【灿烂六月 · 高考金8 卷】
备战2026 年高考英语模拟卷（上海卷06）
（笔试部分：115 分）
II.
Grammar and Vocabulary （每题1 分；共20 分）
Section A
Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically
correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other
blanks, use one word that best fits each blank.
It is often thought that the industrialization of work has a huge impact on the lives of people who use the new
machines and 1 society as a whole. For example, some believe that women working in industry left their
traditional role in the household and changed their place in society. In the 19th century, 2 women started
working in factories, a French politician, Jules Simon, warned that this would make women lose their traditional
role. On the other hand, Friedrich Engels predicted that technology 3 (free) women from the social, legal,
and economic limits of the family, by allowing all women to work in public industries.
Historians, especially 4 who studying women’s history, now doubt this idea of dramatic change.
They argue that major inventions like spinning jenny, sewing machine, typewriter and vacuum cleaner did not lead
to big changes in women’s economic status or 5 society valued their work. For example, young women
working during the Industrial Revolution were simply continuing an older pattern in 6 single women work
as servants. In the 20th century, more married women worked outside the home, not because of labor-saving devices
or more free time, 7 because they needed money and there were fewer single women available to hire.
Women’s work 8 (shift) from the home to offices and factories, and from blue-collar to white-collar
jobs over the past 200 years. However, the basic conditions of women’s work have changed little since before the
Industrial Revolution: jobs are still divided by gender, women are paid less, and their work often requires low skill
with little chance for advancement. At the same time, women’s household work remains 9 demand).
Recent studies have challenged the idea 10 technology always brings revolutionary social change. In fact,
industrialization may have slowed changes in women’s traditional roles both at work and at home.
Section B
Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that
there is one word more than you need.
A．unsettled B．leap C． admittedly D．point E. raw F. confirmed
G. grant H. short I. brake J. naturally K. weakened
The MacArthur Foundation late last month announced its latest crop of “genius grants”, and once again you
thought maybe, just maybe, this was your year.
And why not? These days, we’re all geniuses. We might be “marketing geniuses” or “cooking geniuses” or
“TV geniuses”. We have so 11 “genius” that it’s fast joining the company of “natural” and “mindful”, words
left inactive through overuse and misuse.
The word is 12 tough to nail down. Sometimes we assume genius equivalent to 13
intelligence. But many of humanity’s greatest breakthroughs were achieved by those with only modest IQs.
Sometimes we think of the genius as someone extremely knowledgeable, but that definition also falls 14
. During Albert Einstein’s time, other scientists knew more physics than Einstein did, but history doesn’t remember
them. That’s because they didn’t make use of that knowledge the way Einstein did. They weren’t able to, as he put it,
“regard old questions from a new angle”.
The genius is not a know-it-all but a see-it-all, someone who, working with the material available to all of us,
is able to make surprising and useful connections. True genius involves not merely an extra advance, but a
conceptual 15 . As philosopher Arthur Schopenhauer put it: Talent hits the target no one else can hit; genius
hits the target no one else can see.
We’ve lost sight of this truth, and too often 16 the title of genius on talented people hitting visible
targets. A good example is the much-boasted announcement earlier this year that scientists had, for the first time,
recorded the sound of two black holes bumping, a billion light-years away. It was a remarkable discovery, no doubt,
but it did not represent a dramatic shift in how we understand the universe. It merely 17 Einstein’s general
theory of relativity.
As Plato observed, “What is honored in a country is cultivated there.” What do we honor? Digital technology,
and the convenience it represents, so 18 we get a Steve Jobs or a Mark Zuckerberg as our “geniuses”, which,
in point of fact, they aren’t.
The iPhone and Facebook are wonderful inventions. In many ways, they make our lives a bit easier, a bit more
convenient. If anything, though, a true genius makes our lives more difficult, more 19 . William
Shakespeare’s words provide more anxiety than relief, and the world felt a bit more secure before Charles Darwin
came along. Zuckerberg and Jobs may have changed our world, but they haven’t yet changed our worldview.
