2026年北京市西城区下学期4月高三统一测试英语试卷（附答案解析）

这是一份2026年北京市西城区下学期4月高三统一测试英语试卷（附答案解析），文件包含第6节文言语句朗读节奏《孙权劝学》pptx、第6节文言语句朗读节奏《孙权劝学》doc、第6节文言语句朗读节奏mp4等3份课件配套教学资源，其中PPT共9页， 欢迎下载使用。

一、完形填空
We are tld never t judge a bk by its cver, but few f us actually fllw that advice. I used t think I had a gd 1 n peple. Quiet meant cld, and cnfident meant arrgant (自大的). I was especially sure f this when it came t Marcus Greene, wh sat behind me in chemistry class. He was the type f persn wh never raised his hand and rarely made eye cntact. 2 , I assumed he thught he was t gd fr the rest f us. Distant. Maybe even rude.
One day in class, we were paired up fr a grup prject. When the teacher annunced ur names tgether, I 3 heavily. He lked ver and gave me a small nd. N smile, n greeting, just that. I rlled my eyes.
Our first meeting was in the library after schl. I expected it t be 4 , maybe even annying, but t my surprise, Marcus came prepared. He had ntes and questins. Nt nly that, but he even had suggestins fr hw we culd divide the wrk fairly. I asked “Are yu always this 5 ?” He said, “Only when I care abut smething.”
Over the next tw weeks, we wrked side by side. He wasn’t the persn I thught he was. He didn’t lk dwn n thers; he was just shy. He didn’t avid peple; he just didn’t knw hw t 6 . Slwly, I learned mre abut him. Nne f that arrgance I’d 7 t him was real. It had been nthing mre than my assumptin, wrapped up in his silence.
The day we presented ur prject, ur teacher praised us fr ur 8 . I turned t Marcus and said, “I’m glad we gt paired up.” He lked dwn, smiled faintly, and replied, “Me t.”
That was the day I realized I was wrng abut him. And mre imprtantly, it was the day I realized hw easy it is t 9 smene when yu dn’t bther t lk deeper. Since then, I’ve tried t listen mre clsely, judge mre slwly, and give peple the 10 t shw me wh they are.
1．A．readB．fcusC．cmmentD．impressin
2．A．LuckilyB．NaturallyC．HpefullyD．Suddenly
3．A．criedB．sighedC．prtestedD．sweated
4．A．frmalB．smthC．urgentD．awkward
5．A．relaxedB．criticalC．rganizedD．cnfident
6．A．hang nB．shw ffC．reach utD．make up
7．A．assignedB．wedC．explainedD．presented
8．A．ambitinB．curisityC．tleranceD．cperatin
9．A．ignreB．describeC．recgnizeD．misunderstand
10．A．spaceB．reasnC．guidanceD．pressure
二、语法填空
阅读下面短文，根据短文内容填空。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。
I sat in my prfessr’s ffice and spke ut everything that had been trubling me fr mnths: the stress and the self-dubt. He 11 (calm) listened and said, “Yu are here t learn t ride a bicycle, nt t invent a bicycle.” That sentence pened smething up. This experience marked a turning pint, 12 I realized the need t refcus n my initial purpse. I 13 (seek) t wrry less, and every prject became a meaningful step frward and a stry wrth sharing, whether it failed r succeeded.
阅读下面短文，根据短文内容填空。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。
D yu ever struggle t stay fcused and get tasks 14 (d)? If s, yu can try the Pmdr Technique, a time management tl. It invlves dividing wrk tasks int 25-minute perids, knwn as pmdrs, with breaks scheduled 15 perids. Intrduced in the 1980s, the Pmdr Technique 16 (gain) greater ppularity ver the past years thanks t its ability t help prevent burnut and bredm. Cmbining fcused wrk with brief breaks 17 (allw) peple t achieve mre withut lsing cncentratin r getting stressed.
阅读下面短文，根据短文内容填空。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。
Prfessr Zha Haiying leads a team cmbining AI, big data and archaelgy (考古学) 18 (build) a “digital gene bank f Chinese civilizatin”. Her inspiratin came thrugh carpets while she was studying 19 ne art frm cnnects cuntries and regins. Her team has defined six cre categries f cultural genes, which is essential fr revealing patterns f evlutin thrugh time and space. 20 (partner) with varius museums, they have intercnnected millins f digital artifacts. “Our missin is cnnectin, nt just cllectin,” Zha says.
三、阅读理解
Lved Befre
The first ec-friendly, fully sustainable sft ty adptin agency
“Several years back, during my time as a vlunteer at a charity shp, I bserved the arrival f secnd-hand tys at the stre. These pre-lved tys, ften handed ver with cherished memries and emtinal significance, were carelessly cast aside, smetimes became dg tys r, even mre dishearteningly, destined fr the landfill.
It became evident t me hw the lve, lively life, and stries f these ec-tys were at risk f being lst and frgtten in an instant. That was when Lved Befre was brn with the missin t revlutinize ur perspective n sustainable tys.”
---Charltte, Funder
What we d
 Yur pre-lved tys arrive at ur headquarter where they fficially becme Lved Befres and have a tailred and thrugh “Spa” treatment t make them clean.
 Each ty will have its wn phtsht, be added t the stre alng with the stry f their previus lives and adventures, and be re-hmed t their new family!
 At least half f the prfit frm every ne f ur sustainable tys nce adpted ges t Make-A-Wish, a nn-prfit rganizatin wh creates and fulfils life-changing wishes fr children living with critical illnesses.
What we believe
 Imperfect I’m perfect: Our cllectins shwcase tys that have weathered the jurney f life---wrn and beautifully imperfect. Lved Befre believes that in the wrld f lve and acceptance, “imperfectins” hld n weight. True beauty lies in the individuality f each ty, and there’s n such thing as “perfect”.
