安徽省合肥市第八中学2026届高三下学期强化训练三 英语试卷（含解析）

这是一份安徽省合肥市第八中学2026届高三下学期强化训练三 英语试卷（含解析），共25页。试卷主要包含了5 分，满分 7等内容，欢迎下载使用。
第一部分 听力（共两节，满分 30 分）
第一节（共 5 小题；每小题 1.5 分，满分 7.5 分）
听下面 5 段对话，每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选
项，并标在试卷的相应位置。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅
读下一小题，每段话读两遍。
1. Why is the man ging t Lndn?
A. Fr wrk. B. Fr a match. C. Fr sightseeing.
2. What are the speakers ding?
A. Figuring ut a math prblem.
B. Lking fr an exercise bk.
C. Putting tgether building blcks.
3. Where are the speakers?
A. At hme.
B. At a fd market.
C. In a restaurant
4. What are the speakers mainly talking abut?
A. Sme turist attractins.
B. A cmparisn f tw wrds.
C. The gegraphy f castal regins.
5. What des the wman think f Ethan?
A. He’s self-disciplined.
B. He’s ambitius.
C. He’s flexible.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项
中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完
后，各小题将给出 5 秒钟的作答时间。每段对 话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
6. Hw much des the wman pay?
A. $15. B. $30. C. $40.
7. Wh failed t pay the bills n time last mnth?
A. Sam. B. Tess. C. The man.
听第 7 段材料，回答第 8 至 10 题。
8. Hw many peple tk part in the study?
A. 74. B. 180. C. 467.
9. What benefit did the wman gain frm the study?
A. She made mre friends.
B. Her physical health imprved.
C. Her ability t fcus gt better.
10. What did the researchers suggest ding?
A. Switching t a basic phne.
B. Limiting the use f certain apps.
C. Using the phne nly in the daytime.
听第 8 段材料，回答第 11 至 13 题。
11. What kind f strange email did the man receive yesterday?
A. One asking fr his lgin details.
B. One saying he wn a lttery.
C. One ffering him a free laptp.
12. What happened after the man’s mther clicked n the strange link?
A. Her cmputer gt a virus.
B. Her email address was leaked.
C. Her bank accunt was blcked.
13. What advice des the wman give t reduce junk emails?
A. Never replying t suspicius emails.
B. Checking the privacy settings regularly.
C. Using a separate mailbx fr nline shpping.
听第 9 段材料，回答第 14 至 16 题。
14. What made Emily chse t fcus n elderly care?
A. Its career prspects.
B. Her neighbr’s advice.
C. A family member’s injury.
15. What des Emily find the mst challenging in her studies?
A. Cmpleting daily tasks efficiently.
B. Cmmunicating with the elderly.
C. Remembering medical prcedures.
16. What des Emily want t d in the lng run?
A. Teach elderly care curses.
B. Becme a hspital administratr.
C. Establish a hme-based care business.
听第 10 段材料，回答第 17 至 20 题。
17. Where was the 2025 ISEF held?
A. In Ohi. B. In Massachusetts. C. In Arizna.
18. Hw many students participated in the 2025 ISEF?
A. Abut 480. B. Arund 1,700. C. Over 6,000.
19. What was Adam Kvalčík’s prject abut?
A. The plastic recycling system.
B. The 3D printing imprvement.
C. A new medicine-making methd.
20. What d Benjamin Davis and Siyaa Pddar have in cmmn?
A. They are bth frm Slvakia.
B. They wn the same award at the same age.
C. They bth wrked n air cleaning systems.
第二部分 阅读（共两节，满分 50 分）
第一节（共 15 小题；每小题 2.5 分，满分 37.5 分）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
A
“Silk Rads” Exhibitin at the British Museum
Presenting far beynd a single trade rute, the “Silk Rads” exhibitin at the British Museum invites visitrs
t explre a vast netwrk f jurneys that cnnected cultures acrss Asia, Africa, and Eurpe and shws hw the
exchange f gds, ideas, and beliefs helped shape the ancient wrld and influence us tday.
When
26 January-27 March. Daily except Sundays: 10:00-17:00 (20:30 n Fridays). Please nte we begin clearing
exhibitins 10 minutes befre they clse.
Hw t bk
Bk nline and advance bking is strngly recmmended.
●Members
Members dn’t need t bk t visit “Silk Rads”. Please shw yur membership card t gain entry. If yu’re
visiting befre yur membership card arrives, then as a member-t-be, bring yur membership purchase
cnfirmatin email t the Membership Desk in the Great Curt n the day f yur visit. We’ll then issue a
same-day card fr yu t access yur n-site benefits.
●Grup tickets
Special rates fr grups f 10 r mre are available Mnday t Friday. Please call the Bx Office n +44
(0)20 7323 8181 (phne lines pen 10:00-16:50, Mnday-Friday).
Nn-museum guided turs and tur grups, regardless f size, will nt be permitted.
●Ticket prices
Adults £22
£22 Senirs (60 +)
£11 after 12:00 n Mndays, bking nline r calling the Bx Office
Students and 16-18 years f age £202-fr-1 n Fridays
Under 16 Free when accmpanied by a paying adult, bking required
£20 per persn
Grups
Weekday’s nly, advance bking required, grup rganisers free
21. Which time is available t visitrs?
A. Tuesday 27 January, 09:30. B. Sunday 1 February, 15:00.
C. Friday 13 February, 18:00. D. Mnday 30 March, 10:30.
22. What shuld members-t-be d t visit?
A. Get a temprary visiting card.
B. Call the Bx Office fr free entry.
C. Buy a ticket in the Great Curt.
D. Send a purchase cnfirmatin email.
23. Hw much will tw adults and their 16-year-ld sn pay fr a visit?
A. £66. B. £64. C. £60. D. £44.
B
At 14, I met Mrs. Krthaus, a 4-ft-10 English teacher at my rural Pennsylvania Cathlic high schl with an
infectius, fearless spirit. Married nearly 40 and a latecmer t teaching, she mved t ur industrial twn fr her
husband’s jb, where wmen had few career ptins. Befre embarking n her teaching career, she had spent years
wrking in crprate life, which made her financially independent. These extrardinary experiences shaped her
remarkable life. And maybe mine.
