北京市朝阳区北京中学2025-2026学年第二学期3月学情调研高二英语试题含答案

这是一份北京市朝阳区北京中学2025-2026学年第二学期3月学情调研高二英语试题含答案，共3页。试卷主要包含了假设你是红星中学高三学生李华，考查固定短语和时态，考查动词，推理判断题等内容，欢迎下载使用。
高二英语试卷
共 100 分。考试时长 95 分钟。考生务必将答案答在答题卡上，在试卷上作答无效。考试结束后，将答题卡交回。
第一部分：知识运用 (共三节，30 分)
第一节 (共 10 小题;每小题 1 分，共 10 分)
阅读下面短文，掌握其大意，从每题所给的 A 、B 、C 、D 四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
A father and sn went t the kite flying festival. The yung sn became very happy seeing the sky filled with clrful kites. He asked his father t get him a kite and a thread with a rller s he culd fly a kite t. S, the father went t the shp at the park where the festival was being
held. He purchased kites and a rll f thread fr his sn.
The sn started t fly a kite. Sn, his kite high up in the sky. The sn said,
“Father, it seems that the thread is hlding up a kite frm flying higher. If we cut ff the thread,
the kite will be and will g flying even higher. Can we cut it ff?” S, the father cut the thread frm a rller. The kite started t g a little higher. That made the sn very .
But then, slwly, the kite started t cme dwn. And sn it fell dwn n the terrace f the unknwn building. The yung sn was surprised asked his father, “Father, I thught that after
cutting ff the thread, the kite culd freely fly higher. But why did it fall dwn?”
The father explained, “Sn, at the f life that we live in, we ften think there are sme things we are tied t and that they are us frm ging higher. The thread was nt
hlding the kite frm ging higher, but it was helping it stay higher when the wind slwed dwn and when the wind , yu helped the kite g up higher in a prper directin thrugh the
thread. And when we cut the thread, it fell dwn withut the yu were prviding fr the kite thrugh the thread.” The sn realized his mistake.
Smetimes we feel that we can quickly and reach new heights if we were nt tied up with ur family, ur hme. But we t realize that ur family, ur lved nes help us survive the tugh time in ur lives with their supprt and encurage us t reach higher heights in
life. They are nt us, but are supprting us. Never let g f them.
1 ．A ．arrived B ．reached C ．returned D ．left
2 ．A ．free B ．light C ．tight D ．lse
3 ．A ．upset B ．anxius C ．happy D ．depressed
4 ．A ．weight B ．place C ．height D ．quality
5 ．A ．preventing B ．banning C ．prtecting D ．tracking
6 ．A ．raised up B ．set up C ．speeded up D ．put up
7 ．A ．trust B ．evidence C ．flight D ．supprt
8 ．A ．prgress B ．attach C ．absrb D ．prpse
9 ．A ．prmise B ．attempt C ．happen D ．fail
10 ．A ．bullying B ．laughing C ．hlding D ．pushing
第二节 语法填空 (共 10 小题;每小题 1 分，共 10 分)
阅读下列句子，根据内容填空。在未给提示词的空白处仅填写 1 个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。
11 ．Suddenly, I felt myself quickly (draw) up t the surface f the sea.(所给词的适当形式填空)
12 ．He (remain) cmpletely silent abut the secret ever since that day. (所给词的适当形式填空)
13．The janitr fund him (lie) in the bed helplessly with pain yesterday mrning. (所给词的适当形式填空)
14 ．It is still unknwn will happen t Zhng Zhng and Hua Hua as they grw up. (所给词的适当形式填空)
15 ．Jhnsy lay, barely mving, in her bed (stare) at a blank wall under her blanket. (所给词的适当形式填空)
16．Peple with high EQs are less likely (truble) by internal prblems. (所给词的适当形式填空)
17 ．She lived fr six and a half years, nly half the life f the sheep frm she was clned. (所给词的适当形式填空)
18 ．There (be) a number f failures befre they eventually fund a way t clne a mnkey successfully. (所给词的适当形式填空)
19 ．Jbs and ccupatins cme and g an amazing pace these days. (所给词的适当形式填空)
20 ． (cmpare) t students wh has nt been invlved in the study, they als shwed a better understanding f the disabled students’ feelings. (用所给词的适当形式填空)
第三节 选词填空 (共 10 小题;每小题 1 分，共 10 分)
阅读下列句子，根据内容填空选取所给词或短语的适当形式填空。
21 ．The cmmittee decided t the final reprt t the bard f directrs by Friday afternn.
22 ．Althugh they live in the same city, they meet each ther due t their busy schedules.
23 ．We ften that ur parents will always be there t supprt us.
24 ． cst, this prject is much mre efficient than the previus ne, althugh it tk lnger t cmplete.
25 ．If yu keep driving withut taking a break, yu feel exhausted very sn.
26 ．The ancient temple three main halls and a large curtyard in the center.
27 ．After wrking vertime fr a mnth straight, she felt she truly a lng vacatin.
28 ．While walking thrugh the frest, I was suddenly by the beauty f the sunlight filtering thrugh the trees.
29 ． last year’s sales figures, ur perfrmance this quarter has imprved significantly.
30．Dn’t let yur mind during the exam; fcus strictly n the questins in frnt f yu.
第二部分：阅读理解(共两节，38 分)
第一节(共 14 小题;每小题 2 分，共 28 分)
阅读下列短文，从每题所给的 A 、B 、C 、D 四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
wander deserve submit strike rare
in cmparisn with be bund t cnsist f in terms f take it fr granted
A
Castal Discvery Science Camp
Lcated n the rcky cast f nrthern Califrnia, the Castal Discvery Science Camp (CDSC) gives pre-cllege students a rewarding firsthand taste f utdr learning. Participants live and
study n site, taking classes led by experienced teachers and field scientists while having access t labs, research bats, and tide-pl study areas. Curses will cver envirnmental science, cean
explratin, castal eclgy and mre.Prgrams Infrmatin
Castal Discvery Science Camp des nt prvide transprtatin t Seabrk, CA r t the castal field statin. This includes rides t and frm airprts, train statins, and ther public
transprtatin stps. A parent r guardian must bring the student t the camp n arrival day.
What’s Included
All meals and n-site husing during the prgram; classes 9:00 a.m. — 4:00 p.m. each day taught by prfessinal instructrs and teaching assistants; all textbks and lab materials; guest
lectures; entrance fees and transprtatin fr field trips; cllege pathways wrkshps and ther club activities; evening and weekend scial events; guided visits t nearby clleges and use f sprts and recreatin equipment.
