2026年北京西城区高三模拟测试英语试卷（附答案解析）

这是一份2026年北京西城区高三模拟测试英语试卷（附答案解析），共21页。试卷主要包含了完形填空，语法填空，阅读理解，书信写作等内容，欢迎下载使用。

一、完形填空
Danny and Brandn were cut frm the baseball team. As their teacher, I thught maybe I culd ffer smething t ease their heartbreak. S I stayed up late and designed a game fr my English class.
Befre class, I 1 Danny listening with fcus and imagined Brandn jking but still playing the game. Hwever, within minutes after class started, it fell apart: Danny pressed the buzzer (蜂鸣器) repeatedly and Brandn talked ludly with thers while I was trying t 2 the game.
I paused and asked, “What’s ging n?” I searched the rm fr a face that lked 3 . N ne met my eyes. When Danny pressed the buzzer again and Brandn laughed, I remved them frm class in 4 . They never knew I had built that game fr them.
After class, I decided t talk t them, thinking if I said the right thing, smething wuld 5 . I said, “I knw yu can d better. But I can’t want it mre than yu d.” They laughed, “That’s nt ur fault.” “Yu’re acting like lsers,” I said. The wrd 6 . The air in the rm changed. Danny’s laugh drpped. Brandn lked away. As an English teacher, I’ve always knwn wrds have 7 . That day, mine hit harder than I meant.
After they left, I cried because I had said smething I didn’t believe — and because fr a secnd, I did. Teaching high schl means the students wh 8 yu t the edge are thse yu care abut mst.
Several days later, Danny stayed after class. “D yu nt like me anymre?” He said 9 , like it was a jke. But his vice sunded uncertain. “Peple can have disagreements and still care abut each ther,” I said. He didn’t respnd. But he ndded. It wasn’t an aplgy. But it was smething.
Maybe 10 in a classrm desn’t always lk like inspiratin. Smetimes it sunds like “Yu’re acting like lsers,” said in defeat — and cming back anyway. Smetimes it sunds like “D yu still like me?” The answer is yes. It has always been yes.
1．A．keptB．caughtC．picturedD．remembered
2．A．designB．explainC．winD．attend
3．A．bredB．angryC．srryD．cnfused
4．A．panicB．surpriseC．reliefD．disappintment
5．A．drpB．shiftC．repeatD．spread
6．A．failedB．landedC．disappearedD．cntinued
7．A．lgicB．beautyC．weightD．access
8．A．driveB．guideC．attractD．fllw
9．A．firmlyB．quietlyC．sincerelyD．casually
10．A．lveB．peaceC．victryD．agreement
二、语法填空
阅读下列短文，根据短文内容或括号内所给词的恰当形式填空。
The “burnt tast thery” means bad things happen fr a reasn — they make way fr smething better 11 (cme). I wasn’t a believer in this thery until 2013, when I 12 (fire) and had a tugh jb search. A friend helped me scre an interview fr a cmpany. Unfrtunately, I didn’t get that jb. I was really upset, and it felt like an even 13 (big) setback. Hwever, mnths later, that cmpany had a majr crisis. By then, I 14 (find) my dream jb already. I’ve since applied this thery t my wn life and wrk.
阅读下列短文，根据短文内容或括号内所给词的恰当形式填空。
When peple are grateful and are gd with things as they are, their physical health reflects that. Researchers ver the years pint t lwer stress, 15 (reduce) pain and better bld pressure as a result f being grateful. Gratitude has a strng psitive impact n psychlgical well-being as well, 16 benefits include increased self-respect, enhanced psitive emtins, and a mre ptimistic utlk n life. Just like a muscle, when yu exercise yur 17 (thankful) mre ften, yu’re mre likely t see beneficial effects.
阅读下列短文，根据短文内容或括号内所给词的恰当形式填空。
Chinese electric vehicle maker Xpeng has intrduced a new humanid rbt 18 lifelike mvements. The cmpany representatives felt frced t slice it pen nstage t prve a human wasn’t hiding inside. Certainly, there wasn’t. Instead, the rbt 19 (have) a flexible, humanlike spine (脊柱) and artificial jints that allw it t mve like a human mdel. This is thanks t Xpeng’s custm AI rbtics architecture, which enables it t interpret visual inputs and respnd physically withut needing t first translate 20 it sees int language.
三、阅读理解
Key West’s Mst Lving Remembrance t Papa HemingwayExperience the event
Held annually in sunny Key West, the Hemingway Lk-Alike Cntest celebrates Ernest Hemingway’s life in Key West in a way that’s as unique and spirited as the man himself. This event isn’t just fr Hemingway enthusiasts r lk-alikes; it’s a gathering that invites all t enjy the energy f Key West. Whether yu are a literature fan, a Hemingway admirer, r just searching fr a gd time, the Hemingway Lk-Alike Cntest is an experience yu wn’t want t miss.Details f the Lk-Alike Cntest
When signing up fr the cntest, please indicate whether yu will cmpete in the first rund n Thursday r Friday. Cntestants each will have 15 secnds t speak t the judges and the audience. If wearing a hat, the cntestants will be asked t remve it s that judges will be able t see their faces.
Judging is handled by frmer Lk-Alike winners, whm we call Papas. They are lking fr smene wh lks like Ernest Hemingway — a mature, heavy-set man with a full beard — smene wh will return each year t judge the cntest, and smene with gd mral character t represent the Hemingway Lk-Alike Sciety.
Abut 24 cntestants will be chsen frm all the cntestants t advance t the final rund n Saturday, when they will be called up n stage and given ne minute t present themselves t the judges. The title f Papa 2026 will be awarded frm this grup.Schedule f the whle event
21．In the Hemingway Lk-Alike Cntest, the cntestants are expected t ________.
