2026届高三英语-二轮复习模拟题（学生版+教师版）

这是一份2026届高三英语-二轮复习模拟题（学生版+教师版），文件包含2026届高三英语模拟题B篇教师稿docx、2026届高三英语模拟题B篇学生稿docx等2份试卷配套教学资源，其中试卷共15页， 欢迎下载使用。
A. 2025年12月九五高中协作体高三联考英语-阅读B篇
Educatin is essential. It is equally imprtant that all students have excellent educatrs in their life.
I’ve reflected n the impact my teachers have had, and will cntinue t have, in my life. Frm Mr.Bwker, wh challenged me in math, t Mr. Bernsteen, my health teacher wh taught me the value f hard wrk, my teachers have helped shape the student I am tday. But ne f the teachers wh left a lasting impressin n me was my summer schl teacher, Mr.Davis, wh impacted me beynd the classrm. He fund time t cnnect with me n a persnal level and talk t me after class. I felt like Mr. Davis cared abut my academic success and was cmmitted t setting an example f what’s pssible.
Mr.Davis culd relate t what it was like t be a rising ninth-grade black male in tday’s sciety. He taught me hw t speak up cnfidently and share my ideas with thers. When I wuld put my hand dwn because I was unsure f my answer, Mr.Davis wuld immediately say, “N curage, n triumph.” He never made me feel inadequate;he encuraged me t always pursue knwledge because he, t, was learning every day. Mr.Davis helped me brave the challenges and take advantage f the pprtunities.
I think having mre black male teachers like Mr.Davis in the classrm culd increase student success. They wuld share the backgrund and experiences f many f their students and help build lng-lasting teacher-student relatinships. But, unfrtunately, as the student ppulatin becmes mre ethnically diverse, teachers in Nevada still are predminantly white. The numbers fr black male teachers are mre discuraging. Just 2 percent f teachers natinwide are black men.
But yu can help change the numbers. Whether yu decide t study educatin in cllege r graduate schl, I hpe mre black males will cnsider teaching as a career. We students f clr need mre examples f excellence and success in classrms—examples wh lk like us.