She gave me a judgment-free space t learn frm yuthful mistakes and discver my true ptential. Beynd
teaching me literature and jurnalism — skills that fueled my career as a writer — she mdeled hw t live a
fulfilling, self-driven life, which was rare fr a wman I’d knwn then. Grwing up in a small twn, I struggled t
imagine a life beynd it, even fearing success despite gd grades; I’d have stayed frever if I culd. Mrs. Krthaus
changed that.
With sculpted cheekbnes, straightfrward speech and great enthusiasm, she celebrated students with
Oprah-like jy, cheering, “YOU get an A!” We flcked t her fr cllege recmmendatin letters, fr she culd
help us see ur wn strengths. She pened a windw t the wrld fr us small-twn kids thrugh writing, literature
and cmmunicatins. Besides, she rganized varius after-schl activities, shwing us her passin fr life.
Famusly standing n a chair t state her pint, she’d thunder “The hu-MAN-uh-teez!”, wave her fist in the air
like Braveheart. T her, the humanities revealed human dignity and the universal need t feel wrthy, in neself
and thers. She never demanded attentin; her sheer jy f learning inspired it. She saw every student deeply,
understanding that behavir reflects a child’s sense f being lved — a gift that made us thrive in her class and in
life.
Mre than 25 years after graduatin, after building a writing career away and mving back, I still cnsider
myself her student. It’s with her as my clear rle mdel that I answered an unexpected life call frever shaped by
her wisdm and spirit.
24. What did Mrs. Krthaus prvide fr the authr during high schl?
A. Varius ways t imprve grades.
B. Financial supprt fr a writing career.
C. Guaranteed cllege admissin recmmendatin.
D. A safe envirnment fr grwth and self-discvery.
25. Why did Mrs. Krthaus thunder “The hu-MAN-uh-teez!”?
A. T share her sheer jy f learning.
B. T attract students’ attentin in a funny way.
C. T highlight her emphasis n the humanities.
D. T shw her gift fr making students thrive in life.
26. Which culd best describe Mrs. Krthaus?
A. Traditinal and devted. B. Passinate and humrus.
C. Empwering and nurturing. D. Inspiring and demanding.
27. What is the authr’s purpse in writing the text?
A. T recall her grwth as a writer.
B. T remember a life-changing teacher.
C. T intrduce a way f career planning.
D. T explain the imprtance f humanities.
C
The United Natins estimates that sme 40% f the wrld’s languages face extinctin. Can artificial
intelligence slw this trend? Glbal tech giants are ptimistic, yet the reality is nt that simple. Generative AI has
made great prgress in breaking dwn language and cultural barriers, but it has big shrtcmings in understanding
“lw-resurce languages” — native and reginal dialects lacking valuable digital cntent.
A Stanfrd reprt fund mst majr large-language mdels (LLMs) perfrm prly in nn-English, especially
resurce-scarce dialect. This is a cultural lss and a technlgical blind spt, with the cre issue being a lack f
high-quality data. The mst pwerful LLMs need huge amunts f training material, mstly in English. This leads
AI t unify culture and spread Angl-centric views, a prblem that researchers have lng cmplained abut.
AI’s multilingual weaknesses bring mre than digital exclusin. Studies shw lw-resurce languages can get
past its safety guardrails. Inapprpriate questins in Thai r Swahili failed t trigger AI’s safety mechanisms,
unlike thse in English r Chinese. Wrse still, anyne can translate dangerus requests int such languages t
explit AI’s flaws, making this a glbal safety prblem, nt just a linguistic ne.
A push fr independent AI has grwn especially in linguistically diverse Asia t preserve cultural distinctins
in AI tls: Singapre’s SEA-LION mdel cvers ver a dzen lcal languages, and Malaysia’s ILMU mdel
recgnizes reginal cues. These effrts have revealed fr an AI mdel t truly represent a grup f peple, even the
smallest details in training material matter.
True language preservatin depends n cmmunity-led effrts, nt just technlgy. Indnesian researchers
tried t save the Orang Rimba language with Meta’s AI but faced limited datasets — nly deeper cmmunity
participatin can slve this. New Zealand’s Te Hiku Media set a gd example: wrking with Mari elders, it built
a cmmunity-wned language database, nt ne cntrlled by big tech. This is the nly sustainable way — withut
cmmunity invlvement, AI will nt save dying languages, but help bury them.
28. What is the majr prblem f AI in prtecting dying languages?
A. It makes little prgress in breaking cultural barriers.
B. It cannt create any digital cntent fr native dialects.
C. It lacks high-quality training data fr lw-resurce languages.
D. It erases cultural diversity and prmtes Angl-centric ideas.
29. What can we learn abut AI’s safety guardrails frm the text?
A. They bring mre than digital exclusin.
B. They fail t prtect English digital users.
C. They wrk well in handling all linguistic requests.
D. They can be bypassed by lw-resurce languages.
30. Hw des the authr present Asia’s independent AI effrts?
A. By giving examples. B. By quting an expert.
C. By prviding statistics. D. By making a cmparisn.
31. What can be a suitable title fr the text?
A. AI: A Pwerful Tl fr Dying Language Preservatin
B. Independent AI in Asia: The Key t Slving Language Crisis
C. Lw-resurce Languages: A Big Challenge t AI Develpment
D. Dying Languages: AI’s limitatins and the vital cmmunity rle
D
Yu leave an hur f nline surfing with the sense that the wrld is falling apart. In the real wrld, hwever, a
neighbr yu disagree with plitically helps yu start yur car. The dissnance is n accident. It is hw tday’s
Internet wrks.
T better understand this gap, researchers surveyed 1,090 adults and fund that peple dramatically
verestimate hw cmmn harmful behavir n the Internet is. On Reddit, participants thught harmful
cmmenters were 13 times mre cmmn, estimating 43% f users pst harmful cntent, while the actual figure is
just 3%. Mst ffensive psts cme frm a small grup f highly active users, whse utsized psts shape public
beliefs, creating the “majrity illusin” that makes this minrity seem like the nrm, drwning ut the silent
majrity.
Our brains are wired t ntice threats and mral breaks — negative cntent sticks in ur minds. Additinally,
scial media algrithms (算 法 ) priritize cntent that causes strng reactins t keep users engaged, with
falsehds spreading faster than truth. Bt netwrks (僵尸网络) add t the nise: it has been reprted that bad bts
make up rughly a third f glbal web traffic, misleading what trends and wh appears ppular.
