上海市普陀区2025-2026学年学年第二学期高三命题指导研诊英语样卷 无答案

这是一份上海市普陀区2025-2026学年学年第二学期高三命题指导研诊英语样卷 无答案，共26页。
1 ．考试时间 105 分钟，试卷满分 115 分。
2 ．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。
3 ．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。
I. Grammar and vcabulary
Sectin A
Directins: After reading the passage belw, fill in the blanks t make the passage
esinerent and grammatically crrect. Fr the blanks with a given wrd, fill in each
blank with the prper frm f the given wrk. fr the ther blanks, use ne wrd that best fit s each blank.
Seeing is Believing
Have yu ever lked up at cluds n a summer’s 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, yu’re 1 gd
cmpany. The name fr this phenmenn — ur ability t see meaningful images in randm places r things — is paredlia. Seeing faces in everyday bjects is ne fits 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 (atstingnish) 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 peple’s 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 peple’s brains write shwing them a series f grainy
images, sme f 5 cntained hidden faces. He them asked the participants,” D yu see a face?” Once they were asked the questin, peple answered yes 34% f the time, 6 the re was n face. What’s 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 yu’ ll see smene yu knw, 10 (recgnize) in the sft,
flating shapes abve. And wh knws? Maybe yu’ ll 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. that there is ne wrd mre than yu need.
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 children’s 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.
II. Reading Cmprehensin
Sectin A
Directins: Fr each blank in the fllwing passage there are fur wrds r
phrases marked A, B, C and in each blank with the wrd r phrase that best fits the cntext.
As the hliday seasn draws near, ne categry n peple’s gift lists is causing increasing cncern: prducts with artificial intelligence. The develpment has raised
new cncerns abut the dangers smart tys culd pse t , as cnsumer advcacy grups say AI culd harm kids’ safety and develpment. The trend has calls fr increased testing f such prducts and gvernmental versight.
Last mnth, thse fear s were given disturbing when an AI-equipped teddy bear started discussing tpics inapprpriate fr children. The prduct,
FlTy’s 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 tpics; and prbably a lt f cntent that parents wuld nt want their children t ,” 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 “ .
Cmpanies als use the AI tys t cllect frm children and have nt been pen abut what they are ding with that infrmatin. That ptentially puts users because f a lack f security arund such data.
such cncerns, the Public Interest Research Grup is nt calling fr a ba n n AI tys. Sme culd have 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 shelves, Murray said.
AI tys are being marketed t families as safe and even beneficial t learning
befre their impact has been by independent research. By cntrast, teddy bears and tys have been prven t benefit children’s 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 mental health” and that “its first prducts with AI are nt intended
fr users under 13”, adding: “AI enhances — nt — 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
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
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 Greenland’s narrw fjrds (峡湾), the researchers uncvered an additinal and previusly unaccunted surce f ice lss. Dr Chad Greene, at Nasa’s Jet
Prpulsin Labratry, wh led the research, described the changes as”tremendus and happening everywhere.”
When the team cmbined their findings with existing measurements fthe
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 Greenland’s 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 Greenland’s 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 Greenland’s hidden ice lss may play a far greater rle in the stability f Earth’s climate system than nce imagined.
36 ．What is the main purpse f the article?
A ．T prmte the grwing use f AI in envirnmental science research.
B ．T reprt a study revealing faster Greenland ice lss and its glbal impact.
C ．T criticize the inaccuracy f previus ice lss measurements in Greenland.
D ．T describe hw scientists discvered a new frm f glacier belw sea level
37 ．What can be inferred abut previus methds f measuring ice lss?
A ．They ignred surface melting entirely.
B ．They verestimated Greenland’s ttal ice lss.
C ．They were mre accurate than satellite imagery.
D ．They underestimated lsses ccurring belw sea level.
38 ．The underlined wrd”implicatins” in the 3rd paragraph refers t .
A ．the new measurements fthe Greenland ice sheet
B ．the cnsequences f faster Greenland ice lss
C ．the methds used t analyze satellite data
D ．the warnings frm scientists abut climate change
39 ．Which diagram best illustrates the prcess f AMOC weakening described in the passage?
