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中考英语时事专项：中欧美热点完形与阅读
一、完形填空（共8篇，120小题）
阅读下面八篇短文，掌握其大意，然后从每题所给的A、B、C、D四个选项中选出最佳选项。
A. China: AI Education Beyond a New Tool
At the 2026 World Digital Education Conference in Hangzhou, China launched a global AI education service platform. Many people saw the news as a sign that learning is becoming more open and 1____. Yet the real question is not whether AI can answer faster than a student. It is whether schools can use AI to make students think more 2____.
A teacher in Ningbo asked her class to test an AI writing helper. Instead of letting it write the whole passage, she asked students to draft first. Then they used the tool to find unclear reasons, weak examples and grammar mistakes. Some students were surprised: the tool was quick, but it did not always understand local life or personal 3____.
The teacher told them that AI should be a bridge, not a 4____. A bridge helps people cross a river, but people still choose where to go. In the same way, AI can collect resources, explain ideas and give feedback, but students must 5____ the final judgement. If they copy without checking, they may get an answer but lose the chance to learn.
The conference also reminded educators that digital education is about 6____. A good platform can bring lessons to students in remote areas, but access alone is not enough. Students also need teachers who can guide them, classmates who can discuss with them and rules that protect their privacy. When these parts work together, technology becomes 7____. When one part is missing, technology may become a new 8____.
For top students, the lesson is clear: the future learner is not the one who asks AI for every answer, but the one who asks better questions, checks sources and uses tools 9____. That kind of student will not be replaced by AI; instead, he or she will learn to work with it 10____ and creatively. The platform is new, but the goal of education is still old: to help people become 11____ thinkers. In this sense, AI is not the end of hard work. It is a test of whether learners can become more 12____, more careful and more human in a digital world. If a school forgets this, it may look modern on the surface but remain weak at the 13____. If it remembers this, a screen can become a window, a model can become a partner, and a classroom can reach 14____ the walls of one building. That is why the Hangzhou meeting matters not only to experts, but also to every student preparing for a 15____ future.
1. A. connected B. crowded C. hidden D. silent
2. A. slowly B. deeply C. cheaply D. loudly
3. A. memory B. traffic C. weather D. price
4. A. shortcut B. river C. window D. habit
5. A. avoid B. make C. doubt D. borrow
6. A. fairness B. danger C. speed D. fashion
7. A. meaningful B. expensive C. nervous D. empty
8. A. mistake B. barrier C. journey D. promise
9. A. wisely B. secretly C. suddenly D. angrily
10. A. safely B. blindly C. lazily D. noisily
11. A. independent B. lonely C. ordinary D. careless
12. A. passive B. responsible C. satisfied D. impatient
13. A. centre B. edge C. market D. gate
14. A. against B. beyond C. beside D. below
15. A. digital B. broken C. narrow D. private
B. China: Space Computing and the New Meaning of Distance
In 2026, China's space industry drew attention not only because of rockets, but also because of computing power in orbit. A satellite network developed with Zhejiang Lab had already tested AI models in space, showing that data could be 16____ before it was sent back to Earth. For many readers, this changes the meaning of distance.
In the past, satellites often collected information and waited for ground stations to process it. That process could be slow when huge pictures or scientific signals were involved. If part of the work is done in space, useful information may reach farmers, city managers or rescue teams much 17____.
One example is remote sensing. A satellite may look at an area after a flood or heavy snow. An AI model can help find damaged bridges, blocked roads or changed river lines. This does not mean people can stop checking; it means experts can 18____ their attention on the most urgent places. The machine helps narrow the search, while humans make decisions.
The idea also raises difficult questions. If satellites become computers, they must be safe, reliable and energy-efficient. They must handle data without increasing risks to 19____. They must also follow rules, because space is not an empty playground. More objects in orbit bring more chances of accidents. Therefore, future space development needs both ambition and 20____.
For students in Ningbo, this news can be read as a lesson in problem solving. A city with ports, bridges and weather risks needs timely information. A country exploring deep space needs faster ways to understand data. A world facing climate change needs tools that can watch the planet carefully. Space computing may sound far away, but its 21____ can be close to daily life. The key is to ask what problem is being solved, who benefits and what new responsibility appears. The best technology is not the one that looks most 22____ in a picture. It is the one that makes information more useful without making society less 23____. In that sense, space AI is not only a scientific achievement. It is also a test of governance, cooperation and public 24____. Distance is no longer only measured in kilometres. It is also measured by how quickly knowledge can travel from a satellite to a person who 25____ it. If students understand this, they will see space not as a remote stage for heroes, but as a working system that supports life on Earth.
Such a 26____ also 27____ young readers that science news is not only about the 28____. A clear 29____ must explain limits as well as progress, and international 30____ will be needed if space is to remain useful and safe for everyone.
16. A. processed B. forgotten C. wasted D. painted
17. A. later B. faster C. quieter D. harder
18. A. hide B. waste C. focus D. lose
19. A. privacy B. music C. sport D. shopping
20. A. courage B. patience C. caution D. humour
21. A. influence B. mistake C. shape D. colour
22. A. dramatic B. simple C. sleepy D. cheap
23. A. honest B. safe C. rich D. busy
24. A. trust B. anger C. silence D. competition
25. A. needs B. refuses C. sells D. hides
26. A. conclusion B. excuse C. tool D. joke
27. A. reminds B. prevents C. imagines D. cancels
28. A. question B. future C. market D. answer
29. A. report B. classroom C. river D. crowd
30. A. cooperation B. decoration C. pollution D. confusion
C. China: Urban Renewal Is More Than New Buildings
In May 2026, China's State Council discussed urban renewal, green transition and better basic education. For many students, 'urban renewal' may sound like replacing old buildings with new ones. But a city becomes better not simply because it looks newer; it becomes better when ordinary people can live more 31____.
In one Ningbo community, students studied this idea through a small project. They walked around old streets and recorded three problems: narrow sidewalks, weak lighting and a lack of shade. At first, some students wanted to suggest big changes. Their teacher asked them to think 32____. If a plan is too expensive or ignores local residents, it may never happen.
