择负责。 考点：定语从句省略关系副词 / 关系代词。 【高考真题链接】 2024 年新高考Ⅰ卷（全国卷）阅读理解 C 篇 Is comprehension the same whether a person reads a text on screen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often "no." The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset and a tendency to multitask while consuming digital content. When reading texts of several hundred words or more, learning is generally more successful when it's on paper than on screen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text. The differences between print and digital reading results are partly related to paper's physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they've read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called "shallowing hypothesis (假说)." According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words. 28. What does the underlined phrase "shine through" in paragraph 2 mean? A. Seem unlikely to last.　B. Seem hard to explain.　C. Become ready to use.　D. Become easy to notice. 29. What does the shallowing hypothesis assume? A. Readers treat digital texts lightly.　B. Digital texts are simpler to understand.　C. People select digital texts randomly.　D. Digital texts are suitable for social media. 30. Why are audio and video increasingly used by university teachers? A. They can hold students' attention.　B. They are more convenient to prepare.　C. They help develop advanced skills.　D. They are more informative than text. 31. What does the author imply in the last paragraph? A. Students should apply multiple learning techniques.　B. Teachers should produce their own teaching material.　C. Print texts cannot be entirely replaced in education.　D. Education outside the classroom cannot be ignored. 题号 答案 题型 定位 解析要点 28 D 词义猜测 第 2 段 当实验任务从 "识别主旨"（简单）转向 "作推断"（需抽象思维）时，纸质阅读的优势变得显而易见（become easy to notice）。干扰项 A"难以持久"B"难以解释"C"可投入使用" 均不符语境。 29 A 细节理解 第 4 段 浅层假说认为人们以 "适合社交媒体、不够严肃" 的心态对待数字文本、投入脑力更少 → 读者以轻率心态对待数字文本。D"适合社交媒体" 为偷换概念。 30 A 细节理解（因果） 第 5 段 "Audio and video can feel more engaging than text"（比文字更吸引人）→ 教师用它们是因为能抓住学生注意力（hold attention）。 31 C 推理判断（暗示） 末段 "不应想当然地认为所有媒介都一样，即便文字完全相同" → 暗示纸质文本在教育中不可被完全替代。 解题技巧 维度 特点 语篇定位 处于全卷 C 篇（中等偏难区），选材自英美专家论著 / 主流媒体，经删改压缩至约 340 词 主题方向 聚焦 "数字技术 × 社会生活 / 学习" 交叉话题，与教材 The Internet 单元高度呼应 题型配置 词义猜测（1）＋ 细节理解（2）＋ 推理判断（1），层层递进 设题顺序 严格遵循 "题文同序"：28→第 2 段、29→第 4 段、30→第 5 段、31→末段 干扰项共性 围绕 "屏幕阅读 vs 纸质阅读" 核心话题设置，多为偷换概念、无中生有、以偏概全 能力指向 既考语言（词义、同义替换），更考思维（实验 / 论证逻辑、作者隐含观点） 命题特点 维度 特点 语篇定位 处于全卷 C 篇（中等偏难区），选材自英美专家论著 / 主流媒体，经删改压缩至约 340 词 主题方向 聚焦 "数字技术 × 社会生活 / 学习" 交叉话题，与教材 The Internet 单元高度呼应 题型配置 词义猜测（1）＋ 细节理解（2）＋ 推理判断（1），层层递进 设题顺序 严格遵循 "题文同序"：28→第 2 段、29→第 4 段、30→第 5 段、31→末段 干扰项共性 围绕 "屏幕阅读 vs 纸质阅读" 核心话题设置，多为偷换概念、无中生有、以偏概全 能力指向 既考语言（词义、同义替换），更考思维（实验 / 论证逻辑、作者隐含观点） 命题规律 年份 / 卷别 篇目位置 语篇主题 语篇类型 考查侧重点 2024 新高考 Ⅰ 卷 C 篇 屏幕阅读 vs 纸质阅读（数字学习） 议论文 词义猜测、细节因果、作者观点 2025 全国 Ⅰ 卷 C 篇 交通方式变迁对传统生活的冲击 议论文 细节理解、批判性推断、主旨 2026 全国 Ⅰ 卷 D 篇 AI 生成艺术与人类认知实验 学术说明文 实验逻辑、数据对比、研究结论 长难句分析 序号 原句 结构分析 参考译文 高频考点 ① The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea — to ones that require mental abstraction — such as drawing inferences from a text. when 引导时间状语从句；move from...to... 结构；ones 代替 tasks；that 引导定语从句；like/such as 举例。 当实验者从提出简单任务（如识别主旨）转向需要抽象思维的任务（如作推断）时，纸质阅读的优势尤为明显。 时间状语从句、from...to...、代词 ones、定语从句 ② With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. With paper 介词短语作状语；there be 句型；along with 并列补充；laying on of hands 为 lay hands on 的变体（亲手触摸）。 读纸质书时有一种实实在在的 "亲手触摸" 之感，同时还伴有不同书页清晰可辨的视觉空间感。 there be、along with、名词化短语理解 ③ According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. 过去分词短语 suited to... 作定语修饰 mindset；which 非限制性定语从句指代 social media；and 连接并列谓语 approach/devote；than when 比较状语从句。 根据该理论，人们以适合社交媒体（通常不够严肃）的心态对待数字文本，投入的脑力比读纸质读物时更少。 分词作定语、非限制性定语从句、比较结构 ④ However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words. for 表目的；where 引导定语从句修饰 learning；assume 后接省略 that 的宾语从句；even when 让步状语从句。 然而，为了在需要专注与深思的学习中达到最佳效果，教育者不应想当然地认为所有媒介都一样，即便它们文字完全相同。 where 定语从句、宾语从句省略 that、even when 让步 词汇积累 词汇 词性 文中释义 派生 / 拓展 comprehension n. 理解（力） comprehend v. 理解；comprehensive adj. 综合的 effective adj. 有效的 effect n. 效果；effectively adv. 有效地 concentration n. 专注；集中 concentrate v. 集中；concentrate on 专注于 tendency n. 倾向 tend v. 趋向；tend to do 往往会 multitask v./n. 同时处理多任务 multi- 前缀 "多" consume v. 消耗；消费 consumer n. 消费者；consumption n. 消费 finding n. （研究）发现 find v. 发现 print n./v. 印刷品；打印 printer n. 打印机 literal adj. 字面的；实实在在的 literally adv. 字面上地；确实地 distinct adj. 清晰的；不同的 distinction n. 区别；distinguish v. 区分 propose v. 提出（理论 / 建议） proposal n. 提议 shallow adj./v. 浅的；使变浅 shallowing hypothesis 浅层（肤浅）加工假说 approach v./n. 对待；接近；方法 熟词多义，C 篇高频考点 devote v. 投入（精力 / 时间） devote...to... 把…… 奉献给 engaging adj. 吸引人的 engage v. 吸引；参与；engagement n. assign v. 布置（作业 / 任务） assignment n. 任务 demonstrate v. 证明；演示 demonstration n. 证明；演示 maximize v. 使最大化 maximum n./adj. 最大（的） reflection n. 深思；反思 reflect v. 反思；反映 assume v. 假定；认为 assumption n. 假设 identical adj. 完全相同的 identify v. 识别；identity n. 身份 【综合实战演练】 语篇 题型 体裁 词数 内容简介 题源 Passage 1 阅读理解 应用文 约 274 词 四个面向中学生的在线 AI 课程项目 改编自 2025 年北京石景山高三一模 A 篇 Passage 2 阅读理解 说明文 约 354 词 "门徒效应"：在线互助学习中 "教即是学" 原创命题（依据 2026 年全国 Ⅰ 卷科普说明文风格） Passage 3 阅读理解 记叙文 约 317 词 屏幕时代，孩子与纸质字典的相遇 改编自 2026 年全国 Ⅰ 卷 B 篇 Passage 4 阅读理解 记叙文 约 343 词 放下手机，重新感受真实的生活 改编自 2026 年北京东城高三二模阅读与表达语篇 Passage 5 阅读理解 说明文 约 313 词 网络时代儿童求助时的 "声誉顾虑" 原创命题 Passage 6 阅读理解七选五 夹叙夹议 约 210 词 数字工具与手写笔记：哪种更高效 原创命题（依据 2026 年全国 Ⅰ 卷七选五衔接逻辑） Passage 7 阅读理解七选五 说明文 约 366 词 告别 "报复性熬夜"：健康使用手机的策略 改编自 2026 年北京石景山高三一模七选五 Passage 8 完形填空 说明文 约 292 词 人工智能引入课程：机遇与挑战 原创命题 Passage 9 完形填空 记叙文 约 255 词 数字鸿沟：中学生教老人使用智能手机 改编自 2025 年北京西城高三二模完形填空 Passage 10 语法填空 说明文 约 249 词 互联网的起源与发展 原创命题 Passage 1 改编自 2025 年北京石景山高三一模英语阅读理解A 篇（AI 课程项目） Online AI Programs for Teen Learners Want to explore artificial intelligence but don't know where to start? The following online programs are designed for middle and high school