Curses
Middle schl
prgram
High schl
prgram
Minimum
age
13
15
Grades
6 — 8
9 — 12
Dates
June 28 — July 4
June 20 — 26
Prgram fee
$3,840
$3,940
Curse
Time
Lcatin
Real-time
Status
Castal Ecsystems: An Artistic and
9:00 a.m.
Castal
Open-limited
31 ．Which service is ffered by CDSC?
A ．On-site husing during the prgram. B ．24-hur nline tutring after camp.
C ．Dr-t-dr pick-up service. D ．Free air tickets t Seabrk.
32 ．What d the tw prgrams have in cmmn?
A ．They bth accept students in Grade 8. B ．They last the same number f days.
C ．They prvide sufficient pen seats. D ．They have the same prgram fees.
33 ．What is special abut this camp accrding t the text?
A ．It facilitates admissin t university. B ．It features students’ all-rund grwth.
C ．It stresses the ability t survive utdrs. D ．It allws students t learn in castal envirnments.
B
Like many peple in New Zealand, Emma Lewis grew up knwing little abut her
cuntry’s natinal game — rugby, ther than watching sme neighburs pass the ball arund n a muddy field.
It was nly when her tw kids started playing rugby as part f their training fr netball that she really tk ntice. Her sn, Ben, went n t d very well in rugby and nw plays fr the
Wellingtn Waves in a natinal yuth rugby league.
Bth came up thrugh the Harbur Junir Rugby Club (HJRC), in the Wellingtn area,
which has been arund since 1905. When the number f players in the kids’ teams began falling in 2019, Ms. Lewis, wh runs a small cafe in Wellingtn, vlunteered t help. She ffered t spnsr the “Tiny Ferns” prgram, which intrduced kids aged 7 and 8 t the game.
Thanks t her spnsrship, mre than 80 kids play fr free each autumn fr eight weeks.
They spend an hur every Saturday learning the game and every player is given a sft rugby ball and a green shirt. “They are taught t catch, pass, run and scre in a nn-cntact setting,” she said. “Yu get them running arund. Yu get them ff their devices. It is ur natinal game, s yu let them feel it. And sure enugh, they enjy it.”
Scientific Explratin f Life Alng the Shreline
—4:00 p.m.
Discvery Field Lab
seats
T fund the prgram, Ms. Lewis came up with a new idea. She started lking arund her neighburhd fr ld appliances, metal and electrnic items such as brken tasters, laptps and cell phnes. She srted the material behind her cafe and sld it t a lcal recycling centre. “Peple nw bring their ld electrnics and metal t the back dr,” she said. The recycling brings in
arund $15,000 a year, which cvers the cst f the rugby prgram.
Ms. Lewis said watching the kids play has given her a lt f happiness. Nt nly is far less rubbish ging t landfill, she said, but “we’ve als gt kids wh are ut n the field, nt sitting in frnt f a phne.”
34 ．What can we learn abut Emma’s early experience with rugby?
A ．She knew little abut the game. B ．She was trained by a famus cach.
C ．She enjyed watching rugby games. D ．She jined matches with her neighburs.
35 ．The main purpse f the “Tiny Ferns” prgram is t .
A ．raise mney fr the HJRC B ．teach kids hw t use rugby equipment
C ．help yung kids enjy rugby in a safer way D ．prvide mre kids with pprtunities t play rugby
36 ．Hw did Emma btain funds fr the prgram?
A ．By charging participatin fees. B ．By cllecting and selling used items.
C ．By rganizing charity matches. D ．By raising mney frm the cmmunity.
37 ．What can we learn abut the prgram’s impact?
A ．It made rugby a natinal game. B ．It prmted cmmunity inclusin.
C ．It reduced screen time fr kids. D ．It created jbs fr the lcal residents.
C
Predictive cding, a thery riginally develped in neurscience and machine learning, is
changing ur understanding f the human brain. It prpses that the brain is nt a simple receiver f sensry infrmatin but an active “predictin machine”. Instead f prcessing every detail frm the beginning, ur brains cnstantly make mdels f the wrld and guess what we will see, hear, r feel next. The difference between these predictins and the actual sensry input — termed the “predictin errr”— is the nly infrmatin the brain needs t change its internal mdels. This
efficient system explains why we can easily recgnize a friend’s face in a crwd r understand a
sentence even with backgrund nise.
Hwever, this smart efficiency cmes with cgnitive trade-ffs. A cre idea f predictive
cding is that perceptin is in its nature a cntrlled false image, heavily shaped by what we
already believe. This can lead t built-in biases. Fr instance, in a famus experiment, participants shwn a nt clear image f a bicycle were later mre likely t wrngly recgnize similar but nt present bjects like unicycles, because their brain’s predictin — based n the cmmn idea
“wheeled vehicle”— was strnger than the unclear sensry data. Such findings challenge the
simple view f perceptin as an bjective camera, suggesting instead that what we “see” is a best guess made by ur neural system.
The effects g beynd ptical illusins (视觉幻觉) int scial cgnitin. Research shws that steretypes and cultural expectatins wrk as pwerful prir beliefs within the predictive
cding system. When we meet smene frm a grup we have ideas abut, ur brain may reduce predictin errrs by ignring infrmatin that ges against ur expectatins, thereby making
strnger pre-existing biases. This neural way f wrking prvides a physical basis fr
“cnfirmatin bias,” shwing hw ur search fr cgnitive efficiency can accidentally cntinue scial misunderstandings.
Imprtantly, the brain’s predictive system is nt a fixed fate. Neurplasticity (神经可塑性) makes sure that with cntinued, attentin-driven cntact t new and ppsite evidence, the brain’s mdels can be changed. This is the scientific basis f learning and mindfulness practices. By
purpsely paying attentin t predictin errrs — thse mments when reality surprises us — we can make ur internal mdels change, leading t mre crrect perceptins and less prejudice.
Thus, predictive cding nt nly explains the beginnings f ur biases but als shws a way tward vercming them, describing the mind as a changing, changeable system rather than a fixed recrder f reality.
38 ．Accrding t the predictive cding thery, the primary functin f the “predictin errr” is t
.
_________
A ．generate entirely new sensry mdels frm scratch
B ．create persistent illusins that dminate ur perceptin
C ．act as the main surce f sensry infrmatin the brain receives
D ．serve as the nly signal fr the brain t crrect its internal predictins
39 ．The experiment invlving the unclear bicycle image is mentined t illustrate .