The students interviewed shop owners, grandparents and delivery workers. They discovered that different people used the same street in different ways. A grandmother cared most about safe crossings. A shop owner wanted enough space for customers. A delivery worker needed places to stop for a short time. The class learned that good planning must balance 33____ needs.
Their final proposal was small but practical: add benches under trees, improve night lighting, paint clearer lines near the school gate and create a shared corner for bikes. These ideas did not make headlines, but they showed what renewal should do: reduce daily trouble and increase public 34____.
The project also changed how students read news. They understood that national policies are not only about numbers or large projects. Policies become real when they enter streets, schools and homes. A green and low-carbon city is not created by one meeting. It is built through thousands of 35____ decisions: where to plant trees, how to protect old culture, how to make buses convenient and how to give children enough places to learn and play. The most difficult part is not drawing a beautiful plan, but listening to people who will use the place every day. If cities are renewed without memory, they may lose their 36____. If they are renewed without fairness, some groups may be pushed aside. If they are renewed without green thinking, future generations will pay the 37____. For top students, the challenge is to see development as a living problem, not a slogan. A better city is a text that must be read with eyes, feet and 38____. It asks young people to connect geography with English, science with society and personal comfort with public responsibility. That is why a small street survey can become a lesson in 39____ citizenship.
Students also learned to 40____ change in realistic ways. Some problems were 41____ to many streets, while others were local. Good planners listen to 42____ from residents and look 43____ one beautiful drawing. Urban 44____ should make people not only impressed, but also 45____ in daily choices.
31. A. comfortably B. secretly C. noisily D. separately
32. A. proudly B. realistically C. angrily D. carelessly
33. A. similar B. hidden C. different D. foreign
34. A. safety B. speed C. silence D. wealth
35. A. daily B. sudden C. private D. strange
36. A. height B. memory C. weather D. traffic
37. A. bill B. prize C. visit D. message
38. A. patience B. hunger C. noise D. doubt
39. A. global B. active C. ancient D. digital
40. A. protect B. measure C. forget D. repair
41. A. common B. impossible C. narrow D. empty
42. A. results B. habits C. dreams D. warnings
43. A. beyond B. under C. against D. without
44. A. exam B. design C. game D. meal
45. A. stronger B. heavier C. wiser D. colder
D. Europe: Teachers at the Centre of AI Learning
In May 2026, the Council of the European Union called for a human-centred approach to AI in education. The message was not anti-technology. It was a warning against a simple belief: if a tool is smart, learning will automatically become 46____.
Across Europe, schools are testing AI systems that can give feedback, translate texts or help teachers understand students' progress. These tools may save time, but they also raise concerns. If students depend on AI too much, they may stop 47____ before asking for help. If schools collect too much data, privacy may be at risk. If teachers are poorly trained, a useful system may become a confusing one.
The Council therefore placed teachers at the heart of the learning process. This does not mean teachers must reject AI. It means they should decide when, why and how it is used. A teacher can ask students to compare AI answers with their own ideas, check sources and explain their choices. In this way, AI becomes a 48____ for thinking rather than a machine for copying.
The European debate is useful for Chinese students too. Many teenagers already use translation apps, grammar checkers and chatbots. The key difference is between help and replacement. Help gives a learner more 49____; replacement takes away the learner's work. A student who asks AI to explain an error may grow stronger. A student who lets AI write everything may become weaker without noticing it.
The hardest question is not technical but educational: What kind of learner do we want to create If the answer is an independent learner, schools must protect time for reading, discussion and mistakes. They must also teach students to doubt politely, question data and understand that fast answers are not always 50____ answers. Europe is not trying to stop digital education; it is trying to keep education human. That is a subtle but important 51____. In a classroom, trust grows through eye contact, encouragement, humour and patient correction. No model can fully replace that. But a model can support it if it is used under clear rules. So the future classroom may not be a battle between humans and machines. It may be a careful 52____ in which each side does what it does best. Teachers guide values and judgement; AI offers patterns and practice. Students, meanwhile, must learn to become 53____ users, not silent followers.
Clear school policies can 54____ students from careless use. Such 55____ should be based on classroom 56____, not fear alone. If education stays 57____, teachers can 58____ both the power and the limits of AI. Students then learn to use it 59____. That may be the most important 60____ from Europe’s debate.
46. A. fairer B. easier C. deeper D. automatic
47. A. thinking B. exercising C. travelling D. smiling
48. A. danger B. partner C. secret D. prize
49. A. pressure B. control C. money D. noise
50. A. right B. short C. public D. private
51. A. mistake B. difference C. tradition D. promise
52. A. competition B. balance C. accident D. memory
53. A. responsible B. sleepy C. lonely D. local
54. A. confuse B. complete C. protect D. avoid
55. A. rules B. storms C. tickets D. dishes
56. A. evidence B. fashion C. weather D. order
57. A. human B. foreign C. secret D. cheap
58. A. explain B. cancel C. punish D. hide
59. A. carefully B. wildly C. hardly D. blindly
60. A. lesson B. river C. model D. market
E. Europe: Transparency in the Age of Generated Content
From August 2026, people in the European Union will have to be informed when they are interacting with some AI systems or seeing certain AI-generated content. This rule may sound legal, but its purpose is easy to understand: people should know when a machine is 61____ part of the message.
Imagine a student watching a video of a public figure. If the video is manipulated, the student may believe something false. Imagine a job seeker receiving advice from a chatbot without knowing it. The advice may still be helpful, but the person should understand its 62____. Transparency does not solve every problem, but it gives people a fair chance to judge what they see.
The rule also shows a larger European challenge: how to encourage innovation while reducing harm. If rules are too heavy, small companies may struggle. If rules are too weak, citizens may lose trust. The EU is trying to find a middle path, simplifying some rules while keeping protection for high-risk areas such as education, employment and public services.
For teenagers, this debate has a practical meaning. Online life is full of pictures, voices and texts that look real. The question is no longer only 'Is this interesting ' but also 'Who made it Why was it made Can I check it ' A strong reader in the AI age must become a careful 63____.