Measuring nline harmful cntent is tricky, as autmated tls ften miss unbvius aggressive remarks. But
what matters mre is nt “hw harmful is the Internet,” but what rdinary users perceive as nrmal. Scial
psychlgists call this dynamic “pluralistic ignrance”: peple privately reject harmful nrms but g alng with
them publicly. This miscnceptin frmed nline creates a dangerus gap, fueling public distrust, preventing public
participatin, and lwering mral standards — if we think “everyne is awful,” we’re less likely t be kind.
While there is n silver bullet, practical steps — rted in plicy and persnal awareness — can narrw the
gap. The key lies in recgnizing nline engagement desn’t equal apprval: skip “mst engaging” feeds and grund
ur views in actual wrld cnnectins. Imagine a public square where the ludest few dn’t seize the micrphne
— disagreement remains, but the air resunds with daily life: neighbrs helping start cars, strangers hlding drs.
Online, we can make that reality visible again.
32. What des the underlined wrd “dissnance” in Paragraph 1 prbably mean?
A. Disrder. B. Prejudice. C. Cntrast. D. Debate.
33. What des the “majrity illusin” refer t in the text?
A. A false impressin. B. A harmful behavir.
C. An verestimated pst. D. A minrity f cmmenters.
34. What is Paragraph 3 mainly abut?
A. Why glbal web traffic misleads peple.
B. Why the minrity feels like the majrity.
C. Hw we identify nline harmful cntent.
D. What harm nline miscnceptin causes.
35. What is the authr’s suggestin in the last paragraph?
A. Acting like the ludest few. B. Imprving mral standards.
C. Aviding nline engagement. D. Valuing real-life interactins.
第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选
项。
Practical Rules f Gardening
Yu may find nthing is wrse than a garden that wn’t grw. Yu’re nt alne — many gardeners face the
same struggle. 36 Either way, these prblems can make a garden truly annying. Check ut these tips if yu’re
sick f a prblematic garden and want t see yur effrts pay ff.
Yu shuld make a maintenance schedule. Plants appreciate lving care and will reward yu fr yur
prviding it. On the cntrary, ignring garden maintenance can d lasting damage t them. Yu shuld first
familiarize yurself with the needs f yur plants. 37
Yu must visit yur garden frequently. If yu ask experienced gardeners fr advice, they will ften say, “ 38
” It means that the gardeners wh spend a lt f time in their gardens ntice prblems while they are still small a
nd manageable. Regular mnitring is an effective way t detect destructive insects and diseases befre they get u
t f cntrl, and what culd be nicer than a daily walk thrugh yur wn little wnderland?
39 Mst garden plants prefer a cnstant amunt f sil misture (水分). T make the jb easy, set up a
simple irrigatin system and put it n a timer. The watering will take care f itself, and yur plants wn’t have t
survive n the changeability f the weather.
It’s best t grup plants with similar maintenance needs. Peple tend t be with thers like themselves, as we
all knw. 40 Plants that need gd drainage (排水) shuld be planted tgether. They shuld nt be mixed in with
plants that need very wet sil. Keep this in mind: Grup them by their grwth and care needs.
A. And it’s true fr plants, t.
B. Keeping the water flwing is crucial.
C. It might be pr sil, r disturbing insects.
D. Plants need healthy sil and natural watering.
E. But yu can turn things arund with right actins.
F. The best thing fr a garden is the shadw f the gardener.
G. Then mark the calendar t remind yurself what needs ding.
第三部分 语言运用（共两节，满分 30 分）
第一节（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、D 四个选项中选出最佳选项。
In a remte village in Zambia, where gravel rads seem t stretch endlessly befre reaching the nearest twn,
a classrm hums with the energy f its yung learners. The desks are basic, the bks are scarce, and the rm is
41 beynd capacity — but smething 42 is happening here. Andrew, a 38-year-ld teacher, has 43 his un
der-resurced and vercrwded classrm int a place where learning flurishes.
Students in Andrew’s class travel 5 t 15 kilmeters each way t attend his lessns. The daily 44 reflect
the brader barriers t 45 in Zambia, where ver 800,000 primary schl-aged children are ut f schl.
Andrew 46 t let these barriers limit the ptential f the determined yung learners. Befre any additinal
supprt arrived, he was already taking the 47 t make learning meaningful. Drawing frm lcal culture, he
intrduced traditinal 48 — like Nsl, Ichienga, and skipping rpe — t help children understand numbers
and develp fundatinal skills in 49 , playful ways.
At the same time, he 50 supprt frm the schl administratin and fellw teachers, even using his wn
funds t btain essential teaching materials. 51 t develping a sense f prfessinalism and 52 amng
teachers, Andrew and his clleagues 53 their resurces t print T-shirts bearing “Catch-Up Teacher”. It was a
small but pwerful 54 that reinfrced their identity as teachers dedicated t transfrming learning utcmes.
One f his students 55 Andrew’s impact best: “My mther asked me why I g t schl. I replied, t
becme just like my teacher when I grw up.”
41. A. dusty B. packed C. empty D. untidy
42. A. extrardinary B. shcking C. urgent D. amusing
43. A. decrated B. equipped C. ccupied D. transfrmed
44. A. struggles B. exercises C. schedules D. chices
45. A. transprtatin B. educatin C. cmmunicatin D. accmmdatin
46. A. managed B. tended C. refused D. threatened
47. A. initiative B. chance C. risk D. advice
48. A. festivals B. methds C. games D. custms
49. A. abstract B. cmplex C. typical D. engaging
50. A. secured B. strengthen C. cnfirmed D. declined
51. A. Cntrary B. Cmmitted C. Sensitive D. Addicted
52. A. humur B. pride C. justice D. relief
53. A. wasted B. invested C. pled D. divided
54. A. lessn B. rganizatin C. rutine D. gesture
55. A. gt ver B. benefited frm C. summed up D. brught abut
第二节（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。
Civilizatins rise and fall, but sme endure. At the Anhui Museum in eastern China, a recent exhibitin f
ancient gld and silver artifacts ffered visitrs an 56. (exceptinal) clse glimpse int hw pwer, belief
and daily life played ut — nt thrugh texts, 57. thrugh precius metals.
Featuring a 58. (glry) histry spanning nearly 4,000 years, the majr exhibitin Gld’s Radiance
Steeps Ancient China 59. (draw) t a clse earlier in February, highlighting millennia (千 年 ) f
craftsmanship, exchange, and imaginatin.