24. Why are Mr.Bwker and Mr.Bernstein mentined in Paragraph 2?
A. T prve their greater impact n the authr.
B. T intrduce Mr. Davis and his deeper influence.
C. T extend gratitude fr all their cntributins.
D. T credit teachers fr academic prgress.
25. What des the underlined wrd “triumph” in Paragraph 3 mean?
A. Cnfusin. B. Cnnectin. C. Victry. D. Dubt.
26. What is the current situatin f teachers in Nevada?
A. 2% f the staff are black males.
B. Teachers have diverse ethnic backgrunds.
C. White teachers are in the majrity.
D. Black male teachers are sufficient in number.
27. What is the purpse f the text?
A. T share memries f varius teachers. B. T urge black males t take up teaching.
C. T shw the imprtance f educatrs. D. T advertise fr black male teachers.
Wrd Bank
高频单词（18 个）
essential /ɪˈsenʃl/adj. 极其重要的，必不可少的
equally /ˈiːkwəli/adv. 平等地；同样地
reflect /rɪˈflekt/v. 反思；思考
impact /ˈɪmpækt/n. 影响
challenge /ˈtʃælɪndʒ/v. 向…… 挑战；激励
value /ˈvæljuː/n. 价值
shape /ʃeɪp/v. 塑造，形成
lasting /ˈlɑːstɪŋ/adj. 持久的
impressin /ɪmˈpreʃn/n. 印象
academic /ˌækəˈdemɪk/adj. 学术的
cmmitted /kəˈmɪtɪd/adj. 尽心尽力的
cnfidently /ˈkɒnfɪdəntli/adv. 自信地
inadequate /ɪnˈædɪkwət/adj. 不足的；不够好的
pursue /pəˈsjuː/v. 追求
diverse /daɪˈvɜːs/adj. 多样化的
predminantly /prɪˈdɒmɪnəntli/adv. 主要地，占绝大多数地
natinwide /ˌneɪʃnˈwaɪd/adj. 全国范围的
career /kəˈrɪə/n. 职业，事业
必背短语
reflect n 反思；思考
have an impact n 对…… 有影响
leave a lasting impressin n 给…… 留下持久印象
cnnect with sb. 与某人沟通 / 建立联系
care abut 关心，在意
be cmmitted t 致力于；决心做
speak up 大声说；勇敢表达
n curage, n triumph 没有勇气就没有胜利
pursue knwledge 追求知识
brave the challenges 勇敢面对挑战
take advantage f pprtunities 利用机会
ethnically diverse 种族多样化的
in the majrity 占大多数
cnsider…as a career 把…… 当作职业
【答案与解析】
A. 2025年12月九五高中协作体高三联考英语-阅读B篇答案解析
【答案】24-27 BCCB
【语篇导读】本文为记叙文兼议论文，作者通过回忆多位老师的影响，重点突出黑人男教师戴维斯先生的深远启发， 结合内华达州教师种族构成现状，呼吁更多黑人男性投身教育事业。
第24题.B 解析：提及两位老师是为了引出戴维斯先生，通过对比凸显其超越课堂的更深层影响。
第25题.C 解析：结合“n curage, n...”的并列逻辑，“triumph”与“curage”呼应，意为“胜利”，对应选项C。
第26题.C 解析：原文明确提到内华达州教师“predminantly white”（以白人为主），与选项C一致；A是全国数据，B、D与原文矛盾。
第27题.B 解析：文章核心落脚点是呼吁更多黑人男性选择教师职业，A、C为铺垫，D“advertise”（宣传招聘）表述不准确。
B. 2025年12月全国T8联考高三检测英语-阅读B篇
Nwadays, peple lay everything t heredity（遗传）; that is, we receive ur special talents frm ur ancestrs. I shall tell yu my stry t shw that I did nt inherit my passin fr insects frm any f them.
My mther’s parents did nt care in the least abut insects. The nly attentin my grandfather paid t an insect was t crush it under his ft. My illiterate（不识字的）grandmther wuld thrw away a caterpillar in fright. My wn parents did nt inspire this lve. My mther was illiterate; my father, slightly educated, was t busy fr encuragement.
Yet I began t bserve as a baby. One day, standing n the grassland, I was fascinated by the sun. A questin pssessed me: did I sense the sunlight with my muth r my eyes? I pened my muth and clsed my eyes: glry disappeared. I pened my eyes and shut my muth: glry returned. I saw with my eyes! Oh, what a discvery! At hme, my grandmther smiled; the thers laughed.
At nightfall, a faint jingle frm the bushes attracted me. Wh is making that nise? They spke f a wlf, but I had t lk. After a stubbrn watch, I caught the singer—a grasshpper（蚂蚱）! I nw knew, frm persnal bservatin, that the grasshpper sings. I did nt tell them my discvery, fr fear f the same laughter.
Later, I went t schl. The rm served every purpse:schl, kitchen, bedrm, even a chicken huse and a piggery. Our studies were cnstantly disturbed by little p1gs rubbing（蹭）against ur legs r by the hen and her chicks, r by the smells f cking. But my passin fr animals and plants prgressed f itself, fueled by the cuntry schl’s cntinuus fferings—frm studying the pigen n my bk t cllecting snails, catching frgs, and admiring beetles in the fields.
Thus, in this chas, the future bserver taught himself.
