2026年浙江省1月高考英语真题（含解析）

这是一份2026年浙江省1月高考英语真题（含解析），共22页。试卷主要包含了阅读理解，完形填空，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
The City f Burlingtn public art prgram is presenting a series f temprary public art signs at the Beachway in cnjunctin with the Ontari Culture Days. This prject will select 10 visual artists and 10 writers t create artwrk that will be displayed n temprary signs alng the multi-use path. This call is pen t Burlingtn-based artists and is pen t all art frms that can be presented in a sign frmat. This includes, but is nt limited t: visual art, graphic art, phtgraphy, petry, shrt stry, nn-fictin, etc. Submissins may be frm existing r newly created wrk.
The artist fee fr this prject is $400. The City f Burlingtn will pay fr all csts related t the prductin, installatin (安装) and maintenance f the signs.Estimated Prject Timeline
Applicatin Package
Artwrk Statement: Please prvide a brief statement (maximum 150 wrds) utlining yur artwrk cncept.
Artwrk r Writing Submissin:
•Visual Art Submissin: Please submit an artwrk sketch (草图) f yur cncept. This can be a wrk in prgress rather than a cmpleted piece. If yu are prpsing t use a cmpleted artwrk, please submit it as yur “sketch”.
•Writing Submissin: Submissins must be a maximum f 250 wrds. It may be a stand-alne piece such as a pem r shrt stry r a part taken frm a larger piece.
Artist Bigraphy: Please prvide a shrt intrductin (maximum 50 wrds) t the artist written in the third persn.
1．What is the purpse f this text?
A．T raise mney fr lcal artists.B．T release a cllectin f artwrk.
C．T intrduce a cultural festival.D．T call fr artwrks fr a prject.
2．Hw lng will the public art signs be n display?
A．Ten days.B．Three weeks.C．One mnth.D．Tw mnths.
3．Which f the fllwing meets the applicatin requirements?
A．A 150-wrd pem.B．A 100-wrd self-intrductin.
C．A 300-wrd stry.D．A 200-wrd artwrk statement.
When yu’re a teacher, a big part f yur jb is battling student miscnceptins. Often students cme t the classrm believing that learning can’t be fun and that what they learn isn’t relevant t the real wrld — much less t their persnal interests. I’ve discvered that if I shw students hw what they learn is relevant t my hbbies, they’re much mre willing t make cnnectins t their persnal interests and develp their wn hbbies.
N matter what subject I’m teaching, I find ways t bring my hbbies int the classrm. Fr example, I’m a car enthusiast, s when I teach physics, I cntextualize cncepts with my knwledge abut cars. If we’re cvering frictin, fr example, I bring different tires (轮胎) int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins.
When I first brught my hbbies t my classrm, I was fcused n hw ding s wuld build engagement and help my students understand cncepts in science. But I quickly learned that the practice als helped me build strnger relatinships with them. When I let them see an aspect f my life utside f schl, sme students wh were als interested in cars cnnected with me mre and became mre engaged in my curses. Even thse wh didn’t share that interest with me seemed mre engaged nce I shwed a different side f myself.
What started as an experiment is nw mre f a philsphy. Even when I’m planning classes, I tend t think abut hw I can bring in my hbbies. I find that ding s energizes my instructin, engages my students, and demnstrates t them hw abstract cncepts play ut in the real wrld. Best f all, my passin fr my hbbies seems t inspire them t be passinate abut finding their wn.
4．What pses a challenge t teachers accrding t the authr?
A．Students’ misunderstandings abut teachers.
B．Students’ false assumptins abut learning.
C．The irrelevance f textbks t students’ life.
D．The gap between teachers’ and students’ hbbies.
5．Why des the authr bring tires int the classrm?
A．T teach an engineering skill.B．T explain the structure f a car.
C．T share a real-life experience.D．T illustrate a scientific cncept.
6．What was the unexpected utcme f the authr’s teaching methd?
A．A higher class attendance rate.B．Better examinatin results.
C．A clser teacher-student bnd.D．Mre spare time fr students.
7．Which f the fllwing best describes the authr as a teacher?
A．Innvative.B．Humrus.C．Decisive.D．Sympathetic.
Human beings have always lved reviews: wrd f muth has lng been regarded as ne f the mst valuable marketing tls available t a cmpany. Cnsumers enjy reading and giving reviews. Hwever, the prblem is that a lt f the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikv f Lyla University f Chicag and Kwng Chan f Nrtheastern University recently published a study n fake reviews.
The study used a data set f 1,600 reviews f Chicag htels. Sme f them were real; thers were fake. The reviews were presented t 400 subjects. Each subject gt eight reviews t read: a balanced set f tw psitive fake, tw psitive real, tw negative fake and tw negative real, presented in a randm rder. The reviews were written by real peple wh were given infrmatin abut the htel.
The results shw that cnsumers generally trust negative reviews mre than psitive nes. Mrever, we humans tend t assume that psitive reviews might be fake. “Overall, negative reviews are less cmmn. S, we pay mre attentin t them. When a negative review is fake, we get tricked,” Azimi says.
When it came t faking a review, length was imprtant t believability, as was detail. A lng, negative review f a htel, cmplete with lts f infrmatin, tended t cnvince participants. A lengthy, psitive review, n the ther hand, was regarded as suspicius, and participants tended t trust writers that kept their glwing reviews shrt. Emtin was als imprtant in cnvincing readers — r the lack f emtin, at least. Azimi says study participants tended nt t trust reviews where the writers expressed their feelings in a big way. The mre dispassinate that negative write-up, the mre likely it was t take the reader in.