Liu Huawei, the exhibitin’s curatr (策展人) and deputy directr f the Anhui Museum, said the bjects repr
esented discveries frm 156 archaelgical sites. Nearly 200 f the items displayed are classified 60. Chin
a’s first-grade cultural relics, with dzens 61. (exhibit) t the public fr the first time.
Liu nted, the decisin t curate this exhibitin riginated frm the belief that Chinese gld and silver artifacts
prvide a unique perspective 62. (bserve) Chinese civilizatin. China is ne f the wrld’s ldest
cntinuus civilizatins. Its 63. (cnsistent), riginality, unity, inclusivity and peaceful nature are nt
abstract cncepts, but remarkable features that are tangible in material culture. T illustrate this, Liu selected five
key artifacts that frm a vivid narrative.
Lking back n the exhibitin, 64. tk a year and a half t plan, Liu says that he feels prud as he
and his clleagues had ffered the public 65. meaningful encunter with histry and civilizatin.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
66．假如你是李华，你收到英国笔友 Mike 的来信（如下所示）。请写一封回信，给予他建议，帮助他解
决当前遇到的难题。
T: [email protected]
Frm: [email protected]
Subject: An Urgent Truble — Need Yur Advice
Dear Li Hua,
I am in a dilemma. With graduatin appraching, there are divided pinins amng my family regarding my
future study. I intend t study abrad in China, but my parents want me t stay in the U.K. I find it hard t persuade
them. Culd yu please give me sme useful suggestins?
Yurs,
Mike
注意：
1．写作词数应为 80 个左右；
2．请按如下格式在答题卡的相应位置作答。
Dear Mike,
I’m srry t hear that yu’re having truble persuading yur parents t let yu study in China.
Yurs sincerely,
Li Hua
第二节（满分 25 分）
67．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。
When Mum tld me t stay with Grandpa fr a cuple f hurs, I was extremely unwilling deep dwn. “He
desn’t like me,” I said. “Oh, f curse he likes yu. He’s just sad since Grandma passed away,” Mum replied. We
drve straight t Grandpa’s in an uncmfrtable silence.
After drpping me ff at Grandpa’s apartment, Mum headed t her appintment, prmising t cme t pick
me up sn. Sptting me, Grandpa mtined fr me t sit. We glanced up at each ther nw and then but didn’t say
anything. “Want t watch televisin?” he asked. I ndded. But nthing was n. Tw minutes later, he turned the
TV ff. We sat there, Grandpa patting his legs restlessly, and me trying t find a cmfrtable psitin n his ld,
sft cuch.
Suddenly, I felt smething hard n the flr beneath the cuch. I reached dwn and pulled it ut. It was a
wden bx with fancy designs carved int the sides. “Chess?” I said, surprised. “Yeah, I used t play. D yu
play?” Grandpa asked. “Never,” I answered. Grandpa fell quiet fr a mment, staring at the windw and still
tapping his legs. Then he suggested that since we had time, he culd teach me hw t play. I agreed casually.
Grandpa pened the bx, a smell f wd plish rising frm inside. He taught me abut all the pieces and
shwed me hw they mved: the king culd mve ne square in any directin, and the game was wn by trapping
him; pawns (兵) mved straight frward; knights (马) mved in an L-shape and culd leap ver ther pieces... I
was amazed at hw patient he was.
We practiced a bunch f times. He just crrected me and had me try again. Finally, when he was satisfied that
I knew what t d with all the pieces, he said we were ready t play fr real.
注意：（1）续写词数应为 150 个左右；
（2）请按如下格式在答题卡的相应位置作答。
Our first game began and I played with full attentin.
We were really enjying urselves when Mum returned.
合肥市第八中学 2025-2026 学年第二学期强化训练三
高三英语试卷答案
参考答案
第一部分 听力
1-5 AACBC 6-10 BACCB 11-15 BABCC 16-20 CABCB
第二部分 阅读理解
21-23 CAB 24-27DCCB 28-31CDAD 32-35CABD
36-40 CGFBA
第三部分 语言运用
完形填空
41. B 42. A 43. D 44. A 45. B 46. C 47. A 48. C 49. D
50. A 51. B 52. B 53. C 54. D 55. C
语法填空
56. exceptinally 57. but 58. glrius 59. drew 60. as
61. exhibited 62. t bserve 63. cnsistency 64. which 65. a
第四部分 写作
Pssible versin
第一节
Dear Mike,
I’m srry t hear that yu’re having truble persuading yur parents t let yu study in China. I
quite understand yur situatin, and I’d like t share sme useful suggestins with yu.
Initially, yu’d better have a sincere and calm cnversatin with yur parents. Explain yur strng
interest in Chinese culture, language and the high-quality educatin here. At the same time, tell
them yu will take gd care f yurself and keep in tuch regularly. In additin, yu can shw
them yur clear study plan t prve yu are respnsible. I believe yur parents will understand
and supprt yu in the end.
May everything g smthly fr yu!
Yurs sincerely,
第二节
Our first game began and I played with full attentin. At first, I mved my pieces nervusly, afraid
f making silly mistakes. Grandpa, hwever, remained calm, ccasinally ndding at my mves.
Gradually, my randm attacks turned int planned strategies, each piece finding its purpse under
his patient guidance. Then came the thrilling mment—my knight leaped frward, threatening his
king. Grandpa's lips were curving int a gentle smile. The game unflded like a quiet cnversatin
with each piece telling a stry f cnnectin.
We were really enjying urselves when Mum returned. Seeing us huddled ver the wden bx,
she paused at the dr, her eyes widening in disbelief. “Ready t g?” she whispered, but I shk
my head withut hesitatin. “Just ne mre game, please?” I begged, glancing at Grandpa. T my
delight, he ndded and began resetting the pieces, his trembling hands steady nce again. A
knwing smile spread acrss mum’s face as she sat dwn silently, cntent t wait. In that small
apartment, what started as a bring afternn transfrmed int an unexpected bnd—all thanks t
a dusty chess set.
