精品解析：河南省普通高中2026-2027学年高三上学期10月阶段检测英语试题

秘密★启用前 试题卷类型：A 2026年河南省普通高中高三秋期10月联考 英语 注意事项： 1． 答卷前，考生务必将自己的姓名、班级、考场号、座位号、考生号填写在答题卡上。 2． 回答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，用0.5毫米的黑色墨水签字笔将答案写在答题卡上。写在本试题卷上无效。 3． 考试结束后，将本试题卷和答题卡一并交回。 第一部分　阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Adventures in Nature Day Camp Get ready for an exciting season of Adventures in Nature Day Camp at the Natural History Museum! Please look below to register now for the weeks of your choice! Insect Investigators | July 6-10 During this engaging week, campers will explore our Nature Gardens to discover the smallest creatures living there. Join us for hands-on insect-themed projects, up-close encounters with live insects, time in the Museum’s expansive Nature Gardens and Nature Lab, and the chance to meet real museum entomologists (昆虫学家)! Pod Patrol | July 13-17 Dive into a week all about whales! Campers will explore the Museum’s newest exhibit “Deep Sea Life” and learn all about killer whales, blue whales, dolphins, and more. They’ll also take a virtual dive on our Ocean Experience Mobile Museum and learn from the Museum scientists who study whales and ocean life! Nocturnal (夜间活动的) Neighbors | July 20-24 What happens when the sun goes down, the stars shine bright, and the moon is out? This week, with flashlights and pencils in hand, campers will study nocturnal animals like bats, owls, raccoons, and more! Along the way, campers will meet these animals and learn from Museum wildlife biologists! Museum Makers | July 27-31 Have you ever wondered how a museum comes to life? This week, campers will go behind the scenes to see how collections are cared for, how exhibits are created, and what research happens every day. They will participate in hands-on exhibit-inspired projects and learn about various museum sciences! 1. Which camp is suitable for those interested in ocean creatures? A. Pod Patrol.     B. Museum Makers.     C. Insect Investigators.     D. Nocturnal Neighbors. 2. What will campers do during July 20-24? A. Visit the newest exhibit on bats.     B. Observe stars in the night sky. C. Lecture on nocturnal animals.     D. Explore species active at night. 3. What is special about Museum Makers? A. It includes an engaging virtual tour.     B. It centers on topics beyond animals. C. It offers many hands-on projects.     D. It is led by experienced experts. B An illustrated anthology (选集) of climate poetry co-created by pupils at coastal schools in the British Isles and the United Arab Emirates was formally presented to some of its young authors at a special event on a campus of the University of Exeter. At the event, several of the children read poems from the book to an invited audience. We Are The Ocean was developed by around 400 schoolchildren, aged 10-13. It features 12 poems written in English and Arabic that express their hopes, fears, and actions for the planet’s blue environments. “We Are The Ocean is a powerful appeal by the children to take better care of our blue environments,” says Dr Sally Flint from We Are The Possible, the international UK-UAE programme that has arranged the work. “They are the inheritors (继承人) of this planet, and through education, science and art, they have connected with the ocean and their fellow children to create a lasting heritage.” During the project, students from 14 schools in the two countries followed a weekly programme of learning activities, such as exploring the importance of seagrass ecosystems and capturing nature through art. Over the course of several weeks, the children shared work and connected with their international teammates through a specific online platform. They were also taken on field trips to their local seaside to learn in the natural environment. “The project provided our children with an invaluable opportunity to really think about other places around the world and our oceans,” said Demelza Bolton, Head Teacher of a participant school. “And the poetry anthology will stand as proof that the children can make their voices heard.” “Connecting with nature, science, art and stories has deepened children’s understanding of the ocean and what they value most,” adds Cecilia Mañosa Nyblon, Director of We Are The Possible. “Their words matter and they are calling on the adults to act now to safeguard the future of our planet.” 4. What do we know about the anthology We Are The Ocean? A. Its poems are written in two languages. B. Its readers are environmental experts. C. It is completed by university students. D. It focuses on land ecosystem protection. 5. What is paragraph 3 mainly about? A. Benefits of online platforms. B. Kids’ views on ocean protection. C. Cross-country field-trip sites. D. Project-related learning activities. 6. What can we infer from Demelza Bolton’s words? A. Kids’ voices deserve to be noticed. B. Teachers play a key role in the project. C. Ocean protection depends mainly on schools. D. Children should travel around the world more. 7. What is the text intended to do? A. To share kids’ creative poems about literature. B. To appeal to adults to stop polluting the ocean. C. To report a children’s climate-themed poetry project. D. To promote Exeter University’s environmental courses. C In the digital era, a growing number of teenagers are deeply addicted to short-video platforms, which has caused widespread social concern and heated discussion. Many people insist that short videos have only negative impacts on teenagers’ physical and mental growth and thus should be strictly banned for adolescent users. However, every coin has two sides. It is unreasonable to completely reject short videos, and we should view and use them in a rational (理性的) way. Admittedly, uncontrolled indulgence in short videos brings numerous hidden problems to teenagers. Most short videos feature fragmented (碎片化), fast-paced and highly entertaining content, which easily traps teenagers in passive information reception. Gradually, they get used to instant sensory stimulation, losing the ability of in-depth thinking and long-term concentration, which greatly interrupts their academic learning. Besides, excessive screen time not only strains teenagers’ eyesight but also occupies their precious time for study, physical exercise and social interaction. Worse still, unregulated vulgar, violent and misleading content on some platforms may distort their values and mislead their behavior. Nevertheless, short videos also possess unique positive value for teenagers’ growth and education. A large number of official institutions, scholars and professional creators release high-quality content online, covering popular science knowledge, traditional culture inheritance, practical skill teaching and inspiring youth stories. These vivid, visual and interesting videos can effectively broaden teenagers’ horizons, supplement limited classroom knowledge and enrich their spare-time life. In fact, the key lies in proper guidance rather than a total ban. Schools and families should cultivate teenagers’ digital literacy to help them distinguish good from bad information. Meanwhile, teenagers need to build self-discipline, arrange watching time reasonably, and treat short videos as a tool for learning and relaxation. Only in this way can such digital tools better serve their healthy growth. 