2026年上海市普陀区高三下学期二模英语试卷和答案

这是一份2026年上海市普陀区高三下学期二模英语试卷和答案，共13页。
考试时间 105 分钟，试卷满分 115 分。
本次考试设试卷和答题纸两部分。所有答题必须涂(选择题)或写(非选择题，左答题纸上，做在试卷上一律不得分。
答题前，务必在答题纸上填写准考证号和姓名，并将核对后的条形码贴在指定位置上。在答题纸反面清楚地填写姓名。
Grammar and vcabulary Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passage cherent and grammatically crrect. Fr the blanks with a given wrd, fill in each blank with the prper frm f the given wrd. fr the ther blanks, use ne wrd that best fits each blank.
Seeing is Believing
Have yu ever lked up at cluds n a summers day and seen a face lking back at yu? Or sptted the“man in the mn”smiling dwn at yu at night? Or nticed eyes and a smile n the frnt f a car? If yu have, yure 1 gd cmpany. The name fr this phenmenn
— ur ability t see meaningful images in randm places r things — is pareidlia. Seeing faces in everyday bjects is ne f its mst cmmn frms.
Several theries have tried t explain pareidlia. One is that it is a survival mechanism. The lives f ur ancestrs ften turned t 2 (distinguish) quickly between friends and enemies, s ur brains adapted t detect faces everywhere.
In 2014, Dr. Kang Lee, a scientist at the University f Trnt in Canada wh studies hw yung peples brains wrk, 3 (prpse) a different thery. He said that seeing faces in everyday bjects is the result f the brain cmmunicating that infrmatin back t 4 . The brain, in fact, imagines a face and “tells” the eyes t see it. Dr Lee scanned the peples brains while shwing them a series f grainy images, sme f 5 cntained hidden faces. He then asked the participants, “ D yu see a face?” Once they were asked the questin, peple answered yes 34% f the time, 6 there was n face. Whats mre, if participants reprted seeing a face, the visual crtex f their brain-the part f the brain which functins
7 (prcess) infrmatin frm the eyes-lit up. Dr. Lee cncluded that a lt f things we see in the wrld 8 (create) nt by ur sight but by ur minds.
9 yu knw sme f the tricks yur mind can play, why nt take anther lk up at the cluds and see what yu can find? Perhaps a camel r a fx will emerge — r maybe yull see smene yu knw, 10 (recgnize) in the sft, flating shapes abve. And wh knws? Maybe yull cme up with smething entirely new.
Sectin B
Directins: Fill in each blank with a prper wrd chsen frm the bx. Each wrd can be used nly nce. Nte that there is ne wrd mre than yu need.
A. accessB. addressC. cmpetenceD. cnsiderableE. expsure
F. hazardusG. idealizedH. nrmalizeI. safeguardJ. priritizeK. vital
Scial media: A duble-edged Swrd fr Adlescents
Scial media is ffering significant pprtunities alngside critical challenges. On the psitive side, scial platfrms prvide spaces fr self-expressin and meaningful cnnectins. Adlescents can 11 mental health resurces nline, engage in supprtive cmmunities, and share persnal stries. These interactins 12 cnversatins arund mental health, reduce unfair labels, and encurage help-seeking behavirs.
Hwever, these advantages are cunterbalanced by 13 risks. Cyberbullying, scial cmparisn, and the fear f missing ut are widespread issues n mst platfrms. They ften lead t heightened anxiety, depressin, and weakened self-esteem amng teenagers. The
14 lifestyle images shwn nline frequently make adlescents feel excluded frm their scial circles. T much screen time and 15 t harmful cntent further wrsen the situatin, damaging their sleep quality, academic perfrmance, and face-t-face scial interactins. Adlescents with existing mental health cnditins face even greater risks due t nline discriminatin and a lack f prper guidance.
