天津市耀华中学2025-2026学年高三上学期第三次月考英语试卷

天津市耀华中学2026届高三年级第三次月考 英语试卷笔试 笔试试卷共130分，考试时间为100分钟。第Ⅰ卷为第1至9页，第Ⅱ卷为第10页。 第Ⅰ卷(共95分) 第一部分：英语知识运用 第一节 单项填空(共15小题；每小题1分，满分15分) 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。 1. —Thank you so much for helping me solve my programming problem this afternoon! —________. It was really no trouble at all. A. What a day B. Think nothing of it C. With pleasure D. Never mind 2. The reform and opening-up policy, so far, ________ China to accomplish in just four decades ________ took Western industrialised countries over 200 years to achieve. A. drove; what B. has driven; it C. allowed; it D. has allowed; what 3. We need to ________ rapid AI progress with long-term safety considerations to avoid potential future security crises. A. balance B. measure C. contrast D. supply 4. Asking unusual questions helped us develop an inventor's mind, ________ that is unrestricted by standard ways of approaching problems. A. it B. one C. that D. which 5. Natural disasters occur more frequently than ever before, ________ scientists say are worsened at least in part, by climate change. A. where B. that C. which D. whose 6. Nowadays, emojis ________ an integral component of the language we use to express ourselves. A. was becoming B. are becoming C. had become D. becomes 7. — Guess what? Our class won the national English drama competition! — ________! I can’t believe we beat so many top schools! A. That’s all right B. What a pity C. Good luck D. No way 8. Cultural exchange is about countries and people making a joint effort to create a more harmonious and understanding world ________ we can all enjoy the mutual benefits. A. for fear that B. on condition that C. so that D. in that 9. ---What sort of house do you want to have? Something big? ---Well, it ___________be big----that’s not important. A. mustn’t B. needn’t C. can’t D. won’t 10. MSF, a non-profit organisation, assists people based on need ________ which country they are from. A. owing to B. regardless of C. in contrast with D. by means of 11. Seeing an elderly man drop his shopping bag on the street, ________. A. a passer-by nearby ran over to help him pick it up B. the fruits and vegetables were picked up instantly C. several people walking by were chased away quickly D. it was a cleaner who offered to help immediately 12. In Antarctica, the sun rises once and sets many months later in summer. ________, its long winter means months of darkness. A. Instead B. Nevertheless C. Similarly D. Seemingly 13. It is widely acknowledged that students should get involved in community activities ________ they can gain experience for growth. A. when B. where C. which D. why 14. Many social media sites ________ for the younger generation are now being enjoyed by the elderly, too. A. developed B. being developed C. developing D. to develop 15. — I heard this song at the school party last year. Does it ________? — Kind of! It reminds me of that fun night. A. let off steam B. drag your feet C. ring a bell D. hit the road 第二节 完形填空(共20小题；每小题1.5分，满分30分) 阅读短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项。 I’ve grown used to the pause when someone hears my name — Goodluck — and looks at me with ____16____ or curiosity. “Wait, is that really your name?” “How do you spell it?” It’s something I didn’t think would require a lot of ____17____. Back in Nigeria, this never happened. Names like Precious, Beauty, Grace, were ____18____. Mine was just another name in the system. I didn’t ____19____ how different my name was until I traveled to the United States to continue my education when I was 19 years old. That was when “Goodluck” started to ____20____. I thought it would be easy to remember — ____21____, it’s something people say to each other. But ____22____ recognition, it was met with repetition and disbelief. I had to repeat it countless times and ____23____ that I was not joking. But I also felt a sense of ____24____; I never had to change my name to ____25____, to replace it with something that won’t be “damaged” when pronounced. I’ve met people who ____26____ the names their families gave them just to avoid the 15-minute pronunciation ____27____. While I understood their reasons, it made me more proud that I didn’t have to ____28____. In Nigerian culture, names are more than words — they’re ____29____. Some ____30____ the circumstances of birth, while others are blessings or even prayers for the child’s future. Mine remains a ____31____. I’ve never asked why my parents chose it. To me, the meaning