A ．the superirity f human visual prcessing
B ．hw prir beliefs can change perceptual judgment
C ．the difficulty in recgnizing uncmmn bjects
D ．the cmplete unreliability f human senses
40 ．Which f the fllwing wuld be the mst suitable title fr the passage?
A ．Predictin and Perceptin: Hw the Brain Cnstructs Reality
B ．The Passive Brain: A Receiver f Infrmatin
C ．The End f Steretypes: A Neurscience Perspective
D ．Sensry Overlad: The Brain’s Prcessing Challenge
D
In ver 25 years, DeSimne has spun his research findings int cmmercial gld by
launching several businesses. As a faculty member at the University f Nrth Cai’lina, he
prvided scientific advice and held equity in the businesses. But he has never actually managed his cmpanies. His emplyers bar him frm simultaneusly hlding an academic pst and an
executive psitin. The dual rles can present huge cnflicts.
Cnflicts f interest (COIs)ccur when an individual’s persnal interests—family,
friendships, financial, r scial factrs—culd cmprmise his r her judgment, decisins, r actins in the wrkplace, and it makes sund career sense t think abut hw t manage them. Researchers shuld disclse ptential r existing cnflicts acrss all aspects f academic life.
In mst places, COI management runs n an hnr system. Researchers decide which
financial hldings and relatinships t disclse t university administratrs. Jurnals and funders adpt a similar system when they ask authrs and peer reviewers abut ptential cnflicts related t manuscript r grant apprvals.
Mst research institutins ffer training t help faculty members t understand what
cnstitutes a ptential r existing cnflict. Administratrs then decide whether the interest presents a cnflict, and whether that cnflict can be handled. If s, they create a management plan t
address it. If nt, researchers must abandn the wrk, partner with researchers at ther institutins, r leave their university.
Perceptin plays a part in defining a ptential cnflict, warns Walt, a chemist at Tufts
University. Investigatrs wh develp a technlgy in the labratry and then transfer it t their cmpany culd create a cnflict f interest in the eyes f their students, Walt says. But the
ptential cnflict can be avided by drafting a licensing agreement that bars discveries frm
autmatically being transferred t the investigatr’s cmpany. Walt created such an arrangement t assure his students that they weren’t actually wrking fr his private cmpanies.
Relatinships can pse cnflicts when cnference rganizers are chsing speakers.
Members f the American Sciety fr Human Genetics prgram cmmittee, which selects
abstracts and talks fr their annual meeting, must recuse(要求回避)themselves frm cnsidering talks by, fr example, researchers at their current and past institutins, clse cllabratrs and
thse with whm they have persnal r familial ties.
Even differing pints f view can play a part. Scacheri, a geneticist wh chairs the
cmmittee, says that members wh have disagreed persnally with ptential speakers might als be bliged t recuse themselves: “If yu feel like yu can’t be an impartial (公正的)reviewer, that is cnsidered a COI.”
Handling COIs can be burdensme. COI managers emphasize that the gal is nt t
suppress innvatin, but t expse ptential cnflicts s that they can be managed. “Nthing abut the prcess is meant t be prhibitive,” says Grewal, a COI fficer at MIT. Her institutin wants
t enable gd science and the betterment f humanity. “During that prcess,” she says, “if yu make sme mney, that’s gd as well.”
41 ．The example f DeSimne in Paragraph 1 is used mainly t .
A ．raise a questin B ．reprt a finding
C ．intrduce a tpic D ．present a thery
42 ．T better deal with COIs, .
A ．researchers have t quit their jb at the university
B ．researchers shuld reprt the cnflicts that pssibly exist
C ．institutins need t mnitr the staff’s career and relatinships
D ．institutins shuld train researchers t create management plans
43 ．What can we learn frm the passage?
A ．Grewal cnsiders COI management exhausting and cstly.
B ．Walt arranged t transfer discveries at his lab t his cmpanies.
C ．Cnference rganizers shuld avid inviting unqualified speakers.
D ．Scacheri believes persnal viewpints may impact a reviewer’s decisin.
44 ．What can we infer frm the passage?
A ．COIs can be defined depending n interpretatins.
B ．COIs benefit scientific innvatin and better humanity.
C ．COIs arise primarily due t the pursuit f financial gains.
D ．COIs can be gt rid f by prmting fairness in wrkplaces.
第二节 七选五(共 5 小题;每小题 2 分，共 10 分)
Have yu ever seen a duck gracefully flating n a pnd? While it appears peaceful abve the water, its feet are paddling fast t stay aflat underneath. This cntrast illustrates “flating
duck syndrme”, a term that describes the tendency fr peple t mask their internal stress and struggles behind an appearance f utward success and calm.
45 Just like ducks, they attempt t present an image f accmplishment while
struggling with internal stress. Underneath the calm appearance, there is anxiety, self-dubt, and the persistent pursuit f achievement. This is a struggle hidden frm casual bservatin but keenly felt by thse wh experience it firsthand.
Mdern life demands a cnstant handling f respnsibilities acrss schl, wrk, family, and leisure. Therefre, individuals try t be utstanding in multiple areas while cvering up their struggles, leading t their hard wrk and sufferings ging unnticed. 46 Thrugh this
discnnectin between perceptin and reality, the pressure t appear effrtlessly successful
becmes bvius. When we underestimate the challenges f success, we find urselves stretched thin acrss a large number f tasks. 47 Althugh this strategy might have apparent
victries, it ultimately leaves us with many unmet expectatins.
Flating duck syndrme can have cncerning impacts n ur well-being and cnnectedness.48 This internalizatin f struggle nt nly adds weight t ur burdens but als separates
us frm ptential surces f supprt. We may cheat urselves int believing that we must deal with ur challenges alne, withut needing help frm thers. This nly makes it harder t cpe effectively and denies us the pprtunity t cnnect genuinely with thers.
The idea f easy success hides a deeper truth. 49 By accepting ur weakness and acknwledging these effrts, we prmte a culture f penness and care — ne where seeking help is nt viewed as a sign f weakness, but rather as a curageus step frward.
A ．It is like jkers trying t keep several balls in the air at nce.
B ．T keep a capable appearance, we may lck the stress away frm public view.
C ．S we usually mistakenly believe that achievements cme easily t thers.
D ．These findings highlight ur tendency t cver up visible signs f struggle.
E ．Flating duck syndrme is particularly cmmn amng high-achieving peple.
