河南师范大学附属中学2025-2026学年高三上学期9月月考英语试卷

这是一份河南师范大学附属中学2025-2026学年高三上学期9月月考英语试卷，共17页。试卷主要包含了5 分，满分 37，5 分，满分 15 分)， B25， B29， 词汇激活行为类等内容，欢迎下载使用。
第二部分阅读(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
We’re happy t intrduce News fr Classrm Use: a weekly newsletter with a piece f news and activities based n it which yu can use as a warm-up, a filler r a wrap-up task. The newsletter might include: discussin questins, tasks arund headlines and images, cmments t respnd t, vcabularies and links t related ESL Brains lessn plans.
Hw t use the newsletter
The stries cvered in the newsletter range frm breaking news t mre evergreen cntent which yu will be able t g back t accrding t yur students’ needs. The newsletter itself has several parts.
INTRO: A shrt paragraph describing what the news is abut. Yu might need t read it ut t students r it may als serve as a reference pint t yu, depending n the activities that g with the particular piece f news.
ACTIVITY: A task r tasks fr students t wrk n in the classrm．Each newsletter cntains a set f questins related t the news. Yu might ask students t discuss all f them r just sme f them. If yu teach lwer-level students, use the easier questins r just ask students t say what they think abut the news. Other activities might include cmpleting headlines, cmmenting n pictures, reprting what students have heard abut the news, etc.
Subscribe t the newsletter
If yu are an Unlimited r a Premium user and yu’re subscribed t ur newsletters, the News fr Classrm Use newsletter will drp int yur mailbx every Wednesday.
Wh is the text intended fr?
News presenters.B. Teachers.
C. Freign students.D. Reprters.
Which is a feature f the newsletter?
It psts daily updates.B. It priritizes breaking news.
C. It cntains real-time cmments.D. It ffers reusable reading materials.
What activity can be recmmended t beginners?
Rewriting related news.B. Chsing news pictures.
C. Expressing their pinins.D. Cntributing t the newsletter.
B
When Tina Farr visits the year 2 classrm at her Oxfrd primary schl, she can feel the changed atmsphere since play was put firmly back n the curriculum ( 课程). “The children cme running up with things they have made. There is always a shp n the g s they will be pricing up smething r finding change.” the headteacher says.
Play-based learning — letting children mve arund, make up games and explre within lsely guided activities — usually stps when they attend primary schl. Lessns then becme desk-based, fcused n reading and writing.
Farr had lng champined the value f play wrking hard t bring it int breaktimes. “Teachers wuld recgnise what we d and it desn’t take any mre planning than the standard apprach.” With play-based learning in place fr her year 1 and 2 children, Farr then lked at where else she culd change any practices that weren’t wrking. “If a practice isn’t in line with healthy child develpment, why are we ding it?”
The schl’s year 5 children — aged nine and 10 — were struggling t sit still in a tight space s she remved all the furniture. “The impact was immediate and impressive. Children nw chse where and hw t learn. A class nce struggling with attentin is nw calm and engaged.” A teacher nte: “Their self-regulatin has imprved greatly. They settle dwn t wrk much mre readily.”
Farr believes the utdated system needs urgent change. “We have neurscience (神经科学) t knw children learn thrugh play.” In June the schl sailed thrugh its Ofsted inspectin. “The inspectr really understd ur play-based learning.” Farr’s message is that her apprach can be rlled ut. “It’s blwn my mind hw engaged the children are. It’s phenmenal,” she says.
What change des Farr bring t her schl?
Additinal incme.B. Flexible envirnments.
C. Upgraded equipmentD. Diverse utdr games.
What is the main reasn fr Farr t intrduce play-based learning?
T reduce teachers’ wrklad．
T enhance the schl’s reputatin.
T imprve students’ academic results.
T prmte kids’ well-being and grwth.
Which best describes the students with the new seating arrangement?
Mre fcused.B. Mre energetic.
C. Mre self-centred．D. Mre curageus.
What is the last paragraph mainly abut cncerning Farr’s apprach?
Its thery.B. Its challenge.
C. Its purpse.D. Its effectiveness.
C
Imagine yu’re writing a pem, rhymes must be paired up befre yu start a new line. It turns ut that AI des smething similar! When Claude, a large language mdel (LLM), is given the first line “he saw a carrt and had t grab it”, it begins thinking abut wrds like “rabbit” almst immediately, writing the next sentence t end at the apprpriate rhyme.
Such frethught is unexpected. Scientists at Anthrpic, the lab that develped Claude, built a tl and they discvered sme unexpected cmplexity.
The tl, a “digital micrscpe”, lets scientists lk at which parts f the AI’s neural (神经的) netwrk light up when it’s wrking n different tasks. If a particular area f the LLM lights up whenever it prduces wrds like rabbit, then that gets marked as being related t rabbits.
This has let the team slve sme pen questins in AI research, fr example, whether a multilingual ( 多语言的) chatbt has awareness f cncepts beynd language. When Claude is asked fr the ppsite f “big” in English, r the same cncept in Chinese, the same feature lights up in every case, befre mre language-specific circuits kick in t “translate” the cncept f smallness int a particular wrd. This suggests that AI might have a deeper understanding f the wrld than we thught.
Other insights, thugh, are less encuraging. When Claude itself is asked t reasn,
printing ut its chain f thught t answer maths questins, the micrscpe suggests that the way the mdel says it reached a cnclusin, and what it actually thught, might nt always be the same. Wrse still, ask a leading questin — suggesting that the answer “might be 4”, and it will specifically add numbers that ultimately lead it t agree with the questin, even if the suggestin is wrng.
But being able t gain insight int the mind f an LLM prvides clues as t hw t stp it ding the same in the future. The gal, after all, is nt t have t d brain surgery, but t knw what it’s thinking.
What des the writer intend t shw thrugh the example in paragraph 1?