Schools can help by teaching students to read labels, compare sources and slow down before sharing. A false image may travel faster than a correction. A dramatic headline may get more attention than a balanced report. Therefore, the ability to pause is a modern literacy skill. Transparency rules are like warning signs on a road. They do not drive the car for us, but they 64____ danger and guide better choices. The deeper lesson is that trust cannot be built only by technology. It must be built by clear rules, honest design and educated users. When students learn this, they become less easy to fool and more able to take part in digital society. In the long run, transparency is not a limit on creativity. It is a way to keep creativity from becoming 65____.
Good readers still need 66____. A 67____ can require labels, but users must 68____ different sources before deciding what is 69____. The most useful digital society is not the one with the most exciting images; it is the one with 70____ communication. As students become 71____ readers, they learn to 72____ what they see. This kind of 73____ builds judgement. Without 74____, even a label may be ignored; with it, transparency becomes real 75____.
61. A. shaping B. breaking C. hiding D. losing
62. A. source B. colour C. price D. speed
63. A. tourist B. editor C. athlete D. customer
64. A. create B. reduce C. signal D. enjoy
65. A. harmful B. useful C. public D. normal
66. A. evidence B. weather C. dinner D. sleep
67. A. law B. joke C. song D. map
68. A. compare B. follow C. forget D. decorate
69. A. accurate B. popular C. playful D. local
70. A. hidden B. impossible C. honest D. useless
71. A. stronger B. simpler C. colder D. narrower
72. A. share B. question C. print D. copy
73. A. reading B. swimming C. selling D. cleaning
74. A. silence B. judgement C. anger D. hunger
75. A. problem B. protection C. secret D. result
F. Europe: What One Warm April Can Teach
The Copernicus Climate Change Service reported that April 2026 was among the warmest Aprils globally. Such a sentence is easy to repeat but hard to understand well. A global average is not a photograph of every place; it is a 76____ that needs careful reading.
In Europe, April was not the same everywhere. Western and central parts were drier than average under high pressure, while other areas, including parts of the UK, Ireland, Spain and Italy, were wetter. This contrast matters because climate is not experienced as one number. Farmers care about soil moisture. City managers care about water supply. Families care about heat, floods and travel safety.
A Ningbo student reading this report might ask, 'Why should I care about Europe ' One answer is that climate systems are connected. Another is that climate reports teach a method: never stop at the headline. Ask which area, which period, which comparison and which human activities are affected. This habit is useful far beyond climate study.
The report also helps students understand uncertainty. Scientists can measure temperature and rainfall, but future risk still depends on choices: how cities use water, how quickly warnings reach people and how communities protect vulnerable groups. Data does not remove responsibility; it makes responsibility more 77____.
In English reading, climate news is especially valuable because it combines facts with interpretation. Students must separate what the report says from what a writer thinks it means. They must notice words such as 'average', 'region', 'risk' and 'trend'. These words look simple but carry scientific meaning. A high-level reader does not only find answers; he or she follows the logic behind them. April 2026, then, is more than a record. It is a lesson in reading the planet with care. If students can read weather and climate data thoughtfully, they may also read social changes more 78____. In both cases, the goal is the same: to see patterns without ignoring people.
A 79____ report asks readers to 80____ places and years, not just remember one number. It also asks for 81____: maps, charts and local observations. A 82____ view connects science with daily life. This kind of 83____ gives students useful 84____ for other subjects too. When they notice a 85____, they should ask who may be affected and what choices are 86____. A 87____ may catch attention, but 88____ need more than attention. They need 89____ that is accurate, fair and 90____.
76. A. signal B. secret C. joke D. prize
77. A. visible B. boring C. distant D. private
78. A. quietly B. critically C. cheaply D. luckily
79. A. simple B. local C. global D. empty
80. A. compare B. copy C. cancel D. hide
81. A. pressure B. direction C. evidence D. promise
82. A. balanced B. broken C. crowded D. ancient
83. A. reading B. cooking C. drawing D. singing
84. A. methods B. mistakes C. markets D. meals
85. A. disaster B. pattern C. silence D. habit
86. A. flexible B. responsible C. sleepy D. narrow
87. A. headline B. building C. vehicle D. ticket
88. A. citizens B. actors C. pilots D. singers
89. A. knowledge B. weather C. comfort D. fiction
90. A. useful B. harmful C. expensive D. impossible
G. US: Artemis II and the Discipline of Testing
NASA's Artemis II mission in 2026 attracted worldwide attention because humans travelled around the Moon again after more than half a century. Yet the mission was not designed as a final victory. It was a test flight, and the word 'test' is the 91____ to understanding it.
A test flight asks questions before making promises. Can Orion support astronauts safely in deep space Can communication networks keep the crew connected Can space weather forecasters protect astronauts from solar storms These questions may sound technical, but they all point to one idea: courage without preparation is not courage; it is 92____.
NOAA space weather experts supported the mission by watching solar activity. A strong solar event could affect communications or increase radiation risk. The public may see only the rocket launch, but behind that moment stands a large system of scientists, engineers, doctors and operators. Space exploration is a team sport played at a distance.
For students, Artemis II offers a lesson different from science fiction. It shows that progress is often slow, checked and full of limits. The mission did not land on the Moon. That was not a failure, because landing was not its 93____. Its job was to prove that the next steps were possible.
The same idea applies to learning. A difficult exam paper is not only a score; it is a test of what still needs work. A failed experiment is not the end; it is information. A careful reader does not ask only 'Did they succeed ' but 'What were they trying to prove ' When students read news this way, they become less attracted to simple labels and more able to understand 94____. Artemis II reminds us that big dreams need small checks. The Moon may look romantic in the night sky, but returning there requires lists, simulations, repairs and patience. In that sense, the mission is not just about space. It is about disciplined hope: the belief that humans can go farther, but only if they are willing to test every step 95____.
The spacecraft also had to remain 96____ to Earth. Astronauts needed 97____ support and engineers worked under great 98____. A 99____ mission uses 100____ to guide decisions. It is often 101____ work, because a huge 102____ must be checked again and again. To 103____ well, teams study both successes and 104____ before they move 105____ a risk becomes too large.