24. What des the authr intend t cnvey by telling his family stry?
A. The hardship f rural life.
B. His natural passin fr insects.
C. His early educatin backgrund.
D. The influence f his family n him.
25. Hw did the authr’s family react t his discvery abut the sunlight?
A. They rejected it. B. They questined it.
C. They brushed it aside. D. They apprved f it.
26. What des the descriptin f the schl mainly suggest?
A. The lively classes attracted animals.
B. The students lacked interest in learning.
C. The animals became a threat t students.
D. The envirnment presented barriers t learning.
27. What was the authr like as a by?
A. Inquiring. B. Encuraging. C. Trublesme. D. Ambitius.
Wrd Bank
高频单词（18 个）
heredity /həˈredəti/n. 遗传
inherit /ɪnˈherɪt/v. 继承
passin /ˈpæʃn/n. 热爱；激情
ancestr /ˈænsestə/n. 祖先
crush /krʌʃ/v. 压碎；碾碎
fright /fraɪt/n. 恐惧；惊吓
inspire /ɪnˈspaɪə/v. 激发；鼓舞
bserve /əbˈzɜːv/v. 观察
fascinated /ˈfæsɪneɪtɪd/adj. 着迷的
pssess /pəˈzes/v. 占据；拥有
glry /ˈɡlɔːri/n. 光辉；荣耀
faint /feɪnt/adj. 微弱的
stubbrn /ˈstʌbən/adj. 固执的；坚持不懈的
disturb /dɪˈstɜːb/v. 打扰；干扰
prgress /ˈprəʊɡres/v. 进步；发展
fuel /ˈfjuːəl/v. 推动；给…… 提供动力
chas /ˈkeɪɒs/n. 混乱
bserver /əbˈzɜːvə/n. 观察者
必背短语
care abut 在乎；关心
crush…under ft 把…… 踩碎
in fright 害怕地；惊恐地
be fascinated by 对…… 着迷
at nightfall 傍晚时分
frm persnal bservatin 根据亲身观察
fr fear f 因为害怕
serve every purpse 身兼多用途
rub against 蹭；摩擦
prgress f itself 自然发展
teach neself 自学
【答案与解析】
B. 2025年12月全国T8联考高三检测英语-阅读B篇答案解析
【答案】24-27 BCDA
【语篇导读】本文是一篇记叙文。文章讲述了作者小时候对昆虫和自然的热爱。通过讲述个人成长故事,作者表达了他对昆虫与自然的热爱源于内在的好奇与主动观察,而非家庭遗传或优越环境的影响。
第24. B 推理判断题。解析：根据第一、二段的内容可知,作者开篇指出“人们把一切都归因于遗传”,随后详细描述祖父母和父母对昆虫毫无兴趣甚至反感,意在说明自己并非从家庭中继承对昆虫的热爱,而是他自幼就表现出对昆虫和自然的天然好奇与热情。这种热情是自发的,与家庭环境无关。
第25题. C 细节理解题。解析：根据第三段中的“I saw with my eyes! Oh, what a discvery! At hme, my grandmther smiled; the thers laughed. ”可知, 作者发现用眼睛看见阳光后, 祖母笑了,家里其他人也笑了。此处的“笑”并非赞同,而是一种觉得孩子天真、不值一提的反应。且根据第四段中的“I did nt tell them my discvery, fr fear f the same laughter.”可推知,上文的“laugh”并非赞同。由此可见,作者家人对他的发现不予理会。
第26题. D 推理判断题。解析：根据第五段的内容可知,本段描述了学校环境的混乱,包括课堂失序、动物干扰、做饭气味干扰等。这说明学习环境十分嘈杂、充满干扰,对正常学习构成了障碍。
第27题. A 推理判断题。解析：通读全文可知,作者小时候主动探究用嘴还是眼睛“感受”阳光、观察并捕捉发声的蚱蜢、在混乱的学校环境中保持自己对动植物的热情。这些行为体现了他强烈的好奇心、观察力和主动探究的精神。
C. 2025年12月四川成都七中高三一诊英语-阅读B篇
My fingers trembled as I signed the pre-medical applicatin frm. The waterclr brushes n my desk stared back at me like abandned friends. I’m Lra, an 18-year-ld wh secretly drew brain diagrams n napkins while my classmates drew cartns. “Art feeds the sul but starves the bdy,” Mm always said. Her wrds haunted me as my bilgy textbks slwly buried my drawing pads.