F ．True achievements ften require us t accept the hard wrk behind them.
G ．We may feel pressured t present an utward image f cmpetence and strength.
第三部分：书面表达(共两节，32 分)
第一节 阅读表达(共 4 小题;第 50 、51 题各 2 分，第 52 题 3 分，第 53 题 5 分，共 12 分)。阅读下面短文，根据题目要求回答问题。
阅读下面的短文和问题，根据短文内容，在相应题号后的横线上写下相关信息，完成对该问题的回答。答语要结构正确，书写工整，字迹清楚。
Liberal Arts’ Hidden Value
If yu have t pick ne, wh d yu think made greater cntributins t the wrld: physicist Isaac Newtn r philspher Aristtle?
Chances are that yu’d find it hard t make a decisin. But when chsing a majr in
cllege, the line between the tw areas culdn’t be clearer. Science majrs, such as technlgy, engineering, math, are cnsidered t be mre practical chices because f the wealth f
pprtunities, while thse wh chse a liberal arts (文科) majr—language, music, philsphy—may have mre difficulty finding a jb.
But perhaps we shuld lk at liberal arts studies in anther way t understand its value. In the dcumentary Civilizatins, fr example, presenters (主持人) take us t 31 cuntries t
appreciate human creativity, such as the Great Wall and the Pyramids. T Simn Schama, ne f the presenters, human civilizatin isn’t just abut technlgy, but abut liberal arts r creating
things t leave a persn’s mark f their existence fr future humans t witness and admire.
By cmparing science and liberal arts, we’re drawing “an artificial line” between the tw,
said Lretta Jacksn, an assciate prfessr at Rhdes Cllege in Memphis, US. And t sme f
the greatest innvatrs (革新者) in histry, this line never existed. Lenard da Vinci, fr
example, was an utstanding scientist and painter. He was s interested in bilgy and anatmy
(解剖学) that he drew the famus Vitruvian Man, which perfectly shws prprtins (比例) f the human bdy. Then there’s Steve Jbs, wh is an engineer and als an artist. He summarized the
relatinship between science and arts: “It’s in Apple’s DNA that technlgy alne is nt
enugh—it’s technlgy married with liberal arts that brings us what makes ur heart sing.”
50 ．Why is science mre attractive when students chse a majr in cllege?
51 ．Accrding t Simn Schama, what is the value f liberal arts in human civilizatin?
52．Please decide which part is false in the fllwing statement, then underline it and explain why.
DSteve Jbs cncluded that technlgy cntributed t Apple’s success, but liberal arts played a mre imprtant rle.
53 ．What majr will yu chse in cllege? Explain yur reasns. (In abut 40 wrds)
第二节 书面表达(20 分)
54．假设你是红星中学高三学生李华。世界读书日即将到来， 你的外国好友 Jim 正在开展主题为“信息时代中学生如何阅读” 的项目式学习，他发来邮件对你进行访谈。请你用英文给他回复，内容包括：
1. 信息时代对阅读的影响；
2. 你的阅读方式和理由。
注意：1. 词数 100 左右；
2. 开头和结尾已给出，不计入总词数。
Dear Jim,
Yurs,
Li Hua
1 ．B 2 ．A 3 ．C 4 ．C 5 ．A 6 ．C 7 ．D 8 ．A 9 ．D
10 ．C
【导语】本文是一篇记叙文。文章主要讲述了父子放风筝悟出的人生道理。
1 ．考查动词词义辨析。句意：很快，他的风筝升到了高空。A. arrived 到达（通常与 at/in连用）；B. reached 到达（及物动词，可直接接宾语）；C. returned 返回；D. left 离开。根据后文“high up in the sky”可知，此处指风筝到达了高空，reach 可直接接地点或高度。故选B。
2 ．考查形容词词义辨析。句意：如果我们剪断线，风筝就会自由了，会飞得更高。 "A.free" A. free自由的；B. light 轻的；C. tight 紧的；D. lse 松的。根据后文“and will g flying even
higher”可知，儿子认为剪断线风筝就自由了。故选 A。
3 ．考查形容词词义辨析。句意：这让儿子非常高兴。A. upset 沮丧的；B. anxius 焦虑的； C. happy 高兴的；D. depressed 抑郁的。根据前文“The kite started t g a little higher.”可知，
风筝飞得更高了，儿子应该是高兴的。故选 C。
4 ．考查名词词义辨析。句意：在我们生活的这个高度，我们常常认为有一些东西束缚着我们，阻止我们飞得更高。A. weight 重量； "B.place" B. place 地方；C. height 高度；D. quality 质量。根据后文“we ften think there are sme things we are tied t and that they are us frm ging
higher.”可知，此处用风筝的高度比喻人生高度，与后文“g higher” 呼应。故选 C。
5 ．考查动词词义辨析。句意：在我们生活的这个高度，我们常常认为有一些东西束缚着我们，阻止我们飞得更高。A. preventing 阻止；B. banning 禁止；C. prtecting 保护；D. tracking追踪。根据前文“we ften think there are sme things we are tied t” 以及后文“us frm ging
higher.”可知，此处指一些东西阻止我们飞得更高，prevent sb. frm ding sth.“ 阻止某人做某事” 。故选 A。
