2026年上海市普陀区高三二模英语试卷（含答案）

2025学年第二学期普陀区高三质量调研英语考生注意： 2026.041.考试时间105分钟，试卷满分115分。2.本次考试设试卷和答题纸两部分。所有答题必须涂(选择题)或写(非选择题，左答题纸上，做在试卷上一律不得分。3.答题前，务必在答题纸上填写准考证号和姓名，并将核对后的条形码贴在指定位置上。在答题纸反面清楚地填写姓名。I.GrammarandvocabularySectionADirections:Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword.fortheotherblanks,useonewordthatbestfitseachblank.SeeingisBelievingHaveyoueverlookedupatcloudsonasummersdayandseenafacelookingbackatyou?Orspottedthe“maninthemoon”smilingdownatyouatnight?Ornoticedeyesandasmileonthefrontofacar?Ifyouhave,youre1goodcompany.Thenameforthisphenomenon—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-thepartofthebrainwhichfunctions7(process)informationfromtheeyes-litup.Dr.Leeconcludedthatalotofthingsweseeintheworld8(create)notbyoursightbutbyourminds.9youknowsomeofthetricksyourmindcanplay,whynottakeanotherlookupatthecloudsandseewhatyoucanfind?Perhapsacamelorafoxwillemerge—ormaybeyoullseesomeoneyouknow,10(recognize)inthesoft,floatingshapesabove.Andwhoknows?Maybeyoullcomeupwithsomethingentirelynew.SectionBDirections:Fillineachblankwithaproperwordchosenfromthebox.Eachwordcanbeusedonlyonce.Notethatthereisonewordmorethanyouneed.A.accessB.addressC.competenceD.considerableE.exposureF.hazardous G.idealized H.normalize I.safeguardJ.prioritizeK.vitalSocialmedia:Adouble-edgedSwordforAdolescentsSocialmediaisofferingsignificantopportunitiesalongsidecriticalchallenges.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.Policymakersshouldestablishclearregulationsto17adolescentsonline,includingstricteragechecksandlimitsonharmfulcontent.Internationalcooperationisalsonecessarytocreateunifiedrulesforglobalsocialplatforms.Educationalinstitutionsplaya(n)18roleinhelpingadolescentsusesocialmediaresponsibly.Schoolscanempowerstudentstocriticallyevaluateonlinecontentandmanagescreentimebyintegratingdigital19andmentalhealtheducationintoschoolcurricula.Schoolscanalsosetuppeersupportgroupsandoffercounsellingservicestodealwithrelatedchallengesearly.Parentsshouldstayactivelyinvolvedintheirchildrensdigitallivesbysettingclearboundariesandcommunicatingopenly.Mostimportantly,socialmediaplatformsmust20userwell-beingintheirdesigns.Theycanprovidementalhealthsupporttools,contentremindersandbalancedusageguidancetoprotectyoungusers.Withjointeffortsfromallsides,societycanmakesocialmediaapositiveforceforthehealthymentaldevelopmentofadolescents.II.ReadingComprehensionSectionADirections:ForeachblankinthefollowingpassagetherearefourwordsorphrasesmarkedA,B,CandD.Fillineachblankwiththewordorphrasethatbestfitsthecontext.Astheholidayseasondrawsnear,onecategoryonpeoplesgiftlistsiscausingincreasingconcern:productswithartificialintelligence.Thedevelopmenthasraisednewconcernsaboutthedangerssmarttoyscouldposeto21,asconsumeradvocacygroupssayAlcouldharmkidssafetyanddevelopment.Thetrendhas22callsforincreasedtestingofsuchproductsandgovernmentaloversight.Lastmonth,thosefearsweregivendisturbing23whenanAl-equippedteddybearstarteddiscussingtopicsinappropriateforchildren.Theproduct,FoloToysKumma,ranonanAlmodelandsuggestedroleplayaswaystoenhancearelationship,accordingtothePublicInterestResearchGroup(PIRG),theconsumerprotectionorganizationbehindthestudy.