2026年上海市普陀区高三下学期二模英语试卷和答案

PAGE10NUMPAGES122025105115GrammarandvocabularySectionADirections:Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword.fortheotherblanks,useonewordthatbestfitseachblank.SeeingisHaveyoueverlookedupatcloudsonasummersdayandseenafacelookingbackatyou?Orspottedthe“maninthemoon”smilingdownatyouatnight?Ornoticedeyesandasmileonthefrontofacar?Ifyouhave,youre1goodcompany.Thenameforthis—ourabilitytoseemeaningfulimagesinrandomplacesorthings—ispareidolia.Seeingfacesineverydayobjectsisoneofitsmostcommonforms.Severaltheorieshavetriedtoexplainpareidolia.Oneisthatitisasurvivalmechanism.Thelivesofourancestorsoftenturnedto2(distinguish)quicklybetweenfriendsandenemies,soourbrainsadaptedtodetectfaceseverywhere.In2014,Dr.KangLee,ascientistattheUniversityofTorontoinCanadawhostudieshowyoungpeoplesbrainswork,3(propose)adifferenttheory.Hesaidthatseeingfacesineverydayobjectsistheresultofthebraincommunicatingthatinformationbackto4.Thebrain,infact,imaginesafaceand“tells”theeyestoseeit.DrLeescannedthepeoplesbrainswhileshowingthemaseriesofgrainyimages,someof5containedhiddenfaces.Hethenaskedtheparticipants,“Doyouseeaface?”Oncetheywereaskedthequestion,peopleansweredyes34%ofthetime,6therewasnoface.Whatsmore,ifparticipantsreportedseeingaface,thevisualcortexoftheirbrain-thepartofthebrainwhich7(process)informationfromtheeyes-litup.Dr.Leeconcludedthatalotofthingsweseeintheworld8(create)notbyoursightbutbyourminds.9youknowsomeofthetricksyourmindcanplay,whynottakeanotherlookupatthecloudsandseewhatyoucanfind?Perhapsacamelorafoxwillemerge—ormaybeyoullseesomeoneyouknow,10(recognize)inthesoft,floatingshapesabove.Andwhoknows?Maybeyoullcomeupwithsomethingentirelynew.SectionDirections:Fillineachblankwithaproperwordchosenfromthebox.Eachwordcanbeusedonlyonce.Notethatthereisonewordmorethanyouneed.A.A. B. C. D. E. G. H. I. J. K.Socialmedia:Adouble-edgedSwordforSocialmediaisofferingsignificantopportunitiesalongsidecriticalchallenges.Onthepositiveside,socialplatformsprovidespacesforself-expressionandmeaningfulconnections.Adolescentscan11mentalhealthresourcesonline,engageinsupportivecommunities,andsharepersonalstories.Theseinteractions12conversationsaroundmentalhealth,reduceunfairlabels,andencouragehelp-seekingbehaviors.However,theseadvantagesarecounterbalancedby13risks.Cyberbullying,socialcomparison,andthefearofmissingoutarewidespreadissuesonmostplatforms.Theyoftenleadtoheightenedanxiety,depression,andweakenedself-esteemamongteenagers.The14lifestyleimagesshownonlinefrequentlymakeadolescentsfeelexcludedfromtheirsocialcircles.Toomuchscreentimeand15toharmfulcontentfurtherworsenthesituation,damagingtheirsleepquality,academicperformance,andface-to-facesocialinteractions.Adolescentswithexistingmentalhealthconditionsfaceevengreaterrisksduetoonlinediscriminationandalackofproperguidance.To16theseproblems,acollectiveeffortfrompolicymakers,educators,parentsandplatformdesignersisgreatlyneeded.Policymakersshouldestablishclearregulations17adolescentsonline,includingstricteragechecksandlimitsonharmfulcontent.Internationalcooperationisalsonecessarytocreateunifiedrulesforglobalsocialplatforms.Educationalinstitutionsplaya(n)18roleinhelpingadolescentsusesocialmediaresponsibly.Schoolscanempowerstudentstocriticallyevaluateonlinecontentandmanagescreentimebyintegratingdigital19andmentalhealtheducationintoschoolcurricula.Schoolscanalsosetuppeersupportgroupsandoffercounsellingservicestodealwithrelatedchallengesearly.Parentsshouldstayactivelyinvolvedintheirchildrensdigitallivesbysettingclearboundariesandcommunicatingopenly.Mostimportantly,socialmediaplatforms20userwell-beingintheirdesigns.Theycanprovidementalhealthsupporttools,contentremindersandbalancedusageguidancetoprotectyoungusers.Withjointeffortsfromallsides,societycanmakesocialmediaapositiveforceforthehealthymentaldevelopmentofReadingComprehensionSectionADirections:ForeachblankinthefollowingpassagetherearefourwordsorphrasesmarkedA,B,CandD.Fillineachblankwiththewordorphrasethatbestfitsthecontext.Astheholidayseasondrawsnear,onecategoryonpeoplesgiftlistsiscausingconcern:productswithartificialintelligence.Thedevelopmenthasraisednewconcernsaboutthedangerssmarttoyscouldposeto21,asconsumeradvocacygroupssayAIcouldharmkidssafetyanddevelopment.Thetrendhas22callsforincreasedtestingofsuchproductsandgovernmentaloversight.Lastmonth,thosefearsweregivendisturbing23whenanAI-equippedteddybearstarteddiscussingtopicsinappropriateforchildren.Theproduct,FoloToysKumma,ranonanAImodelandsuggestedroleplayaswaystoenhancearelationship,accordingtothePublicInterestResearchGroup(PIRG),theconsumerprotectionorganizationbehindthestudy.“Ittookverylittleefforttogetittogointoallkindsof24topics;andprobablyalotofcontentthatparentswouldnotwanttheirchildrento25,”saidTeresaMurray,PIRGdirector.MurraysaidAItoyscouldbeparticularlydangerousbecausewhereasearliersmarttoysprovidedchildren-programmedresponses,abotcan“haveafree-flowingconversationwithachildandthereareno26”.CompaniesalsousetheAItoystocollect27fromchildrenandhavenotbeenopenaboutwhattheyaredoingwiththatinformation.Thatpotentiallyputsusers28becauseofalackofsecurityaroundsuchdata.29suchconcerns,thePublicInterestResearchGroupisnotcallingforabanonAItoys.Somecouldhave30value,suchashelpingchildrenlearnasecondlanguageorstatecapitals.Thereneedstobemoreindependentresearchconductedtoensuretheproductsaresafeforchildrenand,untilthatisdone,theyshouldbe31shelves,Murraysaid.AItoysarebeingmarketedtofamiliesassafeandevenbeneficialtolearningbeforetheirimpacthasbeen32byindependentresearch.Bycontrast,33teddybearsandtoyshavebeenproventobenefitchildrensdevelopmentwithnoneoftherisksofAItoys.Mattel,atoycompany,statedthattheyareconcernedabout“theimpactofAItoys34mentalhealth”andthat“itsfirstproductswithAIarenotintendedforusersunder13”,adding:“AIenhances—not35—traditionalplay,andweareemphasizingsafety,privacy,creativityandresponsibleinnovation.”A.B.C.D.A.B.C.D.A.B.C.D.A.B.C.D.A.beopposedB.beexposedC.berelatedD.beappliedA.B.C.D.A.B.C.D.A.atB.atC.atD.atA.B.C.D.A.B.C.D.A.takenB.sentC.pulledD.wipedA.B.C.D.A.B.C.D.A.B.C.D.A.B.C.D.SectionDirections:Readthefollowingthreepassages.Eachpassageisfollowedbyseveralquestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Choosetheonethatfitsbestaccordingtotheinformationgiveninthepassageyouhavejustread.AnewstudyhasrevealedthattheGreenlandicecapismeltingfarfasterthanpreviouslythought,assatellitedatashowwidespreadicelossoverthepastfourdecades.Usingartificialintelligencetoanalysesatellitephotosfrom1985to2022researchersmappedtheendpositionsofmorethan235,000glaciers(冰川)aroundtheisland.Thisunusualdatasetshowedthatalmosteveryglacierhasbecomesmallerinrecentdecades,losinganareaofabout5,000sqkmofice-equivalenttoatrilliontonnes.Thestudy,publishedinNature,addssignificantnewinsighttoearliermeasurementsbasedoniceheightorgravitydata,whichcouldonlydetectlossesthatendedupintheocean.ByidentifyingthewithdrawalofglacierslyingmostlybelowsealevelinGreenlandsnarrowfjords(峡湾),theresearchersuncoveredanadditionalandpreviouslyunaccountedsourceoficeloss.DrChadGreeneatNasasJetPropulsionLaboratorywholedtheresearch,describedthechangesas“tremendousandhappeningeverywhere.”WhentheteamcombinedtheirfindingswithexistingmeasurementsoftheGreenlandicesheet,theyfoundthetotalannuallossoficesince2003reachedabout264bntonnes—roughly30mtonneseveryhour.Thenewdatashowanincreaseof43bntonnesayearcomparedwithearlierestimates,orabout20%morethanpreviouslythought.Theimplications,scientistswarn,arealarming.AsGreenlandsglacierswithdrawandreleasevastquantitiesoffreshwaterintotheNorthAtlantic,theymayspeeduptheweakeningoftheAtlanticMeridionalOverturningCirculation(AMOC)—asystemofoceancurrentsthatregulatesglobalclimate.TheAMOCisalreadyatitsweakestpointin1,600years,andrecentresearchhasindicateditcouldcollapseassoonas2027inaworst-casesituation.Suchacollapsewoulddisruptglobalweatherpatterns,damageecosystems,andthreatenfoodsecurityworldwide.“Thereissomeconcernthatanysmallsourceoffreshwatermayserveasa‘tippingpointthatcouldtriggerafull-scalecollapseoftheAMOC,”thescientistssaid.YetfreshwaterfromGreenlandsglacierwithdrawalisnotcurrentlyincludedinoceanographicmodels.Theinflowoflesssaltyfreshwaterslowsthenormalsinkingofheavier,saltierwaterinthepolarregion—theenginethatdrivestheAMOC.ThefindingssuggestthatGreenlandshiddenicelossmayplayafargreaterroleinthestabilityofEarthsclimatesystemthanonceWhatisthemainpurposeoftheTopromotethegrowinguseofAIinenvironmentalscienceToreportastudyrevealingfasterGreenlandicelossanditsglobalTocriticizetheinaccuracyofpreviousicelossmeasurementsinTodescribehowscientistsdiscoveredanewformofglacierbelowseaWhatcanbeinferredaboutpreviousmethodsofmeasuringiceTheyignoredsurfacemeltingTheyoverestimatedGreenlandstotaliceTheyweremoreaccuratethansatelliteTheyunderestimatedlossesoccurringbelowseaTheunderlinedword“implications”inthe3rdparagraphrefersto thenewmeasurementsoftheGreenlandicetheconsequencesoffasterGreenlandicethemethodsusedtoanalyzesatellitethewarningsfromscientistsaboutclimateWhichdiagrambestillustratestheprocessofAMOCweakeningdescribedintheGlaciermelting→Freshwaterinflow→Oceantemperature↑→AMOCGlacialfreshwaterinput→Oceansaltiness↓—Sinkingofsaltywater↓→AMOCOceansaltiness↓→Icelossdata↑→Scientistwarnings→AMOCIceheightmeasurement↓→Gravitydata↑→Oceanmodelerror→AMOCThisresearchexamineswhatmakesideascreativeacrosscountry-languagegroups,whatcognitiveprocessesleadtomorecreativeideas,andhowsuccessfullystudentscanthinkcreativelyinmultipletasks,aswellasthecharacteristicsofhigh-performingstudents.*Whatmakes“creativeideas”Creativeideastendtobehighlyappropriate,originalandvaluableacrosscountry-languagecontexts.However,judgesappropriateness,originalityandvaluescoresdontfullyexplaintheiroverallevaluationsofthecreativityofstudentsresponses,accountingforaround66%ofthevariationinoverallcreativityscoresonaverage.Someofthetasksinthetestaskedstudentstocomeupwithtwoorthreeideasforagivensituationthatwereasdifferentaspossible.Althoughthetaskinstructionsdidnotinstructstudentstothinkofcreativeideasinthesetasks,around1in2studentsmanagedtocomeupwithatleastonecreativeideaintheirresponse.Infact,studentsweremoresuccessfulinthinkingofcreativeideasintheopen-endedthinkingtasksthanwhenaskedtogenerateasingleoriginalidea,withonly1in4studentresponsesevaluatedascreativeinthosetasks.SuchtaskscanthusencouragecreativeideagenerationandhelpstudentspracticetheirthinkingCulturalnormsandexpectationscaninfluencestudentscapacitytoengageincreativework.Unsurprisingly,acrossallcountry-languagegroupsinthestudy,studentsfounditrelativelyeasiertocomeupwithappropriateideasacrosstasksthanoriginalandvaluableideas.Studentsalsoconsistentlydemonstratedarelativeweaknessincomingupwithoriginalideas,whichwasparticularlyevidentinsomecountries.