6 ．考查动词短语辨析。句意：线并没有阻止风筝飞得更高，而是当风速减慢时帮助它保持在高空，当风速加快时，你通过线帮助风筝朝正确的方向飞得更高。A. raised up 举起；B. set up 建立；C. speeded up 加速；D. put up 张贴。根据后文“yu helped the kite g up higher in a prper directin thrugh the thread”可知，此处指风速加快时风筝更容易升高。故选 C。
7 ．考查名词词义辨析。句意：当我们剪断线时，风筝在没有你通过线提供的支撑的情况下掉了下来。 "A.trust" A. trust 信任；B. evidence 证据；C. flight 飞行； "D.supprt" D. supprt 支撑。根据前文“but it was helping it stay higher when the wind slwed dwn”可知，线给风筝提供了支撑，与后文家
人的支持呼应。故选 D。
8 ．考查动词词义辨析。句意：有时候，我们觉得如果我们不被家庭、家所束缚，我们就能迅速进步，达到新的高度。A. prgress 进步；B. attach 依附；C. absrb 吸收；D. prpse 提议。根据后文“reach new heights”可知，此处指迅速进步。故选 A。
9 ．考查动词词义辨析。句意：但我们没有意识到，我们的家人、我们所爱的人用他们的支持帮助我们度过生活中的艰难时期，并鼓励我们在生活中达到更高的高度。A. prmise 承诺；
B. attempt 尝试；C. happen 发生； "D.fail" D. fail 失败，未能(做到)。根据前文转折词“But”及后文“t realize that ur family, ur lved nes help us survive the tugh time in ur lives with their
supprt and encurage us t reach higher heights in life”可知，此处指我们没有意识到家人的支持对我们的重要性，fail t d sth.“未能做某事” 。故选 D。
10 ．考查动词词义辨析。句意：他们不是在束缚我们，而是在支持我们。A. bullying 欺负； B. laughing 嘲笑；C. hlding 握住，束缚；D. pushing 推。根据前文“The thread was nt hlding the kite frm ging higher”及“Smetimes we feel that we can quickly and reach new heights if we were nt tied up with ur family, ur hme.”可知，与前文“hlding the kite” 呼应，此处表示束缚、拖住。故选 C。
11 ．drawn
【详解】考查非谓语动词。句意：突然，我感觉自己被迅速地拉到了海面。空处是非谓语动词，作宾语 myself 的补足语，draw 和 myself 之间是被动关系，应用过去分词 drawn 作宾补。故填 drawn。
12 ．has remained
【详解】考查时态。句意：从那天起，他就对这个秘密一直保持完全沉默。根据 ever since that day 可知，此处表示从过去某一时间点开始一直持续到现在的动作或状态，用现在完成时，又因为主语 He 是第三人称单数，助动词用 has ，remain 的过去分词是 remained 。故填 has
remained。
13 ．lying
【详解】考查非谓语动词。句意：昨天早上，看门人发现他无助地躺在床上，痛苦不堪。空处是非谓语动词，作宾语 him 的补足语，lie 与 him之间是主动关系，且此处表示动作正在进行，应用现在分词形式 lying 作宾补。故填 lying。
14 ．what
【详解】考查主语从句。句意：随着“ 中中”和“华华” 的长大，会发生什么事仍然不得而知。
空处需用连接词引导主语从句，从句缺少主语，表示“什么”之意，所以空处需用连接代词what 引导主语从句。故填 what。
15 ．staring
【详解】考查非谓语动词。句意： Jhnsy 躺在床上，盖着毯子，几乎一动不动，盯着一面空白的墙。空处是非谓语动词，作伴随状语，Jhnsy 和 stare 之间是主动关系，所以用现在分词 staring 表主动。故填 staring。
16 ．t be trubled
【详解】考查非谓语动词。句意： 情商高的人不太可能被内心问题困扰。固定结构 be likely t d sth.（有可能做某事），主语 Peple 与动词 truble 为被动关系，需用不定式的被动形式t be dne；truble 的过去分词为 trubled。故填 t be trubled。
17 ．which
【详解】考查定语从句。句意：她活了六年半，只有提供她克隆基因的那只羊寿命的一半。此处为“介词+关系代词” 引导的定语从句，修饰先行词 the sheep，指物，介词后关系代词用 which。故填 which。
18 ．had been
【详解】考查时态。句意： 在他们最终成功地找到克隆猴子的方法之前，已经有很多次失败了。提示词是“There be 句型” 中谓语动词，结合时间状语“befre they eventually fund a way t clne a mnkey successfully”可知，动作发生在过去的过去，应用过去完成时态 had been。故填 had been。
19 ．at
【详解】考查介词。句意：如今，工作和职业以惊人的速度来来去去。介词短语 ，表示“ 以 的速度”，是固定搭配。故填 at。
20 ．Cmpared
【详解】考查非谓语动词。句意： 与没有参与研究的学生相比，他们也更能理解残疾学生的感受。短语 be cmpared t 表示“ 比较” ，此处省略 be 动词，过去分词作状语，首字母大写。故填 Cmpared。
21．submit 22．rarely 23．take it fr granted 24．In terms f 25．will be bund t 26．cnsists f 27．deserved 28．struck 29．In cmparisn with 30．wander
【解析】21．考查动词。句意： 委员会决定在周五下午之前将最终报告提交给董事会。空格
处需要填入一个动词，与“the final reprt”和“t the bard f directrs”构成合理的动宾关系。 submit 意为“提交” ，符合句意，表示将报告提交给董事会。故选 submit。
22．考查副词。句意：尽管他们住在同一个城市，但由于日程繁忙，他们很少见面。空格处需要填入一个副词来修饰动词“meet”，表示见面的频率。rare 意为“稀少的”，其副词形式 rarely表示“很少” ，符合句意。故选 rarely。
23．考查固定短语。句意：我们常常想当然地认为父母会一直在我们身边支持我们。空 take it fr granted 意为“想当然地认为” ，符合句意，表示我们认为父母的支持是理所当然的。故选 take it fr granted。
24．考查固定短语。句意：就成本而言，这个项目比前一个项目效率高得多，尽管完成它花了更长的时间。in terms f 意为“就 而言” ，符合句意，表示就成本方面进行比较。故选In terms f。
25．考查固定短语和时态。句意：如果你一直开车不休息，你很快就会感到筋疲力尽。be bund t 意为“必然，一定会” ，符合句意，表示如果你一直开车不休息，你必然会感到筋疲力尽。根据语境可知，此处描述的是将来的情况，应用一般将来时。故选 will be bund t。
26 ．考查动词短语。句意：这座古庙由三个主殿和一个中心大庭院组成。cnsist f 意为 “ 由 组成” ，符合句意，表示古庙由三个主殿和一个中心大庭院组成。主语 The ancient temple 为单数形式，谓语动词应用第三人称单数形式。故选 cnsists f。
27．考查动词。句意：连续加班一个月后，她觉得自己真的应该放个长假了。deserve 意为“应得，值得” ，符合句意。根据上文 felt可知，句子描述的是过去的情况，应用一般过去时。
故选 deserved。
