贵州省贵阳市七校联考2025-2026学年高三上学期联合考试（一）英语试题

贵阳市七校2026届高三年级联合考试 (一)

英语

贵阳六中  贵州省实验中学  贵阳民中  贵阳八中  贵阳华师一学校  贵阳二中

注意事项：

1. 答题前，考生务必用黑色碳素笔将自己的姓名、准考证号、考场号、座位号在答题卡上填写清楚。

2. 每小题选出答案后，用2B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。在试题卷上作答无效。

3. 考试结束后，请将答题卡交回。本卷满分150分，考试用时120分钟。

第一部分  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和D四个选项中，选出最佳选项。

A

School Libraries: More Than Just Books

In most high schools, the library is often seen as a quiet place for reading. But today’s school libraries are much more than that. They have become key spots for students to study, create, and even work on group projects. Let’s take a closer look at how modern school libraries are changing.

A Space for Different Ways of Learning

Gone are the days when libraries only had rows of bookshelves. Now, many school libraries have different areas for different needs. There are quiet corners with soft chairs for students who want to read alone. There are also“group zones” with big tables and whiteboards, where students can discuss homework or plan school events. For example, at Westside High School in Ohio, students often use the library’s group zone to practice for debate competitions. “It’s easier to work here than in the classroom because we can talk freely and write on the whiteboard,” says 11th-grader Emma Carter.

Helping Students with Technology

Modern libraries also offer useful tech tools that students might not find in regular classrooms. Many have computers with special software for writing essays or making presentations. Some even have 3D printers at Lincoln High School in Texas, a group of students used the library’s 3D printer to make models for their science project about space. “The printer helped us show our ideas better than just drawing pictures,” says 12th-grader Mike Torres.

Librarians here also teach students how to use these tools safely and wisely — like how to find reliable information online.

A Place to Relax and Unwind

Studying can be stressful, and school libraries know that. That’s why many now have areas where students can take a break. Some have small couches or even board games like chess. During lunch breaks, students often come to the library to read a fun book, play a game with friends, or just sit quietly. “After a hard math class, coming to the library to read a comic book helps me feel better,” says 10th-grader Lisa Wang. This makes the library a friendlier place, not just a place for work.

1. What is the main change in today’s school libraries?

A. They have more books than before.

B. They offer more kinds of spaces and tools.

C. They are only for group projects now.

D. They no longer have quiet areas.

2. Why do students at Westside High School like the group zone?

A. It has many soft chairs for reading.

B. It lets them talk freely and use whiteboards.

C. It has 3D printers for science projects.

D. It is the best place to play board games.

3. What do librarians at Lincoln High School do to help students?

A They teach students to use tech tools properly.

B. They help students win debate competitions.

C. They make space models for science classes.

D. They buy more comic books for students.

B

Public speaking had long been my greatest dread. Even the thought of standing before my classmates made my heart race and my palms sweat. In my first year of senior high, our literature teacher, Ms. Evans, assigned a mandatory speech project — each student had to deliver a 5-minute talk on a topic they cared about. This announcement filled me with anxiety; I was certain I would freeze up on stage.

Initially, I avoided preparing, spending hours staring at my notebook without writing a single word. Sensing my

hesitation, Ms. Evans invited me to her office. “Fear often comes from overthinking the outcome,” she said calmly. “Focus on sharing your true thoughts, not being flawless.” Her advice inspired me. I chose to talk about my love for stargazing, a hobby I’d never shared with anyone. I drafted my speech, including small, personal stories — like the night I first spotted a shooting star with my dad.

To build confidence, I practiced in front of my mirror every evening, adjusting my tone and gestures. On the day of the speeches, my legs trembled as I walked to the front of the class. But when I started talking about stargazing, my nervousness faded. I described the way stars lit up the sky, and how they made me feel small yet hopeful. When I finished, the class erupted in applause. Ms. Evans smiled and said, “Your sincerity touched everyone.”

This experience taught me that growth requires stepping out of our comfort zones. Public speaking, once a source of terror, now feels like a chance to connect with others. It showed me that with perseverance and a little courage, we can turn our biggest fears into opportunities to shine — and become more confident versions of ourselves.

4. Why did the author feel anxious about the speech project?

A. She had no interesting topics to talk about.

B. She was afraid of messing up in front of her classmates.

C. She disliked her literature teacher, Ms. Evans.

D. She didn’t have enough time to prepare for it.

5. What did Ms. Evans do to help the author?

A. She helped the author choose a speech topic.

B. She gave the author a high score on the speech.

C. She let the author practice the speech in her office.

D. She advised the author to concentrate on her real thoughts.

6. How did the author prepare for her speech?

A. She asked her dad to help her write the speech.

B. She practiced in front of the mirror each night.

C. She copied ideas from other students’ speeches.

D. She recorded her speech and listened to it repeatedly.

7. What can we infer from the author’s experience?

A. It’s impossible to overcome deep-seated fears.

B. Sharing personal stories makes speeches boring.

C. Stepping outside our comfort zones contributes to growth.