山东潍坊市2026届高三二模考试英语试题（含答案、听力原文）

这是一份山东潍坊市2026届高三二模考试英语试题（含答案、听力原文），共25页。试卷主要包含了细节理解题，考查名词等内容，欢迎下载使用。
英 语
注意事项：
1．答题前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。
2 ．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，
将答案写在答题卡上，写在本试卷上无效。
第一部分 听力（共两节，满分 30 分）
该部分分为第一、第二两节。注意：回答听力部分时，请先将答案标在试卷上。听力部分结束前，你将有两分钟的时间将你的答案转涂到答题卡上。
第一节（共 5 小题；每小题 1.5 分，满分 7.5 分）
听下面五段录音，每段录音后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段录音后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1 ．Why d the speakers nte dwn the types f garbage?
A ．T srt garbage better.
B ．T cut dwn n waste.
C ．T knw the ttal weight.
2 ．What des the man say abut live-stream selling?
A ．It benefits farmers.
B ．It disturbs the market.
C ．It misleads cnsumers.
3 ．What will Alice d this Wednesday?
A ．Get treated fr an injury.
B ．Play in a basketball match.
C ．Shw frmer students arund.
4 ．What are the speakers talking abut?
A ．The wdwrking skills.
B ．The spirit f craftsmanship.
C ．The cnvenience f an ld bject.
5 ．Where des the cnversatin take place?
A ．At a city hall.
B ．At a subway statin.
C ．At an art gallery.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段录音，每段录音后有几个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。
听下面一段对话，回答以下小题。
6 ．Why did the wman almst access the link?
A ．It came frm a knwn firm.
B ．It included a cmpany lg.
C ．It prmised a discunted phne.
7 ．What des the man advise Anna t d t avid the risks?
A ．Scan fr viruses ften.
B ．Visit fficial sites strictly.
C ．Change accunts regularly.
听下面一段对话，回答以下小题。
8 ．What helped Le imprve in physics?
A ．Ging t the library.
B ．Jining an nline team.
C ．Frming a study grup.
9 ．Hw did Le’s physics grade change?
A ．Frm B+ t A.
B ．Frm C+ t B.
C ．Frm C t B+.
10 ．Why des Le think Maya wuld be a gd additin?
A ．She explains cncepts well.
B ．She’s great at picking key pints.
C ．She has a brn talent fr physics.
听下面一段对话，回答以下小题。
11 ．What is the prbable relatinship between the speakers?
A ．Brther and sister. B ．Mther and sn. C ．Neighbrs.
12 ．What des the wman think can prtect lcal wildlife?
A ．Raising wild birds. B ．Building mre pnds. C ．Grwing native plants.
13 ．What are the speakers planning t d in their backyard?
A ．Start a flwer garden.
B ．Observe butterflies.
C ．Plant vegetables.
听下面一段对话，回答以下小题。
14 ．What did the man d with the smart glasses yesterday?
A ．He learned English.
B ．He filled in a hspital frm.
C ．He talked with a restaurant wner.
15 ．Hw many languages d the smart glasses supprt?
A ．40. B ．60. C ．83.
16 ．What surprises the man mst?
A ．The lip-tracking camera.
B ．The lightweight design.
C ．The lng-lasting battery.
听下面一段独白，回答以下小题。
17 ．What is the purpse f the event?
A ．T prmte TCM. B ．T sell herbs. C ．T train students.
18 ．What did the children d during the secnd activity?
A ．They drew pictures.
B ．They bserved herbs.
C ．They watched a vide.
19 ．What did the children cncentrate n when learning Wuqinxi?
A ．Matching breath with pses.
B ．Cpying animal mvements.
C ．Memrizing traditinal rules.
20 ．What is the speaker’s pinin abut traditinal culture?
A ．It is difficult t learn.
B ．Textbks are its mediums.
C ．It cmes t life thrugh practice.
第二部分 阅读（共两节，满分 50 分）
第一节（共 15 小题；每小题 2.5 分，满分 37.5 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。
A
Get ready fr the 2026 Graceful Envelpe Cntest — this year’s theme is Curage and
Creativity. Please nte that yur submissin includes tw parts: the entry envelpe and the carrier envelpe.
Requirements fr the Carrier Envelpe: We ask that all cntest entry envelpes (≤7×9 inches, with riginal artwrk and calligraphy) be placed inside a plain carrier envelpe (any size, n external art) that is clearly marked n the frnt with the cntest address (see belw) and with crrect pstage (邮资).
Stamps: The 2026 cntest will cntinue t require at least ne stamp n the cntest entry envelpe (preferably ne that integrates with the design), but it need nt have the full crrect
pstage. Fr student entries mailed tgether by a teacher, pstage n the cntest entry envelpe is nt required. Hwever, integratin f at least ne stamp int the design des strengthen a
submissin.
Infrmatin:
Write yur name, address, email, cntest divisin (Adult, Grades 9-12, Grades 5-8) and Instagram accunt (if yu wish, fr winner publicity) n the back f the Entry Envelpe.
Incmplete infrmatin will cause disqualificatin.
Submissin & Evaluatin
Deadline: All carrier envelpes must be submitted by May 31 r they will be disqualified.
Address: The Graceful Envelpe Cntest, 3688, Merrifield, VA 22116.
Judging Criteria: Entries are judged nly n the FRONT based n the cntest theme, calligraphy, design, and stamp use.
Prizes: Winners receive certificates and nline publicatin.
A Judge’s Perspective
My advice t entrants is t think utside the bx regarding the theme — reject the mst
bvius ideas! Really let yurself g in thinking f different appraches t the subject. I see each entry envelpe as a natural integratin f three parts: slid lettering; creative design r illustratin; and stamps relating t the theme.
21 ．What can a carrier envelpe be like?
A ． B．
C ． D．
22 ．What will definitely disqualify a student frm the cntest?
A ．Mailing the entry n May 30. B ．Leaving ut the participant divisin.
C ．Lacking the Instagram accunt. D ．Turning in an unstamped entry envelpe.
23 ．What des the judge suggest the participants d?
A ．Integrate natural elements. B ．Adpt traditinal ways.
C ．Highlight innvative thinking. D ．Explre diverse subjects.
B
When I was a child, I drew a face. A grwn-up crrected me quickly with a circle, rund
eyes, a seven-shaped nse and a curved muth. I std cnfused, fr this cld, mechanical pattern felt nthing like the lively faces I knew in real life.