 Saving the wrld, ne teddy at a time: While ur passin fr teddies is undeniable, at Lved Befre, we view ur missin as a driving frce fr a brader shift in mindset---ne where sustainable tys, particularly ur ec-friendly teddies, mark just the beginning! We passinately believe that the wrld is already filled with enugh sft tys t last a lifetime, eliminating (消除) the necessity t prduce mre. By shifting perceptins f pre-lved items, we’re n a missin t revlutinize the ty industry frever. Our cllectin is a mvement twards a greener, mre cnscius playtime.
21．What inspired Charltte t start Lved Befre?
A．The imprper treatment f ld tys.B．The new attitude tward dg tys.
C．The prfits frm charities.D．The dnatins frm kids.
22．Accrding t the passage, Lved Befre ________.
A．fulfils ty wners’ wishesB．helps t cure sick children
C．shares the tys’ life striesD．buys thrughly cleaned tys
23．What is the significance f Lved Befre?
A．Achieving perfectin in life.B．Stressing the impact f teddies.
C．Prmting the prductin f tys.D．Raising envirnmental awareness.
I have always felt mst cmfrtable in the classrm, and I enjy the recgnitin frm family and teachers fr accmplishing a jb well. Althugh I was a high achiever, I was nt a student wh jined every club. Thrughut my life, I wanted t learn mre than I wanted t be in a bunch f extracurriculars (课外活动).
My academic jurney cntinued at a cmmunity cllege, where I jined the student newspaper. In the newsrm, I discvered an engaging, fast-paced wrld that allwed me t never stp learning. It was just what I had expected. Nw my transfer (转学) t Drake University fr a jurnalism degree was a n-brainer. It was exciting t see my future becme clear, but I never pictured the shck waves headed my way.
The campus phenmenn knwn as “Drake Busy” was cmpletely unexpected. The term describes the idea that cnstant busyness is the main indicatr f cllege success. Within the first week, I felt heavy pressure t be active in all the ways my peers (同伴) were. I saw students trying t balance multiple jbs and rganizatins alngside schlwrk. As a student used t having cnfidence in the classrm, I felt this new standard threatened my identity and wrsened my anxiety. I spent my first term struggling with dubts abut my wrthiness. My anxius thughts tricked my mind int believing lies like “Yu’re nt gd enugh.” A part f my mind realized thse thughts were nt true, but that sensible vice was a whisper cmpared t the shuts f dubt. As a witness t this battle every day, I have learned that smetimes it just takes time t chip away at my mind’s inventins.
In time, I recgnized that my experience as a transfer student was different but valuable. The utsider perspective helped me tackle “Drake Busy”. I watched peple trying t d t much at the expense f their well-being. I wanted t shake them and say, “Why d this t yurself?”
Instead f fighting the current, I eventually learned t swim in my wn lane. The pressure didn’t disappear, but my need t give in t it did. I realized that my wrth wasn’t calculated by the number f meetings n my calendar, but by the real satisfactin I felt in my wrk. On the days I managed t balance my ambitin with my peace f mind, I felt mst mtivated. I discvered that: true success is defined internally, nt by the nise arund yu.
24．Befre entering Drake University, the authr ________.
A．adpted a relaxing lifestyleB．lnged t becme a teacher
C．struggled t chse a majrD．perfrmed well academically
25．Hw did the authr feel within the first week at Drake University?
A．Unaccustmed.B．Relieved.C．Regretful.D．Expectant.
26．What des the authr think f the “Drake Busy” lifestyle?
A．It lwers students’ learning efficiency.B．It indicates students’ future success.
C．It threatens students’ well-being.D．It erases students’ self-dubt.
27．What message des the passage deliver?
A．Outsiders rarely win.B．Yur wn pace matters.
C．Busyness equals wrthiness.D．Yur anxiety drives yu frward.
Intelligence is changing. Fr mst f mdern histry, IQ was treated as the gld standard fr ptential, and later, EQ became the best way t succeed in relatinship-driven spaces. Nw, bth are being challenged because AI mdels can cmplete cgnitive (认知的) tasks with superir speed and accuracy while simulating (模拟) emtinal cnnectins with users in ways that feel increasingly realistic.
Many f the abilities we nce relied n t stand ut are n lnger exclusively human. Once, being the smartest in the rm ensured success. Tday, this advantage weakens — AI drafts cmplex strategies and prcesses infrmatin at a range and speed n human can match. The differentiatr shifts frm accessing infrmatin t interpreting it wisely, leaving many questining their place as human skills are easily autmated.
One capacity gaining attentin is spiritual intelligence (SQ). Althugh the term is ften misunderstd as religius, mst researchers use it in a wrldly way t describe hw peple find meaning and directin in their lives. The cmmn thread is that SQ can influence hw we rient (确定方向) urselves when familiar strategies fail, encuraging us t questin whether prductivity alne can sustain a meaningful life.
SQ can serve as a framewrk t exercise ur agency and stay cnnected t what matters during perids f rapid change and uncertainty. Unlike IQ and EQ, SQ resists autmatin because it develps thrugh lived experience and the nging prcess f making meaning in ur lives. It helps us perceive nt nly what we can d, but why it matters.
Current research has assciated higher levels f SQ with greater resilience (韧性), mre mral leadership behavirs, higher well-being, and strnger interpersnal trust. One credible explanatin is that SQ strengthens ur sense f agency: when we rt ur decisins in meaning, we apprach cmplexity with intentinality instead f urgency. Such value is reflected in its key qualities.