isn’t something I need answered ____32____ — it’s meant to be discovered as I grow. What started as just a name has become a part of me. It’s also one of the few things I’ve carried ____33____. In a new country, my name has become a ____34____ that connects me to my roots, a reminder that home isn’t ____35____ — it’s something I carry with me. 16. A. excitement B. disappointment C. confusion D. satisfaction 17. A. translation B. intention C. description D. explanation 18. A. common B. exceptional C. accessible D. smart 19. A. understand B. realize C. doubt D. wonder 20. A. stand out B. come about C. get down D. go away 21. A. in theory B. in consequence C. after all D. above all 22 A. apart from B. instead of C. in spite of D. up to 23. A. inform B. determine C. ensure D. insist 24. A. confidence B. intelligence C. gratitude D. belonging 25. A. show off B. fit in C. hold on D. catch up 26. A. pick B. accept C. earn D. drop 27. A. lesson B. analysis C. investigation D. direction 28. A. negotiate B. compromise C. evaluate D. offend 29. A. desires B. missions C. messages D. predictions 30. A. illustrate B. reflect C. highlight D. fascinate 31. A. trend B. coincidence C. reflection D. mystery 32. A. eventually B. accurately C. gradually D. immediately 33. A. unchanged B. disqualified C. empowered D. involved 34. A. clue B. thread C. signal D. trick 35. A. turned down B. left behind C. broke up D. set aside 第二部分：阅读理解(共20小题；每小题2.5分，满分50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 5th World Conference on Climate Change and Global Warming Join leading minds in climate science at the 5th World Conference on Climate Change and Global Warming, hosted in Vienna, Austria, from March 7-9, 2026. This conference brings together global experts dedicated to addressing the urgent challenges of climate change. Who Should Attend? Academics and Researchers: Those specializing in climate science, environmental studies, sustainability, and related fields will find this conference particularly beneficial. Students and Post-Graduates: It’s a great platform for presenting research, networking with experts, and gaining insights that can propel (推进) your academic and professional journey. Climate Enthusiasts: Anyone with a passion for the latest developments in climate science and global warming will find this event highly informative and inspiring. What’s in It for You? Career Growth: Presenting at this conference provides a platform to showcase your work, receive valuable feedback, and explore new career opportunities in the academic or professional realm. Publishing Opportunities: Maximize the impact of your research by getting published in respected academic journals and indexed publications. Your work will reach a broad and influential audience, contributing to the global conversation on climate change. Global Networking: This conference is a unique opportunity to connect with thought leaders, policymakers, and innovators. Collaborate on projects that have the potential to shape global environmental policies and drive meaningful action. How You Can Participate Oral Presentation: Present your research findings to an international audience and engage in in-depth discussions with peers. Poster Presentation: Share your research visually, fostering interactive and detailed conversations with attendees. Virtual Presentation: Participate remotely, offering flexibility while still contributing to and benefiting from the conference’s sessions. Listener: Engage with the latest research and discussions, expanding your knowledge base without the pressure of presenting. Make a difference by participating in the 7th World Conference on Climate Change and Global Warming. Register now to join the conversation and help shape the future of our planet while enjoying the cultural riches of Vienna. 36. Who is the conference intended for? A. Mostly leading scientists and governmental policymakers. B. Professionals working in environmental protection agencies. C. A diverse group of academics, students, and interested individuals. D University students and postgraduates conducting related research. 37. How does the conference benefit students specifically? A. By offering them financial support for their academic projects. B. By allowing them to interact with experts and advance their careers. C. By giving chances to boost their development in their research and career. D. By guaranteeing publication of their research in famous scientific journals. 