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2026届山西晋中市榆次区第二中学高三考前模拟预测
英语试题
满分：150分 考试时长：120分钟
第一部分 阅读理解（共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。
A
How to Run Longer
About the Program
Looking to get more miles No matter what “running longer” means for you, we bet it’s a goal you think about often — and with our latest program, it’s finally within reach.
In How to Run Longer, we’ll break down everything you need to know about tackling your longest distance yet, from building a necessary base to mastering the important long run. We’ll also help you determine your on-the-run fueling needs, ensure adequate recovery in between workouts, and maintain motivation all throughout the journey. Finally, our program will guide you through your goal race distance with mental strategies and pacing techniques to get you to the finish line feeling strong.
Who Is This Program For
How to Run Longer is for any athlete looking to overcome a new distance barrier or time goal.
How This Program Will Help You Go Longer
●Embrace the Long Run: A cornerstone of any distance training plan, we’ll help work up to your peak long run according to your goal race distance.
●Redefine Your Limits: Running longer isn’t just about hitting specific distance targets. It’s about building confidence as an athlete so you know how to push through discomfort and keep going.
●Beat Boredom: Manage the mental side of long-distance training so you’re able to stay motivated and avoid burnout during a boring workout.
●Prevent Injuries: Sidestep injury as you increase your mileage by learning how to fit strength training into your running routine.
●Master Fueling: Mid-run nutrition is a must for any workout lasting longer than 60 minutes. Maintain the energy you need to keep going by making a fueling strategy for before, during, and after your runs.
RW+ Training Plans
The plans last from 6 to 20 weeks, and vary depending on your goals. Runner’s World+ members get access to these training plans (along with our guided strength workouts… plus other great membership benefits!).1. What is the primary goal of the program
A．To teach running form. B．To offer nutrition plans.
C．To help runners go farther. D．To improve running speed.
2. How does the program help runners avoid injuries
A．By suggesting more rest days. B．By offering medical checkups.
C．By including strength training. D．By reducing running frequency.
3. What is the text probably
A．A news report. B．A personal diary. C．A scientific study. D．An advertisement.
B
From classrooms to concert halls, from stone streets to the cinema screen, the spirit of China’s Spring Festival is increasingly finding a place in everyday life in Malta through this year’s “Happy Chinese New Year” program.
The festivities began on the morning of Feb 6 local time, when the China Xizang autonomous region Art Troupe visited San Miguel Special School. Lively dances, the bright sound of the suona, a traditional Chinese wind instrument, and colorful ethnic costumes brought a festive atmosphere to the campus.
“The children are smiling even more than usual today,” said headmaster Mark Agius, noting that beyond the performance itself, it was the artists’ warm interaction that left a lasting impression. By inviting students onto the stage and dancing hand in hand, the performers helped them feel respected, understood and included, he said.
The celebration continued that evening at the Sir Temi Zammit Hall of the University of Malta, where a “Happy Chinese New Year” performance and Spring Festival reception hosted by the Chinese Embassy in Malta drew more than 400 guests from various sectors, along with representatives of Chinese-funded institutions and members of the local Chinese community. The program featured dynamic folk dances, traditional music and costume displays that highlighted the cultural heritage of China’s plateau (高原) regions. Applause filled the hall as energetic rhythms mixed with more lyrical (抒情的) pieces, offering the audience a vivid look of diverse artistic traditions.
Students in attendance said they were impressed by both the vitality of the music and the interactive elements. “It’s full of energy and rhythm, and people can join in,” one student said after the show.
In his remarks, Chinese Ambassador to Malta Zhang Zuo said cultural and people-to-people exchanges have provided sustained momentum for two-sided relations since the establishment of diplomatic ties. He said both sides are willing to further deepen cooperation and enhance mutual understanding through exchanges among civilizations.4. What was the highlight of the school visit for the headmaster
A．The artists’ interaction with students. B．The traditional Chinese costumes.
C．The bright sound of the suona. D．The students’ usual smiles.
5. Why were the university audience members impressed
A．Because of the large guest list.
B．Because of the ambassador’s speech.
C．Because of the plateau region’s heritage.
D．Because of the music’s energy and participation.
6. What can be inferred about the purpose of the events
A．To establish formal diplomatic ties with Malta.
B．To promote tourism to China’s plateau regions.
C．To build cultural bridges and mutual understanding.