As I grew up, I kept wndering hw t draw a real face. Once, I gt a chance t ask peple t draw each ther fllwing tw rules: never lift the pencil, and never lk dwn at the paper.
They culd nly lk at their partner. After a minute, the drawings were terrible but wnderful.
Why? Because they had drawn what they truly saw, nt what they thught a face shuld lk like. They als did smething rare: they made eye-t-eye, face-t-face cntact fr almst a full minute withut lking away. They slwed dwn, fcused fully, and truly nticed anther persn. That
was the secret t drawing “a real face”.
Later, as an illustrated jurnalist, I nce planned a drawn stry abut hw public libraries
served the peple. I explred every crner f the library and genuinely cnnected with the staff. I fund with their intentinal, public-spirited help, thse seemingly rdinary facilities served peple in far mre meaningful ways. Cmputers that I assumed were fr checking ut bks r emails
were actually lifelines fr peple searching fr jbs and husing. The sinks in the public restrm served as a laundrmat (洗衣房) and shwers fr the hmeless. The entirely new and rich truth
cntributed t my series f breathing drawings.
I d nt hpe everyne becmes an artist, but everyne can learn t see deeply. Slw dwn, pay attentin, and truly bserve; yu will rediscver lve fr the wrld and all peple arund yu. We urgently need this curage-t see each ther and urselves clearly, and t hnr the real truth hidden in plain sight.
24 ．What cnfused the authr in the first paragraph?
A ．A fixed cncept. B ．The adult’s criticism.
C ．A sharp cntrast. D ．The unclear drawing rules.
25 ．Why were the drawings terrible but wnderful in paragraph 2?
A ．They were messy but detailed. B ．They were rugh but lively.
C ．They appeared ugly but rganized. D ．They seemed simple but friendly.
26 ．What d the underlined wrds “the entirely new and rich truth” refer t in paragraph 3?
A ．Mre library service rles. B ．Better maintenance f facilities.
C ．Greater prfessinal pride. D ．Deeper explratin fr gd stries.
27 ．What can be a suitable title fr the text?
A ．Drawing a Magic. B ．Discvering the Art.
C ．Seeing the Real Face. D ．Creating Fine Wrks.
C
Artificial intelligence is cntributing t significant advances in many academic and technical fields. Althugh the applicatin f AI tls can benefit science and sciety, it als creates risks.
AI slp — lw-quality, inaccurate cntent frm Generative AI like ChatGPT — flds
scientific literature with false data and misleading reasning. AI review tls favur such slp.
After ChatGPT’s 2022 release, scientists lacking versight submit errr-ridden papers. AI slp
als appears in paper mills (工厂) — cmpanies mass-prducing papers; in 2022 alne, 416
mill-prduced articles were withdrawn. Thugh fake (伪造的) research existed befre Generative AI, this new technlgy has facilitated its expansin, driving a transitin frm individual bad
actrs t illegal businesses.
Unfrtunately, prfessinal jurnals cntinue t publish AI slp. This prblem arises
partially frm nvel challenges specific t Generative AI, such as the difficulties invlved in
detecting AI slp; the cmplexities in enfrcing plicies that require disclsure (公开) f AI
assistance; and the increase in submissins arising frm AI assistance. The AI slp trend als
results frm lng-standing failures in the review system. Even befre Generative AI, verstretched vlunteer reviewers and editrs lacked the time and resurces t ensure high standards, allwing
many lw-quality papers t pass. AI-generated and AI-assisted papers are pushing an already verstressed system t the breaking pint.
Even the very citatins that prvide cntinuity and prir evidence in scientific papers are being undermined by Generative AI. Librarians have reprted increasing requests fr access t
AI-generated citatins that d nt exist. Many such citatins have already entered the academic literature, cntributing t the reductin f trust in science. When researchers cite such slp, they pllute the academic wrld with unreliable r biased analyses, damaging cnfidence in the entire
scientific ecsystem.
What can we d t cntain the AI slp in scientific research? Researchers wh use AI t
cnduct literature searches shuld carefully check references fr reliability. AI develpers and
cmpanies bear sme respnsibility fr ensuring that these tls are trained n high-quality
research papers and data. Fr example, scientific institutins can pressure develpers t fine-tune their AI mdels using the mst reliable surces and t penly share the results f their safety and accuracy tests with users. This is just the beginning f a lng jurney.
28 ．Hw des the new technlgy lead t the expansin f fake research?
A ．It transfrms illegal businesses. B ．It saves struggling paper mills.
C ．It eliminates misleading reasning. D ．It bsts the prductin f false papers.
29 ．What can we learn abut the academic review system?
A ．It is verburdened. B ．It is underestimated.
C ．It is rich in resurces. D ．It is efficient in checks.
30 ．What des the underlined wrd “undermined” in paragraph 4 mean?
A ．Inspected. B ．Ignred. C ．Weakened. D ．Mixed.
31 ．What des the authr imply in the last paragraph?
A ．AI slp shuld be tackled cllectively. B ．AI cmpanies shuld be fined severely.
C ．AI tls can be trained n varius data. D ．AI develpers are the rt cause f AI slp.
D
Human-driven climate change pses ne f the mst urgent challenges f ur time, while individuals’ decisins (e.g. hw ften peple fly, what type f car they drive) play a substantial
rle in achieving net zer emissins. Hwever, peple hld widespread misperceptins regarding the effectiveness f their behavirs, affecting their cmmitment. Recently, a study was cnducted t assess if climate actin literacy (素养) interventins culd influence their perceptins and
willingness t act.
The study was based n 4,000 peple recruited t take an nline survey. A pre-test was cnducted t rate their willingness t engage in the 21 carbn emissin-reducing individual
behaviurs. Then they were randmly divided int tw grups receiving climate literacy
interventin. Participants in the first grup were first asked t rank the effectiveness f the 21
individual behavirs, befre being shwn the true effectiveness ranking. The secnd grup f
participants received infrmatin abut the carbn reductin ptential f the same behavirs
withut the predictin step. During the pst-test, participants in bth grups, again, rated their
willingness t adpt these individual behavirs. Besides, participants rated each behaviur n hw easy r difficult it wuld be fr them t engage in each item.
After the interventin, clear psitive utcmes emerged fr bth grups: they expressed significantly greater willingness t adpt climate-friendly lifestyles. Hwever, cmpared with passive expsure t infrmatin, active prcessing f new infrmatin cntributes mre t
updating peple’s beliefs.
The study als highlighted what really mtivated peple t act in their persnal lives.