T 16 these prblems, a cllective effrt frm plicymakers, educatrs, parents and platfrm designers is greatly needed. Plicymakers shuld establish clear regulatins t
17 adlescents nline, including stricter age checks and limits n harmful cntent. Internatinal cperatin is als necessary t create unified rules fr glbal scial platfrms.
Educatinal institutins play a(n) 18 rle in helping adlescents use scial media respnsibly. Schls can empwer students t critically evaluate nline cntent and manage screen time by integrating digital 19 and mental health educatin int schl curricula. Schls can als set up peer supprt grups and ffer cunselling services t deal with related challenges early.
Parents shuld stay actively invlved in their childrens digital lives by setting clear bundaries and cmmunicating penly. Mst imprtantly, scial media platfrms must
20 user well-being in their designs. They can prvide mental health supprt tls, cntent reminders and balanced usage guidance t prtect yung users. With jint effrts frm all sides, sciety can make scial media a psitive frce fr the healthy mental develpment f adlescents.
Reading Cmprehensin Sectin A
Directins: Fr each blank in the fllwing passage there are fur wrds r phrases marked A, B, C and D. Fill in each blank with the wrd r phrase that best fits the cntext.
As the hliday seasn draws near, ne categry n peples gift lists is causing increasing
cncern: prducts with artificial intelligence. The develpment has raised new cncerns abut the dangers smart tys culd pse t 21 , as cnsumer advcacy grups say AI culd harm kids safety and develpment. The trend has 22 calls fr increased testing f such prducts and gvernmental versight.
Last mnth, thse fears were given disturbing 23 when an AI-equipped teddy bear started discussing tpics inapprpriate fr children. The prduct, FlTys Kumma, ran n an AI mdel and suggested rle play as ways t enhance a relatinship, accrding t the Public Interest Research Grup (PIRG), the cnsumer prtectin rganizatin behind the study. “ It tk very little effrt t get it t g int all kinds f 24 tpics; and prbably a lt f cntent that parents wuld nt want their children t 25 ,” said Teresa Murray, PIRG directr.
Murray said AI tys culd be particularly dangerus because whereas earlier smart tys prvided children-prgrammed respnses, a bt can “have a free-flwing cnversatin with a child and there are n 26 ”.
Cmpanies als use the AI tys t cllect 27 frm children and have nt been pen abut what they are ding with that infrmatin. That ptentially puts users 28 because f a lack f security arund such data.
29 such cncerns, the Public Interest Research Grup is nt calling fr a ban n AI tys. Sme culd have 30 value, such as helping children learn a secnd language r state capitals.
There needs t be mre independent research cnducted t ensure the prducts are safe fr children and, until that is dne, they shuld be 31 shelves, Murray said.
AI tys are being marketed t families as safe and even beneficial t learning befre their impact has been 32 by independent research. By cntrast, 33 teddy bears and tys have been prven t benefit childrens develpment with nne f the risks f AI tys.
Mattel, a ty cmpany, stated that they are cncerned abut “ the impact f AI tys n
34 mental health” and that“its first prducts with AI are nt intended fr users under 13”, adding: “AI enhances — nt 35 — traditinal play, and we are emphasizing safety, privacy, creativity and respnsible innvatin.”
21.
A. cmpanies
B. schls
C. senirs
D. children
22.
A. generated
B. answered
C. avided
D. delayed
23.
A. imaginatin
B. justificatin
C. hesitatin
D. assumptin
24.
A. academic
B. attractive
C. sensitive
D. technical
25.
A. be ppsed t
B. be expsed t
C. be related t
D. be applied t
26.
A. advantages
B. cnnectins
C. bundaries
D. resurces
27.
A. data
B. feedback
C. prizes
D. pinins
28.
A. at ease
B. at length
C. at risk
D. at fault
29.
A. Beynd
B. Besides
C. Despite
D. Unlike
30.
A. cmmercial
B. educatinal
C. gemetric
D. gegraphic
Sectin B
Directins: Read the fllwing three passages. Each passage is fllwed by several questins r unfinished statements. Fr each f them there are fur chices marked A, B, C and D. Chse the ne that fits best accrding t the infrmatin given in the passage yu have just read.