91. A. key B. door C. wall D. prize
92. A. wisdom B. risk C. friendship D. freedom
93. A. problem B. design C. purpose D. excuse
94. A. process B. weather C. grammar D. fashion
95. A. carefully B. secretly C. quickly D. loudly
96. A. refused B. connected C. forgot D. copied
97. A. public B. medical C. random D. weak
98. A. pressure B. silence C. decoration D. luck
99. A. romantic B. responsible C. impossible D. empty
100. A. data B. dinner C. music D. law
101. A. narrow B. patient C. crowded D. broken
102. A. answer B. image C. system D. conflict
103. A. avoid B. test C. damage D. punish
104. A. failures B. tools C. stories D. colours
105. A. before B. after C. beyond D. against
H. US: Weather Data, AI Models and Public Trust
In May 2026, American climate and weather reports again reminded the public that forecasts are not magic. NOAA's April climate analysis showed unusual warmth in some regions, and researchers also discussed how AI can find hidden patterns in precipitation. At the same time, some experts warned that reducing weather data programmes could make forecasts less 106____.
This debate is important because AI models depend on data. A model can learn patterns only if it receives enough high-quality information. If observations become fewer or less reliable, even a powerful model may learn the wrong 107____. In other words, AI does not remove the need for human measurement; it increases the need for good measurement.
Weather forecasting is a public service. Farmers plan planting, airlines plan routes, cities prepare for heat and families decide whether to leave home before storms. A small error may become costly when many people depend on the same forecast. Therefore, trust is built not by saying a model is advanced, but by showing how it is tested, where its data comes from and when uncertainty remains.
For students, this topic is a useful warning against blind confidence in technology. AI may help discover climate links that humans miss, but it should be checked against physics, observations and experience. When an AI forecast fails, the question should not be 'Is AI useless ' but 'What did the model learn, and what did it ignore '
The best future may combine human experts, traditional models and AI tools. Each has strengths and weaknesses. Human forecasters understand local context. Traditional models follow physical rules. AI can search large datasets quickly. If they are used together, society may receive better warnings. If one is treated as a 108____ for all the others, risk may grow. Public trust in forecasts is like a bridge: it is built slowly and damaged quickly. To keep it strong, science must be open about uncertainty and serious about data. For a coastal city like Ningbo, where typhoons and heavy rain matter, this lesson is not distant. It is part of learning how to live 109____ with a changing climate.
A useful 110____ should tell people what is likely, 111____ also making limits clear. Students can 112____ different reports and look for 113____ information. Because weather warnings affect 114____ safety, the 115____ of data is not a small detail. Local 116____ matters too: a warning may mean different things for a farm, a port or a school. When knowledge is 117____ openly and explained in a 118____ way, people can 119____ earlier. That is why evidence, not excitement, should be the 120____ of trust.
106. A. colourful B. reliable C. private D. popular
107. A. patterns B. songs C. prices D. jokes
108. A. replacement B. reason C. classroom D. memory
109. A. safely B. silently C. secretly D. suddenly
110. A. forecast B. promise C. storm D. model
111. A. because B. although C. unless D. while
112. A. compare B. praise C. ignore D. destroy
113. A. cheap B. missing C. careful D. bright
114. A. public B. personal C. funny D. empty
115. A. failure B. quality C. vacation D. language
116. A. context B. colour C. speed D. prize
117. A. shared B. hidden C. useless D. foreign
118. A. final B. balanced C. careless D. secret
119. A. prepare B. refuse C. promise D. forget
120. A. evidence B. fashion C. laughter D. shadow
二、阅读理解（共12篇，60小题）
阅读下面十二篇长文，然后从每题所给的A、B、C、D四个选项中选出最佳选项。
A. China’s AI Education Platform: Sharing Is Not the Same as Learning
China announced the launch of a global AI education service platform during the 2026 World Digital Education Conference in Hangzhou. The platform aims to support cross-border sharing of high-quality educational resources and deepen the use of AI in education. For a student in Ningbo, the news may sound distant, but the questions behind it are close to daily study: What should a digital platform provide How should students use it And how can schools make sure technology strengthens learning rather than weakens it
A platform can make resources easier to reach. A student in a small town may watch a lesson by an excellent teacher. A teacher may compare teaching materials from different countries. A school may use AI to find which grammar points students often misunderstand. These are real benefits. However, sharing resources is not the same as learning. A video does not guarantee attention. An AI explanation does not guarantee understanding. A student who only collects materials without using them carefully may become busier but not wiser.
That is why the human part remains important. Teachers need to design tasks, ask follow-up questions and help students reflect on mistakes. Students need to take notes, check sources and explain ideas in their own words. Parents need to understand that a smart device is not a private tutor unless the child uses it with discipline. Digital education works best when it connects people, not when it isolates them behind screens.
The Hangzhou conference also showed that education has become a global conversation. Countries want to use AI, but they also worry about fairness, privacy and quality. If rich schools benefit first and poor schools wait, the digital gap may widen. If student data is not protected, trust may fall. If AI answers are accepted without checking, false information may spread in classrooms. Therefore, the platform is both a chance and a responsibility.
For top middle school students, the deeper lesson is about learning strategy. The future may not reward those who remember the most facts, because facts are easier to find than before. It may reward those who can judge information, connect ideas and ask meaningful questions. In this sense, AI education is not mainly about machines. It is about whether human learners can become more active, fair-minded and independent.
121. What is the main purpose of the global AI education service platform
A. To replace all teachers with AI.
B. To support sharing of quality educational resources.
C. To stop students from learning foreign languages.
D. To make exams disappear from schools.
122. Why does the writer say “sharing resources is not the same as learning”
A. Because students may access materials without understanding them.
B. Because online lessons are always worse than printed books.
C. Because AI cannot explain any grammar points.
D. Because teachers no longer need resources.
123. Which group is NOT mentioned as having a role in digital education
A. Teachers.
B. Students.
C. Parents.
D. Tour guides.
124. What risk may appear if rich schools benefit first
A. Students will stop using notebooks.
B. The digital gap may become wider.
C. Teachers will have too much free time.
D. All schools will become the same.
125. What ability may be more important in the future according to the passage
A. Copying information quickly.
B. Avoiding all digital tools.
C. Judging information and asking meaningful questions.
D. Remembering every answer from AI.
B. AI Literacy: A New Basic Skill
China’s plan to build an AI literacy system across different stages of education shows that AI is no longer treated only as a subject for computer scientists. It is becoming a basic skill for ordinary learners. Just as students learn how to read, calculate and communicate, they may also need to learn how AI systems work, what they can do and where their limits are.
