江西省南康中学2025-2026学年高二上学期第三次大考英语试题

南康中学2025～2026学年度第一学期高二年级第三次大考

英 语 试 卷

命题人：

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. What will Sophia do at the library?

A. Write a report.       B. Print some papers.       C. Borrow some books.

2. What does Judy advise Jack to do?

A. Ask the teacher for help.   B. Review with her together.   C. Go over the material gradually.

3. What are the speakers mainly talking about?

A. Their dinner plan.      B. Their shopping list.        C. Their dining experience.

4. Why is Mr. Brown calling Jessica?

A. To make an offer.      B. To cancel an appointment.    C. To confirm an arrangement.

5. Where does the conversation probably take place?

A. At a gym.     B. At a park.     C. At a bookstore.

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，并标在试卷的相应位置。听每段对话或独白前，你将有5秒钟的时间阅读各个小题；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。

听下面一段较长对话，回答以下小题。

6. What will Lucy do for her soap business next month?

A. Have a sales promotion online.        

B. Develop new soap designs.  

C. Expand her sales channels.

7. How much will the woman spend in total?

A. $24.      B. $29.      C. $39.

听下面一段较长对话，回答以下小题。

8. Where did Dylan get the information about Lisa?

A. From a friend.    B. From a TV program.   C. From a newspaper.

9. What volunteer activity would the woman like to do?

A. Outdoor cleaning.   B. Tree planting.    C. Animal care.

听下面一段较长对话，回答以下小题。

10. How did Mark get to Mount Elbert from Leadville?

A. By plane.     B. By car.      C. By bus.

11. What did the woman do over the weekend?

A. She went on a hike.     B. She made a new dish.      C. She played a football game.

12. What’s the probable relationship between the speakers?

A. Husband and wife.   B. Coworkers.     C. College friends.

听下面一段较长对话，回答以下小题。

13. What has the training covered so far?

A. Company history.          B. Industry knowledge.     C. Software application.

14. What did Amy’s manager do to support Amy?

A. She taught Amy teamwork skills.

B. She allowed Amy a flexible work schedule.

C. She familiarized Amy with other colleagues.

15. What will Amy probably do in the coming three weeks?

A. Go on a business trip.     B. Keep on receiving training. C. Handle her own projects.

16. How does Amy feel about her future work?

A. Stressed.     B. Excited.     C. Doubtful.

听下面一段独白，回答以下小题。

17. How did the speaker’s company assist her?

A. By arranging housing.           

B. By paying for language classes. 

C. By introducing her to the locals.

18. What did the speaker do to better adapt to Shanghai?

A. She made friends online.         

B. She found a fellow countryman.

C. She tried to fit in with the local community.

19. What will the speaker do in two years?

A. Go back to her home country. B. Continue staying in Shanghai. C. Move to another country.

20. What is the speaker trying to do?

A. Deliver a work report.  B. Share her experiences abroad. C. Introduce language learning tips.

第二部分  阅读理解（共两节, 满分50分）

第一节  （共15题；每小题2. 5分, 满分37. 5分）

阅读下列短文, 从每题所给的四个选项（A, B,C或D）中, 选出最佳选项, 并在答题卡上将该项涂黑。

A

Go on an Environmental Field Trip

While outdoor field studies can happen throughout the year we hope this month’s “Growing Healthy Schools” theme inspires you to plan something special that will connect your students to the world around them.

Below are some recommendations on activities and projects:

Explore Your neighborhood

See the environmental features of the District’s neighborhoods through the eyes of a landscape architect by going on a self-guided walking tour developed by the American Society of Landscape Architects (ASLA).

Get Close to the Anacostia River

Take your students on the water by going on a field experience with Anacostia Watershed Society, Chesapeake Bay Foundation, or Living Classrooms. Want to stay on land? Try visiting Kingman Island or Kenilworth Aquatic Gardens to see amazing wildlife habitat along the river that runs through the District.

Discover Environmental exhibits at Museums

Here are some ideas of museum exhibits and programs on the National Mall that can integrate environmental themes: history of food, plants, Native Americans, natural history investigations, and satellite observations.

Gone Fishing

Want to see the fish, frogs, and turtles that call the District home? Take a tour of the Aquatic Resources Education Center, where you can also schedule a fishing activity for your students. For more information, contact Teresa Rodriguez by emailing Teresa.Rodriguez@ dc.gov.

If you would like assistance planning or carrying out any of these projects, please contact Grace Manubay, environmental officer at the Office of the State Superintendent of Education by emailing Grace.Manubay@dc.gov or visiting OSSE’s website.