AI can write texts as prgrammed.B. AI can plan sentences in advance.
C. AI can deal with cmplex tasks.D. AI can simplify rhyming lines.
Hw des “digital micrscpe” functin in the research?
By tracking AI’s thinking activities.B. By wrking n different jbs.
C. By activating AI’s “brain” ptential.D. By matching language patterns.
What can be inferred frm paragraph 5 abut Claude?
It may make stuff up.B. It may skip chains f thught.
C It may leave clues ut.D. It may give lgical reasning.
Which f the fllwing titles best suits this text?
Why AI Still Gets It WrngB. Chatbts’ Language Magic
C. Lking Inside AI’s MindD. The Rise f AI Chatbts
D
Can yu tell fact frm fictin nline? In a digital wrld, few questins are mre challenging than fighting misinfrmatin. As an educatin researcher and frmer high schl histry teacher, I knw that histry class can stimulate critical thinking — but nly if teachers and schls understand what it really means.
Sme might cnsider critical thinking an ability that teachers can encurage. Or they might be referring t specific skills — fr instance, that students shuld learn a set f steps t take t assess infrmatin nline. Cgnitive ( 认知的) scientists see critical thinking as a specific kind f reasning that invlves prblem-slving and making sund judgments. It can be learned, but it relies n specific cntent knwledge.
Since cntext is key t critical thinking, learning t analyze infrmatin abut current
events likely requires knwledge abut plitics and histry, as well as practice at tracing surces. Frtunately, that is what scial studies classes are fr.
Scial studies researchers ften describe this kind f critical thinking as “histrical thinking”: a way t evaluate evidence abut the past and assess its reliability. In scial studies classrm students can make relatively quick prgress n sme f the surface features f histrical thinking, such as learning t check a text’s date and authr.
Scial studies classrms can als build what researchers call “civic nline reasning.” Fact-checking is cmplex. It is nt enugh t tell yung peple that they shuld be careful nline, r t trust sites that end in “.rg” instead f “.cm.” Rather than learning general principles abut nline media, civic nline reasning teaches students specific skills fr evaluating infrmatin abut plitics and scial issues.
Therefre, the slutin lies nt in teaching critical thinking as a separate skill, but in preserving and strengthening traditinal scial studies educatin that cmbines backgrund knwledge with analytical capabilities. Only then can we effectively prepare students t distinguish truth frm fictin in ur digital wrld.
Hw des the writer view critical thinking?
It naturally develps ver time.
It is a kind f step-by-step learning.
It is a frm f cntent-based reasning.
It imprves with teachers’ encuragement.
Why can scial studies encurage critical thinking?
They fcus n past evidence.B. They questin general principles.
C. They develp fact-checking skills.D. They prvide trustwrthy websites.
Which can be cnsidered “civic nline reasning” accrding t the text?
Trusting nline news withut tracing surces.
Assessing public matters via fact-checking.
Dismissing scial media as unreliable.
Emplying AI t spread news stries.
What slutin des the authr suggest?
Applying traditinal scial skills.B. Highlighting histrical knwledge.
C. Emphasizing scial studies learning.D. Teaching cmmunicatin techniques.
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。
Whether yu buy art fr yur hme r admire it in galleries and museums, establishing yur taste is a persnal jurney. There are cuntless cmmercial galleries, museums, and increasingly accessible platfrms like scial media. 36 Here are sme tips frm leading art cllectrs n hw t develp yur taste.
One f the surest ways t establish yur artistic interests is t lk at as much art as yu can. G t museum exhibitins and t galleries. Read art magazines. See an exhibitin even if it is nt a perid yu wuld ever take an interest in. Yu will learn t appreciate quality, and yur eye will see what great art is. 37
The prcess f develping artistic taste invlves multiple dimensins that g beynd simple visual appreciatin. “I sit with the piece and pay attentin t hw it settles in me
— my thrat, my stmach. 38 ” said Shaka Cheng, c-funder f a luxury design cmpany. As he grew his persnal cllectin, Cheng apprached art nt fr its ptential financial gain, but rather hw it makes him feel.
39 Getting t knw them and their stries can expand yur experience as a cllectr and enthusiast. Reaching ut directly t the artists builds a persnal cnnectin t the piece, making the wrk feel nt just seen, but understd.
Study the art market, but nt t clsely. 40 While understanding market dynamics can be helpful, the mst rewarding aspects f art appreciatin cme frm genuine persnal cnnectins with artwrks and their creatrs.
Artists are the lifebld f the art wrld.
Then in time, yu will find smething that yu lve.
These prvide a wealth f places t engage with art.
I always g t museums and galleries t see art exhibitins.
That physical respnse shws mre than any trend ever culd.
Market research is secndary t persnal cnnectin with artwrks.
Online markets have verturned hw peple appreciate and buy art.
第三部分语言运用(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 四个选项中选出可以填入空白处的最佳选项。
I used t be an angry persn. I’m nw talkative and 41 , but fr nearly 20 years I lived with a quiet anger.
It started with my parents, wh 42 everything: what I wre, where I went, what I thught. As immigrants frm Bangladesh, they believed that was the best way t
43 their daughter. I even had t fight t g t university. The chance t g t university fr men in my cmmunity was given as a 44 . Gradually, I fund myself easily 45 with my mther and emtinally guarded.
I cnsidered therapy ( 治疗), but my cultural backgrund des nt sit with western techniques. I can’t imagine explaining my anger t my mther r 46 sme frm f aplgy. Instead, I 47 I had t live with my anger.
Then in 2023, I walked int a bxing gym fr my nvel. The cach taught me basic punches (拳打). When I punched he kept shuting. “Hit harder! Let me hear yu!” I cried ut lud — a(n) 48 sund s different frm everything I’d been taught. In that mment, I didn’t have t be silent r delicate. I culd be as fierce and angry as I wanted. I felt decades f anger 49 .