(A)
A new study has revealed that the Greenland ice cap is melting far faster than previusly thught, as satellite data shw widespread ice lss ver the past fur decades. Using artificial intelligence t analyse satellite phts frm 1985 t 2022, researchers mapped the end psitins f mre than 235,000 glaciers(冰川) arund the island. This unusual dataset shwed that almst every glacier has becme smaller in recent decades, lsing an area f abut 5,000 sq km f ice-equivalent t a trillin tnnes.
The study, published in Nature, adds significant new insight t earlier measurements based n ice height r gravity data, which culd nly detect lsses that ended up in the cean. By identifying the withdrawal f glaciers lying mstly belw sea level in Greenlands narrw fjrds (峡湾), the researchers uncvered an additinal and previusly unaccunted surce f ice lss. Dr Chad Greene, at Nasas Jet Prpulsin Labratry, wh led the research, described the changes as “tremendus and happening everywhere.”
When the team cmbined their findings with existing measurements f the Greenland ice sheet, they fund the ttal annual lss f ice since 2003 reached abut 264bn tnnes — rughly 30m tnnes every hur. The new data shw an increase f 43bn tnnes a year cmpared with earlier estimates, r abut 20% mre than previusly thught. The implicatins, scientists warn, are alarming.
As Greenlands glaciers withdraw and release vast quantities f freshwater int the Nrth Atlantic, they may speed up the weakening f the Atlantic Meridinal Overturning Circulatin (AMOC) — a system f cean currents that regulates glbal climate. The AMOC is already at its weakest pint in 1,600 years, and recent research has indicated it culd cllapse as sn as 2027 in a wrst-case situatin. Such a cllapse wuld disrupt glbal weather patterns, damage ecsystems, and threaten fd security wrldwide.
“There is sme cncern that any small surce f freshwater may serve as a ‘tipping pint that culd trigger a full-scale cllapse f the AMOC,” the scientists said. Yet freshwater frm Greenlands glacier withdrawal is nt currently included in ceangraphic mdels. The inflw f less salty freshwater slws the nrmal sinking f heavier, saltier water in the plar regin — the engine that drives the AMOC. The findings suggest that Greenlands hidden ice lss may play a far
31.
A. taken n
B. sent ff
C. pulled frm
D. wiped ff
32.
A. assessed
B. witnessed
C. replaced
D. verlked
33.
A. antique
B. expensive
C. electrnic
D. ffline
34.
A. masses
B. minrs
C. majrs
D. majrities
35.
A. replaces
B. reserves
C. reslves
D. reverses
greater rle in the stability f Earths climate system than nce imagined.
What is the main purpse f the article?
T prmte the grwing use f AI in envirnmental science research.
T reprt a study revealing faster Greenland ice lss and its glbal impact.
T criticize the inaccuracy f previus ice lss measurements in Greenland.
T describe hw scientists discvered a new frm f glacier belw sea level
What can be inferred abut previus methds f measuring ice lss?
They ignred surface melting entirely.
They verestimated Greenlands ttal ice lss.
They were mre accurate than satellite imagery.
They underestimated lsses ccurring belw sea level.
The underlined wrd “implicatins” in the 3rd paragraph refers t .
the new measurements f the Greenland ice sheet
the cnsequences f faster Greenland ice lss
the methds used t analyze satellite data
the warnings frm scientists abut climate change
Which diagram best illustrates the prcess f AMOC weakening described in the passage?
Glacier melting → Freshwater inflw → Ocean temperature↑ → AMOC weakening
Glacial freshwater input→ Ocean saltiness↓—Sinking f salty water↓→ AMOC weakening
Ocean saltiness↓ → Ice lss data ↑→ Scientist warnings → AMOC weakening
Ice height measurement↓ → Gravity data↑ → Ocean mdel errr → AMOC weakening
(B)
This research examines what makes ideas creative acrss cuntry-language grups, what cgnitive prcesses lead t mre creative ideas, and hw successfully students can think creatively in multiple tasks, as well as the characteristics f high-perfrming students.