21. Who is the text most probably written for?

A. School teachers.       B. School students.

C. Wildlife enthusiasts.      D. Community volunteers.

22. Which is developed by the ASLA?

A. A guided riverboat tour.     B. A neighborhood walking tour.

C. A National Mall educational tour.   D. A natural history investigation tour.

23. What can Teresa Rodriguez help with?

A. Explaining all of OSSE’s projects.          B. Identifying plants in the wild.

C. Arranging a fishing activity.               D. Contacting Kenilworth Aquatic Gardens.

B

This year, I did something I’d never done — shopping at midnight on Black Friday after Thanksgiving. After all, you can get great deals online from the comfort of your bed over a hot cup of coffee. So why would I stand in traffic, cold weather, and crowds for a few bargains?

For my teenagers, spending time with Mum is usually down on their list next to homework and picking up the dog waste. So, when they asked me to take them shopping at the mall at midnight on Black Friday, my first reaction was surely no! But my son, who usually runs the other way if I mention shopping, wanted me to take him shopping. I felt needed, though I knew it was my wallet and a ride, not quality time with Mum that they wanted.

Then the hour-long car ride. We followed songs on the radio and talked about the deals we hoped to get. I had chances to give them lessons on what not to do when driving, but I had to keep the peace. And we all connected as we sat with crazed smiles at midnight.

The kids were excited once we finally reached the busy parking lot. There was something about standing in a line that snaked around the building in the freezing cold that brought people together. Once inside, we had to work as a team, hoping to come together with just the right size and colour. As I dug through mountains of clothing for a special shirt for my husband and gave up, my daughter came towards me, shirt in hand and victory on her face. “I got the last one!”

So we ended up at 3 a.m. with some bargains. Nothing we couldn’t have found online or in stores at a reasonable hour. But for me, I got quality time with my kids. Driving home tired, looking in the mirror at my children’s sweet faces, I decided, “If they ask me to again next year, I’m in.”

24. What did the kids truly desire according to the author?

A. To buy things online with comfort.   B. To take a cup of coffee comfortably.

C. To shop with their mother’s money.   D. To spend quality time with the family.

25. How did the author communicate with her kids during the drive to the mall?

A. She shared their excitement.    B. She taught them some songs.

C. She taught them shopping tips.    D. She gave them lessons on driving.

26. Why did the daughter show victory on her face?

A. She had worked as a team member.   B. She had searched out her clothes.

C. She had been in line to see a snake.   D. She had found a shirt for her father.

27. How did the author find her shopping experience?

A. Tiring.    B. Enjoyable.   C. Heart-broken.   D. Money-wasting.

C

The idea of low material desire, low consumption and refusing to work, marry and have children, concluded as a “lying down” lifestyle, recently struck a chord with many young Chinese who are eager to take a pause to breathe in this fast-paced and highly-competitive society.

Many millennials (千禧一代) and generation Zs complained to the Global Times that burdens, including work stress, family disputes and financial strains, have pushed them “against the wall”. They said they hate the “involution”, joking that they would rather give up some of what they have than get trapped in an endless competition against peers.

“Instead of always following the ‘virtues’ of struggle, endure and sacrifice to bear the stresses, they prefer a temporary lying down as catharsis (宣泄) and adjustment,” said a scholar. “It is no wonder that some young people, under the growing pressures from child-raising to paying the mortgage (按揭) today, would try to live in a simple way and leave the worries behind.”

Interestingly, the majority of millennials and Gen Zs reached by the Global Times, who claim to be big fans of the lying down philosophy, acknowledged that they only accept a temporary lying down as a short rest. It is true that with the great improvement of living conditions, some Chinese youth have partially lost the spirit of hardship and are not willing to bear too much hard work. But in fact, lying down is not entirely comfortable. Young people who lie down always feel guilty about their constant loss of morale far beyond their reach.

“Young people on campus have both aspirations and confusion about their future, but most of us have rejected setting ourselves up in chains to waste opportunities and challenges,” a postgraduate student told the Global Times. “It’s no use running away. I have to ‘stand up’ and face the reality sooner or later.”