D．To compare Chinese and European artistic traditions.
7. Which is the best title for the passage
A．Chinese Artists Show Plateau Culture
B．Spring Festival Gains a Foothold in Malta
C．Malta Students Meet Chinese Ambassador
D．Cultural Exchange Programs Face Challenges
C
Artificial intelligence is now routinely used to combine and interpret different kinds of information. Yet one major obstacle remains. Developers must decide which algorithm (算法) is best suited for a specific task, and that choice is often complicated and time consuming in the fast growing field of multi-modal (多模态) AI.
Physicists at Emory University have proposed a clearer, more systematic approach. “We found that many of today’s most successful AI methods boil down to a single, simple idea — shorten multiple kinds of data just enough to keep the pieces that truly predict what you need,” says Nemenman, senior author of the study.
“People have created hundreds of different loss functions for multi-modal AI systems and some may be better than others, depending on the situation,” Nemenman says. “We wondered if there was a simpler way than starting from nothing each time you face a problem in multi-modal AI.”
To address that question, the team created a general mathematical structure for building problem-specific loss functions. Their method focuses on deciding what information should be preserved and what can be removed. Using the framework, AI developers can propose new algorithms, predict which ones are likely to succeed, estimate how much training data they will need, and anticipate possible failure points. “Just as important,” Nemenman says, “it may let us design new AI methods that are more accurate, efficient and trustworthy.”
Their breakthrough came when they identified a single principle describing the balance between simplifying data and reconstructing it. The idea captured the trade-off at the heart of many AI methods.
To evaluate their approach, the team applied the framework to dozens of existing AI methods. “By helping guide the best AI approach, the framework helps avoid encoding features that are not important,” Nemenman says. “The less data required for a system, the less computational power required to run it, making it less environmentally harmful. That may also open the door to frontier experiments for problems that we cannot solve now because there is not enough existing data.”8. What is the key idea of the new approach
A．Using loss functions. B．Keeping the essential data.
C．Designing various algorithms. D．Combining different data types.
9. What can AI developers expect from the new framework
A．Computational costs. B．Environmental impact.
C．Algorithm success rates. D．Data collection methods.
10. What does the word “trade-off” in Paragraph 5 probably mean
A．Balance. B．Conflict. C．Exchange. D．Adjustment.
11. What is Nemenman’s attitude towards the new framework
A．Positive. B．Negative. C．Neutral. D．Doubtful.
D
Scientists recently have developed a theoretical model examining whether disturbances in the ionosphere (电离层) could apply electrostatic (静电) forces deep within the Earth’s outer layer. Under certain conditions, these forces might contribute to the start of large earthquakes.
The research is not designed to predict earthquakes. Instead, it outlines a possible physical mechanism showing how shifts in ionospheric charge levels caused by intense solar activity such as solar flares — might interact with already weakened areas of the outer layer and influence how cracks develop.
In this model, cracked regions of the outer layer are thought to contain water at extremely high temperatures and pressures, possibly in a supercritical (超临界的) state. Electrically, these cracked zones may act like capacitors (电容器). They are coupled (连接) both to the Earth’s surface and to the lower ionosphere, creating a vast electrostatic system that links the ground to the upper atmosphere.
When solar activity rises quickly, the number of electrons (电子) in the ionosphere can rise significantly. This can produce a negatively charged layer in the lower ionosphere. Through electrical coupling, that charge may generate intense electric fields inside tiny spaces within cracked rock. The resulting static electric pressure could approach levels similar to tidal or gravitational stresses that are already known to influence crack line stability. According to the team’s calculations, ionospheric disturbances tied to major solar flares might create static electric pressures of several units of pressure within these tiny spaces.
Unusual ionospheric behavior has often been detected before powerful earthquakes. Traditionally, scientists have interpreted it as effects caused by stress building up inside the outer layer. This new framework offers an additional perspective. It suggests a two-way interaction in which processes inside the Earth can influence the ionosphere, while ionospheric disturbances may also send feedback forces back down into the outer layer. The model connects space weather and earthquake activity without claiming that solar activity directly causes earthquakes.
The findings indicate that tracking ionospheric conditions alongside underground measurements could improve understanding of how earthquakes begin and how earthquake risk is assessed. Future work will determine when and how ionospheric disturbances might exert meaningful static electric effects on the Earth’s outer layer.12. What is the main purpose of the research
A．To predict earthquake timing.