答案详解：
第 21 题解析：
展览时间为 1 月 26 日 - 3 月 27 日（选项 D 的 3 月 30 日已超出范围，排除）。每天开放（除
周日外）：10:00 - 17:00，周五延长至 20:30。 A：1 月 27 日是周二，但 09:30 早于 10:00，
不开放。B：2 月 1 日是 周日，全天不开放。C：2 月 13 日是周五，18:00 在 10:00–20:30
内，符合。 D：3 月 30 日已超出展期。
因此答案选择 C。
第 22 题解析：
如果会员卡还没寄到，凭会员购买确认邮件到大中庭的会员服务台，工作人员会发放当天有
效的临时卡。
因此答案选择 A。
第 23 题解析：
成人票价：£22 / 人，16–18 岁学生票价：£20 / 人。计算： 成人 × 2 = £44，16 岁儿子 ×
1 = £20，合计 = £64
因此答案选择 B。
第 24 题解析：
原 文 第 二 段 第 一 句 明 确 写 道 ：“She gave me a judgment-free space t learn frm yuthful
mistakes and discver my true ptential.”这直接对应 安全、无评判的成长和自我探索环境。
因此答案选择 D。
第 25 题解析：
原文第四段： “T her, the humanities revealed human dignity and the universal need t feel
wrthy...”她喊这句话是为了强调人文学科的重要性，而非单纯搞笑或吸引注意。
因此答案选择 C。
第 26 题解析：
Empwering（赋权）：原文多处体现，如 “she mdeled hw t live a fulfilling, self-driven life”、
“help us see ur wn strengths”。Nurturing（培养/滋养）：如 “gave me a judgment-free space”、
“saw every student deeply”、“made us thrive in her class”。
因此答案选择 C。
第 27 题解析：
文章从开头（“shaped her remarkable life. And maybe mine”）到结尾（“I still cnsider myself
her student... answered an unexpected life call frever shaped by her wisdm and spirit”）都在回
忆一位改变自己人生的老师。
因此答案选择 B。
【28 题详解】
细节理解题。根据第二段“This is a cultural lss and a technlgical blind spt, with the cre
issue being a lack f high-quality data.(这是一种文化上的缺失，也是技术上的盲点，其核心问
题在于缺乏高质量的数据)”可知，人工智能在保护濒危语言方面的主要问题是它缺乏针对
低资源语言的高质量训练数据。故选 C。
【29 题详解】
细节理解题。根据第三段“Studies shw lw-resurce languages can get past its safety guardrails.
(研究表明，资源匮乏的语言能够突破其安全防护措施)”可知，人工智能安全防护措施可能
会被低资源语言所绕过。故选 D。
【30 题详解】
推理判断题。根据第四段“A push fr independent AI has grwn especially in linguistically
diverse Asia t preserve cultural distinctins in AI tls: Singapre’s SEA-LION mdel cvers
ver a dzen lcal languages, and Malaysia’ s ILMU mdel recgnizes reginal cues. These
effrts have revealed fr an AI mdel t truly represent a grup f peple, even the smallest
details in training material matter.(在语言多样的亚洲地区，推动建立独立自主的人工智能的努
力愈发显著，目的是为了在人工智能工具中保留文化差异：新加坡的“SEA-LION”模型涵
盖了十几种当地语言，而马来西亚的“ILMU”模型则能识别地域特征。这些努力表明，要
使一个人工智能模型真正代表某一人群，训练材料中的哪怕是最细微的细节也至关重要)”
可知，作者通过举例说明展现亚洲在人工智能方面的独立努力。故选 A。
【31 题详解】
主旨大意题。根据第一段“The United Natins estimates that sme 40% f the wrld’s languages
face extinctin. Can artificial intelligence slw this trend? Glbal tech giants are ptimistic, yet
the reality is nt that simple. Generative AI has made great prgress in breaking dwn language
and cultural barriers, but it has big shrtcmings in understanding “lw-resurce languages” —
native and reginal dialects lacking valuable digital cntent.(联合国估算，全球约 40%的语言面
临消亡危机。人工智能能否延缓这一趋势？全球科技巨头持乐观态度，但现实并非如此简单。
生成式人工智能在打破语言与文化壁垒方面成果显著，却难以吃透低资源语言，即缺乏有效
数字内容的本土语言与地方方言)”结合文章说明了全球近半数语言濒临消失，AI 因稀缺语
种数据不足存在诸多短板与安全隐患，亚洲自研模型作出尝试，而语言保护更离不开本土社
区的主导参与。可知，D 选项“消亡的语言：人工智能的局限性及至关重要的社区作用”最
符合文章标题。故选 D。
【32 题详解】
词句猜测题。根据第一段中“Yu leave an hur f nline surfing with the sense that the wrld is
falling apart. In the real wrld, hwever, a neighbr yu disagree with plitically helps yu start
yur car. The dissnance is n accident. (你上网一小时后，感觉世界要崩溃了。然而，在现实
世界中，一个与你政治观点不同的邻居却帮你发动了汽车。这种 dissnance 并非偶然)”可
知，前一句描述了网络世界带来的负面感受，后一句则通过现实中的例子展示了与网络世界
截然不同的积极体验，两者形成对比。由此可推测，划线词 dissnance 指的是这种“对比”，
与 C 项“Cntrast”意思相近。故选 C 项。
【33 题详解】
词句猜测题。根据第二段中“Mst ffensive psts cme frm a small grup f highly active
users, whse utsized psts shape public beliefs, creating the “majrity illusin” that makes this
minrity seem like the nrm, drwning ut the silent majrity.(大多数冒犯性帖子来自一小群高
度活跃的用户，他们过度的帖子塑造了公众的信念，制造了一种“多数错觉”，使这一少数
群体看起来像是常态，淹没了沉默的大多数)”可知，少数高度活跃的用户通过发布大量帖
子，使公众误以为他们的行为是大多数人的行为，从而形成了一种“错误的印象”。由此可
