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福建省福州外国语学校2026届模拟预测英语试题
第二部分 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
Get ready for the 2026 Graceful Envelope Contest — this year’s theme is Courage and Creativity. Please note that your submission includes two parts: the entry envelope and the carrier envelope.
Requirements for the Carrier Envelope: We ask that all contest entry envelopes (≤7×9 inches, with original artwork and calligraphy) be placed inside a plain carrier envelope (any size, no external art) that is clearly marked on the front with the contest address (see below) and with correct postage (邮资).
Stamps: The 2026 contest will continue to require at least one stamp on the contest entry envelope (preferably one that integrates with the design), but it need not have the full correct postage. For student entries mailed together by a teacher, postage on the contest entry envelope is not required. However, integration of at least one stamp into the design does strengthen a submission.
Information:
Write your name, address, email, contest division (Adult, Grades 9-12, Grades 5-8) and Instagram account (if you wish, for winner publicity) on the back of the Entry Envelope. Incomplete information will cause disqualification.
Submission & Evaluation
Deadline: All carrier envelopes must be submitted by May 31 or they will be disqualified.
Address: The Graceful Envelope Contest, P.O.Box 3688, Merrifield, VA 22116.
Judging Criteria: Entries are judged only on the FRONT based on the contest theme, calligraphy, design, and stamp use.
Prizes: Winners receive certificates and online publication.
A Judge’s Perspective
My advice to entrants is to think outside the box regarding the theme — reject the most obvious ideas! Really let yourself go in thinking of different approaches to the subject. I see each entry envelope as a natural integration of three parts: solid lettering; creative design or illustration; and stamps relating to the theme.
1. What can a carrier envelope be like
A．B．C．D．
2. What will definitely disqualify a student from the contest
A．Mailing the entry on May 30.
B．Leaving out the participant division.
C．Lacking the Instagram account.
D．Turning in an unstamped entry envelope.
3. What does the judge suggest the participants do
A．Integrate natural elements.
B．Adopt traditional ways.
C．Highlight innovative thinking.
D．Explore diverse subjects.
B
I am a multisport athlete and seasoned coach. When I was growing up, school wasn’t really my thing, but sport very much was. Athletics connected me to my school community by giving me a sense of belonging and success even when I struggled in the classroom. When I entered education, I knew I wanted to be more than a coach on the field and court — I wanted to help students like me make meaningful connections to school through sports.
I designed a program around the concepts of comfort and stretch zones. On day one, I set up a range of equipment for different sports across a field. In groups, students discussed sports that they felt comfortable and safe playing. They then took turns selecting their comfort sport on the field, doing a brief share, and playing with their group. Afterward, we had a class discussion on the importance of doing things that bring joy and passion, and how sharing that passion with others motivates us and the people around us.
On day two, with the same field design and sporting equipment, I introduced the idea of stretch zones. Students formed the same groups as on day one and discussed which sports were out of their comfort zone and more challenging to them. Some of my students were shy and others slightly frustrated (沮丧) as they struggled to perform the skills in sports in which they were not comfortable. Then we discussed, as a class, how even when something is challenging, if we recognize the difficulty and intentionally practice, we give ourselves the opportunity to overcome it over time.
The program required more than just adjusting my curriculum (课程) — it also meant some changes to the way I taught. I found myself opening up to my students and sharing my own hardships and successes with them. As a result, my students felt freer to be their real selves.
4. What did the author think of sport when he was a student
A．It appealed mainly to seniors.
B．It led to a decline in his grades.
C．It helped him get attached to school.
D．It made him struggle in the classroom.
5. Why did the author design the program
A．To test some sports equipment.
B．To prepare students for a meet.
C．To push students to observe rules.
D．To bond students and the school.
6. What was a problem facing the author on the second day of the program
A．Some students feared challenges.
B．It was difficult to group students.
C．Students wanted material rewards.
D．The sports field became crowded.
7. What can we infer about the author
A．He loves telling jokes.
B．He is a creative teacher.
C．He used to be very shy.
D．He is fond of safe sports.
C
Marine plastic pollution has long emerged as a severe global crisis, posing a serious threat to ocean ecosystems and the survival of marine life worldwide. For years, researchers have attempted various approaches to address this issue, but most traditional strategies have shown obvious limitations, failing to provide an effective solution. In contrast to these conventional methods, a research team at MIT has recently developed a novel chemical recycling technology, offering a groundbreaking alternative to this long-standing problem.