The fake reviews written fr Azimi’s study were put tgether by humans, but increasingly, fake reviews are being written by AI, which makes them lk mre real. Thugh many cmpanies use algrithms (算法) t weed ut fake reviews, Azimi pints ut that the machines are prgrammed by humans, and given ur limited ability t spt fake reviews, this isn’t a gd sign.
8．Which aspect f the study des paragraph 2 mainly talk abut?
A．Its design.B．Its findings.C．Its purpses.D．Its significance.
9．What des the underlined wrd “glwing” in paragraph 4 mean?
A．Funny.B．Abusive.C．Insightful.D．Praising.
10．What kind f review wuld readers mst likely trust?
A．A lng, psitive ne.B．An unemtinal, negative ne.
C．A shrt, negative ne.D．An enthusiastic, psitive ne.
11．What can be inferred frm the last paragraph?
A．Many cmpanies are prducing fake reviews.B．Writing fake reviews will be declared illegal.
C．Machines can detect fake reviews accurately.D．It will be harder t recgnize fake reviews.
Carbn remval is crucial fr fighting climate change. Scientists at Salk Institute are making use f the natural capacity f plants t absrb carbn dixide by enhancing their rt systems. This ptimizatin (优化) aims t increase the amunt f carbn stred and extend the duratin f its strage.
T design these climate-saving plants, the scientists are using a research tl called SLEAP — an AI sftware that tracks multiple features f rt grwth. Created by Salk Fellw Talm Pereira, SLEAP was initially designed t track animal mvement in the lab. Nw, Pereira has teamed up with plant scientist Prfessr Wlfgang Busch t apply SLEAP t plants.
In a study published in Plant Phenmics, Busch and Pereira establish a new prcedure fr using SLEAP t analyze plant rt phentypes — hw deep and wide they grw, hw massive their rt systems becme, and ther physical qualities. Prir t SLEAP, tracking the physical characteristics f bth plants and animals required a lt f labr that slwed the scientific prcess. SLEAP uses cmputer visin (the ability fr cmputers t understand images) and deep learning (an AI apprach fr training a cmputer t learn and wrk like the human brain) t help researchers prcess images much mre quickly.
The applicatin f SLEAP t plants has already enabled researchers t establish the mst extensive catalg (目录) f plant rt phentypes t date. What’s mre, tracking these physical rt system characteristics helps scientists find genes (基因) assciated with thse characteristics, as well as whether multiple rt characteristics are determined by the same genes r independently. This allws the Salk team t determine what genes are mst beneficial t their plant designs.
“Our cperatin is truly prf f what makes Salk science s special and impactful,” says Pereira. “We’re nt just ‘brrwing’ frm different disciplines — we’re really putting them n equal fting in rder t create smething greater than the sum f its parts.”
12．What d the scientists at Salk Institute hpe t achieve?
A．Keeping mre carbn in plants.B．Optimizing the use f energy.
C．Enhancing bilgical diversity.D．Reducing carbn absrptin.
13．Why did Pereira create SLEAP?
A．T generate plant images.B．T cnduct research n animals.
C．T study climate patterns.D．T track features f rt grwth.
14．What will SLEAP help the scientists d?
A．Pick ut diseased plants in the frest.B．Cllect samples f plant rt systems.
C．Identify genes fr desirable plant rts.D．Preserve the genes f endangered plants.
15．What can be inferred frm Pereira’s wrds?
A．Academic disciplines are f equal imprtance.
B．Cmputer prgramming is a must fr scientists.
C．Interdisciplinary apprach prmtes creativity.
D．Cperatin utweighs cmpetitin in research.
During yur initial reading f material, d yu ever g back and reread sentences r paragraphs? Is it because the material is t difficult t cmprehend n the first reading r because yu are asleep? 16 Yu are napping (打盹) r daydreaming. Halfway dwn the page yu realize that yu have n idea what yu have read. 17 Thus, yu g back and reread, nt because yu did nt understand, but because yu were nt paying attentin. This type f rereading is called regressin.
Napping and daydreaming are habits caused by lack f invlvement with the material. Be demanding n yurself and expect 100 percent attentin t the task. Engage yur mind. Visualize the incming ideas, and relate the new material t what yu already knw. 18 If yur mind is truly ccupied with the text, yu will nt be able t think abut Friday night r where t g n Saturday.
Regressin is a crutch (拐杖) that allws yu t make up fr wasted time. First f all, becme aware f when and why yu are regressing. 19 Say, “OK. I missed that paragraph because I was thinking f smething else, but I’m ging t keep n ging and start paying clse attentin.”
20 Gd readers wh mnitr their wn cmprehensin use it in the reading prcess. Hwever, regressing because yur mind was asleep is a waste f time.
A．Bth are t blame.
B．Prbably the latter is true.
C．Dn’t just read the wrds; think the ideas.
D．Spend a few minutes reading the material alud.
E．Yur eyes were engaged, but yur mind was nt.
F．Then, start denying yurself the right in rder t break the habit.
G．Rereading because yu did nt understand is a reasnable fix-up strategy.