28．考查动词。句意：当我穿过森林时，我突然被阳光透过树叶的美景所打动。strike 意为“打动，使印象深刻”，符合句意，表示“我”被阳光透过树叶的美景所打动。根据上文 I was suddenly可知，句子描述的是过去的情况，且此处为被动语态，应填 strike 的过去分词 struck 。故选struck。
29 ．考查固定短语。句意：与去年的销售数据相比，我们本季度的业绩有了显著提高。in cmparisn with 意为“与 相比”，符合句意，表示与去年的销售数据相比，句首单词首字母大写。故选 In cmparisn with。
30 ．考查动词。句意：考试时不要让你的思绪游离；严格专注于你面前的问题。wander 意 为“游离，漫步” ，符合句意，表示不要让思绪在考试时游离。let sb./sth. d sth.为固定用法，空处需填动词原形。故选 wander。
31 ．A 32 ．B 33 ．D
【导语】这是一篇应用文。文章介绍了北加州海岸探索科学营的概况、初高中项目信息。
31 ．细节理解题。根据 What’s Included 部分“All meals and n-site husing during the
prgram(整个项目期间的所有餐饮以及住宿安排)”可知，CDSC 在项目期间提供住宿服务。故选 A。
32 ．细节理解题。根据 Prgrams Infrmatin 部分“Dates: June 28 — July 4; June 20 — 26 (日期：6 月 28 日至 7 月 4 日；6 月 20 日至 26 日)”可知，两个项目持续的天数相同。故选 B。
33 ．细节理解题。根据第一段“Lcated n the rcky cast f nrthern Califrnia, the Castal
Discvery Science Camp (CDSC) gives pre-cllege students a rewarding firsthand taste f
utdr learning. Participants live and study n site, taking classes led by experienced teachers
and field scientists while having access t labs, research bats, and tide-pl study areas. Curses will cver envirnmental science, cean explratin, castal eclgy and mre.(海岸探索科学营（CDSC）位于加利福尼亚州北部的岩石海岸边，为大学预科生提供了一次宝贵而真实的户外学习体验。参与者在校内生活和学习，由经验丰富的教师和科研人员授课，同时还能使用实验室、研究船和潮池研究区域。课程内容将涵盖环境科学、海洋探索、海岸生态学等)”可知，这个营地能让学生在沿海环境中学习。故选 D。
34 ．A 35 ．D 36 ．B 37 ．C
【导语】本文是一篇记叙文，主要讲述了 Emma Lewis 通过赞助儿童曲棍球项目 Tiny Ferns并创新回收筹款方式，既推广了新西兰国球运动，又减少了儿童屏幕时间的故事。
34．细节理解题。根据第一段“Like many peple in New Zealand, Emma Lewis grew up knwing little abut her cuntry’s natinal game — rugby, ther than watching sme neighburs pass the
ball arund n a muddy field.(和新西兰的许多民众一样，艾玛·刘易斯从小对本国的国家运动——橄榄球知之甚少——只知道曾看到一些邻居在泥泞的场地上传球嬉戏)”可知，艾玛早期对橄榄球这项运动知之甚少。故选 A。
35 ．细节理解题。根据第四段“Thanks t her spnsrship, mre than 80 kids play fr free each autumn fr eight weeks.(多亏了她的资助，每年秋天会有超过 80 名孩子可以免费参加为期八周的活动)”可知，项目的主要目的是为更多孩子提供参与橄榄球运动的机会。故选 D。
36．细节理解题。根据第五段“She started lking arund her neighburhd fr ld appliances, metal and electrnic items such as brken tasters, laptps and cell phnes. She srted the
material behind her cafe and sld it t a lcal recycling centre.(她开始在自己居住的小区里四处
寻找旧电器、金属制品和电子产品，比如坏掉的烤面包机、笔记本电脑和手机。她把咖啡馆
后面的这些废旧物资整理分类，然后卖给了当地的回收中心)”可知，艾玛通过收集并出售二手物品为这个项目筹集资金。故选 B。
37．细节理解题。根据最后一段“Nt nly is far less rubbish ging t landfill, she said, but “we’ve als gt kids wh are ut n the field, nt sitting in frnt f a phne.”(她说，不仅垃圾的填埋量大幅减少，而且“孩子们也都在户外活动，而不是坐在手机前面。”)”可知，项目显著减少了儿童屏幕时间。故选 C。
38 ．D 39 ．B 40 ．A
【导语】本文是一篇说明文。文章主要介绍了预测编码理论，该理论认为大脑是一个主动的“预测机器”，通过预测与实际感官输入之间的差异来不断调整和优化其内部模型，同时探讨了这一理论在认知偏差、社会认知以及神经可塑性方面的应用和影响。
38．细节理解题。根据第一段中“The difference between these predictins and the actual sensry input — termed the “predictin errr” — is the nly infrmatin the brain needs t change its
internal mdels. (这些预测与实际感官输入之间的差异——被称为“预测误差”——是大脑改变其内部模型所需的唯一信息。)”可知，根据预测编码理论，“预测误差” 的主要功能是作为大脑修正其内部预测的唯一信号。故选 D 项。
39．推理判断题。根据第二段中“A cre idea f predictive cding is that perceptin is in its nature a cntrlled false image, heavily shaped by what we already believe. This can lead t built-in
biases. Fr instance, in a famus experiment, participants shwn a nt clear image f a bicycle
were later mre likely t wrngly recgnize similar but nt present bjects like unicycles, because their brain’s predictin — based n the cmmn idea “wheeled vehicle” — was strnger than the unclear sensry data. Such findings challenge the simple view f perceptin as an bjective
camera, suggesting instead that what we “see” is a best guess made by ur neural system. (预测编码理论的核心观点认为，感知本质上是一种受控的虚假影像，深受我们既有信念的影响。这种机制可能导致固有的认知偏差。例如，在一个著名实验中，参与者观看了一张模糊的自行车图片后，更容易错误地识别出类似但实际未出现的物体(如独轮车) 。这是因为他们大脑基于“带轮交通工具”这一常见概念作出的预测，比模糊的感官输入更加强烈。这类发现挑战了“感知如同客观摄像机” 的简单观点，转而揭示出我们所“看见” 的其实是神经系统作出的最佳推测。)”可知，参与者因大脑基于“带轮子的车辆”这一常见概念进行预测，而更可能错误识别独轮车。这个例子是为了说明先前的信念(如常见概念)如何改变知觉判断。故选 B 项。