A ．Glacier melting → Freshwater inflw → Ocean temperature↑ → AMOC weakening
B ．Glacial freshwater input→ Ocean saltiness↓—Sinking f salty water↓→ AMOC weakening
C ．Ocean saltiness↓ → Ice lss data ↑→ Scientist warnings → AMOC weakening
D ．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 dn’t fully explain their verall evaluatins fthe creativity f students’
respnses, accunting fr arund 66% f the variatin in verall creativity scres n average.
* Which tasks led t mre creative ideas n the test?
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.
40 ．This passage wuld mst prbably be taken frm .
A ．a cllege teaching jurnal B ．a daily educatinal newspaper
C ．a psychlgy research website D ．a guidebk fr creative writing
41 ．Which f the fllwing might be the missing subtitle?
A ．Are there crss-cultural differences in creativity?
B ．What type f creativity are students pr at?
C ．Are sme types f ideas easier t generate than thers?
D ．What shapes students’ capability t create ideas?
42 ．Which f the fllwing may accunt fr girls’ higher perfrmance in the test?
A ．A stable in-brn edge in basic creative thinking.
B ．A generally higher level f active test participatin.
C ．A clearer persnal grasp f fficial marked rules.
D ．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 culdn’t 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.
“Let’s 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. I’m 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 it’s 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.
43 ．Why des the writer mentin the”treasure map” in the 1st paragraph?
A ．T present a typical example f play-based learning.
B ．T intrduce a ppular game amng yung children.
C ．T shw kids’ creative ideas abut treasure and pirates.
D ．T explain different kinds f utdr playgrund activities.
44 ．Accrding t the passage, what is a pssible result f the stepping in f the preschl teachers?
A ．A deeper understanding ffacts and a mre efficient learning prcess.
B ．The successful integratin f imaginatin-based games int frmal curricula.
C ．A shift frm self-directed explratin t adult-dependent knwledge acquisitin
D ．The immediate crrectin f false cncepts and eliminatin f misunderstandings. 45 ．What can be inferred abut the authr’s attitude tward traditinal educatrs?
A ．He hpes they are as mtivated as physicists are.
B ．He admires their cmmitment t prviding crrect facts.
C ．He thinks they shuld participate mre in children’s games.
D ．He wrries they might unintentinally kill children’s curisity.
46 ．Which f the fllwing wuld be the best title fr this passage?
A ．Hw t Draw a Perfect Treasure Map
B ．Play: The Highest Pursuit f Learning
C ．Why Facts Matter Mst in Preschls
D ．Insight: The Myth f Games in Educatin
Sectin C
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 didn’t 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 I’d expected my classes t be physically demanding and my
muscles t ache, I hadn’t anticipated that my teacher’s cmmand t”take up mre space” wuld change my way f being in the wrld. My teacher reminded me that ballet isn’t 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 hasn’t becme fixed and that it’s still a wrk in prgress encurages me. 49 Instead f nticing nly the beginnings f lder age arriving, I nw marvel at the changes I’ve seen as I’ve learned t stand with mre
cnfidence and curage.
As fr the imperfectins? They’ re part f being alive. Eight years int my ballet classes, I’m 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.
A ．Every mve made by me then invited my teacher’s critical evaluatin.
B ．If anything, ballet is frcing me t rethink my relatinship with my bdy.
C ．But I was determined t give it a try.
D ．Rather, he said, it’s abut striving fr perfectin.
E．I nearly injured myself the ne time I tried t lift my leg nt the desk in an attempt t stretch.
F ．At the age f 50, I am finally a ballerina, thugh nt the kind that anybdy wuld pay mney t see n stage.
III. Summary Writing
51 ．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.
IV. Translatin
Directins: Translate the fllwing sentences int English, using the wrds given in the brackets.
52 ．公园的管理方张贴了新告示，呼吁人们文明遛狗。(ntice)(汉译英)
A. access B. address C. cmpetence D. cnsiderable E. expsure
F. hazardus G. idealized H. nrmalize I. safeguard J. priritize K. vital
53．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)(汉译英)
54 ．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)(汉译英)
55．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)(汉译英)
V. Guided Writing
56 ．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：
1)简述你对这句话的理解;
2)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。