*What makes “creative ideas” creative?
Creative ideas tend t be highly apprpriate, riginal and valuable acrss cuntry-language cntexts. Hwever, judges apprpriateness, riginality and value scres dnt fully explain their verall evaluatins f the creativity f students respnses, accunting fr arund 66% f the variatin in verall creativity scres n average.
Sme f the tasks in the test asked students t cme up with tw r three ideas fr a given situatin that were as different as pssible. Althugh the task instructins did nt instruct students t think f creative ideas in these tasks, arund 1 in 2 students managed t cme up with at least ne creative idea in their respnse. In fact, students were mre successful in thinking f creative ideas in the pen-ended thinking tasks than when asked t generate a single riginal idea, with nly 1 in 4 student respnses evaluated as creative in thse tasks. Such tasks
can thus encurage creative idea generatin and help students practice their thinking skills.
Cultural nrms and expectatins can influence students capacity t engage in creative wrk. Unsurprisingly, acrss all cuntry-language grups in the study, students fund it relatively easier t cme up with apprpriate ideas acrss tasks than riginal and valuable ideas. Students als cnsistently demnstrated a relative weakness in cming up with riginal ideas, which was particularly evident in sme cuntries.
*Are girls really better than bys in creative thinking?
Girls cnsistently scred higher than bys in the creative thinking tasks — acrss cuntry-language grups, task types and scring methd — suggesting it is a relatively reliable finding that is nt driven by any single scring methd, task feature, r abnrmal sample. Girls greater engagement with the test, in general, may g sme way t explain this result.
This passage wuld mst prbably be taken frm .
A. a cllege teaching jurnalB. a daily educatinal newspaper
C. a psychlgy research websiteD. a guidebk fr creative writing
Which f the fllwing might be the missing subtitle?
Are there crss-cultural differences in creativity?
What type f creativity are students pr at?
Are sme types f ideas easier t generate than thers?
What shapes students capability t create ideas?
Which f the fllwing may accunt fr girls’ higher perfrmance in the test?
A stable in-brn edge in basic creative thinking.
A generally higher level f active test participatin.
A clearer persnal grasp f fficial marked rules.
A richer practical backgrund in designed gruped drills
(C)
One f the children, prbably inspired by a mvie, used a stick t draw a“treasure map”in the sand pit (沙坑). Other children gathered arund as he tld the stry f what “treasure” is, what a “map” is, and the adventure n which they were abut t g.
The treasure, he explained, was a chest full f gld and jewels. Sme f the kids wanted t knw what a chest was. Others wndered, knwing it was all imaginary, why the treasure culdnt be ice cream r tys. The cncept f the map was difficult. Althugh he assured the crew that treasure was buried smewhere n the playgrund, the map included a ccnut tree and giant rcks.
“Lets pick sme ccnuts when we get there,” shuted ne pirate. “Pirate,” in this case, had been defined as “guys wh g arund and find treasure.”
These scenes are the gld standard f play-based learning. Im sure there are many preschl educatrs wh wuld have felt frced, in the name f learning, t step in with
crrectins and clarificatins, r wrse. In a mment, we see the children turn away frm ne anther, away frm their wn questins, explratins, assumptins, and cnclusins based n dialgue and agreement. They are nw relying n the adult fr questins and answers, rather than cntinuing t engage in the highest pursuit f human intellectual effrt.
There are thse wh wuld argue that this game is, at best, a waste f time, that these children playing their fantastical games f imaginatin, getting the facts wrng, playing with wrng ideas, and even spreading them amngst themselves, may be learning, but that its false knwledge that will smehw have t be undne. But that, I think, is a misunderstanding f what play is all abut, and, fr that matter, what learning is all abut.