A．prepare a five-minute talkB．wear a frmal hat n stage
C．have gd mral qualitiesD．cmpete fr three runds
22．Accrding t the schedule, which activity can the participants jin in?
A．Bull-Running n July 23.B．Cking Class n July 24.
C．Fish-Off n July 25.D．Strytelling Cmpetitin n July 26.
23．Wh is the passage mainly intended fr?
A．Frmer winners f the cntest.
B．Stars in natinal lk-alike cntests.
C．Lvers f Hemingway-themed events.
D．Experts n Hemingway’s literary wrks.
Fr much f my career, my fellw scientists nly saw my “resting science face”, which shws the part f me wrrying abut cnference talks r funding. They didn’t see the side f me that lves funny perfrmances. As a wman and mther, I felt I needed t prve my seriusness, fearing thers might view me as t busy with my persnal life t excel. My serius face wrked. I landed a jb at a great university and became a prfessr.
But I felt I had t divide myself in tw — the serius scientist in public, the funny persn in private. Hwever, the first break in my public persna came in 2024, when I participated in a lcal live strytelling shw. I tk a risk and described an embarrassing mment frm a trip t Thailand. T my surprise, when peple laughed, it felt like a hug rather than shame.
The experience encuraged me t experiment with being silly at wrk. S, when Hallween came arund, I delivered a lecture dressed in a pink animal cstume. I began kicking ff lab meetings by asking my graduate students what brings them jy. And I started the mnthly get-tgethers with clleagues, using dd utfits t set the md. T my surprise, adding fun and humur int my wrk life didn’t make me less effective r credible. Students seemed t find me mre apprachable. Humur als helped me pen up with clleagues, which in turn led thers t be mre hnest and truthful with me.
But mst imprtantly, humr has made me strnger. Last winter, my funding frm the Envirnmental Prtectin Agency was suddenly cancelled due t the gvernment’s science cuts. After the shck and immediate sadness wre ff, I turned t my playful side, writing several pieces f satire (讽刺) and letting wrkmates draw my attentin away with discussins abut a 1990s music vide. That’s nt t say I was living in denial. I knew I needed t find new ways t pursue my gals in an increasingly cmplex funding envirnment. But making jkes and sharing laughter helped me stay present and reminded me f hw much jy I get frm my team, whatever the circumstances.
Ultimately, I have cme t realize that being real at wrk is nt a weakness, but rather a strength. Fr ther scientists, that may mean talking mre abut hbbies r families. Fr me, it’s humur. Nw, mre than ever, it’s time t laugh.
24．The authr put n a serius face at first t ________.
A．win the respect f her familyB．keep her persnal life private
C．avid distractins in her researchD．appear prfessinal and dedicated
25．Hw did the authr mst prbably feel after the 2024 shw?
A．Prud and cnfident.B．Relieved and lighthearted.
C．Surprised and upset.D．Ashamed and embarrassed.
26．Hw did the authr respnd t her lss f funding?
A．She pured her heart ut t her wrkmates.B．She refused t accept the painful reality.
C．She devted herself t music making.D．She gt thrugh it with laughter.
27．What is the take-away message frm the stry?
A．Cme ut f yur shell.B．Please peple arund yu.
C．Stay serius t achieve gals.D．Priritize humur in yur life.
What d scial climbers and gssipers (爱说闲话的人) have in cmmn? My mther believes that bth are mrally suspect, a lessn we readily pass n t ur children: avid the cheater and the whisperer.
But stries simplify reality. The mst effective scial climbers and gssipers pssess a remarkable grasp f scial structure t navigate (导航) their scial wrlds. This skill isn’t a mral failing; it’s a cgnitive (认知的) skill.
Recent wrk frm my labratry shws that cgnitive maps — mental representatins f the scial wrld — shape ur critical scial skills. Scial success depends nt just n whm yu knw but als n hw well yu understand the invisible architecture f yur scial wrld. Mapping this is n small task, as scial netwrks are large and dynamic. Yet building such cgnitive maps ffers great advantages.
T better understand scial navigatin, my cllabratr and I develped studies t investigate hw peple build cgnitive maps. Acrss a year we tracked abut 200 freshmen’s friendships and asked them t reprt their understanding f thers’ cnnectins.
In ne study, we discvered that thse wh rise t the tp f the scial structure aren’t the mst charming r utging — they’re the best scial mapmakers. The mst influential peple quickly build mental maps f their peers’ cnnectin; thse initially influential but withut accurate mental maps f the netwrk did nt stay influential fr lng.
In a secnd paper, we examined whether mapmaking aids gssiping — a behavir that, despite its pr reputatin, can be an efficient way t quickly learn abut the ins and uts f the cmmunity. T understand hw humans pull ff this remarkable task, we wndered whether mapmaking helps predict where infrmatin will spread. Mental maps becme quite useful in this case, as they reveal tw key netwrk features: smene’s ppularity and their distance frm the gssip target. They help find a gd friend — smene far enugh frm the target yet well-cnnected t spread infrmatin.
Hw des the brain build these maps? In ne f ur recent studies, we discvered that the hippcampus and entrhinal crtex — a neural (神经的) center knwn fr navigating physical space — als carries a map f cnnectins amng peple. The mre strngly these maps are embedded in the brain, the better we are at brkering cmmunity ties. If the brain needs t quickly figure ut where gssip might spread, knwing where the ppular peple are psitined r the key relatinships that bridge the therwise discnnected cmmunities allws us t chart the sequence f ties that can efficiently crss the netwrk.