40 ．主旨大意题。通读全文，尤其是第一段中“Predictive cding, a thery riginally develped in neurscience and machine learning, is changing ur understanding f the human brain. It
prpses that the brain is nt a simple receiver f sensry infrmatin but an active “predictin
machine” . (预测编码，这一最初在神经科学和机器学习领域发展起来的理论，正在改变我们对人类大脑的理解。它提出大脑不是感官信息的简单接收者，而是一个主动的“预测机
器”。)”可知，文章主要介绍了预测编码理论，核心观点是大脑通过主动预测(而非被动接收)来构建我们对现实的感知(perceptin)，并详细阐述了这一过程如何运作、可能带来的偏见以及改变的可能性。A 项“Predictin and Perceptin: Hw the Brain Cnstructs Reality (预测与感知：大脑如何构建现实)”是最佳标题。故选 A 项。
41 ．C 42 ．B 43 ．D 44 ．A
【导语】这是一篇说明文。文章主要介绍了什么是利益冲突，以及如何避免利益冲突。
41 ．推理判断题。根据第一段内容可知，DeSimne 大学教员和公司股份持有者的双重身份导致了巨大冲突。再结合第二段的“Cnflicts f interest (COIs)ccur when an individual’s
persnal interests—family, friendships, financial, r scial factrs—culd cmprmise his r her judgment, decisins, r actins in the wrkplace, and it makes sund career sense t think abut
hw t manage them.（当一个人的个人利益——家庭、友谊、经济或社会因素——可能会损害他或她在工作场所的判断、决定或行动时，利益冲突(COIs)就会发生，考虑如何管理这些利益对职业生涯来说是很有意义的）” 以及下文对如何处理利益冲突的陈述推知，第一段提到 DeSimne 的例子是为了引出本文的话题——如何处理利益冲突。故选 C。
42．细节理解题。根据第二段的“Researchers shuld disclse ptential r existing cnflicts acrss all aspects f academic life.（研究人员应该揭示学术生活的各个方面潜在的或存在的冲突）”可知，为了更好的应对利益冲突，研究人员应报告可能存在的冲突。故选 B。
43 ．细节理解题。根据倒数第二段“Even differing pints f view can play a part. Scacheri, a
geneticist wh chairs the cmmittee, says that members wh have disagreed persnally with
ptential speakers might als be bliged t recuse themselves: “If yu feel like yu can’t be an
impartial (公正的)reviewer, that is cnsidered a COI.”（甚至不同的观点也能发挥作用。Scacheri是一名遗传学家，同时也是委员会主席。他说，那些个人与潜在演讲者意见不一致的成员也可能被迫回避:‘如果你觉得自己不能成为一个公正的评审员，那就被认为是 COI 。’）”可知， Scacheri 认为个人观点可能会影响评审者的决定。故选 D。
44．推理判断题。根据第五段“Perceptin plays a part in defining a ptential cnflict, warns Walt,
a chemist at Tufts University. Investigatrs wh develp a technlgy in the labratry and then
transfer it t their cmpany culd create a cnflict f interest in the eyes f their students, Walt
says. But the ptential cnflict can be avided by drafting a licensing agreement that bars
discveries frm autmatically being transferred t the investigatr’s cmpany. Walt created such an arrangement t assure his students that they weren’t actually wrking fr his private
cmpanies.（塔夫茨大学的化学家 Walt 警告称，理解在定义潜在冲突中起着重要作用。沃尔特说，在实验室里开发出一项技术，然后把它转移到他们公司的研究人员，在他们的学生看来可能会产生利益冲突。但通过起草一份许可协议，禁止将发现自动转让给调查人员的公司，就可以避免潜在的冲突。沃尔特这样做是为了让他的学生相信，他们实际上并不是在为他的私人公司工作）”推知，COIs 的定义可以取决于理解。故选 A。
45 ．E 46 ．C 47 ．A 48 ．B 49 ．F
【导语】本文是一篇说明文。文章探讨了“浮鸭综合征”这一概念，揭示人们如何在外表平静与成功的伪装下隐藏内心的压力和挣扎，并强调真正的成就需要承认背后的辛勤付出而非假装轻松。
45．前文“This cntrast illustrates “flating duck syndrme”, a term that describes the tendency fr peple t mask their internal stress and struggles behind an appearance f utward success and
calm. (这种差异揭示了“浮鸭综合征”这一概念，该术语指的是人们往往会将自身内心的紧张与挣扎隐藏起来，而以表面上的成功与平静的形象来掩盖这一切。)”引入“浮鸭综合征” 的概念，后文“Just like ducks, they attempt t present an image f accmplishment while struggling
with internal stress. Underneath the calm appearance, there is anxiety, self-dubt, and the
persistent pursuit f achievement. (就像鸭子一样，他们试图展现出一种成功的形象，但内心却在承受着巨大的压力。在看似平静的外表之下， 隐藏着焦虑、自我怀疑以及对成功的不懈追求。)”描述类似浮鸭的一类人群的具体行为表现，空处应进一步说明“浮鸭综合征”在哪些人群中常见，因此 E 项“Flating duck syndrme is particularly cmmn amng high-achieving peple. (“浮鸭综合征”在成功人士中尤其常见。)”符合语境，承接前文的概念，引出后文的具体描述，其中的 high-achieving peple 是后文 they 指代的对象。故选 E。
46 ．前文“Therefre, individuals try t be utstanding in multiple areas while cvering up their
struggles, leading t their hard wrk and sufferings ging unnticed. (因此，人们试图在多个方面都表现出色，同时又掩盖自己的困境，结果导致他们的辛勤付出和所遭受的痛苦无人知
晓。)”描述试图表现优秀的人会掩盖自己的付出和痛苦，后文“Thrugh this discnnectin
between perceptin and reality, the pressure t appear effrtlessly successful becmes bvius.