The birth f the universe and the nature f space and time are every bit as much mysteries t physicists as treasure maps and pirates are t these preschlers. What drives scientists is the same thing that drives playing children: they are mtivated by the mystery, by their wn questins, and by the freedm t seek answers. T ften, educatrs, in ur cmmitment t facts, truth and teaching, take ver the learning by prviding shrtcuts t answers, eliminating the mystery that has driven humans since the beginning f time. We frget that getting it wrng is every bit as imprtant t this prcess as being right. The jb in life is nt t knw stuff, but rather t figure stuff ut s that we will then knw. And we get there thrugh play.
Why des the writer mentin the “treasure map” in the 1st paragraph?
T present a typical example f play-based learning.
T intrduce a ppular game amng yung children.
T shw kids creative ideas abut treasure and pirates.
T explain different kinds f utdr playgrund activities.
Accrding t the passage, what is a pssible result f the stepping in f the preschl teachers?
A deeper understanding f facts and a mre efficient learning prcess.
The successful integratin f imaginatin-based games int frmal curricula.
A shift frm self-directed explratin t adult-dependent knwledge acquisitin
The immediate crrectin f false cncepts and eliminatin f misunderstandings.
What can be inferred abut the authr’s attitude tward traditinal educatrs?
He hpes they are as mtivated as physicists are.
He admires their cmmitment t prviding crrect facts.
He thinks they shuld participate mre in childrens games.
He wrries they might unintentinally kill childrens curisity.
Which f the fllwing wuld be the best title fr this passage?
Hw t Draw a Perfect Treasure Map
Play: The Highest Pursuit f Learning
Why Facts Matter Mst in Preschls
Insight: The Myth f Games in Educatin
Sectin C
Every mve made by me then invited my teachers critical evaluatin.
If anything, ballet is frcing me t rethink my relatinship with my bdy.
But I was determined t give it a try.
Rather, he said, its abut striving fr perfectin.
I nearly injured myself the ne time I tried t lift my leg nt the desk in an attempt t stretch.
At the age f 50, I am finally a ballerina, thugh nt the kind that anybdy wuld pay mney t see n stage.
Directins: Read the passage carefully. Fill in each blank with a prper sentence given in the bx. Each sentence can be used nly nce. Nte that there are tw mre sentences than yu need.
Dancing int Middle Age
By my early 40s, I had exhausted all the hbbies that were suppsed t make me feel better abut entering middle age. I had started learning a new language, launched myself int an unsuccessful pursuit f a craft nly t cllect a pile f handmade bks, and given yga a secnd chance. And then, at the height f my lw-grade desperatin, I decided t sign up fr a ballet class.
Nt being flexible, I culd see hw I didnt exactly lk like prspective ballerina (芭蕾舞女演员) material. 47 I needed cnfirmatin that my bdy was capable f mvement and grace.
And thugh Id expected my classes t be physically demanding and my muscles t ache, I hadnt anticipated that my teachers cmmand t”take up mre space” wuld change my way f being in the wrld. My teacher reminded me that ballet isnt abut perfectin. 48
Slwly, I started becming mre cmfrtable with the bdy I saw staring back at me in the mirrr. My psture still needs imprving and my jumps are never as high as they feel. But the idea that my bdy hasnt becme fixed and that its still a wrk in prgress encurages me.
49 Instead f nticing nly the beginnings f lder age arriving, I nw marvel at the changes Ive seen as Ive learned t stand with mre cnfidence and curage.
As fr the imperfectins? Theyre part f being alive. Eight years int my ballet classes, Im what yu wuld call a lifelng advanced beginner. 50 Why d I cntinue? Because when I d my daily ballet class, I fcus n my breathing and mve my bdy in ways that always challenge me and remind me f everything that is pssible.
Recently, my teacher taught us a beginner-apprpriate versin f the dance frm Sleeping Beauty. As I std in my living rm, balancing unsteadily n my tes and dancing fr nbdy but myself, I felt every inch a ballerina.