二、完形填空
Ursula has always called the beautiful small twn f Beavertn her hme. Althugh she’d had childhd 21 f explring the wrld and studied internatinal business with a desire t pursue a 22 in Trnt, finding a jb prved mre 23 than she’d expected.
“I decided that if nbdy was ging t 24 me, I wuld just create a jb fr myself,” says Ursula. She was brn and raised n a large family farm, s the 25 f an agriculture turism business came naturally t her and began t 26 .
“I 27 the plan t my family, and asked if they culd rent me a small 10 acres (英亩). They 28 at first, unwilling t take a risk, but I finally 29 t get the green light,” she says.
Fur years later, thse beautiful 10 acres f fields had turned int 20 acres filled with ver 400,000 sunflwers. “ 30 , I had little cnfidence in the beginning,” says Ursula, "but the Sunflwer Farm rse t fame and has becme ne f the mst sught-after 31 in the prvince.”
While many visitrs have never been t a farm at all, 32 a sunflwer farm, the unique setting allws them t 33 the city fr a while, breathe in the fresh air, gain a newfund 34 fr agriculture, and maybe even 35 with their farming rts and what they may have taken fr granted fr t lng.
21．A．striesB．needsC．habitsD．dreams
22．A．careerB．degreeC．hbbyD．prject
23．A．practicalB．imprtantC．difficultD．dangerus
24．A．inviteB．nticeC．hireD．cver
25．A．issueB．ideaC．truthD．funder
26．A．gain grundB．take rtC．wrk wndersD．raise cncerns
27．A．prpsedB．adaptedC．preferredD．prved
28．A．aplgizedB．refusedC．panickedD．regretted
29．A．pretendedB．returnedC．prmisedD．managed
30．A．SuppsedlyB．AdmittedlyC．SimilarlyD．Cnsequently
31．A．ccupatinsB．slutinsC．institutinsD．destinatins
32．A．let alneB．except frC．such asD．regardless f
33．A．missB．leaveC．seizeD．tur
34．A．demandB．supprtC．appreciatinD．excuse
35．A．dealB．partC．cmpeteD．recnnect
三、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。
There are few peple wh culd find jy in waiting fr a micrwave (微波炉) 36 (finish) heating, but my mum did it. One f my earliest memries is being held 37 her arms, cunting dwn the flashing green 38 (number) tgether. Mum is small, but I remember feeling s high up there. She wuld dance us left and right arund the kitchen, ur eyes 39 (watch) the micrwave like it was a space rcket cuntdwn, 40 (excite) and tensin building t that final mment: BEEP! The micrwave had a lud alarm, but we vershadwed that nise with ur wn perfrmance, tipping ur heads back and shuting int the air-a scream 41 always ended in laughter.
My mum wuld find fun even when cmpleting the mst bring f tasks. I remember 42 (push) in a supermarket trlley (手推车) ver 43 uneven car park grund like riding a rllercaster. She wuld speed up, the wind blwing ur hair back 44 my tiny vice singing ut, “Weeee-eee-eee!”
I realise nw that Mum didn’t find the jy in these tasks: she created it. Wh cares if neighburs can hear yu singing alng t a micrwave? Life is full f s many 45 (seeming) uneventful mments, but we can turn any f them int a celebratin.
四、书信写作
46．假如你是李华，你发现校图书馆的书籍存在被勾画涂写的现象。请你向英文报投稿，内容包括：
(1)具体说明情况；
(2) 呼吁爱护书籍。
注意：
(1) 写作词数应为80个左右；
(2)请按如下格式在答题纸的相应位置作答。
Treasure Library Bks: Our Shared Respnsibility
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五、书面表达
47．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was a regular Saturday mrning, just like any ther. I was driving my nine-year-ld daughter, Emma, t her weekly swimming lessn. Recently, Emma had started seeing me as a true her wh culd slve any prblem fairly. “Yu always knw what’s right, Dad,” she wuld say. We were talking abut her class when I nticed a crwd up ahead and had t slw dwn.
Peple were gathered n the street, pinting and laughing. In the middle f it all was a large brwn and white cw. It lked cmpletely lst and terrified. Sme kids were shuting nearby, which seemed t scare the animal even mre. A strng feeling f anger rse inside me. These peple were treating the pr creature’s fear as entertainment.
“Dad, that cw is scared.” Emma said sftly frm the back seat. “What wuld yu d?” Her questin was serius. She believed I wuld d the right thing. “Well,” I said, trying t sund cnfident fr her, “I wuld calm it dwn and help it find its way hme.” I explained that I knew a lt abut cws. I spent my childhd n a farm, and nw I even wrked at a beef prcessing plant. I was sure my experience wuld impress Emma. After drpping ff a very impressed Emma, I turned my car arund. I felt it was my duty t g back and help.
When I returned, the scene was wrse. I learned frm a shp wner that the cw had been wandering fr a while, kncking ver a fruit stand and causing quite a bit f truble. I tk a slw, careful step twards the animal, speaking in a gentle vice. Hwever, instead f calming dwn, the cw lwered its head and let ut a threatening sund. It stared directly at me, full f hstility. My cnfidence faded, replaced by a sudden fear. This wasn’t ging t be easy at all.
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。
Just as I was abut t turn and run, tw plice fficers arrived n the scene.
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After we managed t secure the cw t a tree, we began t discuss what t d with it.