Three key qualities f peple wh have develped SQ are ften identified in research. First is systems awareness. Schlars believe SQ enables a brader perspective t spt event patterns and cnnectins, with qualitative studies shwing high SQ scrers ften think interdependently. Besides, individuals with strng SQ tend t exhibit a purpse-driven rientatin. Cambridge research suggests that having a sense f purpse is linked t mtivatin, creativity and well-being. SQ centers n purpse, thugh the direct causal pathway between SQ and purpse remains mre crrelatinal than definitive. Equally imprtant is the quality f presence. Practices like mindfulness tied t SQ reduce reactivity and bst attentin regulatin, helping individuals stay grunded under stress fr intentinal actins.
Perhaps SQ’s mst ntable trait is its gradual grwth, with n dramatic reinventin needed. It emerges thrugh hnest reflectin and a willingness t revisit lng-held beliefs, accessible t anyne willing t engage with themselves intentinally and curiusly. As AI advances, human uniqueness may shift frm what we can prduce t hw we interpret, make chices, and live ut ur values. IQ and EQ will remain valuable, but n lnger define ur uniqueness. SQ — the ability t find cnsistence amid rapid change — may becme ur mst essential human skill.
28．What are the first tw paragraphs mainly abut?
A．Why new cmpetitive skills are challenged.
B．When traditinal human advantages will fail.
C．Hw human uniqueness is shifting in the AI era.
D．What makes AI superir in infrmatin prcessing
29．What can be inferred abut spiritual intelligence?
A．It prves t be the cause f purpse.
B．It grws by abandning lng-held beliefs.
C．It helps peple stay rted amid uncertainty.
D．It facilitates urgent decisins in cmplex situatins.
30．Which wuld be the best title fr the passage?
A．SQ’s Advantages Over IQ & EQ
B．The Rise f Spiritual Intelligence
C．The Develpment f Human Intelligence
D．Hw Human Intelligence Outperfrms Al
Pictures and vides f all srts f animals regularly g viral these days because peple cnnect with the apparent jy, friendship and playfulness f these animals. Unfrtunately, the initial enthusiasm f these psts is ften squashed by smene rightly nting that the animal’s reactin is nt jy r pleasure, but fear, anger r pain.
The reasn we ften get cases like this wrng is that we interpret the emtinal cntent f many behavirs autmatically and uncnsciusly. This is a versin f anthrpmrphism: interpreting animals as we wuld interpret anther human. The standard view has been that anthrpmrphism is primarily an errr f verestimating the intelligence f animals. In recent decades, many authrs have pushed back against this attitude twards anthrpmrphism, arguing animals are a lt like us and that many “anthrpmrphic” claims abut animals are actually true.
Instead f getting caught in a black-and-white debate, hwever, I want a mre cmplicated, infrmed discussin f cmpeting ideas. Once we agree that animals d in fact, have emtins, we can acknwledge that the anthrpmrphic mistake is nt seeing emtin where there is nne — it is seeing the wrng emtin.
Each f us has a set f perceptual, emtinal and cgnitive capacities that allw us t engage and understand ne anther scially. These capacities help guide and structure all srts f interactins, and we are generally nt even aware we are using them. They are generally, but nt perfectly, tuned fr human interactin. Things can get messy, thugh, when we use them t interpret animals. Perhaps the best-studied versin f this is the primate “grin” (灵长类动物的咧嘴笑). The animal is nt happy, it turns ut. The exact signaling functin varies by species, but it usually signals smething mre like fear r anxiety, ften by a submissive individual in a tense scial situatin. This is, in fact, anthrpmrphism, because yu are interpreting an animal’s behavir in the same way we wuld interpret human behavir. This kind f anthrpmrphism is a frm f cgnitive bias (偏见) resulting frm shrtcuts taken by ur reasning prcesses, usually withut ur awareness.
We shuld apprach the tpic f anthrpmrphism frm the angle f bias. Traditinally, assumptins abut hw and when peple anthrpmrphise have been s fixed that the psychlgy did nt seem wrth investigating. Slightly different attitudes can be fund. Fr example, even thugh they advcate fr anthrpmrphic views f animals, the zlgists Jesus Rivas and Grdn Burghardt memrably nte that it can be tricky: “Anthrpmrphism cmes in many frms and can catch yu ff guard!” While the recgnitin f “many frms” is prgress, it makes the need fr evidence-based research nly mre pressing. By fcusing n implicit (隐性的) anthrpmrphism, we shift attentin frm debating specific “humanlike” features t examining the deeper psychlgical mechanisms that make anthrpmrphism s slippery. This, I believe, is the mst challenging and mst significant dimensin f the prblem.
31．What des the wrd “squashed” underlined in Paragraph 1 prbably mean?
A．Awakened.B．Dampened.C．Misguided.D．Underestimated.
32．What can we learn abut anthrpmrphism?
A．It turns animals’ negative emtins int psitive nes
B．It underrates the emtinal capacities f animal species.
C．It cntributes t the shrtcuts f ur reasning prcesses.
D．It reflects the prjectin f human qualities nt animals
33．The authr qutes Jesus and Grdn t ________.
A．cnfirm the value f anthrpmrphism
B．highlight the cmplexity f anthrpmrphism
C．warn us f the limitatins f anthrpmrphism
D．remind us t view anthrpmrphism psitively
34．What des the authr intend t d by writing this passage?
A．Prpse a fresh perspective.B．Analyze a wrrying tendency.
C．Evaluate the credibility f a thery.D．Explre the rigin f a phenmenn.
Cut yur sugar, get sme exercise, eat yur vegetables, sleep well. Every day, we are surrunded by infrmatin abut hw t live lnger, healthier, happier lives. 35 It is t engage in the arts.