Then came the schl career fair that changed everything. Dr.Eleanr Whitman frm Harvard asked us t list ur “hidden skills”. My hand shk as I wrte “bserving details” – smething I’d learned frm painting flwer petals. “That’s medical research’s mst needed skill,” she exclaimed, sharing hw a student turned micrbilgy ntes int textbk illustratins. My lab partner whispered, “Remember ur phtsynthesis（光合作用）cmic?” Fr the first time, my tw wrlds didn’t feel s separate.
The real surprise came during hspital vlunteering. Watching surgeries, I nticed smething–the steady hands f dctrs reminded me f my brushwrk. When a by struggled t describe his pain, I drew a fire-breathing dragn n his cast. “Yu made medicine speak,” the nurse said. Slwly, my drawing pads filled with cells that lked like clred-glass art and X-rays arranged like abstract paintings.
Mr. Dawsn, ur career cunselr, helped cnnect these dts. On his whitebard, my medical knwledge and art skills verlapped in a bright yellw circle labeled “Medical Illustratin”. He shwed me jb listings I never knew existed – graphic designers fr science apps, 3D mdelers fr anatmy（解剖）classes. “Yur ‘impractical’ skill makes yu the crème de la crème,” he said, pinting t my dragn drawing nw used in pain management wrkshps.
Tday, my micrscpe and paintbrushes share the same desk. The same hands that nce hesitated between them nw create 3D mdels f viruses fr vaccine educatin. Smetimes I teach yung patients t draw their feelings instead f describing them. My stry isn’t abut heart and reality canceling each ther ut–they just multiply pssibilities.
24. What can be inferred abut Lra frm paragraph 1?
A. She was excited abut studying medicine.
B. She felt trn between art and medical study.
C. She regretted nt practicing painting earlier.
D. She gave up the hbby f drawing cmpletely.
25. What first inspired Lra’s interest in medical illustratin?
A. Recgnitin frm a nurse. B. Guidance frm Mr. Dawsn.
C. Encuragement frm her lab partner. D. Cmments frm Dr. Eleanr Whitman.
26. What des the underlined phrase “the crème de la crème” in paragraph 4 prbably mean?
A. A late blmer. B. The pick f the bunch.
C. A smart ckie. D. A snake in the grass.
27. What message des the authr want t cnvey?
A. A picture is wrth a thusand wrds. B. Put all yur eggs in ne basket.
C. It’s gd t have tw strings t yur bw. D. Fllw the beaten track t success.
Wrd Bank
高频单词（18 个）
tremble /ˈtrembl/v. 颤抖
abandn /əˈbændən/v. 抛弃；遗弃
diagram /ˈdaɪəɡræm/n. 图表；示意图
napkin /ˈnæpkɪn/n. 餐巾纸
haunt /hɔːnt/v. 萦绕；困扰
hidden /ˈhɪdn/adj. 隐藏的
petal /ˈpetl/n. 花瓣
exclaim /ɪkˈskleɪm/v. 惊呼；大声说
illustratin /ˌɪləˈstreɪʃn/n. 插图；图解
steady /ˈstedi/adj. 稳定的
cast /kɑːst/n. 石膏绷带
abstract /ˈæbstrækt/adj. 抽象的
verlap /ˌəʊvəˈlæp/v. 重叠；相交
anatmy /əˈnætəmi/n. 解剖学
impractical /ɪmˈpræktɪkl/adj. 不实用的
micrscpe /ˈmaɪkrəskəʊp/n. 显微镜
vaccine /ˈvæksiːn/n. 疫苗