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August 2
Call fr Artists respnses due
By August 12
Successful artists selected; enter int a cntract with the City f Burlingtn
September 6
Final artwrk files due
September 23 — Octber 13
Artwrk displayed fr duratin f Culture Days celebratin
《2026年浙江省1月高考英语真题》参考答案
1．D 2．B 3．A
【导语】这是一篇应用文。主要介绍了伯灵顿市公共艺术项目联合文化日征集本地艺术家作品，涵盖视觉与文学类型，明确报酬、时间节点及提交材料要求，作品将在指定时段展示。
1．推理判断题。根据文章大意以及第一段中“The City f Burlingtn public art prgram is presenting a series f temprary public art signs at the Beachway in cnjunctin with the Ontari Culture Days. This prject will select 10 visual artists and 10 writers t create artwrk that will be displayed n temprary signs alng the multi-use path. This call is pen t Burlingtn-based artists and is pen t all art frms that can be presented in a sign frmat. (伯灵顿市的公共艺术项目将在贝希威亚海滩举办一系列临时公共艺术标识，与安大略文化日活动同步进行。该项目将挑选 10 名视觉艺术家和 10 名作家来创作作品，这些作品将被展示在多用途路径上的临时标识牌上。此次征集面向伯灵顿本地的艺术家，并且接受所有能够以标识形式呈现的艺术形式的投稿。)”可知，文章核心内容是伯灵顿市公共艺术项目联合安大略文化日，面向本地艺术家征集可用于标牌展示的艺术作品（包括视觉艺术和文学作品），同时明确了征集要求、时间节点、报酬及提交材料。由此可知，这篇文章的目的是为一个项目征集艺术作品。故选D项。
2．细节理解题。根据Estimated Prject Timeline部分，作品展示时间为“September 23 — Octber 13 (9月23日至10月13日)”计算可知，9月剩余8天（23日 - 30日），10月展示13天，总计21天，即三周。故选B项。
3．细节理解题。根据Applicatin Package中“Artwrk Statement: Please prvide a brief statement (maximum 150 wrds) utlining yur artwrk cncept. (作品说明：请提供一份简短的说明（最多150个词），阐述您的作品理念。)”、“Writing Submissin: Submissins must be a maximum f 250 wrds. It may be a stand-alne piece such as a pem r shrt stry r a part taken frm a larger piece. (文字投稿：投稿内容不得超过 250 个词。可以是独立的作品，比如一首诗或一篇短篇小说，也可以是从一篇较大作品中选取的一部分。)”以及“Artist Bigraphy: Please prvide a shrt intrductin (maximum 50 wrds) t the artist written in the third persn. (艺术家简介：请以第三人称撰写一段简短的艺术家介绍（最多50个词）。)”可知，A选项“150 词的诗歌”符合写作类作品“最多250 词”的要求，正确。BCD选项均与原文实意不符。故选A项。
4．B 5．D 6．C 7．A
【导语】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。
4．细节理解题。根据第一段“When yu’re a teacher, a big part f yur jb is battling student miscnceptins. Often students cme t the classrm believing that learning can’t be fun and that what they learn isn’t relevant t the real wrld — much less t their persnal interests (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。
5．细节理解题。根据第二段“I’m a car enthusiast, s when I teach physics, I cntextualize cncepts with my knwledge abut cars. If we’re cvering frictin, fr example, I bring different tires int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。
6．细节理解题。根据第三段“When I first brught my hbbies t my classrm, I was fcused n hw ding s wuld build engagement and help my students understand cncepts in science. But I quickly learned that the practice als helped me build strnger relatinships with them (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。
7．推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“If we’re cvering frictin, fr example, I bring different tires int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins (例如，如果我们要讨论摩擦，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验室实验，看看摩擦在现实生活中是如何工作的)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。
8．A 9．D 10．B 11．D
【导语】本文是一篇说明文。文章主要介绍关于虚假评论的一项研究，包括研究设计、结果发现以及AI生成虚假评论带来的识别难题等内容。