students, offering flexible schedules and hands-on projects. AI Explorers Camp This four-week virtual program begins with a Python preparation course that starts one month before the camp. No coding experience is required, and instructor support is available for all students. Core modules include lectures on using AI fairly and safely, along with seminars exploring current AI research. Students apply their new skills to a real-world challenge in a hands-on group project, which is presented at the final showcase. Teen Coders Online A twelve-week live course meeting twice a week, with recordings available for review. Beginners learn to build websites and mobile apps step by step. By the end, every student completes a personal project portfolio that can be shared with schools or clubs. Data Detectives This course introduces the basics of data collection and analysis. Using real public data, students investigate community issues such as local traffic safety or green space use, and produce a visual report with charts and maps. AI for Good Lab Students team up with industry mentors to design AI solutions for social and environmental problems, from sorting waste correctly to helping elderly people avoid getting lost. Outstanding proposals receive seed funding to make the ideas real. All programs are fully online, so learners can join from anywhere. Class sizes are kept small so that every participant receives personal attention, and a certificate is awarded upon completion. Spaces are limited, so early registration is encouraged, and a small discount is offered to early applicants. 1. Which program is most suitable for a student who has never learned any coding? A. AI Explorers Camp.　B. Teen Coders Online.　C. Data Detectives.　D. AI for Good Lab. 2. What do students do in the Data Detectives program? A. They build websites for local businesses.　B. They analyze public data about community issues.　C. They design AI solutions for elderly people.　D. They present group projects at a final showcase. 3. What do the four programs have in common? A. They are free of charge.　B. They are fully online.　C. They require coding experience.　D. They last about twelve weeks. 4. What is the main purpose of the passage? A. To advertise online AI programs for teenagers.　 B. To compare different ways of learning AI.　 C. To introduce the history of AI education.　 D. To call for more investment in AI courses. 1. 【答案】A 【详解】本题为细节理解题。定位 AI Explorers Camp 部分："begins with a Python preparation course that starts one month before the camp. No coding experience is required"，明确说明该项目不要求编程基础，且入营前一个月开设 Python 预备课程作铺垫，最适合零基础学生。B 项 Teen Coders Online 虽面向 "beginners"，但文中并未明确声明 "无需编程经验"；C、D 两项均未提及对编程基础的要求。故选 A。 2. 【答案】B 【详解】本题为细节理解题。定位 Data Detectives 部分："Using real public data, students investigate community issues such as local traffic safety or green space use, and produce a visual report with charts and maps"，可知该课程学生利用真实公开数据调查社区问题并产出可视化报告，B 项与之完全吻合。A 项 "为本地商家建网站" 是 Teen Coders Online 的内容；C 项 "为老人设计 AI 方案" 是 AI for Good Lab 的内容；D 项 "在最终展示会上汇报小组项目" 是 AI Explorers Camp 的内容，均属张冠李戴。故选 B。 3. 【答案】B 【详解】本题为细节理解题。最后一段首句直接点明："All programs are fully online, so learners can join from anywhere"，"fully online" 是四个项目的共同特征，故选 B。A 项 "免费" 文中并未提及费用问题，无从判断；C 项与第一题信息矛盾（AI Explorers Camp 明确 "no coding experience is required"）；D 项 "约十二周" 只是 Teen Coders Online 的课程时长，不能代表全部项目。故选 B。 4. 【答案】A 【详解】本题为主旨意图题。本文是典型的应用文（招生广告类）：主体依次介绍四个在线 AI 课程项目的时长、内容、学习形式与收获，结尾以 "Spaces are limited... early registration is encouraged" 鼓励报名，写作目的就是向青少年推介并招生。B 项 "比较学习方法" 并非文章目的；C 项 "介绍 AI 教育历史" 文中毫无涉及；D 项 "呼吁投资" 属过度推断。故选 A。 Passage 2 （依据 2026年全国Ⅰ卷科普说明文命题风格命制） The Protégé Effect: Learning by Teaching "While we teach, we learn," the Roman philosopher Seneca observed nearly two thousand years ago. Modern research has turned this ancient wisdom into a learning strategy with a name: the protégé effect, which describes how people understand and remember material better when they expect to teach it to someone else. In one classic study, researchers asked two groups of students to study the same passage. One group was told they would be tested on the material; the other was told they would teach it to another student. In the end, both groups took the same test. Those who had prepared to teach not only scored higher but also recalled more details several weeks later. The effect was surprisingly strong and has been repeated in many follow-up studies. Why does expecting to teach make such a difference? Psychologists suggest that the intention to teach changes how we process information. Instead of passively reading, we actively organize the material, look for connections between ideas, and notice the gaps in our own understanding. We also tend to put things in simpler, clearer words, a process that strengthens memory. Teaching reveals what we do not know: the moment we try to explain something, our weak points surface, giving us a chance to go back and fill those gaps. The protégé effect fits the Internet age perfectly. On online learning platforms, students can join study groups, explain concepts in forums, or even record short video lessons for classmates. When learners take on the role of teacher, they move from passive consumers of information to active builders of knowledge. This shift is especially valuable online, where endless content can make learning feel like a one-way street. Of course, teaching others is not always easy. It requires patience and preparation. But the effort pays off: by explaining an idea to someone else, you often understand it better yourself. So next time you finish an online course, try teaching what you have learned to a friend. The person who benefits most may be you, not your listener. With the Internet, that teaching can happen anywhere, at any time. 1. How does the author introduce the topic of the passage? A. By quoting an ancient philosopher.　