(由于感知与现实之间的这种脱节，人们急于表现得毫不费力地成功的这种压力便显得格外明显。)”指出感知与现实的脱节导致的问题，空处应说明这种脱节的具体表现是什么，因此 C项“S we usually mistakenly believe that achievements cme easily t thers. (所以我们通常错误地认为成就对他人来说是容易的。)”符合语境，表明掩盖行为导致了错误认知，和前文的掩盖构成因果关系，引出后文的问题。故选 C。
47 ．前文“When we underestimate the challenges f success, we find urselves stretched thin
acrss a large number f tasks. (当我们低估了成功的重重困难时，就会发现自己在众多任务中疲于奔命，力不从心。)”描述人们因低估困难而疲于应付多个任务，后文“Althugh this
strategy might have apparent victries, it ultimately leaves us with many unmet expectatins. (尽管这种策略可能短期内取得了显著成效，但最终却让我们面临诸多未达成的期望。)”指出这种策略导致的后果，因此 A 项“It is like jkers trying t keep several balls in the air at nce. (这就像小丑试图同时让几个球保持在空中。)”符合语境，用形象的比喻揭示同时处理多项任务的困难，承接前文的描述，引出后文的后果。故选 A。
48 ．前文“Flating duck syndrme can have cncerning impacts n ur well-being and
cnnectedness. (“浮鸭综合征”可能会对我们自身的健康状况以及人际关系产生不利影响。)”总的指出“浮鸭综合征”对健康状况及人际关系有不利影响，后文“This internalizatin f
struggle nt nly adds weight t ur burdens but als separates us frm ptential surces f
supprt. (这种对挣扎的内化不仅加重了我们的负担，还使我们与可能的支援来源渐行渐
远。)”提到对挣扎的内化的负面影响，空处应描述对挣扎的内化的具体表现，因此 B 项“T keep a capable appearance, we may lck the stress away frm public view. (为了保持能干的外表，我们可能将压力锁在公众视野之外。)”符合语境，承接前文总的影响，引出后文具体的负面影响，其中的 public view 和后文的 internalizatin 形成对比。故选 B。
49 ．前文“The idea f easy success hides a deeper truth. (“轻而易举就能成功” 的这种想法背后隐藏着更深层次的真相。)” 引出更深层次的真相，后文“By accepting ur weakness and
acknwledging these effrts, we prmte a culture f penness and care — ne where seeking
help is nt viewed as a sign f weakness, but rather as a curageus step frward. (通过承认自身的弱点并认可这些努力，我们能够营造出一种开放和关爱的氛围——在这种氛围中，寻求帮助不再被视为软弱的表现，而被视为勇敢向前迈进的一步。)”建议承认弱点并认可努力，在开放和关爱的氛围中寻求帮助，空处应揭示该真相，因此 F 项“True achievements ften require
us t accept the hard wrk behind them. (真正的成就通常要求我们接受其背后的辛勤工作。)”符合语境，承接前文的真相，引出后文的认可努力。故选 F。
50 ．Because it ffers many pprtunities. 51 ．The value f liberal arts in human civilizatin lies in the fact that it leaves a persn’s mark f their existence fr future humans t witness and
admire. 52 ．Steve Jbs cncluded that technlgy cntributed t Apple’s success, but liberal arts played a mre imprtant rle. 53 ．I will chse science majrs in cllege, because it
ffers many pprtunities and enables me t find a gd jb after graduatin. If I chse liberal arts majrs, it is pssible that I wn’t find jbs.
【导语】本文是一篇议论文，主要论述的是人文学科的潜在价值。
50 ．细节理解题。根据第二段的“Science majrs, such as technlgy, engineering, math, are
cnsidered t be mre practical chices because f the wealth f pprtunities(科学专业，如技术、工程、数学，被认为是更实际的选择，因为机会丰富)”可知，学生在大学选择专业时，科学更有吸引力是因为它提供了很多机会，即 Because it ffers many pprtunities 。故答案为
Because it ffers many pprtunities。
51 ．细节理解题。根据第三段的“T Simn Schama, ne f the presenters, human civilizatin isn’t just abut technlgy, but abut liberal arts r creating things t leave a persn’s mark f
their existence fr future humans t witness and admire.(对主持人之一 Simn Schama 来说，人类文明不仅与技术有关，还与人文艺术或创造东西有关，这些东西能留下一个人的存在印记，供未来的人类见证和欣赏)”可知，西蒙·沙玛认为，人文学科在人类文明中的价值是这些东西能留下一个人的存在印记，供未来的人类见证和欣赏，答案为“The value f liberal arts in human civilizatin lies in the fact that it leaves a persn’s mark f their existence fr future
humans t witness and admire” ，故答案为 The value f liberal arts in human civilizatin lies in the fact that it leaves a persn’s mark f their existence fr future humans t witness and admire。
52 ．细节理解题。根据最后一段的“It’s in Apple’s DNA that technlgy alne is nt
enugh—it’s technlgy married with liberal arts that brings us what makes ur heart sing.(在苹
果的 DNA 中，只有技术是不够的，只有技术与人文艺术结合，才能让我们的心歌唱)”可知， Steve Jbs 的意思是技术和人文艺术要结合，而没有说谁比谁更重要，因此错误的部分是
“played a mre imprtant rle” 。故答案为 Steve Jbs cncluded that technlgy cntributed t Apple’s success, but liberal arts played a mre imprtant rle。
53．推理判断题。通读全文，尤其是第二段的“Science majrs, such as technlgy, engineering,
math, are cnsidered t be mre practical chices because f the wealth f pprtunities, while
thse wh chse a liberal arts (文科) majr—language, music, philsphy—may have mre
difficulty finding a jb.(科学专业，如技术、工程、数学，被认为是更实际的选择，因为机会丰富，而那些选择文科专业(语言、音乐、哲学)的人可能更难找到工作)”及个人想法可知，在大学我会选择科学专业，因为它提供了很多机会，能让我在毕业后找到一份好工作。如果我选择文科专业，有可能找不到工作，故答案为 I will chse science majrs in cllege, because it ffers many pprtunities and enables me t find a gd jb after graduatin. If I chse liberal arts majrs, it is pssible that I wn’t find jbs。
54 ．Dear Jim,
Thank yu fr inviting me t share my thughts n reading in the infrmatin age.
The digital age reshapes reading prfundly. While e-bks and nline articles ffer instant
access t glbal knwledge, fragmented infrmatin and digital distractins hinder deep reading.
T adapt, I blend digital and traditinal methds. Fr quick updates, I read e-bks n my phne fr cnvenience. Yet, fr serius learning, I chse paper bks — they bst fcus and memry withut screen interruptins. I als allcate daily screen-free reading time t avid
distractins.
This hybrid strategy balances efficiency with thughtful engagement. Hpe it aids yur prject!
Yurs,
Li Hua
【导语】本篇书面表达属于应用文。要求考生以红星中学高三学生李华的身份， 给外国好友Jim 回复一封邮件，谈谈信息时代对阅读的影响以及自己的阅读方式和理由。
【详解】1.词汇积累提供：ffer→ prvide
深刻地：prfundly→ deeply
获得：access→ gain
分配：allcate→ assign
2.句式拓展同义句转换
原句：The digital age reshapes reading prfundly.
拓展句：It is the digital age that reshapes reading prfundly.
【点睛】【高分句型 1】While e-bks and nline articles ffer instant access t glbal knwledge, fragmented infrmatin and digital distractins hinder deep reading. （运用了 While 引导的让步状语从句）
【高分句型 2】Hpe it aids yur prject! （运用了省略引导词 that 的宾语从句）