Over the past few decades, evidence has been increasing t suggest that being mre creative wrks wnders fr ur health. 36 And the results are astnishing, frm music in surgery reducing the amunt f painkillers and anti-anxiety medicines needed, t dance prgrams helping peple with Parkinsn’s disease t walk.
But the arts aren’t just there fr us when we are sick. As a public health scientist. I spend my days lking at data frm studies — massive datasets that cntain thusands f individuals wh have cmpleted questinnaires, had nurse interviews, dnated bld samples and undergne brain imaging every few years f their lives. 37 Using cmplex statistical methds, we can lk at the lng-term relatinship between everyday arts engagement and dzens f health utcmes.
The results are remarkable. Children wh engage mre with the arts have a reduced risk f develping prblems like depressin later in life. Adults wh participate mre frequently in the arts and visit cultural venues are happier and feel mre satisfied with their lives ver the years and decades that fllw
38 Kindergarteners wh engage in music activities have increased prscial skills as they head int primary schl. Teenagers wh are invlved in bands, dance and editing schl newspapers are less likely t get invlved in antiscial behavirs r crime.
I want t be clear: I am nt suggesting the arts can slve all prblems. 39 But the evidence remains that engaging regularly in creative activities that yu enjy is an investment in yur health that is wrth making.
A．The benefits aren’t just psychlgical either.
B．Regular arts engagement ges beynd bsting physical health.
C．But there is ne piece f advice I bet yu have never been given.
D．Many f these studies cntain buried questins n arts engagement.
E．Arts can be inaccessible t peple because f cst and ther reasns.
F．Crafts, singing, theatre and writing are gd fr us as part f ur daily lives.
G．Prgrams being develped arund the wrld are starting t integrate the arts int healthcare.
阅读表达
It ften tk me weeks r even mnths t begin writing smething. I tended t put it ff, reasning that at sme pint I wuld land in that perfect mment where my thughts wuld flw. But that mment didn’t always arrive, and I ended up putting tgether a hurriedly written piece nly when the deadline became dangerusly clse.
It was 10 p.m. n a winter night and I was sitting at my laptp, staring at a blank Wrd dcument. My thesis prpsal deadline apprached. I hadn’t written a wrd despite weeks f thinking. Earlier that evening, when I met anther Ph.D．student, Sachin, fr ur regular mnthly dinner, he was equally stuck — buried under the weight f a fellwship applicatin. We set ut t make a change. S, we made a pact (约定): After dinner, we wuld sit tgether, laptps pen, phnes away, n excuses. It was the fuel I needed t finally start writing.
Our infrmal pact sn became a habit. We scheduled weekly 90-minute sessins, which gave us a distractin-free space t write smething, hwever imperfect. We began each sessin by naming a small gal. That 5-minute planning made the rest f the sessin surprisingly prductive. Instead f wrrying abut writing an entire prpsal, we nly had t finish a tiny piece f it. Thse small wins built cnfidence. A few sentences grew int paragraphs, then int cmplete prpsals with enugh time befre the deadline t get feedback frm prfessrs. Writing never gt easy, as I’d hped, but it became less islating and mre prductive. Sachin and I had bth seen ur mates face similar challenges and wanted t bring this experience t a brader grup. S we launched c-wrking sessins fr the students in ur department. We started with 5 minutes f gal setting, fllwed by 75 minutes f silent, fcused writing, and ended with a shrt reflectin perid.