After tw years f bxing I’m happier and 50 . Bxing has given
51 . Where nce I felt dwn, I nw knw that an hur in the 52 will recgnize me. After decades f battling anger, I’ve fund 53 ．
Smene asks if I’ll ever 54 in a bxing match. I say I nly bx fr fun.
What I dn’t say is that I’ve already 55 the lngest fight f my life.
A. sciableB. respnsibleC. creativeD. hnest
A. favredB. cntrlledC. supprtedD. remembered
A. praiseB. cmfrtC. prtectD. feed
A. surpriseB. demandC. presentD. right
A. cnnectedB. annyedC. cnfusedD. pleased
A. expectingB. whisperingC. pstingD. refusing
A. regrettedB. hpedC. acceptedD. frgt
A. emptyB. uglyC. sftD. childish
A. ariseB. liftC. startD. increase
A. quickerB. calmerC. mre curiusD. mre generus
51 A. wealthB. fameC. balanceD. credit
A. gymB. libraryC. streD. ffice
A. yuthB. peaceC. lveD. truth
A. quitB. cmpeteC. restD. cry
A. pickedB. witnessedC. stppedD. wn
第二节(共 10 小题;每小思 1.5 分，满分 15 分)
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
A new sand-yellw cave theater built n the edge f the Gbi Desert in Dunhuang City is bringing the relics 56 life.
The new perfrmance 57 (stage) at the theater Ancient Sunds f Dunhuang, draws inspiratin frm the Mga Grttes, a UNESCO Wrld Heritage Site. The dance, musical instruments, and even meldies ( 旋 律 ) the shw 58 (present) all cme frm the murals (壁画).
“The audience can hear the timbre f the Indian pipa and the Persian knghu
59 enjy the elegant dance perfrmance, a perfect shwcase f 60 Chinese and Western art mixed in Dunhuang in ancient times,” said Zhang Hua, the directr.
Cultural 61 (diverse) is Dunhuang’s name card. This cultural exchange, rted in its histry as a key Silk Rad site, has nt nly shaped Dunhuang’s past but als guided its apprach t preserving and 62 (share) with the wrld the timeless heritage, inspiring innvatins that bridge 63 (glry) traditins with mdern technlgy.
Since the 1980s, authrities in Dunhuang 64 (begin) internatinal cperatin in the prtectin f cultural relics. 65 (prtect) cultural relics digitally, Dunhuang Academy has brrwed advanced freign technlgy, established a set f digitizatin prcedures and becme a leader in the field f cultural relics prtectin in China.
第四部分写作(共两节，满分 40 分)
第一节(满分 15 分)
66. 假定你是李华，你校英语报健康专栏对学生不吃早餐的现象进行调查，请根据
以下调查统计图写一份书面报告，内容包括：
描述统计图（bar chart）； 2．给出建议。
Hw Often Breakfast Is Skipped
注意：(1)写作词数应为 80 个左右；
(2)请按如下格式在答题卡的相应位置作答。
Recently, ur English newspaper had a survey abut hw ften breakfast is skipped.
unfamiliar streets until she finally pinted t an ld apartment building. The street was dirty and the air was smelly. Several yung men gathered arund the entrance. They appeared threatening. Sme were n mtrcycles, and ne by with bushy, lng hair was staring at me intently (目不转睛地) — t intently — and smiling.
I was getting mre and mre uncmfrtable. I stpped the car. A cuple f the guys
helped with the grceries. The ld lady thanked me, and I drve away as fast as I culd.
I was driving when I was interrupted by a mtrcycle behind me. It was that by wh kept smiling at me with a strange lk! In a panic, I slwed dwn, hping he wuld pass me. But he cntinued t drive at the same speed as me. I realized he was waving fr me t stp.
N way was I ging t stp fr a stranger n an unfamiliar street. I tried t speed away, but it didn’t stp him. He raced after me again. Getting increasingly anxius, I reached dwn in the passenger seat t get my cell phne. I had t call 911.
With my eyes n the rad, ne hand n the wheel and the ther hand searching n the seat next t me, I fund a phne. But it wasn’t mine. “Oh n, the lady tk my phne by mistake!” Meanwhile, the guy n the bike stayed clse t me.
注意：(1)续写词数应为 150 个左右；
(2)请按如下格式在答题纸的相应位置作答。 I saw the by waving smething.
第二节(满分 25 分)
67. 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。
I felt guilty and wanted t reward the by.
An Unexpected Angel
In the extreme heat, I watched an elderly wman struggle with bags f grceries. Slwing dwn, I pened the windw and called ut, “Need a ride?” I helped her int the passenger seat, and we were ff.