Peple will engage in lifestyle changes especially because they think it’s easy t d, n matter hw effective they are.
“The study is part f a brader research prgram investigating hw scalable, lw-cst
interventins can affect behavir.” Vlasceanu, a prfessr f envirnmental scial sciences, said. “Climate change can be slved thrugh chices and changes invlving large numbers f peple. Future experiments may cmpare literacy-based strategies with emtinal appeals r persnal
strytelling t determine which appraches mst effectively enhance individual engagement.”
32 ．What des the study fcus n?
A ．Hw climate change threatens ur daily life.
B ．Whether individual decisins affect carbn emissins.
C ．Hw misunderstandings f envirnment get crrected.
D ．Whether guidance affects peple’s envirnmental decisins.
33 ．What’s the prcess f the experiment accrding t paragraph 2?
A ．Pre-test→Grup Divisin→Literacy Interventin→Pst-test
B ．Pre-test→First Assessment→Methds Instructin→Pst-test
C ．Pre-test→Grup Divisin→Instant Practice→Grup Cmparisn
D ．Pre-test→First Assessment→Instant Practice→Grup Cmparisn
34 ．What can be inferred frm the findings?
A ．Peple prefer effective actins t easy nes.
B ．Tugh actins are less effective in cutting carbn.
C ．Active engagement leads t greater belief change.
D ．Behavir effectiveness is key t actin willingness.
35 ．What is the future research mainly abut accrding t Vlasceanu?
A ．Adptin f nvel research appraches.
B ．Ptential benefits f greater engagement.
C ．Identificatin f tp actin-driving methds.
D ．Practical needs f invlving mre participants.
第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
At the age f 35, Prfessr Setiya fund himself at a crssrads. He had everything he
thught he wanted: a distinguished psitin as an MIT prfessr, a lving family, and financial security. 36 As he lked at the life he had carefully cnstructed, the lng, predictable rad ahead stretched ut befre him like a straight line — a never-ending series f achievements leading ultimately t retirement, decline, and death. This prspect left him feeling anxius and unfulfilled.
37 He stpped running, and instead immersed himself in things that have n end pint r cmpletin: aimless walks, pen cnversatins with friends, self-knwledge fr interest (nt achievements), and raising his children nt as a “prject t prduce a successful human”, but as an enjyable prcess. 38
Setiya’s stry is a vivid example f hw stepping away frm unending pursuits can lift ne ut f a lw pint. When yu are dealing with tugh times, especially at midlife and against a
backdrp f wrld instability, there emerges a pwerful pprtunity fr deep psitive change. 39 It can help peple during this perid t live in the mment and appreciate what’s happening right nw, rather than getting caught up in wrries abut the future r past.
The jurney leads t a prcess called individuatin. 40 Instead, life begins adding a qualitative dimensin t the quantitative ne. Yu start t find new surces f strength and
renewal in unexplred places, and yur past experiences becme the fundatin upn which yu build yur next steps, allwing yu t grw and rise again in the secnd half f life.
A ．He fund a way ut.
B ．He set much clearer gals.
C ．Trying harder nly makes matters wrse.
D ．Yet he culdn’t shake ff an empty feeling.
E ．Achieving mre n lnger hlds the answer.
F ．The cmbinatin f all that brught him relief.
G ．By being mre present, yu can feel mre grunded and satisfied.
第三部分 语言运用（共两节，满分 30 分）
第一节（共 15 小题；每小题 1 分，满分 15 分）
阅读下面短文，从每小题所给的 A 、B 、C 、D 四个选项中选出可以填入空白处的最佳选项。
I was brn in a rural twn. The life there was simple yet — unspken rules gverned everything and new ideas were rarely tlerated.
I felt caged and by the humble huses, the rugh rads, and even the endless
stretches f crnfields. Even mre unacceptably, independence wasn’t exactly there,
and I had t fllw a beaten path, a life defined by cnventin. S I — far away t a big city.
City life was really . I threw myself int new experiences — sampling new cafes, visiting galleries "" and playing AR games... t ________ my hard-wn independence. Yet
"" gradually, "beneaththecity" beneath the city’ "srestlessenergy" s restless energy, "ahuge________frmntbelngingswallwedmy" a huge ________ frm nt belnging swallwed my
"" heart. The cnstant mtin f city life wasn’ "t" t sustainable, and I needed t g back t my
.
________
Years later, I returned t the place I nce . T my surprise, while I had changed, s had my hmetwn, with small, welcming everywhere: Tall buildings std
twering and varius shps lined the widened streets. The crnfields, nce symbls fall I lnged t escape, became spaces fr reflectin, prgress, and finally . Admittedly, I feared
being labeled as a “failure” at the city life, yet n such ________ came — nly quiet understanding, r, , yu culd say.
This hmecming, , was nt just a return, but a(n) f the sul,
empwering me t stay rted and carve ut a new life n my wn land.
41 ．A ．stable B ．addictive C ．rigid D ．cnfusing
42 ．A ．ashamed B ．puzzled C ．thrilled D ．chked
43 ．A ．celebrated B ．displayed C ．explained D ．ruined
44 ．A ．sat arund B ．shwed ff C ．tk flight D ．gained grund
45 ．A ．cnventinal B ．fascinating C ．cmplicated D ．tlerable
46 ．A ．recver B ．enjy C ．advertise D ．witness
47 ．A ．emptiness B ．guilt C ．regret D ．cncern
48 ．A ．duties B ．trips C ．rts D ．destinatins
49 ．A ．recalled B ．missed C ．chse D ．resisted
50 ．A ．qualities B ．decratins C ．inventins D ．transfrmatins
51 ．A ．patience B ．grwth C ．memry D ．uniqueness
52 ．A ．belief B ．impressin C ．surprise D．judgment
53 ．A ．empathy B ．praise C ．prmise D ．gratitude
54 ．A ．particularly B ．secretly C ．thankfully D ．strangely
55 ．A ．explratin B ．appreciatin C ．descriptin D ．refreshment
第二节 （共 10 小题；每小题 1.5 分，满分 15 分）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
In a remte valley in suthern Guizhu prvince 56 (lie) Huanggang, an
800-year-ld village. In recent years, rads 57 (build) t cnnect the village, yet the cmmunity f nearly 2,000 Dng ethnic peple cntinues t practise a traditinal farming
lifestyle, rising 58 the sun and resting at sunset.