“Ittookverylittleefforttogetittogointoallkindsof24topics;andprobablyalotofcontentthatparentswouldnotwanttheirchildrento25,”saidTeresaMurray,PIRGdirector.MurraysaidAltoyscouldbeparticularlydangerousbecausewhereasearliersmarttoysprovidedchildren-programmedresponses,abotcan“haveafree-flowingconversationwithachildandthereareno26”.CompaniesalsousetheAltoystocollect27fromchildrenandhavenotbeenopenaboutwhattheyaredoingwiththatinformation.Thatpotentiallyputsusers28becauseofalackofsecurityaroundsuchdata.29suchconcerns,thePublicInterestResearchGroupisnotcallingforabanonAltoys.Somecouldhave30value,suchashelpingchildrenlearnasecondlanguageorstatecapitals.Thereneedstobemoreindependentresearchconductedtoensuretheproductsaresafeforchildrenand,untilthatisdone,theyshouldbe31shelves,Murraysaid.AItoysarebeingmarketedtofamiliesassafeandevenbeneficialtolearningbeforetheirimpacthasbeen32byindependentresearch.Bycontrast,33teddybearsandtoyshavebeenproventobenefitchildrensdevelopmentwithnoneoftherisksofAltoys.Mattel,atoycompany,statedthattheyareconcernedabout“theimpactofAltoyson34mentalhealth”andthat“itsfirstproductswithAlarenotintendedforusersunder13”,adding:“AIenhances——not35——traditionalplay,andweareemphasizingsafety,privacy,creativityandresponsibleinnovation.”21.A.companies B.schools C.seniors D.children22.A.generated B.answered C.avoided D.delayed23.A.imagination B.justification C.hesitation D.assumption24.A.academic B.attractive C.sensitive D.technical25.A.beopposedto B.beexposedto C.berelatedto D.beappliedto26.A.advantages B.connections C.boundaries D.resources27.A.data B.feedback C.prizes D.opinions28.A.atease B.atlength C.atrisk D.atfault29.A.Beyond B.Besides C.Despite D.Unlike30.A.commercial B.educational C.geometric D.geographic31.A.takenon B.sentoff C.pulledfrom D.wipedoff32.A.assessed B.witnessed C.replaced D.overlooked33.A.antique B.expensive C.electronic D.offline34.A.masses B.minors C.majors D.majorities35.A.replaces B.reserves C.resolves D.reversesSectionBDirections:Readthefollowingthreepassages.Eachpassageisfollowedbyseveralquestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Choosetheonethatfitsbestaccordingtotheinformationgiveninthepassageyouhavejustread.(A)AnewstudyhasrevealedthattheGreenlandicecapismeltingfarfasterthanpreviouslythought,assatellitedatashowwidespreadicelossoverthepastfourdecades.Usingartificialintelligencetoanalysesatellitephotosfrom1985to2022,researchersmappedtheendpositionsofmorethan235,000glaciers(冰川)aroundtheisland.Thisunusualdatasetshowedthatalmosteveryglacierhasbecomesmallerinrecentdecades,losinganareaofabout5,000sqkmofice-equivalenttoatrilliontonnes.Thestudy,publishedinNature,addssignificantnewinsighttoearliermeasurementsbasedoniceheightorgravitydata,whichcouldonlydetectlossesthatendedupintheocean.ByidentifyingthewithdrawalofglacierslyingmostlybelowsealevelinGreenlandsnarrowfjords(峡湾),theresearchersuncoveredanadditionalandpreviouslyunaccountedsourceoficeloss.DrChadGreene,atNasasJetPropulsionLaboratory,wholedtheresearch,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.ThefindingssuggestthatGreenlandshiddenicelossmayplayafargreaterroleinthestabilityofEarthsclimatesystemthanonceimagined.36.Whatisthemainpurposeofthearticle?A.TopromotethegrowinguseofAlinenvironmentalscienceresearch.B.ToreportastudyrevealingfasterGreenlandicelossanditsglobalimpact.C.TocriticizetheinaccuracyofpreviousicelossmeasurementsinGreenland.D.Todescribehowscientistsdiscoveredanewformofglacierbelowsealevel37.Whatcanbeinferredaboutpreviousmethodsofmeasuringiceloss?A.Theyignoredsurfacemeltingentirely.B.TheyoverestimatedGreenlandstotaliceloss.C.Theyweremoreaccuratethansatelliteimagery.D.Theyunderestimatedlossesoccurringbelowsealevel.38.Theunderlinedword“implications”inthe3rdparagraphrefersto.A.thenewmeasurementsoftheGreenlandicesheetB.theconsequencesoffasterGreenlandicelossC.themethodsusedtoanalyzesatellitedataD.thewarningsfromscientistsaboutclimatechange39.WhichdiagrambestillustratestheprocessofAMOCweakeningdescribedinthepassage?A.Glaciermelting→Freshwaterinflow→Oceantemperature↑→AMOCweakeningB.Glacialfreshwaterinput→Oceansaltiness↓——Sinkingofsaltywater↓→AMOCweakeningC.Oceansaltiness↓→Icelossdata↑→Scientistwarnings→AMOCweakeningD.Iceheightmeasurement↓→Gravitydata↑→Oceanmodelerror→AMOCweakening(B)Thisresearchexamineswhatmakesideascreativeacrosscountry-languagegroups,whatcognitiveprocessesleadtomorecreativeideas,andhowsuccessfullystudentscanthinkcreativelyinmultipletasks,aswellasthecharacteristicsofhigh-performingstudents.