广东省汕头市金山中学2025-2026学年高三上学期12月阶段考试英语试题

汕头市金山中学2026届高三年级阶段考试 英 语 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、D四个选项中选出最佳选项。 A In our library we encourage scholarly activities but prohibit behaviors that disturb others' work in the library. Violations may lead to restricted access. Cellphone Usage Turn cell phones off or set to silent mode as you enter the library. Out of respect for others, if you must use a ceil phone while in a library, move to one of the following general locations if your conversation, will he ore than g few seconds: ● public space away from quiet study areas ● study rooms ● lobbies or entrances to libraries (that are not part of the main library) Any person who does not follow this policy may be asked to leave the library. Children in the Library The resources of the Libraries are primarily intended for use by Boston College students, staff and faculty. However, young children accompanied by an adult are welcome in the libraries. Parents or adult guardians who bring young children to the library are responsible for their protection and safety and must never leave children unattended. Children cannot he monitored and supervised by the staff, therefore, the safety of unattended children cannot be guaranteed. Food & Drink Fond is limited to small items which are generally consumed individually while seated at tables or study rooms, Drinks in covered containers and water bottles are allowed. Not permitted: ●Meals or messy, strong-smelling foods (e.g. pizza, salads, sandwiches and soup). ●Group meals where food is shared by snore than one person. ●Delivery of food to the library. 1．Where can a person take a call for a few minutes in the library? A．At a quiet study desk. B．In a study room. C．In a lobby of the main library. D．Near the reading room. 2．Who should answer for the safety of young children in the library? A．Library staff members. B．The child's school teacher. C．Campus security officers. D．The accompanying adult. 3．Which of the following behaviors violates the library's Food & Drink policy? A．Drinking from a covered coffee cup. B．Eating a chocolate bar at a study room. C．Sharing a box of donuts with study partners. D．Keeping a scaled bottles of juice in the hag. B At first sight, Easthope doesn't seem much like a Cassandra. She smiles a lot. Her manner is kind and motherly; pushed to name her profession, you might guess at nurse nr teacher. But look closer. Easthope is an emergency planner whose job is to support the survivors of major disasters, in which capacity she acted following the 2004 Indian Ocean tsunami and the fire at Crenfell Tower. For two decades, the public knew nothing about this vital work, which went on behind the scenes, though she was hugely admired in what we might call professional disaster circles: a voice of calm und a fountain of wisdom, But in 2023, she published a best-selling book about her career, When the Dust Series, and that changed, People became very interested in what she did. "At literary festivals, most authors get questions about their writing, process," Easthope says." But I wouldn't get those. What people wanted from me was to know how I lived with the knowledge that I have, Wasn't I afraid? How did I handle? I would tell them that I didn't live afraid, and I would give them basic advice. But this wasn't enough." In the end, she felt she had no choice but to write a second book, one in which she would try to distill (浓缩) all that she has learned for the benefit of each individual. While her publisher describes Come What May as a roadmap for resilience (韧性), the word is one Easthope dislikes. Ready, she suggests, is a better one. Easthope also reminds people that small things, like losing hair during, illness or consuming too much food after someone dies, still matter. She encourages people to remember, not to forget, what happened during disaster, because such events leave a long-lasting effect. 4．What might a Cassandra be like according to paragraph 1? A．Severe and forbidding. B．Competent and cautious. C．Friendly and energetic. D．Cheerful and approachable. 5．What led to increased public awareness of Easthope's work in 2023? A．The publication of a best seller. B．The growth of professional disaster circles. C．Her involvement in 2004 tsunami relief. D．Her sudden rise to fame through media. 6．Why are readers’ questions cited in paragraph 3? A．To reveal Easthope's personal fears. B．To explain Easthope's writing process. C．To show Easthope's writing motivation.. D．To present public doubts about Easthope's work. 7．What does Easthope agree on handling disasters? A．Resilience matters most. B．Forgetting aids recovery. C．Positive thinking takes the lead D．Minor sufferings deserve attention. C In a digital, global world where thinking critically, and generating new ideas count, a cradle-to-career approach to educating children must be mindful of how children learn to learn, not just what they learn. The Intellectual Lives of Children allows readers to look into the minds of kids as they explore and learn in everyday moments, emphasizing what constitutes real learning. Children are born with playful curiosity. They ask questions about everything — Why does a tree have leaves? Why does the Sun come up? These questions help children discover the causal relationships among things—all with the guidance of adults. Yet explorations take time, As Engel writes, "when children are allowed to dive into a topic thoroughly, they connect unrelated facts and generate new ideas." The real mental work takes place as they play — when a child