B．To show solar flares cause earthquakes.
C．To measure electrostatic forces in Earth’s out layer.
D．To describe a link between ionospheric shifts and earthquakes.
13. How do electric fields form in cracked rock according to the model
A．Solar flares are the only source of such fields.
B．Solar activity directly creates them in all cracks.
C．They occur regardless of ionospheric conditions.
D．They arise from coupling of ionospheric charge and cracked zones.
14. What did the traditional view of pre-earthquake ionospheric changes miss
A．They might cause earthquakes.
B．They were based on the new model.
C．The ionosphere could also affect the surface.
D．The two-way interaction was fully explained.
15. How does the author present the argument
A．By listing experimental data.
B．By tracing the research history.
C．By quoting experts on earthquake prediction.
D．By proposing a new idea and making comparisons.
第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
In middle and high school, group work can quickly go off the rails. Discussions meant to deepen understanding drift off-topic or become controlled by a few voices. Instead of spreading the thinking across the group, one or two students end up doing most of the work. 16
But research shows these challenges aren’t necessarily related to student motivation. 17 Adolescents are developmentally ready to do more demanding group work. Research suggests teens are naturally willing to analyze materials, deal with complex questions, and explore messy ideas with partners.
18 This will help them contribute to a shared visual product. These “art-meets-content” tasks help students build shared understanding while gathering evidence, modeling processes, or representing key ideas visually. The finished products can also serve as visual anchors (锚点) for gallery walks, reviews, or formative assessment.
The jigsaw method creates shared responsibility for learning by making each student an expert on one piece of the material — reducing dominant voices in group work and ensuring all kids are engaged. 19 And each person receives a separate part of a lesson plan. Content could be taken from a textbook chapter, a handout, or an online resource, and should be divided into the same number of parts as there are students.
To give every student a voice in group work — especially those who hesitate to speak up — we can let students hold written conversations using sticky notes on poster paper. Instead of talking, students silently add ideas, questions, and evidence to a shared topic, forcing them to slow down their thinking and ensuring everyone participates. 20 We can assign colors to different types of responses using colored pens or different colored sticky notes. In other classrooms, different colors could represent claims, evidence, or clarifying questions. The goal is to create conditions for students to read carefully and respond to each other’s ideas with clear, traceable contributions.
A．Meanwhile, the others hang back.
B．Color helps structure the discussion, too.
C．It’s often the result of how group work is designed.
D．Instead, students study their own part independently.
E．In a typical jigsaw, students are divided into small groups.
F．We can assign each student a clear role to focus and equalize group work.
G．In the jigsaw system, each student receives one small part of a bigger lesson.
第二部分 语言知识运用（共两节，满分45分）
第一节 完形填空（共15小题；每小题1分，满分15分）
阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。
Life is like a journey through a dangerous mountain pass, such as the ones I travelled the Himalayas last year. The vast 21 ground calls from afar, yet the thought of overcoming its upcoming challenges 22 as you draw near.
Your first thought is to admire the brilliant glacier peaks, a youthful 23 we all share. But once the journey begins, the mountains’ loneliness 24 in, and you want a companion to ask, “So, how do you find it ”
We keep on, either 25 for small talk or waiting for the other to start. When the sun shines bright, you turn to your new companion: “This is fantastic, isn’t it I’m X, from Bangalore.” “Hi, I’m Y, from Imphal.” You offer an extra hat; she 26 , eyes shining with joy.
27 fades, replaced by dialogues and laughter. You race, 28 each other, and find warmth in mutual support. Together, you cross glacial streams and flying rocks, watching the valleys 29 colors as the sun leans.
“Did we cross that 30 glacier ” Y asks. “We have miles to go,” you say poetically, ignoring the downhill truth. Denial 31 your senses until a health scare shocks you. 32 , signs of decline appear.
“Dad, why haven’t you 33 the speaker ” my son asks from Germany. Once eager to build gadgets, I now fear wires and tiny print. “Stop using 34 as an excuse.” he urges. “You hiked the Himalayas!”
I sigh, recalling that mountain journey. As spring comes, the mountains call again. After all, life isn’t all downhill — so long as I still have an extra hat to 35 .
