2025~2026学年上海市普陀区学年第二学期高三命题指导研诊英语样卷

2025~2026学年上海市普陀区学年第二学期高三命题指导研诊英语样卷一、语法填空Directions:Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword.fortheotherblanks,useonewordthatbestfitseachblank.SeeingisBelievingHaveyoueverlookedupatcloudsonasummer’sdayandseenafacelookingbackatyou?Orspottedthe“maninthemoon”smilingdownatyouatnight?Ornoticedeyesandasmileonthefrontofacar?Ifyouhave,you’re1goodcompany.Thenameforthisphenomenon—ourabilitytoseemeaningfulimagesinrandomplacesorthings—isparedolia.Seeingfacesineverydayobjectsisoneofitsmostcommonforms.Severaltheorieshavetriedtoexplainpareidolia.Oneisthatitisasurvivalmechanism.Thelivesofourancestorsoftenturnedto2(distinguish)quicklybetweenfriendsandenemies,soourbrainsadaptedtodetectfaceseverywhere.In2014,Dr.KangLee,ascientistattheUniversityofTorontoinCanadawhostudieshowyoungpeople’sbrainswork,3(propose)adifferenttheory.Hesaidthatseeingfacesineverydayobjectsistheresultofthebraincommunicatingthatinformationbackto4.Thebrain,infact,imaginesafaceand“tells”theeyestoseeit.DrLeescannedthepeople’sbrainswhileshowingthemaseriesofgrainyimages,someof5containedhiddenfaces.Hethenaskedtheparticipants,“Doyouseeaface?”Oncetheywereaskedthequestion,peopleansweredyes34%ofthetime,6therewasnoface.What’smore,ifparticipantsreportedseeingaface,thevisualcortexoftheirbrain-thepartofthebrainwhichfunctions7(process)informationfromtheeyes-litup.Dr.Leeconcludedthatalotofthingsweseeintheworld8(create)notbyoursightbutbyourminds.9youknowsomeofthetricksyourmindcanplay,whynottakeanotherlookupatthecloudsandseewhatyoucanfind?Perhapsacamelorafoxwillemerge—ormaybeyou’llseesomeoneyouknow,10(recognize)inthesoft,floatingshapesabove.Andwhoknows?Maybeyou’llcomeupwithsomethingentirelynew.二、选词填空Directions:Fillineachblankwithaproperwordchosenfromthebox.Eachwordcanbeusedonlyonce.Notethatthereisonewordmorethanyouneed.

A.accessB.addressC.competenceD.considerableE.exposure

F.hazardousG.idealizedH.normalizeI.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.Parentsshouldstayactivelyinvolvedintheirchildren’sdigitallivesbysettingclearboundariesandcommunicatingopenly.Mostimportantly,socialmediaplatformsmust20userwell-beingintheirdesigns.Theycanprovidementalhealthsupporttools,contentremindersandbalancedusageguidancetoprotectyoungusers.Withjointeffortsfromallsides,societycanmakesocialmediaapositiveforceforthehealthymentaldevelopmentofadolescents.三、完形填空Astheholidayseasondrawsnear,onecategoryonpeople’sgiftlistsiscausingincreasingconcern:productswithartificialintelligence.Thedevelopmenthasraisednewconcernsaboutthedangerssmarttoyscouldposeto21,asconsumeradvocacygroupssayAIcouldharmkids’safetyanddevelopment.Thetrendhas22callsforincreasedtestingofsuchproductsandgovernmentaloversight.Lastmonth,thosefearsweregivendisturbing23whenanAI-equippedteddybearstarteddiscussingtopicsinappropriateforchildren.Theproduct,FoloToy’sKumma,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,33teddybearsandtoyshavebeenproventobenefitchildren’sdevelopmentwithnoneoftherisksofAItoys.Mattel,atoycompany,statedthattheyareconcernedabout“theimpactofAItoyson34mentalhealth”andthat“itsfirstproductswithAIarenotintendedforusersunder13”,adding:“AIenhances—not35—traditionalplay,andweareemphasizingsafety,privacy,creativityandresponsibleinnovation.”21.A．companiesB．schoolsC．seniorsD．children22.A．generatedB．answeredC．avoidedD．delayed23.A．imaginationB．justificationC．hesitationD．assumption24.A．academicB．attractiveC．sensitiveD．technical25.A．beopposedtoB．beexposedtoC．berelatedtoD．beappliedto26.A．advantagesB．connectionsC．boundariesD．resources27.A．dataB．feedbackC．prizesD．opinions28.A．ateaseB．atlengthC．atriskD．atfault29.A．BeyondB．BesidesC．DespiteD．Unlike30.A．commercialB．educationalC．geometricD．geographic31.A．takenonB．sentoffC．pulledfromD．wipedoff32.A．assessedB．witnessedC．replacedD．overlooked33.A．antiqueB．expensiveC．electronicD．offline34.A．masses’B．minors’C．majors’D．majorities’35.A．replacesB．reservesC．resolvesD．reverses四、阅读理解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,arealarming.AsGreenland’sglacierswithdrawandreleasevastquantitiesoffreshwaterintotheNorthAtlantic,theymayspeeduptheweakeningoftheAtlanticMeridionalOverturningCirculation(AMOC)—asystemofoceancurrentsthatregulatesglobalclimate.TheAMOCisalreadyatitsweakestpointin1,600years,andrecentresearchhasindicateditcouldcollapseassoonas2027inaworst-casesituation.Suchacollapsewoulddisruptglobalweatherpatterns,damageecosystems,andthreatenfoodsecurityworldwide.“Thereissomeconcernthatanysmallsourceoffreshwatermayserveasa‘tippingpoint’thatcouldtriggerafull-scalecollapseoftheAMOC,”thescientistssaid.YetfreshwaterfromGreenland’sglacierwithdrawalisnotcurrentlyincludedinoceanographicmodels.Theinflowoflesssaltyfreshwaterslowsthenormalsinkingofheavier,saltierwaterinthepolarregion—theenginethatdrivestheAMOC.ThefindingssuggestthatGreenland’shiddenicelossmayplayafargreaterroleinthestabilityofEarth’sclimatesystemthanonceimagined.36.Whatisthemainpurposeofthearticle?