The village is a preserve f the traditinal rice-fish-duck farming system. Rice fields
prvide a habitat fr fish, which help cnditin the sil, ____59____ ducks feed n pests, frming a natural cycle. This system has been practised fr centuries, enabling the Dng peple t live in harmny with the land while maintaining a fd system that’s bth 60 (prduce) and
sustainable.
Huanggang has five drum twers, each 61 (represent) a family. Histrically, a drum was placed n the tp flr and beaten 62 (signal) majr events r emergencies
like fires. Inside ne f the village’s drum twers, Dng wmen gather t sing the grand sngs, 63 chral traditin central t their culture.
Here, the Dng peple keep their unique culture alive thrugh the pwer f sng. They still perfrm sngs 64 (inspire) by 800-year-ld stries n friendship, nature and lve.
Peple there uphld an imprtant lcal saying: “Rice nurishes the bdy, while singing nurishes the sul.” This philsphy is 65 has shaped the Dng peple’s identity fr centuries.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
66．假定你是李华，你为校英语社团举办的“Care fr the Elderly”公益实践活动设计了宣传海报并获得好评。请在社团内分享你的作品，内容包括：
1 ．海报内容；
2 ．设计理念。
注意：
1 ．写作词数应为 80 个左右；
2 ．请按如下格式在答题卡的相应位置作答。
Dear fellw students,
第二节（满分 25 分）
67 ．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
The summer vacatin had ne week left, and I decided t hld “Mmmy Camp” fr my
daughters, Grace and Lily. I threw myself int research and planning, trying t get every detail
right. Thrugh my careful preparatin, it was a week full f crafts, stries, prjects and
adventures, all wrapped arund a fun and educatinal theme. My husband, Mike, thught I had gt s many craft supplies and bks, but I just ignred him. I knew what was best fr my girls.
On the first day, we tried t make paw (爪子) print paintings with ur dg Pete. But Pete
wuldn’t stay still. Paint spread everywhere, and the dg ended up purple. The girls laughed, but I felt stressed. Wrse still, they sn gt bred. “Mm, can we just g utside and play?” Grace
asked. “N, we’ll finish the paintings later,” I said firmly. “Let’s d a craft fr Pete at the shelter.” We mved n t making dg tys, but I badly underestimated hw lng each wuld take. We gt nly a handful dne.
That night, I cllapsed in a chair. Mike sat beside me and said, “Yu lk wiped ut.
Maybe yu’re trying t hard. The girls just want t have fun.” I explained that I wanted them t learn smething meaningful. Mike shk his head and left me t it.
Over the next few days, we crafted starfish and dlphins frm cardbard and drew castles
and shells. The girls cmplained a lt. Lily whispered t Grace, “I wish we culd g t the beach.” I pretended nt t hear. Every night, I felt dwn because we didn’t finish everything as planned.
The last day dawned bright and sunny, perfect fr visiting the envirnmental center I’d
lked int. But when I duble-checked the center’s hurs, I fund ut it had unexpectedly clsed fr the day. Anther letdwn.
注意：
1 ．续写词数应为 150 个左右；
2 ．请按如下格式在答题卡的相应位置作答。
“Hw abut ging t the beach?” Mike said.
_______________________________________________________________________________
_______________________________________________________________________________
As we drve hme, the girls chatted happily abut the “best day ever.”
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1 ．B
【原文】W: Why d we have t recrd the types f garbage? Can’t we just weigh it?
M: The weight alne just shws hw much. Recrding types — plastic, fd waste — helps the city identify surces and target educatin r cllectin plans t reduce it.
2 ．A
【原文】W: Live-stream selling is just nise and questinable discunts — lud hsts, made-up urgency, peple buy things they dn’t need.
M: Nt true. My cusin sld 500kg ranges in ne hur — that’s three times what she used t make at the market. Real farmers, real mney. Yu see the prduct, talk t the seller, n
middleman cuts.
3 ．C
【原文】W: Mr. White, I’m afraid I have t miss basketball practice this Wednesday.
M: What’s wrng, Alice? Are yu injured?
W: N, it’s ur schl’s 70th anniversary. I vlunteered t be a guide fr the returning graduates.
4 ．B
【原文】W: Mr. Chen spent three weeks fixing this ld chair. He matched the wd grain perfectly.
M: I saw him sanding the same leg fr hurs. Why nt just buy a new ne?
W: He says each piece tells a stry. Thrwing it away lses the craft.
M: That’s a spirit I dn’t have — seeing value beynd cnvenience.
5 ．B
【原文】M:This subway transfer hall is huge — the patterned flr alne makes it feel like an art gallery, nt just a passageway.
W:I knw. These artistic details are new. The city’s been fcusing a lt n imprving public spaces.
6 ．B 7 ．B
【原文】W: Jamie, lk at this text I just gt. It says I wn a free phne and asks fr my address.
M: Delete it, Anna! That isn’t genuine.
W: But it lks s real — it even has a cmpany lg and everything. I almst clicked the link.
M: Gd thing yu didn’t! Thse links can steal yur passwrds r infect yur cmputer with
viruses.
W: Yikes. S hw shuld I get rid f the risks?
M: Set up the tw-step security n all yur accunts. Always g t the fficial website yurself, instead f clicking links in messages.
8 ．C 9 ．C 10 ．B
【原文】W: Hey, Le! Yu’ve imprved a lt in physics. Gt any tips? I’m really struggling lately.
M: Hell, Maya. Hnestly, I fund that teaming up with Alex and Sam made all the difference.
We meet every Tuesday in the library. It’s way mre effective than trying t deal with everything alne.
W: I’m nt sure if that’d wrk fr me.
M: Yu shuld give it a sht! We break dwn cncepts tgether, quiz each ther, and it actually makes revising a lt mre fun. I went frm a C t a slid B+ because f them. Want t jin us this week?
W: Ww, really? Yu think I culd cntribute?
M: Abslutely! Yu have a real talent fr picking ut what matters. Yu’d be a great additin.
W: I’ll be there this week. Thanks, Le!
11 ．A 12 ．C 13 ．A
【原文】M: Ww, lk at all thse birds by the pnd! I see ducks, and thse little gray sparrws.
W: It’s gd t see these species live right in ur neighbrhd park.
M: I seldm paid attentin befre. Grandma used t say that when she was yung, there were even mre types f birds here.
W: Yeah. That’s s sad. I read that grwing mre plants frm arund here can help bring back mre insects and birds.
M: That sunds like a great idea! Maybe we culd start a small garden in ur backyard. Mm
lves flwers.