AI literacy does not mean every student must become a programmer. It means students should understand enough to use AI responsibly. For example, they should know that an AI answer may sound confident but still be wrong. They should know that private information should not be entered into unknown tools. They should know that a generated essay is not the same as their own thinking. These ideas are simple, but they are important.
The challenge is that AI changes quickly. A textbook may become outdated faster than before. Schools therefore need to teach stable habits rather than only tool names. Students should learn to ask: What data may this system use Can I verify the result Does this answer show bias Have I added my own reasoning These questions help students stay in control even when tools change.
AI literacy also has a moral side. A student who uses AI to polish a paragraph after drafting has learned something. A student who uses AI to cheat has avoided learning. The difference is not in the tool but in the intention and process. This is why teachers must discuss rules openly instead of simply saying “AI is good” or “AI is bad.”
For Ningbo students preparing for the senior high school entrance exam, AI literacy may even improve English learning. It can help them check pronunciation, compare sentence patterns and practise reading. But the final improvement still depends on effort. A calculator did not remove the need to understand maths; AI will not remove the need to understand language.
126. What does AI literacy mainly mean in the passage
A. Becoming a professional programmer.
B. Using AI with understanding and responsibility.
C. Letting AI finish every school task.
D. Learning only the names of AI tools.
127. Why should schools teach stable habits
A. Because AI tools change quickly.
B. Because textbooks are no longer needed.
C. Because students dislike questions.
D. Because teachers cannot use computers.
128. Which question shows AI literacy
A. How can I copy this answer fastest
B. Can I verify the result
C. Why should I write by myself
D. Which tool gives the longest essay
129. What is the difference between polishing a draft and cheating with AI
A. The price of the tool.
B. The student's intention and process.
C. The size of the screen.
D. The number of words in the answer.
130. What does the calculator comparison suggest
A. Tools can help, but understanding still matters.
B. AI will make language learning unnecessary.
C. Maths and English are exactly the same.
D. Students should stop using all tools.
C. Ningbo and the Green City Question
The Green and Sustainable Development Forum held in Ningbo in late April 2026 offered a useful starting point for students to think about cities. Green development is often discussed in large words: low carbon, biodiversity, clean energy and sustainable growth. Yet for a teenager, the idea becomes clearer when it is connected to daily routes, school buildings, parks and waste sorting.
A group of students in Yinzhou designed a field study after reading about the forum. They did not try to solve every environmental problem. Instead, they chose three small questions. How do students come to school Are classroom lights turned off during lunch Is there enough shade on the road from the bus stop to the school gate These questions looked small, but they led to real observations.
The class found that many students lived close enough to walk or cycle, but some were still driven by car because parents worried about safety. They also found that lights were sometimes left on in empty rooms. The road near the gate had young trees, but they were not yet large enough to provide shade. Based on the findings, the students suggested safer crossings, a light-monitor system and more care for roadside trees.
Their teacher said the project showed the spirit of sustainable development. It was not about blaming others. It was about seeing a problem clearly, collecting evidence and offering possible solutions. The students learned that a city is not improved by slogans alone. It is improved when citizens notice details and take part in change.
This lesson matters for reading current affairs. News about forums can feel formal, but behind every forum are choices that affect real people. If students can move from headline to street, from policy to practice, they will understand society more deeply. A green city is not only a city with new technology; it is also a city where people feel safe enough to make low-carbon choices.
131. What did the students do after reading about the forum
A. They designed a field study.
B. They built a new school gate.
C. They stopped all cars near school.
D. They wrote a report without observation.
132. Why were some students driven by car although they lived nearby
A. They disliked cycling.
B. Parents worried about safety.
C. The school banned walking.
D. There were no roads.
133. Which suggestion came from the students' findings
A. Fewer trees near the gate.
B. A light-monitor system.
C. Longer lunch breaks.
D. More private cars.
134. What does the teacher think sustainable development requires
A. Blaming others for problems.
B. Ignoring small details.
C. Evidence and possible solutions.
D. Waiting for experts only.
135. What is the best title for the passage
A. How to Hold an International Forum
B. From Green Forum to School Street
C. Why Students Should Drive Less
D. A History of Ningbo Parks
D. Space Computing: When Satellites Start Thinking
China’s progress in space-based AI computing suggests a new direction for satellite technology. Traditionally, satellites collected data and sent it to Earth for analysis. This worked, but it could be slow when the amount of data was huge. With AI models running in orbit, part of the analysis can happen before the data reaches the ground.
This change may sound technical, but its value is practical. After a natural disaster, rescue teams need to know which roads are blocked and which bridges are damaged. If satellite images can be processed in space, useful information may arrive faster. In agriculture, remote sensing can help identify crop stress. In astronomy, AI can classify sudden signals and reduce unnecessary data transmission.
However, faster is not always enough. Space computing must also be reliable. A wrong result from a satellite may mislead decision-makers. Data security matters, too, because satellite images may include sensitive information. Energy use is another challenge: computers in space cannot simply plug into a wall. Engineers must design systems that do difficult work with limited power.
There is also a governance question. More satellites and more complex systems increase the need for space traffic management. If countries and companies put too many objects into orbit without coordination, the space environment may become more dangerous. Therefore, space computing is not just a race for stronger machines; it is a test of rules, responsibility and cooperation.
For students, the most important idea is that technology changes the location of thinking. In the past, analysis happened mainly in offices and laboratories. Now, part of it may happen above Earth. But human judgement remains necessary. Satellites may process images, but people must decide how to use the information. The future belongs not to machines alone, but to societies that use machines wisely.