8．细节理解题。根据第二段中的“The study used a data set f 1,600 reviews f Chicag htels. Sme f them were real; thers were fake. The reviews were presented t 400 subjects. Each subject gt eight reviews t read: a balanced set f tw psitive fake, tw psitive real, tw negative fake and tw negative real, presented in a randm rder. The reviews were written by real peple wh were given infrmatin abut the htel.(该研究使用了芝加哥酒店的1600条评论作为数据集，其中一些是真实的，另一些是虚假的。这些评论被呈现给400名受试者，每位受试者要阅读8条评论：两组均衡的评论，包括2条虚假好评、2条真实好评、2条虚假差评和2条真实差评，以随机顺序呈现。这些评论由获得酒店相关信息的真实人员撰写。)”可知，第二段主要介绍了这项研究的数据集、受试者以及评论呈现方式等，即研究的设计情况。B项“它的发现”、C项“它的目的”、D项“它的意义”均未在第二段体现，故选A项。
9．词句猜测题。根据第四段中的“A lengthy, psitive review, n the ther hand, was regarded as suspicius, and participants tended t trust writers that kept their glwing reviews shrt.(另一方面，冗长的好评被认为是可疑的，受试者往往更信任那些保持glwing评论简短的作者。)”可知，此处“glwing reviews”与前文“psitive review（好评）”构成同义指代，由此猜测glwing意为“赞美的、表扬的”。A项“有趣的”、B项“辱骂的”、C项“有洞察力的”均不符合语境，故选D项。
10．细节理解题。根据第四段中的“A lng, negative review f a htel, cmplete with lts f infrmatin, tended t cnvince participants.(一条包含大量信息的冗长酒店差评，往往更能让受试者信服。)”和“The mre dispassinate that negative write-up, the mre likely it was t take the reader in.(负面评论越冷静客观，就越有可能让读者相信。)”可知，读者最有可能相信的是冷静客观、不带强烈情绪的差评。A项“冗长的好评”与“冗长的好评被认为可疑”相悖；C项“简短的差评”与“冗长的差评更有说服力”不符；D项“热情洋溢的好评”与“情绪强烈的评论不被信任”相悖，故选B项。
11．推理判断题。根据最后一段中的“The fake reviews written fr Azimi’s study were put tgether by humans, but increasingly, fake reviews are being written by AI, which makes them lk mre real. Thugh many cmpanies use algrithms (算法) t weed ut fake reviews, Azimi pints ut that the machines are prgrammed by humans, and given ur limited ability t spt fake reviews, this isn’t a gd sign.(为阿齐米的研究撰写的虚假评论是由人类编写的，但如今越来越多的虚假评论由人工智能生成，这使得它们看起来更真实。尽管许多公司使用算法来清除虚假评论，但阿齐米指出，这些机器是由人类编程的，而考虑到我们识别虚假评论的能力有限，这并不是一个好迹象。)”可推断，随着AI生成的虚假评论越来越逼真，未来识别虚假评论将会变得更加困难。A项“许多公司在生成虚假评论”文中未提及；B项“撰写虚假评论将被宣布为非法”文中未提及；C项“机器能准确检测虚假评论”与“算法由人类编程，识别能力有限”相悖，故选D项。
12．A 13．B 14．C 15．C
【导语】这是一篇说明文。文章讲述索尔克研究所科学家为固碳优化植物根系，将原追踪动物AI工具SLEAP应用于研究植物根系表型，助力筛选有益基因，这也是跨学科合作的成果。
12．细节理解题。根据第一段“Scientists at Salk Institute are making use f the natural capacity f plants t absrb carbn dixide by enhancing their rt systems. This ptimizatin (优化) aims t increase the amunt f carbn stred and extend the duratin f its strage. (索尔克研究所的科学家们通过强化植物根系，利用其吸收二氧化碳的天然能力。这一优化旨在增加碳的储存量并延长其储存时间。)”可知，索尔克研究所的科学家们希望让植物储存更多的碳。故选A项。
13．细节理解题。根据第二段“Created by Salk Fellw Talm Pereira, SLEAP was initially designed t track animal mvement in the lab. (SLEAP 由索尔克研究所的塔尔莫・佩雷拉研发，最初被设计用于在实验室中追踪动物的活动。)”可知，佩雷拉研发SLEAP是为了开展动物相关研究。故选B项。
14．细节理解题。根据第四段“What’s mre, tracking these physical rt system characteristics helps scientists find genes (基因) assciated with thse characteristics, as well as whether multiple rt characteristics are determined by the same genes r independently. This allws the Salk team t determine what genes are mst beneficial t their plant designs. (此外，追踪这些植物根系的物理特征，有助于科学家找到与这些特征相关的基因，同时还能弄清多种根系特征是由同一基因决定，还是各自独立调控。这也让索尔克研究所的研究团队能够确定，哪些基因对其植物育种研究最具利用价值。)”可知，SLEAP能帮助科学家识别出利于培育理想根系的基因。故选C项。
15．推理判断题。根据最后一段佩雷拉的话“We’re nt just ‘brrwing’ frm different disciplines — we’re really putting them n equal fting in rder t create smething greater than the sum f its parts. (我们不只是从不同学科中‘借鉴’，而是真正让各学科处于平等地位，以创造出比各部分总和更有价值的成果。)”可知，跨学科的研究方法能够促进创新。故选C项。
16．B 17．E 18．C 19．F 20．G
【导语】本文是一篇说明文。主要介绍阅读中因打瞌睡导致的回读现象，分析原因并给出专注阅读、克服该习惯的建议。
16．根据上文“Is it because the material is t difficult t cmprehend n the first reading r because yu are asleep? (是因为材料太难，第一次读不懂，还是因为你打瞌睡了？)”以及下文“Yu are napping (打盹) r daydreaming. (你在打盹或做白日梦。)”可知，此处应承接上文的两个疑问，明确更可能是后者（打瞌睡）的情况，B选项“Prbably the latter is true. (可能后者是对的。)”中的the latter指代上文because yu are asleep，与下文的打盹、做白日梦相呼应，符合语境。故选B项。