28. What does the underlined phrase in paragraph 1 mean?

A. Warned.   B. Criticized.    C. Touched.  D. Amused.

29. What might have caused the “lying down” lifestyle among the young?

A. Improvements in living conditions.    B. Growing pressure from family and social life.

C. Increasing material possessions from families.  D. Temporary adjustment to failure in competitions.

30. What’s the scholar’s attitude toward the “lying down” group?

A. Understanding.   B. Intolerant.   C. Supportive.   D. Unclear.

31. What can be inferred about the young generation from the text?

A. They find their dreams far beyond their reach.

B. They really enjoy the “lying down” lifestyle.

C. They never really drop their responsibilities.

D. They would rather escape than take challenges.

D

Languages are dying at an alarming rate. While teaching them in school can be a great way to ensure its continued survival via future generations, this isn’t always enough to maintain the vitality of a language. Fortunately, there are people around the world finding creative ways to revive（复兴）endangered languages.

Music has documented our history and legends. It’s no surprise, then, that many people are using music to promote the use of endangered language. One example is Garifuna, a Central American language spoken by fewer than 1,000,000 people. The interplay (相互影响) of language and music is accomplished not only by performing traditional songs and dances, but also by creating new music to draw in those not previously interested in the language. Whether it’s someone’s specific goal to promote an endangered language or musicians wanting to embrace their roots by singing songs, music extends the long cultural history of these languages.

Films in endangered languages are kind of having a moment, or at least they’ve garnered a lot of media attention over the past few years. For instance, Disney released a Hawaiian version of Moana for free to Hawaiian schools, inspiring young people to engage with language. Even if films alone can’t save a language, they can revitalize a language by removing it from the classroom context and driving viewers to consider it more deeply.

The Internet has been a double-edged sword for endangered languages. On one hand, speakers of endangered languages are no longer limited by geography. On the other hand, the Internet is overflowing with English. Yet, young people are finding ways to adapt within digital spaces. For example, Icelandic is facing decline due to the influence of English from tourism and daily life. Instead of resisting change, young Icelanders are inventing their own terms to communicate in Icelandic online. By embracing rather than rejecting the change, there’s greater chance for these endangered languages to stay culturally strong.

Reviving an endangered language isn’t overnight. No single solution will work, but when combined, these diverse strategies can introduce countless new speakers to the rich variety of languages.

32. How is Garifuna brought to life?

A. By teaching it in schools.            B. By making its old and new music.

C. By documenting its history in books.     D. By persuading musicians to sing in it.

33. Why does the author mention Disney’s Hawaiian version of Moana?

A. To show films can make endangered languages more attractive outside classrooms.

B. To prove Disney is good at making films in different languages.

C. To explain Hawaiian is the most popular endangered language.

D. To say films can completely save endangered languages.

34. What can be drawn from paragraph 4?

A. English is the most influential language on the Internet.

B. Resisting the use of English is a good way to protect an endangered language.

C. Icelandic will be removed from the endangered languages list soon.

D. The Internet can be fully used to protect endangered languages.

35. What can we infer about the endangered languages?

A. Their preservation requires consistent joint efforts.

B. Their vitality is maintained due to the artists’ efforts.

C. Their revival can be achieved by teaching in schools.

D. They are unable to react to changes in modern society.

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。

While compliments（赞扬）may seem simple, they can have a large impact on you and the people around you, creating a ripple of positivity. However, giving compliments requires skills and knowledge.

 Most compliments in our culture follow a very predictable pattern.    36    About two-thirds of compliments in the US are made using just five adjectives: nice, good, beautiful, pretty, and great. In addition, about 80% of compliments follow three formats. So if I liked a book you wrote and wanted to say something positive about it, my compliment would probably follow one of these basic patterns: “Your book is great,” “I love your book,” or “That is a terrific book.”

     37    For example, in 2011 a scholar showed that women in unstructured settings both give and receive far more compliments than men. About three-quarters of women’s compliments to other women in an unstructured, informal setting involve appearance. In a goal-oriented, formal setting, 68% of praise statements are about performance.    38     

Whether the compliment is effective depends on whether it is believable, appropriate, and unqualified.

    39    If you tell me my hair looks good, I will dismiss it and suspect your motives, because I have little hair. More generally, people with low self-esteem don’t usually receive compliments well. As researchers have shown, in people with high self-esteem, a compliment stimulates parts of the brain responsible for self-referential thinking. This occurs significantly less for people who have low self-esteem.

Even if a compliment agrees with one’s self-image, scholars concluded, it must meet three criteria to be accepted by its object.    40    It must be sincere. And it must occur in the appropriate context.

A. They must follow the basic patterns.

B. People tend to dismiss praise from those they dislike.

C. The praise must come from a person who is trustworthy.

D. A good compliment must match its receiver’s self-image.

E. They typically focus on appearance, abilities, or belongings.

F. What we choose to compliment varies between men and women.

G. Men, however, often praise each other based on skills in any situation.