Nw dzens f students have attended. What began as tw anxius students staring at blank screens has grwn int a small cmmunity that makes writing less lnely. Our experience shwed us that accuntability and a shared sense f purpse can lwer the barriers that make writing s scary. N ne shuld have t write alne
40．What was the pact between the authr and Sachin fr writing?

41．Why did the authr and Sachin start c-wrking sessins fr their mates?

42．Please decide which part is false in the fllwing statement, then underline it and explain why.
The c-wrking sessins helped t remve the blck that made writing frightening.

43．Apart frm making a pact, what ther way(s) wuld yu use t imprve prductivity? (In abut 40 wrds)

四、书信写作
44．假设你是红星中学高三学生李华。你的英国好友Jim听说你参加了全球青少年机器人设计大赛，想了解相关情况。请你用英文给他发邮件，内容包括:
1. 介绍你的参赛作品；
2. 分享参赛感想。
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
《2026届北京市西城区下学期4月高三统一测试英语试卷》参考答案
1．A 2．B 3．B 4．D 5．C 6．C 7．A 8．D 9．D 10．A
【导语】文章讲述了作者打破对同学Marcus的刻板印象、学会深入理解他人的经历。
1．考查名词。句意：我曾经以为自己很会看人。A. read理解，洞察；B. fcus焦点；C. cmment评论；D. impressin印象。根据下文的“Quiet meant cld, and cnfident meant arrgant(安静意味着冷漠，自信意味着自大)”可知，作者认为自己很会“看人”。have a gd read n sb.为固定搭配，意为“很了解某人”。
2．考查副词。句意：自然而然地，我认为他觉得自己比我们其他人都强。A. Luckily幸运地；B. Naturally自然而然地；C. Hpefully有希望地；D. Suddenly突然地。根据上文的“He was the type f persn wh never raised his hand and rarely made eye cntact (他是那种从不举手也很少眼神交流的人)”可知，作者“自然而然地”认为他自大。
3．考查动词。句意：当老师宣布我们的名字在一起时，我重重地叹了口气。A. cried哭；B. sighed叹气；C. prtested抗议；D. sweated出汗。根据上文的“I assumed he thught he was t gd fr the rest f us (我认为他觉得自己比我们其他人都强)”可知，作者对和Marcus组队感到不满，所以“重重地叹了口气”。
4．考查形容词。句意：我以为会很尴尬，甚至烦人，但令我惊讶的是，Marcus做好了准备。A. frmal正式的；B. smth顺利的；C. urgent紧急的；D. awkward尴尬的。根据下文的递进表达“maybe even annying”和转折内容“but t my surprise, Marcus came prepared”可知，作者以为和Marcus的第一次会面会很“尴尬”。
5．考查形容词。句意：我问：“你总是这么有条理吗？”A. relaxed放松的；B. critical批评的；C. rganized有条理的；D. cnfident自信的。根据上文的“He had ntes and questins. Nt nly that, but he even had suggestins fr hw we culd divide the wrk fairly (他有笔记和问题。不仅如此，他甚至对我们如何公平分配工作有建议)”可知，Marcus很“有条理”。
6．考查动词短语。句意：他不是在回避别人；他只是不知道如何主动与人接触。A. hang n坚持；B. shw ff炫耀；C. reach ut主动接触；D. make up编造。根据上文的“He didn’t avid peple (他不是在回避别人)”可知，他只是不知道如何“主动与人接触”。
7．考查动词。句意：我归给他的那些傲慢都不是真的。A. assigned分配，归于；B. wed欠；C. explained解释；D. presented呈现。根据第一段的“I assumed he thught he was t gd fr the rest f us (我认为他觉得自己比我们其他人都强)”可知，作者把傲慢“归于”Marcus。
8．考查名词。句意：我们展示项目的那天，老师表扬了我们的合作。A. ambitin野心；B. curisity好奇心；C. tlerance宽容；D. cperatin合作。根据上一段的“we wrked side by side”可知，老师表扬了我们的“合作”。
9．考查动词。句意：更重要的是，从那天起我意识到，当你不费心去深入了解一个人时，很容易误解他。A. ignre忽视；B. describe描述；C. recgnize认出；D. misunderstand误解。根据上文的“I was wrng abut him (我错看了他)”可知，作者意识到容易“误解”别人。
10．考查名词。句意：从那以后，我试着更仔细地倾听，更慢地下判断，给人们空间来展示他们是谁。A. space空间；B. reasn理由；C. guidance指导；D. pressure压力。根据上文的“listen mre clsely, judge mre slwly (更仔细地倾听，更慢地下判断)”可知，作者给人们“空间”来展示真实的自己。
11．calmly 12．where/when 13．sught
【导语】本文讲述了作者向教授倾诉困扰自己数月的压力和自我怀疑后，教授的一句话让作者豁然开朗，意识到应重新专注于最初的目标，之后作者减少担忧，将每个项目都视为有意义的进步和值得分享的故事。
11．考查副词。句意：他平静地听着，然后说：“你是来学习骑自行车的，而不是来发明自行车的。” 此处修饰动词listened，应用副词calmly，意为“平静地”。
12．考查定语从句。句意：这段经历标志着一个转折点，在这个转折点我意识到需要重新专注于我最初的目标。此处为非限制性定语从句，先行词是a turning pint，可理解为抽象的地点，在从句中作地点状语，此时用关系副词where引导；也可理解为时间，在从句中作时间状语，此时用关系副词when引导。
13．考查动词时态。句意：我努力减少担忧，每个项目都成为了有意义的进步和值得分享的故事，无论它是失败还是成功。根据上下文可知，此处描述过去发生的事情，应用一般过去时，seek的过去式为sught。
14．dne 15．between 16．has gained 17．allws
【导语】本文主要介绍了一种名为番茄工作法的时间管理方法及其优势。
14．考查非谓语动词。句意：你是否曾努力保持专注并完成任务？get sth. dne是固定结构，意为“使某事被做”，这里用dne作宾语补足语，表示任务被完成。
15．考查介词。句意：它包括将工作任务划分为25分钟的时间段，称为“番茄时段”，并在各个时段之间安排休息时间。此处表示在多个时段两者之间，需用介词between，between表示“在……之间”。
16．考查时态。句意：番茄工作法于20世纪80年代被引入，在过去几年中，由于其有助于防止倦怠和无聊的能力，它越来越受欢迎。空处为谓语，根据时间状语“ver the past years”可知，句子应用现在完成时，主语the Pmdr Technique是单数，谓语动词用第三人称单数形式。
17．考查时态和主谓一致。句意：将专注的工作与短暂的休息相结合，能让人们在不分散注意力或不感到压力的情况下完成更多工作。空处作谓语，句子描述的是客观事实，用一般现在时，动名词短语“Cmbining fcused wrk with brief breaks”作主语，谓语动词用第三人称单数形式。