38. What can participants do at the conference? A. They can display their research findings to a worldwide audience. B. They can decide new international rules for environmental protection. C. They can publish their research papers automatically in key journals. D. They can help promote the cultural highlights of Vienna at social events. 39. What can be inferred about the conference’s approach to participation? A. It is designed to be inclusive with different levels of involvement. B. It focuses mainly on policymakers rather than general enthusiasts. C. It prioritizes in-person attendance over virtual methods to ensure interaction. D. It requires all attendees to present their work to maximize learning outcomes. 40. What is the primary goal of the conference according to the text? A. To showcase the cultural attractions of Vienna to international guests. B. To facilitate global cooperation in tackling climate-related challenges. C. To carry out environmental policies with international organizations. D. To award prizes to researchers for their contributions to climate science. B Dave McNee met Claudia Mandekic 14 years ago. When she told McNee how hard it could be to get students excited about math, her favourite discipline, he made a surprising suggestion: “Why not throw in something they enjoy, like sports?” The idea of mixing basketball and mathematics got its first shot in 2011, when the now colleagues — who had launched a tutoring non-profit — were invited to run a summer-school program for kids who’d failed Grade 9 math at Georges Secondary School. When the students showed up for their first day, they weren’t exactly excited. Over the next few hours, Mandekic and McNee gave the kids techniques to improve their shooting while also helping them calculate their field-goal percentage — which, in turn, taught them about fractions and decimal (分数和小数) points. At the end of the game, the winning team was determined based on which group had the highest total percentage and had done the most efficient math. “When the bell rang, they were still talking about collecting their data and figuring out which team won that they didn’t leave,” says Mandekic. “I realized we might be onto something.” The classes, later named BallMatics, soon spread to other schools. “I was terrible at math,” says Douglas, who enrolled in a fast-track summer program. “But once I started BallMatics and realized the sport I loved was directly tied to math, it made me a lot better at it. Every time I played basketball, I was thinking about math.” Almost any math problem, McNee and Mandekic realized, can be taught on the court. Kids can learn how to navigate an X-Y grid (坐标) to find their next shooting spot or absorb the basic principles of trigonometry (三角学) based on the angle at which they release the ball. In 2019, McNee and Mandekic established a private high school called Uchenna Academy. At the school, kids with top basketball skills can study all subjects, train at their sport and work part-time helping out with the BallMatics afterschool programs. Douglas, now 20 and earning a degree in education believes the school’s commitment to academics is the key reason it’s been a winner. “If we didn’t do our work, we weren’t playing at the game,” he says, adding that coaches would bench kids who didn’t keep up in class. “At Uchenna, we were student athletes, not athlete students.” 41. The first two paragraphs are intended to inform the readers of ________. A. the start of a lifelong friendship B. the challenges facing BallMatics C. the dedication of the young teachers D. the origin of BallMatics 42. What made Mandekic and McNee realize that they “might be onto something”? A. The students’ changed attitude towards math. B. The students’ progress in their mathematic skills. C. The efficiency in determining the winning team. D. The data collected about the students’ goal percentage. 43. The example of students learning trigonometry via shooting angles serves ________. A. to demonstrate the limitations of applying math in sports contexts. B. to highlight the program’s capacity to cover advanced mathematical concepts. C. to criticize the complexity of the curriculum designed by McNee and Mandekic. D. to stress the necessity of replacing classroom instruction with outdoor activities. 44. What is implied behind Douglas’s statement about being “student athletes, not athlete students”? A. Teachers and coaches have equal authority in disciplining students. B. Students are allowed to skip classes if they perform well in sports. C Athletic talent is secondary to intellectual development at Uchenna. D. The school focuses on training professional basketball players. 