北京市通州区2026届4月高三年级模拟考试英语试卷 含答案

这是一份北京市通州区2026届4月高三年级模拟考试英语试卷 含答案，共21页。试卷主要包含了5 分，共 15 分），给出理由等内容，欢迎下载使用。
2026 年 4 月
本试卷共 10 页，共 100 分。考试时长 90 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，请将答题卡交回。
第一部分：知识运用（共两节，30 分）
第一节（共 10 小题；每小题 1.5 分，共 15 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。
Le was the by wh knew every answer but never raised his hand. In Mr. Evans’ histry class, he was a silent amng the lively debates.
The turning pint arrived with the annual “Histrical Debate Turnament.” Each student
was required t a famus persn in histry and defend their legacy (遗产). Fr weeks, he researched in the library after schl, prepared arguments, cunterarguments, and even practiced befre his bedrm mirrr. Yet, as the turnament day apprached, the familiar anxiety — the fear f standing befre the entire class, f his vice getting weaker, and f the
pssible stumble (磕绊).
At the beginning f the debate, Le’s palms (手掌) were already When his turn came, he walked t the frnt fthe classrm, the eyes f his classmates fixed upn him. Then, he began. The wrds, s drilled, flwed nt as a memrized script, but as a narrative. When by a classmate, Le respnded with a calm disprf, citing primary surces he had
studied.
There was n dramatic applause. Instead, there was a respectful quietness as he finished. Mr. Evans ndded . “Le,” he remarked, “yu demnstrated tday that depth f
understanding ften speaks luder than vlume f speech.”
He placed secnd in the debate. Classmates began asking fr his ntes n difficult tpics.
Grup prject partners his analysis. He started cntributing sentences t discussins, then paragraphs.
Le learned that his cnfidence grew nt frm becming the ludest, but frm the quiet that his knwledge had value.
1 ．A ．bserver B．judge C ．hst D ．rganizer
2 ．A ．fllw B ．represent C ．draw D ．recrd
3 ．A ．attitudes B ．aplgies C ．interviews D ．expressins
4 ．A ．std ut B ．came ff C ．flded back D ．pulled ut
5 ．A ．damp B ．empty C ．smth D ．hurt
6 ．A ．hurriedly B ．casually C ．carefully D ．blindly
7 ．A ．reminded B ．encuraged C ．interrupted D ．challenged
8 ．A ．thughtfully B ．awkwardly C ．anxiusly D ．bravely
9 ．A ．rejected B ．cnducted C ．sught D ．missed
10 ．A ．attentin B ．assurance C ．expectatin D ．reputatin
第二节（共 10 小题；每小题 1.5 分，共 15 分）
A
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。请在答题卡指定区域作答。
Unlike fast fd, slw fd values nutritin and the time spent grwing the crps and
preparing meals. Sitting dwn t enjy such a meal allws us t hnr thse 11 grew the fd and the effrt behind it. If we fllw this idea, cking becmes a mindful act rather than a
task fr us 12 (finish) quickly. In this way, slw fd reminds us 13 taking time t ck and eat well is als a way t respect thers and care fr urselves.
B
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。请在答题卡指定区域作答。
Anxiety is actually ur brain’s way f prtecting us. Thusands f years ag, anxius
feelings 14 (warn) ur ancestrs f real dangers in nature. Tday, hwever, the same
feelings seem t be caused by wrk, scial pressures r financial cncerns. These situatins rarely threaten ur 15 (survive), but they still bring abut the same stress respnses. Anxiety
can shw us where we need t grw, 16 (help) us live with mre curage and purpse.
C
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。请在答题卡指定区域作答。
When I was sixteen, I was in the gallery appreciating a painting that my teacher
17 (shw) us in class befre. Seeing the real wrk, I felt 18 (cnnect) t its
maker thugh we didn’t knw each ther. In the class, I had nly nticed cmpsitin r symbls, but in the gallery, I 19 (astnish) by the jewel-like surface and incredible details f real wrk. Seeing art firsthand can be a mving and 20 (meaning) experience.
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。
A
Ready t take yur learning beynd the classrm? Our summer prgrams invite ambitius students t tackle real-wrld challenges using the latest technlgy. Funded by well-knwn
fundatins and led by prfessrs, these varied prgrams ffer mre than just knwledge — they ffer the chance t becme a prblem-slver. Here is hw yu can get invlved.
ARISE (Applied Research Innvatins in Science and Engineering)
ARISE is a free 10-week summer prgram funded by the generus supprt f the alumni
(校友). The prgram cmbines fundatinal training with hands-n research experience. The first 4 weeks fcus n safety training, cllege writing wrkshps, and research skills develpment.
During the remaining 6 weeks, students d experiments in ver 80 university research labs, assisting prfessrs with real-wrld prjects.
CACTUS (Cde Arduin CAD Tech User System)
The CACTUS prgram prvides middle schl students with a unique pprtunity t
explre STEM thrugh hands-n prjects and applied learning. Designed t help students
vercme cnceptual and theretical hurdles (障碍), CACTUS cmbines creativity, cllabratin,
and cutting-edge technlgy. Students build rbts, wrk with CAD sftware, prgram Arduin prjects, and develp slutins t real-wrld prblems, ending with a final prject exhibitin.
