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唐山市2025—2026学年度高三年级摸底演练
英语
本试卷共12页，满分150分。考试时长120分钟。
注意事项：
1.答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。
2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3.考试结束后，将本试卷和答题卡一并交回。
第一部分 听力（共两节，满分30分）
做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
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。每段对话仅读一遍。
1. Where is probably Cathy
A. At home. B. In the mall. C. In the office.
2. How does the man find his work
A. Boring. B. Rewarding. C. Demanding.
3. Who is the man
A. A cook. B. A reporter. C. A receptionist.
4. What is the woman worried about
A. Adam might be caught in traffic.
B. Adam might be late for the practice.
C. Adam might forget the soccer training.
5. What are the speakers probably talking about
A. A birthday party. B. A famous star. C. A music festival.
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. What happened to the woman
A. She missed the train. B. She lost her ticket. C. She took the wrong way.
7. How much more will the woman pay
A. 11.00. B. 7.50. C. 3.50.
听第7段材料，回答第8至10题。
8. Where is Wendy’s garden
A. In front of the room. B. In the backyard. C. On the roof.
9. What motivated Wendy to start a garden
A. A magazine article. B. Her cousin’s garden. C. Advice from her sister.
10. What will Wendy do next
A. Buy seeds. B. Grow flowers. C. Water vegetables.
听第8段材料，回答第11至13题。
11. How does Mike feel when first seeing the woman
A. Happy. B. Confident. C. Nervous.
12. Why is Mike on the program
A. To satisfy his teacher.
B. To learn about local culture.
C. To prepare for an English test.
13. What does the woman ask Mike to do
A. Listen to music. B. Clean up the kitchen. C. Have dinner.
听第9段材料，回答第14至17题。
14. How many times has the event been held
A.20. B.15. C.10.
15. Why is the event held this year
A. To select fun families.
B. To connect the community.
C. To raise money for the homeless.
16. How does the woman respond to the man’s proposal
A. With hesitation. B. With enthusiasm. C. With anger.
17. What’s the probable relationship between the speakers
A. Friends. B. Neighbors. C. A couple.
听第10段材料，回答第18至20题。
18. Who inspired Maze to start collecting books
A. A librarian. B. Her niece. C. neighborhood kids.
19. Why did Maze work on the street outside the library
A. To promote the library.
B. To help more poor kids.
C. To educate local people.
20. What does Maze do for the project
A. She manages to raise money.
B. She replaces community bookshelves.
C. She invites local leaders to read for kids.
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
The 2023 administration of the Community College Survey of Students Engagement investigated how prepared the students were for meeting their career goals. What we learned is that over 90% of the students reported that they had chosen a career path, but when asked more specific questions, many were missing vital information.
DO THEY KNOW ENOUGH ABOUT ESSENTIAL SKILLS
Knowing which skills they will need for their chosen career path is clearly important information for students. Almost half of the respondents indicated that their coursework at the college very much provided them with the information they need in their chosen career path, compared to 18% who reported very little or not at all.
How much has your coursework at this college provided information
about the skills you will need in your chosen career path
Limited to students who reported having chosen a career path
WHAT HELPS STUDENTS KNOW MORE
Credit earning
Not surprisingly, students with 30 or more credit hours were more likely to report that their coursework had very much equipped them with information about the skills needed for their chosen career path than were students who had earned fewer than 30 credit hours.
How much has your coursework at this college provided information
about the skills you will need in your chosen career path
Limited to students who reported having chosen a career path
Participation in an internship（实习）-type experience
Students who engaged in internships or similar experiences were much more likely to report that their coursework provided them with information about the skills they would need in their chosen career path.
How much has your coursework at this college provided information
about the skills you will need in your chosen career path
Participated in an internship, field experience, co-op experience, or clinical assignment
Limited to students who reported having chosen a career path
Note: Percentages may not total 100% due to rounding.
21. Where is the text probably from
A. A course plan. B. A survey report.
C. A market research. D. A job advertisement.
22. How many students felt their courses very much supplied the information for their chosen career
A. 59,274. B.32,271. C.21,734. D.11,855.
23. What helps students understand more about their future work skills
A. Doing some field work. B. Gaining career information.
C. Making a clear growing path. D. Taking challenging coursework.
B
At Broken Hill High School, my Year 9 science class’s crop reports read like death notices, “Tomato plant grew. Then died.”15 identical reports, lacking in curiosity. “Why bother ” Julia kicked dust over her dying young plants, “Google’s got answers.”