8. What negative effect does uncontrolled short-video watching have on teenagers? A. It prevents them taking part in heated discussions. B. It weakens their long-term concentration ability. C. It directly causes serious and permanent physical problems. D. It brings them instant sensory stimulation and entertainment. 9. What does the underlined word “supplement” in paragraph 3 mean? A. Obtain. B. Supply. C. Delete. D. Expand. 10. What does the text mainly talk about? A. Short videos should be strictly banned among teenagers. B. Teenagers’ addiction to short videos has caused social concern. C. Proper guidance is vital for teenagers’ rational use of short videos. D. Schools shoulder the main responsibility for teenagers’ addiction to short videos. 11. What is the author’s attitude towards teenagers’ using short videos? A. Supportive. B. Objective. C. Opposed. D. Ignorant. D About 400 miles of blood vessels run through the human brain. The smallest are lined with endothelial cells (内皮细胞) joined by tight-junction proteins, forming a nearly impassable barrier that keeps unwanted substances in the bloodstream from entering the brain. Acting like passport control at an airport, the blood-brain barrier tightly regulates what can enter. But that same protection creates a problem: drugs targeting the brain cannot easily enter from the bloodstream, making brain cancers, progressive nerve diseases, and genetic disorders difficult to treat. Scientists have spent decades trying to get medicine across this barrier. In 1989, a UCLA hormone specialist William M. Pardridge proposed a “Molecular Trojan Horse”, laboratory-engineered antibodies (抗体) that could deliver drugs into the brain by exploiting the barrier’s own receptors. But for a long time, researchers couldn’t make the approach work. Antibodies were generally designed to bind as tightly as possible to their targets. That tight binding, however, prevented the shuttles from crossing the barrier. So the strategy repeatedly failed with transferrin-receptor shuttles (转铁蛋白受体穿梭载体). The sudden insight came when Ryan Watts, a scientist at Genentech, and his colleagues discovered that binding weakly to the receptor allowed antibody shuttles to cross the barrier and spread throughout the brains of mice. Watts later started Denali Therapeutics, where he developed the technology into a platform called Transport Vehicle. Other companies have pursued similar shuttle strategies. In 2021, Japan approved Izcargo, developed by JCR Pharmaceuticals, for Hunter syndrome. In March 2026, Denali’s Avlayah received accelerated approval in the U.S. for the same disorder, confirming that the shuttle approach can deliver real treatments. Now the strategy faces a bigger test: Alzheimer’s far more complicated than Hunter syndrome. Roche’s experimental Alzheimer’s therapy uses the same route. In early trials, it cleared plaques (脑内斑块) with fewer infusions, lower doses (剂量), and far fewer side effects than approved drugs, which often cause brain swelling and bleeding. But whether it slows or prevents the disease remains unclear, and Phase III trials are ongoing. Excitement is growing, yet challenges remain. The transferrin receptor is present throughout the body, so drugs may cause side effects in other organs. “The big vision for the future is not one receptor or one shuttle, but a collection of blood-brain barrier shuttles that can be engaged depending on the needs,” says scientist Viviana Gradinaru. If successful, this approach could open doors for other brain diseases. 12. Which of the following best describes the blood-brain barrier according to paragraph 1? A. A perfect filter.  B. An ineffective shield. C. A serious threat.  D. A double-edged sword. 13. What can we infer about the early “Molecular Trojan Horse” approach? A. It won quick success.  B. It used the barrier’s receptors. C. It rebuilt blood-brain barriers.  D. It spread drugs into the brain. 14. What was the key to making the shuttle strategy work? A. Using higher drug doses.  B. Binding tightly to the target. C. Attaching loosely to the receptor.  D. Injecting drugs into the brain. 15. What is the best title for the text? A. Delivering Drugs into the Brain: A Long Journey B. The Blood-Brain Barrier: A Barrier to Treatment C. Alzheimer’s: The Final Test for Brain Drug Delivery D. Hunter Syndrome: A Breakthrough in Brain Medicine 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 The pursuit of happiness is fundamental to human nature. Most of us believe that when life goes well, we should automatically feel happy. ____16____ Many individuals who enjoy comfortable lives still report continuous dissatisfaction, often accompanied by anxiety or low mood. Why does this happen? The main reason is that we keep raising our expectations for well-being. ____17____ Once our minds engage in the process, we begin comparing our real life to perfect imaginary standards. Gradually, we stop appreciating what we have already had and instead concentrate on what’s missing. This kind of over-analysis actually ruins the happy moment. It’s like staring at a tiny spot on an otherwise clean shirt, letting that small flaw prevent us from seeing how nice the shirt really is. Take a common example: your birthday party. Your friends planned a great celebration with all your favorite things. ____18____ Nevertheless, this is where our mind may make all the difference. You could simply embrace the happiness of the moment, dancing freely. Or, you might scrutinize (仔细检查) your emotions, thinking “____19____ ” This self-critical idea breeds disappointment, leading to profound dissatisfaction. The truth is that true happiness rarely comes without any mixed feelings. Even the best moments carry imperfections. Does this mean we should abandon the pursuit of emotional fulfillment? Certainly not. Something might work for you. ____20____ They will help us cultivate genuine happiness and enrich life enjoyment. Most importantly, stop viewing life merely as preparation for future happiness. Real well-being comes not from chasing perfection, but from fully engaging with each moment as it comes. A. It is hard to change emotional issues. B. Yet reality often tells quite a different story. C. If all my friends can be here, I can’t be happier. D. Embrace emotions in all forms, challenging or uplifting. E. You might start to carefully evaluate if it meets your expectations. F. Instead, we should learn to appreciate the beauty of imperfections. G. This common behavior mainly originates from constant overthinking. 