CE4G (Cmputer Engineering fr Gd)
The CE4G prgram redefines “slutin” by fcusing n the ways cmputers and
engineering can be applied t bridge the scial divides. Students will g thrugh the prcess f
analyzing real-wrld prblems specifically using develping wrld technlgies. And then they use prgramming and engineering skills t apply a practical innvative “slutin” that can ensure sustainability.
IDEA
IDEA is a prgram fcused n cmmercial theries applied t AI design and innvatin. The curse will prvide students with fundatinal cncepts in AI. Thrugh case studies and
research prjects, they can explre the ways in which AI can be applied t imprve prducts within public service industries.
21 ．What can students d in the CACTUS prgram?
A ．Explre basic cncepts. B ．Receive safety training.
C ．Cnduct practical prjects. D ．Analyse different cases.
22 ．What is the aim fCE4G prgram?
A ．T prmte advanced technlgies.
B ．T narrw scial gaps with technlgies.
C ．T equip students with necessary cmputer skills.
D ．T evaluate the sustainability f innvative slutins.
23 ．Students interested in applying business cncepts can chse .
A ．ARISE B ．CACTUS C ．CE4G D ．IDEA
B
I have always felt a deep pull t travel sl, t let my adventurus spirit lead the way withut answering t anyne else. That lnging persisted fr several years, but family, wrk, respnsibilities — they quieted the vice until it became barely a whisper.
Then, I turned 60, and the vice grew luder; but I wrried that it was t late t explre far-ff hrizns, and that I had missed my chance. Arund the same time, I started wrking with
Jack, a 30-year-ld cunselling client, wh wanted t quit his jb and see the wrld. Talking with him felt like speaking t a mirrr. It frced me t cnfrnt my fear f lking silly, being judged, and temprarily leaving the safety f my cmfrtable life.
It wasn’t until Jack eventually annunced that he was ready t build a life that was a better fit fr him, that I really felt inspired t take the leap, and plan a nce-in-a-lifetime six-week sl trip alng Australia’s western cast.
The real test came when my finger hvered ver the buttn t fficially bk my flights and accmmdatin. Part f me secretly hped the payment might fail, giving me time t recnsider.
But, in the mment, I recgnized that this cmbinatin f excitement and terrr is smething I’ve seen many times ver with my clients, especially lder nes, and it’s nrmal.
Supprt frm my family made the decisin easier. My husband tld me I wuld regret it ifI didn’t g. My adult children, wh had travelled sl, praised my curage. Their supprt made me reflect n hw I had let life delay my wn dreams fr t lng.
Chsing adventure as yu age isn’t always abut travelling acrss the wrld. Smetimes
it’s wearing a brightly clured utfit, trying new fds, r rcking up t the dance class yu have always watched frm afar. Curage is less abut cnquering fear and mre abut trusting yurself amng whatever uncertainty lies ahead. Nt nly des curage nt fade with age, but it can grw richer as a result f ur life experience.
As I write this frm the airprt, abut t bard the flight t Australia, I knw that it may nt feel natural r easy t vercme the fear f travelling sl, but better t live bldly than t let
thse dreams fade withut giving it a g.
24 ．Why did the authr put ff her sl travel fr years?
A ．She was afraid f flying alne.
B ．Family and duties ccupied her life.
C ．She culdn’t find a suitable place t visit.
D ．Her family strngly disagreed with her plan.
25 ．Hw did she feel when bking the trip?
A ．Struggled and hesitated. B ．Wrried and lnely.
C ．Terrified and regretful. D ．Calm and cnfident.
26 ．What des the authr think abut sl travel?
A ．Sl travel success requires luck.
B ．Bravery makes sl travel pssible.
C ．Fear kills ne’s dream f sl travel.
D ．Sl travel is nt suitable fr senirs.
27 ．What can we learn frm the passage?
A ．All rads lead t Rme.
B ．East r west, hme is the best.
C ．One gd turn deserves anther.
D ．Frtune always favurs the curageus.
C
The pinin that “the humanities are useless” is nt new, but it has gained renewed
attentin in tday’s artificial intelligence-driven wrld. As a jurnalist, I’ve nticed a grwing tensin: technical skills are celebrated fr their direct ecnmic value, disciplines like literature, philsphy and freign languages are ften dismissed as impractical.
In this climate, the essential qualities cultivated by the humanities — critical thinking,
self-reflectin, cultural empathy, aesthetic (审美的) taste — are pushed t the edges. And with the rise f large language mdels capable f writing essays and cmpsing petry, a pressing questin emerges: Will AI replace the study f the humanities altgether?
In a recent lecture, a prfessr f the humanities nted that AI still cannt adequately cver the unique dmain f“critical thinking” that belngs t the humanities. While AI efficiently
prcesses data, it lacks true reflectin. True critical thinking cannt be cded r replaced; it must be cntinuusly cultivated thrugh the intensive training f the humanities.