I realized something was wrong. So I replaced textbooks with tools. “Forget reports. Tend your plot daily-then journal whatever you notice.” No grading rules, no grades. Just earth-covered notebooks. For two weeks, 28 skeptical （持怀疑态度的） teens watered and weeded at the 40°C heat.
Then came Julia’s entry, “The cracks in the soil aren’t just dry-they’re thirsty mouths begging. When I pour water, they swallow. Yesterday, an ant drowned in one. Felt like a crime.” “Drama queen,” Carlos rolled his eyes. But the next morning, he was bending by his beans, writing “Roots are secret miners. They drill for gold we can’t see.” By harvest month, their journals were filled with sentences like those.
“Let’s make a book,” proposed Julia. Using biology lab microscopes, students photographed tiny insects on cabbages. Art class carved lino prints （油粘版画） of root systems. We crowd-funded printing for “Dirt Diaries-True Tales from the School Plot”. My “scientists” sold 200 copies in three hours. Profits went to local farmers.
But the true harvest came when Julia handed a copy of “Dirt Diaries” to our librarian. She showed him the “Your Turn” section, which read, “Plant a seed (any seed). When it comes up, write what it whispers. Pass this book on.”
Her tomato death notice now reads, “Bye ‘Big Red’ - victim of my ambition (3kg overfed fertilizer). Lesson: More love ≠ more growth. Humans too.”
24. How would you describe the 15 reports
A. Short but lively. B. Technical but vivid.
C. Detailed and scientific. D. Similar and uninteresting.
25. What can be inferred from Julia’s journal entry
A. She was afraid of insects. B. She was addicted to literature.
C. She was deeply engaged with nature. D. She was anxious about writing reports.
26. Why did Julia give the book to the library
A. To make larger profits from it. B. To please the librarian.
C. To earn a lot more reputation for her. D. To call on others to plant and journal.
27. What is the best title for the passage
A. Why More Love killed Growth
B. How crop Reports Improved Creativity
C. How dirt Under the Nails Grew Stories
D. Why Tools Mattered More Than Textbooks
C
It was a late afternoon in 1986. I was sitting with my tutor, the poet James Dickey. Campus was lively with classes, but the darkness pooling outside made me feel shut off in a place where words were life-or-death matters. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right.
Hours later, around 10 o’clock, the right word popped up. Immediately, I called Mr. Dickey, “‘Pale!’ The word is ‘pale’!”
I had not thought about that phone call, much less that poem, in many years, but I’ve begun to think about it often. An explosion of “AI assistants” has suddenly taken over my inboxes and Word documents and texts. They appeared out of nowhere, like a crowd of fruit flies around an override banana. Everything I type now is thick with robots suggesting unwelcome robot words.
I have spent hours trying to kill them in my machine. I can sometimes adjust my settings to disable the AI assistant, but the next software update turns it right back on again. In some cases, I can’t turn it off at all. The robots are relentless.
The writing teachers I know struggle to persuade their students not to use these tools. They are everywhere now, impossible to bat away. Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting Siri supply the next word in a text
But letting a robot structure your argument is dangerous. It’s a streamline d way to flatten the human mind. We know who we are, at least in part, by finding the words-messy, imprecise, unexpected-to tell others, and ourselves, how we see the world. The world which no one else sees in exactly that way.
I remember very little about that poetry collection. But I remember one poem in which the word “pale” figured clearly. The search for the right word to fill the right place can occupy a lifetime and, I’m convinced, make a self along the way.
28. How did the author feel in the late afternoon
A. Stuck. B. Hopeful. C. Energetic. D. Frightened.
29. Which of the words shows the author’s attitude to robots
A. Poems. B. Flies. C. Bananas. D. Machines.
30. What does the underlined word in paragraph 4 mean
A. Careless. B. Useless. C. Endless. D. Powerless.
31. What does the author intend to tell us
A. Finding the right word shapes identity.
B. Banning AI assistants benefits students.
C. searching for a true self lasts a lifetime.
D. Using spell check flattens the human mind.
D
Every day,22.5 billion gallons of waste flow through America’s wastewater treatment plants. While these facilities clean water for environmental release, they also release large amounts of carbon dioxide. Now, researchers at Johns Hopkins University have developed a new electrochemical process that traps carbon from treated water before it escapes.