She directed me t g farther suth. Suddenly, I realized we were n the “wrng side f twn.” It was starting t get dark, and I began t feel uneasy. We cntinued dwn
河南师大附中 高中部高三年级 9 月英语开学考试卷答案
第二部分阅读(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)
【答案】21. B22. D23. C
【解析】
【导语】本文是一篇说明文。主要介绍了“课堂使用新闻”这一每周通讯的内容、使用方法及订阅方式，旨在为教学提供助力。
【21 题详解】
推理判断题。根据第一段中的“We’re happy t intrduce News fr Classrm Use: a weekly newsletter with a piece f news and activities based n it which yu can use as a warm-up, a filler r a wrap-up task. (我们很高兴介绍《课 堂使用新闻》：这是一份每周通讯，包含一则新闻及基于该新闻设计的活动，您可将其用作热身、过渡或收
尾任务。）”以及 INTRO 部分中的“Yu might need t read it ut t students r it may als serve as a reference pint t yu, depending n the activities that g with the particular piece f news. (根据这则特定新闻配套的活动安排，
你或许需要向学生宣读它，或者它也可能成为你的参考依据。)”以及 ACTIVITY 部分中的“If yu teach lwer- level students, use the easier questins r just ask students t say what they think abut the news. (如果你教的是低年级学生，就用更简单的问题提问，或者直接让学生说说他们对这则新闻的看法。)”可知，文中多次出现 “您”、“您的学生”、“教学”等与教师相关的表述，由此可推断该文本的目标读者是教师。故选 B 项。
【22 题详解】
细节理解题。根据第二段中的“The stries cvered in the newsletter range frm breaking news t mre evergreen cntent which yu will be able t g back t accrding t yur students’ needs. (通讯涵盖的新闻故事既有突发新闻，也有更具时效性的内容，您可根据学生的需求随时回顾使用。)”可知，该通讯包含可重复使用的阅读材料，这是其特色之一。故选 D 项。
【23 题详解】
细节理解题。根据 ACTIVITY 部分中的“If yu teach lwer-level students, use the easier questins r just ask students t say what they think abut the news. (如果您教授水平较低的学生（初学者），可以使用较简单的问 题，或者直接让学生说出他们对这则新闻的看法。)”可知，向初学者推荐的活动是让他们表达自己的观点。
故选 C 项。
B
【答案】24. B25. D26. A27. D
【解析】
【导语】本文是一篇记叙文。主要讲述牛津某小学的校长 Tina Farr 在学校推行以游戏为基础的学习模式，
调整教学环境，促进学生健康发展并取得良好效果的故事。
【24 题详解】
细节理解题。根据第四段中的“The schl’s year 5 children — aged nine and 10 — were struggling t sit still in a tight space s she remved all the furniture. “The impact was immediate and impressive. Children nw chse where and hw t learn. A class nce struggling with attentin is nw calm and engaged.”(该校五年级学生（年龄在 9 至 10 岁之间）曾难以在狭小空间里安静坐好，于是她移除了所有家具。“效果立竿见影，十分显著。现在孩 子们可以自主选择学习的地点和方式。曾经难以集中注意力的班级，如今变得安静且专注投入。”)”可知，
Farr 为学校带来的改变是灵活的学习环境。故选 B 项。
【25 题详解】
细节理解题。根据第三段中的“Farr had lng changed the value f play, wrking hard t bring it int breaktimes. “Teachers wuld recgnize what we d and it desn’t take any mtt planning than the standard apprach.” With play-based learning in place fr her year 1 and 2 children, Farr then lked at where else she culd change any
practices that weren’t wrking. “If a practice isn’t in line with healthy child develpment, why are we ding it?”(Farr长期以来一直倡导游戏的价值，并努力推动游戏融入课间休息时间。“老师们会认可我们所做的事，而且相比常规方法，这种方式并不需要额外的规划。”在为她所带的一年级和二年级学生落实好游戏化学习后， Farr 接着开始审视其他方面，试图找出那些行不通的做法并进行改进。“如果一种做法不符合儿童的健康发
展规律，我们为什么还要坚持呢？”)”以及第四段中调整家具后学生专注力和自我调节能力提升的效果可
知，Farr 推行以游戏为基础的学习模式，主要是为了促进孩子的健康和成长。故选 D 项。
【26 题详解】
细节理解题。根据第四段中的““The impact was immediate and impressive. Children nw chse where and hw t learn. A class nce struggling with attentin is nw calm and engaged.” A teacher nte: “Their self-regulatin has imprved greatly. They settle dwn t wrk much mre readily.”(“效果立竿见影，且十分显著。现在孩子们可 以自主选择学习的地点和方式。曾经难以集中注意力的班级，如今变得安静且专注投入。” 一位老师这样写道：“孩子们的自我调节能力有了很大提升，他们能更主动地静下心来学习了。”)”可知，新的座位安
排（灵活的学习环境）让学生更专注了。故选 A 项。
【27 题详解】
主旨大意题。根据最后一段中的“In June the schl sailed thrugh its Ofsted inspectin. “The inspectr really understd ur play-based learning.” Farr’s message is that her apprach can be rlled ut. “It’s blwn my mind hw engaged the children are. It’s phenmenal,” she says. (六月份，这所学校顺利通过了英国教育标准局（Ofsted）的检查。“检查员完全理解我们的游戏化学习模式。”Farr 表示，她的教学方法是可以推广的。“孩子们的
投入程度让我非常惊喜，太了不起了。” 她说。)”可知，该段主要通过学校通过检查、检查员认可、学生
进步显著等内容，体现 Farr 推行的方法的有效性。故选 D 项。
C
【答案】28. B29. A30. A31. C