136. What is new about space-based AI computing
A. Satellites can do part of the analysis in orbit.
B. Satellites no longer collect data.
C. All data is written by astronauts.
D. Earth stations have become useless.
137. Which example is used to show the practical value of faster satellite analysis
A. Choosing English books.
B. Finding damaged bridges after disasters.
C. Making school timetables.
D. Watching films in space.
138. Why is energy use a challenge
A. Space computers must work with limited power.
B. Satellites cannot see Earth clearly.
C. AI models dislike sunlight.
D. Engineers do not understand electricity.
139. What may happen without coordination in orbit
A. The space environment may become more dangerous.
B. Satellites will become cheaper at once.
C. Rescue teams will stop using maps.
D. Space images will disappear.
140. What is the writer's main attitude toward space computing
A. It is useful but must be governed responsibly.
B. It is too dangerous to study.
C. It should replace all human judgement.
D. It has no connection with daily life.
E. Europe’s Human-Centred AI Education
In May 2026, European education ministers discussed how AI should be used in schools. Their conclusion was clear: teachers should remain at the centre of learning. This does not mean that Europe wants to keep AI out of classrooms. It means that AI should support human teaching rather than replace it.
The reason is simple. Education is not only the transfer of information. It also includes encouragement, values, classroom relationships and the ability to notice when a student is confused but too shy to ask. A chatbot may explain a grammar rule many times, but it cannot fully understand the emotional life of a class. A teacher can.
AI still has important uses. It can give practice, suggest resources and help teachers see patterns in student mistakes. It can also support students who need extra review. But without guidance, the same tool may lead to copying, shallow thinking or unfair advantages. This is why training teachers is as important as buying software.
The European debate also shows that schools must prepare students to question AI. If a tool gives an answer, students should ask where the answer comes from and whether it fits the task. If a tool writes a paragraph, students should ask whether it expresses their own ideas. These habits are part of modern learning.
For Chinese students, the lesson is familiar. A strong learner uses tools but does not become a tool of the tools. The centre of education is still the human mind: curious, careful and responsible. AI can expand that mind, but only when teachers and students use it with purpose.
141. What was the European conclusion about AI in schools
A. AI should replace teachers.
B. Teachers should remain central.
C. AI should be banned completely.
D. Students should stop using computers.
142. Which part of education can teachers understand better than chatbots
A. The emotional life of a class.
B. The price of software.
C. The speed of the internet.
D. The number of apps on a phone.
143. Why is teacher training important
A. Because software alone cannot guarantee good learning.
B. Because teachers should become programmers.
C. Because students cannot read screens.
D. Because AI has no use in education.
144. What should students ask when AI gives an answer
A. How colourful is it
B. Where does it come from
C. How can I copy it fastest
D. Can I avoid the task
145. Which sentence best summarizes the passage
A. AI is a useful support, but human judgement must lead.
B. Teachers and students should fear all new tools.
C. European schools reject digital learning.
D. Modern learning needs no values.
F. Transparency Rules: The Label Behind the Screen
The European Commission opened consultation on guidelines for AI transparency obligations in May 2026. From August 2026, people in the EU will need to be informed when they are interacting with AI systems or exposed to certain AI-generated or manipulated content. The rule is built on a simple idea: users deserve to know what kind of message they are receiving.
Transparency matters because generated content can look real. A picture may show an event that never happened. A voice may sound like a person who never said those words. A chatbot may give advice without a user realizing it is not a human expert. In each case, a label does not solve the whole problem, but it gives the user an important clue.
Some companies worry that too many rules may slow innovation. This concern is not meaningless. Small companies may find legal duties difficult to follow. But the opposite risk is also serious. If citizens cannot trust digital information, the whole online environment becomes weaker. Innovation needs trust as much as freedom.
For students, transparency is part of digital reading. When they see a surprising video, they should not ask only whether it is exciting. They should ask who made it, whether it was changed and what evidence supports it. This habit is similar to checking sources in a reading test, but the stakes are higher because online misinformation can spread rapidly.
The deeper message is that responsible technology requires responsible users. A transparent label is like a road sign: helpful, but not enough if drivers refuse to pay attention. Students who learn to read such signs will be better prepared for a world where seeing is no longer always believing.
146. What will EU users need to know from August 2026
A. When they interact with certain AI systems or generated content.
B. The home address of every programmer.
C. The exact cost of every AI model.
D. Whether all online pictures are illegal.
147. Why does generated content create risk
A. It can look or sound real even when it is false.
B. It is always boring.
C. It cannot be shared online.
D. It is easy to print.
148. What concern do some companies have
A. Rules may slow innovation.
B. Users may read too carefully.
C. Labels may make screens brighter.
D. AI will stop producing text.
149. What reading habit does the writer recommend
A. Trust exciting videos first.
B. Ask who made the content and what evidence supports it.
C. Share surprising content quickly.
D. Avoid all online information.
150. What does the road sign comparison mean
A. Labels help, but users must still pay attention.
B. AI rules are only about traffic.
C. Technology cannot guide people at all.
D. Students should study driving before AI.
G. Europe’s April Climate Lesson
Copernicus reported that April 2026 was one of the warmest Aprils globally. The report also showed that Europe did not experience the month in one simple way. Some regions were drier than average, while others were wetter. This is why climate reading requires more than remembering a headline.
A global temperature record tells us something important, but it does not tell us everything. A farmer in a dry region cares about soil moisture. A city near a river may care more about flood risk. A family planning a holiday cares about heat, rain and transport safety. The same climate report can therefore mean different things to different people.
The European case is useful for students because it trains them to read data carefully. When they see a number, they should ask what period it covers, what it is compared with and which region it describes. Without these questions, a reader may misunderstand the meaning of an average. For example, saying “Europe was dry” would be too simple if parts of Europe were wetter than usual.
Climate reports also remind people that data and action are connected. If a city knows dry weather may continue, it can manage water earlier. If a region expects heavy rainfall, it can prepare drainage systems and public warnings. Information is useful only when it leads to better decisions.
For Ningbo students, Europe’s climate news may seem far away, but the reading method is close. Ningbo also faces heat, heavy rain and typhoon risks. Learning to read climate information is part of learning to live with uncertainty. A careful reader becomes a better citizen.