Unlike conventional mechanical recycling, which typically only processes clean plastic and results in degraded products, this new chemical approach offers a distinct advantage. It can effectively break down even polluted plastic waste recovered from the ocean into its fundamental chemical components, ensuring a much higher quality of recycling.
The technology operates on a straightforward yet efficient principle. It employs a low-temperature catalyst (催化剂) to dissolve common plastic waste — including bottles, fishing nets, and food packaging-into pure ethylene glycol (乙二醇), a crucial material for manufacturing new plastics, textiles, and even fuel. In field trials off the California coast, the system achieved an impressive 95% processing rate of collected ocean plastic with minimal waste, far surpassing the 60% average of mechanical recycling. Additionally, it consumes 30% less energy, thereby significantly reducing carbon emissions associated with plastic production.
Dr. Maya Patel, the project’s lead scientist, emphasized the technology’s transformative potential. “Mechanical recycling is merely a temporary solution,” she stated. “This chemical method transforms plastic waste into a valuable resource, closing the cycle on plastic production and easing the demand for new plastic gained from fossil fuels.”
The technology is currently undergoing practical evaluation by a global environmental organization, with plans to establish mobile recycling stations in coastal regions by 2026. While the initial installation costs are considerable, the researchers note that the economic value of the recycled materials will make it financially feasible for small coastal communities to adopt within three years.
8. How does the author introduce the topic in Paragraph 1
A．By giving an example.
B．By giving a definition.
C．By making a comparison.
D．By describing a scene.
9. What is the advantage of the MIT technology
A．It solves marine plastic pollution.
B．It achieves zero carbon emissions.
C．It uses a high-temperature catalyst.
D．It processes dirty ocean plastic waste.
10. What is Dr. Maya Patel’s attitude towards the MIT technology
A．Optimistic.
B．Dismissive.
C．Objective.
D．Unconcerned.
11. What does the last paragraph mainly talk about
A．The costs of recycling stations.
B．The reaction of coastal communities.
C．The prospect of the new technology.
D．The evaluation of a global organization.
D
A recent study led by Stanford University researchers has revealed a striking finding: online images are far more powerful than text in strengthening gender stereotypes (刻板印象),with long-lasting effects on people’s opinions. Published in the journal Social Psychological and Personality Science in November 2024, the research examined how search engines and social media platforms increase gender-biased (性别偏见的) views through visual content.
The team designed a series of experiments involving over 1,200 participants. In one key test, half the group searched for “doctor” or “nurse” on a popular search engine and viewed mainly image results, while the other half read only text articles about these professions. Those who saw images showed a 37% stronger association between “doctor” and “male” and “nurse” and “female” compared to the text-only group. Even more worryingly, the biased perceptions persisted for at least one week after the experiment, whereas the text group’s stereotypes faded within 48 hours.
The researchers explained that algorithms (算法) create a self-reinforcing cycle that worsens the problem. When users click on gender-stereotypical images, the algorithm learns their preferences and pushes more similar content. This cycle not only strengthens existing biases but also makes them more difficult to change. “Images are more ‘sticky’ than text — they leave a deeper impression and are harder to unlearn,” said lead researcher Dr. Sarah Chen, noting that visual information is processed more quickly and emotionally by the human brain.
Dr. Michael Lee, a co-author, added that the issue is particularly urgent for young people. “Adolescents are forming their identity and career goals. Constant exposure to such biased images may limit their view of what they can achieve,” he warned. The study calls on tech companies to adjust their algorithms to reduce the spread of stereotypical visuals and for educators to teach media analysis skills that help students analyze online content.
However, the researchers also pointed out a positive side. By making small changes to search algorithms, such as diversifying image results for job-related searches, tech platforms can significantly weaken the feedback loop. A follow-up experiment found that when participants were shown a balanced mix of male and female professionals in images, their gender biases decreased by 29% within a month.
12. What does the Stanford study focus on
A．The influence of visual content.
B．The connection of images and text.
C．The present situation of social media.
D．The speed of spreading images online.
13. What can we learn from Paragraph 3
A．Algorithmic patterns enhance unfair prejudices.
B．Individual clicks help reduce social stereotypes.
C．Visual materials are easier to change or dismiss.
D．Human brains tend to ignore text-based content.
14. What is mentioned in the last paragraph
A．What tech companies are doing.
B．How gender biases affect job searches.
C．How the feedback cycle can be reduced.
D．What the balance of male and female images is.