B. By describing an online course.　C. By giving a scientific definition.　D. By telling a personal story. 2. What did the classic study find? A. Students who prepared to teach scored higher on the test.　B. Students who studied for a test remembered more details.　C. Both groups performed equally well in the test.　D. Teaching others made students more anxious. 3. Why does expecting to teach improve learning according to psychologists? A. It forces learners to organize and check their understanding.　B. It gives learners more time to memorize the material.　C. It reduces the difficulty of the learning task.　D. It allows learners to avoid making mistakes. 4. What is the author's attitude towards learning by teaching online? A. Doubtful.　B. Supportive.　C. Unconcerned.　D. Critical. 1. 【答案】A 【详解】本题为写作手法题。第一段以罗马哲学家塞内加的名言 "While we teach, we learn" 开篇，由古人的智慧引出 "门徒效应" 这一现代学习策略 —— 这是典型的 "以引语引入话题" 的方式。B 项 "描述在线课程"、C 项 "直接下科学定义"、D 项 "讲述个人故事" 均与第一段的实际写法不符。故选 A。 2. 【答案】A 【详解】本题为细节理解题。第二段明确指出："Those who had prepared to teach not only scored higher but also recalled more details several weeks later"，即准备教别人的一组不仅得分更高，数周后还能回忆起更多细节，A 项与之完全一致。B 项说反了，得分更高、记得更多的是 "准备教学组" 而非 "准备应考组"；C 项 "两组表现相同" 与原文矛盾；D 项 "教学使学生更焦虑" 文中并无依据。故选 A。 3. 【答案】A 【详解】本题为细节理解题。第三段给出机制解释："the intention to teach changes how we process information. Instead of passively reading, we actively organize the material, look for connections between ideas, and notice the gaps in our own understanding"，即预期教学促使学习者从被动阅读转向主动组织信息、建立联系、发现知识缺口 —— 这正是 "重组并检验自己的理解"，A 项准确概括。B 项 "更多记忆时间"、C 项 "降低任务难度"、D 项 "避免犯错" 在文中均无对应信息。故选 A。 4. 【答案】B 【详解】本题为观点态度题。第四段称门徒效应 "fits the Internet age perfectly"（与互联网时代完美契合），并称学习者 "move from passive consumers of information to active builders of knowledge"（从被动的信息消费者变为主动的知识构建者）；结尾更直接建议读者 "try teaching what you have learned to a friend"，并说获益最多的可能是你自己 —— 全篇洋溢肯定与推崇，态度明确为支持。A 项 "怀疑"、C 项 "漠不关心"、D 项 "批评" 均与文意相反。故选 B。 Passage 3 改编自 2026 年全国 Ⅰ 卷高考英语阅读理解 B 篇 Recently, my fifth-grade son Kevin asked me what a word in his novel meant. "Look it up," I said. "But my screen time is off," he replied. I glanced at the bookshelf, where three dictionaries sat. Kevin sighed dramatically. "Can't you just use your phone?" he asked. Suddenly I realized he had no idea how to use a paper dictionary. I took one down, and we read a few entries together before I handed it to him. It took several tries before he found the word. As he flipped through the pages, his eyes grew wide. "How can there be this many words?" he kept saying. After a while he looked up. "Do you know all these words, Mom?" I smiled. "I definitely don't," I said. "But that's why this is one of my favorite books." I received my first dictionary as a birthday gift when I turned thirteen. I decided to learn as many words as possible and began marking every entry I looked up with a pencil to track my progress. I kept making those pencil marks for years, and when I went to college, I packed the dictionary in my suitcase. Kevin asked to see it. A small pain rose in my chest. The dictionary had been stolen at the end of my freshman year. "That's so sad," he said. "But you still know all those words, even without the book." I realized he was right. I made it through the rest of college without it. In the end, it was not the dictionary that carried me through, not really. What carried me was the habit of curiosity it had planted in me years before. Now I understand that although my son learns differently from the way I did, he is still learning. What matters is not the words themselves or how we acquire them, but the curiosity and appetite behind the wanting to know. 1. What does Kevin usually do when he meets a new word? A. He looks it up on electronic devices.　B. He asks his teacher for help.　C. He guesses from the context.　D. He reads a paper dictionary. 2. How did Kevin feel while looking up the word in the dictionary? A. Annoyed.　B. Astonished.　C. Disappointed.　D. Embarrassed. 3. What can we learn about the author's first dictionary? A. It was stolen when she was in college.　B. It was a gift from her English teacher.　C. It helped her son learn new words.　D. It was passed down from her parents. 4. What has the author come to realize about learning? A. It is never too late to start.　B. Curiosity is what really matters.　C. Children should follow adults' methods.　D. Paper books are better than digital tools. 1. 【答案】A 【详解】本题为推理判断题。第一段中 Kevin 说 "my screen time is off"（我的屏幕时间用完了），并反问 "Can't you just use your phone?"—— 可见他平时查词依赖手机等电子设备，以致屏幕时间被限定后便束手无策；而作者 "Suddenly I realized he had no idea how to use a paper dictionary" 也反证了这一点。B 项 "求助老师"、C 项 "根据语境猜测" 文中均无信息支撑；D 项与事实相反（他恰恰不会用纸质字典）。故选 A。 2. 【答案】B 【详解】本题为细节理解题。第二段描写 Kevin 翻字典时的反应："his eyes grew wide. 'How can there be this many words?' he kept saying"—— 他睁大眼睛，反复惊叹 "怎么会有这么多词"，这是典型的惊讶（astonished）之情。A 项 "恼怒"、C 项 "失望"、D 项 "尴尬" 都与 "睁大眼睛、连连惊叹" 的神情不符。故选 B。 3. 【答案】A 【详解】本题为细节理解题。第四段明确交代："The dictionary had been stolen at the end of my freshman year"，即作者的字典在大学一年级结束时被偷，A 项正确。B 项 "英语老师所赠" 错误 —— 文中只说 "a birthday gift when I turned thirteen"，未指明赠予者；C 项错误，儿子 Kevin 想看这本字典但并未使用它（字典当时早已丢失）；D 项 "父母传下来的" 无中生有。故选 A。 4. 【答案】B 【详解】本题为主旨推断题。末段是全文的点题句："What matters is not the words themselves or how we acquire them, but the curiosity and appetite behind the wanting to know"—— 真正重要的不是词本身，也不是用什么方式学，而是求知欲和好奇心。作者借此回应 "儿子用不同方式学习" 的事实：方式不同无妨，有好奇心就好，B 项准确。A 项 "学习永远不晚" 偏离文意；C 项 "孩子应模仿成人方法" 与作者包容差异的态度相反；D 项 "纸质优于电子" 把文章拔高为工具优劣之争，属过度解读。故选 B。 