45. Which best reflects McNee and Mandekic’s educational philosophy? A. Brilliant sports performance can enhance academic progress. B. Learning is most effective when connected to students’ interests. C. Sports should be separated from academic subjects to avoid distraction. D. Private schools are more capable of implementing innovative teaching. C I read “Middlemarch” in college. None in my class got it. Why would Dorothea make such a decision on her marriage? “Trust me, you’ll read this book again when you’re forty, and you’ll say, ‘Oh, I see’” our professor said. Yet there’s a theory behind the assignment of “Middlemarch”: knowledge acquired too early gets stored away. Patterns of thinking established now will be traced later; ideas encountered first in art will prepare us for the rest of life. This sounds unclear, until you reflect on the fact that you take a class in law school today only to argue a complicated case years later. Knowledge must often molder in our mental warehouses for decades until we figure out what to do with it. Leslie Valiant, a distinguished computer scientist, calls our ability to learn over the long term “educability”. In his new book, The Importance of Being Educable, he argues that it’s key to our success. When we think about what makes our minds special, we tend to focus on intelligence. But if we want to grasp reality in all its complexity, Valiant writes, then “cleverness is not enough.” We need to build comprehensive and flexible theories about the world — theories that will serve us in new, unanticipated, and strange circumstances — and we do that by gathering diverse kinds of knowledge, often in a slow, additive, accidental way, and knitting them together. Through this process, we acquire systems of beliefs that are broader and richer than the ones we can create through direct personal experience. An educable mind, he writes, can learn from books, lectures, conversations, experiences, — from anything, really — and notice when relevant aspects of almost forgotten knowledge reveal themselves. We admire aspects of someone’s educability when we say that they are a quick study, but what really makes them educable is that they apply insights “for purposes not foreseen at the time of the study”. When people strike us as particularly well-educated, this might mean that they have had lots of school, but it could also mean that they’re exceptionally educable, with the ability to take good advantage of whatever educational opportunities arise, whether formal or informal. Valiant thinks it might be useful to promote educability as an ideal. We could try to figure out how to measure and teach it in schools, or to encourage it in adults; at a time when rapid technological change means there’s always more to learn, we might seek to create a more educable society in general. 46. The author mentions law school in paragraph 2 primarily to ________. A. contrast academic learning with real-world applications B. emphasize the accidental nature of knowledge acquisition C. illustrate how knowledge gained early may later prove useful D. criticize the gap between theoretical study and practical needs 47. The underlined word in Paragraph 2 is closest in meaning to “________”. A. become out-of-date B. keep practical C. stay safe D. remain inactive 48. Which of the following mind map correctly illustrate the relationship between knowledge, theory and beliefs? A. B. C. D. 49. What can be inferred from Paragraph 4? A. True educability lies in presenting insights for unforeseen purposes. B. A quick learner overestimates the value of learning from all sources. C. Schooling ensures that an educable mind can seize all learning opportunities. D. An educable mind pursues learning even without an immediate goal in mind. 50. What is the main purpose of the passage? A. To interpret the concept of “educability” and its significance. B. To propose specific methods for building a more educable society. C To encourage readers to revisit classic novels at different life stages. D. To promote a newly published book by a distinguished computer scientist. D If the review of English schools led by Prof Becky Francis leads to a boost for the arts, this will be an excellent outcome. Already, many young people have good experiences of creative learning. Art and design is a popular GCSE (General Certificate of Secondary Education), while