At the heart of the method is a small device called an electrochemical cell. The cell applies an electrical current to change the pH of treated wastewater. This chemical adjustment transforms bicarbonate ions-dissolved （溶解） forms of carbon-into carbon dioxide gas and solid calcium carbonate. Both are then removed before the water is released into rivers and streams.
The researchers tested the cell. They used samples from four treatment plants across the U.S., each with different water chemistry. Their goal was to measure how much inorganic carbon could be removed and how much energy the process would consume.
After 50 hours of continuous operation, the system proved stable and effective. By adjusting variables like flow rate and electrode spacing, the researchers improved performance without too much energy costs, which makes the method competitive with current approaches used for air or ocean CO trapping, but with one key advantage: they can use existing facilities instead of building new ones.
The method isn’t without limitations. The carbon trapping cells require energy to function, and to ensure the system remains carbon-negative, that power must come from renewable sources like solar or wind. Moreover, wastewater chemistry varies by location, time of day, and season, so some tailoring will be needed for widespread use.
“Before any of those plants start noticeably reducing the CO in the atmosphere, it’s going to be a long time, and a lot of money,” Rossi, one of the researchers, said, “But this is a way to make use of what we already have.”
32. What does Johns Hopkins University intend to do
A. Reduce energy use. B. Upgrade the facilities.
C. Speed up releasing process. D. Remove carbon from treated water.
33. What is the core function of the cell
A. generating electrical currents.
B. Adjusting the pH of treated water.
C. Improving the performance of the system.
D. Measuring the amount of inorganic carbon.
34. What is the major strength of the new method
A. It shows more stability. B. It traps more carbon.
C. It uses existing facilities. D. It relies on green power.
35. What does Rossi think of the method
A. Practical. B. Unique. C. Advanced. D. Limited.
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。
We live in a world filled with constant noise-music, phones, talking, traffic and online messages. For senior students, this noise isn’t just around them; it’s in their minds too. Academic pressure, social expectations, and digital distractions keep the brain in overdrive. 36 It gives the mind a chance to rest. Without it, stress builds up, focus weakens, and thinking becomes cloudy.
Silence improves students’ mental state. Just two minutes of quiet can lower tension more than soft music. 37 They notice how they feel and what they truly think. In that space, self-awareness grows. Some students even find that silent moments bring sudden understanding of a problem they’ve been puzzled by. Imagination becomes active when input stops. 38
But knowing the value of silence is only the start. How can students bring it into their busy lives Start small. After waking up, sit for one minute before touching your phone. Walk between classes without talking or listening to music. During homework breaks, turn everything off and breathe deeply. Before sleep, lie still without devices and just listen to your breath. 39 It just means using small moments differently.
40 Classrooms are busy, homes may be noisy, and friends might not understand why you want time alone. Some students worry that silence feels boring or awkward. Others feel guilty for “doing nothing”. But silence is not nothing-it’s a way to reset. And like any habit, it takes practice. The more often you try it, the more natural it feels.
Choosing silence is choosing care. With practice, silence becomes a strength.
A. That’s why silence matters.
B. Still, quiet isn’t always easy.
C. None of these takes extra time.
D. So a quiet mind is a sharp mind.
E. In a quiet world, students are happy.
F. Short pauses can refresh them physically.
G. When they reduce external noise, their thoughts settle.
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四个选项中选出可以填入空白处的最佳选项。
A golden mist lay softly over the cornfields, as if the sun were settling the land for the night.
After days of documenting life in a remote African camp, I was finally 41 my camera, longing for quiet reflection rather than another 42 . But just as I turned to leave, I heard “Photo, photo, photo.” It was a young boy, following me closely, his eyes full of 43 . I let out a 44 sigh. My hands ached. I couldn’t find the 45 to lift my camera again. Still, the boy 46 . “Photo ” His eyes were wide and shining-something about them stayed with me; so open, so certain that he 47 to be seen.