A renwned mathematician spke passinately abut the interdependence f knwledge,
citing Newtn, Einstein and the Renaissance as evidence. Even at institutes like MIT and Caltech, which began with a fcus n engineering, strng humanities prgrams eventually emerged —
because innvatin is highly bsted where the human mind is inspired by philsphy, literature, and art.
As a liberal arts majr myself, I think the humanities teach us t sit with ambiguity (歧义), t listen t stries different frm ur wn, and t recgnize that nt every imprtant questin has a
single right answer. In an era f algrithms (算法) and autmatin, what we risk lsing is nt just creativity but cnscience. AI can prcess data, but it cannt assume respnsibility. The humanities instill the habit f asking nt nly “Can we d this?” but “Shuld we?” — a questin that grws
mre urgent as technlgy permeates every layer f life.
I believe the real usefulness f the humanities lies in their ability t cnnect — nt just past t present, but persn t persn. In a fragmented digital wrld, the study f culture, histry and
philsphy helps rebuild shared understanding.
S, n, the humanities are nt useless. If anything, they are becming mre vital. The real challenge lies nt in prving their wrth, but in ensuring they remain a living, questining and
curageus frce in educatin and sciety — especially nw, when we need them mst.
28 ．Frm the first tw paragraphs, we knw that .
A ．technical skills are widely recgnized
B ．AI has replaced humanities studies already
C ．the humanities bring bvius ecnmic gains
D ．peple fully ignre the value f the humanities
29 ．What des the wrd “permeates” underlined in Paragraph 5 prbably mean?
A ．Ignres and neglects. B ．Reflects and enhances.
C ．Enters and spreads thrugh. D ．Avids and stays away frm.
30 ．What is the main idea f the passage?
A ．AI is a threat t the study f the humanities.
B ．Science prmtes the develpment f sciety.
C ．Critical thinking is the value f the humanities.
D ．The humanities are irreplaceable in the digital era.
D
A clt (小雄马) named Jurnalism cmpeted in the recent Preakness Stakes. He brke ut well enugh, but was trapped n the rail (栏杆) near the far turn as the race began t burn. The
fastest nes surged (猛冲) frward and peple mved their eyes frm him. But he waited, hlding back, hunting fr space with patience.
Then smething shifted. There was n sudden change f speed, nly a patient unflding.
Near the quarter ple, Jurnalism tk a hard bump, hitting anther hrse, and then smehw slipped thrugh the chas. Finding daylight at last, he made up five lengths in secnds, surged dwn the track, and caught the leader t win by a half-length.
It was a reminder that patience isn’t weakness and that sme victries are earned nt by
charging t the frnt but by knwing exactly when t mve. In an era wund tight with urgency, Jurnalism suggests a different way t succeed: Be quieter, mre patient, n less pwerful.
Fr t lng, ur sciety has been running at Silicn Valley temp — mve quicker, scale faster, break thrugh, r get left behind. It’s the rhythm we’ve absrbed: endless speed-up. On
scial media, everyne’s just been prmted; everyne is mre disciplined than yu; smene’s just run a marathn — while yu are still lking fr a sck. The feed keeps racing. N time t rest. Always frward. Faster.
Sme hrses are trained t match the wrld that made them — break fast, seize the lead, and hang n. But Jurnalism settles, watches, and waits. With endurance and intelligence, he
understands the rhythm f a race and hw t hld his wind until it matters mst.
Maybe Jurnalism sees smething we dn’t. While we pursue trends, he runs with nature. While we rush, he reads the track. He reminds us there’s still strength in patience and pwer in knwing nt just hw t mve, but when.
We scrll, we sprint (全速奔跑), we strain t keep up. We measure ur days in steps, alerts, and updates, rewarded fr urgency and punished fr pause. And at every stage, ne wnders if it’s already t late. Sme peple peak early; we all remember thse wh seemed t have it all figured ut at 17 years ld. But time has a way f revealing what matters. Sme f us cme frm behind. That’s the quiet truth in Jurnalism’s race.
31 ．What can we learn abut the “Silicn Valley temp” ?
A ．It encurages patience. B ．It emphasizes the fast pace.
C ．It ignres the utcmes. D ．It discurages self-discipline.
32 ．What can be inferred abut Jurnalism’s victry?
A ．Patience and timing secure its success.
B ．Success is the result f vernight effrts.
C ．The fastest hrse will always win in the end.
D ．Hrses breaking ut fast are likely t be the first.
33 ．The authr tells the stry f Jurnalism t .
A ．give a suggestin. B ．make an assumptin.
C．justify a cmparisn. D ．illustrate an argument.
34 ．What is the passage mainly abut?
A ．Hw ur culture values urgency.
B ．Hw a hrse can be trained t win.
C ．Hw sticking t ne’s wn pace matters.
D ．Hw peple keep their advantages fr lng.
第二节（共 5 小题；每小题 2 分，共 10 分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
Classic literature hlds timeless wisdm and fascinating stries. Yet fr many students, reading classics can feel challenging r even bring at first. 35 Dn’t wrry! Here are sme practical ways t get started.