第二部分　语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 Li Wei was twelve, and he could not swim. Half of the boys in his town learned in the river before they were eight, so this was not unusual in itself. What was unusual was that Li Wei was afraid. When his classmates ran down to the water in summer, he stayed on the bank, ____21____ to be busy with his shoes, and told everyone that he liked watching. His uncle, who had been a swimming teacher in the city, came to stay for the summer. On the first evening he took Li Wei to the river and asked him to walk in up to his knees. Li Wei stood at the edge and did not move. His uncle did not laugh and did not ____22____ him. He sat down on a stone and waited, and the two of them watched the water for a long time. “You are not the first,” his uncle said at last. “When I was your age I was ____23____ of it too. The water is not angry with you. It only does what it does.” Then he taught Li Wei the one rule he had learned from his own teacher: do not fight the water; ____24____ with it. For the next week they came to the river every morning. Li Wei learned to put his face in for one second, then for three. He learned to float on his back while his uncle held two fingers under his head. ____25____, on the eighth morning, his uncle took the fingers away, and Li Wei stayed on the water alone. It was the moment he had been afraid of and had wanted for years. He did not shout. He did not ____26____ either. He simply lay there, looking at the sky, while the river carried him slowly past the tall grass. When he finally stood up, his uncle was smiling but said ____27____. That silence, Li Wei understood later, was more ____28____ than any praise. Words would have told him that he was being tested; the silence told him that he had already passed. In August he swam across the narrow part of the river for the first time. His uncle walked along the bank beside him, ____29____ without saying a word. When Li Wei climbed out, his legs were shaking. He sat on the grass, looked back at the water that had frightened him for years, and began to laugh. What he had learned was not only a ____30____. He had learned that fear does not become smaller when you ____31____ it; it becomes smaller when you walk towards it, one ____32____ step at a time. Years later, when Li Wei became a teacher, he took his students to the pool every spring. To the ones who stood at the edge, he said exactly what his uncle had said to him: courage is not the ____33____ of fear, but the decision to move ____34____ it is still there. Then, like his uncle, he sat down and waited, because he knew that the only thing a frightened child needs is someone who ____35____. 21. A. pretending B. refusing C. forgetting D. offering 22. A. push B. warn C. hide D. follow 23. A. proud B. afraid C. tired D. sure 24. A. argue B. compete C. move D. compare 25. A. Instead B. However C. Finally D. Suddenly 26. A. cry B. stop C. speak D. rest 27. A. everything B. nothing C. something D. anything 28. A. useful B. common C. sudden D. strange 29. A. looking B. pointing C. shouting D. running 30. A. skill B. lesson C. gift D. story 31. A. face B. avoid C. forget D. study 32. A. long B. fast C. small D. sudden 33. A. absence B. result C. reason D. growth 34. A. so B. but C. when D. unless 35. A. waits B. talks C. swims D. wins 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入一个适当的单词或括号内单词的正确形式。 This year, I decided to take a course called AP Seminar to improve my research, ____36____(present) and teamwork skills. To help us, Ms. Maxson divided us into groups. At first, I thought she would assign us ____37____ (random), but she used a more creative method. First, she gave us a lecture on the Myers-Briggs Type Indicator (MBTI), ____38____ system that divides people into 16 personality types based on a questionnaire. According to this system, everyone is either introverted (内向的) ____39____ extroverted; intuitive or sensing; thinking or feeling; and prospecting or judging. Then, we each took the test to discover our type. What I turned out to be was an INTP — the logician. This means I have an analytical and curious mind, often ____40____ (draw) to difficult ideas and theories, ____41____ I thought was quite accurate. However, I noted the test’s limitations. While ____42____ (identify) myself as an introvert, I believe my behavior is context-dependent. What bothered me more was ____43____ the questions seemed kind of easily manipulated (操控) to achieve a desired outcome. From my perspective, ____44____ its imperfections, the MBTI offered valuable insights into our collaborative styles. Finally, Ms. Maxson formed groups considering personality compatibility. Since extroverts were the majority, each team ____45____ (consist) of one introvert and three extroverts. So far, my group has been functioning effectively, and I am optimistic about our project. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 46. 请你写一篇短文向校英文报“Labour & Growth”栏目投稿，向同学们推荐一项适合在校园开展的劳动实践活动，内容包括： 1.介绍推荐的劳动实践活动； 2.说明推荐理由。 注意： 1.写作词数应为80左右； 2.请按以下格式在答题纸的相应位置作答。 Small Labor, Big Growth ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节（满分25分） 47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Olivia and Clara had been best friends since middle school. Under the sheltering tree of their friendship, they had stuck together through thick and thin, though they had different personalities: Olivia enjoyed reading quietly whereas Clara was fond of exploration by bicycle. They had thought their friendship would last forever. Yet, one afternoon, a minor misunderstanding happened, taking a toll on their relationship. This was what had happened. They joined in an important science project whose results would count towards their credits. Olivia, a careful planner, had devoted the whole afternoon to preparing their presentation alone in the quiet classroom. Her fingers danced swiftly and skillfully on the keyboard while she organized slides and typed notes. Every slide contained solid arguments and carefully selected pictures, which reflected her great efforts. As dusk fell, her anxiety built up minute by minute. She glanced at the clock repeatedly. Clara was late again. The empty chair next to her seemed to laugh at her, leaving her feeling lonely as well as annoyed. Clara finally dashed in, out of breath and upset, trying to explain the reason. “I’m so sorry, but my...” she started, only to be interrupted by Olivia, whose patience had worn thin. “Troubles keep popping up for you! Have you ever thought about the influence your behavior has on others?” At the sound of her sharp remarks, Clara who had meant to apologize, froze at once. “You are always taking charge of everything! It’s exhausting to try to live up to your strict perfect standards!” she shouted back angrily. The atmosphere in the room grew heavy, hard to breathe, filled with hurt emotions and wounded pride. They gathered their books in angry silence. The unfinished project stood for the cracked bond of their friendship. Neither girl dared to utter a single word as they headed home, both trapped in bitter disappointment. 注意： 续写词数应为150左右； 请按如下格式在答题卡的相应位置作答。 Paragraph 1: That night, Olivia lay in bed, worried about their relationship and the project. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: The next day, Clara arrived early at the cafe as promised. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $ 秘密★启用前 试题卷类型：A 2026年河南省普通高中高三秋期10月联考 英语 注意事项： 1． 答卷前，考生务必将自己的姓名、班级、考场号、座位号、考生号填写在答题卡上。 2． 回答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，用0.5毫米的黑色墨水签字笔将答案写在答题卡上。写在本试题卷上无效。 3． 考试结束后，将本试题卷和答题卡一并交回。 