18．t build 19．hw 20．Partnering
【导语】本文是一篇说明文。文章介绍赵海英教授带领团队结合人工智能等技术，搭建中华文明数字基因库，联合博物馆整合数字文物，以文化基因实现文明联结。
18．考查非谓语动词。句意：赵海英教授带领团队融合人工智能、大数据与考古学，打造“中华文明数字基因库”。句子已有谓语动词leads，空处表示团队的目的是“打造中华文明数字基因库”，应用不定式t build作目的状语。故填t build。
19．考查宾语从句。句意：她在研究一种艺术形式如何串联起各个国家与地区的过程中，从地毯身上获得了灵感。空处引导宾语从句，此处表示“研究一种艺术形式如何串联起各个国家与地区”，需要表方式的引导词hw。故填hw。
20．考查非谓语动词。句意：通过与各大博物馆合作，团队联通了数百万件数字文物。赵教授说：“我们的使命是联结，而非单纯收藏。”句子已有谓语have intercnnected，空处为非谓语动词，逻辑主语they和动词partner“合作”之间是主动关系，应用现在分词作状语，句首首字母需大写。故填Partnering。
21．A 22．C 23．D
【导语】主要介绍Lved Befre这家全球首个环保且完全可持续的毛绒玩具收养机构，讲述其创立原因、运营模式及秉持理念，强调对环保和改变玩具行业观念的重要意义。
21．细节理解题。根据创始人Charltte所说“These pre-lved tys, ften handed ver with cherished memries and emtinal significance, were carelessly cast aside, smetimes became dg tys r, even mre dishearteningly, destined fr the landfill. It became evident t me hw the lve, lively life, and stries f these ec-tys were at risk f being lst and frgtten in an instant.(这些承载着珍贵回忆和情感意义的二手玩具被随意丢弃，有时沦为狗狗的玩具，更令人沮丧的是，它们最终被送去填埋。我意识到这些环保玩具的爱、鲜活的生命和故事可能瞬间就会被遗忘。)”可知，旧玩具受到的不当对待启发Charltte创立了Lved Befre。
22．细节理解题。根据“What we d”部分“Each ty will have its wn phtsht, be added t the stre alng with the stry f their previus lives and adventures, and be re-hmed t their new family!(每个玩具都会有自己的照片拍摄，连同它们以前的生活和冒险故事一起被添加到商店里，然后被重新安置到它们的新家庭！)”可知，Lved Befre会分享玩具的生活故事。
23．推理判断题。根据“What we believe”部分“By shifting perceptins f pre-lved items, we’re n a missin t revlutinize the ty industry frever. Our cllectin is a mvement twards a greener, mre cnscius playtime.(通过改变对二手物品的看法，我们致力于永远彻底改变玩具行业。我们的收藏是朝着更环保、更有意识的玩耍时间的一种行动)”可知，Lved Befre的意义在于提高环保意识。
24．D 25．A 26．C 27．B
【导语】文章主要讲述了作者从社区学院转学到德雷克大学后，面对校园内“Drake Busy”现象带来的压力与焦虑，最终学会按照自己的节奏生活、重新找到自我价值的心路历程。
24．细节理解题。根据第一段“Althugh I was a high achiever, I was nt a student wh jined every club. (虽然我是一个成绩优异的学生，但我并不是一个参加所有社团的学生。)”可知，作者在转学之前学业上表现优异。
25．推理判断题。根据第三段“Within the first week, I felt heavy pressure t be active in all the ways my peers were. (在第一周内，我感到巨大的压力，要以同伴们所有的活跃方式去参与活动。)”以及“As a student used t having cnfidence in the classrm, I felt this new standard threatened my identity and wrsened my anxiety. (作为一个习惯在课堂上有自信的学生，我感到这种新标准威胁到了我的身份认同，并加剧了我的焦虑。)”可知，作者第一周感到不适应这种全新的校园氛围。
26．细节理解题。根据第四段“I watched peple trying t d t much at the expense f their well-being. (我看到人们试图做太多事情，却以牺牲自己的幸福感为代价。)”可知，作者认为“Drake Busy”这种生活方式威胁到了学生的身心健康。
27．主旨大意题。根据最后一段中“Instead f fighting the current, I eventually learned t swim in my wn lane. (我不再与潮流对抗，最终学会了在自己的泳道里游泳。)”以及“I discvered that: true success is defined internally, nt by the nise arund yu. (我发现：真正的成功是由内心定义的，而非周围的喧嚣。)”可知，文章传达的信息是：走自己的路、按照自己的节奏生活才是最重要的。
28．C 29．C 30．B
【导语】文章主要介绍了在人工智能时代，传统智力（IQ）和情商（EQ）正面临挑战，而精神智力（SQ）作为一种新兴的人类核心能力，正受到越来越多的关注。
28．主旨大意。根据第一段“Intelligence is changing. (智力正在发生变化。)”以及第二段“Many f the abilities we nce relied n t stand ut are n lnger exclusively human. (我们曾经赖以脱颖而出的许多能力，已不再为人类所独有。)”和“The differentiatr shifts frm accessing infrmatin t interpreting it wisely, leaving many questining their place as human skills are easily autmated. (区分点从获取信息转向明智地解读信息，随着人类技能轻易被自动化，许多人开始质疑自己的位置。)”可知，前两段主要讲在AI时代人类的独特性如何转变。
29．推理判断题。根据第四段“SQ can serve as a framewrk t exercise ur agency and stay cnnected t what matters during perids f rapid change and uncertainty. (精神智商可以作为一种框架，在快速变化和不确定的时期，帮助我们行使自主能力，并坚守重要的事物。)”可知，精神智商帮助人们在不确定性中保持定力。
30．主旨大意题。根据最后一段中“SQ — the ability t find cnsistence amid rapid change — may becme ur mst essential human skill.(精神智力——在快速变化中找到一致性（内心定力）的能力——可能成为我们最核心的人类技能。)”以及全文内容可知，文章围绕精神智力（SQ）的兴起、内涵、特点及其在AI时代的重要性展开论述。
31．B 32．D 33．B 34．A
【导语】文章主要探讨了人类对动物行为的拟人化解释现象，指出这往往源于认知偏差，并呼吁从偏见角度深入研究这一复杂问题。