151. Why does climate reading require more than a headline
A. Because regions may experience different conditions.
B. Because headlines are always written in Chinese.
C. Because temperature is not measured anymore.
D. Because climate reports have no numbers.
152. Which person may care most about soil moisture
A. A farmer.
B. A singer.
C. A bus driver only.
D. A film actor.
153. What should students ask when seeing a climate number
A. What period and region it covers.
B. Which colour the chart uses.
C. How many people liked it online.
D. Whether it is easy to memorize.
154. Why is information useful according to the passage
A. It leads to better decisions.
B. It replaces public action.
C. It makes climate risks disappear.
D. It stops all rainfall.
155. What is the passage mainly about
A. How to travel in Europe.
B. How to read climate reports carefully.
C. Why April is always hot.
D. Why Ningbo has no climate risks.
H. EU-Japan Digital Cooperation: Why Partnerships Matter
In May 2026, the EU and Japan agreed on new steps to deepen cooperation in AI, data, quantum technologies, chips and digital infrastructure. Such news may sound like a meeting between officials, but it reflects a wider truth: modern technology is too complex for one country or company to handle alone.
AI needs chips, data, energy, rules and skilled people. Quantum research needs laboratories and long-term investment. Digital infrastructure needs security and trust. If one part is weak, the whole system may be weak. That is why partnerships matter. They allow countries to share strengths, reduce risks and set common standards.
Cooperation does not mean there is no competition. Europe and Japan both want stronger technology industries. They also want to avoid depending too much on others for key technologies. But competition can exist together with cooperation when partners agree on rules and shared goals. In fact, common standards may make markets safer and more open.
For students, this is similar to group work. A strong group does not mean everyone does the same thing. One student may collect information, another may design slides and another may present. The group works well when members trust each other and understand the goal. International technology cooperation works in a similar way, only with much higher stakes.
The story is also a reminder that future jobs may require cross-cultural skills. Engineers will need to explain ideas across borders. Lawyers will need to understand technology. Language learners will need to read global news. A student who can connect English, science and social issues will have an advantage in such a world.
156. What did the EU and Japan agree to deepen cooperation on
A. AI, data, quantum technologies and chips.
B. Only school sports.
C. Traditional cooking only.
D. Local tourism.
157. Why do partnerships matter in modern technology
A. Technology systems are complex and need many strengths.
B. Countries no longer compete.
C. One company can solve every problem.
D. Digital infrastructure needs no trust.
158. What does the group work comparison show
A. Cooperation works when members share goals and roles.
B. Students should avoid all teamwork.
C. Every member must do exactly the same job.
D. Presentations are more important than research.
159. Which future skill is suggested in the last paragraph
A. Cross-cultural communication.
B. Memorizing phone brands.
C. Avoiding science news.
D. Reading only local stories.
160. What is the best title for the passage
A. Why Digital Partnerships Matter
B. How to Buy Better Chips
C. A Japanese School Trip
D. The End of Technology Competition
I. Artemis II: A Test Before a Landing
NASA launched Artemis II on April 1, 2026, sending four astronauts around the Moon in the Orion spacecraft. It was the first crewed journey to lunar space in more than fifty years. Many people naturally asked one question: Why did the astronauts not land on the Moon
The answer is that Artemis II was a test mission. Before a landing, NASA needed to check whether the spacecraft could support humans safely in deep space. Life-support systems, communication links, navigation, engine burns and crew procedures all had to work together. A lunar landing adds more risk, so NASA chose to test the foundation first.
This step-by-step approach may disappoint people who want dramatic results, but it is how difficult engineering often works. A bridge is tested before it carries heavy traffic. A medicine is tested before it is widely used. A spacecraft is tested before it attempts a landing. Testing does not show a lack of courage; it shows respect for risk.
The mission also depended on many teams that the public rarely munication networks kept the spacecraft connected. Space weather forecasters watched the Sun for dangerous activity. Recovery teams prepared for the spacecraft’s return to Earth. The astronauts were the face of the mission, but the mission itself was a system.
For students, Artemis II is a strong example of scientific thinking. It teaches that progress is not always a straight line from dream to success. Sometimes the most important achievement is proving that the next step can be taken safely. In learning, as in spaceflight, careful tests build real confidence.
161. Why did Artemis II not land on the Moon
A. It was designed as a test mission.
B. The astronauts forgot the plan.
C. NASA had no communication networks.
D. The Moon was too bright.
162. Which system is NOT mentioned as needing testing
A. Life support.
B. Navigation.
C. Engine burns.
D. School lunch service.
163. What does the bridge comparison suggest
A. Testing before use is necessary for safety.
B. Spacecraft are made of bridges.
C. Heavy traffic is more dangerous than space.
D. Engineers dislike dramatic results.
164. Who watched the Sun for dangerous activity
A. Space weather forecasters.
B. School teachers.
C. Tourists.
D. Medicine makers.
165. What is the main lesson for students
A. Careful testing builds real confidence.
B. Dreams should replace planning.
C. Science is only about dramatic moments.
D. Astronauts work alone.
J. NASA’s Next-Generation Space Processor
In May 2026, NASA reported progress in testing a next-generation space processor. A processor is like the brain of a spacecraft’s computer system. It helps a spacecraft handle data, make decisions and manage tasks. In space, however, a processor must survive conditions that ordinary computers never face.
Space hardware must deal with radiation, extreme temperatures and long periods without repair. A laptop on Earth can be replaced when it fails. A processor on a spacecraft millions of kilometres away must keep working. That is why testing is slow and strict. Engineers do not only ask whether a chip is powerful. They ask whether it can remain reliable under stress.
A stronger space processor could support future missions in several ways. It may help spacecraft process images faster, control instruments more efficiently or respond to problems with less delay. This is especially important when spacecraft travel far from Earth, because signals take time to move between the spacecraft and ground teams.
The news also connects with a broader trend: space missions are becoming more data-heavy. Cameras, sensors and scientific instruments collect huge amounts of information. Sending all raw data back to Earth may not always be practical. If spacecraft can process more data on board, scientists may receive the most useful information sooner.