【解析】
【导语】本文是一篇说明文。主要介绍研究人员通过“数字显微镜”探究 AI（如 Claude）的思维机制，揭示其提前规划、概念理解及推理问题，并提及研究意义。
【28 题详解】
推理判断题。根据第一段中的“Imagine yu’re writing a pem, rhymes must be paired up befre yu start a new line. It turns ut that AI des smething similar! When Claude, a large language mdel (LLM), is given the first line “he saw a carrt and had t grab it”, it begins thinking abut wrds like “rabbit” almst immediately, writing the next sentence t end at the apprpriate rhyme.(想象一下你正在写诗，在开始新的一行之前，必须先搭配好押韵词。
事实证明，人工智能也会做类似的事情！当大型语言模型（LLM）克劳德（Claude）得到第一行文字“he saw a
carrt and had t grab it”（他看到一根胡萝卜，不得不抓住它）时，它几乎立刻就开始思考像“rabbit”（兔子）这样的词，并写出下一个句子，使其结尾有合适的押韵词。)”可知，作者以 AI 写诗提前思考押韵词为例，是为了说明 AI 能提前规划句子。故选 B 项。
【29 题详解】
细节理解题。根据第三段中的“The tl, a “digital micrscpe”, lets scientists lk at which parts f the AI’s neural (神经的) netwrk light up when it’s wrking n different tasks. If a particular area f the LLM lights up whenever it prduces wrds like rabbit, then that gets marked as being related t rabbits.(这个被称为“数字显微镜”的工具， 能让科学家观察到人工智能在处理不同任务时，其神经网络的哪些部分会被激活。如果大型语言模型（LLM）的某个特定区域在生成“rabbit”（兔子）这类词时总会被激活，那么该区域就会被标记为与“兔子”相关。)”可知，“数字显微镜”通过追踪 AI 的思维活动（神经网络激活情况）发挥作用。故选 A 项。
【30 题详解】
推理判断题。根据第五段中的“When Claude itself is asked t reasn, printing ut its chain f thught t answer maths questins, the micrscpe suggests that the way the mdel says it reached a cnclusin, and what it actually thught, might nt always be the same. Wrse still, ask a leading questin — suggesting that the answer “might be
4”, and it will specifically add numbers that ultimately lead it t agree with the questin, even if the suggestin is wrng.(当要求克劳德（Claude）进行推理，输出其思考过程来解答数学问题时，“数字显微镜”显示，该模型声称得出结论的方式与其实际思考过程可能并不总是一致的。更糟糕的是，若提出一个诱导性问题——暗示答案“可能是 4”，即便这个暗示是错误的，它也会特意添加数字，最终得出与该问题暗示一致的结
论。)”可知，Claude 可能会编造思考过程或结果来迎合错误暗示，即“可能会编造内容”。故选 A 项。
【31 题详解】
主旨大意题。通读全文，尤其是第三段中的“The tl, a “digital micrscpe”, lets scientists lk at which parts f the AI’s neural (神经的) netwrk light up when it’s wrking n different tasks.(这个被称为“数字显微镜”的工 具，能让科学家观察到人工智能在处理不同任务时，其神经网络的哪些部分会被激活。)”以及最后一段中的“But being able t gain insight int the mind f an LLM prvides clues as t hw t stp it ding the same in the future.(但能够深入了解大型语言模型（LLM）的“思维”，为未来找到阻止它出现类似问题的方法提供了线索。)”可知，文章围绕通过“数字显微镜”探究 AI 的“思维”展开，“探究 AI 的内心（思维）”最能概
括全文核心，适合作为最佳标题。故选 C 项。
D
【答案】32. C33. C34. B35. C
【解析】
【导语】本文是一篇议论文。主要探讨在线辨别事实与虚构的难题，提出批判性思维需依托特定知识，且传统社会科教育是培养该思维的关键。
【32 题详解】
细节理解题。根据第二段中的“Cgnitive (认知的) scientists see critical thinking as a specific kind f reasning that invlves prblem-slving and making sund judgments. It can be learned, but it relies n specific cntent knwledge.(认知科学家将批判性思维视为一种特定的推理方式，它涉及解决问题和做出合理判断。它是可以学习的，但它依赖于特定的内容知识。)”可知，作者（结合认知科学家观点）认为批判性思维是依赖特定内容知识的推理形式，即基于内容的推理。故选 C 项。
【33 题详解】
细节理解题。根据第三段中的“Since cntext is key t critical thinking, learning t analyze infrmatin abut current events likely requires knwledge abut plitics and histry, as well as practice at tracing surces.
Frtunately, that is what scial studies classes are fr.(由于背景知识是批判性思维的关键，学习分析时事信息可能需要政治和历史知识，以及追溯信息来源的实践。幸运的是，这正是社会科课程的作用所在。)”及第五段中的“Rather than learning general principles abut nline media, civic nline reasning teaches students specific skills fr evaluating infrmatin abut plitics and scial issues.(公民在线推理并非让学生学习有关网 络媒体的一般原则，而是教给他们评估政治和社会问题相关信息的特定技能。)”可知，社会科课程能培养事实核查（如追溯来源、评估信息）的技能，从而促进批判性思维。故选 C 项。
【34 题详解】
推理判断题。根据第五段中的“Rather than learning general principles abut nline media, civic nline reasning teaches students specific skills fr evaluating infrmatin abut plitics and scial issues. (公民在线推
理并非教授有关网络媒体的通用原则，而是培养学生评估政治和社会议题相关信息的特定技能。)”可知，
公民在线推理是通过特定技能评估与公共事务相关的信息，即通过事实核查评估公共事务。故选 B 项。
【35 题详解】