Passage 4 改编自 2026 年北京东城高三二模英语阅读与表达语篇 Last summer, my family took a long-planned trip to the coast. On the first morning, I stood on the balcony, phone in hand, framing the perfect sunrise photo. Within minutes I had posted it online, then kept checking how many likes it received. The ocean breeze, the cries of seabirds, the laughter of my children, all faded into the background of my little screen. The pattern continued all week. I photographed every meal, every sunset, every "candid" moment of the kids. I even rearranged their toys for better angles, turning real life into a photo studio. I was present in every picture but absent from every moment. On the last evening, I sat scrolling through my own posts, but the memories felt strangely thin. I could tell you how many likes each photo got, yet I could hardly describe the taste of the seafood or the sound of the waves. That night, my father called. I felt the weight of my habits. "Your grandmother used to say," he told me, "that people who watch life through a lens end up with beautiful albums and empty hearts." The words hit me hard. For a long moment I stood by the window, letting them sink in, thinking of all the moments my phone had quietly replaced. The next morning, I announced a new rule for our last day: no phones before sunset. My children cheered; I felt uneasy. What happened that day surprised me. Without the camera, I noticed the way the tide drew patterns in the sand. I talked with a fisherman about his day, played cards with the kids until dark, and watched the sunset paint the sky in colors no filter could reproduce. When we returned home, my daughter said it was the best day of the whole trip. My phone still holds hundreds of photos from that week, but the memories I treasure are the ones I never captured. We do not need to record every moment to own it. Sometimes the deepest way to keep a memory is simply to live it fully. 1. What did the author do on the first morning of the trip? A. She took photos of the sunrise and posted them online.　B. She played cards with her children on the beach.　C. She talked with a fisherman about his day.　D. She watched the sunset with her family. 2. Why did the author feel the memories were "strangely thin" on the last evening? A. Because she had taken too few photos.　B. Because she had been absorbed in her screen instead of real moments.　C. Because the weather had ruined most of the trip.　D. Because she had argued with her children. 3. What rule did the author set for the last day? A. No phones before sunset.　B. No photos of the kids.　C. No social media for a week.　D. No screens after meals. 4. What message does the passage mainly convey? A. Photos are the best way to keep memories.　B. Living fully matters more than recording everything.　C. Children teach parents how to enjoy life.　D. Social media connects families across distances. 1. 【答案】A 【详解】本题为细节理解题。第一段描写旅行第一天早晨："I stood on the balcony, phone in hand, framing the perfect sunrise photo. Within minutes I had posted it online, then kept checking how many likes it received"，即拍日出、发动态、反复看点赞数，A 项准确。B 项 "和孩子打牌"、C 项 "与渔夫聊天"、D 项 "看日落" 均发生在最后一天实行 "无手机" 规则之后（见第四段），时间定位错误。故选 A。 2. 【答案】B 【详解】本题为推理判断题。第二段作者自省："I was present in every picture but absent from every moment"（我出现在每张照片里，却缺席了每一个时刻），她忙于拍照、摆拍、修图、看点赞，身心被屏幕占据，未曾真正体验旅行，所以回忆才 "单薄"—— 这是 "人在心不在" 的直接后果。A 项与下文 "hundreds of photos" 矛盾；C 项 "天气"、D 项 "与孩子争吵" 均为无中生有。故选 B。 3. 【答案】A 【详解】本题为细节理解题。第三段明确交代："I announced a new rule for our last day: no phones before sunset"（最后一天的规则：日落前不碰手机），A 项与之完全一致。B 项 "不给孩子们拍照"、C 项 "一周不上社交平台"、D 项 "饭后不看屏幕" 均与原文不符。故选 A。 4. 【答案】B 【详解】本题为主旨大意题。全文讲述作者从沉迷 "拍照 — 发布 — 看赞" 到放下手机、全身心体验的转变过程，结尾点题："We do not need to record every moment to own it. Sometimes the deepest way to keep a memory is simply to live it fully"—— 拥有记忆不需要记录一切，全身心地活在当下才是留住记忆的最好方式，B 项准确概括。A 项与主旨相悖（作者恰恰质疑照片式的记录）；C 项 "孩子教家长享受生活" 并非主线；D 项 "社交媒体连接亲情" 与文章批判手机的态度相反。故选 B。 Passage 5 原创命题 Why Children Fear Asking for Help Online Teachers often encourage students to raise their hands when they do not understand. Yet many children stay silent, and in the digital age, the silence can grow even louder. Recent studies on classroom behavior suggest that children's unwillingness to ask for help is often rooted not in laziness but in a deep concern for their reputation. Researchers have found that asking a question in front of peers can feel like admitting failure. A student who raises a hand risks being seen as "the slow one," a label that spreads quickly. Children also worry about being a burden, about slowing down the whole class for their own confusion. Online, the risk seems even greater. In a class group chat or a public forum, a question is recorded, visible to everyone, and can be screenshotted or shared. Once a reputation for "not getting it" is established, it is hard to shake off. Some platforms offer anonymity as a solution. When children can ask questions without revealing their identity, the fear of losing face weakens. However, anonymous questions often receive delayed or shallow replies, because nobody knows who asked, or why the answer matters. The quality of help, researchers note, is generally higher when the learner is known and can follow up. The good news is that attitudes can be shaped. In classrooms where teachers regularly say "I don't know, let's find out together," students become far more willing to admit uncertainty. When asking for help is treated as a sign of engagement rather than weakness, the reputation cost drops sharply. The same principle applies online: a discussion group that celebrates curiosity will hear more questions than one that punishes mistakes. Building such a culture takes time, but every safe question makes the next one easier. Helping children feel safe to ask is not about technology at all, it is about culture. 1. What mainly prevents children from asking for help, according to the passage? A. Their fear of damaging their reputation.　B. Their dislike of the teachers.　C. Their belief that questions are unnecessary.　D. Their habit of solving problems alone. 