第一部分　阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Adventures in Nature Day Camp Get ready for an exciting season of Adventures in Nature Day Camp at the Natural History Museum! Please look below to register now for the weeks of your choice! Insect Investigators | July 6-10 During this engaging week, campers will explore our Nature Gardens to discover the smallest creatures living there. Join us for hands-on insect-themed projects, up-close encounters with live insects, time in the Museum’s expansive Nature Gardens and Nature Lab, and the chance to meet real museum entomologists (昆虫学家)! Pod Patrol | July 13-17 Dive into a week all about whales! Campers will explore the Museum’s newest exhibit “Deep Sea Life” and learn all about killer whales, blue whales, dolphins, and more. They’ll also take a virtual dive on our Ocean Experience Mobile Museum and learn from the Museum scientists who study whales and ocean life! Nocturnal (夜间活动的) Neighbors | July 20-24 What happens when the sun goes down, the stars shine bright, and the moon is out? This week, with flashlights and pencils in hand, campers will study nocturnal animals like bats, owls, raccoons, and more! Along the way, campers will meet these animals and learn from Museum wildlife biologists! Museum Makers | July 27-31 Have you ever wondered how a museum comes to life? This week, campers will go behind the scenes to see how collections are cared for, how exhibits are created, and what research happens every day. They will participate in hands-on exhibit-inspired projects and learn about various museum sciences! 1. Which camp is suitable for those interested in ocean creatures? A. Pod Patrol.     B. Museum Makers.     C. Insect Investigators.     D. Nocturnal Neighbors. 2. What will campers do during July 20-24? A. Visit the newest exhibit on bats.     B. Observe stars in the night sky. C. Lecture on nocturnal animals.     D. Explore species active at night. 3. What is special about Museum Makers? A. It includes an engaging virtual tour.     B. It centers on topics beyond animals. C. It offers many hands-on projects.     D. It is led by experienced experts. 【答案】1. A 2. D 3. B 【解析】 【导语】本文介绍了自然历史博物馆自然探险日营的四个不同主题、时段与特色活动的营期，供感兴趣的人选择报名。 【1题详解】 细节理解题。根据小标题“Pod Patrol | July 13-17”下的内容“Dive into a week all about whales! Campers will explore the Museum’s newest exhibit “Deep Sea Life” and learn all about killer whales, blue whales, dolphins, and more. They’ll also take a virtual dive on our Ocean Experience Mobile Museum and learn from the Museum scientists who study whales and ocean life!(深入体验一周关于鲸鱼的精彩活动！小朋友们将参观博物馆最新展览《深海生物》，了解虎鲸、蓝鲸、海豚等各类鲸类动物。他们还将通过虚拟沉浸式体验，登上我们的海洋体验移动博物馆，与研究鲸类及海洋生命的博物馆科学家们一起学习！)”可知，Pod Patrol（鲸群巡逻营）适合对海洋生物感兴趣的人参加。 【2题详解】 细节理解题。根据小标题“Nocturnal (夜间活动的) Neighbors | July 20-24”下的内容“This week, with flashlights and pencils in hand, campers will study nocturnal animals like bats, owls, raccoons, and more!(本周，营员们将手持手电筒和铅笔，研究蝙蝠、猫头鹰、浣熊等夜间活动的动物！)”可知，在7月20日至24日期间，营员们的主要活动是探索在夜间活跃的物种。 【3题详解】 推理判断题。通读全文可知，前三个营（Insect Investigators, Pod Patrol, Nocturnal Neighbors）的主题均围绕自然界的动物（昆虫、海洋生物、夜间动物）展开。而根据“Museum Makers | July 27-31”下的内容“This week, campers will go behind the scenes to see how collections are cared for, how exhibits are created, and what research happens every day.(本周，营员们将走进幕后，了解藏品的护理工作、展览的制作过程，以及每天进行的研究活动)”可知，该营主要关注博物馆的幕后运作、藏品护理和展览制作等。因此，Museum Makers的特别之处在于其主题超越了动物范畴，聚焦于博物馆本身。 B An illustrated anthology (选集) of climate poetry co-created by pupils at coastal schools in the British Isles and the United Arab Emirates was formally presented to some of its young authors at a special event on a campus of the University of Exeter. At the event, several of the children read poems from the book to an invited audience. We Are The Ocean was developed by around 400 schoolchildren, aged 10-13. It features 12 poems written in English and Arabic that express their hopes, fears, and actions for the planet’s blue environments. “We Are The Ocean is a powerful appeal by the children to take better care of our blue environments,” says Dr Sally Flint from We Are The Possible, the international UK-UAE programme that has arranged the work. “They are the inheritors (继承人) of this planet, and through education, science and art, they have connected with the ocean and their fellow children to create a lasting heritage.” During the project, students from 14 schools in the two countries followed a weekly programme of learning activities, such as exploring the importance of seagrass ecosystems and capturing nature through art. Over the course of several weeks, the children shared work and connected with their international teammates through a specific online platform. They were also taken on field trips to their local seaside to learn in the natural environment. “The project provided our children with an invaluable opportunity to really think about other places around the world and our oceans,” said Demelza Bolton, Head Teacher of a participant school. “And the poetry anthology will stand as proof that the children can make their voices heard.” “Connecting with nature, science, art and stories has deepened children’s understanding of the ocean and what they value most,” adds Cecilia Mañosa Nyblon, Director of We Are The Possible. “Their words matter and they are calling on the adults to act now to safeguard the future of our planet.” 4. What do we know about the anthology We Are The Ocean? A. Its poems are written in two languages. B. Its readers are environmental experts. C. It is completed by university students. D. It focuses on land ecosystem protection. 5. What is paragraph 3 mainly about? A. Benefits of online platforms. B. Kids’ views on ocean protection. C. Cross-country field-trip sites. D. Project-related learning activities. 6. What can we infer from Demelza Bolton’s words? A. Kids’ voices deserve to be noticed. B. Teachers play a key role in the project. C. Ocean protection depends mainly on schools. D. Children should travel around the world more. 7. What is the text intended to do? A. To share kids’ creative poems about literature. B. To appeal to adults to stop polluting the ocean. C. To report a children’s climate-themed poetry project. D. To promote Exeter University’s environmental courses. 【答案】4. A 5. D 6. A 7. C 【解析】 【导语】文章主要报道了一个由英国和阿联酋小学生共同参与的气候主题诗歌项目，介绍了项目过程和意义。 【4题详解】 细节理解题。根据第二段中“It features 12 poems written in English and Arabic that express their hopes, fears, and actions for the planet’s blue environments.(它收录了12首用英语和阿拉伯语写成的诗，表达他们对地球蓝色环境的希望、恐惧和行动。)”可知，这本诗集中的诗是用两种语言写成的。 【5题详解】 主旨大意题。根据第三段中“During the project, students from 14 schools in the two countries followed a weekly programme of learning activities, such as exploring the importance of seagrass ecosystems and capturing nature through art. Over the course of several weeks, the children shared work and connected with their international teammates through a specific online platform. They were also taken on field trips to their local seaside to learn in the natural environment.(在项目期间，两国14所学校的学生参加了每周的学习活动计划，例如探索海草生态系统的重要性以及通过艺术捕捉自然。在几周的时间里，孩子们通过一个特定的在线平台分享作品，并与国际队友联系。他们还参加了实地考察，在当地海边进行自然学习。)”可知，第三段主要讲述与项目相关的学习活动。 【6题详解】 推理判断题。根据第四段中Demelza Bolton的话“And the poetry anthology will stand as proof that the children can make their voices heard.