We need to recover genius, and a good place to start is by pressing the 20 on Genius Flooding.
III.
Reading Comprehension (41 – 55 题，每题1 分；56 – 70 题，每题2 分；共45 分)
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D.
Fill in each blank with the word or phrase that best fits the context.
We are quite good at letting our minds wander while performing a routine motor skill. We can do the dinner
dishes while thinking about our next vacation, or drink coffee while reading a newspaper. But psychologists ask this
question: Do multitasking humans operate effectively and efficiently when they really need to 21 ？
The 22 suggests that the answer is no. One problem is interference ( 干扰). In the 1930s, the
psychologist John Ridley Stroop showed there is a danger of 23 when the brain receives unexpected
information while carrying out a routine task. To see what he found, try this exercise: Say the name of each shape in
Column 1 out loud. Then, do the same for Column 2. Then, do the same for Column 3.
Most likely you completed the first column 24 , went a bit slower in the second column and
hesitated, or even made an error, in the third column. Because you are much quicker at reading words out loud than
naming shapes, you had difficulty 25 the incorrect information that you read. Of course, this exercise is a
bit unnatural, but it shows that multitaskers are very likely to make mistakes and hesitate if they get interference
from the 26 set of stimuli while switching between tasks.
Research also suggests that switching between tasks significantly 27 completion. If the two tasks
are very routine and not too much 28 — say, singing along to a new tune while milking a crying baby —
the brain does not need to switch between the tasks because the two require different input channels. The humming
requires listening and singing, while the milking requires sight and the use of arm and hand muscles. But when a
similar kind of attention is needed, the pace 29 as the brain must switch back and forth between the two
tasks.
A study in the Journal of Experimental Psychology found that switching between tasks like solving math
problems and identifying shapes increases time 30 , especially with unfamiliar tasks. The brain takes
longer to switch and assign resources due to the need to activate different sets of rules for each task. This delay
makes multitasking less 31 than focusing on one task. 32 , the brain shows less neural (神经
的) activity when handling two complex tasks at the same time, leading to longer completion times. For example,
multitaskers took 1.5 times longer to write a report and check email compared to those who did each task 33
.
All these 34 do not mean that you should never “whistle while you work”. But what about the
digital showoff who sits through a university lecture while text-messaging on a tiny mobile phone screen? Remind
them of this: The 35 machinery of our digital world was most likely developed by very single-minded
people concentrating intently on a single task.
21．A．hurry
B．interfere
C．negotiate
D．concentrate
22．A．experience
B．estimation
C．evidence
D．emphasis
23．A．disappointmentB．injury
C．misunderstanding
D．error
24．A．accidentally
B．innovatively
C．effortlessly
D．repeatedly
25．A．remembering
B．ignoring
C．generating
D．withdrawing
26．A．internal
B．diverse
C．wrong
D．weak
27．A．delays
B．ensures
C．monitors
D．arranges
28．A．simple
B．alike
C．necessary
D．interesting
29．A．slows
B．increases
C．varies
D．continues
30．A．saved
B．lost
C．tracked
D．found
31．A．popular
B．complex
C．efficient
D．challenging
32．A．Fortunately
B．Additionally
C．Ultimately
D．Alternatively
33．A．separately
B．regularly
C．vigorously
D．originally
34．A．requirements
B．tasks
C．concerns
D．negatives
35．A．multitasking
B．mechanical
C．specialized
D．packaging
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished
statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to
the information given in the passage you have just read.
(A)
My adventure with pottery began unexpectedly online. I saw a video of a person making a late-night snack,
but what truly caught my eye was the plate — a beautifully simple, cream-colored piece with a unique bubbled
shape. I had never seen anything like it and immediately wanted one, I imagined all the meals I could present on it
and how lovely they would look.