W: Even just a few flwers can attract bees and butterflies. Small actins matter — we’re ding ur part.
M: Let’s d it! I’d lve t see mre life in ur yard. Plus, it’ll be fun t watch it grw.
14 ．C 15 ．C 16 ．A
【原文】M:Hey, check ut these new glasses I gt. They’re AI-pwered smart glasses.
W:Wait, what can they d?
M:Translate languages in real time! I tested them at the Krean restaurant yesterday. The wner
spke t me in Krean, and I read the English wrds right here n the glasses. Yu just wear them like nrmal glasses — they’re nly 40 grams, s yu barely feel them.
W:That’s wild. S, by wearing it, yu culd travel anywhere withut learning the language?
M:Pretty much. Unlike sme mdels that supprt nly abut 60 languages, this ne wrks with
83. There’s even a small speaker if yu want t hear the translatin ut lud. The battery culd
last 4-6 hurs. What’s the mst amazing is that the glasses have a camera that tracks the speaker’s lips, making translatins mre accurate, even in nisy places.
W:That’s impressive. My grandma wuld lve these. She always struggles with hspital frms in English. Technlgy is incredible.
17 ．A 18 ．B 19 ．A 20 ．C
【原文】
M: Last mnth, a grup f university students majring in traditinal Chinese Medicine
(TCM) visited a cmmunity center. They rganized a special event fr primary and middle schl students. The gal was simple: t help children understand and appreciate the wisdm f TCM in a fun, hands-n way.
The event included many activities. Firstly, the university students shwed a shrt vide abut fresh herbs, intrducing the idea that fd and medicine share the same rts in Chinese
culture. Then, the children gt t see, tuch and smell different herbs. They learned t identify
plants by their appearance and smell. Thirdly, the children drew pictures f herbs n bkmarks, carefully bserving every detail f the plants. During a break, everyne went utside t learn
Wuqinxi. The children did the mvements f animals. They fcused n matching their breathing with each pse, trying t fllw the traditinal health practices.
The event shwed that traditinal culture desn’t have t stay in textbks. When yung peple experience it with their wn hands and hearts, it becmes alive and meaningful.
21 ．C 22 ．B 23 ．C
文章主要介绍了 2026 年优雅信封设计大赛的主题、参赛要求、提交方式、评选标准及评委建议等相关信息。
21 ．细节理解题。根据 Requirements fr the Carrier Envelpe 部分“We ask that all cntest
entry envelpes (≤7×9 inches, with riginal artwrk and calligraphy) be placed inside a plain
carrier envelpe (any size, n external art) that is clearly marked n the frnt with the cntest
address (see belw) and with crrect pstage.(我们要求所有参赛信封（尺寸不超过 7×9 英寸，带有原创艺术和书法作品）放入一个普通的外层信封中（尺寸不限，外部不得有装饰），信封正面需清晰标注大赛地址（见下文）并贴足正确邮资。)”可知，外层信封应为无外部装饰的普通信封，且正面标注大赛地址并贴足邮资。
22 ．细节理解题。根据 Infrmatin 部分“Write yur name, address, email, cntest divisin
(Adult, Grades 9-12, Grades 5-8) and Instagram accunt (if yu wish, fr winner publicity) n the back f the Entry Envelpe. Incmplete infrmatin will cause disqualificatin.(请在参赛信封背面写上你的姓名、地址、邮箱、参赛组别（成人组、9-12 年级组、5-8 年级组）以及 Instagram账号（可选，用于获奖者公示）。信息不完整将导致参赛资格被取消。)”可知，遗漏参赛组别信息会导致取消参赛资格。
23．细节理解题。根据 A Judge’s Perspective 部分“My advice t entrants is t think utside the bx regarding the theme — reject the mst bvius ideas! Really let yurself g in thinking f
different appraches t the subject.(我给参赛者的建议是，在主题上要跳出思维定式——拒绝最显而易见的想法！大胆思考这个主题的不同表现方式。)”可知，评委建议参赛者打破常规思维，突出创新性思考。
24 ．C 25 ．B 26 ．A 27 ．C
作者结合自身绘画与图书馆调研经历，讲述深度观察的重要性，呼吁人们用心看清事物本质。
24．细节理解题。根据第一段中的“A grwn-up crrected me quickly with a circle, rund eyes, a seven-shaped nse and a curved muth. I std cnfused, fr this cld, mechanical pattern felt
nthing like the lively faces I knew in real life.(一位成年人很快用圆形、圆眼睛、七字形鼻子和弯嘴巴纠正我。我一脸困惑，因为这种冰冷刻板的模式和我现实中鲜活的面孔截然不同。)”可知，成人固化的绘画模板和现实里鲜活的面容形成强烈反差，让作者心生困惑。
25 ．细节理解题。根据第二段中的“Because they had drawn what they truly saw, nt what they thught a face shuld lk like.(因为他们画出了自己真实看到的模样，而非主观认知里面孔该有的样子。)”可知，画作外表粗糙简陋，却贴合真实、富有生命力，所以看似糟糕却十分动人。
26 ．词句猜测题。根据第三段中的“Cmputers that I assumed were fr checking ut bks r
emails were actually lifelines fr peple searching fr jbs and husing. The sinks in the public