31．词句猜测题。根据第一段“Pictures and vides f all srts f animals regularly g viral these days because peple cnnect with the apparent jy, friendship and playfulness f these animals. Unfrtunately, the initial enthusiasm f these psts is ften squashed by smene rightly nting that the animal’s reactin is nt jy r pleasure, but fear, anger r pain.(如今，各类动物的图片和视频时常在网上疯传，因为人们会被这些动物流露出的喜悦、友谊和嬉戏感所打动。不幸的是，这些帖子的最初热情常常被一些人_____，他们有理有据地指出，动物的反应不是喜悦或快乐，而是恐惧、愤怒或痛苦)”可知，动物的反应是恐惧、愤怒或痛苦，而不是人们所以为的喜悦或快乐，因此人们对这些帖子的热情会减弱，故划线词squashed意为“减弱，受到抑制”，与“Dampened”意思相近。
32．细节理解题。根据第二段中“This is a versin f anthrpmrphism: interpreting animals as we wuld interpret anther human. (这是一种拟人化：像解读另一个人一样解读动物)”可知，拟人化用解读人的方式来解读动物，反映了将人类特质投射到动物身上的现象。
33．推理判断题。根据第五段中“Fr example,even thugh they advcate fr anthrpmrphic views f animals, the zlgists Jesus Rivas and Grdn Burghardt memrably nte that it can be tricky: “Anthrpmrphism cmes in many frms and can catch yu ff guard!” (例如，动物学家Jesus Rivas和Grdn Burghardt虽然主张对动物采取拟人化的看法，但他们特别指出，这可能会很棘手：“拟人化有多种形式，可能会让你措手不及！”)”可知，作者引用Jesus和Grdn的话是为了说明拟人化并非简单的问题，它形式多样，容易让人在不经意间犯错，从而强调了拟人化这一现象的复杂性。
34．推理判断题。通读全文，结合最后一段中“We shuld apprach the tpic f anthrpmrphism frm the angle f bias. Traditinally, assumptins abut hw and when peple anthrpmrphise have been s fixed that the psychlgy did nt seem wrth fcusing n implicit (隐性的) anthrpmrphism, we shift attentin frm debating specific “humanlike” features t examining the deeper psychlgical mechanisms that make anthrpmrphism s slippery. This, I believe, is the mst challenging and mst significant dimensin f the prblem. (我们应该从偏见的角度来探讨拟人化这一话题。传统上，关于人们如何以及何时进行拟人化的假设太过固定，以至于其背后的心理机制似乎不值得研究。……通过关注隐性拟人化，我们将注意力从争论具体的“类人”特征转移到审视使拟人化如此难以捉摸的更深层次的心理机制上。我相信，这是这个问题最具挑战性也最有意义的维度)”可知，作者分析了拟人化的现象、问题及成因，并指出传统研究的不足，进而提出从“偏见”和“心理机制”角度研究拟人化的新方向。因此，作者通过写这篇文章旨在提出一个新的研究视角。
35．C 36．G 37．D 38．A 39．E
【导语】本文主要介绍了参与艺术活动对健康的益处，并通过科学研究数据支持了这一观点，说明将艺术融入日常生活是一种值得的健康投资。
35．根据上文“Cut yur sugar, get sme exercise, eat yur vegetables, sleep well. Every day, we are surrunded by infrmatin abut hw t live lnger, healthier, happier lives. (少吃糖、多运动、吃蔬菜、睡好觉。每天，我们都被如何活得更长久、更健康、更幸福的信息所包围。)”可知，这是在列举常见的生活建议。再结合下文“It is t engage in the arts. (那就是参与艺术活动。)” 可知，下文“It”指代一种建议，因此空处应引出一种与众不同的建议，与上文的常见建议形成对比。C选项“But there is ne piece f advice I bet yu have never been given. (但我打赌有一条建议你从未得到过。)” 以“But”转折，引出下文不常见的建议“参与艺术活动”，其中“ne piece f advice”与下文的“It”指代一致，符合语境。
36．根据下文“And the results are astnishing, frm music in surgery reducing the amunt f painkillers and anti-anxiety medicines needed, t dance prgrams helping peple with Parkinsn’s disease t walk.(结果令人惊讶，从手术中的音乐减少了所需的止痛药和抗焦虑药物的数量，到舞蹈项目帮助帕金森病患者行走。)”可知，此处提到了艺术在医疗方面的应用，G选项“Prgrams being develped arund the wrld are starting t integrate the arts int healthcare.(世界各地正在开发的项目开始将艺术融入医疗保健。)”引出了下文的医疗应用实例“music in surgery”和“dance prgrams”，符合语境。
37．根据上文“As a public health scientist. I spend my days lking at data frm studies — massive datasets that cntain thusands f individuals wh have cmpleted questinnaires, had nurse interviews, dnated bld samples and undergne brain imaging every few years f their lives. (作为一名公共卫生科学家，我每天研究来自大量研究的数据集，其中包含数千名个体，他们每隔几年完成问卷、接受护士访谈、捐献血液样本并进行脑成像。)” 可知，这些研究数据集内容广泛。再根据下文“Using cmplex statistical methds, we can lk at the lng-term relatinship between everyday arts engagement and dzens f health utcmes.(使用复杂的统计方法，我们可以研究日常艺术参与与数十种健康结果之间的长期关系。)”可知， 此处开始讨论“arts engagement”与健康的关系，因此空处应能建立起“庞大研究数据”与“艺术参与”之间的联系。D选项“Many f these studies cntain buried questins n arts engagement.( 其中许多研究都包含了关于艺术参与的隐含问题。)”完美地起到了这个桥梁作用，说明这些庞大的数据集中也包含了关于艺术参与的信息，从而使得下文研究两者的长期关系成为可能，符合语境。
38．根据下文“Kindergarteners wh engage in music activities have increased prscial skills as they head int primary schl. Teenagers wh are invlved in bands, dance and editing schl newspapers are less likely t get invlved in antiscial behavirs r crime.(参与音乐活动的幼儿园儿童在进入小学时亲社会技能有所提高。参与乐队、舞蹈和编辑校报的青少年不太可能参与反社会行为或犯罪。)”可知，此处提到了艺术参与对儿童心理和行为方面的益处，A选项“The benefits aren’t just psychlgical either.(这些益处不仅仅是心理上的。)”中的“psychlgical”总结上文（抑郁、幸福感、生活满意度），并用“aren’t just”自然引出下文的社会行为益处（亲社会技能、减少反社会行为），起到了承上启下作用。