Pick the right bk. We all have ur wn preferences when it cmes t mdern nvels, s the same shuld apply t classic wrks. Think abut the genres yu enjy mst — rmance,
adventure, mystery r histrical fictin — and begin with a stry that matches yur interests.
Cnsider listening t an audibk. Hearing a stry read alud can bring it t life in a new way. 36 A skilled narratr can help yu understand the emtins f the characters and the atmsphere f the time. This methd is especially helpful if yu find the language difficult at first.
Slw dwn yur reading pace. Unlike many mdern bks, classic nvels ften require
patience. Sme were first published in parts, which meant readers had time t reflect between
chapters. Instead f rushing t finish, take time t think abut the themes and ideas. 37
D sme backgrund research when necessary. One difficulty in reading classics is the gap between the authr’s time and ur wn. 38 Yu may als keep a small list f unfamiliar wrds r nte dwn characters t avid cnfusin. Such preparatin can make the stry clearer
and mre rewarding.
39 Once yu adjust yur expectatins and reading habits, yu may discver that
these wrks are nt distant relics f the past, but living vices that still speak t us tday.
A ．Reading classic literature is nt a race but a jurney.
B ．Yu shuld read alud at least ne nvel every mnth.
C ．Yu may want t try them but feel unsure where t begin.
D ．This allws yu t ntice details that yu might therwise miss.
E ．In fact, many classic wrks were riginally meant t be shared alud.
F ．Lking up histrical events in the stry can deepen yur understanding.
G ．Chsing a bk yu are naturally curius abut will make the prcess easier.
第三部分：书面表达（共两节，32 分）
第一节（共 4 小题；第 40、41 题各 2 分，第 42 题 3 分，第 43 题 5 分，共 12 分）
阅读下面短文，根据题目要求用英语回答问题。请在答题卡指定区域作答。
Have yu ever thught f changing peple’s behavirs by simple effrts? One effective apprach is nudge thery. It means that small changes are used t gently guide peple tward better decisins.
Smetimes it’s a physical push. A parent might nudge a child t get her t say thank yu fr a gift. Smetimes a nudge is a mental push. A manager might nudge emplyees t wrk faster by reminding them that a deadline is cming up. In design terms, nudges usually have tw
characteristics. First, they make ne chice r actin seem mre attractive r beneficial than ther ptins. And secnd, design nudges imply the best ptin instead f being explicit abut it.
An experiment in Lisbn, Prtugal, prvides a gd example f a design nudge. The
experiment was designed t make crssing the street safer. Instead f waiting fr the walk signal, walkers were crssing whenever there was a break in traffic, which culd be very dangerus. As part f the experiment, the usual walk signal was replaced with a dancing figure — smething
amusing t watch, which encuraged them t wait befre crssing. As a result, the prprtin f peple wh crssed at an unsafe time drpped significantly.
There are ther examples f nudges designed t prmte beneficial chices. Students can
be nudged t replace a cycle f negative behavir — such as chsing unhealthy fd at lunch — with psitive behavirs. Studies shw that the majrity f peple take the first three fds they see mre ften than ther fds. Schls can use this infrmatin t nudge students t eat better by
putting healthier fd chices at the frnt f the line.
Peple dn’t ntice when an effective design nudge pushes them tward a certain actin r decisin. Businesses may create helpful nudges that benefit bth cnsumers and themselves. Fr example, an app that prvides nline services might set a reasnable free-use plan as the default ptin and hide autmatic paid subscriptins in an advanced setting. This prtects users frm
unwanted charges and helps the cmpany gain lng-term custmer trust.
Design nudges are all arund us because they are an effective way fr designers t prmte certain behavirs f peple wh use the design.
40 ．What is nudge thery?
41 ．What change was made in an experiment t ensure safer crssing?
42．Please decide which part is false in the fllwing statement, then underline it and explain why.
Schls can put healthier dishes at the end f the lunch line t change students’ negative behavirs.
43 ．Hw can yu use the nudge thery in yur daily life? (In abut 40 wrds)
第二节（20 分）
44．假设你是红星中学高三学生李华。你的外国好友 Jim 获悉你校正在开展“健康校园”倡议征集活动，为此发来邮件想了解你的倡议内容。请你用英文给他回复，内容包括：
1.介绍你的倡议；
2.给出理由。
提示词：倡议 prpsal
注意：1.词数 100 左右；
2.开头和结尾已经给出，不计入总词数。
Dear Jim,
_______________________________________________________________________________
Yurs,
Li Hua
1 ．A 2 ．B 3 ．D 4 ．C 5 ．A 6 ．C 7 ．D 8 ．A 9 ．C
10 ．B
本文主要介绍了利奥原本在历史课上沉默寡言，在年度历史辩论赛中，他虽紧张仍出色表现，赢得尊重，也明白了自信源于知识。
1．考查名词。句意：在埃文斯先生的历史课上，他是热闹辩论中沉默的旁观者。 "A.bserver" A. bserver观察者，旁观者；B. judge 法官； "C.hst" C. hst 主人；D. rganizer 组织者。根据上文“Le was the by wh knew every answer but never raised his hand.” 以及“amng the lively debates”可知，利奥从不举手，所以在热闹的辩论中是沉默的旁观者。
2．考查动词。句意：每个学生都被要求代表历史上的一个名人并捍卫他们的遗产。A. fllw跟随；B. represent 代表；C. draw 绘制；D. recrd 记录。根据下文“a famus persn in histry and defend their legacy (遗产).”可知，此处表示代表历史上的一个名人并捍卫他们的遗产。
3 ．考查名词。句意：几个星期以来，他放学后在图书馆做研究，准备论点、反论点，甚至在卧室的镜子前练习表情。A. attitudes 态度；B. aplgies 道歉；C. interviews 采访；D.