17．根据上文“Halfway dwn the page yu realize that yu have n idea what yu have read. (读到页面中间，你意识到自己根本不知道读了什么。)”以及下文“Thus, yu g back and reread, nt because yu did nt understand, but because yu were nt paying attentin. (因此，你回去重读，不是因为你不懂，而是因为你没有集中注意力。)”可知，此处应体现眼睛在看但大脑没专注的状态，E选项“Yur eyes were engaged, but yur mind was nt. (你的眼睛在看，但你的大脑没有投入。)”既解释了为什么不知道读了什么，又为下文“没集中注意力”的原因做铺垫，符合语境。故选E项。
18．根据上文“Engage yur mind. Visualize the incming ideas, and relate the new material t what yu already knw. (集中注意力。想象即将接收的观点，并将新材料与你已有的知识联系起来。)”以及下文“If yur mind is truly ccupied with the text, yu will nt be able t think abut Friday night r where t g n Saturday. (如果你的大脑真的专注于文本，你就不会去想周五晚上或周六去哪里。)”可知，此处应强调阅读时要思考观点而非只看文字，C选项“Dn’t just read the wrds; think the ideas. (不要只看文字，要思考其中的观点。)”与上文Engage yur mind和下文mind is truly ccupied with the text相呼应，符合语境。故选C项。
19．根据上文“First f all, becme aware f when and why yu are regressing. (首先，要意识到自己何时以及为何会回读。)”以及下文“Say, “OK. I missed that paragraph because I was thinking f smething else, but I’m ging t keep n ging and start paying clse attentin.” (比如，“好的。我因为想别的事情错过了那一段，但我会继续读下去，并开始集中注意力。”)”可知，此处应体现意识到回读原因后，要拒绝回读以打破习惯，F选项“Then, start denying yurself the right in rder t break the habit. (然后，开始拒绝自己回读的权利，以打破这个习惯。)”中的Then承接上文First f all，denying yurself the right与下文keep n ging相呼应，符合语境。故选F项。
20．根据下文“Gd readers wh mnitr their wn cmprehensin use it in the reading prcess. Hwever, regressing because yur mind was asleep is a waste f time. (善于监控自己理解程度的优秀读者会在阅读过程中使用它。然而，因为打瞌睡而回读是浪费时间。)”可知，此处应区分两种回读，强调因不懂而回读是合理的，G选项“Rereading because yu did nt understand is a reasnable fix-up strategy. (因为不懂而回读是一种合理的补救策略。)”中的Rereading because yu did nt understand与下文regressing because yur mind was asleep形成对比，reasnable fix-up strategy与下文use it in the reading prcess相呼应，符合语境。故选G项。
21．D 22．A 23．C 24．C 25．B 26．B 27．A 28．B 29．D 30．B 31．D 32．A 33．B 34．C 35．D
【导语】这是一篇记叙文。文章讲述厄休拉求职不顺后，结合农场成长背景萌生农业旅游创业想法，说服家人后创办向日葵农场，农场成名成热门目的地，还让游客感受农场魅力、重拾农耕联结。
21．考查名词词义辨析。句意：虽然她儿时就有环游世界的梦想，还学习了国际商务，渴望在多伦多开创一番事业，但找工作的难度比她预想的要大得多。A. stries故事；B. needs需求；C. habits习惯；D. dreams梦想。根据后文“explring the wrld and studied internatinal business with a desire”以及语境可知，环游世界是她儿时的愿望。故选D项。
22．考查名词词义辨析。句意：虽然她儿时就有环游世界的梦想，还学习了国际商务，渴望在多伦多开创一番事业，但找工作的难度比她预想的要大得多。A. career事业；B. degree学位；C. hbby爱好；D. prject项目。根据前文“studied internatinal business”和后文“finding a jb”以及语境可知，她学专业、找工作都是为了开创职业发展。故选A项。
23．考查形容词词义辨析。句意：虽然她儿时就有环游世界的梦想，还学习了国际商务，渴望在多伦多开创一番事业，但找工作的难度比她预想的要大得多。A. practical实际的；B. imprtant重要的；C. difficult困难的；D. dangerus危险的。根据后文“I wuld just create a jb fr myself”中她决定自己创业的举动可知，这里指找工作并不顺利。故选C项。
24．考查动词词义辨析。句意：厄休拉说：“我决定，如果没人雇我，我就自己给自己创造一份工作。”A. invite邀请；B. ntice注意到；C. hire雇佣；D. cver覆盖。根据前文“finding a jb prved mre ”和后文“create a jb fr myself”可知，她因没人雇佣才选择创业。故选C项。
25．考查名词词义辨析。句意：她在一个大型家庭农场出生长大，所以创办农业旅游生意的想法自然而然地出现在她脑海中，并开始生根发芽。A. issue问题；B. idea想法；C. truth真相；D. funder创始人。根据后文“f an agriculture turism business”并结合她的农场成长背景和创业的决定可知，创办农业旅游生意是她产生的创业想法。故选B项。
26．考查动词短语辨析。句意：她在一个大型家庭农场出生长大，所以创办农业旅游生意的想法自然而然地出现在她脑海中，并开始生根发芽。A. gain grund发展；B. take rt生根发芽；C. wrk wnders创造奇迹；D. raise cncerns引发担忧。根据前文“came naturally t her and began t”以及语境可知，这里指创业想法从产生到逐步推进，像种子一样生根发芽。故选B项。
27．考查动词词义辨析。句意：她说：“我向家人提出了这个计划，问他们能不能租给我10英亩小地块。”A. prpsed提出；B. adapted适应；C. preferred偏爱；D. prved证明。根据后文“asked if they culd rent me a small 10 acres”可知，这里指她先向家人提出了自己的创业计划。故选A项。