2. What does the underlined word "anonymity" in Paragraph 3 probably mean? A. The state of being unknown.　B. The quality of being helpful.　C. The act of answering quickly.　D. The feeling of being watched. 3. What can we learn about anonymous questions online? A. They often receive timely and helpful replies.　B. They may get slower or less useful answers.　C. They are the best way to protect children's privacy.　D. They make children more willing to follow up. 4. What is the best title for the passage? A. Make Asking for Help Safe and Normal.　B. Online Learning: A New Challenge.　C. Why Children Prefer to Stay Silent.　D. The Rise of Anonymous Question Boards. 1. 【答案】A 【详解】本题为细节理解题。第一段末句直指根源："children's unwillingness to ask for help is often rooted not in laziness but in a deep concern for their reputation"；第二段进一步解释 "asking a question in front of peers can feel like admitting failure"—— 阻碍求助的主要是声誉顾虑，A 项正确。B 项 "不喜欢老师"、C 项 "认为问题不必要"、D 项 "习惯独自解决" 均无文本依据。故选 A。 2. 【答案】A 【详解】本题为词义猜测题。第三段紧随其后给出解释："When children can ask questions without revealing their identity, the fear of losing face weakens"—— 在不暴露身份的情况下提问，即 "匿名" 状态，anonymity 意为 "匿名、身份不被知晓"，A 项正确。B 项 "有帮助的品质"、C 项 "快速回答的行为"、D 项 "被注视的感觉" 均无法由上下文推出。故选 A。 3. 【答案】B 【详解】本题为细节理解题。第三段明确说明："anonymous questions often receive delayed or shallow replies, because nobody knows who asked, or why the answer matters"，且 "the quality of help is generally higher when the learner is known and can follow up"—— 匿名问题常得到延迟、肤浅的回复，质量低于实名提问，B 项正确。A 项与原文相反；C 项 "保护隐私的最佳方式" 过于绝对，文中只说匿名能减轻 "丢面子" 的恐惧；D 项与原文矛盾（匿名时无人知道提问者，反而难以跟进）。故选 B。 4. 【答案】A 【详解】本题为主旨大意题。文章结构为 "现象（孩子不敢求助）— 原因（声誉顾虑）— 线上加剧 — 解决之道（把求助正常化、营造安全文化）"，落脚点在最后一段 "Helping children feel safe to ask... it is about culture"，A 项 "让求助变得安全而正常" 既涵盖现象又点明解决方向，概括最全面。B 项 "在线学习的新挑战" 范围过宽；C 项只概括了现象，未体现文章给出的出路；D 项 "匿名提问板的兴起" 只是第三段的一个细节。故选 A。 Passage 6 （依据 2026 年全国 Ⅰ 卷七选五语篇衔接逻辑命制） During my first year of college, I typed every lecture note on my laptop. At first I loved the convenience; the keyboard felt faster than my thoughts. It was fast, tidy, and searchable. 1. _________ At the end of the semester, when I sat down to review, I found I could barely remember what my notes meant. The sentences were complete, but the thinking behind them was missing. Then a friend suggested I try paper and pen. 2. _________ Instead of copying down every word, I had to listen, judge, and compress. I had to decide what mattered, rephrase ideas in my own words, and draw connections between concepts. It felt slow and clumsy at first. To my surprise, my quiz scores climbed. Researchers explain this with what they call the "generation effect": writing by hand forces the brain to process information more deeply. 3. _________ But digital notes are not useless. They are easy to organize, share, and search, which makes them powerful for group projects and revision. 4. _________ The real lesson is not that one tool is superior. 5. _________ One tool records what was said; the other records what I understood. I now take handwritten notes in class and transfer the key ideas to a digital document afterwards, the best of both worlds. A. Typing simply records the words, while handwriting builds understanding. B. Handwriting, in contrast, forced me to slow down and think. C. I soon became the fastest note-taker in the lecture hall. D. It is that different tools serve different purposes. E. Many studies have confirmed the benefits of digital learning. F. Whenever I needed to find something, a quick search brought it up in seconds. G. In the end, what matters is using each tool with intention. 1. 【答案】F 【详解】本题为段内衔接题。空前说打字笔记 "fast, tidy, and searchable"（快、整洁、可搜索），F 项 "每当我想找什么，几秒钟就能搜出来" 正是对 "searchable" 的具体举例展开，话题一致（"search" 与 "searchable" 呼应），故选 F。C 项 "我很快成了教室里记笔记最快的人" 与后文 "期末复习时几乎想不起笔记内容" 相矛盾，应排除。 2. 【答案】B 【详解】本题为段际衔接题。前文作者习惯用电脑打字，朋友建议改用纸笔；空后是 "我不再逐字抄写，而必须听讲、判断、压缩"。B 项 "相比之下，手写迫使我慢下来思考" 承接上文 "改用纸笔"、开启下文 "不得不思考加工"，且 "slow down" 与下文的 "slow and clumsy"（慢而笨拙）形成呼应，故选 B。G 项 "归根结底，重要的是有意识地使用每种工具" 是总结性语句，放在此处会破坏叙事进程。 3. 【答案】A 【详解】本题为语义逻辑题。空前提到 "generation effect"（生成效应）：手写迫使大脑更深入地加工信息。A 项 "打字只是记录话语，手写则构建理解" 正是对这一效应的进一步阐释，用对比方式强化 "手写理解更深" 的观点，与上句构成 "观点 — 阐释" 关系，故选 A。E 项 "许多研究证实了数字学习的好处" 与前文褒扬手写的语境相悖。 4. 【答案】E 【详解】本题为论证支撑题。空前提及数字笔记 "便于整理、分享、搜索，适合小组项目和复习"，说明其并非无用。E 项 "许多研究证实了数字学习的好处" 为这一论断提供研究依据，起到支撑论点的作用，故选 E。A 项在此处重复且与前文对数字笔记的肯定语气冲突；D 项是全文的结论句，不宜提前出现。 5. 【答案】D 【详解】本题为段际衔接题。空前说 "真正的教训不是某一种工具更优越"，空后是 "一种工具记录所说的话，另一种记录我所理解的东西"，最后落到 "我现在课堂上手写、课后整理成电子文档"。D 项 "而是不同的工具服务于不同的目的" 正好回答 "真正的教训是什么"，承上启下，故选 D。G 项 "重要的是有意识地使用每种工具" 语义接近但缺少 D 项 "不同工具不同用途" 与前后文的具体呼应，且 D 项中 "It is that..." 直接对应前句 "not that..." 的结构，衔接最紧密。 Passage 7 改编自 2026 年北京石景山高三一模英语七选五 "Tonight I will go to bed early," many teenagers promise themselves, only to find themselves still scrolling through their phones hours later. 1. _________ The name sounds like a joke, but the habit is real and widespread. Deprived of "me time" during the day, they treat the late night as the only hours that truly belong to them. This is called revenge bedtime procrastination. The problem goes beyond lost sleep. The endless stream of short videos and posts keeps the brain excited, making it harder to relax. Even after the phone is put down, the mind keeps replaying what it has just seen. 2. _________ What starts as a few minutes of "winding down" often stretches into two hours of endless scrolling. Studies show that the blue light from screens slows down the production of melatonin, the hormone that signals our body to sleep. As a result, falling asleep takes longer, and the sleep that follows is lighter. 