推测，“majrity illusin”指的是“错误的印象”。故选 A 项。
【34 题详解】
主旨大意题。根据第三段“Our brains are wired t ntice threats and mral breaks — negative
cntent sticks in ur minds. Additinally, scial media algrithms (算法) priritize cntent that
causes strng reactins t keep users engaged, with falsehds spreading faster than truth. Bt
netwrks (僵尸网络) add t the nise: it has been reprted that bad bts make up rughly a third
f glbal web traffic, misleading what trends and wh appears ppular.(我们的大脑天生就会注
意到威胁和道德上的缺陷——负面内容会留在我们的记忆中。此外，社交媒体算法会优先考
虑能引起强烈反应的内容，以保持用户的参与度，而虚假信息的传播速度比真实信息更快。
僵尸网络增加了噪音：据报道，恶意机器人约占全球网络流量的三分之一，误导了哪些趋势
和谁看起来受欢迎)”可知，本段主要分析了为什么少数高度活跃的用户会感觉像多数，即
解释了“多数错觉”产生的原因。故选 B 项。
【35 题详解】
推理判断题。根据最后一段中“The key lies in recgnizing nline engagement desn’t equal
apprval: skip “mst engaging” feeds and grund ur views in actual wrld cnnectins. Imagine
a public square where the ludest few dn’t seize the micrphne — disagreement remains, but
the air resunds with daily life: neighbrs helping start cars, strangers hlding drs. Online, we
can make that reality visible again.(关键在于认识到网络参与并不等于认可：跳过“最吸引人”
的动态，将我们的观点建立在现实世界的联系上。想象一个广场，在那里，声音最大的几个
人不会抢走麦克风——分歧依然存在，但空气中回荡着日常生活：邻居帮忙发动汽车，陌生
人为你开门。在网上，我们可以让这种现实再次可见)”可知，作者建议人们应该重视现实
生活中的互动，而不是仅仅关注网络上的动态。故选 D 项。
第 36 题解析：
前一句说：“Yu’re nt alne — many gardeners face the same struggle.”（许多园丁都面临
同样的困境）, 后一句说：“Either way, these prblems can make a garden truly annying.”（无
论是哪种情况，这些问题都会让花园很烦人）,中间的句子需要具体说明 “这些困境/问题”
指的是什么。C 给出了两个典型例子：pr sil（贫瘠土壤）或 disturbing insects（害虫），
与后文的“either way”完美呼应。其他选项如 E（但你可以用正确行动扭转局面）虽然意
思对，但缺少“具体问题”的列举，无法衔接“either way”。故选 C 项。
第 37 题解析：
本段主题是制定维护计划（make a maintenance schedule）。前一句：“Yu shuld first familiarize
yurself with the needs f yur plants.”（首先熟悉植物的需求）。逻辑顺序：先了解需求 → 然
后做某件事 → 最终形成计划。G 的“Then mark the calendar”（在日历上标记）正是“制
定计划”的具体动作，与段首“make a maintenance schedule”直接对应。故选 G 项
第 38 题解析：
本段主题是 经常去花园（visit yur garden frequently）。前一句说：经验丰富的园丁常说：
“______”，后一句解释这句话的含义：“It means that the gardeners wh spend a lt f time in
their gardens ntice prblems while they are still small.”（意思是花大量时间在花园里的园丁能
在问题还小的时候就发现它们）。 F 的“the shadw f the gardener”（园丁的影子）是一个
形象化表达，意思是园丁经常出现在花园里（影子常落在土地上），与后文的“spend a lt
f time”完全对应。这是一句英语园艺谚语，强调园丁的日常巡视比任何技术都重要。故选
F 项。
第 39 题解析：
本段讲的是 浇水。关键句：“Mst garden plants prefer a cnstant amunt f sil misture.”（大
多数园艺植物喜欢稳定的土壤湿度），接着建议设置自动灌溉系统和定时器：“set up a simple
irrigatin system and put it n a timer”， 段首需要一个 概括性句子 引出“水很重要”的主
题。B 的“Keeping the water flwing is crucial”（保持水流至关重要）直接点明段落核心。
故选 B 项。
第 40 题解析：
本段主题是 按养护需求分组种植。前一句：“Peple tend t be with thers like themselves, as
we all knw.”（人们倾向于和相似的人在一起，这我们都知道），这是一个类比：先说“人
以群分”，然后自然过渡到“植物也一样”。 A 的“And it’s true fr plants, t”（这对植物
也同样适用）完美衔接，逻辑流畅。后文接着举例：需要良好排水的种在一起，喜湿的不要
混种，进一步印证“植物也喜欢同类在一起”。故选 A 项。
【41 题详解】
考查形容词词义辨析。句意：这些书桌简陋不堪，书籍数量稀少，房间内的人数已远远超过
了其容纳能力——但这里却正发生着一些非凡的事情。A. dusty 布满灰尘的；B. packed 挤满
的；C. empty 空的；D. untidy 不整洁的。根据后文“beynd capacity”可知，房间里挤满了
人，故选 B。
【42 题详解】
考查形容词词义辨析。句意：这些书桌简陋不堪，书籍数量稀少，房间内的人数已远远超过
了其容纳能力——但这里却正发生着一些非凡的事情。A. extrardinary 非凡的；B. shcking
令人震惊的；C. urgent 紧急的；D. amusing 有趣的。根据上文“The desks are basic”及“the
rm is ________ beynd capacity”可知此处描述教学条件很艰苦，“but”说明前后形成转
折，这里正发生不寻常的事，以引出后文故事。故选 A。
【43 题详解】
考查动词词义辨析。句意：38 岁的教师安德鲁将资源匮乏且学生过多的教室改造成了一个
促进学习氛围浓厚的场所。A. decrated 装饰；B. equipped 装备；C. ccupied 占用；D.
transfrmed 使改观。根据下文“he ________ traditinal games — like skipping rpe.”及
“Drawing frm lcal culture, he intrduced traditinal”可知，安德鲁通过自己的努力及教学
方法，改变了这个资源匮乏、拥挤的教室。故选 D。
【44 题详解】
考查名词词义辨析。句意：这种日常的艰难困苦反映了赞比亚在教育方面面临的更广泛的障
碍，该国有超过 80 万名小学年龄段的儿童未能上学。A. struggle 奋斗；B. exercise 锻炼；C.