28．考查动词词义辨析。句意：“他们一开始拒绝了，不愿冒险，但我最终还是设法得到了许可。”A. aplgized道歉；B. refused拒绝；C. panicked惊慌；D. regretted后悔。根据后文“unwilling t take a risk”和“but I finally get the green light”的转折可知，家人最初是拒绝的。故选B项。
29．考查动词词义辨析。句意：“他们一开始拒绝了，不愿冒险，但我最终还是设法得到了许可。”A. pretended假装；B. returned返回；C. prmised承诺；D. managed设法做到。根据前文“unwilling t take a risk, but I finally”可知，这里指作者最终还是设法得到了许可，manage t d sth，是固定搭配，意为“设法做成某事”，契合她最终获得家人同意的结果。故选D项。
30．考查副词词义辨析。句意：厄休拉说：“诚然，一开始我没什么信心，但这片向日葵农场一举成名，成了该省最受欢迎的目的地之一。”A. Suppsedly据称；B. Admittedly诚然；C. Similarly类似地；D. Cnsequently因此。根据后文“but the Sunflwer Farm rse t fame”的转折可知，此处是她承认自己最初的心态。故选B项。
31．考查名词词义辨析。句意：厄休拉说：“诚然，一开始我没什么信心，但这片向日葵农场一举成名，成了该省最受欢迎的目的地之一。”A. ccupatins职业；B. slutins解决办法；C. institutins机构；D. destinatins目的地。根据前文“the Sunflwer Farm rse t fame”以及语境可知，这里指农场出名了，现在是游客前往游玩的目的地。故选D项。
32．考查介词短语辨析。句意：虽然很多游客根本没去过农场，更不用说向日葵农场了，但这个独特的地方能让他们暂时离开城市，呼吸新鲜空气，能对农业产生新的欣赏之情，甚至可能重新连接上自己的农耕根源，以及那些被他们长久视作理所当然的东西。A. let alne更不用说；B. except fr除了；C. such as例如；D. regardless f不管。根据“never been t a farm at all”和“a sunflwer farm”的递进关系可知，游客连普通农场都没去过，更不用说向日葵农场。故选A项。
33．考查动词词义辨析。句意：虽然很多游客根本没去过农场，更不用说向日葵农场了，但这个独特的地方能让他们暂时离开城市，呼吸新鲜空气，能对农业产生新的欣赏之情，甚至可能重新连接上自己的农耕根源，以及那些被他们长久视作理所当然的东西。A. miss想念；B. leave离开；C. seize抓住；D. tur游览。根据后文“the city fr a while”以及语境可知，游客来到农场，就是暂时离开城市的生活。故选B项。
34．考查名词词义辨析。句意：虽然很多游客根本没去过农场，更不用说向日葵农场了，但这个独特的地方能让他们暂时离开城市，呼吸新鲜空气，能对农业产生新的欣赏之情，甚至可能重新连接上自己的农耕根源，以及那些被他们长久视作理所当然的东西。A. demand需求；B. supprt支持；C. appreciatin欣赏、感激；D. excuse借口。根据前文“breathe in the fresh air, gain a newfund ”以及语境可知，游客在农场体验后，会对农业产生新的认识和欣赏。故选C项。
35．考查动词词义辨析。句意：虽然很多游客根本没去过农场，更不用说向日葵农场了，但这个独特的地方能让他们暂时离开城市，呼吸新鲜空气，能对农业产生新的欣赏之情，甚至可能重新连接上自己的农耕根源，以及那些被他们长久视作理所当然的东西。A. deal处理；B. part分开；C. cmpete竞争；D. recnnect重新连接。根据后文“with their farming rts”以及语境可知，这里指游客可能重新连接上自己的农耕根源，recnnect with是固定搭配，意为“与……重新连接”，契合游客在农场体验中找回农耕根源的语境。故选D项。
36．t finish 37．in 38．numbers 39．watching 40．excitement 41．that/which 42．being pushed 43．the 44．and 45．seemingly
【导语】本文是一篇记叙文。文章主要讲述了作者回忆童年时与母亲一起度过的快乐时光，以及母亲如何将平凡的日常活动变得充满乐趣。
36．考查非谓语动词。句意：很少有人能在等待微波炉加热完成时找到乐趣，但我妈妈却能。wh引导的定语从句的谓语为culd find，此处为非谓语动词，wait fr sb/sth t d sth.是固定搭配，意为“等待某人/某物做某事”，所以用finish的不定式形式t finish，作宾语补足语。故填t finish。
37．考查介词。句意：我最早的记忆之一是被妈妈抱在怀里，一起倒数闪烁的绿色数字。固定搭配in ne’s arms表示“在某人的怀里”。故填in。
38．考查名词复数。句意：我最早的记忆之一是被妈妈抱在怀里，一起倒数闪烁的绿色数字。number“数字”是可数名词，此处指多个数字，应用复数形式，作宾语。故填numbers。
39．考查非谓语动词。句意：她带着我们在厨房里左右跳舞，我们的眼睛盯着微波炉，就像它是一艘太空火箭的倒计时，兴奋和紧张一直持续到最后一刻：哔！本句已有谓语动词wuld dance，此处为独立主格结构，ur eyes与watch之间为主动关系，用现在分词表主动。故填 watching。
40．考查名词。句意：她会带着我们在厨房里左右跳舞，我们的眼睛盯着微波炉，仿佛那是火箭发射的倒计时，兴奋和紧张的情绪在最后一刻不断累积：叮！本空与后面的tensin为并列关系，共同作主语，需用excite的名词形式excitement“兴奋”。故填excitement。
41．考查定语从句。句意：微波炉的警报声很大，但我们用自己的表演掩盖了那个声音，仰起头对着天空大喊——一声尖叫总是以笑声结束。本空引导定语从句，先行词是a scream，指物，关系词代替先行词在定语从句中作主语，应用关系代词that或which引导。故填that/which。
42．考查非谓语动词。句意：我记得坐在超市的手推车里，被人推着，在凹凸不平的停车场地面上就像坐过山车一样。remember ding sth.“记得做过某事”，且I与push“推”之间为被动关系，需用动名词的被动形式，作宾语。故填being pushed。
43．考查冠词。句意：我记得在超市推着手推车，在凹凸不平的停车场地面就像坐过山车一样。此处特指凹凸不平的停车场地面，应用定冠词the。故填the。
44．考查连词。句意：她会加速，风吹着我们的头发向后飘，而我小小的声音喊着：“Weeee-eee-eee！”本空连接两个并列的独立主格结构the wind blwing ur hair back和my tiny vice singing ut为并列关系，用and连接。故填and。
45．考查副词。句意：生活中充满了许多看似平淡无奇的时刻，但我们可以把其中任何一个变成庆祝。此处修饰形容词uneventful，应用副词seemingly“看似”，作状语。故填seemingly。
46． Treasure Library Bks: Our Shared Respnsibility
Recently, I’ve nticed a disturbing phenmenn in ur schl library. Many bks have been scribbled and defaced. Sme pages are filled with randm drawings, while thers have imprtant passages underlined r crssed ut. Even wrse, sme bks have been trn.