15. Which of the following is the best title for the text
A．End Prejudice in Digital Media
B．Adjust Search Algorithms Now
C．Online Images Shape Gender Bias
D．Written Information Weakens Prejudices
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。
We are living through a sustained mental-health crisis. Anxiety, depression, and burnout have reached levels unseen in modern surveys, and the effects are spreading through workplaces, classrooms, and homes. 16 But sometimes, moments of peace come in unexpected ways. Every Thanksgiving, when families gather to share what they’re grateful for, something powerful happens in the brain. The simple act of giving thanks changes how we feel, how we think, and even how our brains work.
17 Social media floods our minds with images that cause envy and self-doubt, keeping our nervous systems in a chronic (长期的) state of stress. However, the solution isn’t complicated. Gratitude is the simple key that can help calm the chaos inside us.
When we focus on what’s right in our lives instead of what’s wrong, we quiet the emotional centers of the brain and strengthen the judgment and decision-making areas. 18 Research has found that people who regularly express thankfulness are physically healthier, more optimistic, and better at achieving their goals. They sleep better, experience less stress, and enjoy deeper relationships.
That’s not because they say “thank you” more often, it’s because they live with a mindset of appreciation. Gratitude isn’t just good manners; it’s good neuroscience. 19 It reminds us that even in hardship, there’s something to be thankful for.
Like all good habits, this doesn’t happen overnight. Gratitude is something we cultivate (培养) one intentional practice at a time. That might mean unplugging for a few hours to rest and reset, journaling about what went right in your day, or taking a moment to tell someone you appreciate them. 20
A．It’s important to set aside time for self-reflection.
B．For many, these struggles can feel overwhelming.
C．In other words, gratitude helps balance our brains.
D．These small acts retrain your brain toward positivity.
E．Mental health problems are often overlooked by society.
F．It shifts our focus from what’s missing to what’s meaningful.
G．In today’s digital world, comparison and distraction are constant.
第三部分 语言运用（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，从每题所给的A、B、C和D四个选项中，选出最佳选项。
Animal heroes can come in all shapes and sizes. One of the smaller ones was Bib, a yellow canary (金丝雀). Bib belonged to an elderly woman known as Aunt Tess.
Aunt Tess was living in her house alone with just her pet canary for 21 . Bib’s singing and happy 22 brought her comfort. In fact, Aunt Tess had 23 nearby. Each night her niece 24 if the lights were on in Aunt Tess’s house to make sure that everything was all right.
One rainy evening the niece did her routine on Tess and saw through the 25 night air that the lights were on, so she pulled down her curtains and 26 with her husband for a quiet night.
Halfway through the evening, the couple heard a loud tapping at the window. At first, they 27 it, considering it was just the sound of the storm. But the tapping continued and eventually the niece hurried over to the curtains and 28 them to reveal a bird on the outside of the window.
It was Bib. Amazed at the canary’s 29 appearance, the niece quickly realized that something might be 30 . The couple raced over to Aunt Tess’s house, and knocked on the door. But there was no reply. They got so 31 that when they let themselves in, they saw why. Aunt Tess lied on the ground with a pool of blood beside.
Fortunately, the niece got to the 32 in time, and they were able to get her taken to hospital. The doctor told them Tess would have been in danger if she had 33 the timely treatment. Aunt Tess 34 made a good recovery.
Sadly, because of flying in the rain for too long, Bib died. Tess and her family were sad at his death. But they knew that at least it had not been 35 . Bib had given his life to save his friend.
21. A．storage B．work C．delivery D．company
22. A．news B．memory C．character D．ending
23. A．relatives B．roommates C．neighbors D．agents
24. A．realized B．checked C．imagined D．counted
25. A．stormy B．clear C．special D．mystical
26. A．went out B．calmed down C．checked out D．settled down
27. A．understood B．ignored C．canceled D．changed
28. A．caught B．drew C．found D．wiped
29. A．attractive B．different C．unexpected D．impressive
30. A．wrong B．broken C．interesting D．surprising
31. A．rational B．sensitive C．unhappy D．uneasy
32. A．hospital B．bird C．spot D．window
33. A．survived B．refused C．accepted D．missed
34. A．initially B．secretly C．eventually D．constantly
35. A．in relief B．in vain C．in panic D．in danger
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。
Flames, beasts, weapons, and stars flow from wooden looms to decorate brocade (锦缎), a 1,300-year-old cloth once 36 (reserve) for China’s elite and now popular with young fashion designers.
This art form is so complex 37 even experienced craftspeople produce only about two inches a day. Traditional looms can be 18 feet long, have thousands of parts, and require dozens of steps to operate.
The 38 (early) examples of Chinese brocade are from the Tang dynasty (A.D. 618-907). Regional varieties developed across the country, including in Nanjing and Chengdu, home to silk museums 39 tourists can now buy authentic brocade scarves and bags.