restrm served as a laundrmat (洗衣房) and shwers fr the hmeless.(我原本以为仅用于借
书、查看邮件的电脑，实则是人们求职、寻找住处的重要依托，公共洗手间的水池还能为无家可归者提供洗衣和洗漱的便利。)”可知，作者发现图书馆设施拥有更多元的服务作用，远超固有认知，因此画线短语指代“ 图书馆更多的服务职能与价值”。
27 ．主旨大意题。通读全文，尤其是尾段中的“I d nt hpe everyne becmes an artist, but everyne can learn t see deeply. Slw dwn, pay attentin, and truly bserve; yu will rediscver lve fr the wrld and all peple arund yu.(我不希望每个人都成为艺术家，但每个人都可以学会深度观察。放慢脚步、集中注意、用心观察，你会重新收获对世界和身边所有人的热爱。)”可知，文章以绘画真实面孔为线索，阐释用心观察、看见真实的核心道理，以此升华全文主旨，所以“Seeing the Real Face(窥见真实面貌)”最适合作为文章标题。
28 ．D 29 ．A 30 ．C 31 ．A
文章主要说明了人工智能催生大量劣质科研内容，泛滥的虚假论文与不实引文破坏学术诚信。原有审稿体系不堪重负，需研究者、企业与机构多方合力，共同整治该问题。
28．细节理解题。根据第二段“Thugh fake (伪造的) research existed befre Generative AI, this new technlgy has facilitated its expansin, driving a transitin frm individual bad actrs t
illegal businesses.(尽管在生成式人工智能出现之前就已经存在伪造的研究，但这项新技术却推动了其规模的扩大，使这种行为从个别不良分子发展成为非法企业)”可知，这种新技术会促使伪造文件的产量增加。
29．细节理解题。根据第三段“Even befre Generative AI, verstretched vlunteer reviewers and editrs lacked the time and resurces t ensure high standards, allwing many lw-quality papers t pass. AI-generated and AI-assisted papers are pushing an already verstressed system t the
breaking pint.(即便在生成式人工智能出现之前，过度劳累的志愿评审员和编辑也缺乏时间和资源来确保高标准，从而导致许多低质量的论文得以通过。而由人工智能生成和辅助撰写的论文正将本已不堪重负的系统推向崩溃的边缘)”可知，学术评审制度负担过重。
30 ．词句猜测题。根据划线词后文“Librarians have reprted increasing requests fr access t
AI-generated citatins that d nt exist. Many such citatins have already entered the academic
literature, cntributing t the reductin f trust in science. When researchers cite such slp, they
pllute the academic wrld with unreliable r biased analyses, damaging cnfidence in the entire scientific ecsystem.(图书馆工作人员反映，对于那些并不存在的由人工智能生成的参考文献
的访问请求越来越多。许多此类文献已经进入了学术领域，从而导致人们对科学的信任度降低。当研究人员引用这类粗制滥造的内容时，他们会给学术界带来不可靠或有偏见的分析，从而损害整个科学生态系统的信任度)”可知，虚假引用降低学术信任、破坏科研生态，可知 AI 损害、削弱了引文的价值与可信度，故划线词意思是“ 削弱”。
31 ．推理判断题。根据最后一段“Researchers wh use AI t cnduct literature searches shuld carefully check references fr reliability. AI develpers and cmpanies bear sme respnsibility
fr ensuring that these tls are trained n high-quality research papers and data. Fr example,
scientific institutins can pressure develpers t fine-tune their AI mdels using the mst reliable surces and t penly share the results f their safety and accuracy tests with users. This is just the beginning f a lng jurney.(使用人工智能进行文献检索的研究人员应当仔细核查参考文献的可靠性。人工智能的开发者和相关企业也需承担一定的责任，确保这些工具是基于高质量的研究论文和数据进行训练的。例如，科研机构可以向开发者施压，要求他们使用最可靠的来源对人工智能模型进行微调，并公开分享其安全性和准确性测试的结果给用户。这只是漫长旅程的开端)”可知，作者在最后一段中意在表达人工智能问题应当共同加以解决。
32 ．D 33 ．A 34 ．C 35 ．C
文章主要介绍了一项关于气候行动素养干预措施对人们环保行为认知与意愿影响的研究，包括研究过程、结果及未来研究方向。
32．细节理解题。根据第一段“Recently, a study was cnducted t assess if climate actin literacy (素养) interventins culd influence their perceptins and willingness t act.(最近，一项研究旨在评估气候行动素养干预措施是否能影响人们的认知和行动意愿。)”可知，该研究聚焦于指导干预措施是否会影响人们的环保决策。
33．细节理解题。根据第二段“A pre-test was cnducted t rate their willingness t engage in the 21 carbn emissin-reducing individual behaviurs. Then they were randmly divided int tw
grups receiving climate literacy interventin.(首先进行预测试，评估参与者参与 21 种个人减 排行为的意愿。随后随机分为两组接受气候素养干预。)”以及“During the pst-test, participants in bth grups, again, rated their willingness t adpt these individual behavirs.(在后测环节中，两组参与者再次对采取这些个人行为的意愿进行了评分。)”可知，实验流程为Pre-test→Grup Divisin→Literacy Interventin→Pst-test。
34 ．细节理解题。根据第三段“Hwever, cmpared with passive expsure t infrmatin, active prcessing f new infrmatin cntributes mre t updating peple’s beliefs.(然而，与被动接触
信息相比，主动处理新信息更有助于更新人们的认知。)”可知，主动参与会带来更大的认知改变。
35．细节理解题。根据最后一段“Future experiments may cmpare literacy-based strategies with emtinal appeals r persnal strytelling t determine which appraches mst effectively
。
enhance individual engagement.(未来的实验可能会将基于素养的策略与情感诉求或个人叙事进行比较，以确定哪种方法最能有效提升个人参与度。)”可知，未来研究旨在找出最能推动行动的方法
36 ．D 37 ．A 38 ．F 39 ．G 40 ．E
这篇文章主要讲述了麻省理工学院教授塞蒂亚虽拥有理想生活却深感空虚，他通过享受无终点的过程走出低谷，揭示人生应从追求成就转向追求质量的真谛。
36．前文“He had everything he thught he wanted: a distinguished psitin as an MIT prfessr, a lving family, and financial security. (他拥有了自己认为想要的一切：在麻省理工学院担任教授的显赫职位、一个温馨的家庭以及经济上的保障。)”列举了塞蒂亚教授拥有的一切（名校职位、美满家庭、经济保障），后文“This prspect left him feeling anxius and unfulfilled. (这种前景让他感到焦虑和未得到满足。)”却描述他“感到焦虑和不满足” 。D 选项“Yet he