Strategic wayfinding isn’t nly fr physical space. It is just as necessary t be able t effectively mve thrugh ur scial landscapes. Armed with a deliberately unclear map f their scial cmmunity, skilled scial navigatrs can d what n GPS can. They see the bridges befre they’re built, avid the strms f gssip, and map ut a curse t cmmn grund.
28．As fr his mther’s belief, the authr is ________.
A．disapprvingB．supprtiveC．puzzledD．uncncerned
29．Accrding t the passage, scial cgnitive maps can help ________.
A．cntrl the wide spread f gssip strms
B．memrize thers’ cnnectins in scial grups
C．gain lng-lasting scial influence amng peers
D．chse well-cnnected peple as gssip targets
30．What des the underlined wrd “brkering” in Paragraph 7 prbably mean?
A．Breaking.B．Managing.C．Experiencing.D．Recrding.
31．Which wuld be the best title fr the passage?
A．Hw t Interpret Scial Skills
B．Navigating Our Scial Wrlds
C．What Lies Behind Peple’s Scial Behavirs
D．Brain Structures Shaping Scial Relatinships
Knwledge is dead. Nt in the sense that truth has disappeared r that learning n lnger matters, but in the deeper, structural sense that knwledge, as a stable pssessin has lst its central rle in human cgnitin. In a wrld where infrmatin is instant and increasingly available “n demand”, the ld idea f “knwing” seems t feel like an antique f anther era.
Artificial intelligence has als changed the structure f cgnitin itself. Understanding nw unflds as an iterative (迭代的) prcess rather than a final state. We iterate facts and ideas that “cllapse the infrmatin functin” int a cnstruct that, in sme instances, has never existed. Insight emerges thrugh cycles, nt cnclusins, as knwledge changes frm fixed maps t dynamic webs.
Alngside this shift cmes the cllapse f academic mnvisin. Human perceptin, statistical inference, interpretive meaning, mral judgment, and machine-generated pattern recgnitin nw ccupy the same cgnitive field. N ne perspective is sufficient n its wn and depth arises frm the perspective f multiple frames and learning t mve amng them.
Educatin, hwever, is still largely rganized in the cntext f that fixed map. Subjects are separated as if the wrld presented itself in disciplinary divisins. Mastery is assessed as if memrizatin were a reliable indicatr f understanding. This is where the idea f the learning studi becmes mre than an educatinal experiment.
A studi isn’t defined by a single discipline, but by a questin cmplex enugh t demand many. Think abut a studi centered n the bilgy f aging. Cellular mechanisms, statistical mdeling, mral questins f lngevity, and the scial implicatins f demgraphic (人口的) change wuld gather in a single cgnitive space. In these settings, students wuldn’t mve frm class t class s much as mve thrugh cgnitive envirnments. Science, mathematics, humanities, and cmputatin wuld n lnger be neighbring divisins but interdependent ways f making sense f a shared prblem. Technlgy and AI wuldn’t be present as tls f efficiency, but als as thinking partners that drive human achievement.
Re-architecting educatin in this way als reframes its ultimate purpse — and this is the mst critical pint. The traditinal endpint has been certificatin r the preparatin fr the next stage. In a wrld where knwledge is dynamic and AI increasingly cmpetent, that endpint begins t lk insufficient. What becmes mre cnvincing is the idea f cgnitive svereignty. This is the capacity t remain the authr f ne’s wn understanding in the presence f an verlad f infrmatin and persuasive technlgies.
Fr teenagers, this is nt an abstract philsphical gal; it’s develpmental. The teenage years are when abstract reasning and even identity are frming. An educatin that immerses students in integratin and iteratin can cultivate smething mre durable. Simply put, it builds a mind capable f handling uncertainty.
32．Which f the fllwing is a cre feature f the learning studi?
A．The intersectin f multiple dmains.B．The use f AI as prductivity assistants.
C．The shift between physical envirnments.D．The fcus n preparing students fr the future.
33．What can be learned frm the passage?
A．Educatin shuld aim fr autnmy f thught.
B．Abstract reasning is key t frming an identity.
C．Infrmatin accessibility facilitates knwledge webs.
D．Understanding is attained thrugh cycles f repetitin.
34．What des the authr mainly d in this passage?
A．Analyze current challenges.B．Illustrate ppsing ideas.
C．Questin an ld practice.D．Advcate a nvel mdel.
D yu ever feel a little mre relaxed after walking arund bareft n the grass r sand? 35 It’s a wellness practice that allws peple t directly cnnect their bdies with the Earth and use its natural electric charges t stabilize them.
Earthing techniques fcus n recnnecting yur energy with the earth thrugh direct r indirect cntact. 36 Find ways t cnnect yur bare feet with the grund and pay attentin t the feeling f the land beneath yur feet. Play in the dirt: Dig int the earth and get the sil between yur fingers. Yu can create a garden in yur yard and directly link t the energy in the dirt.
37 That may replace the direct cnnectin yu’d get being bareft utside. Grunding carpets, blankets, and scks bring Earth’s electrical currents int the hme r ffice by cpying the physical cnnectivity f a nature walk.
Earthing can be a free and relatively easy way t psitively impact yur physical and mental well-being. 38 Research shws that peple wh used grunding carpets fr fur weeks decreased exhaustin, sleep disruptins, and imprved length f sleep. They als reprted an imprvement in their depressin, stress, and pain.
If yu want t give earthing a try, there are a few imprtant things t remember. 39 . It requires patience and perseverance. If yu’re new t the idea f earthing, yu shuld find a prfessinal t lead yu. And nce yu’ve gt the ball rlling, g full steam ahead. The mre yu wrk n grunding yurself, the faster yu’ll begin seeing imprvements.