The complicated cloth cannot be copied by factories. “It can be woven only on the traditional loom,” says Feng Zhao, honorary 40 (direct) of the China National Silk Museum in Hangzhou. This authenticity 41 (appeal) to older Chinese people, who appreciate brocade “from their hearts,” Zhao says, and view it 42 a proud symbol of cultural heritage.
43 (increasing), up-and-coming Chinese fashion creators are collaborating with traditional weavers to decorate clothes with symbols such as phoenixes, clouds, and dragons. Designer Chen Liwen last year launched a range of scarves and accessories 44 (feature) the tiger pattern. Ancient brocade, then, seems on 45 (it) way to be tightly connected into China’s future.
第四部分 写作（共两节，满分40分）
第一节 短文写作（满分15分）
假定你是李华，你的新西兰好友Doris请你录制一个体育活动的小短片，作为汉语课上展示的素材。请你给她写一封电子邮件，内容包括：
1. 陈述你的拍摄内容；
2. 征求对方意见并附上视频。
注意：
1. 词数80左右；
2. 请按如下格式作答。
Dear Doris,
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Yours,
Li Hua
第二节 读后续写（满分25分）
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。
“All right, class, settle down!” my teacher, Ms. Garcia, announced. “Today, you are going to write about your best friend in real life. I want specific details. Begin!”
I sat with my pencil over my paper. For a moment, I hesitated. I knew I didn’t really have someone like that. Still, I lowered my head and began to write: My best friend is Hayley. She plays the cello (大提琴), like I do, and we go to orchestra every Saturday. She makes people laugh, and whenever I feel nervous, she tells me, “You’ve got this.” We’ve been best friends since fourth grade. I knew Hayley wasn’t real, but it was easier than explaining why I didn’t have a best friend.
In fact, there was a girl in my orchestra class, Emily, who usually practiced the cello in the music room. Once, she helped me adjust my bow hold after a rehearsal (排练) and gave me an encouraging smile. “You’ve got this,” she said softly. I had also seen her patiently help another student work through a difficult passage, never showing the slightest impatience. We didn’t talk much because I was too shy to start a conversation, but I couldn’t forget her kindness. Without realizing it, I had borrowed pieces of her to create Hayley.
At school, I didn’t have real friends. My classmates were polite and kind, but I was just too hesitant and shy to be the first to reach out. When I needed someone, I didn’t know who to turn to. When loneliness came over, I would imagine someone like Emily beside me, her gentle voice offering encouragement. She was the friend I wished I could have.
The next day, Ms. Garcia returned my essay with a bright red “A”. “Hayley sounds wonderful! I’ve signed you and her up to perform a cello duo (二重奏) at next Friday’s Cultural Festival.” My heart skipped a beat. The lie I had built for protection suddenly turned into a trap. I was totally at a loss.
注意：
1. 续写词数150左右；
2. 按如下格式作答。
Anxious, I decided to turn to Ms. Garcia.
________________________________________________________________________
________________________________________________________________________
The next day, I went to the music room to find Emily.
________________________________________________________________________
________________________________________________________________________
参考答案
第二部分 阅读理解
第一节
1-3 BBC
4-7 CDAB
8-11 CDAC
12-15 AACC
第二节 七选五
16-20 BGC FD
第三部分 语言运用
第一节 完形填空
21-25 DCABB
26-30 DBBCA
31-35 DCDCB
第二节 语法填空
36. reserved
37. that
38. earliest
39. where
40. director
41. appeals
42. as
43. Increasingly
44. featuring
45. its
第四部分 写作
第一节 短文写作（参考范文）
Dear Doris,
Glad to receive your email. I have finished the video about sports activities. It mainly shows my classmates playing basketball, running and doing group exercises on the playground. Everyone looks energetic and joyful.
I have attached the video to this mail. Please watch it and tell me if it meets your needs. If you want any changes, just let me know.
Yours,
Li Hua
第二节 读后续写（参考范文）
Anxious, I decided to turn to Ms. Garcia. I plucked up my courage and told her the truth that Hayley was totally made up. I explained that I was too shy to make real friends and created the imaginary friend. Hearing my story, Ms. Garcia didn’t blame me. Instead, she comforted me and suggested I invite Emily to perform together.
The next day, I went to the music room to find Emily. Nervously, I told her the whole story and asked if she could do the cello duo with me. To my delight, Emily agreed warmly. We practiced hard every day. On the Cultural Festival, our performance was a big success. Gradually, we became good friends and I finally walked out of my shyness.

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