schedule 日程；D. chice 选择。根据上文“Students in Andrew’s class travel 5 t 15 kilmeters
each way t attend his lessns.”可知，学生每天单程要走 5-15 公里上学，这种日常行程是一
种艰难的跋涉，struggle“艰辛的努力”能体现上学的不易。故选 A。
【45 题详解】
考查名词词义辨析。句意：这种日常的艰难困苦反映了赞比亚在教育方面面临的更广泛的障
碍，该国有超过 80 万名小学年龄段的儿童未能上学。A. transprtatin 交通；B. educatin 教
育；C. cmmunicatin 交流；D. accmmdatin 住宿。根据下文“ver 800,000 primary
schl-aged children are ut f schl”可知，赞比亚有超过 80 万小学适龄儿童失学，这反映
了赞比亚的教育面临的普遍障碍。故选 B。
【46 题详解】
考查动词词义辨析。句意：安德鲁坚决不让这些障碍阻碍这些意志坚定的年轻学习者的潜力
发挥。A. managed 管理；B. tended 倾向于；C. refused 拒绝；D. threatened 威胁。根据下文
“he intrduced traditinal ________ — like Nsl, Ichienga, and skipping rpe”可知，安德鲁
没有让这些障碍限制学生的潜力，refused t d sth.“拒绝做某事”符合他积极作为的形象。
故选 C。
【47 题详解】
考查名词词义辨析。句意：在任何额外的援助到来之前，他就已经开始主动想办法让学习变
得有意义了。A. initiative 倡议；B. chance 机会；C. risk 风险；D. advice 建议。根据下文
“Drawing frm lcal culture, he intrduced traditinal ________ — like Nsl, Ichienga, and
skipping rpe — t help children understand numbers and develp fundatinal skills”描述他
的做法可知，在任何额外的援助到来之前，他就已经开始主动想办法让学习变得有意义了。
故选 A。
【48 题详解】
考查名词词义辨析。句意：借鉴本土文化，他引入恩索罗、伊奇恩加等传统游戏以及跳绳活
动，以生动有趣的方式，帮助孩子认识数字、培养基础能力。A. festivals 节日；B. methds
方法；C. games 游戏；D. custms 习俗。根据后文“like Nsl, Ichienga, and skipping rpe”
可知，引入了传统游戏。故选 C。
【49 题详解】
考查形容词词义辨析。句意：借鉴本土文化，他引入恩索罗、伊奇恩加等传统游戏以及跳绳
活动，以生动有趣的方式，帮助孩子认识数字、培养基础能力。A. abstract 抽象的；B. cmplex
复杂的；C. typical 典型的；D. engaging 有趣的，吸引人的。根据后文“playful ways”可知，
他主要通过生动有趣的方式教育孩子。故选 D。
【50 题详解】
考查动词词义辨析。句意：与此同时，他得到了学校管理层和同事们的支持，甚至还自掏腰
包购置了必要的教学用品。A. secured 获得；B. strengthen 加强；C. cnfirmed 确认；D. declined
下降。根据后文“supprt frm the schl administratin”指他得到了学校管理层和同事们的
支持，故选 A。
【51 题详解】
考查形容词词义辨析。句意：为了培养教师们的专业精神和自豪感，安德鲁和他的同事们合
力筹集资源印制了带有“追赶教师”字样的 T 恤衫。A. Cntrary 相反的；B. Cmmitted 坚定
的，尽心尽力的；C. Sensitive 敏感的；D. Addicted 上瘾的。根据后文“t develping a sense
f prfessinalism”可知，此处指安德鲁和同事致力于培养教师的职业素养，cmmitted t
ding sth.“致力于做某事”是固定搭配。故选 B。
【52 题详解】
考查名词词义辨析。句意：为了培养教师们的专业精神和自豪感，安德鲁和他的同事们合力
筹集资源印制了带有“追赶教师”字样的 T 恤衫。A. humur 幽默；B. pride 自豪；C. justice
公平；D. relief 宽慰。根据下文“their resurces t print T-shirts bearing “Catch-Up Teacher”.”
可知，他们印制印有“追赶教师”的 T 恤，是为了增强教师的职业认同感和自豪感。故选 B。
【53 题详解】
考查动词词义辨析。句意：为了培养教师们的专业精神和自豪感，安德鲁和他的同事们合力
筹集资源印制了带有“追赶教师”字样的 T 恤衫。A. wasted 浪费；B. invested 投资；C.
pled 集中（资源、钱财等）以备共用；D. divided 分开。根据后文“their resurces t print
T-shirts bearing “Catch-Up Teacher””可知，指安德鲁和他的同事们集思广益，共同出资印制
了带有“追赶教师”字样的 T 恤衫。故选 C。
【54 题详解】
考查名词词义辨析。句意：这是一个虽小却意义重大的举动，它强化了他们作为致力于改变
学习成果的教师这一身份。A. lessn 课程；B. rganizatin 组织；C. rutine 常规；D. gesture
姿态，举动。根据上文“print T-shirts bearing “Catch-Up Teacher””可知，印制 T 恤这个行为
虽小，却能强化教师身份，是一种有影响力的举动。故选 D。
【55 题详解】
考查动词短语辨析。句意：他的一个学生最恰当地概括了安德鲁的影响：“我母亲问我上学
的原因。我回答说，长大后我要变得和我的老师一样。”A. gt ver 克服；B. benefited frm
受益于；C. summed up 总结；D. brught abut 引起。根据下文“Andrew’s impact best: “My
mther asked me why I g t schl. I replied, t becme just like my teacher when I grw up.”