39．根据上文“I want t be clear: I am nt suggesting the arts can slve all prblems. (我想澄清一点：我并不是说艺术能解决所有问题。)”可知，作者在客观地指出艺术的局限性。下文提到“But the evidence remains that engaging regularly in creative activities that yu enjy is an investment in yur health that is wrth making. (但证据仍然表明，定期参与你喜欢的创造性活动是对你健康的投资，是值得的。)”定期参加创造性活动有益处，这是一个转折，重申了艺术对健康的积极价值。因此，空处的内容应既能体现艺术的某种局限性（与上文“不能解决所有问题”呼应），又不能完全否定其价值，从而为下文的转折“But...”做铺垫。E选项“Arts can be inaccessible t peple because f cst and ther reasns. (艺术可能因为成本和其他原因而让一些人难以接触。) 指出了艺术的一个现实局限（可及性问题），这与“不能解决所有问题”的逻辑一致，同时为下文“但……值得投资”的转折提供了合理的过渡，符合语境。
40．After dinner, they wuld sit tgether, laptps pen, phnes away, n excuses. 41．Because they had bth seen their mates face similar challenges and wanted t bring this experience t a brader grup. 42．The c-wrking sessins helped t remve the blck that made writing frightening. 43．I wuld break large tasks int smaller daily gals and use the Pmdr Technique, wrking fr 25 minutes then taking a 5-minute break. This structure keeps me fcused and prevents burnut.
【导语】文章讲述了作者曾饱受写作拖延困扰，在和同样陷入写作瓶颈的同学Sachin约定结伴写作后，逐渐形成固定的互助写作模式，不仅克服了拖延、提升了写作效率，还将这种互助模式推广为部门内的写作社群，帮助更多学生降低写作焦虑的经历。
40．细节理解题。根据第二段的句子“S, we made a pact (约定): After dinner, we wuld sit tgether, laptps pen, phnes away, n excuses. It was the fuel I needed t finally start writing. (于是，我们约定：晚饭后，我们坐在一起，打开笔记本电脑，远离手机，没有借口。这是我最终开始写作所需要的动力。)”可知，两人约定，晚饭后，坐在一起，远离手机，打开笔记本电脑写作。
41．细节理解题。根据第三段的句子“Sachin and I had bth seen ur mates face similar challenges and wanted t bring this experience t a brader grup. (Sachin和我都看到我们的同学面临着类似的挑战，于是想把这种经验推广到更多人。)”可知，他们创建互助写作小组的原因是因为他们都看到自己的同学面临着类似的挑战，并希望将这种经历带给更广泛的群体。
42．细节理解题。根据最后一段的句子“Our experience shwed us that accuntability and a shared sense f purpse can lwer the barriers that make writing s scary. (我们的经验表明，责任感和共同的目标感能够降低让写作变得可怕的障碍。)”可知，原文表述是“lwer the barriers (降低障碍)”，而非“remve the blck (消除障碍)”，程度上有差异。所以应该在remve the blck下画横线。
43．开放性试题。根据日常提升效率的经验可知，制定细分计划、使用番茄工作法等都是有效的方法，答案合理即可。如：I wuld break large tasks int smaller daily gals and use the Pmdr Technique, wrking fr 25 minutes then taking a 5-minute break. This structure keeps me fcused and prevents burnut.
44．范文：
Dear Jim,
Great t hear frm yu! Yu asked abut the rbt cmpetitin. Hnestly, it was the highlight f my year! Let me tell yu mre abut it.
My teammates and I created a “Smart Cmpanin Rbt” designed t assist elderly peple living alne. It can nt nly chat with users, but als detect falls, remind them t take medicatin, and even make emergency calls.
This cmpetitin was truly a rewarding and eye-pening experience. I imprved my prgramming skills and learned a lt abut teamwrk and time management. Als, seeing hw yung minds wrldwide tackle glbal challenges was incredibly mtivating.
What’s new with yu? Drp me a line when yu can!
Yurs,
Li Hua
【导语】要求考生以李华的身份给好友Jim回一封邮件，给她介绍自己参加全球青少年机器人设计大赛的相关情况。
【详解】1.词汇积累
说实话：hnestly→t be frank/t tell the truth
目的是：be designed t→be intended t/be aimed at
提高：imprve→prmte/enhance
解决：tackle→address
2.句式拓展
句型转换
原句：It can nt nly chat with users, but als detect falls, remind them t take medicatin, and even make emergency calls.
拓展句：Nt nly can it chat with users, but it als can detect falls, remind them t take medicatin, and even make emergency calls.
【点睛】【高分句型1】My teammates and I created a “Smart Cmpanin Rbt” designed t assist elderly peple living alne.（运用了过去分词designed作后置定语）
【高分句型2】Als, seeing hw yung minds wrldwide tackle glbal challenges was incredibly mtivating.（运用了动名词作主语和hw引导宾语从句）
题号
1
2
3
4
5
6
7
8
9
10
答案
A
B
B
D
C
C
A
D
D
A
题号
21
22
23
24
25
26
27
28
29
30
答案
A
C
D
D
A
C
B
C
C
B
题号
31
32
33
34
35
36
37
38
39
40
答案
B
D
B
A
C
G
D
A
E
A
题号
41
42
43







答案
B
I