However, it was quite expensive. I couldn’t justify the purchase, so a bold idea struck me: Why not make it
myself? I admitted this was a little unreasonable. My only experience with clay was from a brief encounter in
elementary school. Yet, driven by the desire for that unique plate and then a wish to learn something new, I signed up
for a pottery class last April.
I entered the first class confidently, but reality soon hit. In the beginning, handling clay — which seemed so
simple — was much harder for me, a rather carefree girl, than I had anticipated. My posture was wrong; I failed to
center the clay on the wheel; I even couldn’t control its speed properly. Once, I spun the wheel too fast and made my
piece flying across the room. I felt embarrassed and thought about quitting right then.
However, I was not the one to give up easily. I continued attending class. By the third session, a shift
occurred. I concentrated on steadying my elbows, gently applying pressure to the clay, and slowly pulling up the
walls to form a bowl. The quiet rhythmic sound of the spinning wheel had a calming effect. To my surprise, by the
end of that class, I had created my first real piece — a small, imperfect, yet completely handmade bowl.
That semester taught me more than pottery; it taught me perseverance, and how to find beauty in
imperfection. I left with several bowls and a vase. The bubble-shaped plate remained my goal in my next round of
classes. This journey reminded me that true value lies not in a perfect product, but in the rewarding process of
creating something with my own hands.
36．What was the author’s initial intention of making a piece of pottery?
A．To learn a new skill.
B．To join a pottery class.
C．To have a special plate.
D．To decorate a perfect room.
37．Why did the author almost give up pottery making?
A．She found it too tiring.
B．She was rather careless.
C．She lacked the proper instruction.
D．She struggled with the basic techniques.
38．Which of the following can best describe the author?
A．Daring and modest.
B．Cautious and sensitive.
C．Determined and patient.
D．Curious and considerate.
39．What does the author learn from her pottery experience?
A．Well begun is half done.
B．The journey is the reward.
C．Perfection is the enemy of progress.
D．A bird in the hand is worth two in the bush.
(B)
What is Generative AI?
Artificial Intelligence refers to systems designed to complete specific
tasks and has been around for many years. Your smartphone’s facial
recognition and virtual assistants like Alexa and Siri all use AI.
Generative AI (GenAI), however is a newer technology that generates
original content, including text, images, and music, by learning from
existing data. It enables the creation of innovative and customized
educational materials, enhancing creativity and learning.
What is AI’s Role in the Park Hill Classroom?
AI’s purpose in our learning is to enhance, not replace, the effort put
into your teaching and learning. Its use is intended to facilitate, not to
complete tasks on your behalf. AI will offer tailored support to meet
diverse learning needs, by breaking down complex concepts or
summarizing information, thereby enriching the educational
experience.
Data Privacy and Security
Ensuring data privacy and security is important when using GenAI
tools. It is essential to avoid inputting any personally identifiable
information or secret information into AI systems for now to safeguard
our privacy. By strictly following this guideline, we can use GenAI
technologies effectively while protecting the integrity of personal data,
since we have no control over the data once it is in those systems.
Students: ?
Always start by asking your teacher if you can use GenAI on the work you are assigned.
①
Be sure to track your usage of the tool. You can do this by copying and pasting your
②
conversation into a Word or Google document.
Always cite the tool when you submit your assignment.
③
40．What’s the text mainly intended to do?
A．Prepare schools for effective AI integration.
B．Promote the responsible use of AI in education
C．Support teaching management through AI tools.
D．Ensure data privacy and safe, with AI tools.
41．Which of the following best fits in the blank “ ”?
A．How to know If and When to Use GenAI
B．How to Select Right GenAI Tools for Schoolwork
C．How to Track and Report Your GenAI Activities
D．How to Follow School Rules When Using GenAI
42．Thomas used an AI tool to ask for the key issues about his research topic. He copied some of the answers into
his notes without marking them as AI-generated, and then searched for reliable sources to confirm the information.
Which kind of AI usage does it belong to?