A．TopromotethegrowinguseofAIinenvironmentalscienceresearch.B．ToreportastudyrevealingfasterGreenlandicelossanditsglobalimpact.C．TocriticizetheinaccuracyofpreviousicelossmeasurementsinGreenland.D．Todescribehowscientistsdiscoveredanewformofglacierbelowsealevel37.Whatcanbeinferredaboutpreviousmethodsofmeasuringiceloss?

A．Theyignoredsurfacemeltingentirely.B．TheyoverestimatedGreenland’stotaliceloss.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→AMOCweakeningThisresearchexamineswhatmakesideascreativeacrosscountry-languagegroups,whatcognitiveprocessesleadtomorecreativeideas,andhowsuccessfullystudentscanthinkcreativelyinmultipletasks,aswellasthecharacteristicsofhigh-performingstudents.*Whatmakes“creativeideas”creative?Creativeideastendtobehighlyappropriate,originalandvaluableacrosscountry-languagecontexts.However,judges’appropriateness,originalityandvaluescoresdon’tfullyexplaintheiroverallevaluationsofthecreativityofstudents’responses,accountingforaround66%ofthevariationinoverallcreativityscoresonaverage.*Whichtasksledtomorecreativeideasonthetest?Someofthetasksinthetestaskedstudentstocomeupwithtwoorthreeideasforagivensituationthatwereasdifferentaspossible.Althoughthetaskinstructionsdidnotinstructstudentstothinkofcreativeideasinthesetasks,around1in2studentsmanagedtocomeupwithatleastonecreativeideaintheirresponse.Infact,studentsweremoresuccessfulinthinkingofcreativeideasintheopen-endedthinkingtasksthanwhenaskedtogenerateasingleoriginalidea,withonly1in4studentresponsesevaluatedascreativeinthosetasks.Suchtaskscanthusencouragecreativeideagenerationandhelpstudentspracticetheirthinkingskills.Culturalnormsandexpectationscaninfluencestudents’capacitytoengageincreativework.Unsurprisingly,acrossallcountry-languagegroupsinthestudy,studentsfounditrelativelyeasiertocomeupwithappropriateideasacrosstasksthanoriginalandvaluableideas.Studentsalsoconsistentlydemonstratedarelativeweaknessincomingupwithoriginalideas,whichwasparticularlyevidentinsomecountries.*Aregirlsreallybetterthanboysincreativethinking?Girlsconsistentlyscoredhigherthanboysinthecreativethinkingtasks—acrosscountry-languagegroups,tasktypesandscoringmethod—suggestingitisarelativelyreliablefindingthatisnotdrivenbyanysinglescoringmethod,taskfeature,orabnormalsample.Girls’greaterengagementwiththetest,ingeneral,maygosomewaytoexplainthisresult.40.Thispassagewouldmostprobablybetakenfrom______.

A．acollegeteachingjournalB．adailyeducationalnewspaperC．apsychologyresearchwebsiteD．aguidebookforcreativewriting41.Whichofthefollowingmightbethemissingsubtitle?

A．Aretherecross-culturaldifferencesincreativity?B．Whattypeofcreativityarestudentspoorat?C．Aresometypesofideaseasiertogeneratethanothers?D．Whatshapesstudents’capabilitytocreateideas?42.Whichofthefollowingmayaccountforgirls’higherperformanceinthetest?