culdn’t shake ff an empty feeling. (但那种空虚感仍挥之不去。)” 中的 Yet 形成强烈转折，精准衔接“物质成功”与“精神空虚” 的矛盾， 自然引出下文他对人生前景的迷茫。
37．第一段结尾是“As he lked at the life he had carefully cnstructed, the lng, predictable rad ahead stretched ut befre him like a straight line — a never-ending series f achievements
leading ultimately t retirement, decline, and death. (当他审视自己精心构建的生活时，那条漫长而规律的未来之路在他面前像一条直线般延伸着——一条永无止境的成就之路，最终通向退休、衰退和死亡。)”塞蒂亚陷入人生低谷，第二段开头“He stpped running, and instead
immersed himself in things that have n end pint r cmpletin 于是他停止了奔波，转而投身于那些没有终点、没有完成之日的事情中。)”则描述他开始改变生活方式，停止追逐无尽的成就。A 选项“He fund a way ut. (他找到了出路。)”作为过渡句，清晰地表明他从困境中找到了突破口，完美承接上文的“ 问题”与下文的“解决方案”。
38 ．前文“aimless walks, pen cnversatins with friends, self-knwledge fr interest (nt
achievements), and raising his children nt as a “prject t prduce a successful human”, but as an enjyable prcess. (漫无目的地散步、与朋友的坦诚交流、为了兴趣而非成就而自我认知，以及以一种享受的过程而非“培养出一个成功的人才” 的方式来养育孩子。)”详细列举了 塞蒂
亚采取的一系列新的生活方式（漫无目的散步、开放式交谈、享受育儿过程等）。F 选项“The cmbinatin f all that brught him relief. (所有这些因素的结合让他感到轻松。)”中的 all that
精准指代前文的所有行为，总结了这些改变给他带来的积极结果，收束本段内容。
39 ．前文“When yu are dealing with tugh times, especially at midlife and against a backdrp f wrld instability, there emerges a pwerful pprtunity fr deep psitive change. (你面临艰难时期，尤其是在中年时期，且处于世界不稳定的大背景下时，就会出现一个强大的机会来实现深刻的积极转变。)”指出人生低谷期是深度改变的契机，后文“It can help peple during this perid t live in the mment and appreciate what’s happening right nw, rather than getting
caught up in wrries abut the future r past. (它能帮助人们在这一时期专注于当下，欣赏眼前正在发生的事情，而不是陷入对未来或过去的担忧之中。)”进一步解释这种改变的核心是“活在当下”。G 选项“By being mre present, yu can feel mre grunded and satisfied. (通过更加专注于当下，你就能感觉更加踏实和满足。)”中的being mre present 与后文的 live in the mment形成同义呼应，阐明了活在当下带来的具体益处，逻辑连贯。
40 ．前文“The jurney leads t a prcess called individuatin. (这段旅程会带来一个被称为“个 体化” 的过程。)”提到“个体化”过程，后文用 Instead 转折，指出生活开始从“追求数量”转向“追求质量” 。E 选项“Achieving mre n lnger hlds the answer. (得到更多成就已不再能解决问 题。)”直接否定了“不断追求成就” 的传统人生模式，与后文的 Instead 形成完美的反义并列，准确概括了个体化过程的核心转变。
41 ．C 42 ．D 43 ．A 44 ．C 45 ．B 46 ．B 47 ．A 48 ．C
49 ．D 50 ．D 51 ．B 52 ．D 53 ．A 54 ．C 55 ．D
文章讲述了作者出生并成长于一个观念传统、令人窒息的乡村小镇， 为了追寻独立生活而逃离到大城市，却在城市的喧嚣中感受到归属感的缺失。多年后作者重返故乡， 惊喜地发现家乡早已焕然一新，而这次回归也成为了一次心灵的沉淀与新生。
41．考查形容词。句意： 那里的生活简单却僵化死板——不成文的规则支配着一切，新思想几乎不被容忍。A. stable 稳定的；B. addictive 上瘾的；C. rigid 僵化的，死板的；D. cnfusing令人困惑的。根据下文“unspken rules gverned everything and new ideas were rarely tlerated”可知，这里的生活是僵化、死板的。
42．考查形容词。句意： 我感到被简陋的房屋、崎岖的道路， 甚至一望无际的玉米地困住和窒息压抑。A. ashamed 羞愧的；B. puzzled 困惑的；C. thrilled 激动的；D. chked 窒息的，
压抑的。根据上文的“I felt caged”可知，此处表达作者被这种压抑的环境压得喘不过气、感到窒息的状态。
43．考查动词。句意：更让人无法接受的是，独立在那里并不被推崇赞扬，我只能走一条老路，一种被传统定义的生活。A. celebrated 推崇，赞扬；B. displayed 展示；C. explained 解释；D. ruined 摧毁。根据下文的“I had t fllw a beaten path, a life defined by cnventin”可知，在家乡作者独立的观念并不被当地推崇。
44 ．考查动词。句意：所以我逃离了家乡——逃到了很远的大城市。A. sat arund 闲坐；B. shwed ff 炫耀；C. tk flight 逃离；D. gained grund 取得进展。根据下文“far away t a big city”可知，作者为了摆脱家乡的束缚而逃离。
45 ．考查形容词。句意：城市生活真的很迷人新鲜。A. cnventinal 传统的；B. fascinating迷人的；C. cmplicated 复杂的；D. tlerable 可忍受的。根据下文的“I threw myself int new experiences”可知，作者刚到城市时，对一切充满好奇，觉得城市生活十分迷人。
46 ．考查动词。句意：我一头扎进新的体验中——打卡新咖啡馆、逛美术馆、玩 AR 游
戏 来享受我来之不易的独立。A. recver 恢复；B. enjy 享受；C. advertise 宣传；D. witness见证。根据上文“I threw myself int new experiences”可知，作者通过各种新鲜的体验来享受自己终于获得的独立生活。
47．考查名词。句意：然而渐渐地，在城市永不停歇的活力之下，一种不属于这里的巨大空虚感吞噬了我的心。A. emptiness 空虚；B. guilt 愧疚；C. regret 后悔；D. cncern 担忧。根据下文的“The cnstant mtin f city life wasn’t sustainable”可知，作者在繁华的城市中始终找不到归属感，内心是空虚的。
48 ．考查名词。句意：城市生活永不停歇的节奏是不可持续的，我需要回到我的故乡根源。 A. duties 责任；B. trips 旅行；C. rts 根，故乡；D. destinatins 目的地。根据下文“Years later, I returned t the place”可知，作者想要回到自己的故乡，也就是自己的“根”。
49 ．考查动词。句意：多年后，我回到了曾经抗拒逃离的地方。A. recalled 回忆；B. missed想念；C. chse 选择；D. resisted 抗拒。根据上文“S I — far away t a big city”可知，这里指作者回到了自己曾经抗拒、一心想要逃离的地方。
50．考查名词。句意：令我惊讶的是，在我改变的同时，我的家乡也变了，到处都是令人欣喜的小变化：高楼拔地而起，拓宽的街道两旁林立着各式各样的商店。A. qualities 品质；B. decratins 装饰；C. inventins 发明；D. transfrmatins 变化，转变。根据下文“Tall buildings std twering and varius shps lined the widened streets”可知，这些都是家乡发生的变化。