A．Not Asking permission.
B．Misinformation.
C．Research Assistance.
D．Personalized Learning.
(C)
Poet and Harvard Professor Henry Wadsworth Longfellow famously said, “Music is the universal language of
mankind.” A new Harvard study suggests he may have been right.
The study conducted by a research team found that people around the world could identify lullabies (摇篮曲),
dance songs, and comforting songs — regardless of the songs’ cultural origin — after hearing just a 14-second clip
(片段). The finding suggests that not only is music deeply rooted in human nature, but that some types of songs
break cultural boundaries.
The findings are based on a wide-reaching experiment in which 750 online participants in 60 countries
listened to brief clips of songs collected from nearly 90 small societies around the world, including hunter-gatherers
and some special farmers. Participants then answered six questions, rating each clip according to whether they
believed the song was used for dancing, calming a baby, treating illness, or expressing love. Two additional uses —
mourning (哀悼) the dead and telling a story — were included as controls.
The data showed that despite participants’ unfamiliarity with the cultures, the random sampling of each song,
and the short duration of the samples, people were able to reliably infer the songs’ functions, and that their ratings
were consistent across the world.
The findings ran counter to expert expectations. The team had also asked professionals, including performers,
composers, psychologists, and scientists about whether they believed people would be able to identify the song
types. Their answer was no. And not only that, but they predicted that people’s responses will be inconsistent with
one another. “That’s not what we found,” the researchers said.
The researchers also wanted to know whether listeners were recognizing certain non-musical characteristics of
the songs. To test that, the team conducted a second study. This time, they asked listeners about a number of
contextual and musical features, ranging from the gender of the singers to the rhythm of the song.
When data from the two studies were combined, the results showed that songs of the same function shared
similar characteristics — lullabies, for example, tended to be slower and simpler than dance music — suggesting
that something about musical characteristics crosses cultural boundaries.
43．What did the participants do in the first study?
A．They distinguished functions of the songs.
B．They identified the cultural origins of the songs.
C．They recognized the non-musical characteristics of the songs.
D．They sorted the songs according to the gender of the singers.
44．What does the underlined part “ran counter to” in paragraph 5 probably mean?
A．Were equal to.
B．Were similar to.
C．Were superior to.
D．Were opposite to.
45．Why did the researchers carry out the second study?
A．To test the musical knowledge of a wider audience.
B．To collect more diverse songs from various cultures.
C．To confirm the surprising results from the first one.
D．To explore the underlying reasons behind the findings.
46．What can we learn from the two studies?
A．Listeners recognize music by its rhythm. B．Something about music might be universal.
C．Dance music is usually slower and simpler.
D．Cultural similarities lead to similar musical features.
Section C
Directions: Read the following passages. Fill in each blank with a proper sentence given in the box. Each
sentence can be used only once. Note that there are two more sentences than you need.
“Be present.” This is the slogan of mindfulness meditation and a supposed key to self-awareness and
acceptance.
Mindfulness may have psychological benefits. Earlier this year, a synthesis of randomized controlled trials
revealed that mindfulness-based interventions had small to moderate benefits for a number of health outcomes,
including stress, anxiety and depression.
47 . That is, as we develop skills in complex tasks, we can perform them with increasing facility
until attention seems to be unnecessary. Everyday examples range from riding a bike to chopping cucumbers-to
brushing your teeth.
Forming this state of “automaticity” are mental processes that can be executed without paying attention to
them. 48 . We don’t perform all tasks automatically, but many can be performed this way once they are
well practised.
To be clear, paying attention is important when learning a new skill. But research has also revealed that
paying too much attention to what you’re doing can have damaging effects, particularly when you perform well-
practised skills. In fact, this is one reason why some experts appear to “choke under pressure”: 49 .