(这本诗集将作为孩子们能够让他们的声音被听到的证明。)”可知，Demelza Bolton认为孩子们的声音应该被听到，值得被关注。 【7题详解】 推理判断题。通读全文，结合第一段中“An illustrated anthology (选集) of climate poetry co-created by pupils at coastal schools in the British Isles and the United Arab Emirates was formally presented to some of its young authors at a special event on a campus of the University of Exeter.(一本由英国和阿联酋沿海学校学生共同创作的气候诗歌插图选集，在埃克塞特大学校园的一次特别活动上正式赠予部分年轻作者。)”以及第二段中“We Are The Ocean was developed by around 400 schoolchildren, aged 10-13.(《我们是海洋》由大约400名10至13岁的学童共同创作。)”可知，文章主要目的是报道一个儿童气候主题诗歌项目。 C In the digital era, a growing number of teenagers are deeply addicted to short-video platforms, which has caused widespread social concern and heated discussion. Many people insist that short videos have only negative impacts on teenagers’ physical and mental growth and thus should be strictly banned for adolescent users. However, every coin has two sides. It is unreasonable to completely reject short videos, and we should view and use them in a rational (理性的) way. Admittedly, uncontrolled indulgence in short videos brings numerous hidden problems to teenagers. Most short videos feature fragmented (碎片化), fast-paced and highly entertaining content, which easily traps teenagers in passive information reception. Gradually, they get used to instant sensory stimulation, losing the ability of in-depth thinking and long-term concentration, which greatly interrupts their academic learning. Besides, excessive screen time not only strains teenagers’ eyesight but also occupies their precious time for study, physical exercise and social interaction. Worse still, unregulated vulgar, violent and misleading content on some platforms may distort their values and mislead their behavior. Nevertheless, short videos also possess unique positive value for teenagers’ growth and education. A large number of official institutions, scholars and professional creators release high-quality content online, covering popular science knowledge, traditional culture inheritance, practical skill teaching and inspiring youth stories. These vivid, visual and interesting videos can effectively broaden teenagers’ horizons, supplement limited classroom knowledge and enrich their spare-time life. In fact, the key lies in proper guidance rather than a total ban. Schools and families should cultivate teenagers’ digital literacy to help them distinguish good from bad information. Meanwhile, teenagers need to build self-discipline, arrange watching time reasonably, and treat short videos as a tool for learning and relaxation. Only in this way can such digital tools better serve their healthy growth. 8. What negative effect does uncontrolled short-video watching have on teenagers? A. It prevents them taking part in heated discussions. B. It weakens their long-term concentration ability. C. It directly causes serious and permanent physical problems. D. It brings them instant sensory stimulation and entertainment. 9. What does the underlined word “supplement” in paragraph 3 mean? A. Obtain. B. Supply. C. Delete. D. Expand. 10. What does the text mainly talk about? A. Short videos should be strictly banned among teenagers. B. Teenagers’ addiction to short videos has caused social concern. C. Proper guidance is vital for teenagers’ rational use of short videos. D. Schools shoulder the main responsibility for teenagers’ addiction to short videos. 11. What is the author’s attitude towards teenagers’ using short videos? A. Supportive. B. Objective. C. Opposed. D. Ignorant. 【答案】8. B 9. D 10. C 11. B 【解析】 【导语】文章主要讨论了青少年沉迷短视频的负面影响与正面价值，主张理性看待并加以正确引导。 【8题详解】 细节理解题。根据第二段中“Gradually, they get used to instant sensory stimulation, losing the ability of in-depth thinking and long-term concentration, which greatly interrupts their academic learning.(渐渐地，他们习惯了即时的感官刺激，失去了深度思考和长期专注的能力，这极大地干扰了他们的学业学习)”可知，不受控制地观看短视频会削弱青少年的长期专注力。 【9题详解】 词句猜测题。根据第三段中“These vivid, visual and interesting videos can effectively broaden teenagers’ horizons, supplement limited classroom knowledge and enrich their spare-time life.(这些生动、直观、有趣的视频能有效拓宽青少年的视野，supplement有限的课堂知识，丰富他们的课余生活)”可知，画线词“supplement”与“broaden(拓宽)”“enrich(丰富)”并列，表示对有限的课堂知识进行“增补；补充”，与“Expand(扩展)”最接近。 【10题详解】 主旨大意题。通读全文，结合第一段中“It is unreasonable to completely reject short videos, and we should view and use them in a rational (理性的) way.(完全拒绝短视频是不合理的，我们应该以理性的方式看待和使用它们)”以及第四段中“In fact, the key lies in proper guidance rather than a total ban.(事实上，关键在于正确引导，而不是全面禁止)”可知，文章主要探讨的是正确引导对青少年理性使用短视频至关重要。 【11题详解】 推理判断题。根据第二段中“Admittedly, uncontrolled indulgence in short videos brings numerous hidden problems to teenagers.(诚然，不加控制地沉迷短视频给青少年带来许多隐患)”、第三段中“Nevertheless, short videos also possess unique positive value for teenagers’ growth and education.(然而，短视频对青少年的成长和教育也具有独特的正面价值)”和第四段中“In fact, the key lies in proper guidance rather than a total ban.(事实上，关键在于正确引导，而不是全面禁止)”可知，作者对青少年使用短视频持客观态度。 D About 400 miles of blood vessels run through the human brain. The smallest are lined with endothelial cells (内皮细胞) joined by tight-junction proteins, forming a nearly impassable barrier that keeps unwanted substances in the bloodstream from entering the brain. Acting like passport control at an airport, the blood-brain barrier tightly regulates what can enter. But that same protection creates a problem: drugs targeting the brain cannot easily enter from the bloodstream, making brain cancers, progressive nerve diseases, and genetic disorders difficult to treat. Scientists have spent decades trying to get medicine across this barrier. In 1989, a UCLA hormone specialist William M. Pardridge proposed a “Molecular Trojan Horse”, laboratory-engineered antibodies (抗体) that could deliver drugs into the brain by exploiting the barrier’s own receptors. But for a long time, researchers couldn’t make the approach work. Antibodies were generally designed to bind as tightly as possible to their targets. That tight binding, however, prevented the shuttles from crossing the barrier. So the strategy repeatedly failed with transferrin-receptor shuttles (转铁蛋白受体穿梭载体). The sudden insight came when Ryan Watts, a scientist at Genentech, and his colleagues discovered that binding weakly to the receptor allowed antibody shuttles to cross the barrier and spread throughout the brains of mice. Watts later started Denali Therapeutics, where he developed the technology into a platform called Transport Vehicle. Other companies have pursued similar shuttle strategies. In 2021, Japan approved Izcargo, developed by JCR Pharmaceuticals, for Hunter syndrome. In March 2026, Denali’s Avlayah received accelerated approval in the U.S. for the same disorder, confirming that the shuttle approach can deliver real treatments. Now the strategy faces a bigger test: Alzheimer’s far more complicated than Hunter syndrome. Roche’s experimental Alzheimer’s therapy uses the same route. In early trials, it cleared plaques (脑内斑块) with fewer infusions, lower doses (剂量), and far fewer side effects than approved drugs, which often cause brain swelling and bleeding. But whether it slows or prevents the disease remains unclear, and Phase III trials are ongoing. Excitement is growing, yet challenges remain. The transferrin receptor is present throughout the body, so drugs may cause side effects in other organs. “The big vision for the future is not one receptor or one shuttle, but a collection of blood-brain barrier shuttles that can be engaged depending on the needs,” says scientist Viviana Gradinaru. If successful, this approach could open doors for other brain diseases. 