builds a platform of chairs to get cookies from an out-of-reach cookie box. Hidden in these moments are strengthened curiosity and innovation. Hurried parents often lack the ability to allow that time, fearing that their children might be late for their next scheduled activity. "It becomes clear that the educational system in U.S. does not concern itself with children's intellectual lives," warns Engel in the book. Instead, she hopes to reimagine schools as "idea factories" built on inspiring curiosity: “Imagine assessing students’ progress under some new headings: poses interesting questions, … and spends time solving them. In one lovely example, Engel describes a teacher who challenged her students to construct a record-breaking straw chain measuring 3.8 miles. "Winning would be fun, but the cognitive (认知的) benefits would be far-reaching," explains the teacher, whose goal was to help the children better understand the depth of the Mariana Trench. With scientific insight and vivid examples, Engel's book offers tips for how to make the learning more apparent. She encourages parents to see children as active thinkers and suggests that by asking open-ended questions and letting them explore, children will be better prepared for a complex and ever-changing world. 8．How will children's playful curiosity become real learning? A．By giving kids a time limit. B．By planning out extra activities. C．By remembering casual facts. D．By allowing kids to filly explore. 9．What's Engel's attitude toward American educational system? A．Critical. B．Unclear. C．Unconcerned. D．Tolerant. 10．What is special about Engel's book? A．It presets a complicated world. B．It promotes scheduled activities. C．It combines science and practice. D．It features open- ended questions. 11．What is the best title for the text? A．Fun Inspires Kids’ Curiosity B．Play Develops Better Thinkers C．Leaning Feeds Young Minds D．Hurried Parents Teach kids Well D Microplastics have been detected in human brains at far higher concentrations than in other bodily organs — and levels are increasing, having risen 50 percent in eight years. This is the conclusion of a team of researchers from the University of New Mexico (UNM), who said the findings should trigger alarm. "This really changes the landscape. It makes it so much more personal," UNM professor Matthew Campen said in a statement “I have not encountered a single human being who says, "There's a bunch of plastic in my brain and I’m totally cool with that." Microplastic (smaller than 5 millimeters in size) and nanoplastic (under 0.00l millimeters) pollution have become common in the environment and can get into the food we eat. These plastic bits have been found in various bodily organs —including the kidney, liver — although not at such concentrations us now seen in the brain, the team said. The researchers identified 12 different types of plastic within samples collected from the so-called frontal cortex (前额叶) — the brain region found above and behind the eyes that had been linked to various capabilities from abstract thinking through to motor function. "We start thinking that maybe these plastics block blood flow in small blood tube," Campen said. "There's the potential that these nanomaterials iterfere with the connections between axons (轴突) in the brain. They could also be a seed far grouping of proteins involved in dementia (痴呆). We just don't know. Campen said most of the microplastics that end up in our bodies arrive there via food—meat in particular, as commercial meat production concentrates plastics across the food chain. "The way we irrigate fields with water containing plastic, we assume that the plastic builds up there," he said. "We feed those crops to our farm animals. We take the animal waste and put it back on the field." Microplastic and nanoplastic pollution in the environment is certain to grow, the researchers warn — for even if we were to cease plastic production tomorrow, existing plastic would still be around to break down into tiny and then super tiny pieces. 12．Why does the author cite Professor Matthew Campen's words in paragraph 2? A．To emphasize the plastics impacts on individuals. B．To explain the source of plastics in human organs. C．To trigger a quick response from different researchers. D．To advocate for reduction measures in plastic production. 13．What might nanoplastics in the brain lead to? A．Continuous brain aging. B．Immediate memory loss. C．Disturbed neural bonds. D．Complete blood tube blockage 14．What can be inferred about commercial meat production ? A．It relies on polluted irrigation. B．It removes plastics completely. C．It reduces the waste of crops. D．It accumulates plastics in food chain. 15．What does the last paragraph's warning imply? A．Nanoplastics is less harmful. B．Anti-pollution efforts are effective. C．Existing plastics still pose a threat. D．Stopping production solves pollution. 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选入空白处的最佳选项。选项中有两项为多余选项。 In today’s world, there are many voices of opposition to the regulations on wearing school uniforms. Some argue uniforms are restrictive and take away individuality. 16 Uniforms reduce peer (同辈) pressure and conflict. When students come to school dressed in their own clothes, they may feel pressure to keep up with the latest trends or worry about what their peers might think. This can lead to feelings of anxiety and social exclusion. 