2025-26学年第9期总第885期高三II-III版答案与解析
Day 1
阅读理解 1-4 DCCA
Day 2
语篇分析 Para 1→F; Para 2→A; Para 3→E; Paras 4-5→B; Para 6→D; Para 7→C
阅读理解 1-4 DCAB
Day 3
阅读理解 1-4 CDBC
写作训练
Good morning, everyone! Today I’d like to share my thoughts on “Think Before You Click”.
In our daily lives, online buzzwords are everywhere. They spread fast, sound funny, and make communication lively. However, many people use them without realizing that some words may hurt others or carry disrespectful meanings. What seems like a harmless joke online may cause pain in real life.
That’s why we should use online language carefully. Words can build connections - but they can also break hearts. Before posting or sharing, we should ask ourselves: Will this make someone uncomfortable? Is it kind and respectful?
Let’s be responsible users of language. Use words to express ideas, not to insult; to bring warmth, not harm. Remember, thinking before you click makes the internet a better place for all.
Thank you!
Day 4
阅读理解 1-4 CDBC
Day 5 1-5 CDBBA 6-10 BACDB 11-15 ACDBA
解析：
Day 1 1-4 DCCA
1. D。由第二段 “The law defines a UPF as any food or drink with certain added ingredients ... This is the first official definition of UPFs in the world” 可知，加州这项法律明确了超加工食品的判定标准，是全球首个对超加工食品的官方定义。
2. C。由第四段 “By removing the most concerning ultra-processed foods, we’re helping children stay nourished, focused, and ready to learn” 可知，Jennifer Siebel Newsom 认为该法律的主要目标是为学生提供有质量的营养。
3. C。由第六段 “Removing UPFs from school meals now would require big changes in menus, kitchens and staffing, taking a lot of time and money. However, most school food programs can barely cover their daily costs” 可知，Giusti 指出禁令需学校投入大量时间和资金调整，而多数学校餐饮项目难以承担，即给学校带来高昂挑战。
4. A。由第七段 “global sales of UPFs are growing with the rise of modern stores, online grocery shopping and food delivery apps” 可知，联合国儿童基金会的报告显示超加工食品的全球销量正随现代购物方式增长，可推断超加工食品文化在快速扩张。
Day 2 1-4 DCAB
1. D。根据文章开头“What did you have for breakfast today? And how did you celebrate your last birthday”可知，作者通过提问的方式引入了关于情景记忆的研究。
2. C。根据文章第三段“The pitch change aimed to change the context and create what is known as an event boundary”可知，不同音调的变化是为了改变背景并创造事件边界。
3. A。根据文章第五段“the locus coeruleus became highly active when event boundaries appeared, but not so much otherwise”可知，核磁共振扫描显示蓝斑核在事件边界出现时表现出较高的活动性。
4. B。根据文章最后一段“The new understanding could lead to better treatments for memory-related problems ... These conditions might be managed by calming the locus coeruleus”可知，最后一段主要讲述了研究发现的潜在应用，即可能改善与记忆相关的问题。
Day 3 1-4 CDBC
1. C。由第一段老师处理学生用 “唐人” 嘲笑同学的事件，以及第二段 “This incident goes beyond the classroom and highlights ... the blurry line between online trends and respect” 可知，提及该故事是为了引出 “网络流行语被误用、缺乏尊重” 这一核心议题。
2. D。由第二段 “it’s easy to neglect the pain behind some of the buzzwords”、第三段 “the popularity of buzzwords makes us less aware of their effects” 及第四段 “your words can still cause emotional pain” 可知，作者认为问题的根源是人们忽视他人感受，未意识到流行语可能带来的伤害。
3. B。由第三段 “Yet the fact that many people use a term doesn’t make its impact any less real” 可知，作者指出即使很多人使用某个流行语，也不能抵消其可能造成的伤害，即流行语的广泛使用不能成为伤害他人的理由。
4. C。由第四段 “Before posting, think twice about what you’re going to say”、第五段询问自己 “用词是否有冒犯性”“能否避免使用” 及最后一段 “using them wisely remains a challenge” 可知，作者建议人们谨慎、明智地使用语言，关注用词可能带来的影响。
Day 4 1-4 CDBC
1. C。 根据文章开头“It was the documentary The World Before Your Feet that inspired us. Watching a man walk every street in New York made my friend Martha and me want to do the same thing in the heart of our own hometown”可知，作者和朋友受到纪录片的启发，决定徒步探索家乡。
2. D。根据第三段“the biggest discovery was the questions, the keen observations and the thoughtful conversations shared between us”可知，作者和朋友在步行过程中感到最意外的是彼此之间深入的交流和思考，而不仅仅是周围的景色。
3. B。根据第四段“ There is a calming joy in hitting the pavement; along with an ease of conversation that comes without the face-to-face intensity that can prevent intimacy ...”可知，步行对作者和朋友的心理健康有积极的影响，因此sane在这里指的是“心理健康的”。
4. C。根据第五段“what had started as a lighthearted project had become sacred, a meet-up essential to our mental and physical health”以及最后一段可知，这项步行计划最终成为了个人成长的源泉，不仅改善了她们的身体健康，也促进了心理健康。
Day 5 1-5 CDBBA 6-10 BACDB 11-15 ACDBA
1. C。由下文 “headed into her first class” 及 “Dr Perlak” 的称呼可知，Kim Perlak 当时在不同大学教书。
2. D。由文末 “She finally felt like she belonged” 可知，此处与后文形成对比，指她此前从未觉得自己在任何地方有归属感。
3. B。结合 “different colleges”“class starting soon” 等语境可知，她是背着吉他穿过校园。
4. B。由 “she tripped”（绊倒）这一突发动作可知，此处指突然（Suddenly）发生意外，体现事件的偶然性。
5. A。由 “her homemade chili flew out”“a huge mess” 可知，菜泼出后溅得到处都是，“exploded” 形象体现其飞溅的状态。
6. B。由 “a huge mess” 及 “it up alone” 可知，她独自清理了泼洒的菜。
7. A。由前文摔跤、菜泼洒、独自清理，以及后文 “What am I doing with my life?” 的自我怀疑可知，她当时心情沮丧。
8. C。由 “class starting soon” 及 “headed into her first class” 可知，她暂时搁置（pushed aside）负面情绪去上课。
9. D。由前文菜泼洒（没了食物）及 “what to eat” 可知，她在担心午餐吃什么。
10. B。由后文 “Dear Dr Perlak ... I hope you have a great day” 的文字内容可知，袋子里有一张便条。
11. A。联系前后文可知，教务处的女士从窗边目睹了辣酱泼洒的意外。
12. C。由前文送午餐的行为可知，这位女士目睹意外后决定提供帮助。
13. D。由送午餐这一温暖行为可知，这是一次善意的举动。
14. B。结合前文 “different colleges”“registrar’s office” 等校园相关场景可知，此处指她终于在这个校园群体（community）中有了归属感。
15. A。由 “passing on the simple lesson” 及奶奶的话可知，这次善意经历激励她寻找方法支持他人，传递这份温暖。
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