3. _________ Social media can also bring worries into dreams, so anxiety follows teenagers even into their sleep. The effects form a vicious cycle. Sleep-deprived students feel sleepy in class, struggle to concentrate, and fall behind in their studies. Their grades drop, their confidence weakens, and daytime pressure grows. A student who misses sleep night after night may find memory and mood both suffering. The pressure then pushes them to stay up even later, "borrowing" more time from the night. 4. _________ Experts suggest setting a "digital curfew": put the phone to charge in another room at least one hour before bed. 5. _________ If going straight to bed feels too hard, they can begin with fifteen minutes of reading and gradually increase the gap. Some teenagers find it helpful to write down tomorrow's to-do list, which clears the mind and reduces racing thoughts. Others replace evening screens with gentle exercise or a warm bath. The goal is not to remove all fun from the evening, but to give the brain time to slow down. What truly heals the tired is not more screen time but better rest. The fight against revenge bedtime procrastination is not a battle against phones, but a battle for energy, focus, and health. Winning back the night begins with putting down the phone. A. The blue light also delays the natural rhythm of the body clock. B. Instead, they can read a paper book or listen to soft music. C. It is hard to fall asleep with the mind still busy. D. For many students, the phone has become an alarm clock. E. The more tired they feel, the more they feel owed "their own time." F. Teenagers often stay up because the daytime is full of homework and classes. G. Bedtime should be a time for family conversations, not for screens. 1. 【答案】F 【详解】本题为因果衔接题。空前是 "很多青少年发誓早睡，却几小时后还在刷手机"，空后是 "白天被剥夺了 ' 属于自己的时间 '，他们把深夜当成唯一真正属于自己的时光"。F 项 "青少年常常熬夜，因为白天被作业和课程占满" 解释了 "为什么白天没有属于自己的时间"，与后文 "Deprived of 'me time' during the day" 构成因果衔接，故选 F。E 项 "越累越觉得亏欠自己时间" 更适合放在第三段描述恶性循环处，提前出现会造成逻辑跳跃。 2. 【答案】C 【详解】本题为语义逻辑题。空前说 "放下手机后，大脑还在回放刚才看到的内容"，空后说 "原本打算 ' 放松几分钟 '，结果常常刷了两小时"。C 项 "大脑还在忙碌时很难入睡" 承接 "大脑回放内容"，解释 "难入睡" 的原因，进而引出 "睡不着就继续刷" 的行为，逻辑链完整，故选 C。A 项 "蓝光还会推迟身体时钟的自然节律" 与下文 "melatonin" 内容重复，放在此处会与后文信息重叠。 3. 【答案】A 【详解】本题为递进衔接题。空前提及 "屏幕蓝光抑制褪黑素分泌，入睡变慢、睡眠变浅"，空后是 "社交媒体还会把烦恼带进梦里"。A 项 "蓝光还会打乱身体时钟的自然节律" 在 "褪黑素受抑制" 的基础上进一步补充蓝光的另一危害（生物钟紊乱），用 "also" 与前文形成递进，并与后文 "焦虑缠身" 共同构成 "睡眠质量差" 的多重原因，故选 A。G 项 "就寝时间应属于家庭交流而非屏幕" 与第二段 "危害分析" 的语境不符。 4. 【答案】E 【详解】本题为总结衔接题。第三段描述恶性循环：睡眠不足→课堂困倦→成绩下降、压力增大→熬夜更晚。E 项 "他们越疲惫，就越觉得被亏欠了 ' 属于自己的时间 '" 正是对 "压力越大越要熬夜" 这一心理机制的概括总结，收束全段、呼应第一段的 "报复性熬夜" 定义，故选 E。D 项 "对许多学生来说，手机已变成闹钟" 与段意无关，无法承接 "恶性循环"。 5. 【答案】B 【详解】本题为语义逻辑题。空前建议设定 "数字宵禁"：睡前至少一小时把手机放到别的房间充电；空后是 "如果直接睡觉太难，可以从读十五分钟书开始"。B 项 "取而代之，他们可以读纸质书或听轻柔的音乐" 回应 "放下手机后做什么"，与后文 "从读十五分钟书开始" 自然衔接，故选 B。G 项虽涉及 "就寝时间"，但强调的是 "家庭交流"，与后文 "读书、音乐、写清单、运动" 等个人放松方式不一致。 Passage 8 原创命题 Artificial intelligence is quietly walking into classrooms. From language learning apps to math tutors, AI now offers students personalized practice and instant feedback that once required a human teacher. These tools can grade papers in minutes and 1 lessons to different levels, saving teachers precious time. Yet the arrival of AI also raises concerns. The biggest worry is that students may 2 on AI for answers instead of thinking for themselves. Teachers have caught students using AI to 3 essays without understanding a single word they "wrote." Another problem is privacy: many AI platforms 4 data about students, and parents worry about how it is stored and used. Schools are responding with training and clear 5 on when students may turn to AI. The key, educators say, is to treat AI as a learning partner rather than an answer machine. Used well, AI can point out a student's weak spots and offer extra 6 where needed. Used carelessly, it becomes a shortcut that 7 independent thinking. In one high school, students must 8 all AI-assisted work: they explain which parts they wrote and how the AI helped. The rule turns a potential 9 into a learning opportunity. One teacher put it, "The question is not whether students will use AI, but whether we teach them to use it 10." A growing number of schools now include digital responsibility in their lessons. 11, students also need the wisdom to know when the machine should step back and let the human mind lead. Technology is never good or bad by itself; it depends on 12. Guided by clear rules and honest habits, AI can open doors. Left 13, it can quietly close them. The classroom of tomorrow will not be the one without AI, but the one where students keep their own thinking 14 and their curiosity 15. 1. A. attach　 B. apply　 C. appeal　 D. adapt 2. A. rely　 B. focus　 C. draw　 D. take 3. A. generate　 B. grade　 C. translate　 D. correct 4. A. collect　 B. hide　 C. ignore　 D. protect 5. A.warnings 　 B.promises 　 C. examples　 D. guidelines 6. A. practice　 B. homework　 C. pressure　 D. time 7. A. weakens　 B. trains　 C. values　 D. improves 8. A. explain　 B. hide　 C. memorize　 D. design 9. A. risk　 B. secret　 C. habit　 D. trick 10. A.frequently 　 B. carelessly 　 C. secretly　 D. wisely 11. A. However　 B. Therefore　 C. Besides　 D. Otherwise 12. A. how it is used　 B. what it costs　 C. where it started D. who controls it 13. A. unchecked　 B. unfinished　 C. unlocked　 D. untouched 14. A. sharp　 B. quiet　 C. simple　 D. safe 15. A.silent 　 B. hidden 　 C.limited　 D. alive 1. 【答案】D 【详解】本题为动词辨析题。句意：这些工具能在几分钟内批改试卷，并把课程调整到不同水平，为教师节省宝贵时间。adapt 意为 "调整、使适应"，adapt lessons to different levels（使课程适应不同水平）搭配准确。attach（附上）、apply（应用，apply...to... 把…… 应用于……，主语应是 "人" 而非工具）、appeal（吸引，appeal to）均不符合 "调整课程难度" 的语境。故选 D。 2. 【答案】A 【详解】本题为动词短语辨析题。句意：最大的担忧是学生可能依赖 AI 获取答案，而不是自己思考。rely on 意为 "依赖、依靠"，rely on AI for answers 符合语义。focus（on 集中于）、draw（on 利用，draw on...for... 搭配不符）、take（on 承担）均不表示 "依赖" 之义。故选 A。 3. 【答案】A 【详解】本题为动词辨析题。句意：老师们抓到学生用 AI 生成作文，却对所 "写" 的内容一个字都不理解。generate 意为 "生成"（AI 生成文本的常用表达），且与后文 "without understanding a single word they 'wrote'" 呼应 —— 学生并未真正写作。grade（打分）、translate（翻译）、correct（改正）均不符合 "用 AI 代写" 的语境。故选 A。 4. 