While it isn’t smething that shuld be used alne t treat a cnditin, earthing can ptentially be part f a self-care rutine.
A．Earthing, like ther frms f treatment, isn’t a quick fix.
B．That’s the idea behind earthing, als knwn as grunding.
C．When ging utside is nt an ptin, just grund yurself indrs.
D．Be bservant f yurself and yur surrundings and stay in the mment.
E．Experts suggest 30 minutes is enugh time t begin enjying the benefits.
F．These methds include taking a walk n grass, acrss the sand r in the mud.
G．Research shws a cnnectin between earthing and measurable imprvements in these health issues.
阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。
Just as we have an individual persnality, we als have a “time persnality”. The persnality captures ur relatinship t time: whether we’re punctual (守时的), hw much time we believe we have, and specific time-related habits we may display. Accrding t Kristin Andersn, funder f Madisn Square Psychtherapy, time persnality is ur natural style when it cmes t managing time. Fr the majrity f us, ur time persnality tends t fall alng a range, frm very rigid t very flexible.
Here’s a brief verview f fur cmmn time persnalities. A “time ptimist” tends t underestimate hw lng things take, leading t a pattern f nging delays. On the ther end f the range, we have the “time anxius” persnality. These peple tend t be anxius t begin with. They als assume everything might g wrng (e.g., traffic delays, getting lst). Therefre, they shw up t cmmitments far in advance. Thse in the “time bender” categry are driven by their emtins, r inspiratin. They seem t live in their wn persnal time zne, maximizing “flw state” when they’ve entered it. Fr thse wh identify with the “time blind” persnality, sensing the passage f time is challenging. They might start a task and, by the time they check the clck, an entire hur has disappeared smehw.
What exactly drives ur varying relatinships with time perceptin? Persnality is a key player. Peple, characterized by cmpetitiveness, ambitin, and drive, may be mre likely t be time anxius and rigid abut schedules. In cntrast, thse wh have characteristics like patience, calmness and cperativeness tend t be flexible and may lean tward being time benders. Neurbilgical factrs als play a rle. Higher dpamine (多巴胺) levels in the brain can speed up the brain’s internal clck, impacting ur perceptin f time. Finally, age can affect ur time perceptin. This is because adults have fewer new experiences and slwer dpamine metablism (新陈代谢), which makes time seem like it’s ging by faster than it actually is.
While each time persnality cmes with its wn set f drawbacks when nt prperly managed, the gd news is that we can wrk with these tendencies t manage ur time better.
40．What is time persnality accrding t Kristin Andersn?

41．What time persnalities are mentined in the passage?

42．Please decide which part is false in the fllwing statement, then underline it and explain why.
With fewer new experiences and slwer dpamine metablism, adults perceive time as passing mre slwly.
43．Which time persnality fits yu mst clsely? Hw will yu wrk with it t manage yur time better? (In abut 40 wrds)

四、书信写作
44．假设你是红星中学高三学生李华。你参加了APEC中国年组委会举办的“中国力量·大家说”国际交流活动，介绍了一位代表中国精神的榜样人物，你的英国好友Jim对此很感兴趣。请你用英文给他发邮件，内容包括：
1. 介绍该榜样人物；
2. 阐述他/她对你的影响。
注意：1. 词数120左右；
2. 开头和结尾已给出，不计入总词数。
Dear Jim,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
Date
Time
Events
July 23
11:00
“A Hemingway Feast” Cking Class
18:30
Hemingway Lk-Alike Cntest — First Rund
July 24
13:30
Papa Hemingway Lk-Alike Fish-Off
18:30
Hemingway Lk-Alike Cntest — First Rund
July 25
13:00
Annual “Running” f the Bulls
18:30
Hemingway Lk-Alike Cntest — FINAL ROUND
July 26
13:00
“Papa’s Tales” Strytelling Cmpetitin