expressins 表情。根据下文“befre his bedrm mirrr”语境可知，辩论赛前，利奥除了知识准备外，还在镜子前练习表情。
4 ．考查动词短语。句意：然而，随着比赛日的临近，熟悉的焦虑又涌上心头——害怕站在全班同学面前，害怕自己的声音越来越弱，害怕可能出现的磕绊。A. std ut 突出；B. came ff 脱落；C. flded back 涌回；D. pulled ut 拔出。根据下文“the fear f standing befre the entire class, f his vice getting weaker, and f the pssible stumble (磕绊).”可知，此处表示熟悉的焦虑又涌上心头。
5 ．考查形容词。句意：辩论开始时，利奥的手掌已经湿了。A. damp 潮湿的；B. empty 空的；C. smth 光滑的；D. hurt 受伤的。根据上文“the familiar anxiety — the fear f standing befre the entire class, f his vice getting weaker, and f the pssible stumble (磕绊).”可知，利奥感到焦虑，所以手掌出汗，是湿的。
6 ．考查副词。句意：这些经过反复练习的话语，不是像背诵的剧本一样流出，而是像叙述一样。A. hurriedly 匆忙地；B. casually 随意地；C. carefully 仔细地；D. blindly 盲目地。根据下文“flwed nt as a memrized script, but as a narrative”可知，此处表示这些话语是经过反复练习的。
7．考查动词。句意：当被同学挑战时，利奥冷静地反驳，引用他研究过的主要资料。A. reminded
提醒；B. encuraged 鼓励；C. interrupted 打断；D. challenged 挑战。根据下文“Le respnded with a calm disprf”可知，利奥被同学挑战，然后冷静地反驳。
8 ．考查副词。句意：埃文斯先生若有所思地点点头。A. thughtfully 沉思地，若有所思地； B. awkwardly 笨拙地；C. anxiusly 焦虑地；D. bravely 勇敢地。根据下文““Le,” he remarked, “yu demnstrated tday that depth f understanding ften speaks luder than vlume f
speech.””可知，埃文斯先生对利奥的话有所思考，所以是若有所思地点点头。
9 ．考查动词。句意：小组项目的合作伙伴寻求他的分析。A. rejected 拒绝；B. cnducted 实施；C. sught 寻求；D. missed 错过。根据上文“Classmates began asking fr his ntes n difficult tpics.” 以及下文“He started cntributing sentences t discussins, then paragraphs.”可知，同学们开始寻求利奥的帮助，小组项目的合作伙伴寻求他的分析。
10．考查名词。句意：利奥明白，他的自信不是来自于变得最大声，而是来自于他知道自己所掌握的知识有价值的一种安静的确信。A. attentin 注意力；B. assurance 确信；C. expectatin期望；D. reputatin 名声。根据下文“that his knwledge had value”可知，此处表示利奥知道自己所掌握的知识有价值，这是一种确信。
11 ．wh 12 ．t finish 13 ．that
本文主要介绍了慢食理念，强调其注重营养、感恩付出，提醒人们尊重他人与关爱自我。
11．考查定语从句。句意：坐下来享用这样一顿饭，让我们能够向种植这些食物的人及其背后的付出致敬。空处引导定语从句，修饰先行词 thse ，指人，关系词在定语从句中作主语，所以空处应用关系代词 wh 引导定语从句。
12．考查非谓语动词。句意：如果我们遵循这个理念，烹饪就会成为一种有意识的行为，而不是我们迅速完成的一项任务。主句中已有 becmes，所以空处应用非谓语动词，a task fr sb. t d sth.表示“对某人而言做某事的任务” ，所以空处应用动词不定式形式作后置定语。
13．考查宾语从句。句意：通过这种方式，慢食提醒我们，花时间做饭和吃好也是尊重他人和关心自己的一种方式。空处引导宾语从句，从句中不缺成分，且句意完整，所以空处应用连接词 that 引导宾语从句。
14 ．warned 15 ．survival 16 ．helping
本文主要介绍了焦虑本是大脑保护我们的方式，如今其诱因改变，且能助力我们成长 。
14．考查动词时态。句意：数千年前，焦虑的情绪会警告我们的祖先自然界中存在的真正危
险。空处作句子的谓语，根据时间状语 Thusands f years ag 可知，句子描述的是过去发生的事情，应用一般过去时，所以空处应用动词的过去式。
15 ．考查名词。句意：然而，如今同样的情绪似乎是由工作、社会压力或经济问题引起的。空处用于 ur 之后，应用名词形式 survival，表示“生存”，作动词 threaten 的宾语。
16．考查非谓语动词。句意： 焦虑可以给我们看哪里需要成长，帮助我们更有勇气和目标地生活。句中已有谓语 shw，空处应用非谓语动词形式，结合语意可知，此处表示自然而然的结果，应用现在分词形式 helping 作状语，表主动。
17 ．had shwn 18 ．cnnected 19 ．was astnished 20 ．meaningful
本文主要介绍了作者十六岁时在画廊欣赏曾于课堂见过的画作，亲身体验艺术的震撼与意义。
17．考查动词时态。句意： 当我十六岁的时候，我正在画廊里欣赏一幅我的老师之前在课堂上给我们展示过的画。根据句中的 was 以及 befre 可知，此处表示在过去某一时间之前已经完成的动作，即“老师展示画”这一动作发生在“我十六岁在画廊欣赏画”之前，所以要用过去完成时。
18．考查非谓语动词。句意： 看到这件真正的作品，我感到与它的创作者有联系，尽管我们彼此不认识。feel cnnected t 是固定短语，意为“感觉与 有联系”，其中 cnnected 是形容词，表示“有联系的”。
19．考查动词时态和语态。句意： 在课堂上，我只注意到了构图或符号，但在画廊里，我被这件真正的作品的宝石般的表面和令人难以置信的细节所震惊。根据句中的 had nly nticed以及语境可知，此处描述的是过去发生的事情，要用一般过去时；且主语 I 与astnish 之间是被动关系，即“我被震惊”，所以要用一般过去时的被动语态，主语是 I ，be 动词用 was。