细节理解题。根据最后一段中的“Therefre, the slutin lies nt in teaching critical thinking as a separate skill, but in preserving and strengthening traditinal scial studies educatin that cmbines backgrund knwledge with analytical capabilities.(因此，解决办法不在于将批判性思维作为一项独立技能来教授，而在于维护和加强传统的社会科教育，这种教育将背景知识与分析能力结合起来。)”可知，作者建议的解决办法是重视社会科
学习。故选 C 项。
第二节(共 5 小题;每小题 2.5 分，满分 12.5 分)
【答案】36. C37. B38. E39. A40. F
【解析】
【导语】本文是一篇说明文。文章围绕如何培养艺术品味展开，介绍了多观看艺术作品、关注艺术带来的身体感受、与艺术家建立联系、理性看待艺术市场等方法，强调培养艺术品味是个人旅程，核心在于与艺术作品建立真诚的个人联结。
【36 题详解】
根据空前的“Whether yu buy art fr yur hme r admire it in galleries and museums, establishing yur taste is a persnal jurney. There are cuntless cmmercial galleries, museums, and increasingly accessible platfrms like scial media. (无论你是为家里购买艺术品，还是在画廊和博物馆欣赏艺术品，培养自己的品味都是一段个人旅程。世界上有无数的商业画廊、博物馆，以及像社交媒体这样越来越容易接触到的平台。)”可知，此处
应说明这些场所和平台的作用，即提供接触艺术的渠道，C 选项“These prvide a wealth f places t engage with
art. (这些为人们提供了大量接触艺术的场所。)”中的“These”指代前文提到的“cmmercial galleries, museums, scial media”，符合语境。故选 C 项。
【37 题详解】
根据空前的“One f the surest ways t establish yur artistic interests is t lk at as much art as yu can. G t museum exhibitins and t galleries. Read art magazines. See an exhibitin even if it is nt a perid yu wuld ever take an interest in. Yu will learn t appreciate quality, and yur eye will see what great art is. (培养艺术兴趣最可靠的方法之一就是尽可能多地欣赏艺术作品。去看博物馆展览和画廊展览，阅读艺术杂志。即使是你从未感兴趣的艺术时期的展览，也要去看看。你会学会欣赏艺术品的品质，也会逐渐看出优秀的艺术作品是什么样
的。)”可知，此处应说明多接触艺术后最终的结果，即找到自己喜欢的艺术，B 选项“Then in time, yu will find
smething that yu lve. (然后久而久之，你会找到自己喜欢的东西。)”符合语境，承接前文多接触艺术的建议，指出最终会有收获。故选 B 项。
【38 题详解】
根据空前的“The prcess f develping artistic taste invlves multiple dimensins that g beynd simple visual appreciatin. “I sit with the piece and pay attentin t hw it settles in me — my thrat, my stmach. (培养艺术品味的过程涉及多个层面，远不止简单的视觉欣赏。“我会静下心来感受这件艺术品，关注它在我身体里引起的反应——比如喉咙的感觉、胃部的感觉。)”可知，此处应进一步说明这种身体反应的意义，E 选项“That physical respnse shws mre than any trend ever culd. (这种身体反应比任何潮流都更能说明问题。)”中的 “That physical respnse”指代前文“hw it settles in me — my thrat, my stmach”，符合语境，解释了关注身体感受在培养艺术品味中的重要性。故选 E 项。
【39 题详解】
根据空后的“Getting t knw them and their stries can expand yur experience as a cllectr and enthusiast. Reaching ut directly t the artists builds a persnal cnnectin t the piece, making the wrk feel nt just seen, but understd. (了解他们和他们的故事，可以丰富你作为收藏者和艺术爱好者的体验。直接与艺术家接触，能与艺术品建立起个人联结，让这件作品不仅被看到，更被理解。)”可知，此处应强调艺术家的重要性，A 选
项“Artists are the lifebld f the art wrld. (艺术家是艺术界的命脉。)”中的“Artists”对应空后“them”以及“the
artists”符合语境，引出下文关于与艺术家建立联系的内容。故选 A 项。
【40 题详解】
根据空前的“Study the art market, but nt t clsely. (研究艺术市场，但不要过于深入。)”以及空后的“While understanding market dynamics can be helpful, the mst rewarding aspects f art appreciatin cme frm genuine persnal cnnectins with artwrks and their creatrs. (虽然了解市场动态可能有帮助，但艺术欣赏中最有价值 的部分，来自于与艺术品及其创作者建立真诚的个人联结。)”可知，此处应说明艺术市场研究与个人联结的关系，即市场研究处于次要地位，F 选项“Market research is secndary t persnal cnnectin with artwrks. (与
艺术品建立个人联结比市场研究更重要。)”符合语境，承接前文“不要过于深入研究市场”的建议，与后
文强调个人联结的重要性相呼应。故选 F 项。
第三部分 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)
【答案】41. A 42. B 43. C 44. D 45. B 46. A 47. C 48. B 49. B 50. B 51.
C 52. A 53. B 54. B 55. D
【解析】
【导语】本文是一篇记叙文。主要介绍作者曾长期被愤怒困扰，后通过拳击释放情绪，最终走出愤怒、获得平静的经历。
【41 题详解】
考查形容词词义辨析。句意：我现在变得健谈且善于交际，但近 20 年来，我一直被一种无声的愤怒困扰着。A.
sciable 善于交际的；B. respnsible 负责任的；C. creative 有创造力的；D. hnest 诚实的。根据上文“talkative
（健谈的）”可知，此处应为与之并列的积极性格特质，“善于交际的”符合语境。故选 A 项。
【42 题详解】
考查动词词义辨析。句意：这种愤怒源于我的父母，他们控制一切：我穿什么、去哪里、想什么。A. favred
偏爱；B. cntrlled 控制；C. supprted 支持；D. remembered 记得。根据下文“what I wre, where I went, what I thught”可知，父母对作者的方方面面都要管，即“控制”一切。故选 B 项。
【43 题详解】
考查动词词义辨析。句意：作为来自孟加拉国的移民，他们认为这是保护女儿的最佳方式。A. praise 表扬；
