2026年上海市普陀区高三下学期二模英语试卷含答案

2025学年第二学期高三命题指导研修105115GrammarandvocabularySectionADirections:Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword;fortheotherblanks,useonewordthatbestfitseachblank.SeeingisHaveyoueverlookedupatcloudsonasummer’sdayandseenafacelookingbackatyou?Orspottedthe“maninthemoon”smilingdownatyouatnight?Ornoticedeyesandasmileonthefrontofacar?Ifyouhave,you’re(1) goodcompany.Thenameforthisphenomenon—ourabilitytoseemeaningfulimagesinrandomplacesorthings—ispareidolia.Seeingfacesineverydayobjectsisoneofitsmostcommonforms.Severaltheorieshavetriedtoexplainpareidolia.Oneisthatitisasurvivalmechanism.Thelivesofourancestorsoftenturnedto(2) (distinguish)quicklybetweenfriendsandenemies,soourbrainsadaptedtodetectfaceseverywhere.In2014,Dr.KangLee,ascientistattheUniversityofTorontoinCanadawhostudieshowyoungpeople’sbrainswork,(3) (propose)adifferenttheory.Hesaidthatseeingfacesineverydayobjectsistheresultofthebraincommunicatingthatinformationbackto(4) .Thebrain,infact,imaginesafaceand“tells”theeyestoseeit.DrLeescannedthepeople’sbrainswhileshowingthemaseriesofgrainyimages,someof(5) containedhiddenfaces.Hethenaskedtheparticipants,“Doyouseeaface?”Oncetheywereaskedthequestion,peopleansweredyes34%ofthetime,(6) therewasnoface.What’smore,ifparticipantsreportedseeingaface,thevisualcortexoftheirbrain—thepartofthebrainwhichfunctions(7) informationfromtheeyes—litup.Dr.Leeconcludedthat“alotofthingsweseeinthe (create)notbyoursightbutbyour youknowsomeofthetricksyourmindcanplay,whynottakeanotherlookupatthecloudsandseewhatyoucanfind?Perhapsacamelorafoxwillemerge—ormaybeyou’llseesomeoneyouknow,(10) (recognize)inthesoft,floatingshapesabove.Andwhoknows?Maybeyou’llcomeupwithsomethingentirelynew.SectionDirections:Fillineachblankwithaproperwordchosenfromthebox.Eachwordcanbeusedonlyonce.Notethatthereisonewordmorethanyouneed.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.AdolescentswithexistingmentalhealthconditionsfaceevengreaterrisksduetoonlinediscriminationandalackofproperTo16theseproblems,acollectiveeffortfrompolicymakers,educators,parentsandplatformdesignersisgreatlyneeded.Policymakersshouldestablishclearregulationsto17adolescentsonline,includingstricteragechecksandlimitsonharmfulcontent.Internationalcooperationisalsonecessarytocreateunifiedrulesforglobalsocialplatforms.Educationalinstitutionsplaya(n)18roleinhelpingadolescentsusesocialmediaresponsibly.Schoolscanempowerstudentstocriticallyevaluateonlinecontentandmanagescreentimebyintegratingdigital19andmentalhealtheducationintoschoolcurricula.Schoolscanalsosetuppeersupportgroupsandoffercounsellingservicestodealwithrelatedchallengesearly.Parentsshouldstayactivelyinvolvedintheirchildren’sdigitallivesbysettingclearboundariesandcommunicatingopenly.Mostimportantly,socialmediaplatformsmust20userwell-beingintheirdesigns.Theycanprovidementalhealthsupporttools,contentremindersandbalancedusageguidancetoprotectyoungusers.Withjointeffortsfromallsides,societycanmakesocialmediaapositiveforceforthehealthymentaldevelopmentofadolescents.ReadingComprehensionSectionADirections:ForeachblankinthefollowingpassagetherearefourwordsorphrasesmarkedA,B,CandD.Fillineachblankwiththewordorphrasethatbestfitsthecontext.Astheholidayseasondrawsnear,onecategoryonpeople’sgiftlistsiscausingincreasingconcern:productswithartificialintelligence.Thedevelopmenthasraisednewconcernsaboutthedangerssmarttoyscouldposeto21,asconsumeradvocacygroupssayAIcouldharmsafetyanddevelopment.Thetrendhas22callsforincreasedtestingofsuchproductsandgovernmentaloversight.Lastmonth,thosefearsweregivendisturbing23whenanAI-equippedteddybearstarteddiscussingtopicsinappropriateforchildren.Theproduct,FoloToy’sKumma,ranonanAImodelandsuggestedroleplayaswaystoenhancearelationship,accordingtothePublicInterestResearchGroup(PIRG),theconsumerprotectionorganizationbehindthestudy.