multiply /ˈmʌltɪplaɪ/v. 成倍增加；使增多
必背短语
feed the sul 滋养心灵
starve the bdy 让身体挨饿
career fair 招聘会
hidden skills 隐藏技能
remind sb. f sth. 使某人想起
cnnect the dts 理清思路；发现关联
cancel each ther ut 相互抵消
multiply pssibilities 增加可能性
【答案与解析】
C. 2025年12月四川成都七中高三一诊英语-阅读B篇答案解析
【答案】24-27 BDBC
【语篇导读】本文是一篇记叙文。文章讲述了主人公Lra在医学与艺术之间的挣扎与探索，最终发现两者可以结合，并找到医学插图这一独特职业方向的故事。
第24题.B 推理判断。解析：第一段提到Lra签字时“手指颤抖”，水彩笔“像被抛弃的朋友一样盯着她”，以及“生物学课本逐渐埋没了她的画册”，这些细节表明她对放弃艺术感到痛苦，同时在医学与艺术之间挣扎。故选B。
第25题.D 细节理解。解析：第二段中，Dr. Eleanr Whitman对Lra“观察细节”能力的肯定，以及她分享学生将微生物学笔记转化为插图的事例，首次让Lra意识到艺术与医学可以结合。故选D。
第26题.B 词义猜测。解析：前文提到Lra的绘画能力在医疗环境中具有独特价值（如疼痛管理工作坊中使用她的画），且Mr. Dawsn指出她的“不实用”技能反而让她成为稀缺人才。因此，该短语应表示“最优秀的人或物”。故选B。
第27题.C 主旨大意。解析：文章结尾强调Lra的医学知识与艺术技能“不是相互抵消，而是倍增可能性”，说明多种能力的结合能创造更多机会。故选C。
D. 2025年12月浙江Z20+名校联盟第二次联考英语-阅读B篇
Des math leave yu anxius? If s, dn’t wrry. Ben Orlin is here t help. This US-based teacher wants t reduce the anxiety math triggers.
He believes that many peple wh struggle with math simply weren’t taught it crrectly. In many classrms, teachers present math as a memry exercise. But t Orlin, math really is a system f cmmunicatin. It’s a way t share ideas. And it all starts with assigning numbers t the wrld.
In his 2024 bk Math fr English Majrs, Orlin builds n Galile's idea f math as a universal language, but he takes it further. He suggests we treat math nt as a “freign” language, but as an everyday tl t interpret the wrld.
Orlin suggests cnsidering numbers as nuns and explains that sme mathematical features crrespnd t verbs and even grammar. What in math crrespnds t verbs? Verbs typically signify actin. Culd peratins, such as additin, subtractin, multiplicatin and s n, stand in fr verbs? Stretch yur imaginatin. And peratins are nt just a set f instructins, he suggests, but als a grammatical structure fr math. Cnsider the plus sign in“2+3”. Mre than just a symbl, it can functin as a cnjunctin (the “and” in “2 and 3”) r a prepsitin (the “with” in “2 with 3”).
Negative numbers can be likened t a linguistic（语言的）trick, Orlin argues. Cnsider phrases like “300 feet belw sea level” frm a mathematical perspective. The altitude culd be represented as “-300 feet”. The minus symbl culd be mapped t prepsitins, such as “belw”, “befre”, “backward” and “dwn”. Similarly, the plus symbl culd be mapped t their ppsites—“abve”, “after”, “frward” and “up”. T make negative numbers mre accessible, Orlin suggests that educatrs cnnect them t cncrete cncepts like debt. That’s a term ften assciated with negative dllars.
It’s still early days t determine whether math culd indeed serve as a universal language. Mrever, fr Tm Crawfrd, a math prfessr at the University f Oxfrd, it's hardly the nly way t help kids appreciate math. “But t me, any idea aimed at presenting math differently and making it mre accessible is an excellent idea,” Crawfrd says