For students, the story shows that exploration depends on invisible technologies. A rocket launch is exciting, but the quiet work of testing a processor may be just as important. Big discoveries often require small parts to work perfectly. This is a useful lesson for study as well: the basics may be invisible, but they support everything above them.
166. What is a processor compared to in the passage
A. The brain of a spacecraft's computer system.
B. The wing of an airplane.
C. A camera lens.
D. A radio station on Earth.
167. Why must space processors be tested strictly
A. They face radiation and cannot be easily repaired.
B. They are used only for games.
C. They work only in warm classrooms.
D. They need to be colourful.
168. How could a stronger processor help future missions
A. By processing images faster and reducing delays.
B. By replacing all astronauts.
C. By making rockets unnecessary.
D. By stopping scientists from collecting data.
169. Why is onboard processing useful
A. Sending all raw data back may not be practical.
B. Ground teams dislike useful information.
C. Spacecraft cannot collect images.
D. Data becomes lighter in space.
170. What lesson does the writer connect to study
A. Basics support everything above them.
B. Only exciting moments matter.
C. Invisible work has no value.
D. Students should skip small details.
K. Reading NOAA’s April 2026 Climate Report
NOAA’s April 2026 climate analysis showed that parts of the United States experienced unusual warmth, with the Ohio Valley recording its warmest April in regional records. Such information may look like a list of weather facts, but it is also a lesson in how scientists describe change.
A climate report differs from a daily weather report. Weather tells people what is happening now or what may happen tomorrow. Climate describes patterns over longer periods. When a region has its warmest April on record, scientists are not saying every day was hot or every town felt the same. They are saying that, on average, the month stood out when compared with historical data.
This distinction is important. A person may say, “It rained yesterday, so warming cannot be real.” That sentence confuses weather with climate. Short-term events still happen inside long-term trends. A warm month can include cool days. A warming climate can still include snowstorms. Careful readers must hold both ideas at the same time.
Climate reports also connect numbers with real-world effects. A warmer April may influence plant growth, energy use, river levels or allergy seasons. Heavy rainfall in another area may bring flooding risks. The report is not only about records; it helps communities prepare.
For exam preparation, this kind of passage trains students to read precisely. They must notice words like “average,” “region,” “record” and “compared with.” These words decide what a sentence really means. A strong reader does not overstate the data, but also does not ignore it.
171. Which region had its warmest April on record according to the passage
A. The Ohio Valley.
B. The Sahara.
C. Eastern China.
D. Northern Europe.
172. What is the difference between weather and climate
A. Weather is short-term; climate describes longer patterns.
B. Weather is always warmer than climate.
C. Climate changes every hour.
D. Weather reports use no data.
173. Why is “It rained yesterday, so warming cannot be real” a weak argument
A. It confuses weather with climate.
B. It uses too many numbers.
C. It describes a whole century.
D. It supports historical data.
174. Which effect of a warmer April is mentioned
A. Plant growth may be influenced.
B. All rivers will disappear.
C. Schools must close forever.
D. People stop using energy.
175. What reading skill does the passage emphasize
A. Noticing precise words that shape meaning.
B. Ignoring averages.
C. Reading only titles.
D. Memorizing every town name.
L. AI Weather Models and the Trust Problem
Recent discussions in the United States have focused on the role of AI in weather and climate prediction. Some research shows that AI can find hidden patterns behind winter precipitation. At the same time, experts warn that forecasts may become less reliable if the data systems behind them are weakened. These two points may seem opposite, but they belong together.
AI needs data in the same way a student needs examples. If the examples are rich and accurate, learning can improve. If the examples are missing or biased, the result may be poor. A weather model trained on weak data may still look impressive, but its predictions may fail when people need them most.
Traditional weather models are based on physical equations. AI models often learn from large datasets. Each approach has strengths. Physical models show why air and water move. AI models may find patterns quickly across huge records. Many experts believe the best forecasts will combine both approaches rather than choose one blindly.
Trust is the key issue. A forecast affects flight routes, school decisions, farming and storm preparation. People need to know not only what the forecast says, but also how confident scientists are. A forecast that admits uncertainty may be more useful than a confident answer that hides its limits.
For students, the lesson is broader than weather. In an AI age, smart tools are powerful, but their power depends on the quality of information and the honesty of explanation. Whether reading a forecast, a news article or an AI answer, a careful person asks: What data supports this What may be missing How certain is the conclusion These questions are the foundation of modern critical thinking.
176. Why do AI weather models need good data
A. Data works like examples for learning.
B. Data makes weather disappear.
C. AI models do not use information.
D. Forecasts are only for entertainment.
177. What may happen if a model is trained on weak data
A. Its predictions may fail when needed.
B. It will always become more accurate.
C. It will stop producing forecasts.
D. It will replace all scientists safely.
178. What is one strength of traditional physical models
A. They show why air and water move.
B. They require no science.
C. They only read social media.
D. They cannot describe storms.
179. Why may a forecast admitting uncertainty be useful
A. It helps people understand the limits of the prediction.
B. It proves scientists know nothing.
C. It makes storms weaker.
D. It removes the need to prepare.
180. What is the broader lesson of the passage
A. Critical questions are necessary when using AI-supported information.
B. AI should be trusted without checking.
C. Weather reports are unrelated to daily life.
D. Students should avoid scientific news.
参考答案
一、完形填空
A：A B A A B A A B A A A B A B A
B：A B C A C A A B A A C A B A A
C：A B C A A B A A B B A D A B C
D：D A B B A B B A C A A A A A A
E：A A B C A A A A A C A B A B B
F：A A B C A C A A A B B A A A A
G：A B C A A B B A B A B C B A A
H：B A A A A D A B A B A A B A A
二、阅读理解
A：121-125 B A D B C
B：126-130 B A B B A
C：131-135 A B B C B
D：136-140 A B A A A
E：141-145 B A A B A
F：146-150 A A A B A
G：151-155 A A A A B
H：156-160 A A A A A
I：161-165 A D A A A
J：166-170 A A A A A
K：171-175 A A A A A
L：176-180 A A A A A

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