《2026届北京西城区高三模拟测试英语试卷》参考答案
1．C 2．B 3．C 4．D 5．B 6．B 7．C 8．A 9．D 10．A
【导语】文章讲述一位高中英语老师为安慰两名被棒球队淘汰的学生，熬夜设计课堂游戏，却因学生课上捣乱而情绪失控、出言伤人，事后深感自责，最终师生和解的故事。
1．考查动词。句意：上课前，我想象着丹尼专注地听讲，也想象着布兰登嘴上开玩笑却仍参与游戏。A. kept保持；B. caught抓住；C. pictured想象；D. remembered记得。根据前文“Befre class”及后文“imagined Brandn jking”可知，此处与imagined同义，指老师课前的美好设想。
2．考查动词。句意：然而，开课几分钟后，一切都乱了套：我正试图讲解游戏规则时，丹尼反复按蜂鸣器，布兰登则大声和别人说话。A. design设计；B. explain解释；C. win赢得；D. attend参加。根据前文“designed a game”可知，老师课上应是讲解游戏规则。
3．考查形容词。句意：我扫视全班，想找到一张面露歉意的脸。A. bred无聊的；B. angry生气的；C. srry抱歉的；D. cnfused困惑的。根据前文“Danny pressed the buzzer repeatedly and Brandn talked ludly with thers”可知，学生课上捣乱及老师质问“What’s ging n?”可知，老师希望学生对自己的行为感到愧疚。
4．考查名词。句意：当丹尼再次按蜂鸣器、布兰登大笑时，我失望地把他们赶出了课堂。A. panic恐慌；B. surprise惊讶；C. relief释然；D. disappintment失望。根据前文“S I stayed up late and designed a game fr my English class”及“Danny pressed the buzzer repeatedly and Brandn talked ludly with thers”可知，老师苦心设计游戏却被捣乱，内心应是失望的。
5．考查动词。句意：课后，我决定找他们谈谈，心想如果我说合适的话，情况或许会好转。A. drp落下；B. shift转变；C. repeat重复；D. spread传播。根据前文“if I said the right thing”可知，老师希望沟通后局面好转。
6．考查动词。句意：这句话重重落了地，气氛瞬间变了。A. failed失败；B. landed落地，（话语）击中人心；C. disappeared消失；D. cntinued继续。根据前文“Yu’re acting like lsers”及后文“Danny’s laugh drpped. Brandn lked away”可知，老师这句话刺痛了学生。
7．考查名词。句意：作为一名英语老师，我一直知道语言有分量。A. lgic逻辑；B. beauty美感；C. weight分量、重量；D. access权限。根据前文“Yu’re acting like lsers”及“Danny’s laugh drpped. Brandn lked away”可知，伤人的话改变气氛，说明语言有分量，影响力。
8．考查动词。句意：教高中意味着，那些把你逼到崩溃边缘的学生，恰恰是你最关心的学生。A. drive驱使、逼迫；B. guide引导；C. attract吸引；D. fllw跟随。根据前文“Danny pressed the buzzer repeatedly and Brandn talked ludly”可知，学生的调皮行为会“逼迫”老师情绪失控。
9．考查副词。句意：几天后，丹尼课后留了下来。“你是不是不喜欢我了？”他语气随意地说着，像是在开玩笑一样。A. firmly坚定地；B. quietly安静地；C. sincerely真诚地；D. casually随意地。根据后文“like it was a jke”可知，他语气比较随意。
10．考查名词。句意：或许，课堂上的爱并不总是以鼓舞人心的方式呈现。A. lve爱；B. peace和平；C. victry胜利；D. agreement同意。根据前文“the students wh yu t the edge are thse yu care abut mst.”及后文“Smetimes it sunds like “D yu still like me?” The answer is yes”可知，老师对学生充满关爱，但表达关爱的方式有多种。
11．t cme 12．was fired 13．bigger 14．had fund
【导语】这篇文章主要介绍了作者通过自身求职经历，感悟“烤焦面包理论”—— 坏事发生皆有缘由，会为更好的事情让路，并将这一人生道理运用到生活和工作中。
11．考查非谓语动词。句意：“烤焦面包理论” 意思是坏事的发生皆有缘由 —— 它们会为更好的事情到来让路。make way fr sth. t d表示“为即将……的事情让路”，用不定式t cme作后置定语。
12．考查时态语态。句意：我一直不相信这个理论，直到2013年，我被解雇，找工作屡屡碰壁。时间为2013年，用一般过去时，主语I与fire是被动关系，用一般过去时被动语态was fired。
13．考查形容词。句意：我非常沮丧，感觉这是一个更大的挫折。空处需填形容词作定语，even后常修饰形容词比较级，big的比较级为bigger。
14．考查时态。句意：到那时，我已经找到了自己理想的工作。此处by then表示“到公司面临危机的那个时候”，公司面临危机（cmpany had a majr crisis）是过去的事情，找到工作发生在该动作之前，表示“过去的过去” 用过去完成时had fund。
15．reduced 16．whse 17．thankfulness
【导语】这篇文章主要介绍了心怀感恩、坦然接纳现状对人的身体健康和心理健康都有积极影响，并指出感恩如同肌肉，经常锻炼就能收获益处。
15．考查非谓语动词。句意：多年来研究人员指出，心怀感恩能缓解压力、减轻疼痛并改善血压状况。此处与lwer stress、better bld pressure并列，用过去分词reduced作定语修饰名词pain，表被动和完成。
16．考查定语从句。句意：感恩对心理健康也有很强的积极影响，其好处包括增强自尊、提升积极情绪以及拥有更乐观的人生态度。空处引导非限制性定语从句，指代先行词Gratitude，在从句中作定语修饰benefits，用关系代词whse引导从句。
17．考查名词。句意：就像肌肉一样，当你更频繁地锻炼自己的感恩之心时，就更有可能看到有益的效果。形容词性物主代词yur后接名词，thankful对应的名词形式是thankfulness，是不可数名词。
18．with 19．has 20．what
【导语】这篇文章主要介绍了中国电动汽车制造商小鹏推出一款拥有逼真动作的人形机器人，介绍了其身体构造、技术架构以及无需语言转化即可做出肢体反应的特点。
18．考查介词。句意：中国电动汽车制造商小鹏推出了一款拥有逼真动作的新型人形机器人。此处表示“带有、拥有”，用介词with。
19．考查时态。句意：相反，这款机器人拥有一根灵活的、类人的脊柱和人造关节，能让它像人类模特一样活动。描述客观事实用一般现在时，主语the rbt是单数第三人称，谓语动词用has。
20．考查宾语从句。句意：这得益于小鹏自研的人工智能机器人架构，该架构使其能够解读视觉信息并做出肢体反应，而无需先把它所看到的东西转化为语言。空格处引导宾语从句，从句中sees缺宾语，表示“所……的事物”，用what引导宾语从句。
21．C 22．D 23．C
【导语】文章主要介绍了基韦斯特一年一度的海明威模仿大赛，包括活动意义、参赛规则、评选标准、晋级安排以及整场活动的日程安排。
21．细节理解题。根据原文第三段“They are lking fr smene wh lks like Ernest Hemingway ... smene wh will return each year t judge the cntest, and smene with gd mral character t represent the Hemingway Lk-Alike Sciety.(他们要寻找长得像欧内斯特・海明威的人……愿意每年回来担任比赛评委，且具备良好品德，能够代表海明威模仿者协会的人。)”可知，参赛选手需要具备良好的道德品质。
22．细节理解题。根据原文日程表“July 26: 13:00 “Papa’s Tales” Strytelling Cmpetitin (7月26日下午1点：“老爹的故事” 讲故事比赛)” 可知，参与者可以在7月26日参加讲故事比赛。