These bks are ur shared assets, nt persnal ntebks. They deserve ur respect and care. Every mark n them nt nly ruins the reading experience fr thers but als shrtens their lifespan. Let’s treasure ur library bks, keeping them in gd cnditin. After all, a well-kept library is a reflectin f ur schl’s culture and ur wn gd character.
【导语】这是一篇应用文。考生发现校图书馆的藏书存在被勾画涂改的现象。请你向校园电台投稿。
【详解】1.词汇积累
财产：asset → pssessin/prperty
乱涂乱画：scribble → scrawl
满是：be filled with → be stuffed with
寿命：lifespan → life expectancy
2.句式拓展
简单句变复合句
原句：Many bks have been scribbled and defaced.
拓展句：There are many bks that have been scribbled and defaced.
【点睛】【高分句型 1】Let’s treasure ur library bks, keeping them in gd cnditin.（运用了现在分词作状语）
【高分句型 2】 Sme pages are filled with randm drawings, while thers have imprtant passages underlined r crssed ut.（运用了while连接并列句，表对比）
47． Just as I was abut t turn and run, tw plice fficers arrived n the scene. They stepped ut f their patrl car calmly, hlding a thick rpe in hand. I hurried t share my childhd farm experience with them, and we made a quick plan t cperate. One fficer slwly circled the cw t distract it, keeping his mvements gentle t avid scaring it again. I seized the chance t apprach frm the side, whispering sft wrds like I used t d t calm the cws n my ld farm. Little by little, the cw’s tense bdy relaxed, its threatening lwing faded, and it even blinked at me gently.
After we managed t secure the cw t a tree, we began t discuss what t d with it. Luckily, a farmer passing by recgnized the cw immediately — it was his. He thanked us prfusely, explaining that the cw had brken free frm the fence early that mrning and gne missing. When I picked up Emma after her lessn, I tld her every detail f the rescue. Her face lit up with admiratin: “Dad, yu’re really my her!” That day, I understd that herism isn’t abut being fearless, but abut summning curage t d what’s right even when scared.
【导语】本文以人物为线索展开，讲述了一个周六的早晨，作者为了在女儿艾玛面前树立“英雄”形象，决定去帮助一头受惊且迷路的牛。尽管牛表现出敌意让他感到恐惧，但他还是与两名警察合作，成功安抚并控制住了牛，直到农夫赶来将其领回。这次经历让作者明白，英雄主义并非无畏，而是即使害怕也要鼓起勇气去做正确的事。
【详解】1.段落续写：
①由第一段首句内容“就在我要转身逃跑的时候，两名警察来到了现场”可知，第一段可描写作者与两名警察合作，成功安抚并控制住了牛。
②由第二段首句内容“我们把奶牛拴在了树上后，就开始商量如何处理它”可知，第二段可描写农夫赶来将牛领回。这次经历让作者明白，英雄主义并非无畏，而是即使害怕也要鼓起勇气去做正确的事。
2.续写线索：警察赶到——成功安抚并控制牛——商量如何处理——农夫赶来——带走牛——作者感悟
3.词汇激活
行为类
①急忙：hurry t/rush t
②消失：fade/vanish
③私语：whisper/murmur
情绪类
①无畏的：fearless/bld/brave
②害怕的：scared/frightened
【点睛】[高分句型1] He thanked us prfusely, explaining that the cw had brken free frm the fence early that mrning and gne missing.（运用了that引导宾语从句）
[高分句型2] I seized the chance t apprach frm the side, whispering sft wrds like I used t d t calm the cws n my ld farm. （运用了现在分词whispering作状语）
题号
1
2
3
4
5
6
7
8
9
10
答案
D
B
A
B
D
C
A
A
D
B
题号
11
12
13
14
15
16
17
18
19
20
答案
D
A
B
C
C
B
E
C
F
G
题号
21
22
23
24
25
26
27
28
29
30
答案
D
A
C
C
B
B
A
B
D
B
题号
31
32
33
34
35





答案
D
A
B
C
D