A．Astablein-bornedgeinbasiccreativethinking.B．Agenerallyhigherlevelofactivetestparticipation.C．Aclearerpersonalgraspofofficialmarkedrules.D．AricherpracticalbackgroundindesignedgroupeddrillsOneofthechildren,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“guyswhogoaroundandfindtreasure.”Thesescenesarethegoldstandardofplay-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,butrathertofigurestuffoutsothatwewillthenknow.Andwegettherethroughplay.43.Whydoesthewritermentionthe“treasuremap”inthe1stparagraph?

A．Topresentatypicalexampleofplay-basedlearning.B．Tointroduceapopulargameamongyoungchildren.C．Toshowkids’creativeideasabouttreasureandpirates.D．Toexplaindifferentkindsofoutdoorplaygroundactivities.44.Accordingtothepassage,whatisapossibleresultofthesteppinginofthepreschoolteachers?

A．Adeeperunderstandingoffactsandamoreefficientlearningprocess.B．Thesuccessfulintegrationofimagination-basedgamesintoformalcurricula.C．Ashiftfromself-directedexplorationtoadult-dependentknowledgeacquisitionD．Theimmediatecorrectionoffalseconceptsandeliminationofmisunderstandings.45.Whatcanbeinferredabouttheauthor’sattitudetowardtraditionaleducators?

A．Hehopestheyareasmotivatedasphysicistsare.B．Headmirestheircommitmenttoprovidingcorrectfacts.C．Hethinkstheyshouldparticipatemoreinchildren’sgames.D．Heworriestheymightunintentionallykillchildren’scuriosity.46.Whichofthefollowingwouldbethebesttitleforthispassage?

A．HowtoDrawaPerfectTreasureMapB．Play:TheHighestPursuitofLearningC．WhyFactsMatterMostinPreschoolsD．Insight:TheMythofGamesinEducationDancingintoMiddleAgeBymyearly40s,Ihadexhaustedallthehobbiesthatweresupposedtomakemefeelbetteraboutenteringmiddleage.Ihadstartedlearninganewlanguage,launchedmyselfintoanunsuccessfulpursuitofacraftonlytocollectapileofhandmadebooks,andgivenyogaasecondchance.Andthen,attheheightofmylow-gradedesperation,Idecidedtosignupforaballetclass.Notbeingflexible,IcouldseehowIdidn’texactlylooklikeprospectiveballerina(芭蕾舞女演员)material.47Ineededconfirmationthatmybodywascapableofmovementandgrace.AndthoughI’dexpectedmyclassestobephysicallydemandingandmymusclestoache,Ihadn’tanticipatedthatmyteacher’scommandto”takeupmorespace”wouldchangemywayofbeingintheworld.Myteacherremindedmethatballetisn’taboutperfection.48Slowly,IstartedbecomingmorecomfortablewiththebodyIsawstaringbackatmeinthemirror.Myposturestillneedsimprovingandmyjumpsareneverashighastheyfeel.Buttheideathatmybodyhasn’tbecomefixedandthatit’sstillaworkinprogressencouragesme.49Insteadofnoticingonlythebeginningsofolderagearriving,InowmarvelatthechangesI’veseenasI’velearnedtostandwithmoreconfidenceandcourage.Asfortheimperfections?They’repartofbeingalive.Eightyearsintomyballetclasses,I’mwhatyouwouldcallalifelongadvancedbeginner.50WhydoIcontinue?BecausewhenIdomydailyballetclass,Ifocusonmybreathingandmovemybodyinwaysthatalwayschallengemeandremindmeofeverythingthatispossible.Recently,myteachertaughtusabeginner-appropriateversionofthedancefromSleepingBeauty.AsIstoodinmylivingroom,balancingunsteadilyonmytoesanddancingfornobodybutmyself,Ifelteveryinchaballerina.

A．Everymovemadebymetheninvitedmyteacher’scriticalevaluation.B．Ifanything,balletisforcingmetorethinkmyrelationshipwithmybody.C．ButIwasdeterminedtogiveitatry.D．Rather,hesaid,it’saboutstrivingforperfection.E．InearlyinjuredmyselftheonetimeItriedtoliftmylegontothedeskinanattempttostretch.F．Attheageof50,Iamfinallyaballerina,thoughnotthekindthatanybodywouldpaymoneytoseeonstage.五、书面表达51.Directions:Readthefollowingpassage.Summarizethemainideaandthemainpoint(s)ofthepassageinnomorethan60words.Useyourownwordsasfaraspossible.NeighbourlyStrangersThetraditionalBritish“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.Onlyasmallnumberofpeoplestillsocializethroughdinnerdatesorcommunalbarbecu