class assemblies and concerts are a staple (主干) of the primary school calendar. But the distinction between the opportunities at state and private schools is enormous. And the report of Prof Francis’s panel (专家组) takes seriously concerns that the arts have been squeezed out of too many children’s learning. The national curriculum, it points out, is meant to “cultivate an appreciation of human creativity”. But since 2010, when schools were encouraged to guide pupils towards a GCSE combination of English, maths, science, a language and history or geography, the arts have been relegated to second fiddle. GCSEs are, of course, not the be-all and end-all. Not everything that happens at school leads to an exam. But the decision by the government to place a higher value on other qualifications had an effect. There are many reasons to regret this, as I have argued before. Our capacity for creative expression and imaginative sympathy is part of what makes us human. In the UK, the creative industries are hugely important economically as well as culturally. Encouraging the development of these capabilities in childhood — alongside literacy, maths and so on — ought to be a core task of educators. Up to a point, it already is. Children generally draw, dance and sing before they write. But efforts to raise standards in primary schools saw the emphasis on play and creativity reduced while literacy and maths learning was increased. In secondary school, similarly, a strong emphasis on academic attainment combined with cuts meant that the take up of arts subjects, including drama, fell back. The overall picture is complicated. Evidence suggests that standards in maths and science have risen in English schools. But the failure of attendance at present is deeply concerning. The latest figures show that the absence rate in 2023-24 was 7.1%, compared with 4.7% in 2018-19. The declining mental and emotional wellbeing of children and young people is among the gravest challenges facing our health service and society. Just as described in an article last weekend, for some children creativity is hugely important, while in educational terms it can support inclusion. The concentration of the arts in private schools and wealthy areas is unjust — not simply because, along with science and maths, they can be a route to good jobs but because participation in arts and culture is life-enhancing. 51. What does the passage state about the status of art and design in GCSE? A. It is unique to private institutions. B. It is a highly favored subject among students. C. It is a compulsory requirement for all schools. D. It has been completely removed from the curriculum. 52. What is the most likely meaning of the underlined phrase in Paragraph 2? A. Assigned a less important position. B. Given a primary role in education. C. Integrated with science and maths. D. Completely eliminated from programs. 53. What can be inferred about the author’s attitude towards the government’s education policy since 2010? A. Strongly supportive of its focus on core subjects. B. Objective about its outcomes and influence. C. Critical of its impact on arts education. D. Uncertain about its long-term effects. 54. Where is this passage most likely to have been published? A. A scientific journal on child development. B. An opinion section of a newspaper. C. A government report on social trends. D. A historical analysis of UK education. 55. What is the main purpose of the passage? A. To explain how to improve science education. B. To describe the history of the national curriculum. C. To encourage more students to attend private schools. D. To discuss the challenges and value of arts education. 第Ⅱ卷(共35分) 第一节：阅读表达(共5小题；每小题2分，满分10分) 阅读短文，按照题目要求用英语回答问题。 It’s strange how a single moment can shift everything you think you know. One winter morning all it took was a little stubbornness and a lot of snow for me to learn a lesson I’d remember for years. This is the story of how I wrecked my dad’s car. It was early January, and I was a senior in high school. It was a regular Tuesday morning, and like every other day, I grabbed my jacket, picked up the keys from the counter, and was about to head out when my dad stopped me. “Whoa, there,” he said, glancing at the snow piling up outside. “The roads are covered in snow. You’re taking the bus today.” I argued, pointing out that school was about to start, and I didn’t want to wait for the bus. My dad, known for his stubbornness, wouldn’t give in. After a few heated words, he