“Ittookverylittleefforttogetittogointoallkindsof24topics;andprobablyalotofcontentthatparentswouldnotwanttheirchildrento25,”saidTeresaMurray,PIRGdirector.”MurraysaidAItoyscouldbeparticularlydangerousbecausewhereasearliersmarttoysprovidedchildren-programmedresponses,abotcan“haveafree-flowingconversationwithachildandthereareno26”.CompaniesalsousetheAItoystocollect27fromchildrenandhavenotbeenopenaboutwhattheyaredoingwiththatinformation.Thatpotentiallyputsusers28becauseofalackofsecurityaroundsuchdata.29suchconcerns,thePublicInterestResearchGroupisnotcallingforabanonAISomecouldhave30value,suchashelpingchildrenlearnasecondlanguageorstateThereneedstobemoreindependentresearchconductedtoensuretheproductsaresafeforchildrenand,untilthatisdone,theyshouldbe31shelves,Murraysaid.AItoysarebeingmarketedtofamiliesassafeandevenbeneficialtolearningbeforetheirimpacthasbeen32byindependentresearch.Bycontrast,33teddybearsandtoyshavebeenproventobenefitchildren’sdevelopmentwithnoneoftherisksofAItoys.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.Usingartificialintelligencetoanalysesatellitephotosfrom1985to2022,researchersmappedtheendpositionsofmorethan235,000glaciers(冰川aroundtheisland.Thisunusualdatasetshowedthatalmosteveryglacierhasbecomesmallerinrecentdecades,losinganareaofabout5,000sqkmofice—equivalenttoatrilliontonnes.Thestudy,publishedinNature,addssignificantnewinsighttoearliermeasurementsbasedoniceheightorgravitydata,whichcouldonlydetectlossesthatendedupintheocean.ByidentifyingthewithdrawalofglacierslyingmostlybelowsealevelinGreenland’snarrowfjords峡湾),theresearchersuncoveredanadditionalandpreviouslyunaccountedsourceoficeloss.DrChadGreene,atNasa’sJetPropulsionLaboratory,wholedtheresearch,describedthechangesas“tremendousandhappeningeverywhere.”WhentheteamcombinedtheirfindingswithexistingmeasurementsoftheGreenlandicesheet,theyfoundthetotalannuallossoficesince2003reachedabout264bntonnes—roughly30mtonneseveryhour.Thenewdatashowanincreaseof43bntonnesayearcomparedwithearlierestimates,orabout20%morethanpreviouslythought.Theimplications,scientistswarn,areAsGreenland’sglacierswithdrawandreleasevastquantitiesoffreshwaterintotheNorthAtlantic,theymayspeeduptheweakeningoftheAtlanticMeridionalOverturningCirculation(AMOC)—asystemofoceancurrentsthatregulatesglobalclimate.TheAMOCisalreadyatitsweakestpointin1,600years,andrecentresearchhasindicateditcouldcollapseassoonas2027inaworst-casesituation.Suchacollapsewoulddisruptglobalweatherpatterns,damageecosystems,andthreatenfoodsecurityworldwide.“Thereissomeconcernthatanysmallsourceoffreshwatermayserveasa‘tippingpoint’thatcouldtriggerafull-scalecollapseoftheAMOC,”thescientistssaid.YetfreshwaterfromGreenland’sglacierwithdrawalisnotcurrentlyincludedinoceanographicmodels.Theinflowoflesssaltyfreshwaterslowsthenormalsinkingofheavier,saltierwaterinthepolarregion—theenginethatdrivestheAMOC.ThefindingssuggestthatGreenland’shiddenicelossmayplayafargreaterroleinthestabilityofEarth’sclimatesystemthanonceimagined.WhatisthemainpurposeoftheTopromotethegrowinguseofAIinenvironmentalscienceToreportastudyrevealingfasterGreenlandicelossanditsglobalTocriticizetheinaccuracyofpreviousicelossmeasurementsinTodescribehowscientistsdiscoveredanewformofglacierbelowseaWhatcanbeinferredaboutpreviousmethodsofmeasuringiceTheyignoredsurfacemeltingTheyoverestimatedGreenland’stotaliceTheyweremoreaccuratethansatelliteTheyunderestimatedlossesoccurringbelowseaTheunderlinedword“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,judges’appropriateness,originalityandvaluescoresdon’tfullyexplaintheiroverallevaluationsofthecreativityofstudents’responses,accountingforaround66%ofthevariationinoverallcreativityscoresonaverage.WhichtasksledtomorecreativeideasontheSomeofthetasksinthetestaskedstudentstocomeupwithtwoorthreeideasforagivensituationthatwereasdifferentaspossible.Althoughthetaskinstructionsdidnotinstructstudentstothinkofcreativeideasinthesetasks,around1in2studentsmanagedtocomeupwithatleastonecreativeideaintheirresponse.Infact,studentsweremoresuccessfulinthinkingofcreativeideasintheopen-endedthinkingtasksthanwhenaskedtogenerateasingleoriginalidea,withonly1in4studentresponsesevaluatedascreativeinthosetasks.Suchtaskscanthusencouragecreativeideagenerationandhelpstudentspracticetheirthinkingskills. Culturalnormsandexpectationscaninfluencestudents’capacitytoengageincreativework.Unsurprisingly,acrossallcountry-languagegroupsinthestudy,studentsfounditrelativelyeasiertocomeupwithappropriateideasacrosstasksthanoriginalandvaluableideas.Studentsalsoconsistentlydemonstratedarelativeweaknessincomingupwithoriginalideas,whichwasparticularlyevidentinsomecountries.AregirlsreallybetterthanboysincreativeGirlsconsistentlyscoredhigherthanboysinthecreativethinkingtasks—acrosscountry-languagegroups,tasktypesandscoringmethod—suggestingitisarelativelyreliablefindingthatisnotdrivenbyanysinglescoringmethod,taskfeature,orabnormalsample.Girls’greaterengagementwiththetest,ingeneral,maygosomewaytoexplainthisresult.Thispassagewouldmostprobablybetakenfrom acollegeteaching B.adailyeducationalC.apsychologyresearch D.aguidebookforcreativeWhichofthefollowingmightbethemissingAretherecross-culturaldifferencesinWhattypeofcreativityarestudentspoorAresometypesofideaseasiertogeneratethanWhatshapesstudents’capabilitytocreateWhichofthefollowingmayaccountforgirls’higherperformanceintheAstablein-bornedgeinbasiccreativeAgenerallyhigherlevelofactivetestAclearerpersonalgraspofofficialmarkedAricherpracticalbackgroundindesignedgroupedOneofthechildren,probablyinspiredbyamovie,usedasticktodrawa“treasuremap”inthesandpit沙坑).Otherchildrengatheredaroundashetoldthestoryofwhat“treasure”is,whata“map”is,andtheadventureonwhichtheywereabouttogo.Thetreasure,heexplained,wasachestfullofgoldandjewels.Someofthekidswantedtoknowwhatachestwas.Otherswondered,knowingitwasallimaginary,whythetreasurecouldn’tbeicecreamortoys.Theconceptofthemapwasdifficult.Althoughheassuredthecrewthattreasurewasburiedsomewhereontheplayground,themapincludedacoconuttreeandgiantrocks.“Let’spicksomecoconutswhenwegetthere,”shoutedonepirate.“Pirate,”inthiscase,hadbeendefinedas“guyswhogoaroundandfindThesescenesarethegoldstandardofplay-basedlearning.I’msuretherearemanypreschooleducatorswhowouldhavefeltforced,inthenameoflearning,tostepinwithcorrectionsandclarifications,orworse.Inamoment,weseethechildrenturnawayfromoneanother,awayfromtheirownquestions,explorations,assumptions,andconclusionsbasedondialogueandagreement.Theyarenowrelyingontheadultforquestionsandanswers,ratherthancontinuingtoengageinthehighestpursuitofhumanintellectualeffort.Therearethosewhowouldarguethatthisgameis,atbest,awasteoftime,thatthesechildrenplayingtheirfantasticalgamesofimagination,gettingthefactswrong,playingwithwrongideas,andevenspreadingthemamongstthemselves,maybelearning,butthatit’sfalseknowledgethatwillsomehowhavetobeundone.Butthat,Ithink,isamisunderstandingofwhatplayisallabout,and,forthatmatter,whatlearningisallabout.Thebirthoftheuniverseandthenatureofspaceandtimeareeverybitasmuchmysteriestophysicistsastreasuremapsandpiratesaretothesepreschoolers.Whatdrivesscientistsisthesamethingthatdrivesplayingchildren:theyaremotivatedbythemystery,bytheirownquestions,andbythefreedomtoseekanswers.Toooften,educators,inourcommitmenttofacts,truthandteaching,takeoverthelearningbyprovidingshortcutstoanswers,eliminatingthemysterythathasdrivenhumanssincethebeginningoftime.Weforgetthatgettingitwrongiseverybitasimportanttothisprocessasbeingright.Thejobinlifeisnottoknowstuff,butrathertofigurestuffoutsothatwillthenknow.AndwegettherethroughWhydoesthewritermentionthe“treasuremap”inthe1stTopresentatypicalexampleofplay-basedTointroduceapopulargameamongyoungToshowkids’creativeideasabouttreasureandToexplaindifferentkindsofoutdoorplaygroundAccordingtothepassage,whatisapossibleresultofthesteppinginofthepreschoolAdeeperunderstandingoffactsandamoreefficientlearningThesuccessfulintegrationofimagination-basedgamesintoformalAshiftfromself-directedexplorationtoadult-dependentknowledgeTheimmediatecorrectionoffalseconceptsandeliminationofWhatcanbeinferredabouttheauthor’sattitudetowardtraditionalHehopestheyareasmotivatedasphysicistsHeadmirestheircommitmenttoprovidingcorrectHethinkstheyshouldparticipatemoreinchildren’sHeworriestheymightunintentionallykillchildren’sWhichofthefollowingwouldbethebesttitleforthisHowtoDrawaPerfectTreasurePlay:TheHighestPursuitofWhyFactsMatterMostinInsight:TheMythofGamesinSectionDirections:Readthepassagecarefully.Fillineachblankwithapropersentencegiveninthebox.Eachsentencecanbeusedonlyonce.Notethattherearetwomoresentencesthanyouneed.EveryEverymovemadebymetheninvitedmyteacher’scriticalIfanything,balletisforcingmetorethinkmyrelationshipwithmyButIwasdeterminedtogiveitaRather,hesaid,it’saboutstrivingforInearlyinjuredmyselftheonetimeItriedtoliftmylegontothedeskinanattempttoAttheageof50,Iamfinallyaballerina,thoughnotthekindthatanybodywouldpaymoneytoseeonstage.DancingintoMiddleBymyearly40s,Ihadexhaustedallthehobbiesthatweresupposedtomakemefeelbetteraboutenteringmiddleage.Ihadstartedlearninganewlanguage,launchedmyselfintoanunsuccessfulpursuitofacraftonlytocollectapileofhandmadebooks,andgivenyogaasecondchance.Andthen,attheheightofmylow-gradedesperation,Idecidedtosignupforaballetclass.Notbeingflexible,IcouldseehowIdidn’texactlylooklikeprospectiveballerina(芭蕾舞女演员)material. Ineededconfirmationthatmybodywascapableofmovementandgrace.AndthoughI’dexpectedmyclassestobephysicallydemandingandmymusclestoache,Ihadn’tanticipatedthatmyteacher’scommandto“takeupmorespace”wouldchangemywayofbeingintheworld.Myteacherremindedmethatballetisn’taboutperfection. Slowly,IstartedbecomingmorecomfortablewiththebodyIsawstaringbackatmeinthemirror.Myposturestillneedsimprovingandmyjumpsareneverashighastheyfeel.Buttheideathatmybodyhasn’tbecomefixedandthatit’sstillaworkinprogressencourages Insteadofnoticingonlythebeginningsofolderagearriving,InowmarvelatthechangesI’veseenasI’velearnedtostandwithmoreconfidenceandcourage.Asfortheimperfections?They’repartofbeingalive.Eightyearsintomyballetclasses,I’mwhatyouwouldcallalifelongadvancedbeginner. WhydoIcontinue?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%ofusstayunsureofneighbours’names,withevenfeweridentifyingtheirchildren.Intherushofmodernlife,two-thirdsofpeoplepurposelyensuretheygoentiredayswithoutcatchingaglimpseofthepersonnextdoor.Infact,manyhavebecomeexpertsattimingtheirdeparturesspecificallytoavoidtheawkwardnessofabrief“hello”inthehallway.Furthermore,meaningfulinteractionhasbecomerareinmodernsociety.Onlyasmallnumberofpeoplestillsocializethroughdinnerdatesorcommunalbarbecues.Despitetheclearneedforhumanconnection