I paused. Then a perfect 48 came to mind. I gently motioned for him to pose. But as soon as I raised the camera, the 49 on his face disappeared. His eyes fell. Shyness, then fear. He was suddenly 50 of himself. To lift his spirits, I clapped my hands and said cheerfully, “Great You’re amazing!” With his friends cheering, the boy’s face lit up with the 51 joy. I naturally lifted my camera and took the shot-not the one I had planned, but the one that truly 52 .
That moment taught me something deeper. I had come here to take pictures, but I left with something else-how to mirror 53 itself. When we let go of 54 our needs, our desire to perfect-we make space for real beauty to appear. The boy didn’t need me to turn him into 55 . He only wanted one thing: to be seen.
41. A. giving away B. putting away C. fixing up D. setting up
42. A. test B. chance C. memory D. picture
43. A. patience B. anger C. hope D. confusion
44. A. tired B. disappointed C. relieved D. shocked
45. A. reason B. way C. honor D. energy
46. A. insisted B. debated C. questioned D. complained
47. A. refused B. deserved C. pretended D. promised
48. A. lecture B. excuse C. image D. world
49. A. respect B. surprise C. eagerness D. calmness
50. A. unsure B. full C. aware D. mindful
51. A. proudest B. purest C. briefest D. strangest
52. A. helped B. changed C. won D. mattered
53. A. success B. luck C. life D. wisdom
54. A. doubt B. control C. regret D. pressure
55. A. art B. power C. history D. love
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。
To celebrate International Museum Day, the United Nations Postal Administration recently issued a sheet of 10 commemorative（纪念）stamps, marking the first time it has released a special event sheet stamp for a single museum, the Palace Museum.
All the stamps, each 56 (value) at $1.65, feature flower designs inspired by the museum’s artifacts（文物）or architecture.
The choice of flowers as the stamp theme 57 (symbolize) the booming diversity of China’s traditional culture and hopes for its 58 (globe) reach.
The Palace Museum is committed to prioritizing the conservation of artifacts and exploring their cultural value, with its goal 59 (transform) the 600-year-old Forbidden City’s heritage into a 60 (drive) force for cultural exchange in the world. Its collections are extraordinary 61 diversity, quality, and historical value, 62 makes them major attractions for millions of visitors each year.
The stamp launch was held in the UN’s New York office on May 19, where 63 exhibition displayed the Palace Museum’s cultural and creative products, drawing over 120ambassadors and representatives of UN agencies 64 (eager) attending the event.
The exhibition draws 65 (inspire) from a philosophical concept in the ancient Chinese classic I Ching (Book of Changes)- “the shared growth and endless continuity of all things”, and displays the museum’s initiatives in many fields, including accessibility for people with disabilities and environmental protection.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
假定你是李华。在当地书展上，你选购了几本自己感兴趣的不同类别的课外读物。请给你的英国笔友Emma写封邮件分享此事，内容包括：
（1）书籍类别；
（2）选择原因。
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 Emma, The local book fair last weekend was amazing! I can’t wait to read them. What kinds of books inspire you most Best wishes, Li Hua
第二节（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。
As a teenager, I longed for popularity among my class. The desire to stand out consumed me. Toby’s raised hands always lit up teachers’ eyes. Josh, the basketball star, pulled cheers from the crowd with every shot. And George could walk into a silent room and start conversations with everyone around him. I envied them all.
“Maybe I would be visible when I climbed my way to the top of every exam ranking,” I thought. To stand out academically, I doubled my effort. I spent every minute trying to be number one. Whenever classmates asked for help, I would close my textbook and lied. “Sorry, I don’t get it either,” terrified they would outperform me.
Mr. White, our head teacher, noticed. “Real respect grows when you lift others up, Vik.” But I dismissed his words-grades were my only currency.
The school was organizing a relay race for the upcoming sports day, and our class was making the team. The monitor turned to me with hopeful eyes. “Vik, you have to be on our team!” But I shook my head, “No way, I can’t afford to waste time on that. I have studies to do.” He tried to reason, “It’s just one afternoon, and it’s for the class!” Yet I stood firm, my mind fixed on my academic goals.
Mr. White saw the whole exchange and called me aside, “Vik, life isn’t just about books and grades. The relay isn’t just a race; it’s a chance to build teamwork.” I was too blind to see his point.
注意：
（1）续写词数应为150左右；
（2）请按如下格式在答题卡的相应位置作答。
Eventually, I ranked first in the mid-exam, expecting cheers and congratulations. I realized what I should do.

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