2025-2026学年河北省部分地区高三上学期11月阶段性测试英语试卷（附答案解析）

这是一份2025-2026学年河北省部分地区高三上学期11月阶段性测试英语试卷（附答案解析），共19页。试卷主要包含了阅读理解，语法填空，书信写作，书面表达等内容，欢迎下载使用。

一、阅读理解
Scientists have prpsed a new way t define dmesticatin (驯化). Unlike lder views that fcused n human cntrl r genetic changes, the new definitin fcuses n dependency. A species is cnsidered dmesticated if its survival and reprductin depend n an envirnment created by humans. It cannt thrive independently in the wild.
This new definitin helps scientists understand hw human activities shape the natural wrld. As humans change envirnments, mre species may becme dependent n us fr survival.
It als challenges ur ideas abut which species we cnsider “dmesticated,” expanding the cncept beynd just animals we keep as pets r farm animals.
The new definitin f dmesticatin expands ur understanding f hw species evlve in relatin t human envirnments. By fcusing n dependency and adaptatin rather than human intentin r utility, we can recgnize a brader range f dmesticated rganisms.
Dgs, bedbugs, and crn all share the cre characteristic f having changed ver time t depend n human envirnments fr survival. While they represent different types f relatinships with humans — frm cmpaninship t parasitism t agriculture — they all fit the mdern bilgical definitin f dmesticatin.
This perspective challenges traditinal categrizatins and highlights hw human activity shapes evlutin acrss diverse species, whether intentinally r as a byprduct f ur envirnmental ftprint.
1．What is a necessity f the newly defined “dmesticatin”?
A．Genetic changes.B．Artificial envirnment.
C．Special fds.D．Self-sufficiency.
2．Hw des the new definitin expand ur understanding?
A．It bradened the cncept int plants.B．It challenges ur ideas f dmesticated.
C．It fcuses n the adaptatin f animals.D．It will change ver times.
3．Which f the fllwing is TRUE accrding t the passage?
A．Crns are different frm dgs and bedbugs.
B．Human activities can frm the develpment f species.
C．Dmesticatin expands via adaptatin.
D．Species avid humans.
On Octber 24, 1975, a histric event tk place in Iceland — 90% f its wmen jined tgether fr a shared “day ff” t prtest the great unfairness they faced. Fr many years, they had put up with lwer pay than men, cmmn discriminatin at wrk, and peple always lking dwn n the wrk they did at hme. Fed up with being pushed aside, they left their huses and jbs, wanting t shw sciety hw imprtant they really were.
The strike’s effect was quick and wide-ranging. Daycare centers and schls clsed, making men take care f their children — many even brught kids t their ffices. Shps, theaters, and imprtant fishing factries stpped wrking withut wmen emplyees. In Reykjavík’s main square, 25,000 wmen gt tgether, hlding signs that called fr equality. Female pliticians std n stage, encuraging mre wmen t take part in public life. Even thugh it was fficially called a “day ff” t get arund legal rules against strikes, it was a strng act f prtest that shk the whle cuntry.
This imprtant day started real changes. Only ne year later, Iceland passed an imprtant equal rights law. Five years after that, it made histry by electing the wrld’s first female president chsen thrugh demcratic vtes. Tday, Iceland has been named the wrld’s mst gender-equal cuntry fr 16 years in a rw. Wmen hld key psitins frm prime minister t university leaders, supprted by plicies like paid time ff fr parents and rules that require equal pay fr the same wrk.
The strike’s inspiratin spread beynd Iceland, giving energy t wmen’s mvements in Pland, Spain, and ther cuntries. Fifty years later, while cmplete gender equality is still smething t wrk tward, the 1975 strike’s influence lives n — it reminds the wrld that wrking tgether can fight unfairness and build a mre just future.
4．What did Icelandic wmen prtest in 1975?
A．Prejudiced treatment in the wrk era.B．A shared “day ff” fr wmen.
C．The lwer pay f men.D．Prejudiced treatment in the histry.
5．What happened during the 1975 strike?
A．Laws changed immediately.B．Wmen cntrlled gvernment.
C．Men balanced wrk and kids.D．Factries fired male wrkers.
6．What fllwed the strike sn after?
A．All jbs preferred wmen first.B．Female president assumed ffice.
C．Free childcare was ffered.D．Unbiased rights law was made.
7．What’s the passage mainly abut?
A．Iceland wmen’s equality fight.B．Glbal wmen’s strike histry.
C．Iceland’s female leaders’ deeds.D．Gender rules in wrkplaces.
Americans like t be straightfrward when it cmes t getting t knw smene. Their persnal questins might seem ffensive in sme cultures. Fr example, “Where did yu g t schl?” might anny an Englishman, because the answer reveals his scial status. Here, it is simply an attempt t speed up the getting-t-knw-yu prcess.
While many Americans are very well-traveled, they’re in the minrity. Dn’t be ffended if a cmment abut yur cuntry r culture seems insulting—it’s usually just a lack f infrmatin, and a gentle crrectin will be well accepted. What if the cnversatin ges wrng t a tpic that yu find private, such as health r plitics? Americans can’t always take a subtle hint when they’re being disturbing—a light-hearted cmment and a change f subject will prbably wrk.
If yu’re frm Eurpe, expect t hear hw many famus ancestrs f yur cuntry appear in their family tree. And if yu’re frm Britain, that sudden dd way f speaking is prbably an American’s attempt t imitate yur accent—it’s meant t be jking. These days there is little in the United States that truly ffends. As a universal rule, it is als wise t avid talking abut religin, mney, and plitics.
S, nw that yu knw what t expect, hw d yu g abut meeting ne f thse 315 millin Americans? As we have seen, Americans are ders, jiners, and rganizers. Accrding t the ld jke, if yu put tw British peple n a desert island, they’ll frm a cmmittee. Tw Americans are mre likely t set up a bat-building club, r a prfessinal assciatin fr survivrs. They can’t resist talking t smene wh shares their particular passin, s whatever yur prfessinal r leisure interest, find a grup and get invlved.
8．What wuld Americans mst prbably d when they meet a Eurpean?
A．They wuld crrect his English accent.
B．They wuld hear his pinin f America.
C．They wuld inquire abut Eurpe’s health system.
D．They wuld bast abut their Eurpean ancestrs.
9．Accrding t the writer, what shuld a Eurpean d t get alng with Americans?
A．Jin their grups.B．Set up a club fr them.
C．Talk abut their histry.D．Keep them at a distance.
10．What is the writer’s attitude twards Americans?
A．Indifferent.B．Objective.
C．Critical.D．Disappinted.
11．What is the best title fr the passage?
A．Wrking with EurpeansB．Finding ut Americans’ Passins
C．Getting t Knw AmericansD．Learning abut Eurpean
When yu pen a vide app and find exactly the cntent yu want t watch, what feels like a “perfect match” may actually be a carefully designed trap that slwly limits yur ability t chse freely. A team f scial scientists frm Stanfrd University, wh spent tw years analyzing the behavir f 10,000 app users acrss different age grups, recently published a study that challenges the widely held belief that persnalized recmmendatin algrithms nly make ur lives mre cnvenient.
The study fund that while these algrithms, which are prgrammed t priritize user engagement, initially keep peple interested by shwing them cntent they like, they gradually push users int narrwer and narrwer “infrmatin bubbles” where they are expsed t fewer and fewer ideas that differ frm their wn. What is mre wrrying is that mst users d nt realize this prcess is happening because the change in the cntent they see is s slw that it is almst unnticeable day by day.
Dr. Maya Carter, the lead researcher, explained that the danger f these bubbles is nt just that they limit knwledge but that they weaken peple’s ability t understand and respect views that cnflict with their preferences — a skill that is essential fr living in a diverse sciety. She gave an example: a user wh likes sprts may start seeing nly sprts vides, then nly vides abut ne sprt, and finally nly cntent that supprts a single team, withut even nticing that their wrld f infrmatin is shrinking.
The study des nt suggest that peple shuld stp using these apps, which have becme an imprtant part f mdern life, but it des call n users t actively seek ut different types f cntent and n develpers t adjust their algrithms s that they balance persnalizatin with the need t expse users t a wider range f infrmatin. “True freedm f chice,” Dr. Carter cncluded, “cmes nt frm being given what yu want nw but frm having the chance t discver what yu might need later.”
12．What cre issue des the study fcus n?
A．AI apps’ daily cnvenienceB．Algrithms’ effect n chice
C．Users’ preference fr sprtsD．Apps’ ppular age grups
13．What makes “infrmatin bubbles” harmful?
A．They reduce users’ scial skillsB．They slw dwn app running
C．They limit diverse viewsD．They waste users’ time
14．What des “shrinking” mean in Paragraph 3?
A．Becming smallerB．Grwing faster
C．Being clearerD．Turning simpler
15．What is Dr. Carter’s advice?
A．Stp using AI apps ttallyB．Seek diverse app cntent
C．Chse nly persnalized appsD．Develp new app algrithms
The Art f Mindful Reading in the Digital Age
In a wrld filled with shrt-frm cntent and digital distractins, mindful reading — deliberate, fcused engagement with a text — has becme a valuable practice. Unlike passive scrlling, it requires intentinality and presence. 16 It enriches thinking, deepens empathy, and fsters calm.
T practice mindful reading, first create a distractin-free envirnment. 17 Turn ff phne ntificatins, find a quiet space, and set aside 20-30 minutes daily. This dedicated time helps yur brain shift t cntemplatin mde fr deeper engagement.
Next, apprach the text with curisity, nt a “finish quickly” gal. 18 Pause t reflect n unfamiliar cncepts, reread cnfusing parts, and ask: What is the authr cnveying? Hw des this cnnect t my experiences? Active engagement turns reading int a dialgue.
Embrace silence and patience t. 19 In a speed-bsessed culture, it’s easy t feel anxius if yu dn’t “get” a text immediately. But mindful reading encurages sitting with uncertainty, letting ideas unfld naturally. This reduces stress and imprves cmprehensin.
Finally, reflect after reading. Jt dwn key insights r questins pst-chapter. 20 Writing slidifies understanding and makes the experience persnal.
Mindful reading is abut cultivating a deeper relatinship with wrds. It ffers a chance t slw dwn, think deeply, and recnnect with the pwer f ideas.
A．This reflectin desn’t have t be frmal — ntes wrk fine.
B．It’s a skill that can be develped with regular practice.
C．Avid multitasking — reading while eating divides attentin.
D．Many struggle with it due t cnstant digital stimulatin.
E．It priritizes depth ver speed, unlike skimming.
F．This intentinal fcus helps absrb and retain infrmatin better.
G．Rushing t meet a “reading gal” defeats mindful engagement.
二、语法填空
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。
The Nature study, cnducted by Sriram Sankararaman f Harvard Medical Schl and his clleagues, lked at the genmes (基因组) f 1,004 21 (live) peple f Eurpean and Asian descent and cmpared them with Neanderthal DNA 22 a 50,000-year-ld te bne fund in a Siberian cave, and als with the genmes f 176 west Africans.
This 23 (late) grup, Dr. Sankararaman assumed, culd have little Neanderthal DNA in them because Neanderthals, as far as can be determined frm the fssil recrd, lived nly in Eurpe and western Asia, 24 meant they had n chance t interbreed(杂交) with the ancestrs f mdern west 25 (African). The analysis revealed that peple f Eurpean and Asian descent carry 26 (rugh) 1.5% t 2.1% Neanderthal DNA, a tiny prprtin that still exerts measurable effects n cntemprary health.
Genes inherited frm Neanderthals 27 (link) t variatins in hw mdern humans respnd t certain infectins, such as thse caused by crnaviruses, and they als influence traits like skin 28 (thick) and hair texture that helped ur ancestrs adapt t cld climates tens f thusands f years ag.
What is even mre fascinating is that sme Neanderthal genes which nce bsted survival nw pse risks, 29 they are assciated with an increased likelihd f develping cnditins like type 2 diabetes and rheumatid arthritis (类风湿关节炎). These findings prve that ur ancient relatives are nt entirely lst, 30 live n in ur DNA and cntinue t shape ur lives tday.
三、书信写作
31．假定你是高中生李华，你校计划举办“校园读书分享季”活动，现需招募10名学生主持人。请你根据以下要求写一封申请信：
1. 说明你申请主持人的优势；
2. 提出让分享会更吸引人的创意建议；
3. 表达你对担任主持人的期待。
注意：
1. 写作词数应为80左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear sir:
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四、书面表达
32．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。
The ld lighthuse keeper, Elias Vss, had lked after the castal light fr 42 years. His rugh hands, wrn by salt wind and age, mved easily as he turned the machine that kept the light spinning — an imprtant safety guide fr the village’s fishermen and sailrs sailing past the rcky shres. But tnight, an extremely strng strm hit the cast, waves crashing against the lighthuse’s stne base like lud, angry giants.
Elias had checked the fuel supply that mrning — enugh fr three nights, he’d thught. But at midnight, the light started t flicker. He climbed the irn stairs and fund the il tank leaking; by 1 a.m., the light went ut cmpletely. In the ttal darkness, he heard a distant ship’s hrn — it was ff track and heading straight fr danger.
Grabbing his raincat, he rushed t the bathuse. His strng wden small bat, the Seabird, was his nly hpe. But a vice stpped him: “Grandpa?” Lila, his 16-year-ld granddaughter, std in the drway, hlding a canvas bag. She’d arrived withut telling anyne that afternn, running away frm her parents’ divrce.
“I have t warn that ship,” Elias said, tying the bat t the dck. “Stay here fr the cast guard — they’ll cme at dawn.”
But Lila had already climbed n bard. “Yu taught me t sail when I was 10. I wn’t slw yu dwn.”
The wind hwled as they pushed ff. Elias held the bat’s steering stick tightly, staring at the ship’s faint light in the distance. Lila scped water ut f the bat, her hands shaking but steady — until a wave taller than the lighthuse crashed ver them.
When Elias pened his eyes, the bat had turned ver, and Lila was nwhere t be seen. Hlding nt the bat’s side, his bdy numb frm the cld sea, he heard her sft cry: “Grandpa! I’m here!” She was hlding nt a flating wden bx, her jacket caught n a sharp piece f wd. Anther wave came, pulling them apart. As Elias fught against the water’s pull, he felt his father’s ld brass cmpass in his pcket — its needle spinning wildly, useless against the strm’s chas.
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Desperatin eating at his heart, Elias pulled ut the cmpass, its cld metal pressing int his palm as he called Lila’s name int the strm.
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Just as tiredness threatened t make him sink, a faint light brke thrugh the darkness—ne that didn’t cme frm the stuck ship’s lantern.
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《河北省部分地区2025-2026学年高三上学期11月阶段性测试英语试卷》参考答案
1．B 2．B 3．B
【导语】本文是一篇说明文。文章主要讲述了科学家提出驯化新定义（强调依赖性）及其对理解物种与人类关系的影响。
1．细节理解题。根据第一段中“A species is cnsidered dmesticated if its survival and reprductin depend n an envirnment created by humans.(如果一个物种的生存和繁殖依赖于人类创造的环境，则被视为驯化)”可知，新定义的核心必要条件是依赖人工环境。故选B。
2．细节理解题。根据第三段“It als challenges ur ideas abut which species we cnsider “dmesticated,” expanding the cncept beynd just animals we keep as pets r farm animals.(它也挑战了我们对“驯化物种”的认知，将这一概念拓展到宠物或农场动物之外)”可知，新定义通过挑战原有认知来拓展我们的理解。故选B。
3．细节理解题。根据最后一段“This perspective challenges traditinal categrizatins and highlights hw human activity shapes evlutin acrss diverse species, whether intentinally r as a byprduct f ur envirnmental ftprint.(这种观点挑战了传统的分类方式，突显了人类活动如何塑造不同物种的进化，无论是否出于有意，还是我们环境足迹的副产品)”可知，人类活动影响物种发展。故选B。
4．A 5．C 6．D 7．A
【导语】本文是一篇说明文。文章主要介绍了1975年冰岛女性罢工抗议不公的事件及其带来的国内变革和国际影响。
4．细节理解题。根据第一段中的“90% f its wmen jined tgether fr a shared ‘day ff’ t prtest the great unfairness they faced. Fr many years, they had put up with lwer pay than men, cmmn discriminatin at wrk, and peple always lking dwn n the wrk they did at hme.(90% 的女性共同休了一天“假”，抗议她们所面临的巨大不公。多年来，她们一直忍受着比男性低的工资、职场中普遍存在的歧视，以及人们对她们家务劳动的轻视)”可知，冰岛女性在1975年抗议的是职场中的歧视性待遇、薪资不公以及家务劳动被轻视等不公平对待。故选A项。
5．细节理解题。根据第二段中的“Daycare centers and schls clsed, making men take care f their children — many even brught kids t their ffices.(日托中心和学校都关闭了，这使得男性不得不照顾孩子 —— 许多人甚至把孩子带到了办公室)”可知，罢工期间男性不得不兼顾工作和孩子。故选C项。
6．细节理解题。根据第三段中的“Only ne year later, Iceland passed an imprtant equal rights law.(仅仅一年后，冰岛就通过了一项重要的平等权利法)”可知，罢工后不久冰岛便制定了公平的权利法案。故选D项。
7．主旨大意题。根据全文内容，尤其是第一段中“90% f its wmen jined tgether fr a shared ‘day ff’ t prtest the great unfairness they faced.(90% 的女性共同休了一天 “假”，抗议她们所面临的巨大不公)”以及第三段中“This imprtant day started real changes.(这个重要的日子开启了真正的变革)”和第四段中“The strike’s inspiratin spread beynd Iceland (这次罢工的影响力蔓延到了冰岛之外)”可知，文章围绕1975年冰岛女性罢工事件展开，讲述了她们为争取性别平等所做的斗争及后续影响。故选A项。
8．D 9．A 10．B 11．C
【导语】这是一篇说明文。本文介绍美国人直接的沟通特点、交往中的常见情况与禁忌，建议通过加入相关团体与美国人相处，助力读者了解并顺畅结交美国人。
8．细节理解题。根据第三段“If yu’re frm Eurpe, expect t hear hw many famus ancestrs f yur cuntry appear in their family tree. (如果你来自欧洲，你可能会听到他们说自己的家谱中有多少位你国家的著名祖先。)”可知，美国人遇到欧洲人时，很可能会吹嘘自己有欧洲著名祖先。故选D项。
9．细节理解题。根据最后一段“They can’t resist talking t smene wh shares their particular passin, s whatever yur prfessinal r leisure interest, find a grup and get invlved. (他们无法抗拒与分享自己特定爱好的人交谈，所以无论你有什么职业或休闲兴趣，找到一个团体并参与其中。)”可知，欧洲人要与美国人相处，应该加入他们的团体。故选A项。
10．推理判断题。根据第一段“Americans like t be straightfrward when it cmes t getting t knw smene. Their persnal questins might seem ffensive in sme cultures. (美国人在认识他人时喜欢直截了当。他们的个人问题在某些文化中可能显得冒犯。)”、第二段“Dn’t be ffended if a cmment abut yur cuntry r culture seems insulting—it’s usually just a lack f infrmatin (如果关于你的国家或文化的评论听起来带有冒犯性，不要生气 —— 这通常只是因为信息不足)”、第三段“And if yu’re frm Britain,that sudden dd way f speaking is prbably an American’s attempt t imitate yur accent—it’s meant t be jking (如果你来自英国，那种突然奇怪的说话方式可能是美国人试图模仿你的口音 —— 这是开玩笑的意思。)”及下文可知，作者既客观描述了美国人直接、可能因信息不足发表不当言论等特点，也说明了他们的社交习惯和相处方式，没有加入主观的赞美或批评，态度是客观的。故选B项。
11．主旨大意题。通读全文特别是第一段“Americans like t be straightfrward when it cmes t getting t knw smene. Their persnal questins might seem ffensive in sme cultures. Fr example, “Where did yu g t schl?” might anny an Englishman, because the answer reveals his scial status. Here, it is simply an attempt t speed up the getting-t-knw-yu prcess.(美国人在结识他人时喜欢直截了当。他们的一些个人问题在某些文化中可能显得冒犯无礼。例如，“你毕业于哪所学校？” 这样的问题可能会惹恼英国人 —— 因为答案会暴露其社会地位，而在美国，这仅仅是为了加快彼此熟悉的进程。)”可知，文章开篇介绍美国人认识他人时的直接沟通特点及可能引发的文化差异问题，接着说明与美国人交往中可能遇到的情况（如不当评论、模仿口音）和禁忌（避免宗教、金钱、政治话题），最后给出“找到相关团体并参与其中”的相处建议，全文围绕“了解美国人”展开，核心是帮助读者认识美国人的社交特点并顺畅与之相处。故选C项。
12．B 13．C 14．A 15．B
【导语】这是一篇说明文。主要说明了斯坦福大学研究发现，个性化推荐算法虽初期便捷，却会缓慢将用户推入“信息茧房”，限制多元观点接触与自由选择，呼吁用户主动寻求多样内容、开发者调整算法。
12．细节理解题。根据第一段“When yu pen a vide app and find exactly the cntent yu want t watch, what feels like a “perfect match” may actually be a carefully designed trap that slwly limits yur ability t chse freely.(当你打开视频应用程序，发现正是你想要观看的内容时，那种看似“完美匹配”的感觉实际上可能是一个精心设计的陷阱，它会逐渐限制你自由选择的权利)”可知，该研究关注的核心问题是算法对选择的影响。故选B。
13．细节理解题。根据第二段“The study fund that while these algrithms, which are prgrammed t priritize user engagement, initially keep peple interested by shwing them cntent they like, they gradually push users int narrwer and narrwer “infrmatin bubbles” where they are expsed t fewer and fewer ideas that differ frm their wn.(该研究发现，尽管这些算法旨在优先考虑用户参与度，它们起初会通过向用户展示他们喜欢的内容来保持他们的兴趣，但随着时间的推移，它们会将用户逐渐推向越来越狭小的“信息茧房”之中，在那里他们接触到的与自己观点不同的想法越来越少)”可知，“信息茧房”限制了不同的观点。故选C。
14．词句猜测题。根据划线词上文“a user wh likes sprts may start seeing nly sprts vides, then nly vides abut ne sprt, and finally nly cntent that supprts a single team(一个喜欢体育的用户可能会开始只看体育相关的视频，然后只看关于某项体育运动的视频，最后只看到支持某一支球队的内容)”可知，前文举例提到喜欢体育的用户，会从看到各类体育视频，逐渐缩小范围到某一项运动，再到仅支持某一支球队的内容。这种情况下用户接触的信息范围不断变小，故划线词意思是“变得更小”。故选A。
15．细节理解题。根据最后一段““True freedm f chice,” Dr. Carter cncluded, “cmes nt frm being given what yu want nw but frm having the chance t discver what yu might need later.”(卡特博士总结道：“真正的选择自由，并非源于当下就能得到自己想要的东西，而是源于有机会去探寻自己日后可能所需的东西。”)”可知，卡特博士的建议是寻找多样化的应用程序内容。故选B。
16．E 17．C 18．G 19．B 20．A
【导语】本文是一篇说明文。文章主要讲述了在数字时代如何进行有意识的阅读，强调专注、环境、好奇心、耐心及阅读后的反思的重要性。
16．由上文“In a wrld filled with shrt-frm cntent and digital distractins, mindful reading — deliberate, fcused engagement with a text — has becme a valuable practice. Unlike passive scrlling, it requires intentinality and presence. (在一个充斥着短内容和数字干扰的世界里，有意识的阅读——刻意、专注地参与文本——已经成为一种有价值的实践。与被动滚动不同，它需要主动性和专注于当下)”可知，本空需承接上文对正念阅读的定义，进一步说明其核心特征，同时引出下文的益处。E选项“It priritizes depth ver speed, unlike skimming. (与略读不同，它更注重深度而非速度)”能够承上启下，符合语境。故选E。
17．由上文“T practice mindful reading, first create a distractin-free envirnment. (要进行有意识的阅读，首先要创造一个不受干扰的环境)”可知，本空应具体说明如何创造无干扰环境。C选项“Avid multitasking—reading while eating divides attentin. (避免一心多用——边吃边读会分散注意力)”能够承接上文，进一步说明如何避免干扰，符合语境。故选C。
18．由上文“Next, apprach the text with curisity, nt a “finish quickly” gal. (接下来，带着好奇心去阅读文本，而不是以“快速完成”为目标)”及下文“Pause t reflect n unfamiliar cncepts, reread cnfusing parts, and ask: What is the authr cnveying? Hw des this cnnect t my experiences? Active engagement turns reading int a dialgue. (停下来思考不熟悉的概念，重读令人困惑的部分，并问：作者在传达什么？这与我的经历有何联系？积极参与将阅读变成一场对话)”可知，本空应强调快速完成阅读目标与专注阅读的矛盾，G选项“Rushing t meet a “reading gal” defeats mindful engagement. (急于完成“阅读目标”会破坏专注阅读)”能承上启下，符合题意。故选G。
19．由上文“Embrace silence and patience t. (也要拥抱沉默和耐心)”及下文“In a speed-bsessed culture, it’s easy t feel anxius if yu dn’t “get” a text immediately. But mindful reading encurages sitting with uncertainty, letting ideas unfld naturally. This reduces stress and imprves cmprehensin. (在一个痴迷于速度的文化中，如果你不能立即“理解”一篇文章，很容易感到焦虑。但是有意识的阅读鼓励人们接受不确定性，让想法自然展开。这可以减轻压力，提高理解力)”可知，本空应强调如何培养“耐心”。B 选项“It’s a skill that can be develped with regular practice. (这是一种可以通过定期练习培养的技能。)”能承上启下，符合题意。故选B。
20．由上文“Finally, reflect after reading. Jt dwn key insights r questins pst-chapter. (最后，阅读后要反思。在章节后写下关键的见解或问题)”及下文“Writing slidifies understanding and makes the experience persnal. (写作巩固理解，使体验个性化)”可知，本空需补充说明“反思”的形式，消除读者对“反思”的正式化顾虑，同时衔接下文“书写”的作用。A选项“This reflectin desn’t have t be frmal—ntes wrk fine. (这种反思不一定要很正式——做笔记就可以了)”能够承接上文，说明反思的形式可以灵活，做笔记即可，同时引出下文对写作（即做笔记的一种形式）的好处的描述，符合语境。故选A。
21．living 22．frm 23．latter 24．which 25．Africans 26．rughly 27．are linked 28．thickness 29．because/as 30．but
【导语】这是一篇说明文。介绍了哈佛医学院团队的一项自然研究：通过对比欧亚裔、西非裔人群基因组与尼安德特人 DNA，发现欧亚裔携带 1.5%-2.1% 尼安德特人基因，这些基因既影响现代人对感染的反应、皮肤厚度等特征，部分曾助力生存的基因如今也与糖尿病等疾病相关，证明远古亲属的基因仍在影响现代人。
21．考查形容词。句意：这项由哈佛医学院的斯里拉姆・桑卡拉拉曼及其同事开展的《自然》研究，分析了1004名在世的欧洲和亚洲后裔的基因组，并将其与来自西伯利亚洞穴中一块5万年前的趾骨的尼安德特人DNA，以及176名西非人的基因组进行了对比。所填空修饰名词peple，需用动词live的形容词形式living，表“在世的、活的”，符合语境。故填living。
22．考查介词。句意：这项由哈佛医学院的斯里拉姆・桑卡拉拉曼及其同事开展的《自然》研究，分析了1004名在世的欧洲和亚洲后裔的基因组，并将其与来自西伯利亚洞穴中一块5万年前的趾骨的尼安德特人DNA，以及176名西非人的基因组进行了对比。分析句子结构可知，此处表“来自……（的DNA）”，应用介词frm。故填frm。
23．考查形容词。句意：桑卡拉拉曼博士推测，后一组（西非人群）的基因组中可能几乎没有尼安德特人DNA，因为根据化石记录可以确定，尼安德特人仅生活在欧洲和西亚，这意味着他们没有机会与现代西非人的祖先杂交。所填空修饰名词grup，指代前文“176 west Africans”，应用形容词latter，表“后者的”，符合语境。故填latter。
24．考查定语从句。句意：桑卡拉拉曼博士推测，后一组（西非人群）的基因组中可能几乎没有尼安德特人DNA，因为根据化石记录可以确定，尼安德特人仅生活在欧洲和西亚，这意味着他们没有机会与现代西非人的祖先杂交。所填空引导非限制性定语从句，先行词是前文整个句子（尼安德特人仅生活在欧洲和西亚这一事实），且在从句中作主语，应用关系代词which引导。故填which。
25．考查名词复数。句意：桑卡拉拉曼博士推测，后一组（西非人群）的基因组中可能几乎没有尼安德特人DNA，因为根据化石记录可以确定，尼安德特人仅生活在欧洲和西亚，这意味着他们没有机会与现代西非人的祖先杂交。“west African”（西非裔人士）为可数名词，此处表“现代西非人的祖先”，应用复数形式Africans。故填Africans。
26．考查副词。句意：分析显示，欧洲和亚洲后裔携带大约1.5%至2.1%的尼安德特人DNA，这一微小比例仍对当代人的健康产生可测量的影响。所填空修饰数词范围“1.5% t 2.1%”，需用形容词rugh的副词形式rughly，表“大约、粗略地”，符合语境。故填rughly。
27．考查时态和语态。句意：从尼安德特人那里继承的基因与现代人对某些感染（如冠状病毒引起的感染）的反应差异有关，它们还影响皮肤厚度和发质等特征，这些特征在数万年前帮助我们的祖先适应了寒冷气候。此空考查谓语动词，句子描述客观研究发现，应用一般现在时；Genes与link为被动关系，主语为复数。故填are linked。
28．考查名词。句意：从尼安德特人那里继承的基因与现代人对某些感染（如冠状病毒引起的感染）的反应差异有关，它们还影响皮肤厚度和发质等特征，这些特征在数万年前帮助我们的祖先适应了寒冷气候。所填空与“hair texture”并列，需用形容词thick的名词形式thickness，表“厚度”，不可数名词作宾语，符合语境。故填thickness。
29．考查连词。句意：更有趣的是，一些曾经有助于生存的尼安德特人基因现在却带来了风险，因为它们与2型糖尿病和类风湿关节炎等疾病的患病风险增加有关。分析句子结构可知，此处表因果关系，“带来风险”是“与疾病相关”的结果，应用连词because或as，表“因为”，符合语境。故填because或as。
30．考查连词。句意：这些发现证明，我们的远古亲属并未完全消失，而是活在我们的DNA中，继续影响着我们今天的生活。“”，为固定搭配，意为“不是……而是……”，符合语境。故填but。
31．Dear sir:
I’m Li Hua, a senir three student. I’m applying t be a hst f the “Campus Reading Sharing Seasn” fr my advantages: I’m utging, fluent in English, and have hsted class activities.
T make the sharing sessin mre attractive, I suggest adding a “bk blind date” sectin — students exchange bks randmly and share their feelings. Als, inviting teachers t share classic wrks can increase prfessinalism.
I’m eager t take this rle t imprve myself and help create a wnderful reading atmsphere. Lking frward t yur reply.
Yurs sincerely,
Li Hua
【导语】本篇书面表达属于应用文。要求考生以李华的名义写一封申请信，申请成为“校园读书分享季”活动的主持人。
【详解】1.词汇积累
优势：advantage → strength
有吸引力的：attractive → charming
渴望的：eager → lnging
回复：reply → respnse
2.句式拓展
简单句变复合句
原句：T make the sharing sessin mre attractive, I suggest adding a “bk blind date” sectin — students exchange bks randmly and share their feelings.
拓展句：T make the sharing sessin mre attractive, I suggest adding a “bk blind date” sectin, where students exchange bks randmly and share their feelings.
【点睛】【高分句型1】T make the sharing sessin mre attractive, I suggest adding a “bk blind date” sectin — students exchange bks randmly and share their feelings.（运用了不定式作目的状语）
【高分句型2】Als, inviting teachers t share classic wrks can increase prfessinalism.（运用了动名词作主语）
32．参考范文
Desperatin eating at his heart, Elias pulled ut the cmpass, its cld metal pressing int his palm as he called Lila’s name int the strm. The wind screamed, swallwing his vice, but he refused t give up. Suddenly, the cmpass needle stpped spinning wildly — it pinted faintly tward the east. Guided by it, Elias swam desperately, his arms burning with fatigue. After what felt like an eternity, he sptted Lila’s jacket flating n the waves. He grabbed her tightly, pulling her t the verturned bat. Lila was weak but cnscius, her hand still clutching the wden bx. Tgether, they clung t the bat, waiting fr a miracle.
Just as tiredness threatened t make him sink, a faint light brke thrugh the darkness — ne that didn’t cme frm the stuck ship’s lantern. It was the cast guard’s searchlight! Elias waved frantically, shuting at the tp f his lungs. The cast guard bat apprached quickly, rescuing them frm the icy sea. Later, they learned the ship had been warned by the cast guard and changed curse. Lila hugged Elias tightly, tears in her eyes: “Grandpa, yur cmpass saved us.” Elias smiled, tuching the brass cmpass — his father’s legacy had nt nly guided them thrugh the strm but als bridged the gap between him and his granddaughter.
【导语】本文以人物为线索展开，讲述了守塔人伊莱亚斯42年守护海岸灯塔，强风暴夜灯塔因油箱泄漏熄灭，远处船只面临危险。他欲驾船警示，16岁孙女莱拉执意同行。航行中船只倾覆，二人失散，凭借父亲留下的黄铜指南针，伊莱亚斯找到莱拉，最终被海岸警卫队营救，指南针不仅救了他们，也拉近了祖孙距离。
【详解】1.段落续写：
①由第一段首句内容“伊莱亚斯内心充满了绝望，他从口袋里掏出指南针，那冰冷的金属触动着他的手掌，他对着狂风中的雷雨呼喊着莉拉的名字”可知，第一段可描写凭借父亲留下的黄铜指南针，伊莱亚斯找到莱拉。
②由第二段首句内容“就在疲惫感几乎要让他沉没之际，一丝微弱的光亮穿透了黑暗——这光并非来自那艘被困船只上的灯笼”可知，第二段可描写他们最终被海岸警卫队营救，指南针不仅救了他们，也拉近了祖孙距离。
2.续写线索：伊莱亚斯绝望——拿出指南针——找到莱拉——被营救——感悟
3.词汇激活
行为类
①呼啸：scream/hwl
②发现：spt/catch sight f
③指导：guide/instruct
情绪类
①疲惫：fatigue/exhaustin
②有意识的：cnscius/aware
【点睛】[高分句型1] Tgether, they clung t the bat, waiting fr a miracle.（运用了现在分词作状语）
[高分句型2] After what felt like an eternity, he sptted Lila’s jacket flating n the waves.（运用了what引导宾语从句）
题号
1
2
3
4
5
6
7
8
9
10
答案
B
B
B
A
C
D
A
D
A
B
题号
11
12
13
14
15
16
17
18
19
20
答案
C
B
C
A
B
E
C
G
B
A