sighed and handed me the keys. “Fine, but be careful,” he said. I slid into the car, a bit triumphant. The roads looked fine. I thought, barely an inch of snow, I started the car and pulled out of the driveway, feeling a surge (奔涌) of independence. But as I made my way through the neighborhood, the slippery roads tested my confidence. One sharp turn later, and I was in trouble — the car started to skid. I tried to slow down, but it was too late. The car slid right into a snowbank. I spent a long frustrating minute trying to get it out, pressing down on the engine, trying every trick I knew. Eventually, I realized I was going to have to call my dad. When he arrived, his face was a mix of anger and disappointment. We pulled the car out with some help, but the damage was done. Now, every time I’m tempted to ignore someone’s advice, I think back to that day, which left me a little poorer and a lot wiser. 56. What did the author’s father advise him to do due to the snowy conditions? (no more than 10 words) ______________________________________ 57. What does the underlined word in Paragraph 5 most likely mean? (1 word) ______________________________________ 58. Why did the author call his father before his arrival at school? (no more than 15 words) ______________________________________ 59. What lesson did the author learn from this his experience? (no more than 10 words) ______________________________________ 60. How do you handle disagreements with your parents? Please give an example of your own to illustrate. (no more than 30 words) ______________________________________ 第二节：书面表达(满分25分) 61. 假设你是振华中学高三学生李津。你校微信公众号的英语专栏“Future Path”近期面向高三年级征稿。请你根据以下提示，以“Vision for My Future Learning and Career”为题，用英语写一篇投稿： (1)心仪的专业及未来职业； (2)选择理由（个人兴趣、能力、社会需求等）； (3)面临的挑战和正在做的准备。 注意：(1)词数不少于100；(2)可适当增加细节，以使内容充实，行文连贯。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 天津市耀华中学2026届高三年级第三次月考 英语试卷笔试 笔试试卷共130分，考试时间为100分钟。第Ⅰ卷为第1至9页，第Ⅱ卷为第10页。 第Ⅰ卷(共95分) 第一部分：英语知识运用 第一节 单项填空(共15小题；每小题1分，满分15分) 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。 【1题答案】 【答案】B 【2题答案】 【答案】D 【3题答案】 【答案】A 【4题答案】 【答案】B 【5题答案】 【答案】C 【6题答案】 【答案】B 【7题答案】 【答案】D 【8题答案】 【答案】C 【9题答案】 【答案】B 【10题答案】 【答案】B 【11题答案】 【答案】A 【12题答案】 【答案】C 【13题答案】 【答案】B 【14题答案】 【答案】A 【15题答案】 【答案】C 第二节 完形填空(共20小题；每小题1.5分，满分30分) 阅读短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项。 【16~35题答案】 【答案】16. C 17. D 18. A 19. B 20. A 21. C 22. B 23. D 24. C 25. B 26. D 27. A 28. B 29. C 30. B 31. D 32. D 33. A 34. B 35. B 第二部分：阅读理解(共20小题；每小题2.5分，满分50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 【36~40题答案】 【答案】36. C 37. C 38. A 39. A 40. B B 【41~45题答案】 【答案】41. D 42. A 43. B 44. C 45. B C 【46~50题答案】 【答案】46. C 47. D 48. A 49. D 50. A D 【51~55题答案】 【答案】51. B 52. A 53. C 54. B 55. D 第Ⅱ卷(共35分) 第一节：阅读表达(共5小题；每小题2分，满分10分) 【56~60题答案】 【答案】56. To take the bus to school./ To go to school by bus./ Father advised him to take the bus to school./ Father suggested him going to school by bus. 57. Proud./ Successful./ Victorious./ Satisfied. 58. He couldn’t get the car out by himself after it crashed into the snowbank. 59. It’s smarter to listen than to prove a point./ Listening to others’ advice prevents mistakes./ It’s better to think twice before refusing/rejecting others’ advice./ It’s wiser to follow others’ advice than insist on being right. 60. I listen calmly and explain my thoughts; for instance, when wanting to go out, I discuss safety plans with them./ I explain my view respectfully and communicate with them. For example, when choosing my future major, I shared my reasons and reached an agreement with them. 第二节：书面表达(满分25分) 【61题答案】 【答案】A possible version: Vision for My Future Learning and Career As a senior III student, I have given considerable thought to my future. I wish to study psychology at university, with the long-term goal of becoming a mental health professional. This choice originates from both personal experience and a sense of social responsibility. Growing up, I noticed how anxiety and stress affected peers and even family members, including myself. Overcoming small challenges in my life made me realize the profound impact of patient listening and emotional support. Nevertheless, I am aware of the challenges ahead. My immediate and most crucial task is to prepare thoroughly for the National College Entrance Exam to secure a place at my ideal university. The academic journey will be long and demanding, but I am determined to improve myself with great perseverance and continuous self-reflection. 第1页/共1页 学科网（北京）股份有限公司 $