*Whatmakes“creativeideas”creative?Creativeideastendtobehighlyappropriate,originalandvaluableacrosscountry-languagecontexts.However,judgesappropriateness,originalityandvaluescoresdontfullyexplaintheiroverallevaluationsofthecreativityofstudentsresponses,accountingforaround66%ofthevariationinoverallcreativityscoresonaverage.Someofthetasksinthetestaskedstudentstocomeupwithtwoorthreeideasforagivensituationthatwereasdifferentaspossible.Althoughthetaskinstructionsdidnotinstructstudentstothinkofcreativeideasinthesetasks,around1in2studentsmanagedtocomeupwithatleastonecreativeideaintheirresponse.Infact,studentsweremoresuccessfulinthinkingofcreativeideasintheopen-endedthinkingtasksthanwhenaskedtogenerateasingleoriginalidea,withonly1in4studentresponsesevaluatedascreativeinthosetasks.Suchtaskscanthusencouragecreativeideagenerationandhelpstudentspracticetheirthinkingskills.Culturalnormsandexpectationscaninfluencestudentscapacitytoengageincreativework.Unsurprisingly,acrossallcountry-languagegroupsinthestudy,studentsfounditrelativelyeasiertocomeupwithappropriateideasacrosstasksthanoriginalandvaluableideas.Studentsalsoconsistentlydemonstratedarelativeweaknessincomingupwithoriginalideas,whichwasparticularlyevidentinsomecountries.*Aregirlsreallybetterthanboysincreativethinking?Girlsconsistentlyscoredhigherthanboysinthecreativethinkingtasks—acrosscountry-languagegroups,tasktypesandscoringmethod—suggestingitisarelativelyreliablefindingthatisnotdrivenbyanysinglescoringmethod,taskfeature,orabnormalsample.Girlsgreaterengagementwiththetest,ingeneral,maygosomewaytoexplainthisresult.40.Thispassagewouldmostprobablybetakenfrom.A.acollegeteachingjournal B.adailyeducationalnewspaperC.apsychologyresearchwebsite D.aguidebookforcreativewriting41.Whichofthefollowingmightbethemissingsubtitle?A.Aretherecross-culturaldifferencesincreativity?B.Whattypeofcreativityarestudentspoorat?C.Aresometypesofideaseasiertogeneratethanothers?D.Whatshapesstudentscapabilitytocreateideas?42.Whichofthefollowingmayaccountforgirls’higherperformanceinthetest?A.Astablein-bornedgeinbasiccreativethinking.B.Agenerallyhigherlevelofactivetestparticipation.C.Aclearerpersonalgraspofofficialmarkedrules.D.Aricherpracticalbackgroundindesignedgroupeddrills(C)Oneofthechildren,probablyinspiredbyamovie,usedasticktodrawa“treasuremap”inthesandpit(沙坑).Otherchildrengatheredaroundashetoldthestoryofwhat“treasure”is,whata“map”is,andtheadventureonwhichtheywereabouttogo.Thetreasure,heexplained,wasachestfullofgoldandjewels.Someofthekidswantedtoknowwhatachestwas.Otherswondered,knowingitwasallimaginary,whythetreasurecouldntbeicecreamortoys.Theconceptofthemapwasdifficult.Althoughheassuredthecrewthattreasurewasburiedsomewhereontheplayground,themapincludedacoconuttreeandgiantrocks.“Letspicksomecoconutswhenwegetthere,”shoutedonepirate.