23．推理判断题。根据原文第一段“Whether yu are a literature fan, a Hemingway admirer, r just searching fr a gd time, the Hemingway Lk-Alike Cntest is an experience yu wn’t want t miss.(无论你是文学爱好者、海明威崇拜者，还是只想度过一段美好时光，海明威模仿大赛都是一场不容错过的体验。)”可知，这篇文章主要面向喜爱海明威主题活动的人群。
24．D 25．B 26．D 27．A
【导语】文章讲述了作者起初在职场刻意严肃伪装自己，一场现场故事秀让她放下束缚，在工作中展露幽默，既拉近人际关系，也帮自己直面挫折，领悟应勇敢做真实的自己。
24．细节理解题。根据第一段“As a wman and mther, I felt I needed t prve my seriusness, fearing thers might view me as t busy with my persnal life t excel. My serius face wrked. I landed a jb at a great university and became a prfessr.(作为一名女性和母亲，我觉得自己需要证明自己的认真态度，因为担心别人会认为我过于忙于个人生活而无法取得卓越成就。我那严肃的表情起了作用。我最终在一所优秀的大学找到了工作，并成为了教授)”可知，作者起初面带严肃的表情，以显得专业且尽职尽责。
25．细节理解题。根据第二段“T my surprise, when peple laughed, it felt like a hug rather than shame.(令我惊讶的是，当人们大笑时，那种感觉更像是一个拥抱，而非羞愧)”可知，在2024年的那次演出结束后，作者舒畅且心情愉悦。
26．细节理解题。根据第四段“After the shck and immediate sadness wre ff, I turned t my playful side, writing several pieces f satire (讽刺) and letting wrkmates draw my attentin away with discussins abut a 1990s music vide.(在最初的震惊和悲伤情绪消退之后，我又恢复了往日的活泼本性，创作了几篇讽刺文章，并让同事们通过讨论一部20世纪90年代的音乐视频来转移我的注意力)”可知，作者以幽默的态度克服了资金损失这一困难。
27．细节理解题。根据最后一段“Ultimately, I have cme t realize that being real at wrk is nt a weakness, but rather a strength.(最终，我逐渐明白，在工作中保持真实并非是一种弱点，而恰恰是一种优势)”可知，故事告诉我们要勇于展现自我。
28．A 29．C 30．B 31．B
【导语】文章主要介绍了研究者从认知角度分析：攀附权贵者和爱八卦的人并非只是道德有瑕疵，而是拥有构建社会认知图谱的能力；这类心理图谱能帮助人们认清社交结构、获得社交影响力、预判流言传播，大脑特定区域也参与社交地图构建，最终指出人们同样需要在社交世界中学会规划。
28．推理判断题。根据原文第一段“My mther believes that bth are mrally suspect, a lessn we readily pass n t ur children: avid the cheater and the whisperer. (我母亲认为，二者在品行上都令人存疑。我们也轻易把这种观念传给下一代：远离投机钻营者，远离私下说闲话的人。)”及第二段“But stries simplify reality. The mst effective scial climbers and gssipers pssess a remarkable grasp f scial structure t navigate their scial wrlds. This skill isn’t a mral failing; it’s a cgnitive skill. (但世俗说法简化了现实。那些擅长社交攀附与闲聊八卦的人，对社交结构有着极强的把控力，能从容游走在社交圈中。这种能力并非道德缺陷，而是一种认知技能。)” 可知，作者并不认同母亲单纯从道德层面否定这类人的观点，对母亲的观点持不赞同的态度。
29．细节理解题。根据原文第五段“In ne study, we discvered that thse wh rise t the tp f the scial structure aren’t the mst charming r utging — they’re the best scial mapmakers. (在一项研究中我们发现，那些跻身社交顶层的人，并不是最有魅力或最外向的人，而是最擅长绘制社交认知图谱的人。)”及“The mst influential peple quickly build mental maps f their peers’ cnnectin; thse initially influential but withut accurate mental maps f the netwrk did nt stay influential fr lng. (最具影响力的人能快速构建同龄人社交关系的心理图谱；那些起初有影响力却没有精准社交网络心理图谱的人，无法长久保持影响力。)” 可知，社交认知图谱有助于人们在同龄人中获得持久的社交影响力。
30．词句猜测题。根据原文第七段“The mre strngly these maps are embedded in the brain, the better we are at brkering cmmunity ties. (这些社交图谱在大脑中扎根越深刻，我们就越擅长brkering社群人际关系。)” 及原文第五段“In ne study, we discvered that thse wh rise t the tp f the scial structure aren’t the mst charming r utging — they’re the best scial mapmakers. (在一项研究中我们发现，那些跻身社交顶层的人，并不是最有魅力或最外向的人，而是最擅长绘制社交认知图谱的人。)”可知，社交认知图谱构建得越完善，就越能处理好人际关系，故此处brkering意为 “打理、维系、经营”，与Managing同义。
31．主旨大意题。根据原文第四段“T better understand scial navigatin, my cllabratr and I develped studies t investigate hw peple build cgnitive maps. (为了更好地理解社交处世这一行为，我和合作伙伴开展了多项研究，探究人们是如何构建社交认知图谱的。)”及最后一段“Strategic wayfinding isn’t nly fr physical space. It is just as necessary t be able t effectively mve thrugh ur scial landscapes. (策略性的寻路不只适用于物理空间，在社交图景中从容周旋同样至关重要。)” 以及全文围绕社交认知图谱、社交处世与布局展开论述可知，全文核心主题是“经营我们的社交世界”。
32．A 33．A 34．D
【导语】文章指出 AI 时代静态固定知识已失效，传统分科教育不合时宜，作者推崇跨学科融合的学习工作室新模式，主张教育重在培养人的认知自主与应对未知的思维能力。