【答案】A 【详解】本题为动词辨析题。句意：许多 AI 平台收集学生的数据，家长担心这些信息如何被存储和使用。collect data（收集数据）是固定搭配，且 "家长担心信息如何存储使用" 的前提正是平台收集了数据。hide（隐藏）、ignore（忽视）、protect（保护）与 "家长担忧" 的语义逻辑相悖。故选 A。 5. 【答案】D 【详解】本题为名词辨析题。句意：学校正通过培训和明确的使用准则来应对，规定学生何时可以使用 AI。guidelines 意为 "指导方针、准则"，clear guidelines on when students may turn to AI（关于何时可以使用 AI 的明确准则）语义通顺。warnings（警告）、promises（承诺）、examples（例子）均不能作为学校管理 AI 使用的规范手段。故选 D。 6. 【答案】A 【详解】本题为名词辨析题。句意：使用得当，AI 能指出学生的薄弱环节，在需要的地方提供额外的练习。前文提到 "personalized practice"（个性化练习），此处 offer extra practice（提供额外练习）与之呼应，强调 AI 的针对性训练功能。homework（家庭作业，与 "个性化辅导" 语境不符）、pressure（压力）、time（时间）均不符合 "针对薄弱点补强" 的语义。故选 A。 7. 【答案】A 【详解】本题为动词辨析题。句意：使用不慎，它就成了削弱独立思考能力的捷径。a shortcut that weakens independent thinking（削弱独立思考的捷径）与前文 "依赖 AI 获取答案而非自己思考" 的担忧一致。trains（训练）、values（重视）、improves（提升）均与 "使用不慎的负面后果" 相反。故选 A。 8. 【答案】A 【详解】本题为动词辨析题。句意：在某所高中，学生必须说明所有 AI 辅助完成的内容：他们要说清哪些部分是自己写的、AI 如何帮助的。后文冒号后的 "they explain which parts they wrote" 正是对空格的解释，explain（说明、解释）为答案。hide（隐藏）与该校 "透明化管理" 的做法相反；memorize（记忆）、design（设计）均不符。故选 A。 9. 【答案】A 【详解】本题为名词辨析题。句意：这条规则把潜在的风险变成了学习机会。前文所述 "依赖 AI、AI 代写、隐私泄露" 都是风险（risk），该校通过 "说明使用情况" 的规则将其转化为学习机会。secret（秘密）、habit（习惯）、trick（把戏）均无法与 "learning opportunity" 形成 "负面转正面" 的对应。故选 A。 10. 【答案】D 【详解】本题为副词辨析题。句意：问题不在于学生会不会用 AI，而在于我们是否教他们明智地使用它。teach them to use it wisely（教他们明智地使用）与全文 "把 AI 当学习伙伴而非答案机器" 的主旨一致。frequently（频繁地）、carelessly（粗心地）、secretly（偷偷地）均与 "正确引导使用 AI" 的立意相悖。故选 D。 11. 【答案】A 【详解】本题为连词辨析题。句意：越来越多的学校把数字责任纳入课程。然而，学生还需要智慧，知道何时该让机器退后、让人类思维主导。前句讲学校的 "外部引导"，后句强调学生自身的 "内在判断"，两者之间是转折关系，However（然而）准确。Therefore（因此）表示因果、Besides（此外）表示递进、Otherwise（否则）表示条件，均无法体现 "学校努力之外仍不够" 的转折语气。故选 A。 12. 【答案】A 【详解】本题为语义理解题。句意：技术本身无所谓好坏，一切都取决于它被如何使用。空格承接前文 "Technology is never good or bad by itself"，下文 "Guided by clear rules... Left unchecked..." 均围绕 "使用方式" 展开，故填 "how it is used"（如何使用）。B 项 "价格"、C 项 "起源"、D 项 "控制者" 均偏离 "使用方式决定好坏" 的主旨。故选 A。 13. 【答案】A 【详解】本题为形容词辨析题。句意：被明确规则和诚实习惯引导时，AI 能打开大门；被放任自流时，它会悄悄关上大门。left unchecked 意为 "不加约束、放任不管"，与上文 "guided by clear rules" 形成对比，是 "关闭大门" 的原因。unfinished（未完成的）、unlocked（未上锁的）、untouched（未触碰的）均不能表达 "缺乏规范约束" 之义。故选 A。 14. 【答案】A 【详解】本题为形容词辨析题。句意：明天的课堂不会是 "没有 AI 的课堂"，而是学生保持自己思维敏锐、好奇心活跃的课堂。keep one's thinking sharp（保持思维敏锐）是常用表达，与 "不被 AI 替代思考" 的立意一致。quiet（安静的）、simple（简单的）、safe（安全的）均不能体现 "独立思考、思维活跃" 的内涵。故选 A。 15. 【答案】D 【详解】本题为形容词辨析题。句意：…… 学生保持自己思维敏锐、好奇心活跃的课堂。keep one's curiosity alive（让好奇心保持活跃）是固定搭配，与前文 "the question is whether we teach them to use it wisely" 相呼应，强调在 AI 时代守护人类的好奇心与求知欲。silent（沉默的）、hidden（隐藏的）、limited（有限的）均与 "守护好奇心" 的正面立意相悖。故选 D。 Passage 9 改编自 2025 年北京西城高三二模英语完形填空 The elderly residents at Brookdale Senior Living have much wisdom, but they face real challenges with 1. Turning on devices and checking emails often left them 2. Then a group of students from Canterbury School decided to 3. A few years ago, after joking about their grandparents' trouble with digital devices, Aaron Smolyar and two friends came up with a(n) 4. They created CLEO, which stands for "Computer Literacy Education Outreach." They 5 emailed Brookdale to partner with them, but getting no response, the teens walked to the center next to their school and offered their 6 to teach residents to use smartphones. Now the CLEO volunteers visit Brookdale once a week, patiently helping the residents. They have built close bonds with the seniors, making a lasting impact on their 7. Jonathan Smith, a resident, said gratefully: "I couldn't 8 how to text a picture until one of the CLEO kids explained it to me." The program has expanded to six chapters nationwide. Its mission is to 9 the digital divide by giving seniors skills to explore the digital world. The volunteers teach not only technical skills but also meaningful 10. For the teenagers, the experience is equally rewarding. Each lesson forces them to 11 technical problems in simple words. They also learn 12 no textbook offers: patience with slower learners. As Aaron put it, "I don't think we realized how much we would 13 from the seniors themselves." Technology is not about cold machines but warm 14. When one generation helps another, the 15 between them begins to close, one lesson at a time. 1. A. technology　 B. health　 C. fashion　 D. creativity 2. A. confused　 B. excited　 C. relaxed　 D. annoyed 3. A. help　 B. work　 C. study　 D. wait 4. A.theory 　 B. product 　 C. answer　 D. idea 5. A. initially　 B. proudly　 C. secretly　 D. finally 6. A.money 　 B. influence 　 C.attention　 D. time 7. A. lives　 B. careers　 C. businesses　 D. communities 8. A.rely on 　 B.check out 　 C.look into 　 D. figure out 9. A. bridge　 B. assess　 C. witness　 D. accept 10. A. relationships　 B. impressions　 C. agreements　 D. expressions 11. A. ignore 　 B. repeat　 C. avoid　 D. explain 12. A. lessons　 B. facts　 C. words　 D. rules 13. A.demand　 B. expect 　 C.suffer　 D. learn 14. A. connections　 B. screens　 C. cables　 D. codes 15. A.distance 　 B. debate 　 C.conflict　 D. gap 1. 【答案】A 【详解】本题为名词辨析题。句意：Brookdale 养老院的老人们富有智慧，但在科技面前却面临真正的挑战。后文 "Turning on devices, checking emails"（打开设备、查看邮件）均为数字技术操作，且下文 CLEO 项目专门教老人 "use smartphones"，故填 technology（技术）。health（健康）、fashion（时尚）、creativity（创造力）均与 "操作电子设备" 的语境无关。故选 A。 2. 【答案】A 【详解】本题为形容词辨析题。句意：打开设备、查看邮件这些事常常让他们感到困惑。老人面对陌生电子设备时的典型状态是 "不知所措、困惑"（confused），且 CLEO 志愿者正是来 "帮助"（help）他们解决困惑的。excited（兴奋）、relaxed（放松）与 "面临挑战" 的矛盾语境不符；annoyed（恼火）程度不当，文中强调 "不会用" 而非 "生气"。故选 A。 3. 【答案】A 【详解】本题为动词辨析题。句意：直到坎特伯雷学校的一群学生决定伸出援手。后文学生创建 CLEO 项目、走进养老院教老人使用智能手机，均为 "帮助" 行为，decided to help（决定帮忙）准确概括全文主线。work（工作）、study（学习）、wait（等待）均无法体现 "志愿教学" 的核心行动。故选 A。 4. 【答案】D 【详解】本题为名词辨析题。句意：几年前，在开玩笑说祖父母用数字设备有多费劲之后，Aaron Smolyar 和两个朋友想出了一个主意。come up with an idea（想出主意）为固定搭配，后文 "他们创建了 CLEO" 正是这个主意的成果。theory（理论）、product（产品，CLEO 是项目而非实物产品）、answer（答案）均不符合 "构思解决方案" 的语境。故选 D。 5. 【答案】A 【详解】本题为副词辨析题。句意：他们起初给 Brookdale 发邮件，希望合作。由后文 "but getting no response"（但没得到回复）可知，发邮件是 "最初的尝试"，initial 意为 "起初、最初"，与转折结构 "起初…… 但……" 吻合。