“Pirate,”inthiscase,hadbeendefinedas“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.43.Whydoesthewritermentionthe“treasuremap”inthe1stparagraph?A.Topresentatypicalexampleofplay-basedlearning.B.Tointroduceapopulargameamongyoungchildren.C.Toshowkidscreativeideasabouttreasureandpirates.D.Toexplaindifferentkindsofoutdoorplaygroundactivities.44.Accordingtothepassage,whatisapossibleresultofthesteppinginofthepreschoolteachers?A.Adeeperunderstandingoffactsandamoreefficientlearningprocess.B.Thesuccessfulintegrationofimagination-basedgamesintoformalcurricula.C.Ashiftfromself-directedexplorationtoadult-dependentknowledgeacquisitionD.Theimmediatecorrectionoffalseconceptsandeliminationofmisunderstandings.45.Whatcanbeinferredabouttheauthor'sattitudetowardtraditionaleducators?A.Hehopestheyareasmotivatedasphysicistsare.B.Headmirestheircommitmenttoprovidingcorrectfacts.C.Hethinkstheyshouldparticipatemoreinchildrensgames.D.Heworriestheymightunintentionallykillchildrenscuriosity.46.Whichofthefollowingwouldbethebesttitleforthispassage?A.HowtoDrawaPerfectTreasureMapB.Play:TheHighestPursuitofLearningC.WhyFactsMatterMostinPreschoolsD.Insight:TheMythofGamesinEducationSectionCDirections:Readthepassagecarefully.Fillineachblankwithapropersentencegiveninthebox.Eachsentencecanbeusedonlyonce.Notethattherearetwomoresentencesthanyouneed.A.Everymovemadebymetheninvitedmyteacherscriticalevaluation.B.Ifanything,balletisforcingmetorethinkmyrelationshipwithmybody.C.ButIwasdeterminedtogiveitatry.D.Rather,hesaid,itsaboutstrivingforperfection.E.InearlyinjuredmyselftheonetimeItriedtoliftmylegontothedeskinanattempttostretch.F.Attheageof50,Iamfinallyaballerina,thoughnotthekindthatanybodywouldpaymoneytoseeonstage.DancingintoMiddleAgeBymyearly40s,Ihadexhaustedallthehobbiesthatweresupposedtomakemefeelbetteraboutenteringmiddleage.Ihadstartedlearninganewlanguage,launchedmyselfintoanunsuccessfulpursuitofacraftonlytocollectapileofhandmadebooks,andgivenyogaasecondchance.Andthen,attheheightofmylow-gradedesperation,Idecidedtosignupforaballetclass.Notbeingflexible,IcouldseehowIdidntexactlylooklikeprospectiveballerina(芭蕾舞女演员)material.47Ineededconfirmationthatmybodywascapableofmovementandgrace.AndthoughIdexpectedmyclassestobephysicallydemandingandmymusclestoache,Ihadntanticipatedthatmyteacherscommandto”takeupmorespace”wouldchangemywayofbeingintheworld.Myteacherremindedmethatballetisntaboutperfection.48Slowly,IstartedbecomingmorecomfortablewiththebodyIsawstaringbackatmeinthemirror.Myposturestillneedsimprovingandmyjumpsareneverashighastheyfeel.Buttheideathatmybodyhasntbecomefixedandthatitsstillaworkinprogressencouragesme.49Insteadofnoticingonlythebeginningsofolderagearriving,InowmarvelatthechangesIveseenasIvelearnedtostandwithmoreconfidenceandcourage.Asfortheimperfections?Theyrepartofbeingalive.Eightyearsintomyballetclasses,Imwhatyouwouldcallalifelongadvancedbeginner.50WhydoIcontinue?BecausewhenIdomydailyballetclass,Ifocusonmybreathingandmovemybodyinwaysthatalwayschallengemeandremindmeofeverythingthatispossible.Recently,myteachertaughtusabeginner-appropriateversionofthedancefromSleepingBeauty.AsIstoodinmylivingroom,balancingunsteadilyonmytoesanddancingfornobodybutmyself,Ifelteveryinchaballerina.III.SummaryWriting51.Directions:Readthefollowingpassage.Summarizethemainideaandthemainpoint(s)ofthepassageinnomorethan60words.Useyourownwordsasfaraspossible.NeighbourlyStrangersThetraditionalBritish“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.Onlyasmallnumberofpeoplestillsocializethroughdinnerdatesorcommunalbarbecues.Despitetheclearneedforhumanconnection,fewerthanoneintenwouldconsiderorganizingastreetparty.Instead,ourinteractionshavebecomepurelytransactional;wemightaskaneighbourtowaterourplants,butweoftenhavenointentionofreturningthefavororbuildingalastingfriendship.Thissocialwithdrawalhasseriousconsequences,ascollectivedisinterestisaprimarydriverofthelonelinessepidemicintheUK.Isolationisnolongerjustapersonalstruggle;ithasbecomeapublichealthcrisisthataffectsmentalwell-being.Tobridgethisgap,wedesperatelyneedinnovativeurbanstrate