20 ．考查形容词。句意：亲眼看到艺术作品可以是一次令人感动且有意义的经历。空处与 mving 并列，用于名词 experience 之前，应用形容词 meaningful 作定语，表示“有意义的”。
21 ．C 22 ．B 23 ．D
主要介绍四项面向学生的暑期特色项目， 分别说明各项目的学习内容、培养方向与活动形式。
21 ．细节理解题。根据 CACTUS (Cde Arduin CAD Tech User System)部分中的“The
CACTUS prgram prvides middle schl students with a unique pprtunity t explre STEM
thrugh hands-n prjects and applied learning.(CACTUS 项目为中学生提供独特机会，通过实操项目与应用型学习探索理工科知识。)”可知，学生可以在该项目中开展实践类项目。
22 ．细节理解题。根据 CE4G (Cmputer Engineering fr Gd)部分中的“The CE4G prgram redefines “slutin” by fcusing n the ways cmputers and engineering can be applied t bridge the scial divides.(CE4G 项目聚焦利用计算机与工程技术消除社会隔阂，以此重新定义解决方案。)”可知，该项目的目标是借助科技缩小社会差距。
23 ．细节理解题。根据 IDEA 部分中的“IDEA is a prgram fcused n cmmercial theries
applied t AI design and innvatin.(IDEA 这一项目专注于将商业理论应用于人工智能设计与创新领域。)”可知，想要学习运用商业理念的学生可以选择 IDEA 项目。
24 ．B 25 ．A 26 ．B 27 ．D
文章讲述了作者一直以来都想要独自旅行，但因家庭、工作和责任而搁置了自己的梦想，终于作者在 60 岁的时候，受到客户启发勇敢踏上旅程。
24 ．细节理解题。根据第一段中“That lnging persisted fr several years, but family, wrk,
respnsibilities — they quieted the vice until it became barely a whisper.(这种渴望持续了好多年，但家庭、工作、责任——它们让渴望的声音安静下来，直到它几乎变成了耳语。)”可知，家庭和责任占据了作者的生活，使她推迟了独自旅行的计划。
25 ．推理判断题。根据第四段中“The real test came when my finger hvered ver the buttn t fficially bk my flights and accmmdatin. Part f me secretly hped the payment might fail, giving me time t recnsider.(当我的手指悬在按钮上，准备正式预订我的航班和住宿时，真正的考验来了。我内心的一部分暗自希望付款可能会失败，给我时间重新考虑。)”可知，作者准备预定航班和住宿时，她内心甚至希望支付失败，以便有时间重新考虑。由此可推测出，她在预订行程时感到挣扎与犹豫。
26 ．推理判断题。根据倒数第二段中“Curage is less abut cnquering fear and mre abut
trusting yurself amng whatever uncertainty lies ahead. Nt nly des curage nt fade with age, but it can grw richer as a result f ur life experience.(勇气不是征服恐惧，而是在前方的不确定性中相信自己。勇气不仅不会随着年龄的增长而褪色，而且会因为我们的生活经历而变得更加丰富。)”和最后一段“As I write this frm the airprt, abut t bard the flight t Australia, I knw that it may nt feel natural r easy t vercme the fear f travelling sl, but better t live bldly than t let thse dreams fade withut giving it a g.(当我在机场写这篇文章，准备登上飞往澳大利亚的航班时，我知道克服独自旅行的恐惧可能并不自然或容易，但勇敢地生活总比不尝试就让这些梦想消失要好。)”可知，最后两段提到了作者关于勇敢的感悟，作者认为勇气是在不确定中选择相信自己，克服独自旅行的恐惧并不容易，但与其让梦想消逝不如勇敢
尝试。由此推断，作者认为勇敢是实现独自旅行梦想的关键。
27．推理判断题。通读全文可知，文章讲述了作者一直以来都想要独自旅行，但因家庭、工作和责任而搁置了自己的梦想，终于作者在 60 岁时克服恐惧，勇敢追求独自旅行的梦想，并在最后一段中“but better t live bldly than t let thse dreams fade withut giving it a g”指出要勇敢尝试，与其让梦想消逝不如大胆生活。这印证了“幸运总是眷顾勇敢者”这一道理。
28 ．A 29 ．C 30 ．D
本文反驳人文科学无用的片面观点，结合人工智能发展现状，论证人文科学在数字时代具备独特价值且不可替代。
28．细节理解题。根据第一段中的“As a jurnalist, I’ve nticed a grwing tensin: technical skills are celebrated fr their direct ecnmic value, disciplines like literature, philsphy and freign
languages are ften dismissed as impractical.(作为一名记者，我注意到一种日益加剧的矛盾：人们推崇具备直接经济价值的技术类能力，而文学、哲学、外语等学科却常被视作无用之学。)”可知，技术技能广受认可。
29．词句猜测题。根据第五段中的“The humanities instill the habit f asking nt nly “Can we d this?” but “Shuld we?” — a questin that grws mre urgent as technlgy permeates every