12. Which of the following best describes the blood-brain barrier according to paragraph 1? A. A perfect filter.  B. An ineffective shield. C. A serious threat.  D. A double-edged sword. 13. What can we infer about the early “Molecular Trojan Horse” approach? A. It won quick success.  B. It used the barrier’s receptors. C. It rebuilt blood-brain barriers.  D. It spread drugs into the brain. 14. What was the key to making the shuttle strategy work? A. Using higher drug doses.  B. Binding tightly to the target. C. Attaching loosely to the receptor.  D. Injecting drugs into the brain. 15. What is the best title for the text? A. Delivering Drugs into the Brain: A Long Journey B. The Blood-Brain Barrier: A Barrier to Treatment C. Alzheimer’s: The Final Test for Brain Drug Delivery D. Hunter Syndrome: A Breakthrough in Brain Medicine 【答案】12. D 13. B 14. C 15. A 【解析】 【导语】本文主要介绍了血脑屏障的特性、科学家为突破血脑屏障实现脑部给药所经历的数十年探索历程、相关技术的发展成果以及当前仍面临的挑战与未来发展愿景。 【12题详解】 细节理解题。根据第一段“Acting like passport control at an airport, the blood-brain barrier tightly regulates what can enter. But that same protection creates a problem: drugs targeting the brain cannot easily enter from the bloodstream, making brain cancers, progressive nerve diseases, and genetic disorders difficult to treat.(血脑屏障就像机场的护照检查，严格管控可以进入大脑的物质。但正是这种防护带来了一个难题：靶向大脑的药物很难从血液进入大脑，使得脑癌、进行性神经疾病以及遗传性疾病难以治疗)”可知，血脑屏障既有保护作用，又阻碍脑部给药，是一把双刃剑。 【13题详解】 推理判断题。根据第二段“In 1989, a UCLA hormone specialist William M. Pardridge proposed a “Molecular Trojan Horse”, laboratory-engineered antibodies that could deliver drugs into the brain by exploiting the barrier’s own receptors.(1989年，加州大学洛杉矶分校的激素专家威廉·M·帕德里奇提出了“分子特洛伊木马”方案，即实验室改造的抗体，可以利用血脑屏障自身的受体将药物送入大脑)”可知，早期的“分子特洛伊木马”方案利用了血脑屏障的受体。 【14题详解】 细节理解题。根据第三段“The sudden insight came when Ryan Watts, a scientist at Genentech, and his colleagues discovered that binding weakly to the receptor allowed antibody shuttles to cross the barrier and spread throughout the brains of mice.(基因泰克的科学家瑞安·沃茨及其同事灵光一现，他们发现和受体弱结合可以让抗体载体穿过屏障，并扩散到小鼠整个大脑)”可知，让载体策略生效的关键是和受体松散结合。 【15题详解】 主旨大意题。根据第一段“Acting like passport control at an airport, the blood-brain barrier tightly regulates what can enter. But that same protection creates a problem: drugs targeting the brain cannot easily enter from the bloodstream, making brain cancers, progressive nerve diseases, and genetic disorders difficult to treat.(血脑屏障就像机场的护照检查，严格管控可以进入大脑的物质。但正是这种防护带来了一个难题：靶向大脑的药物很难从血液进入大脑，使得脑癌、进行性神经疾病以及遗传性疾病难以治疗)”以及文章先介绍血脑屏障阻碍脑部给药的难题，接着讲述科学家历经多年研发载体递送药物的技术，取得部分突破，目前仍面临挑战，A选项“将药物送入大脑：一段漫长征程”最符合文章标题。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 The pursuit of happiness is fundamental to human nature. Most of us believe that when life goes well, we should automatically feel happy. ____16____ Many individuals who enjoy comfortable lives still report continuous dissatisfaction, often accompanied by anxiety or low mood. Why does this happen? The main reason is that we keep raising our expectations for well-being. ____17____ Once our minds engage in the process, we begin comparing our real life to perfect imaginary standards. Gradually, we stop appreciating what we have already had and instead concentrate on what’s missing. This kind of over-analysis actually ruins the happy moment. It’s like staring at a tiny spot on an otherwise clean shirt, letting that small flaw prevent us from seeing how nice the shirt really is. Take a common example: your birthday party. Your friends planned a great celebration with all your favorite things. ____18____ Nevertheless, this is where our mind may make all the difference. You could simply embrace the happiness of the moment, dancing freely. Or, you might scrutinize (仔细检查) your emotions, thinking “____19____ ” This self-critical idea breeds disappointment, leading to profound dissatisfaction. The truth is that true happiness rarely comes without any mixed feelings. Even the best moments carry imperfections. Does this mean we should abandon the pursuit of emotional fulfillment? Certainly not. Something might work for you. ____20____ They will help us cultivate genuine happiness and enrich life enjoyment. Most importantly, stop viewing life merely as preparation for future happiness. Real well-being comes not from chasing perfection, but from fully engaging with each moment as it comes. A. It is hard to change emotional issues. B. Yet reality often tells quite a different story. C. If all my friends can be here, I can’t be happier. D. Embrace emotions in all forms, challenging or uplifting. E. You might start to carefully evaluate if it meets your expectations. F. Instead, we should learn to appreciate the beauty of imperfections. G. This common behavior mainly originates from constant overthinking. 【答案】16. B 17. G 18. E 19. C 20. D 【解析】 【导语】本文围绕幸福感的认知误区展开论述，分析了生活安逸仍存在不满情绪的深层原因，指出真正的幸福源于接纳不完美、专注享受当下。 【16题详解】 由上文“Most of us believe that when life goes well, we should automatically feel happy.(我们大多数人认为，当生活顺遂时，我们理应自然而然感到幸福。)”及下文“Many individuals who enjoy comfortable lives still report continuous dissatisfaction, often accompanied by anxiety or low mood.(许多生活安逸的人依旧长期感到不满，常常伴随焦虑或低落情绪。)”可知，上文提出人们固有的想法，下文给出相反现实，本空需要转折引出反差。B选项“然而现实往往截然不同。”承上启下，符合语境。 【17题详解】 由下文“Once our minds engage in the process, we begin comparing our real life to perfect imaginary standards. Gradually, we stop appreciating what we have already had and instead concentrate on what’s missing. This kind of over-analysis actually ruins the happy moment.(一旦我们的大脑陷入这种思维模式，就会开始把现实生活和想象中的完美标准作比较。渐渐地，我们不再珍惜已经拥有的东西，反而执着于那些缺失的事物。这种过度分析，实则毁掉了幸福的瞬间。)”可知，下文在解释一种过度思考的行为及其危害，本空总起点明这种行为的来源。G选项“这种常见行为主要源于无休止的过度思虑。”引出下文，符合语境。 【18题详解】 由上文“Your friends planned a great celebration with all your favorite things.(你的朋友们筹备了一场很棒的庆祝活动，准备了你所有喜欢的东西。)”及下文“Nevertheless, this is where our mind may make all the difference. You could simply embrace the happiness of the moment, dancing freely. Or, you might scrutinize (仔细检查) your emotions, thinking(然而，我们的想法在此刻会带来巨大差别。你可以单纯享受当下的快乐，自在起舞；你也可能审视自己的情绪，心里想着)”可知，上文交代生日派对的美好，下文对比两种不同心态，本空应说明开始对这场聚会做出评判。E选项“你可能会开始仔细评判这场派对是否达到你的预期。”衔接上下文，符合语境。 【19题详解】 由上文“Or, you might scrutinize (仔细检查) your emotions, thinking(或者，你会审视自己的情绪，心里想着)” 及下文“This self-critical idea breeds disappointment, leading to profound dissatisfaction.(这种自我苛责的想法滋生失望，带来强烈的不满。)”可知，本空是内心产生的、带有挑剔意味的想法。C选项“要是我所有朋友都到场，我才会无比开心。”暗含对现状不满足，符合自我挑剔的语境。 【20题详解】 由上文“Something might work for you.(有一些办法或许适合你。)”及下文“They will help us cultivate genuine happiness and enrich life enjoyment.(它们会帮我们培养真正的幸福感，提升生活乐趣。)”可知，代词They指代本空复数含义的做法，本空给出可行建议。D选项“接纳所有情绪，无论是让人煎熬的还是振奋人心的。”是可行办法，能够引出下文，符合语境。 