51．考查名词。句意： 曾经象征着我渴望逃离的一切的玉米地，如今变成了让人反思、进步，最终获得成长的地方。A. patience 耐心；B. grwth 成长；C. memry 记忆；D. uniqueness 独特性。根据上文的“reflectin, prgress”可知，此处应表达玉米地带给作者的正向影响，玉米地让人反思，进步和成长。
52．考查名词。句意： 诚然，我害怕被贴上“城市生活失败者” 的标签，但并没有这样的评判出现——只有平静的理解，或者，你也可以说，是共情体谅。A. belief 信念；B. impressin印象；C. surprise 惊讶；D. judgment 评判。根据上文的“I feared being labeled as a ‘failure’,
yet”可知，作者担心的是他人对自己的负面评判，而这种评判并没有出现。
53．考查名词。句意： 诚然，我害怕被贴上“城市生活失败者” 的标签，但并没有这样的评判出现——只有平静的理解，或者，你也可以说，是共情体谅。A. empathy 共情；B. praise 赞扬；C. prmise 承诺；D. gratitude 感激。根据上文的“quiet understanding”可知，此处应与“理解”并列，表达家乡人对作者选择的体谅与共情。
54 ．考查副词。句意：幸运的是，这次返乡不仅仅是一次回归，更是一次心灵的焕然一新，让我得以扎根故土，在自己的土地上开创新的生活。A. particularly 尤其；B. secretly 秘密地； C. thankfully 幸运的是；D. strangely 奇怪地。根据下文的“empwering me t stay rted and carve ut a new life n my wn land”可知，作者对这次返乡的庆幸与感激。
55 ．考查名词。句意：幸运的是，这次返乡不仅仅是一次回归，更是一次心灵的焕然一新，让我得以扎根故土，在自己的土地上开创新的生活。A. explratin 探索；B. appreciatin 欣赏；C. descriptin 描述；D. refreshment 焕然一新，恢复活力。根据下文的“empwering me t stay rted and carve ut a new life”可知，这次返乡让作者的心灵获得了新生。
56 ．lies 57 ．have been built 58 ．with 59 ．and##while 60 ．prductive
61 ．representing 62 ．t signal 63 ．a 64 ．inspired 65 ．what
文章主要说明了贵州黄冈古村保留古老稻鱼鸭生态农作模式与侗族传统文化。鼓楼承载民俗，侗族人民以歌传情，秉持自然理念，延续独特民族风貌与生活智慧。
56．考查时态。句意： 在贵州省南部的一个偏远山谷中，坐落着一个有着 800 年历史的村庄——黄岗村。地点状语置于句首完全倒装， 主语为单数 Huanggang，且陈述事实用一般现在时，谓语用三单形式。
57 ．考查时态语态。句意：近年来，为连接这个村庄修建了道路，但这个拥有近 2000 名侗族居民的社区仍保持着传统的农耕生活方式，日出而作，日落而息。主语 rads 与谓语构成
被动关系，结合上文 In recent years 可知为现在完成时的被动语态，助动词用 have。
58 ．考查介词。句意：近年来，为连接这个村庄修建了道路，但这个拥有近 2000 名侗族居民的社区仍保持着传统的农耕生活方式，日出而作，日落而息。短语 rise with the sun 表示“ 日出而作”。
59．考查连词。句意：稻田为鱼类提供了栖息地，鱼类有助于改良土壤，而鸭子则以害虫为食，从而形成了一种自然的循环过程。此处前后两个并列分句介绍鱼和鸭子的作用，表并列，可用连词 and；或表示对比关系，用 while。
60 ．考查形容词。句意：这种制度已经沿用数百年，使侗族人民能够与这片土地和谐共处，同时维持着既高效又可持续的粮食生产体系。作表语，用形容词 prductive。
61．考查非谓语动词。句意：黄冈村有五座鼓楼，每一座都代表着一个家族。此处为独立主格结构，且 each 与 represent 构成主动关系，故用现在分词形式。
62．考查非谓语动词。句意：从历史上看，人们会在顶层放置一面鼓，并通过敲击它来传达重大事件或紧急情况（如火灾）的信息。此处 signal 作目的状语用不定式。
63．考查冠词。句意：在村庄的一座鼓楼内，侗族妇女聚在一起吟唱着气势恢宏的歌曲，这是他们文化中极为重要的合唱传统。此处 traditin 为泛指，且 chral 是发音以辅音音素开头的单词。
64．考查非谓语动词。句意：他们依然会演唱那些取材于 800 年前有关友谊、自然和爱情的故事的歌曲。此处 inspire 与 sngs 构成被动关系，故用过去分词作定语。
65 ．考查表语从句。句意：这种理念，正是数百年来塑造侗族人文特质与民族风貌的根源。引导表语从句，从句缺少主语，指物，故用 what 引导。
66．
Dear fellw students,
I’m truly hnred t share my pster fr the “Care fr the Elderly” campaign.
On the left f my pster, a grey-haired grandmther sits alne by a windw, staring at an empty chair. On the right, the same chair is filled by a smiling teenager wh hands her a cup f tea. Abve them is the slgan: “A seat beside them, nt acrss frm them.”
The idea cmes frm the simple act f sitting with the elderly, nt just visiting them. The empty chair symblizes their lneliness; the filled ne, ur cmpany. Let’s turn ur care int
presence.
Thank yu!
67．
“Hw abut ging t the beach?” Mike said. “Yay!” the girls shuted. I glared at Mike.
“Hw is a trip t the beach ging t help? The girls needed an activity that was educatinal. That was the pint f Mmmy Camp, right?” But Lily and Grace were s excited. I culdn’t say n. S we headed t the beach instead. The girls ran ahead, kicking ff their shes as sn as their feet
tuched the sft sand. Grace and Lily built a sandcastle with Mike. They cllected smth stnes and shells, asking each ther why sme shells were brken. I sat n the beach, feeling the sun n my face, and fr the first time that week, I stpped wrrying abut finishing a prject. Mike jined me with tw cld drinks, said nthing, and just smiled.
As we drve hme, the girls chatted happily abut the “best day ever.” They cmpared their favrite shells and argued ver wh had fund the flattest skipping stne. Listening t them, I felt a sense f peace. The week had been full f failed crafts and cmplaints, yet here they were mre excited than after any f my carefully planned activities. Mike glanced at me in the rearview
mirrr and gave a small nd. That night, after tucking the girls int bed, I realized that learning
didn’t always need a schedule. Smetimes the best lessns came frm simply letting g. I decided
that next summer, “Mmmy Camp” wuld have nly ne rule: Fllw the Fun.