32．细节理解题。根据第五段“A studi isn’t defined by a single discipline, but by a questin cmplex enugh t demand many. Think abut a studi centered n the bilgy f aging. Cellular mechanisms, statistical mdeling, mral questins f lngevity, and the scial implicatins f demgraphic (人口的) change wuld gather in a single cgnitive space. In these settings, students wuldn’t mve frm class t class s much as mve thrugh cgnitive envirnments. Science, mathematics, humanities, and cmputatin wuld n lnger be neighbring divisins but interdependent ways f making sense f a shared prblem.(工作室并非由单一学科所定义，而是由一个足够复杂的问题所决定，这个问题需要运用多种方法来解决。设想一个以衰老生物学为主题的工作室。细胞机制、统计建模、长寿的道德问题以及人口变化的社会影响等都会汇聚在一个共同的认知空间中。在这种环境中，学生们不会像在传统课堂中那样从一个教室转到另一个教室，而是会在不同的认知环境中穿梭。科学、数学、人文以及计算不再是彼此相邻却互不相干的分支学科，而是相互依存、用以理解共同问题的方式)”可知，多个领域的交叉点是学习工作室的核心功能。
33．细节理解题。根据倒数第二段“What becmes mre cnvincing is the idea f cgnitive svereignty. This is the capacity t remain the authr f ne’s wn understanding in the presence f an verlad f infrmatin and persuasive technlgies.(更具说服力的观点是“认知主权”这一概念。它指的是在面对信息过载和各种说服性技术的情况下，仍能保持自己对理解的主导权的能力)”可知，教育应当致力于培养独立思考的能力。
34．推理判断题。根据第四段“Educatin, hwever, is still largely rganized in the cntext f that fixed map. Subjects are separated as if the wrld presented itself in disciplinary divisins. Mastery is assessed as if memrizatin were a reliable indicatr f understanding. This is where the idea f the learning studi becmes mre than an educatinal experiment.(然而，教育仍然主要是在这种固定框架的背景下进行的。学科被划分开来，仿佛世界就是按照学科的界限呈现出来的。掌握程度的评估也仿佛是通过记忆来衡量理解程度的。这就是“学习工作室”这一理念不再仅仅是一个教育实验的意义所在)”结合文章指出 AI 时代静态固定知识已失效，传统分科教育不合时宜，作者推崇跨学科融合的学习工作室新模式，主张教育重在培养人的认知自主与应对未知的思维能力。可知，作者主要推广一种新的模式。
35．B 36．F 37．C 38．E 39．A
【导语】文章主要介绍了“接地疗法”的概念、具体方式、室内替代方案、对身心健康的益处，以及尝试该疗法时需要注意的相关事项。
35．根据前文“D yu ever feel a little mre relaxed after walking arund bareft n the grass r sand?(你赤脚在草地或沙滩上散步后，会不会感觉稍微放松一些？)” 以及空后一句“It’s a wellness practice that allws peple t directly cnnect their bdies with the Earth and use its natural electric charges t stabilize them.(这是一种健康养生方式，能让人体与地球直接相连，并利用地球自然电荷稳定身体状态。)”可知，前文提出赤脚行走放松的问题，后文解释这种养生方式，空处需要引出接地疗法这一概念；选项B“That’s the idea behind earthing, als knwn as grunding.(这就是接地疗法背后的理念，也被称为大地接地养生法。)” 衔接前后语境，符合逻辑。
36．根据前文“Earthing techniques fcus n recnnecting yur energy with the earth thrugh direct r indirect cntact.(接地疗法重在通过直接或间接接触，让自身能量与大地重新连通。)”以及空后“Find ways t cnnect yur bare feet with the grund and pay attentin t the feeling f the land beneath yur feet. Play in the dirt: Dig int the earth and get the sil between yur fingers.(试着让赤脚直接接触地面，用心感受脚下大地的触感。玩一玩泥土：俯身挖土，让泥土从指间流过。)”可知，前文总说接地的接触方式，后文列举具体做法，空处应总述这类具体方法；选项F“These methds include taking a walk n grass, acrss the sand r in the mud.(这些方法包括在草地、沙滩或泥土上散步。)” 承接上文、引出下文。
37．根据空后“That may replace the direct cnnectin yu’d get being bareft utside. Grunding carpets, blankets, and scks bring Earth’s electrical currents int the hme r ffice by cpying the physical cnnectivity f a nature walk.(这可以替代你在户外赤脚所能获得的直接大地连接。接地地毯、毛毯和袜子，通过模拟户外自然行走时的身体连通方式，把大地的自然电流引入家中或办公室。)” 可知，后文讲述室内替代接地方式，空处应引出室内接地的话题；选项C“When ging utside is nt an ptin, just grund yurself indrs.(当无法外出时，可在室内进行接地养生。)”与后文内容紧密呼应。
38．根据前文“Earthing can be a free and relatively easy way t psitively impact yur physical and mental well-being.(接地疗法是一种免费且相对简单、能积极影响身心健康的方式。)”以及空后“Research shws that peple wh used grunding carpets fr fur weeks decreased exhaustin, sleep disruptins, and imprved length f sleep.(研究显示，使用四周接地地毯的人疲惫感、睡眠障碍减少，睡眠时间有所提升。)”可知，前文点明有益健康，后文用研究举例佐证，空处可补充适宜的养生时长；选项E“Experts suggest 30 minutes is enugh time t begin enjying the benefits.(专家建议30分钟就足以开始享受它带来的益处。)” 衔接自然。
39．根据前文“If yu want t give earthing a try, there are a few imprtant things t remember.(如果你想尝试接地疗法，有几点重要事项需要牢记。)”以及空后“It requires patience and perseverance.(这需要耐心和坚持。)” 可知，后文强调需要耐心坚持，说明这种疗法不能立刻见效；选项A“Earthing, like ther frms f treatment, isn’t a quick fix.(和其他调理方式一样，接地疗法并非立竿见影。)” 契合后文需要耐心坚持的语境。
40．Time persnality is ur natural style when it cmes t managing time. 41．Time ptimist, time anxius, time bender and time blind. 42．With fewer new experiences and slwer dpamine metablism, adults perceive time as passing mre slwly.