第二部分　语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 Li Wei was twelve, and he could not swim. Half of the boys in his town learned in the river before they were eight, so this was not unusual in itself. What was unusual was that Li Wei was afraid. When his classmates ran down to the water in summer, he stayed on the bank, ____21____ to be busy with his shoes, and told everyone that he liked watching. His uncle, who had been a swimming teacher in the city, came to stay for the summer. On the first evening he took Li Wei to the river and asked him to walk in up to his knees. Li Wei stood at the edge and did not move. His uncle did not laugh and did not ____22____ him. He sat down on a stone and waited, and the two of them watched the water for a long time. “You are not the first,” his uncle said at last. “When I was your age I was ____23____ of it too. The water is not angry with you. It only does what it does.” Then he taught Li Wei the one rule he had learned from his own teacher: do not fight the water; ____24____ with it. For the next week they came to the river every morning. Li Wei learned to put his face in for one second, then for three. He learned to float on his back while his uncle held two fingers under his head. ____25____, on the eighth morning, his uncle took the fingers away, and Li Wei stayed on the water alone. It was the moment he had been afraid of and had wanted for years. He did not shout. He did not ____26____ either. He simply lay there, looking at the sky, while the river carried him slowly past the tall grass. When he finally stood up, his uncle was smiling but said ____27____. That silence, Li Wei understood later, was more ____28____ than any praise. Words would have told him that he was being tested; the silence told him that he had already passed. In August he swam across the narrow part of the river for the first time. His uncle walked along the bank beside him, ____29____ without saying a word. When Li Wei climbed out, his legs were shaking. He sat on the grass, looked back at the water that had frightened him for years, and began to laugh. What he had learned was not only a ____30____. He had learned that fear does not become smaller when you ____31____ it; it becomes smaller when you walk towards it, one ____32____ step at a time. Years later, when Li Wei became a teacher, he took his students to the pool every spring. To the ones who stood at the edge, he said exactly what his uncle had said to him: courage is not the ____33____ of fear, but the decision to move ____34____ it is still there. Then, like his uncle, he sat down and waited, because he knew that the only thing a frightened child needs is someone who ____35____. 21. A. pretending B. refusing C. forgetting D. offering 22. A. push B. warn C. hide D. follow 23. A. proud B. afraid C. tired D. sure 24. A. argue B. compete C. move D. compare 25. A. Instead B. However C. Finally D. Suddenly 26. A. cry B. stop C. speak D. rest 27. A. everything B. nothing C. something D. anything 28. A. useful B. common C. sudden D. strange 29. A. looking B. pointing C. shouting D. running 30. A. skill B. lesson C. gift D. story 31. A. face B. avoid C. forget D. study 32. A. long B. fast C. small D. sudden 33. A. absence B. result C. reason D. growth 34. A. so B. but C. when D. unless 35. A. waits B. talks C. swims D. wins 【答案】21. A 22. A 23. B 24. C 25. C 26. A 27. B 28. A 29. A 30. A 31. B 32. C 33. A 34. C 35. A 【解析】 【导语】文章讲述了李伟害怕下水，在叔叔耐心的陪伴引导下，慢慢克服恐惧学会游泳的故事，告诉我们勇气不是没有恐惧，而是心怀恐惧依然向前。 【21题详解】 考查动词。句意：夏天，当同学们奔向水边时，他待在岸边，假装忙着摆弄鞋子，告诉所有人他喜欢观看。A. pretending假装；B. refusing拒绝；C. forgetting忘记；D. offering主动提供。根据上文“Li Wei was afraid”以及下文“to be busy with his shoe”可知，李伟害怕下水，所以假装忙别的事情。 【22题详解】 考查动词。句意：他的叔叔没有嘲笑他，也没有逼迫他。A. push逼迫，推；B. warn警告；C. hide隐藏；D. follow跟随。根据下文“He sat down on a stone and waited”可知，叔叔很有耐心，没有逼迫李伟下水。 【23题详解】 考查形容词。句意：“你不是第一个这样的人，”叔叔最后说道，“我像你这么大的时候，也害怕水”A. proud自豪的；B. afraid害怕的；C. tired疲惫的；D. sure确定的。根据上文“You are not the first,” his uncle said at last.”可知，叔叔告诉李伟自己小时候同样害怕水，以此安慰他。 【24题详解】 考查动词。句意：接着，他教给李伟一条自己从老师那里学到的准则：不要和水对抗，要顺势随它而动。A. argue争论；B. compete竞争；C. move移动；D. compare比较。根据上文“do not fight the water”可知，不要对抗水，要顺着水、和水一起游动。 【25题详解】 考查副词。句意：终于，在第八天早上，叔叔挪开了手指，李伟独自浮在了水面上。A. Instead相反；B. However然而；C. Finally终于；D. Suddenly突然。根据上文“For the next week they came to the river every morning. Li Wei learned to put his face in for one second, then for three”可知，前文写了一周循序渐进的练习，这里指终于迎来了这一刻。 【26题详解】 考查动词。句意：他也没有哭。A. cry哭；B. stop停止；C. speak说话；D. rest休息。根据上文“It was the moment he had been afraid of and had wanted for years. He did not shout”可知，这一刻他既紧张又期待，没有大喊，也没有哭。 【27题详解】 考查代词。句意：当他终于站起来的时候，叔叔微笑着，什么也没说。A. everything一切；B. nothing没有什么；C. something某事；D. anything任何事。根据下文“That silence”可知，叔叔保持沉默，什么都没说。 【28题详解】 考查形容词。句意：李伟后来明白，那份沉默比任何夸奖都更有用。A. useful有用的；B. common普通的；C. sudden突然的；D. strange奇怪的。根据下文“Words would have told him that he was being tested; the silence told him that he had already passed”可知，话语意味着还在考验，沉默代表他已经通过考验，所以沉默更加有意义、有用。 【29题详解】 考查动词。句意：他的叔叔沿着河岸走在他旁边，看着他，一言不发。A. looking看；B. pointing指着；C. shouting大喊；D. running奔跑。根据上文“In August he swam across the narrow part of the river for the first time”可知，叔叔在岸边陪伴，注视着李伟游泳。 【30题详解】 考查名词。句意：他学到的不只是一项技能。A. skill技能；B. lesson课程，教训；C. gift礼物；D. story故事。根据上文第七段“In August he swam across the narrow part of the river for the first time”可知，游泳是一项技能，而他收获了更深的道理。 【31题详解】 考查动词。句意：他明白了：逃避恐惧，恐惧并不会减轻；当向着恐惧靠近，一次一小步的时候，恐惧才会慢慢变小。A. face面对；B. avoid逃避；C. forget忘记；D. study学习。根据下文“it becomes smaller when you walk towards it”可知，和走向它形成对比，躲避恐惧不会让恐惧消失。 【32题详解】 考查形容词。句意：他明白了：逃避恐惧，恐惧并不会减轻；当向着恐惧靠近，一次一小步的时候，恐惧才会慢慢变小。A. long长的；B. fast快的；C. small小的；D. sudden突然的。根据上文第四段“Li Wei learned to put his face in for one second, then for three”可知，恐惧是慢慢克服的，要一小步一小步的走向它。 【33题详解】 考查名词。句意：对于那些站在池边不敢下水的孩子，他会一字不差地说出当年叔叔对他说过的话：勇气不是没有恐惧，而是当恐惧还在的时候，依然选择向前的决心。A. absence不存在，缺席；B. result结果；C. reason原因；D. growth成长。根据下文“but the decision to move it is still there”可知，勇气不是恐惧的消失。 【34题详解】 考查连词。句意：对于那些站在池边不敢下水的孩子，他会一字不差地说出当年叔叔对他说过的话：勇气不是没有恐惧，而是当恐惧还在的时候，依然选择向前的决心。A. so所以；B. but但是；C. when当……时候；D. unless除非。根据下文“it is still there”可知，此处表示“当恐惧仍然存在时”，用when引导时间状语从句。 【35题详解】 考查动词。句意：然后，就像当年他的叔叔那样，他坐下来静静等待，因为他知道，一个害怕的孩子唯一需要的，就是一个愿意等待的人。A. waits等待；B. talks交谈；C. swims游泳；D. wins获胜。根据上文“Then, like his uncle, he sat down and waited”可知，需要的就是一个愿意等待的人。 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入一个适当的单词或括号内单词的正确形式。 This year, I decided to take a course called AP Seminar to improve my research, ____36____(present) and teamwork skills. To help us, Ms. Maxson divided us into groups. At first, I thought she would assign us ____37____ (random), but she used a more creative method. First, she gave us a lecture on the Myers-Briggs Type Indicator (MBTI), ____38____ system that divides people into 16 personality types based on a questionnaire. According to this system, everyone is either introverted (内向的) ____39____ extroverted; intuitive or sensing; thinking or feeling; and prospecting or judging. Then, we each took the test to discover our type. What I turned out to be was an INTP — the logician. This means I have an analytical and curious mind, often ____40____ (draw) to difficult ideas and theories, ____41____ I thought was quite accurate. However, I noted the test’s limitations. While ____42____ (identify) myself as an introvert, I believe my behavior is context-dependent. What bothered me more was ____43____ the questions seemed kind of easily manipulated (操控) to achieve a desired outcome. From my perspective, ____44____ its imperfections, the MBTI offered valuable insights into our collaborative styles. Finally, Ms. Maxson formed groups considering personality compatibility. Since extroverts were the majority, each team ____45____ (consist) of one introvert and three extroverts. So far, my group has been functioning effectively, and I am optimistic about our project. 