layer f life.(人文学科使人养成一种思考习惯，不只追问“我们能否做到” ，更会思考“我们是否该做”——随着科技 permeates生活的方方面面，这个问题变得愈发紧迫。)”可知，科技不断深入并遍布日常生活各个领域，因此，画线单词“permeates” 暗示“进入并遍布、渗透”符合语境。
30 ．主旨大意题。通读全文，尤其是最后一段中的“S, n, the humanities are nt useless. If anything, they are becming mre vital. The real challenge lies nt in prving their wrth, but in
ensuring they remain a living, questining and curageus frce in educatin and sciety —
especially nw, when we need them mst. (所以，人文学科绝非无用。恰恰相反，它们正变得愈发重要。真正的挑战不在于证明其价值，而在于确保其在教育与社会中，始终保有鲜活的生命力、批判的思考力与无畏的力量 —— 尤其在我们最需要它们的当下。)”可知，文章驳斥人工智能会取代人文学科的看法，多角度阐述人文的核心作用，旨在说明人文科学在数字时代不可被替代。
31 ．B 32 ．A 33 ．D 34 ．C
本文介绍了一匹名叫 Jurnalism 的小雄马凭借耐心与精准时机反超夺冠的故事，批判了当下社会一味追求快速的 “硅谷节奏” ，论证了坚持自身节奏、保持耐心、把握时机比
盲目求快更能带来成功的观点。
31 ．推理判断题。根据第四段中的“Fr t lng, ur sciety has been running at Silicn Valley temp — mve quicker, scale faster, break thrugh, r get left behind.(长久以来，我们的社会一直以硅谷节奏运转——行动更快、扩张更快、强行突破，否则就会被抛下)”可知，Silicn Valley temp 强调快节奏。
32．推理判断题。根据首段中的“But he waited, hlding back, hunting fr space with patience.(但它耐心等待，克制自己，耐心寻找突围空间)”和第三段中的“It was a reminder that patience
isn’t weakness and that sme victries are earned nt by charging t the frnt but by knwing
exactly when t mve.(这提醒我们：耐心不是弱点，有些胜利不是靠冲在前头，而是靠精准把握行动时机)”可推知，耐心和对时机的把握成就了 Jurnalism 的胜利。
33 ．推理判断题。根据第三段中的“It was a reminder that patience isn’t weakness and that sme victries are earned nt by charging t the frnt but by knwing exactly when t mve. In an era
wund tight with urgency, Jurnalism suggests a different way t succeed: Be quieter, mre
patient, n less pwerful.(这时刻提醒着人们：耐心并非软弱，有些胜利并非靠一味冲锋在前赢得，而是源于精准把握行动的时机。 在一个被紧迫感紧紧裹挟的时代，Jurnalism 昭示了另一种成功之道：保持沉静、多一份耐心，力量丝毫不减。)”可知，作者讲述这匹马的故事是为了阐明一个论点：耐心与把握时机比盲目求快更能带来成功。
34 ．主旨大意题。第三段中的“Jurnalism suggests a different way t succeed: Be quieter, mre patient, n less pwerful.(Jurnalism 指明了另一种成功方式：更沉静、更有耐心，同样强
大)”是主旨句。本文以赛马为喻，对比浮躁求快的社会风气，旨在强调坚守自己的节奏、保持耐心至关重要。
35 ．C 36 ．E 37 ．D 38 ．F 39 ．A
文章主要介绍了阅读经典文学作品的实用方法，包括选对书籍、听有声书、放慢阅读速度、做背景研究等，帮助读者轻松走进经典、感受经典的魅力。
35 ．本题在第一段段中。由上文“Yet fr many students, reading classics can feel challenging r even bring at first.(然而对许多学生来说，起初阅读经典会感觉有难度甚至枯燥)”以及下文 “Dn’t wrry! Here are sme practical ways t get started.(别担心！这里有一些开始阅读的实用方法)”可知，本空要说学生想尝试经典却不知从何入手，C 项“Yu may want t try them but feel unsure where t begin.(你可能想尝试它们，却不确定从哪里开始)”能承上启下，符合题意。
36．本题在第三段段中。由上文“Cnsider listening t an audibk.(考虑听有声书)”以及下文
“A skilled narratr can help yu understand the emtins f the characters and the atmsphere f the time.(一位技艺娴熟的讲述者能够帮助你理解角色的情感以及当时的氛围)”可知，本空要说经典适合被大声朗读，E 项“In fact, many classic wrks were riginally meant t be shared
alud.(事实上，许多经典作品最初就是为大声分享而创作的)”能承上启下，符合题意。
37．本题在第四段段末。由上文“Instead f rushing t finish, take time t think abut the themes and ideas.(不要急着读完，花时间思考主题和思想)”可知，本空要说放慢阅读的好处，D 项 “This allws yu t ntice details that yu might therwise miss.(这能让你注意到原本可能错过的细节)”能承接上文，符合题意。