21. A．polluted B．rough C．restored D．dusty
22. A．confuses B．clicks C．stirs D．peaks
23. A．experience B．memory C．freedom D．urge
24. A．comes B．rushes C．sinks D．cuts
25. A．struggling B．accounting C．excusing D．providing
26. A．continues B．accepts C．rewards D．agrees
27. A．Embarrassment B．Silence C．MisunderstandingD．Loneliness
28. A．help B．call C．kid D．chat
29. A．shift B．feature C．hold D．wear
30. A．smooth B．initial C．frozen D．newly-formed
31. A．focuses B．eyes C．trains D．clouds
32. A．Obviously B．Naturally C．Suddenly D．Frequently
33. A．set up B．turn on C．check out D．put away
34. A．skill B．cost C．chance D．age
35. A．exchange B．keep C．share D．display
第二节 语法填空（共10小题；每小题1.5分，满分15分）
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
For centuries, the beauty of lanterns has been appreciated by Chinese people. Like a beacon (灯塔) lighting up the way home, 36 is a custom to admire the charm of lanterns during Lantern Festival and Mid-Autumn Festival, two festivals that celebrate reunion.
When we mention Chinese lanterns, it would not be complete 37 referring to Zigong, a city in Southwest China’s Sichuan Province, often 38 (recognize) as the City of Lanterns. The custom of enjoying lanterns on festivals began in Zigong as early as the Tang Dynasty. Most Chinese lanterns 39 (make) with wire structures and fabric 40 (cover). To add to its beauty, Zigong craftsmen also use varieties of materials, such as silkpaper, bamboo, straw, and even porcelain.
Lantern production is now a 41 (drive) force for the local economy, as most of large-scale lanterns used in festive shows are produced in Zigong. The annual Zigong Lantern Show is also a major draw for the city’s tourism. Visitors pour to Zigong 42 (enjoy) lanterns, as well as many other recreational activities. The skilful hands of Zigong craftsmen have also taken this 43 (nation) intangible heritage abroad, staging impressive performances of color and delight at lantern shows in more than 70 countries and regions worldwide. Zigong lanterns are now a name card for their hometown, 44 (equal) their motherland.
For the Chinese, lanterns have not only lit up the night but also the hearts 45 long for home.
第三部分 写作（共两节，满分35分）
第一节 应用文写作（满分15分）
46. 假定你是李华，你校英文报正在举办以“Sports Light Up Growth”为主题的征文活动。请你结合校园体育赛事的亲身经历，写一篇短文投稿，内容包括：
1. 你参与的体育赛事基本情况；
2. 赛事中触动你的温暖瞬间；
3. 你的成长感悟。
注意：1. 写作词数应为80左右；
2. 请按如下格式在答题卡的相应位置作答。
Sports Light Up Growth
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二节 读后续写（满分20分）
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
One heavy snow morning, sitting in the living room, Betty looked out of the window, feeling bored. She had promised to go out with her best friend, Lily. They had dreamed for a whole day of building a tall snowman with a carrot nose and an old hat, and of laughing as they threw soft white snowballs at each other. Now it was the very time!
Suddenly, Betty heard a knock at the door. She opened it, seeing an old woman standing there. The woman’s coat was thin, with her gray hair covered with snow, and her hands shook as if the wind might break them. At the sight of the stranger, so weak against the storm, a sense of sympathy rose in Betty’s heart. “Please, come in,” Betty said. As Betty helped the trembling woman inside, a flash of unease mixed with her compassion. She led the stranger to the couch and wrapped her own blanket around the woman’s shoulders. Then Betty hurried to the kitchen, returning with a steaming glass of tea sweetened with honey. The old woman cupped the glass, breathed in the rising steam, and managed a small smile. “I’m Mary. I went out to purchase bread,” she whispered, “but the snow was so heavy that it turned me around. I can’t remember the way back home.” Betty listened carefully, nodding.
Yet, the echo (回声) of Lily’s excited voice, when they were planning their snow adventures that morning, pulled sharply at her heart — Betty had promised. Lily, disappointed by the canceled outing, was likely staying at home, waiting for Betty’s call to share or perhaps initiate an outdoor plan. Betty pictured Lily’s bright face clouding again and felt a heavy sink. The trembling woman needed help now, but the unspoken promise to her friend pressed like a knot (结) inside. Doing the right thing for a stranger meant risking Lily’s trust, and what should she do
Paragraph 1:
Suddenly, a clever idea struck Betty.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Gratefully, Mary’s daughter greeted Betty and Lily at the door. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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