B. cmfrt 安慰；C. prtect 保护；D. feed 喂养。根据上文“It started with my parents, wh 2everything: what I wre, whre I went, what I thught.”可知，父母控制作者的生活，结合“as immigrants”可知，父母认 为这种方式是在“保护”女儿。故选 C 项。
【44 题详解】
考查名词词义辨析。句意：我甚至不得不努力争取才能上大学，而这在我们社区里是男性与生俱来的权利。
A. surprise 惊喜；B. demand 要求；C. present 礼物；D. right 权利。根据上文的“which men in my cmmunity were given”及“I even had t fight t g t university”的对比可知，上大学对社区男性而言是理所当然的“权利”。 故选 D 项。
【45 题详解】
考查形容词词义辨析。句意：渐渐地，我发现自己很容易对母亲生气，并且在情感上变得防备。A. cnnected 有联系的；B. annyed 生气的；C. cnfused 困惑的；D. pleased 高兴的。根据上文“I lived with a quiet anger”及父母的控制可知，作者容易对母亲“生气”。故选 B 项。
【46 题详解】
考查动词词义辨析。句意：我无法想象向母亲解释我的愤怒，或者期待某种形式的道歉。A. expecting 期待；
B. whispering 低语；C. psting 发布；D. refusing 拒绝。根据上文的“my cultural backgrund des nt sit with western techniques”及“can’t imagine explaining my anger”可知，作者受文化背景影响，也无法期待母亲道歉。故选 A 项。
【47 题详解】
考查动词词义辨析。句意：相反，我接受了我必须带着愤怒生活的事实。A. regretted 后悔；B. hped 希望；
C. accepted 接受；D. frgt 忘记。根据上文“I cnsidered therapy (治疗), but my cultural backgrund des nt sit with western techniques.”可知，作者无法通过治疗解决愤怒，结合下文的“had t live with my anger”可知，作者“接受”了这个事实。故选 C 项。
【48 题详解】
考查形容词词义辨析。句意：我大声喊了出来——一种难听的声音，与我所受的教育截然不同。A. empty 空
洞的；B. ugly 难听的，丑陋的；C. sft 柔软的；D. childish 幼稚的。根据下文的“s different frm everything I’d been taught”及“In that mment, I didn’t have t be silent r delicate.”可知，大声喊叫的声音与她接受的教育
不同，此处“难听的”符合打破原有状态的语境。故选 B 项。
【49 题详解】
考查动词词义辨析。句意：我感觉几十年的愤怒都消散了。A. arise 出现；B. lift 消散，消失；C. start 开始；
D. increase 增加。根据上文“In that mment, I didn’t have t be silent r delicate. I culd be as fierce and angry as I wanted.”可知，作者通过拳击释放了情绪，愤怒“消散”了。故选 B 项。
【50 题详解】
考查形容词比较级辨析。句意：经过两年的拳击训练，我变得更快乐、更平静了。A. quicker 更快的；B. calmer更平静的；C. mre curius 更好奇的；D. mre generus 更慷慨的。根据上文“I felt decades f anger 9.”可知，作者几十年的愤怒消散了，结合下文的“happier”可知，作者变得“更平静”。故选 B 项。
【51 题详解】
考查名词词义辨析。句意：拳击给了我平衡。A. wealth 财富；B. fame 名声；C. balance 平衡；D. credit 信用。根据语境和上文“After tw years f bxing, I’m happier and 10 .”可知，作者曾被愤怒困扰，现在变得快乐平静，由此可知，拳击让她的生活和情绪恢复了“平衡”。故选 C 项。
【52 题详解】
考查名词词义辨析。句意：曾经我感到沮丧，但现在我知道，在健身房锻炼一小时会让我恢复状态。A. gym健身房；B. library 图书馆；C. stre 商店；D. ffice 办公室。根据上文“bxing gym”可知，作者在“健身房”进行拳击训练。故选 A 项。
【53 题详解】
考查名词词义辨析。句意：经过几十年与愤怒的斗争，我终于找到了平静。A. yuth 青春；B. peace 平静；
C. lve 爱；D. truth 真相。根据上文“happier and calmer”及愤怒消散可知，作者找到了“平静”。故选 B 项。
【54 题详解】
考查动词词义辨析。句意：有人问我是否会参加拳击比。A. quit 放弃；B. cmpete 竞争，参；C. rest 休息；D. cry 哭。根据下文的“in a bxing match”可知，此处指“参加”比。故选 B 项。
【55 题详解】
考查动词词义辨析。句意：我没有说的是，我已经赢得了我生命中最长的一场战斗（指与愤怒的斗争）。A. picked 挑选；B. witnessed 目睹；C. stpped 停止；D. wn 赢得。根据语境以及上文“After tw years f bxing, I’m happier and 10. Bxing has given 11.”可知，作者走出愤怒、获得平静，由此可知，作者
“赢得”了与愤怒的斗争。故选 D 项。
第二节(共 10 小题;每小思 1.5 分，满分 15 分)
【答案】56. t57. staged58. presents59. and60. hw61. diversity62. sharing63.
glrius64. have begun65. T prtect
【解析】
【导语】本文是一篇说明文。主要介绍敦煌戈壁边缘新建洞穴剧场及《敦煌古乐》演出，展现敦煌文化特色与文物保护举措。
【56 题详解】
考查介词。句意：在敦煌市戈壁边缘新建的一座沙黄色洞穴剧场，正让文物焕发生机。此处为固定搭配
“ life”，意为“使……焕发生机”，所以用介词 t。故填 t。
【57 题详解】
考查非谓语动词。句意：该剧场推出的新演出《敦煌古乐》，灵感源自联合国教科文组织世界遗产——莫高窟。该句中谓语动词为 draws 且无连词，所以此处为非谓语动词，perfrmance 与 stage（意为“上演、举办”）为被动关系，用过去分词 staged 作后置定语，修饰 perfrmance。故填 staged。
【58 题详解】
考查动词时态和主谓一致。句意：演出呈现的舞蹈、乐器乃至旋律，均源自壁画。此处为省略关系代词的定语从句中的谓语动词，结合主句的谓语动词 cme 可知，此处描述演出的客观内容，用一般现在时；主语为关系代词指代的先行词 the shw，为单数，所以谓语动词用 presents。故填 presents。
【59 题详解】
考查连词。句意：导演张华表示：“观众能听到印度琵琶与波斯箜篌的音色，还能欣赏优雅的舞蹈表演，完美展现了古代敦煌中西艺术交融的景象。”结合句意，空前与空后内容之间为并列关系，用连词 and。故填 and。
【60 题详解】
考查宾语从句。句意：导演张华表示：“观众能听到印度琵琶与波斯箜篌的音色，还能欣赏优雅的舞蹈表演，完美展现了古代敦煌中西艺术交融的景象。”此处为连接词引导的宾语从句，作介词 f 的宾语，从句中不缺主语和宾语，但句意不完整，结合句意，此处表示“如何，怎样”，即缺少方式状语，用连接词 hw。故填 hw。
【61 题详解】
考查名词。句意：文化多样性是敦煌的名片。此处为名词作主语，用 diverse 的名词形式 diversity，意为“多样性”，为不可数名词。故填 diversity。
【62 题详解】
考查非谓语动词。句意：这种文化交流植根于敦煌作为丝绸之路重要节点的历史，不仅塑造了敦煌的过去，