(安德鲁的影响：“我母亲问我上学的原因。我回答说，长大后我要变得和我的老师一样”)”
并结合全文可知，学生的话是对安德鲁的付出所产生的影响的最好的总结。故选 C。
语法填空主题语境：人与社会——历史与文化遗产
【语篇导读】本文是一篇新闻报道。文章主要讲的是安徽博物馆举办的一场古代金银器展
览，通过近 4000 年历史的珍贵文物，展现了权力、信仰与日常生活的交融，以及中华文明
的延续性与独特性。
第 56 题.exceptinally 词形转换（形容词变副词）。解析：空格处修饰形容
词“clse”，需要用副词形式。“exceptinal”的副词为“exceptinally”，表示“异常
地、非常地”。整个短语“an exceptinally clse glimpse”意为“一次异常近距离的
窥视”。
第 57 题.but 固定搭配()。解析：前文“nt thrugh texts”与后文
“thrugh precius metals”形成对比转折关系，固定搭配“”意为“不是……
而是……”，因此填“but”。
第 58 题.glrius 词形转换（名词变形容词）。解析：空格后是名词“histry”
，需要形容词作定语。“glry”的形容词形式为“glrius”，意为“辉煌的”，修饰
“histry”。
第 59 题.drew 动词时态（一般过去时）。解析：主语“the majr exhibitin”与
动词“draw”构成主动关系，且时间状语“in February”表示过去时间，故用一般过
去时。“draw t a clse”意为“结束”，填“drew”。
第 60 题.as 固定搭配()。解析：“be classified as”是固定短语，意 为“被归类为……”，表示将这些文物划分为一级文物。
第 61 题.exhibited 非谓语动词（过去分词作宾语补足语）。解析：“with+名词
+非谓语动词”结构中，“dzens”指代数十件文物，与“exhibit”之间为被动关系（被
展出），故用过去分词“exhibited”。
第 62 题.t bserve 非谓语动词（不定式作定语）。解析：名词“perspective”
后常用不定式作后置定语，表示“……的视角”。此处“a unique perspective t
bserve Chinese civilizatin”意为“观察中华文明的独特视角”。
第 63 题.cnsistency 词形转换（形容词变名词）。解析：空格处与后文的
“riginality, unity, inclusivity, peaceful nature”并列，作主语，需要名词形式。
“cnsistent”的名词为“cnsistency”，意为“连贯性、一致性”。
第 64 题.which 定语从句（关系代词）。解析：非限制性定语从句修饰先行
词“the exhibitin”，关系代词在从句中作主语，指物，用“which”。逗号后不能使
用“that”。
第 65 题.a 冠词（不定冠词表泛指）。解析：“encunter”为可数名词单数，此 处泛指“一次有意义的邂逅”，且“meaningful”以辅音音素开头，故用不定冠词“a”。
听力材料
Text 1 周末安排
W: I’m ging t watch a ftball match this weekend. I’ve been lking frward t it fr
weeks!
M: That sunds great! I’ll be n a business trip t Lndn this Saturday.
W: Ww, Lndn! If yu have free time, yu shuld see sme sights.
Text 2 解决数学问题
W: I really can’t slve this math prblem in my exercise bk.
M: Let me have a lk. Yu can see this part as a whle, and then break it dwn step by step.
It’s like building blcks. Start with the basic structure.
Text 3 餐厅就餐
W: This pasta is amazing! The tmat sauce is flavrful.
M: The chef tld me they used herbs frm their garden. That’s why it tastes s gd.
W: That’s awesme! Next time, let’s rder sme dessert. The chclate cake lks great.
Text 4 对比两个单词
W: What’s the difference between “shre” and “cast”?
M: Well, “shre” is the land alng the edge f the sea, lake r river—like the beach, while
“cast” is the land near the sea, ften referring t regins, like “the west cast”.
Text 5 新队友
M: Hw is yur new teammate Ethan?
W: He’s adaptable. He handles tasks well when pririties shift. But he desn’t seem
ambitius. He just des his wn wrk and avids extra respnsibilities.
Text 6 平摊水电费
M: I just paid the water and electricity bills fr last mnth—$40 fr water and $80 fr
electricity. They were $120 in ttal.
W: The fur f us in the huse—yu, me, Sam and Tess—shuld divide the csts equally. Ill
transfer my share right nw.
M: Okay.
W: Shuld I message Sam and Tess in ur grup chat?
M: Gd idea. Let’s make sure everyne pays by the 15th. Last mnth Sam frgt,
remember?
W: Hmm, right. Tess usually pays n time, but Sam needs a reminder.
Text 7 关于断网两周的研究
W: I tk part in an interesting study abut smartphnes and mental health last mnth.
M: Really? Tell me smething abut it.
W: Well, 467 peple aged 18 t 74 participated in the study. We had t discnnect frm the
Internet n ur phnes fr tw weeks.
M: Hw did yu feel?
W: Surprisingly gd! The researchers tested ur mental health, sense f well-being and
cncentratin. Persnally, I felt less stressed and happier. The test results shwed my
cncentratin imprved significantly.
M: Was it hard t stick it ut fr the tw weeks?
W: I struggled a bit at first, but I benefited a lt frm it.
M: Maybe I shuld try limiting my Internet time, t!
W: The researchers said even reducing the use f certain apps helps.
Text 8 处理不明邮件
W: Did yu get that strange email frm a randm cmpany ffering a free laptp?
M: Yes! And yesterday, there was ne claiming I wn a lttery.
W: Same here.
M: My mm nce clicked n a link in such an email, and her cmputer gt a virus.
W: Hw d we stp such emails?
M: I’ve started using the email filter t mark them as junk emails. Als, never reply t them
r click n suspicius links in them.
W: Gd pints. We shuld als check ur privacy settings ften. Sme cmpanies sell
email addresses t third parties.
M: Yeah. I read that using a separate mailbx fr nline shpping can reduce junk emails.
Text 9 家政学专业
M: Emily, I heard yu majr in Hme Ecnmics with a fcus n elderly care. Why did yu
make that chice?
W: Last year, my grandpa brke his leg, and my family had difficulty taking care f him
prperly. At that time, my neighbr Rita, wh has sme basic nursing knwledge, came t help.
That’s when I realized the imprtance f prfessinal care skills, s I decided t learn smething
abut elderly care t help thers, t.
M: What d yu learn exactly?
W: I study basic medical knwledge like checking vital signs and administering medicatins
safely. Thse are manageable, but I als have t learn cmmunicatin techniques. What wrries
me mst is memrizing cmplicated medical prcedures and simulating emergencies in class.
M: Sunds challenging. What’s yur plan after graduatin?
W: I want t wrk in a senir care center, helping senirs with daily tasks and fulfilling their
emtinal needs. In the lng term, I hpe t start a hme-based care service, bringing prfessinal
care directly t senirs’ hmes.
Text 10 2025 年国际科学与工程展览会
W: In mid-May, the 2025 Internatinal Science and Engineering Fair (ISEF) was held in
Clumbus, Ohi. It’s meant t encurage students t explre science, technlgy, engineering,
and math (STEM). In 2025, abut 1,700 students frm 48 U.S. states and ver 60 ther cuntries
tk part.
The winner f this year’s grand prize was 19-year-ld Adam Kvalčík frm Slvakia. Adam
wn with a prject that created a new way f making a kind f medicine fr fighting viruses.
Tw students frm the U.S., Benjamin Davis and Siyaa Pddar, each wn the Regenern
Yung Scientist Award.
Benjamin, 16, is frm Wrentham, Massachusetts. He created a system fr recycling the
waste plastic created during 3D printing s that it can be used again.
Sixteen-year-ld Siyaa Pddar frm Chandler, Arizna wn her award fr creating a system
that detects txic dust in the air.