24. Which f the fllwing best describes Ben Orlin accrding t the text?
A. Cautius and theretical. B. Lyal and patritic.
C. Innvative and intellectual. D. Ambitius and cnservative.
25. Accrding t Ben Orlin’s lgic, which f the fllwing statements is crrect?
A. “×”can be accurately described as “divided int”.
B. “+"can be expressed by the cncept f “belnging t”
C. “÷”is best understd thrugh the lens f “exceeding”.
D. "-"can be effectively represented by the idea f “eliminating”.
26. Hw des Ben Orlin make mathematics mre accessible t learners?
A. By presenting it as a freign language. B. By using language-related cmparisns.
C. By simplifying frmulas and calculatins. D. By treating it as a universal numbering system.
27. What des Ben Orlin’s apprach shw?
A. Knwledge is pwer. B. Practice makes perfect.
C. A different angle makes all the difference. D. Where there’s a will, there’s a way.
Wrd Bank
高频单词（18 个）
anxius /ˈæŋkʃəs/adj. 焦虑的
trigger /ˈtrɪɡə/v. 引发；触发
interpret /ɪnˈtɜːprɪt/v. 解释；诠释
universal /ˌjuːnɪˈvɜːsl/adj. 普遍的；通用的
crrespnd /ˌkɒrəˈspɒnd/v. 符合；相当于
signify /ˈsɪɡnɪfaɪ/v. 表示；意味着
peratin /ˌɒpəˈreɪʃn/n. 运算
subtractin /səbˈtrækʃn/n. 减法
multiplicatin /ˌmʌltɪplɪˈkeɪʃn/n. 乘法
cnjunctin /kənˈdʒʌŋkʃn/n. 连词
prepsitin /ˌprepəˈzɪʃn/n. 介词
negative /ˈneɡətɪv/adj. 负的；否定的
altitude /ˈæltɪtjuːd/n. 海拔
accessible /əkˈsesəbl/adj. 易懂的；可获得的
cncrete /ˈkɒŋkriːt/adj. 具体的
debt /det/n. 债务
appreciate /əˈpriːʃieɪt/v. 欣赏；理解
perspective /pəˈspektɪv/n. 角度；观点
必背短语
reduce anxiety 减少焦虑
a system f cmmunicatin 交流体系
universal language 通用语言
crrespnd t 相当于
stand in fr 代替
be likened t 被比作
frm a…perspective 从…… 角度
be mapped t 对应于
cnnect…t… 把…… 与…… 联系起来
be assciated with 与…… 相关
【答案与解析】
D. 2025年12月浙江Z20+名校联盟第二次联考英语-阅读B篇答案解析
【答案】24-27 CDBC
【语篇导读】本文是一篇说明文。文章介绍美国教师Ben Orlin通过将数学概念类比为语言元素（如名词、动词、介词），以创新方式帮助学生理解数学，降低学习焦虑。
第24题. C 人物特征概括。解析：Orlin提出将数学视为“日常工具”而非机械记忆，体现了创新性（innvative）。他借鉴伽利略的观点并进一步发展，用语言学理论重构数学认知，展现学术性（intellectual）。故选C。
第25题. D 细节逻辑对应。解析：文中将“-”类比为 “belw, befre, backward”等介词，这些词隐含“减少/消除”意味。故选D。
第26题. B 方法概括。解析：全文核心策略是将数学符号与语言成分类比（如数字对应名词，运算对应动词，符号对应介词）。故选B。
第27题. C 主旨提炼（谚语匹配）。 解析：文章强调通过 “不同视角”（语言学类比）改变数学认知，与C项契合。故选C。
E. 2025年12月浙江北斗星盟高三阶段性检测英语-阅读B篇
At the tender age f seven, while his friends were spending their allwances n “frivlus” things like candy and tys, Jse was busy saving mney fr mre essential purchases. T try t get his peers t d the same, the yungster came up with the innvative idea f an ec-bank, which allws kids f all ages t becme ecnmically independent and financially smart—while als helping the envirnment.
Established in 2012, The Bartselana Student Bank is the wrld’s first cperative bank fr kids. Prspective members have t bring in at least 5 kilgrams f slid waste and establish a savings gal. Once accepted, all bank “partners” are required t depsit（存）at least ne additinal kilgram f recyclables n a mnthly basis and fllw ther requirements, such as attending financial educatin and envirnmental management wrkshps.
The waste cllected is sld t lcal recycling cmpanies, wh, thanks t sme clever negtiatin by Jse, pay a higher-than-market rate fr everything brught in by The Bartselana Student Bank members. The funds received are placed in the individual’s accunt, where they cllect until his/her savings gal is reached. The accunt hlder can then withdraw his/her mney, r chse t leave it and cntinue t grw fr a bigger target.