17 No one child is better or worse off because of what they are wearing. This removes the constant comparisons and competition that can be stressful for some students, and instead, establishes a sense of belonging and community. Wearing a uniform also simplifies the lives of parents and teachers. There is no more worrying about what to wear or stressing about finding the perfect clothing for a special occasion. Parents can distribute more time and resources to their children's education, and teachers can focus on teaching, rater than policing students’ dress codes. 18 Sustainability and reusability are their main characteristics. When students wear the same uniform, they feel a sense of belonging and identity with their school. 19 Uniforms reflect the values and principles of a school, such as teamwork, discipline, and respect, which are essential for a positive and productive learning environment. 20 It requires careful consideration of the benefits and drawbacks, as well as consultation with alt interested parties. By weighing the pros and cons, schools can make an informed decision that prioritizes the well-being of all students. A．Virtually, uniforms benefit at least three sides. B．This can lead to a sense of pride in their school. C．However, adopting a school uniform policy is not easy. D．Uniforms reduce waste and the impact o fast fashion. E．By wearing uniforms, they are o a sane level playing field. F．Nowadays, simple uniforms have already taken schools by storm. G．Others claim school uniforms create a positive learning environment. 第二部分 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格处的最佳选项。 Children were enthusiastically preparing for their approaching concert. As I glanced up from my teacher's desk, Patty stood waiting to present her urgent 21 "Every year I g-g-get to do 22 stuff. The other kids are always in a p-p-play or something. This year, I w-w-want to do a p-p-p-poem!" As I looked into those eager eyes, all possible excuses 23 . I promised her a special “reciting” part. Keeping that promise proved 24 . None of my books had suitable selections. In desperation, I stayed up to write a poem, carefully avoiding 25 letters. It wasn't great literature, but it was 26 for Patty's speech problem. Patty memorized all the verses fast, ready to dash through them. I had to control that rush without 27 her enthusiasm. Day after day, Patty and I practiced hard. 28 her first speaking part. On concert night, the host of the concert came to me, "There's been a mistake. Patty can't 29 say her own name without stuttering（口吃）." Without time for explanations, I 30 his objection with, “I know what I'm doing.” The entertainment went 31 . When Patty's turn came. the host 32 nervously, “Next one... um.. Patty Connors." The audience gasped, and then fell silent. The curtain parted to show Patty, radiant and 33 . All the efforts paid off. She pronounced each word 34 , without a stutter. With sparkling eyes, she bowed politely. The audience was silent, then 35 into enthusiastic applause. 21．A．suggestion B．demand C．request D．order 22．A．quiet B．impressive C．complex D．violent 23．A．stayed B．worked C．appeared D．faded 24．A．tough B．easy C．useless D．fun 25．A．eye-catching B．mind-blowing C．tongue-tripping D．heart-warming 26．A．spared B．tailored C．assigned D．reserved 27．A．killing B．increasing C．showing D．hiding 28．A．doubting B．regretting C．ignoring D．anticipating 29．A．just B．hardly C．even D．merely 30．A．put up with B．brushed aside C．pointed out D．took into account 31．A．terribly B．roughly C．smoothly D．awkwardly 32．A．complained B．whispered C．announced D．yelled 33．A．annoyed B．anxious C．cautious D．confident 34．A．vaguely B．clearly C．randomly D．urgently 35．A．erupting B．sliding C．springing D．diving 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。 Fish lanterns, known as yudeng in Chinese, are vibrant folk art pieces deeply rooted in China's cultural heritage. 36 (originate) from ancient traditions, these lanterns symbolize "abundance year after year" —a play on words, as the Chinese word for “fish” 37 (sound) like "surplus". Often shown during festivals like Lunar New Year and Mid-Autumn Festival, they reflect people's hope 38 prosperity and harmony. Crafted from bamboo frames, silk, or colored paper, fish lanterns 39 (shape) into all kinds of creatures decorated with beautiful 40 (pattern). Traditional versions use candles or oil lamps, while modem designs include LED lights for safety. In 41 (coast) regions like Fujian and Zhejiang, fish lantern dances are central to the ceremony 42 honors sea gods and celebrates harvests. Dancers hold glowing lanterns and move in harmony, creating the illusion（错觉）of an ocean of light. Today, fish lanterns 43 (elegant) bridge tradition and innovation. Artists experiment with eco-friendly materials and digital projections, and schools and communities teach crafting techniques to preserve this intangible heritage. Fish lanterns not only brighten festivals 44 carry forward China's rich cultural spirit. May their light continue to inspire and unite people for generations 45 (come). 第四部分 写作（共两节，满分40分） 第一节（满分15分） 在英语课堂小组讨论的环节，英语老师让大家就高中生用AI写作文的现象发言，请你作为小组代表，撰写一篇发言稿汇报讨论成果，内容包括： 1．发表看法； 2．提出建议。 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。 Opinion on High School Students' Using AI to Write Essays Hello, everyone! 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。 