With fewer new experiences and slwer dpamine metablism, adults perceive time as passing faster. 43．I am a time ptimist. I always underestimate hw lng things take and ften fall behind schedule. I will make detailed plans ahead and set earlier deadlines t avid delays. I als remind myself t be mre realistic abut time every day.
【导语】文章主要介绍了时间性格的定义、四种常见时间性格类型，以及影响人们时间感知差异的性格、神经生物和年龄因素，并指出合理调适自身时间性格可以更好地管理时间。
40．细节理解题。根据原文第一段“Accrding t Kristin Andersn, funder f Madisn Square Psychtherapy, time persnality is ur natural style when it cmes t managing time.(麦迪逊广场心理治疗中心创始人Kristin Andersn认为，时间性格是我们在时间管理方面与生俱来的行事方式。)”可知，Kristin Andersn认为时间性格是我们在管理时间方面的天生行事风格。
41．细节理解题。根据原文第二段“Here’s a brief verview f fur cmmn time persnalities.(以下是四种常见时间性格的简要概述。)” 以及下文依次介绍的四种类型可知，文中提到了时间乐观型（time ptimist）、时间焦虑型（time anxius）、时间随性型（time bender）、时间无感型（time blind）四种时间性格。
42．细节理解题。根据原文第三段“This is because adults have fewer new experiences and slwer dpamine metablism, which makes time seem like it’s ging by faster than it actually is.(这是因为成年人新鲜体验变少、多巴胺新陈代谢变慢，这会让时间看起来比实际流逝得更快。)” 可知，成年人会觉得时间过得更快而不是更慢，原句中mre slwly表述错误。
43．开放性题目。题干问：你最符合哪一种时间性格？你将如何利用这种性格特点来更好地管理自己的时间？根据第二段“A “time ptimist” tends t underestimate hw lng things take, leading t a pattern f nging delays.(“时间乐观型”的人往往会低估做事情所需的时间，进而形成习惯性拖延、不断迟到的状态。)”介绍的“时间乐观型”的人的特点，可回答：我属于时间乐观型。我总是低估做事情所需的时间，常常耽误进度。我会提前制定详细计划、设定更早的截止日期来避免拖延。我也会每天提醒自己，对时间预估要更务实理性。答案不唯一，言之有理即可。
44．Dear Jim,
I’d like t tell yu abut the rle mdel I intrduced — Zhang Guimei, a rural educatr in Yunnan Prvince. She funded a free high schl fr girls frm impverished muntain areas, helping thusands f them change their lives thrugh educatin despite her wn serius health prblems.
Her stry has influenced me in many ways. First, it makes me cherish my learning pprtunities. Unlike thse muntain girls, I have a gd classrm and supprtive parents — I shuld never take these fr granted r waste my time. Secnd, she inspires me t face difficulties bravely. Whenever I struggle with exams r stress, I think f her fighting illness but never giving up, and I tell myself t keep ging. Third, she teaches me self-discipline and diligence. Her devtin t her students reminds me t stay fcused and wrk hard every day.
I hpe yu find her stry as inspiring as I d.
Yurs,
Li Hua
【导语】本篇书面表达要求考生给英国好友Jim写邮件，介绍自己在“中国力量・大家说”活动中分享的榜样人物，并阐述她对自己的影响。
【详解】1.词汇积累
创立：fund → establish
激励：inspire → mtivate
奉献：devtin → cmmitment
专注的：fcused → cncentrated
2.句式拓展
同义句转换
原句：Unlike thse muntain girls, I have a gd classrm and supprtive parents — I shuld never take these fr granted r waste my time.
拓展句：Cmpared with thse girls in the muntains, I have access t a well-equipped classrm and caring parents — I shuld never take these fr granted r waste my time.
【点睛】【高分句型 1】She funded a free high schl fr girls frm impverished muntain areas, helping thusands f them change their lives thrugh educatin despite her wn serius health prblems.(运用了现在分词helping作伴随状语)
【高分句型 2】Whenever I struggle with exams r stress, I think f her fighting illness but never giving up, and I tell myself t keep ging. (运用了whenever引导的时间状语从句)
题号
1
2
3
4
5
6
7
8
9
10
答案
C
B
C
D
B
B
C
A
D
A
题号
21
22
23
24
25
26
27
28
29
30
答案
C
D
C
D
B
D
A
A
C
B
题号
31
32
33
34
35
36
37
38
39
40
答案
B
A
A
D
B
F
C
E
A
T
题号
41
42
43







答案
T
W
I