“At the beginning, sme thught I was crazy r that a child culd nt undertake this type f prject,” Jse recalls. “Luckily, I had the supprt f the schl principal and an assistant in my classrm.” The yungster’s persistence paid ff. Tday, the ec-bank, which nw has the supprt f several lcal institutins, basts ten educatinal centers. They are designed t teach the ver 3,000 clients, aged 10-18, t becme ecnmically independent, invest wisely, and help the envirnment.
Hpefully, Jse’s initiative and success will inspire mre kids and adults t cme up with innvative ideas that create value while helping the envirnment. As the enterprising teenager says, “Tgether we can change the wrld, and we just need an pprtunity.”
24. Why did Jse start The Bartselana Student Bank?
A. T prve children can run a business.
B. T cntribute t the slid waste recycling.
C. T advcate fr mney management awareness.
D. T prmte financial and envirnmental respnsibility.
25. What des paragraph 2 mainly talk abut?
A. A nvel way t recycle slid waste. B. Benefits f jining the student bank.
C. The bank’s establishment and histry. D. Membership requirements fr the bank.
26. Hw des Jse’s bank help its members get mre mney fr their waste?
A. By getting dnatins frm lcal institutins.
B. By partnering with envirnmental wrkshps.
C. By bargaining fr better prices with recyclers.
D. By string the waste and waiting fr higher prices.
27. Which f the fllwing best describes Jse?
A. Innvative and visinary. B. Curius and lucky.
C. Independent and humrus. D. Ambitius and adventurus.
Wrd Bank
高频词汇
tender /ˈtendə/adj. 年幼的；温柔的
allwance /əˈlaʊəns/n. 零花钱
frivlus /ˈfrɪvələs/adj. 无聊的；不重要的
essential /ɪˈsenʃl/adj. 必不可少的
innvative /ˈɪnəveɪtɪv/adj. 创新的
ecnmically /ˌiːkəˈnɒmɪkli/adv. 经济上地
independent /ˌɪndɪˈpendənt/adj. 独立的
cperative /kəʊˈɒpərətɪv/adj. 合作的
prspective /prəˈspektɪv/adj. 潜在的；预期的
additinal /əˈdɪʃənl/adj. 额外的
recyclable /ˌriːˈsaɪkləbl/adj. 可回收的
negtiatin /nɪˌɡəʊʃiˈeɪʃn/n. 谈判；协商
individual /ˌɪndɪˈvɪdʒuəl/adj. 个人的
withdraw /wɪðˈdrɔː/v. 提取（钱）
undertake /ˌʌndəˈteɪk/v. 承担；从事
persistence /pəˈsɪstəns/n. 坚持
initiative /ɪˈnɪʃətɪv/n. 倡议；首创精神
enterprising /ˈentəpraɪzɪŋ/adj. 有事业心的；有魄力的
必背短语
cme up with 想出；提出
financially smart 有理财头脑的
slid waste 固体废物
establish a savings gal 设定储蓄目标
n a mnthly basis 每月
financial educatin 金融教育
pay a higher-than-market rate 以高于市场价支付
pay ff 取得成功；得到回报
invest wisely 明智投资
create value 创造价值
【答案与解析】
E. 2025年12月浙江北斗星盟高三阶段性检测英语-阅读B篇答案解析
【答案】24-27 DDCA
【语篇导读】本文是一篇新闻报道。文章主要讲述了秘鲁少年Jse创立儿童生态银行 “The Bartselana Student Bank”，通过回收废物积累储蓄、培养青少年理财能力和环保意识的创新事迹。
第24题. D 写作目的。解析：A项“证明孩子能经营生意”偏离核心目的；B项“促进固体废物回收”是手段而非根本目的；C项“倡导理财意识”不全面，忽略了环保维度；D项“推广金融责任与环保责任”完整对应首段“becme ecnmically als helping the envirnment”及全文主旨。
