英语试界瓜坊 · 高考英语
今天的原创练习取材于英美青少年中正在兴起的一种生活方式——「信息节食 Information Diet」：主动减少无意义的屏幕滑动与碎片信息摄入，把注意力还给学习、阅读和真实生活。阅读部分 4 题、七选五 36–40，题量与形式完全按高考全国卷要求命制，全文原创。建议限时 20 分钟完成。
阅读理解（共 4 题）
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。
The Attention Diet
For seventeen-year-old Emma Patel, the breaking point came during a biology revision session. She had spent forty minutes watching a video about photosynthesis, but when she closed the app, she could not explain what she had just seen. "My thumb knew what to do next," she says. "My brain did not."
Emma's problem is not unusual. A 2025 survey by the UK's Ofcom found that teenagers now spend an average of nearly five hours a day on their phones, often moving between short videos, messages, and news feeds without finishing anything. Researchers call this "fragmented attention", and they are increasingly worried about what it is doing to memory and deep thinking.
In search of a solution, Emma decided to try what some people call an "information diet": for thirty days, she would cut her non-school screen time to thirty minutes a day and remove all social media apps from her phone. The first week was harder than expected. "I kept reaching for my phone without thinking," she remembers. "It was like a missing tooth — I kept checking where it used to be."
By the second week, something shifted. Emma found herself finishing books she had started months ago. She began noticing details on her walk to school: the shape of clouds, the sound of birds, conversations with neighbours. Most surprisingly, her schoolwork improved not because she was studying longer, but because she could concentrate for longer.
Not everyone is convinced. Some psychologists warn that simply cutting screens can become another source of stress, especially if teenagers feel left out of group chats or online events. Others point out that the problem is not technology itself, but the way platforms are designed to keep users scrolling. Dr Lina White, who studies young people's digital habits, argues that a better goal than "less screen time" is "more intentional screen time": using devices for clear purposes and then putting them away. Emma agrees. After her thirty days ended, she reinstalled two apps, but only on her laptop and only during specific hours. "I did not want to throw my phone away," she says. "I just wanted my attention back."
1. What made Emma decide to try an information diet?
A. She failed an important biology exam.
B. She realised she could not remember what she had watched.
C. Her parents took away her phone for thirty days.
D. Her teachers asked her to reduce screen time.
2. What does the author say about teenagers' screen use in paragraph 2?
A. It has replaced all face-to-face communication.
B. It is mainly spent on schoolwork.
C. It often involves switching quickly between different content.
D. It has decreased sharply since 2023.
3. What was the most unexpected change Emma noticed?
A. She made more friends online.
B. She could study for longer without losing focus.
C. She stopped walking to school.
D. She began creating social media content.
4. What is Dr Lina White's view?
A. Teenagers should stop using social media completely.
B. The design of platforms, not technology, is the real problem.
C. Screen time limits are useless for most students.
D. Information diets always cause stress.
七选五（第 36–40 题，两项多余）
根据短文内容，从短文后的七个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。
Why Boredom Is Good for You
For many people, boredom is an enemy to be defeated. The moment a queue slows down or a lesson ends, we reach for our phones. Yet psychologists are discovering that boredom may be one of the brain's most useful states.
Research suggests that when the brain is not busy with constant input, it switches into a different mode. It begins to wander, making connections between memories and ideas. 36 Many creative people report that their best ideas arrived while they were doing something boring, such as walking, waiting, or even cleaning.
Boredom also teaches us patience. In a world of instant replies and next-day delivery, the ability to wait has become rare. 37 Children who learn to tolerate dull moments are often better at sticking with difficult problems later.
Of course, not all boredom is helpful. Long-term boredom at school can be a sign that a student is not challenged or supported. 38 Teachers and parents should notice this kind of boredom and ask what is really going on.
The real skill is learning to tell the difference between productive boredom and harmful boredom. Productive boredom is short and can be escaped through imagination or a simple task. 39 Harmful boredom feels endless and draining.
So the next time you feel bored, resist the urge to fill the gap immediately. Let your mind wander for a few minutes. 40 It might be the most useful thing you do all day.
A. It may feel uncomfortable at first, but it can lead to surprising discoveries.
B. That is why schools are starting to introduce "boredom challenges" into classrooms.
C. Studies show that people who avoid all boredom tend to have lower creativity scores.
D. This kind of "mind-wandering" is closely linked to creativity and problem-solving.
E. Without practice, we lose the mental muscle needed for long-term goals.
F. In those moments, the brain is not resting; it is processing experiences and making sense of them.
G. This is a signal that something in the environment needs to change.
答案与解析
阅读理解
1. B 首段：Emma 看了四十分钟光合作用视频，关掉 App 后却讲不出刚才看了什么。正是这种「看完即忘」让她决定尝试信息节食，选 B。A「考试不及格」、C「父母收手机」、D「老师要求」均未提及。
2. C 第二段：Ofcom 调查显示青少年日均手机使用时间近五小时，且经常在短视频、消息和资讯流之间切换却「without finishing anything」→ 快速切换不同内容，选 C。A「取代所有面对面交流」、B「主要用于学习」、D「自 2023 年锐减」均与原文不符。
3. B 第四段：Emma 发现最意外的变化是学业进步，不是因为她学得更多，而是「because she could concentrate for longer」→ 能更长时间保持专注，选 B。A「交到更多网友」、C「不再走路上学」、D「开始创作社交媒体内容」均未提及。
4. B 末段：Dr Lina White 指出问题不在技术本身，而在于平台被设计成让用户不停滚动；她主张「更有意图的屏幕使用时间」，选 B。A「完全停止使用」、C「限时无用」、D「信息节食总造成压力」均非她的观点。
七选五
36. D 上句说大脑开始走神、在记忆和想法之间建立联系，D「这种 mind-wandering 与创造力和解决问题密切相关」承接，并引出下句「许多创意人士的最佳想法出现在无聊时刻」。
37. E 本段讲无聊教会我们耐心，上句说「等待的能力已经变得稀缺」，E「缺乏练习，我们会失去实现长期目标所需的心智肌肉」顺承，并引出下句「能忍受乏味时刻的孩子更能坚持难题」。
38. G 上句说学校里的长期无聊可能意味着学生没有得到挑战或支持，G「这是环境需要改变的信号」承接，引出教师和家长应关注。
39. F 上句界定「有成效的无聊」是短暂且可通过想象或简单任务逃离的，F「在那些时刻，大脑并没有休息，而是在处理经历并理解它们」解释其价值，与下句「有害的无聊」形成对比。
40. A 上句建议「让思绪漫游几分钟」，A「一开始可能不舒服，但会带来意想不到的发现」承接，并呼应结尾「这可能是一天中最有用的事」。
多余项：B（课堂「无聊挑战」原文未提）；C（逃避无聊者创造力低）虽与主题相关，但 36 空已用 D 完成论述，C 放进去会重复。
觉得有用点个【在看】，明天继续更～想看哪类题型，留言告诉我。