Summary Writing
Directins: Read the fllwing passage. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Neighburly Strangers
The traditinal British “cmmunity spirit” was nce the fundatin f lcal life, but tday it is in a steady decline. A recent survey shws a cld picture f mdern residential streets, where nearly 70% f respndents view their neighburs as virtual strangers. Althugh peple live clse by, sharing fences and walls, this n lnger translates int real scial cnnectin. We are sharing the same space, yet we have never been further apart in ur hearts.
These statistics highlight a calculated scial avidance. While sharing envirnments, ver 70% f us stay unsure f neighburs names, with even fewer identifying their children. In the rush f mdern life, tw-thirds f peple purpsely ensure they g entire days withut catching a glimpse f the persn next dr. In fact, many have becme experts at timing their departures specifically t avid the awkwardness f a brief “hell” in the hallway.
Furthermre, meaningful interactin has becme rare in mdern sciety. Only a small number f peple still scialize thrugh dinner dates r cmmunal barbecues. Despite the clear need fr human cnnectin, fewer than ne in ten wuld cnsider rganizing a street party. Instead, ur interactins have becme purely transactinal; we might ask a neighbur t water ur plants, but we ften have n intentin f returning the favr r building a lasting friendship.
This scial withdrawal has serius cnsequences, as cllective disinterest is a primary driver f the lneliness epidemic in the UK. Islatin is n lnger just a persnal struggle; it has becme a public health crisis that affects mental well-being. T bridge this gap, we desperately need innvative urban strategies and lcal initiatives t restre a sense f belnging. Only by turning back int true “neighburs” can we hpe t cure the mdern ache f being alne tgether.
Translatin
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
公园的管理方张贴了新告示，呼吁人们文明遛狗。(ntice)
他打小就对海洋充满好奇，长大后竟真的成为了一名水手。(curius)
推进市区老旧小区改造，既要扮靓城市“面子”，更要夯实民生“里子”。（upgrade）
随着全球经济一体化的加深，许多企业发现自己正陷入一种境地：过度扩张的风险往往超过了潜在的获利空间。(where)
Guided Writing
Directins: Write an English cmpsitin in 120-150 wrds accrding t the instructins given belw in Chinese.
学校英语报“成长与选择”专栏举办征文活动，请学生谈谈对“Live mre; fear less.”这句话的理解。写一篇征文稿，在文中你必须：
简述你对这句话的理解；
结合一个具体事例加以说明；
注：文中不得出现考生姓名、学校等真实个人信息。
参考答案
Grammar and vcabulary Sectin A
in
distinguishing
prpsed
itself
which
thugh/althugh/while
t prcess
are created
Because/Since
recgnized Sectin B
A12. H13. D14. G15. E
16. B17. I18. K19. C20. J
Reading Cmprehensin Sectin A
Sectin B
36. B37. D38. B39. B
40. C41. A42. B
43. A44. C45. D46. B
Sectin C
C48. D49. B50. F
Summary Writing
The traditinal British “ cmmunity spirit ” is declining, with neighburs becming virtual strangers despite clse prximity. Scial avidance is prevalent, and meaningful interactins are rare, leading t a lneliness epidemic. This islatin is a public health crisis affecting mental well-being, necessitating innvative strategies t restre a sense f belnging and cmbat lneliness.
Translatin
The park management put up a new ntice, appealing t peple t walk their dgs in a civilized way.
21. D
22. A
23. B
24. C
25. B
26. C
27. A
28. C
29. C
30. B
31. C
32. A
33. D
34. B
35. A
He was curius abut the cean frm a yung age, and when he grew up, he actually became a sailr.
T prmte the upgrade f ld residential areas in urban areas, we shuld nt nly beautify the citys appearance but als cnslidate the fundatin f peples livelihd.
With the deepening f glbal ecnmic integratin, many enterprises find themselves in a situatin where the risks f excessive expansin ften utweigh their ptential prfit margins.