May had just finished gluing two eyes onto her new craft（手工艺品）when Mom walked into her room. "Wow, an impressive Chinese dragon! Will that be keeping you company tomorrow?" Mom asked with a smile. May's stomach tightened. Tomorrow was her first day at a new school. Her family had just moved from China to this new country over the summer. Seeing the worry on May's face, Mom added, “New-school nerves, right? I bet you'll make all kinds of friends just by being you.” She kissed the top of May's head before leaving the room. As May packed her backpack, she thought about Mom's words. She hoped Mom was right. The next morning, she decided to bring Longlong, her handmade Chinese dragon, to school. Throughout the morning, it helped to know Longiong was nearby. May found the courage to get through hellos and small talks without turning bright red. Everything was going fine—until she checked her bag after the break. Longlong was missing! Her confidence disappeared. And now it was lunchtime. How could she face a room full of kids she didn't know? As her class lined up outside the lunchroom, May busied herself by reading the posters on the wall. One caught her eye: Want to Join an After School Cub? Sign up by Friday! Chess, Math, Cooking, Drama, Kickball... OR See Mrs. Miller in Room 301, Teaching Building B with New Ideas! Mom had told May clubs could be a way to make friends with kids who shared her interests. But none of these clubs seemed quite right. Just then, a voice called, "Hey, you! In the red shirt!" May turned. A girl walked up and handed her Longlong, saying it had fallen from her backpack. She introduced herself as Olivia, a student from Mrs. Miller's class. May thanked her and felt braver as she held Longlong again. When Olivia learned that May had made it herself, she said she also liked crafts and asked if May could teach her. 注意： (1)续写词数应为 150个左右; (2)请按如下格式在答题纸的相应位置作答。 "Sure! Want to meet here after school?" May asked. May got a new idea and she decided to have a talk with Mrs. Miller. 英语参考答案 一、阅读理解 1-5 BDCAA 6-10 CDDAC 11-15 BACDC 16-20 AEDBC 二、完形填空 21-25 CADAC 26-30 BADCB 31-35 CCDBA 三、语法填空 36．Originating 37．sounds 38．for 39．are shaped 40．patterns 41．coastal 42．that/which 43．elegantly 44. but 45．to come 四、应用写作 中立 Hello, everyone! It's my honor to speak on behalf of our group. We believe that using AI to write essays has both advantages and disadvantages. While it can provide quick ideas, over-reliance may hold back students' thinking skills. In terms of writing, what matters most is learning to express ideas independently. Therefore, we suggest that AI be used as a tool for inspiration instead of searching for direct answers. Teachers should also set clear rules, like requiring students to explain their essays afterward, to make sure that AI is properly used in students' study. In conclusion, we think that AI can be useful if used wisely, as long as we strike a balance between technology and self-improvement. Thank you! 支持 Hello, everyone! I feel it an honor to speak on behalf of our group. We think AI writing should be encouraged in school. Thanks to AI, we may be able to gain rich vocabulary, reasonable structure and instant feedback, thus saving time for deeper reading and creativity. To use it more wisely, we suggest asking AI for advice, learning from its suggestions and applying the useful ones to our own essays. In this way, not only can we improve our language accuracy, but we can also keep our personal perspectives. To sum up, when we treat AI as a helpful assistant rather than a direct replacement, our ideas grow clearer and our voices grow stronger. Thank you! 反对 Hello, everyone! I would like to share the opinions of our group. We believe AI writing should not be encouraged in school. With the assistance of AI, students may be able to write more fluent essays, but they lack genuine thinking and true feelings. Worse still, students stop practising grammar and vocabulary, probably leading to a decline in their English skills. To address the issue, we encourage students to discuss their writing with each other to reduce the difficulty. Teachers should also offer more hands-on guidance and feedback to support students in their writing task. In conclusion, AI writing should be restricted in order to preserve sincere thoughts and prevent skill decline. Thank you! 五、读后续写 "Sure! Want to meet here after school?" May asked. Olivia's face lit up. "That sounds great! I can't wait to learn how to make such a cool dragon," she replied excitedly. No sooner had the school been over than they dashed to the library and had all the necessary materials spread on the table. May's fingers moved flexibly, folding and gluing, while Olivia watched with shining eyes, copying each step attentively. The rest of the lunchtime slipped away as they were immersed in creating mini dragons and exchanging stories about their different cultures. May felt a wave of warmth in her heart, realizing that maybe making friends wasn't as hard as she thought. On their way home, May noticed the familiar poster again. May got a new idea and she decided to have a talk with Mrs. Miller. The next morning, May brought up her ideas of starting a crafting club to Mrs. Miller, who nodded approvingly, "I love it! Let's make it happen!" The following few days witnessed her efforts to organize the launch of the club with the help of Olivia, which turned out to be a huge success. On that day, on display were artworks made by students from different countries, showcasing their unique cultures. Over time, not only did May win true friendships but she was also invited to share her paper-dragon skills and stories of Chinese culture. Yet, she still kept Longlong on her desk as a reminder of how she adapted to the new environment and formed friendships. Most importantly, it was finding a way to express herself as well as her country's culture that helped her build confidence. 10 学科网（北京）股份有限公司 $