*AregirlsreallybetterthanboysincreativeGirlsconsistentlyscoredhigherthanboysinthecreativethinkingtasks—acrosscountry-languagegroups,tasktypesandscoringmethod—suggestingitisarelativelyreliablefindingthatisnotdrivenbyanysinglescoringmethod,taskfeature,orabnormalsample.Girlsgreaterengagementwiththetest,ingeneral,maygosomewaytoexplainthisresult.Thispassagewouldmostprobablybetakenfrom A.acollegeteaching B.adailyeducationalC.apsychologyresearch D.aguidebookforcreativeWhichofthefollowingmightbethemissingAretherecross-culturaldifferencesinWhattypeofcreativityarestudentspoorAresometypesofideaseasiertogeneratethanWhatshapesstudentscapabilitytocreateWhichofthefollowingmayaccountforgirls’higherperformanceintheAstablein-bornedgeinbasiccreativeAgenerallyhigherlevelofactivetestAclearerpersonalgraspofofficialmarkedAricherpracticalbackgroundindesignedgroupedOneofthechildren,probablyinspiredbyamovieusedasticktodrawa“treasuremap”inthesandpit沙坑Otherchildrengatheredaroundashetoldthestoryofwhat“treasureis,whata“map”is,andtheadventureonwhichtheywereabouttogo.Thetreasure,heexplained,wasachestfullofgoldandjewels.Someofthekidswantedtoknowwhatachestwas.Otherswondered,knowingitwasallimaginary,whythetreasurecouldntbeicecreamortoys.Theconceptofthemapwasdifficult.Althoughheassuredthecrewthattreasurewasburiedsomewhereontheplayground,themapincludedacoconuttreeandgianthadbeendefinedas“guyswhogoaroundandfindtreasure.”Thesescenesarethegoldstandardofplay-basedlearning.Imsuretherearemanypreschooleducatorswhowouldhavefeltforced,inthenameoflearning,tostepinwithcorrectionsandclarifications,orworse.Inamoment,weseethechildrenturnawayfromoneanother,awayfromtheirownquestions,explorations,assumptions,andconclusionsbasedondialogueandagreement.Theyarenowrelyingontheadultforquestionsandanswers,ratherthancontinuingtoengageinthehighestpursuitofhumanintellectualeffort.Therearethosewhowouldarguethatthisgameis,atbest,awasteoftime,thatthesechildrenplayingtheirfantasticalgamesofimagination,gettingthefactswrong,playingwithwrongideas,andevenspreadingthemamongstthemselves,maybelearning,butthatitsfalseknowledgethatwillsomehowhavetobeundone.Butthat,Ithink,isamisunderstandingofwhatplayisallabout,and,forthatmatter,whatlearningisallabout.Thebirthoftheuniverseandthenatureofspaceandtimeareeverybitasmuchmysteriestophysicistsastreasuremapsandpiratesaretothesepreschoolers.Whatdrivesscientistsisthesamethingthatdrivesplayingchildren:theyaremotivatedbythemystery,bytheirownquestions,andbythefreedomtoseekanswers.Toooften,educators,inourcommitmenttofacts,truthandteaching,takeoverthelearningbyprovidingshortcutstoanswers,eliminatingthemysterythathasdrivenhumanssincethebeginningoftime.Weforgetthatgettingitwrongiseverybitasimportanttothisprocessasbeingright.Thejobinlifeisnottoknowstuff,butrathertofigurestuffoutsothatwewillthenknow.Andwegettherethroughplay.Whydoesthewritermentionthe“treasuremap”inthe1stTopresentatypicalexampleofplay-basedTointroduceapopulargameamongyoungToshowkidscreativeideasabouttreasureandToexplaindifferentkindsofoutdoorplaygroundAccordingtothepassage,whatisapossibleresultofthesteppinginofthepreschoolAdeeperunderstandingoffactsandamoreefficientlearningThesuccessfulintegrationofimagination-basedgamesintoformalAshiftfromself-directedexplorationtoadult-dependentknowledgeTheimmediatecorrectionoffalseconceptsandeliminationofWhatcanbeinferredabouttheauthor’sattitudetowardtraditionalHehopestheyareasmotivatedasphysicistsHeadmirestheircommitmenttoprovidingcorrectHethinkstheyshouldparticipatemoreinchildrensHeworriestheymightunintentionallykillchildrensWhichofthefollowingwouldbethebesttitleforthisHowtoDrawaPerfectTreasurePlay:TheHighestPursuitofWhyFactsMatterMostinInsight:TheMythofGamesinSectionEverymovemadebymeEverymovemadebymetheninvitedmyteacherscriticalIfanything,balletisforcingmetorethinkmyrelationshipwithmyButIwasdeterminedtogiveitaRather,hesaid,itsaboutstrivingforInearlyinjuredmyselftheonetimeItriedtoliftmylegontothedeskinanattempttoAttheageof50,Iamfinallyaballerina,thoughnotthekindthatanybodywouldpaymoneytoseeonstage.DancingintoMiddleBymyearly40s,Ihadexhaustedallthehobbiesthatweresupposedtomakemefeelbetteraboutenteringmiddleage.Ihadstartedlearninganewlanguage,launchedmyselfintoanunsuccessfulpursuitofacraftonlytocollectapileofhandmadebooks,andgivenyogaasecondchance.Andthen,attheheightofmylow-gradedesperation,IdecidedtosignupforaballetNotbeingflexible,IcouldseehowIdidntexactlylooklikeprospectiveballerina(芭蕾舞女演员)material.47IneededconfirmationthatmybodywascapableofmovementandAndthoughIdexpectedmyclassestobephysicallydemandingandmymusclestoache,Ihadntanticipatedthatmyteacherscommandto”takeupmorespace”wouldchangemywayofbeingintheworld.Myteacherremindedmethatballetisntaboutperfection.48Slowly,IstartedbecomingmorecomfortablewiththebodyIsawstaringbackatmeinthemirror.Myposturestillneedsimprovingandmyjumpsareneverashighastheyfeel.Buttheideathatmybodyhasntbecomefixedandthatitsstillaworkinprogressencouragesme.49Insteadofnoticingonlythebeginningsofolderagearriving,InowmarvelatthechangesIveseenasIvelearnedtostandwithmoreconfidenceandcourage.Asfortheimperfections?Theyrepartofbeingalive.Eightyearsintomyballetclasses,Imwhatyouwouldcallalifelongadvancedbeginner.50WhydoIcontinue?BecausewhenIdomydailyballetclass,Ifocusonmybreathingandmovemybodyinwaysthatalwayschallengemeandremindmeofeverythingthatispossible.Recently,myteachertaughtusabeginner-appropriateversionofthedancefromSleepingBeauty.AsIstoodinmylivingroom,balancingunsteadilyonmytoesanddancingfornobodybutmyself,Ifelteveryinchaballerina.SummaryDirections:Readthefollowingpassage.Summarizethemainideaandthemainpoint(s)ofthepassageinnomorethan60words.Useyourownwordsasfaraspossible.NeighbourlyThetraditionalBritish“communityspirit”wasoncethefoundationoflocallife,buttodayitisinasteadydecline.Arecentsurveyshowsacoldpictureofmodernresidentialstreets,wherenearly70%ofrespondentsviewtheirneighboursasvirtualstrangers.Althoughpeoplelivecloseby,sharingfencesandwalls,thisnolongertranslatesintorealsocialconnection.Wearesharingthesamespace,yetwehaveneverbeenfurtherapartinourhearts.Thesestatisticshighlightacalculatedsocialavoidance.Whilesharingenvironments,over70%ofusstayunsureofneighboursnames,withevenfeweridentifyingtheirchildren.Intherushofmodernlife,two-thirdsofpeoplepurposelyensuretheygoentiredayswithoutcatchingaglimpseofthepersonnextdoor.Infact,manyhavebecomeexpertsattimingtheirdeparturesspecificallytoavoidtheawkwardnessofabrief“hello”inthehallway.Furthermore,meaningfulinteractionhasbecomerareinmodernsociety.Onlyasmal