也指导着它保护遗产、向世界分享这份永恒遗产的方式，催生了连接辉煌传统与现代科技的创新。此处与
preserving 并列，位于介词 f 后，用 share 的动名词形式 sharing 作宾语。故填 sharing。
【63 题详解】
考查形容词。句意：这种文化交流植根于敦煌作为丝绸之路重要节点的历史，不仅塑造了敦煌的过去，也指导着它保护遗产、向世界分享这份永恒遗产的方式，催生了连接辉煌传统与现代科技的创新。此处修饰名词 traditins，用 glry 的形容词形式 glrius，意为“辉煌的”。故填 glrius。
【64 题详解】
考查动词时态。句意：自 20 世纪 80 年代以来，敦煌有关部门就开始了文物保护方面的国际合作。此处为谓
语动词，根据时间状语“Since the 1980s”，用现在完成时；主语 authrities 为复数，所以用 have begun。故填 have begun。
【65 题详解】
考查非谓语动词。句意：为了实现文物数字化保护，敦煌研究院借鉴国外先进技术，制定了一套数字化流程，成为中国文物保护领域的领军者。此处为非谓语动词作状语，结合句意，此处表目的“为了保护”，用动词不定式 t prtect 作目的状语，句首单词首字母大写。故填 T prtect。
第四部分 写作(共两节，满分 40 分)
第一节(满分 15 分)
66.
【答案】One pssible versin:
Recently, ur English newspaper had a survey abut hw ften breakfast is skipped.
The bar chart clearly presents the results: 50% f students skip breakfast nce a week, the highest percentage amng all grups. Anther 8% d s several times a week, while nly 5% are in the “Others” categry. This data shws that skipping breakfast is a cmmn prblem amng ur students.
T slve this, students shuld set alarms and g t bed earlier t make time fr breakfast. Schls can als add mre tasty and nutritius breakfast chices. A gd breakfast gives us energy, which is vital fr ur study and health.
【解析】
【导语】本篇书面表达属于图表作文，要求考生根据学生不吃早餐的现象调查统计图写一份书面报告。
【详解】1.词汇积累
清晰可辨的：clearly→evidently解决： slve→settle
美味的：tasty→delicius
重要的：vital→imprtant
句式拓展
简单句变复合句
原句： T slve this, students shuld set alarms and g t bed earlier t make time fr breakfast.
拓展句：T slve this, students shuld set alarms and g t bed earlier s that they can make time fr breakfast.
【点睛】【高分句型 1】This data shws that skipping breakfast is a cmmn prblem amng ur students.（运用了 that 引导的宾语从句以及动名词短语作主语）
【高分句型 2】A gd breakfast gives us energy, which is vital fr ur study and health.（运用了 which 引导的非限制性定语从句）
第二节(满分 25 分)
67. 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。
【答案】One pssible versin:
I saw the by waving smething. Squinting thrugh the rearview mirrr, I realized it was my cell phne — its familiar case glinting in the dim streetlight. My heart skipped a beat, and I slwly pulled ver, still n edge. He stpped his mtrcycle beside me, hlding ut the phne with a gentle smile. “The ld lady left this in my apartment building,” he said sftly. “I saw it was yurs and rushed t catch up. Didn’t mean t scare yu.” His wrds melted my panic, and I felt a rush f embarrassment fr judging him s quickly.
I felt guilty and wanted t reward the by. I fumbled in my wallet, but he shk his head firmly. “N need, ma’am. I just didn’t want yu t wrry abut yur phne.” His kindness made my cheeks burn. Instead, I asked fr his name — Liam — and tld him I’d bring him a hmemade meal the next day. The next afternn, I drpped ff a plate f lasagna at his apartment. He thanked me with a big grin, and we chatted fr a few minutes. That day, I learned never t judge smene by their appearance; smetimes, angels wear leather jackets and ride mtrcycles.
【解析】
【导语】本文以人物为线索展开，文章讲述作者在炎热天气载了一位老年妇女，因去了陌生街区且遇到看似有威胁的年轻人而不安，离开后被其中一男孩骑摩托追赶，作者恐慌时发现手机被妇女错拿，后男孩归还手机，作者愧疚并想报答，也明白不能以貌取人。
【详解】1. 段落续写：
①由第一段内容“我看见那个男孩正挥舞着什么东西。”可知，第一段可描写男孩挥舞着作者的手机追赶，停车后解释是老奶奶遗落让他归还，作者既安心又愧疚。
②由第二段首句内容“我心怀愧疚，想报答这个男孩。”可知，第二段可描写作者愧疚想报答男孩遭拒，得知其名后送家常千层面，聊天中领悟不可以貌取人，平凡外表下或藏善意。
2. 续写线索：男孩追赶——男孩解释——作者既安心又愧疚——想报答男孩遭拒——聊天——感悟
3. 词汇激活行为类
①意识到：realize/be aware that
②停车：pull ver/pull up
③担心：wrry abut/be cncerned abut
情绪类
①恐慌：panic/fear/terrr
②尴尬：embarrassment/awkwardness
【点睛】【高分句型 1】He stpped his mtrcycle beside me, hlding ut the phne with a gentle smile. （运用了现在分词短语作状语）
【高分句型 2】Instead, I asked fr his name — Liam — and tld him I’d bring him a hmemade meal the next day.
（运用了省略 that 的宾语从句）