【答案】36. presentation 37. randomly 38. a 39. or 40. drawn 41. which 42. identifying 43. that 44. despite 45. consisted 【解析】 【导语】文章主要讲述作者在AP研讨课上，老师借助MBTI性格测试划分小组以及作者对MBTI测试的看法。 【36题详解】 考查名词。句意：今年，我决定参加一门名为AP研讨课的课程来提升我的研究、展示以及团队协作能力。此处和research、teamwork并列作名词，present是动词，其名词形式presentation表示“展示”。 【37题详解】 考查副词。句意：一开始，我以为她会随机分配我们，但她使用了一种更有创意的方法。此处修饰动词assign，要用副词形式，random的副词是randomly，意为“随机地”。 【38题详解】 考查冠词。句意：首先，她给我们做了一场关于迈尔斯-布里格斯类型指标（MBTI）的讲座，这是一套基于问卷将人划分成16种人格类型的体系。system为可数名词单数，空前无限定词，结合句意，此处表示“一套体系”，为泛指意义，且system是以辅音音素开头的单词，所以用不定冠词a。 【39题详解】 考查连词。句意：根据这套体系，每个人要么内向要么外向；直觉型或实感型；思考型或情感型；感知型或判断型。固定搭配either…or…意为“要么……要么……”，所以此处为连词or。 【40题详解】 考查非谓语动词。句意：这意味着我拥有善于分析且充满好奇心的头脑，常常被艰深的观点和理论所吸引，我认为这相当准确。draw与逻辑主语I之间是被动关系，所以用过去分词drawn作状语。 【41题详解】 考查定语从句。句意：这意味着我拥有善于分析且充满好奇心的头脑，常常被艰深的观点和理论所吸引，我认为这相当准确。此处为非限制性定语从句，先行词指代前面整件事，关系词在从句中作thought的宾语，所以用关系代词which。 【42题详解】 考查非谓语动词。句意：虽然我认定自己是内向者，但我相信我的行为取决于环境。此处为状语从句省略结构，identify和逻辑主语I之间是主动关系，所以用现在分词identifying。 【43题详解】 考查表语从句。句意：更让我困扰的是这些问题似乎很容易被操控，从而得到想要的结果。此处连接词引导表语从句，从句中不缺少成分，且句意完整，所以用连接词that，只起连接作用，无实际意义。 【44题详解】 考查介词。句意：在我看来，尽管存在缺陷，MBTI为了解我们的协作风格提供了有价值的见解。空格后为名词短语its imperfections，此处表示“尽管”，所以此处为介词despite。 【45题详解】 考查动词时态。句意：由于外向者占大多数，每个小组由一名内向者和三名外向者组成。此处为谓语动词，整篇文章为一般过去时，consist of意为“由……组成”，所以谓语动词用consisted。 第三部分　写作（共两节，满分40分） 第一节（满分15分） 46. 请你写一篇短文向校英文报“Labour & Growth”栏目投稿，向同学们推荐一项适合在校园开展的劳动实践活动，内容包括： 1.介绍推荐的劳动实践活动； 2.说明推荐理由。 注意： 1.写作词数应为80左右； 2.请按以下格式在答题纸的相应位置作答。 Small Labor, Big Growth ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】范文： Small Labor, Big Growth I’d like to recommend the activity — we grow vegetables in our school garden. It is a meaningful labor practice which is easy for all students to join. We can plant, water and clear weeds together. We can also share our growing notes in our class. I believe that this activity helps us understand how hard farmers work. Besides, it teaches us to value food and get close to nature. When we watch plants grow, we will feel proud of our work. It not only builds our patience but also lets us grow through small labor. 【解析】 【导语】题目要求考生向校英文报“Labour & Growth”栏目投稿，推荐一项适合在校园开展的劳动实践活动并说明推荐理由 【详解】1.词汇积累 有意义的：meaningful → rewarding 理解：understand → comprehend 珍惜：value → treasure 对……感到骄傲：feel proud of → take pride in 2.句式拓展 同义句转换 原句：We can plant, water and clear weeds together. We can also share our growing notes in our class. 拓展句：Not only can we plant, water and clear weeds together, but also we can share our growing notes in our class. 【点睛】【高分句型1】It is a meaningful labor practice which is easy for all students to join. (运用了which引导的限制性定语从句) 【高分句型2】 I believe that this activity helps us understand how hard farmers work. (运用了that引导的宾语从句) 第二节（满分25分） 47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Olivia and Clara had been best friends since middle school. Under the sheltering tree of their friendship, they had stuck together through thick and thin, though they had different personalities: Olivia enjoyed reading quietly whereas Clara was fond of exploration by bicycle. They had thought their friendship would last forever. Yet, one afternoon, a minor misunderstanding happened, taking a toll on their relationship. This was what had happened. They joined in an important science project whose results would count towards their credits. Olivia, a careful planner, had devoted the whole afternoon to preparing their presentation alone in the quiet classroom. Her fingers danced swiftly and skillfully on the keyboard while she organized slides and typed notes. Every slide contained solid arguments and carefully selected pictures, which reflected her great efforts. As dusk fell, her anxiety built up minute by minute. She glanced at the clock repeatedly. Clara was late again. The empty chair next to her seemed to laugh at her, leaving her feeling lonely as well as annoyed. Clara finally dashed in, out of breath and upset, trying to explain the reason. “I’m so sorry, but my...” she started, only to be interrupted by Olivia, whose patience had worn thin. “Troubles keep popping up for you! Have you ever thought about the influence your behavior has on others?” At the sound of her sharp remarks, Clara who had meant to apologize, froze at once. “You are always taking charge of everything! It’s exhausting to try to live up to your strict perfect standards!” she shouted back angrily. The atmosphere in the room grew heavy, hard to breathe, filled with hurt emotions and wounded pride. They gathered their books in angry silence. The unfinished project stood for the cracked bond of their friendship. Neither girl dared to utter a single word as they headed home, both trapped in bitter disappointment. 注意： 续写词数应为150左右； 请按如下格式在答题卡的相应位置作答。 Paragraph 1: That night, Olivia lay in bed, worried about their relationship and the project. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: The next day, Clara arrived early at the cafe as promised. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 That night, Olivia lay in bed, worried about their relationship and the project. The bitter quarrel echoing in her mind, Olivia tossed and turned. She thought about how she had cut Clara off impatiently without letting her explain. She also thought of the half-finished slides, where Clara had contributed many creative ideas. Worse still, it was her own pursuit of perfection that had hurt the person who cared about her most. With a heavy heart, she picked up her phone and sent a message to Clara, making an appointment to meet at their usual cafe the next morning. The next day, Clara arrived early at the cafe as promised. She looked exhausted, her usual bright smile gone like the sun disappearing behind clouds. Upon seeing Olivia, she explained immediately, “My bicycle broke down on the way. I had tried hard to walk to the school.” Hearing her words, Olivia apologized with guilt, “I’m sorry for being too harsh and rude.” Relieved and regretful, they hugged each other tightly. That whole day, they worked on the project with renewed cooperation. It dawned on them that true friendship needs communication and mutual understanding. 【解析】 【导语】本文以人物为线索展开，讲述了Olivia与Clara这对性格迥异的挚友因科学项目产生误会而激烈争吵，友谊出现裂痕。夜晚Olivia冷静反思后主动邀约道歉，次日Clara如约赴会并解释迟到真相，两人坦诚沟通、互相谅解，最终携手完成项目，领悟到友谊需要沟通与相互理解的故事。 【详解】1. 段落续写： ①由第一段首句内容可知，第一段可描写Olivia躺在床上辗转难眠，内心反思自己的过错——意识到自己未听解释便厉声打断、过度追求完美伤害了好友，随后主动发消息向Clara道歉并约在常去的咖啡馆见面。 ②由第二段首句内容可知，第二段可描写Clara如约提前到达，解释昨天迟到是因为自行车半路坏了、步行赶往学校；Olivia听完深感愧疚并再次致歉，两人冰释前嫌、随后合力完成项目，并感悟到真正友谊的真谛。 2. 续写线索：夜晚难眠——反思过错——发消息致歉——约定见面——咖啡馆相聚——解释迟到原因——互相道歉——和好拥抱——合作完成项目——感悟友谊 3. 词汇激活 行为类 ①辗转反侧：toss and turn/lie restlessly/turn over in bed ②打断：cut off/break in/interrupt 情绪类 ①筋疲力竭的：exhausted/worn out/tired out ②愧疚：guilt/remorse/regret 【点睛】【高分句型1】The bitter quarrel echoing in her mind, Olivia tossed and turned.(运用了由“名词＋现在分词”构成的独立主格结构作状语) 【高分句型2】Worse still, it was her own pursuit of perfection that had hurt the person who cared about her most.(运用了it was...that...构成的强调句和who引导的定语从句) 第1页/共1页 学科网（北京）股份有限公司 $