In a classic study, cognitive scientist Sian Beilock and her colleagues had skilled golfers attempt to sink putts
( 推球入洞) under different experimental conditions. In one scheme, the golfers were simply instructed to pay
attention to the swing of their club and say “stop” when they finished their swing. In another condition, they were
directed to listen for a target sound while ignoring other noises and say the word “tone” when they heard the target
sound. Surprisingly, the skilled golfers performed considerably worse when they focused on their swing than when
they paid attention to irrelevant sounds.
Nevertheless, the important message from this research is that focusing too carefully on the execution of well-
practiced motor sequences can cause mistakes. 50 . But there are situations where we should let
automaticity take over. The next time you ride a bike or join in a sport, don’t overthink it.
A．In any type of mindfulness exercise, the goal is to perform routine activities with a heightened
sense of attention.
B ．Although mindfulness has its advantages, psychological research has also revealed that in
some circumstances it’s important to be mindless.
C．They think too much about the mechanics of the task at hand.
D．Automaticity can be disrupted by explicit attention when the devotion of conscious attention
to the pattern alters the content or timing of that pattern itself.
E．Of course, we should not resign to go through life on autopilot, missing opportunities to make
deeper connections with ourselves, one another and our environment.
F．These processes run off without conscious awareness — a chain reaction of mental events.
IV. Summary Writing (10 分)
Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more
than 60 words. Use your own words as far as possible.
How Thankfulness Help Us
When you feel thankful for things you've received, that's gratitude. You never feel it from nowhere; you are
clear who or what is responsible. “Gratitude is how you relate to others,”says Willibald Ruch, a psychology
professor at the University of Zurich. He and other researchers believe this understanding of our reliance on others is
becoming more difficult today.”With commercial and social media, everything makes the younger generation feel
that they are the center of the universe,” says Tamiko Zablith, founder of the consulting firm Minding Manners. “If
it's all about them, why thank others?”
If true, this would be a disturbing health trend, because thanking others in heartfelt ways carries long-lasting
effects. Canadian researchers found that people who wrote thank-you letters or performed good deeds for a six-week
period decreased their pain, upped their energy, accomplished more every day, and improved their mental health.
And you can experience these benefits at any age. Swedish researchers have found that people ages 77 to 90 who
choose to be thankful are happier and stronger.”When they can't change something, they choose gratitude and focus
on what's good, like still being living by themselves,” says study author Helena Honder, at the University of
Gothenburg in Sweden.
Gratitude is infectious, as well: Those who are helped are more likely to pay kindness forward. One study
found that when someone is thanked, it more than doubles his or her chances of being helpful again, likely because
he or she enjoys feeling socially valued. Zablith likes the reaction she gets when she thanks a stranger who holds the
door open for her at Starbucks. “The look on his face is shock,”Zablith says. “He'll be nicer to the cashier, the next
person he sees at work.”
Let's remember: gratitude isn't just a feeling—it's a powerful choice to recognize and appreciate others. With
gratitude, we not only uplift ourselves but also contribute to a kinder, more connected world.
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V. Translation (第1-2 句，每句3 分；第3 句，4 分；第4 句5 分；共15 分)
Directions: Translate the following sentences into English, using the words given in the brackets.
52．图书馆里有海量的读物供我们选择。（vast）
53．你上次忘记重要的事，是什么时候了？(slip)
54．你口口声声说不再意气用事，可还是做不到情绪稳定，伤人伤己。(abandon)
55．百年老建筑摇身一变，成为集展览、阅读、休闲于一体的多功能文化空间，吸引了越来越多的居民前
来参观。(transform)
VI. Guided Writing （25 分）
假设你是明启中学学生李志，看到了你所在社区的如下广告，并有意尝试该工作，给社区负责人写封信申
请该工作。
Children’s holiday club leader wanted!
We’re looking for a creative and confident leader for our children’s holiday club. Why would
you be suitable for the role? What do you enjoy about working with children? Are you available
at weekends?
If you’re capable of inventing and running fun activities for 4 to 11-year-olds, we’d love to hear
from you.
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