proudly（自豪地）、secretly（秘密地）无文本依据；finally（最终）与 "没得到回复就改走线下" 的转折逻辑矛盾。故选 A。 6. 【答案】D 【详解】本题为名词辨析题。句意：他们走进学校隔壁的养老中心，自愿献出时间教老人们使用智能手机。volunteer one's time（自愿付出时间）是志愿服务的典型表达，且后文 "visit Brookdale once a week"（每周到访一次）印证他们付出的是时间。money（金钱）、influence（影响力）、attention（注意力）均与 "每周义务教学" 的具体行为不符。故选 D。 7. 【答案】A 【详解】本题为名词辨析题。句意：他们与老人们建立了亲密的关系，对老人们的生活产生了持久的影响。make a lasting impact on one's lives（对某人的生活产生持久影响）语义通顺，且下文的 "我学会发照片给孙子孙女" 正是生活被改变的例证。careers（职业）、businesses（生意）与养老院老人不符；communities（社区）侧重群体而非个人。故选 A。 8. 【答案】D 【详解】本题为动词短语辨析题。句意：我直到一个 CLEO 孩子给我讲解后，才弄明白怎么发带图片的短信。figure out 意为 "弄明白、搞清楚"，与 "until...explained it to me"（直到…… 给我讲解）形成 "从不会到会" 的转折，语义吻合。rely on（依赖）、check out（查看）、look into（调查）均不能表达 "学会操作方法" 之义。故选 D。 9. 【答案】A 【详解】本题为动词辨析题。句意：该项目的使命是弥合数字鸿沟，赋予老年人探索数字世界的技能。bridge the digital divide（弥合数字鸿沟）是固定搭配，与文章主题（消除老年人与数字世界的隔阂）完全一致。assess（评估）、witness（见证）、accept（接受）均不能与 "divide" 构成 "消除差距" 的语义。故选 A。 10. 【答案】A 【详解】本题为名词辨析题。句意：志愿者们教给老人的不仅是技术技能，还有有意义的人际关系。前文 "have built close bonds with the seniors"（与老人建立了亲密纽带）已为 "relationships"（关系）埋下伏笔，此处 "teach...relationships" 指通过教学建立起有温度的连接。impressions（印象）、agreements（协议）、expressions（表达）均与 "建立情感联系" 不符。故选 A。 11. 【答案】D 【详解】本题为动词辨析题。句意：每准备一节课，都迫使他们用简单的语言解释技术问题。为老人讲课必须把复杂技术讲明白，"explain technical problems in simple words"（用简单的话语解释技术问题）正是教学的核心动作，也与 "门徒效应" 中 "教别人促使自己理解更深" 的立意呼应。ignore（忽视）、repeat（重复）、avoid（回避）均不符合 "认真备课讲解" 的语境。故选 D。 12. 【答案】A 【详解】本题为名词辨析题。句意：他们还学到了课本给不了的一课：对学得慢的人要有耐心。破折号后的 "patience with slower learners"（对学得慢的人的耐心）是对空格的解释，这样的 "人生经验、课程" 应用 lessons（课、教训）。facts（事实）、words（话语）、rules（规则）均无法涵盖 "耐心" 这种品格层面的收获。故选 A。 13. 【答案】D 【详解】本题为动词辨析题。句意：我觉得我们当时没有意识到，自己会从老人们身上学到多少东西。learn from the seniors（向老人们学习）与前文 "老人富有智慧"（have much wisdom）呼应，也呼应 "门徒效应"—— 教别人的人自己收获更多。demand（要求）、expect（期待）、suffer（遭受）均与 "从老人身上获得成长" 的立意相悖。故选 D。 14. 【答案】A 【详解】本题为名词辨析题。句意：技术不是冰冷的机器，而是温暖的连接。warm connections（温暖的连接）与全文 "代际之间建立亲密纽带" 的主题一致，cold machines 与 warm connections 形成鲜明对比。screens（屏幕）、cables（线缆）、codes（代码）都是技术的具象物，无法与 "温暖" 搭配表达情感内涵。故选 A。 15. 【答案】D 【详解】本题为名词辨析题。句意：当一个世代伸手帮助另一个世代时，他们之间的鸿沟便开始缩小，一次课接一次课。gap（鸿沟）呼应前文 "bridge the digital divide" 中的 "divide"，"鸿沟开始弥合" 是全文主旨的收束。distance（距离）虽有相近义，但与 "digital divide" 的呼应不及 gap 紧密；debate（争论）、conflict（冲突）与 "代际互助" 的基调不符。故选 D。 Passage 10 原创命题 The Internet has become as essential as electricity, connecting billions of people around the world. But few of us know how this network 1 (come) into being. It all began in 1969, when the United States created ARPANET, a network 2 (design) for military and academic communication. At that time, computers filled entire rooms, and the first message sent over the network crashed after just two letters. 3 this humble start, the idea of connecting machines took root. In the decades that followed, universities linked their computers, and email became the network's first popular service. The real turning point came in 1989, 4 British scientist Tim Berners-Lee invented the World Wide Web. He created a system 5 allowed ordinary people to browse information with a simple click, and he gave the technology away for free. His decision 6 (make) the web open to everyone changed the course of history. Over the following decades, the Internet grew at an astonishing 7 (rapid). Mobile phones put the web in people's pockets; social media turned readers into writers; artificial intelligence began to organize the world's knowledge. News travels in seconds, and a classroom in a small town can join any lecture on Earth. Today, more than half of humanity 8 (be) online, and the number keeps rising. Yet this connected world is not without 9 (challenge). The digital divide still separates the rich from the poor, and privacy has become a precious and 10 (increase) rare resource. How we deal with these problems will decide what the Internet means for the next generation. 1. 【答案】came 【详解】本题为动词时态题。句意：但我们中很少有人知道这个网络是如何诞生的。全文以一般过去时叙述互联网历史（began, created, crashed, took...），且 "how this network came into being" 指过去发生的事，故用 come 的过去式 came。注意：不可用 has come（现在完成时）或 comes（一般现在时），因为此处讲述的是历史上的起源过程。 2. 【答案】designed 【详解】本题为非谓语动词题。句意：美国创建了 ARPANET，这是一个为军事和学术通信而设计的网络。句子已有谓语 created，空格前无连词，故空格处用非谓语。network 与 design 之间为被动关系（网络被设计），用过去分词 designed 作后置定语，修饰 a network，相当于 a network that was designed。 3. 【答案】Despite 【详解】本题为介词题。句意：尽管起点如此简陋，连接计算机的想法还是扎下了根。空格位于句首，后接名词短语 this humble start，构成 "尽管……" 的让步关系，用介词 Despite（尽管）。注意首字母大写。不可用 Although（连词，后接从句）、Because（表原因，逻辑不符）或 In spite（须加 of，且不单独使用）。 4. 【答案】when 【详解】本题为定语从句题。句意：真正的转折点出现在 1989 年，当时英国科学家蒂姆・伯纳斯 - 李发明了万维网。先行词 1989 是时间名词，从句 "British scientist Tim Berners-Lee invented the World Wide Web" 结构完整，缺少时间状语，用关系副词 when 引导非限制性定语从句，相当于 in 1989。不能用 which/that（在从句中作主语或宾语，而此处不缺成分）。 5. 【答案】that（或 which） 【详解】本题为定语从句题。句意：他创建了一个系统，让普通人只需轻轻一点就能浏览信息。先行词 system 是物，从句 "allowed ordinary people to browse information" 缺少主语，用关系代词 that 或 which 引导定语从句。注意：此处从句缺少主语，故不能用关系副词 where；也不用 whose（表所属关系）。 6. 【答案】to make 【详解】本题为非谓语动词题。句意：他决定向所有人开放这项技术，这一决定改变了历史的进程。空格前 His decision 是抽象名词，后接不定式作后置定语（decision to do sth.），表示 "做某事的决定"，故填 to make。注意：decision 后必须用不定式，不用 making 或 made。 7. 【答案】rapidity 【详解】本题为词性转换题。句意：在随后的几十年里，互联网以惊人的速度发展。空格位于介词 at 与形容词 astonishing 之后，需要名词作介词宾语，故将形容词 rapid 转换为名词 rapidity（迅速、速度），构成固定结构 at an astonishing rapidity（以惊人的速度）。不可填 rapidly（副词，不能作介词 at 的宾语）或 rapid（形容词）。 8. 【答案】is 【详解】本题为时态与主谓一致题。句意：如今，全球超过半数的人口都在上网，而且这一数字还在不断上升。陈述当前事实用一般现在时；主语 half of humanity 中 humanity 为不可数名词，谓语用单数，故填 is。注意：不可填 are（主谓不一致），也不可用 was/has been（与 "today" 的现在时间不符）。 9. 【答案】challenges 【详解】本题为名词单复数题。句意：然而，这个互联互通的世界并非没有挑战。challenge 作 "挑战" 讲为可数名词，前有 not without 表示 "并非没有"，且后文列举了 "数字鸿沟、隐私问题" 等多个挑战，故用复数 challenges。不可填 challenge（单数，与列举多项不符）。 10. 【答案】increasingly 【详解】本题为词性转换题。句意：隐私已成为一种珍贵且日益稀缺的资源。空格修饰形容词 rare，需用副词，故将动词 increase 转换为副词 increasingly（日益、越来越），构成 increasingly rare（日益稀缺的）。不可填 increased（过去分词，不能修饰形容词 rare 表 "日益"）或 increase（动词原形）。 2 原创精品资源学科网独家享有版权，侵权必究！ 1 / 29 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $