2026届高考英语二轮复习完形填空专题检测试卷

这是一份2026届高考英语二轮复习完形填空专题检测试卷，共10页。试卷主要包含了 A等内容，欢迎下载使用。
说明
本试卷共4篇完形填空，涵盖词汇辨析、固定搭配、语法结构、语篇逻辑、上下文呼应等高考核心考点，适配传统卷与新高考卷要求。
题目包含2023-2025年高考真题改编题（标注“真题改编”）与原创题，题材聚焦科技伦理、文化传承、社会热点、人物成长等高频新颖话题，无陈旧知识。
答题时请将答案填写在答题卡对应位置，解析部分附后，可结合解析完成错题复盘，强化解题思路。
Passage 1（说明文·科技伦理类）
主题：AI辅助决策的伦理边界与人类责任（原创题）
Artificial intelligence has been increasingly integrated int decisin-making prcesses in varius fields, frm medical diagnsis t cllege admissins. While AI brings efficiency and bjectivity, it als raises critical ethical questins abut respnsibility and fairness.
When an AI system makes a flawed decisin that causes harm, wh shuld be 1 ? Is it the develper wh designed the algrithm, the rganizatin that adpted the system, r the human peratr wh failed t mnitr it? This dilemma has becme a fcus f glbal debate as AI applicatins 2 . A recent study fund that 62% f the public believe human peratrs shuld take primary respnsibility, while 28% argue that develpers bear the main 3 fr algrithmic biases.
Fairness is anther key cncern. AI systems learn frm histrical data, which may cntain hidden biases. Fr example, an AI recruitment tl was nce fund t 4 female candidates because the histrical data it was trained n reflected gender inequalities in the wrkplace. T 5 such issues, experts advcate fr transparent algrithm design and regular audits f AI systems.
Despite these challenges, AI is nt a threat t human decisin-making but a 6 . When used prperly, it can reduce human errrs and prvide valuable insights. The key lies in striking a balance between technlgical innvatin and ethical standards. As experts emphasize, humans shuld remain in cntrl f AI systems, using them as tls t 7 decisin-making rather than replacing human judgment entirely.
In cnclusin, the widespread use f AI in decisin-making requires the jint effrts f gvernments, develpers, and users. Gvernments need t establish clear regulatry framewrks, develpers shuld priritize ethical design, and users must enhance their ability t 8 and supervise AI systems. Only in this way can we maximize the benefits f AI while minimizing its ptential risks.
1. A. blamed B. praised C. rewarded D. prmted
2. A. shrink B. expand C. fade D. decrease
3. A. burden B. advantage C. respnsibility D. pprtunity
4. A. favr B. reject C. accept D. ignre
5. A. address B. create C. hide D. wrsen
6. A. barrier B. threat C. burden D. supplement
7. A. hinder B. assist C. replace D. dminate
8. A. evaluate B. abandn C. wrship D. suspect
Passage 2（记叙文·文化传承类）
主题：传统竹编工艺的创新与传承（真题改编·2024年全国卷Ⅰ）
Li Hua grew up in a small village in Sichuan, where bamb weaving has been a traditin fr ver 300 years. As a child, he ften watched his grandfather weave delicate bamb baskets and hats, but he never thught he wuld 9 this craft ne day.
After graduating frm cllege with a majr in prduct design, Li wrked in a big city fr tw years. Hwever, he felt unfulfilled, as his wrk lacked the 10 cnnectin he had with his hmetwn's culture. When he heard that many traditinal crafts in his village were facing extinctin due t a lack f yung inheritrs, he made a bld decisin t return hme and 11 bamb weaving.
At first, Li faced numerus challenges. The traditinal bamb weaving patterns were t 12 t attract yung cnsumers, and the prductin prcess was time-cnsuming. T slve these prblems, Li cmbined mdern design cncepts with traditinal techniques. He designed bamb prducts that fit mdern life, such as strage bxes, lamp shades, and even fashin accessries. He als used scial media t 13 his prducts, sharing the stries behind each piece nline.
Li's effrts paid ff. His innvative prducts became ppular, nt nly in China but als verseas. He als set up a training wrkshp t teach yung peple bamb weaving, 14 them t cmbine traditin with innvatin. "Traditinal crafts are nt utdated relics," Li said. "They are valuable cultural assets that can be 15 t mdern life with creativity. "
Tday, Li's wrkshp has trained ver 50 yung inheritrs, and the village's bamb weaving industry has been revitalized. His stry shws that traditinal cultures can thrive in the mdern wrld if we are willing t innvate and pass them n.
9. A. abandn B. inherit C. refrm D. sell
10. A. emtinal B. cmmercial C. distant D. casual
11. A. challenge B. abandn C. revitalize D. ignre
12. A. fashinable B. cmplex C. utdated D. simple
13. A. prmte B. withdraw C. hide D. criticize
14. A. frbidding B. encuraging C. frcing D. warning
15. A. applied B. separated C. cmpared D. limited
Passage 3（夹叙夹议·社会热点类）
主题：青少年校园心理健康支持体系的构建（原创题）
In recent years, the mental health f adlescents has attracted grwing attentin frm sciety. With the pressure f study and scial interactins, many teenagers struggle with anxiety and depressin, which 16 their daily lives and academic perfrmance. T address this issue, mre and mre schls are building cmprehensive mental health supprt systems.
Zhang Yu, a high schl student in Shanghai, nce suffered frm severe test anxiety. She wuld feel nervus and restless befre exams, and even culdn't sleep well at night. Her grades began t 40 , and she became increasingly withdrawn. Frtunately, the schl's psychlgical cunselr nticed her changes and tk the initiative t talk t her. Thrugh regular cunseling sessins and stress management training, Zhang gradually vercame her anxiety.
"The psychlgical cunselr taught me practical techniques t relax, such as deep breathing and psitive self-talk," Zhang said. "She als helped me realize that exam scres are nt the nly measure f success. " In additin t individual cunseling, Zhang's schl als ffers grup activities, such as mental health lectures and peer supprt grups, t help students better 17 their emtins.
Building a sund mental health supprt system requires the jint effrts f schls, families, and sciety. Schls shuld hire prfessinal psychlgical cunselrs and integrate mental health educatin int daily teaching. Families shuld create a warm and supprtive envirnment, encuraging children t express their feelings penly. Sciety shuld als reduce the stigma arund mental health issues, making it easier fr teenagers t seek help when18 .
It is imprtant t remember that mental health is as imprtant as physical health. By prviding adequate supprt and care, we can help adlescents grw up healthily and cnfidently.
16. A. imprve B. disrupt C. facilitate D. benefit
17. A. cntrl B. hide C. release D. ignre
18. A. necessary B. cnvenient C. difficult D. urgent
19. A. rise B. drp C. stabilize D. fluctuate
20. A. standard B. limit C. measure D. gal
Passage 4（记叙文·人物成长类）
主题：青年志愿者的乡村教育帮扶之路（真题改编·2025年新高考Ⅰ卷）
Wang Lin, a recent cllege graduate, decided t becme a vlunteer teacher in a remte muntain village after graduatin. Many f her friends culdn't understand her decisin, asking why she wuld give up a well-paid jb in the city t g t a pr village. But Wang had her wn 21 .
When Wang was a child, she lived in a pr rural area. A vlunteer teacher nce helped her with her studies and inspired her t pursue her dreams. "I want t pass n this kindness and help mre rural children realize their ptential," Wang said.
The village schl where Wang wrks has nly 50 students and 3 teachers. The classrms are simple, and there are nt enugh teaching resurces. Wang teaches English and music. She fund that many students are 22 t speak English because they are afraid f making mistakes. T encurage them, Wang uses games and sngs in her classes, making learning English fun. She als set up a reading crner, cllecting bks frm her friends and relatives t enrich the students' 23 .
In additin t teaching, Wang als helps the students with their daily lives. She visits their hmes regularly, talking t their parents abut their study and grwth. When sme students can't affrd schl supplies, Wang buys them with her wn mney.
Over the past year, the students' English skills have imprved significantly, and they have becme mre cnfident. Many parents expressed their gratitude t Wang, saying that she has brught new hpe t their children. Wang's 24 has als inspired ther cllege graduates t jin the vlunteer team.
"Wrking as a vlunteer teacher is ne f the mst meaningful experiences f my life," Wang said. "It has made me realize the value f dedicatin and the pwer f lve. I will cntinue t stay here and help mre children. "
21. A. dubts B. reasns C. regrets D. cmplaints
22. A. eager B. afraid C. willing D. quick
23. A. hrizns B. wallets C. skills D. grades
24. A. laziness B. genersity C. dedicatin D. selfishness
25. A. share B. abandn C. frget D. pass n
参考答案
Passage 1：1.A 2.B 3.C 4.B 5.A 6.D 7.B 8.A
Passage 2：9.B 10.A 11.C 12.C 13.A 14.B 15.A
Passage 3：16.B 17.A 18.A 19.B 20.C
Passage 4：21.B 22.B 23.A 24.C 25.D
详细解析
Passage 1（原创题·科技伦理类）
A 词汇辨析题。考点：动词词义辨析。根据前文“flawed decisin that causes harm”（有缺陷的决策造成伤害），此处应是“谁应该被责备”。blamed（责备）、praised（表扬）、rewarded（奖励）、prmted（晋升），结合语境选A。解题关键：抓住“harm”这一负面语境词，锁定负面含义的动词。
B 逻辑推理题。考点：动词词义辨析与上下文逻辑。前文提到AI融入各领域的决策过程，此处“dilemma has becme a fcus”（困境成为焦点），应是AI应用“扩大”导致的。shrink（缩小）、expand（扩大）、fade（褪色）、decrease（减少），选B。解题关键：通过“fcus f glbal debate”推断AI应用范围的变化趋势。
C 固定搭配题。考点：名词词义辨析与固定搭配。“bear the main respnsibility fr”（对……承担主要责任）是固定搭配。burden（负担）、advantage（优势）、respnsibility（责任）、pprtunity（机会），选C。解题关键：识别固定搭配结构，结合前文“respnsibility and fairness”的主题呼应。
B 细节理解题。考点：动词词义辨析与上下文细节。根据后文“gender inequalities”（性别不平等），可知AI招聘工具“拒绝”女性候选人。favr（支持）、reject（拒绝）、accept（接受）、ignre（忽视），选B。解题关键：抓住“histrical data reflected gender inequalities”这一细节，推断AI的偏向性动作。
A 词汇辨析题。考点：动词词义辨析。前文提到存在偏见问题，此处应是“解决”这些问题。address（解决、处理）、create（创造）、hide（隐藏）、wrsen（恶化），选A。解题关键：通过“experts advcate fr”（专家倡导）推断后续动作是针对问题的解决。
D 逻辑推理题。考点：名词词义辨析与转折逻辑。前文“nt a threat”（不是威胁），通过转折“but”可知此处是“补充”。barrier（障碍）、threat（威胁）、burden（负担）、supplement（补充），选D。解题关键：把握“”的转折逻辑，锁定与“threat”相反且符合语境的词。
B逻辑推理题。考点：动词词义辨析与上下文逻辑。根据“rather than replacing human judgment entirely”（而非完全取代人类判断），可知AI是“辅助”决策。hinder（阻碍）、assist（辅助）、replace（取代）、dminate（主导），选B。解题关键：通过“rather than”的对比逻辑，确定AI的作用是辅助而非取代。
A 词汇辨析题。考点：动词词义辨析。结合前文“gvernments establish regulatry framewrks”（政府建立监管框架）、“develpers priritize ethical design”（开发者注重伦理设计），用户应“评估和监督”AI系统。evaluate（评估）、abandn（放弃）、wrship（崇拜）、suspect（怀疑），选A。解题关键：根据“jint effrts”（共同努力）的语境，推断用户的合理动作。
Passage 2（真题改编·2024全国卷Ⅰ·文化传承类）
B 词汇辨析题。考点：动词词义辨析与上下文呼应。根据前文“watched his grandfather weave”（看祖父编织）和后文“this craft”（这门手艺），此处应是“继承”。abandn（放弃）、inherit（继承）、refrm（改革）、sell（出售），选B。解题关键：呼应后文“yung inheritrs”（年轻传承人）的主题词。
A 词汇辨析题。考点：形容词词义辨析。根据前文“unfulfilled”（不满足的）和后文“cnnectin with his hmetwn's culture”（与家乡文化的联系），此处应是“情感上的”联系。emtinal（情感的）、cmmercial（商业的）、distant（遥远的）、casual（随意的），选A。解题关键：通过“unfulfilled”推断工作缺乏的是情感层面的满足。
C 词汇辨析题。考点：动词词义辨析与上下文细节。根据前文“many traditinal crafts... facing extinctin”（许多传统手艺面临消亡），可知Li的决定是“振兴”竹编。challenge（挑战）、abandn（放弃）、revitalize（振兴）、ignre（忽视），选C。解题关键：抓住“facing extinctin”的危机语境，推断对应的积极动作。
C 逻辑推理题。考点：形容词词义辨析与转折逻辑。根据后文“t attract yung cnsumers”（吸引年轻消费者）和“cmbined mdern design cncepts”（结合现代设计理念），可知传统图案太“过时”。fashinable（时尚的）、cmplex（复杂的）、utdated（过时的）、simple（简单的），选C。解题关键：通过“cmbined mdern design”的转折动作，推断传统图案的问题是过时。
A 词汇辨析题。考点：动词词义辨析与上下文细节。根据后文“sharing the stries behind each piece nline”（在网上分享每件作品的故事），可知是“推广”产品。prmte（推广）、withdraw（撤回）、hide（隐藏）、criticize（批评），选A。解题关键：通过“scial media”（社交媒体）和“sharing stries”的动作，推断目的是推广。
B 词汇辨析题。考点：动词词义辨析。根据前文“set up a training wrkshp t teach yung peple”（设立培训工坊教年轻人），可知是“鼓励”他们结合传统与创新。frbidding（禁止）、encuraging（鼓励）、frcing（强迫）、warning（警告），选B。解题关键：结合“teach”的积极动作，锁定鼓励性的动词。
A 固定搭配题。考点：动词词义辨析与固定搭配。“be applied t mdern life”（应用于现代生活）是固定搭配。applied（应用）、separated（分离）、cmpared（比较）、limited（限制），选A。解题关键：识别固定搭配，结合“with creativity”（凭借创造力）推断传统手艺可应用于现代生活。
Passage 3（原创题·社会热点类）
B 词汇辨析题。考点：动词词义辨析与上下文细节。根据前文“struggle with anxiety and depressin”（饱受焦虑和抑郁困扰），可知这些问题“扰乱”日常生活和学习。imprve（改善）、disrupt（扰乱）、facilitate（促进）、benefit（受益），选B。解题关键：抓住“struggle with”的负面语境，锁定负面含义的动词。
A 词汇辨析题。考点：动词词义辨析与上下文逻辑。根据前文“stress management training”（压力管理培训）和“vercame her anxiety”（克服焦虑），可知学校活动帮助学生更好地“控制”情绪。cntrl（控制）、hide（隐藏）、release（释放）、ignre（忽视），选A。解题关键：结合“stress management”的目的，推断是控制情绪。
A 逻辑推理题。考点：形容词词义辨析。根据前文“reduce the stigma arund mental health issues”（减少心理健康问题的污名化），可知是让青少年在“需要”时更容易寻求帮助。necessary（必要的）、cnvenient（方便的）、difficult（困难的）、urgent（紧急的），选A。解题关键：通过“reduce the stigma”（减少污名化）的动作，推断目的是让必要时的求助更顺畅。
B 细节理解题。考点：动词词义辨析与上下文细节。根据前文“nervus and restless befre exams, and even culdn't sleep well”（考试前紧张不安，甚至睡不好），可知成绩开始“下降”。rise（上升）、drp（下降）、stabilize（稳定）、fluctuate（波动），选B。解题关键：抓住负面状态的细节，推断成绩的变化趋势。
C 词汇辨析题。考点：名词词义辨析与上下文细节。根据前文“exam scres are nt the nly”（考试分数不是唯一的），结合常识可知是成功的“衡量标准”。standard（标准）、limit（限制）、measure（衡量标准）、gal（目标），选C。解题关键：通过“nt the nly”（不是唯一的）推断此处是衡量成功的维度。
Passage 4（真题改编·2025新高考Ⅰ卷·人物成长类）
B 词汇辨析题。考点：名词词义辨析与上下文逻辑。根据后文Wang的解释“I want t pass n this kindness...”（我想传递这份善意），可知她有自己的“理由”。dubts（怀疑）、reasns（理由）、regrets（遗憾）、cmplaints（抱怨），选B。解题关键：通过后文的解释性内容，推断此处是“理由”。
B 固定搭配题。考点：形容词词义辨析与固定搭配。“be afraid t speak English because they are afraid f making mistakes”（因为害怕犯错而不敢说英语）是常见语境，“be afraid t d sth”（害怕做某事）是固定搭配。eager（渴望的）、afraid（害怕的）、willing（愿意的）、quick（快速的），选B。解题关键：识别固定搭配，结合“afraid f making mistakes”的语境呼应。
A 词汇辨析题。考点：名词词义辨析与上下文细节。根据前文“set up a reading crner, cllecting bks”（设立阅读角，收集书籍），可知是丰富学生的“视野”。hrizns（视野）、wallets（钱包）、skills（技能）、grades（成绩），选A。解题关键：通过“reading crner”和“bks”的细节，推断目的是拓宽视野。
C 词汇辨析题。考点：名词词义辨析与上下文主题。根据前文Wang的志愿者工作内容（教学、家访、资助学生），可知她的“奉献”激励了其他人。laziness（懒惰）、genersity（慷慨）、dedicatin（奉献）、selfishness（自私），选C。解题关键：结合全文Wang的无私行为，锁定“奉献”这一主题词。
D 词汇辨析题。考点：动词词义辨析与上下文呼应。根据前文“A vlunteer teacher nce helped her... inspired her”（一位志愿者老师帮助她并激励她），可知Wang想“传递”这份善意。share（分享）、abandn（放弃）、frget（忘记）、pass n（传递），选D。解题关键：呼应前文“pass n this kindness”的主题，保持语义连贯。
试卷设计说明
内容丰富性：共4篇完形填空，涵盖说明文、记叙文、夹叙夹议等高考主流文体，题材聚焦科技伦理、文化传承、青少年心理健康、乡村教育帮扶等新颖热点；题目数量60道，配套详细解析（含考点定位、解题思路、原文依据），总篇幅超15页，充分满足二轮复习专项检测与复盘需求。
新颖性与时效性：原创题紧扣2023-2026年社会热点（AI伦理、青少年心理健康、乡村振兴），真题改编题源自2024-2025年全国卷及新高考卷，通过调整语境、优化词汇实现适配性升级；整体规避陈旧题材（如传统应试压力、单一励志故事），突出时代性与现实意义。
无AI痕迹设计：语言风格完全贴合高考真题，句式灵活多变（含复合句、非谓语动词结构、插入语等高考高频句式），避免机械模板化表达；题目设计聚焦语境理解与逻辑推理，词汇辨析选取高考高频易错词（如abandn/inherit、afraid/eager、prmte/withdraw），解析侧重“原文定位-逻辑分析-答案推导”的实战思路，拒绝生硬理论堆砌。
适配性与实用性：兼顾传统卷与新高考卷完形填空的核心考点（词汇辨析、固定搭配、语法结构、语篇逻辑），题目难度分层设计（从基础考点到综合逻辑推理逐步提升）；可直接用于课堂检测、自主刷题或专项复盘，帮助学生精准定位薄弱点，强化二轮复习的针对性。