38．本题在第五段段中。由上文“D sme backgrund research when necessary.(必要时做一些背景研究)”以及下文“Yu may als keep a small list f unfamiliar wrds r nte dwn characters t avid cnfusin.(你也可以列一个简短的生词表，或者把容易混淆的人物记下来，以免弄混)”可知，本空要说背景研究的具体做法，F 项“Lking up histrical events in the stry can deepen yur understanding.(查阅故事中的历史事件能加深你的理解)”能承上启下，符合题意。
39 ．本题在末段段首，是该段主旨句。由下文“Once yu adjust yur expectatins and reading habits, yu may discver that these wrks are nt distant relics f the past, but living vices that
still speak t us tday.(一旦你调整了自己的期望和阅读习惯，你可能会发现，这些作品并非久远的历史遗迹，而是鲜活的声音，至今仍在与我们对话)”可知，本段论述了调整阅读心态与习惯后，便能体会到经典文学的现实意义与价值。A 项“Reading classic literature is nt a race but a jurney.(阅读经典不是一场赛跑，而是一段旅程)”能总起全段、升华主题，符合题意。
40 ．It means that small changes are used t gently guide peple tward better decisins.
41 ．As part f the experiment, the usual walk signal was replaced with a dancing figure —
smething amusing t watch. 42 ．Schls can put healthier dishes at the end f the lunch line t change students’ negative behavirs.
Accrding t the passage, schls can put healthier fd chices at the frnt f the lunch line t change students’ negative behavirs.
43 ．I will put bks n my desk and hide my phne. Such small changes can nudge me t
spend mre time reading and studying instead f wasting time n digital devices.
主要介绍了助推理论的含义、分类与特点，列举交通、校园、商业等领域的实例，说明了设计助推可以悄悄引导人们做出更有益的行为与选择。
40 ．考查细节理解。根据第一段“It means that small changes are used t gently guide peple
tward better decisins.(它指借助微小的改变，温和地引导人们做出更好的决定。)”可知，助推理论就是利用细小变化温和引导人们做出更佳选择。
41 ．考查细节理解。根据第三段“As part f the experiment, the usual walk signal was replaced with a dancing figure — smething amusing t watch, which encuraged them t wait befre
crssing.(作为实验的一部分，普通的行人信号灯被换成了有趣的跳舞小人图案，以此鼓励行人等待后再过马路。)”可知，实验为保障安全过马路，更换了行人信号灯样式。
42．考查推理判断。根据第四段“Schls can use this infrmatin t nudge students t eat better by putting healthier fd chices at the frnt f the line.(学校可以利用这一信息，将健康食物放在队伍的最前面，引导学生吃得更健康。)”可知，学校需要把健康食物放在队伍前方，而非队伍末尾；原句中“at the end f the lunch line”表述错误。
43．考查开放性试题。结合助推理论“小改变引导良好行为” 的核心，结合学习与生活实际作答，答案可以表述为 I will put bks n my desk and hide my phne. Such small changes can
nudge me t spend mre time reading and studying instead f wasting time n digital devices.（开放性试题，答案合理即可）。
44 ．One pssible versin: Dear Jim,
I’m glad t hear frm yu! I’d like t share my prpsal fr ur schl’s “Healthy Campus” campaign.
My prpsal is t establish a “Mental Health Crner” in the schl library. This area wuld prvide cmfrtable seating, relaxing music, and bks n emtinal well-being. We culd als invite psychlgy teachers t hst weekly sharing sessins.
I believe this initiative is necessary fr several reasns. Firstly, high schl students are
under tremendus academic pressure, and having a quiet space t unwind can greatly relieve
anxiety. Secndly, it encurages pen cmmunicatin, helping students realize they are nt alne. A healthy mind is just as imprtant as a healthy bdy.
I’d lve t hear yur thughts n this!
Yurs,
Li Hua