第25题. D 段落主旨。解析：第二段详细说明加入银行的条件：交5公斤固体废物、设定储蓄目标、每月至少交1公斤可回收物、参加培训等，故选D。
第26题. C 细节理解与因果逻辑。解析：根据第三段“thanks t sme clever negtiatin by Jse, pay a higher-than-market rate”，直接对应“通过谈判获得更高价格”，故选C。
第27题. A 人物品质推断。 解析：全文突出Jse的“创新性”（创立儿童生态银行）和“远见”（结合金融与环保），且最后一段强调其倡议对世界的潜在影响，故选A。
高频词汇综合检测卷
满分：60 分 时间：15 分钟
一、中译英（每题 1 分，共 20 分）
1. 必不可少的 ____________
2. 反思；思考 ____________
3. 持久的 ____________
4. 追求 ____________
5. 多样化的 ____________
6. 遗传 ____________
7. 继承 ____________
8. 观察 ____________
9. 着迷的 ____________
10. 混乱 ____________
11. 颤抖 ____________
12. 抽象的 ____________
13. 焦虑的 ____________
14. 解释；诠释 ____________
15. 具体的 ____________
16. 创新的 ____________
17. 独立的 ____________
18. 额外的 ____________
19. 坚持 ____________
20. 提取（钱）____________
二、英译中（每题 1 分，共 20 分）
1. impact ____________
2. academic ____________
3. inadequate ____________
4. predminantly ____________
5. natinwide ____________
6. crush ____________
7. inspire ____________
8. stubbrn ____________
9. disturb ____________
10. bserver ____________
11. abandn ____________
12. illustratin ____________
13. impractical ____________
14. multiply ____________
15. trigger ____________
16. accessible ____________
17. appreciate ____________
18. negtiatin ____________
19. individual ____________
20. initiative ____________
三、词形转换（每题 1 分，共 20 分）
1. equal → (adv.) ____________
2. reflect → (n.) ____________
3. cnfidence → (adv.) ____________
4. depend → (adj. 独立的) ____________
5. natin → (adj. 全国的) ____________
6. inherit → (n. 继承) ____________
7. bserve → (n. 观察者) ____________
8. fascinate → (adj.) ____________
9. disturb → (adj. 令人不安的) ____________
10. tremble → (adj. 颤抖的) ____________
11. medicine → (adj. 医学的) ____________
12. illustrate → (n.) ____________
13. practice → (adj. 实用的) ____________
14. anxius → (n. 焦虑) ____________
15. access → (adj. 可获得的) ____________
16. innvate → (n.) ____________
17. add → (adj. 额外的) ____________
18. persist → (n.) ____________
19. ecnmics → (adv.) ____________
20. attentin → (adj. 专注的) ____________
参考答案
一、中译英
1. essential 2. reflect 3. lasting 4. pursue 5. diverse 6. heredity 7. inherit 8. bserve 9. fascinated 10. chas
11. tremble 12. abstract 13. anxius 14. interpret 15. cncrete 16. innvative 17. independent
18. additinal 19. persistence 20. withdraw
二、英译中
1. 影响 2. 学术的 3. 不足的，不够好的 4. 主要地，占绝大多数地 5. 全国范围的 6. 压碎，碾碎
7. 激发，鼓舞 8. 固执的，坚持不懈的 9. 打扰，干扰 10. 观察者 11. 抛弃，遗弃 12. 插图，图解
13. 不实用的 14. 成倍增加 15. 引发，触发 16. 易懂的，可获得的 17. 欣赏，理解 18. 谈判，协商
19. 个人的 20. 倡议，首创精神
三、词形转换
1. equally 2. reflectin 3. cnfidently 4. independent 5. natinwide 6. inheritance 7. bserver 8. fascinated
9. disturbing 10. trembling 11. medical 12. illustratin 13. practical 14. anxiety 15. accessible
16. innvatin 17. additinal 18. persistence 19. ecnmically 20. attentive