河南省鹤壁市高中2025-2026学年高三上学期规范化考试英语试卷（一）

2026届上学期规范化考试英语试卷（一）（A卷）

2025年9月7日

第二部分 阅读理解（共两节，满分42.5分）

第一节（共12小题：每小题2.5分，满分30分）

阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳答案。

A

About 6 months ago, I joined a gym. Every morning, there is one personal trainer there that works out at the same time that my little group does its workout. He does his “routine” with such a quiet determination that he makes it all look very easy. When I am tempted to quit, I watch him push himself to his limit, and I find myself motivated to work as hard and without complaint (抱怨).

A couple of weeks ago, I was watching him do chin-ups (引体向上). I went over and asked if I could have a try. He said yes, and as I struggled to pull myself up he stood there motivating me the whole time. I only managed two but I felt strong and smiled from ear to ear.

The next day when I was done my workout, I asked him to spot me again. Again, I did two. Again on day three and so on. I came to the gym at the end of the week, he was standing there just shaking his head. When I asked him what was up, he said he was impressed. He told me that when they are training firefighters, the men are required to do five chin-ups, and women are required to do one or two. He explained that most people can’t do them at all.

The moral of this story is that by taking a leap of faith and giving it a try, I was able to achieve it! I didn’t see it as a great accomplishment (成就), because I didn’t realize that it was difficult and it became my goal to get stronger. No one told me I couldn’t do it; in fact, I was encouraged to try. Had he told me initially how difficult it was, I more than likely would not have tried at all. Or I might have tried, but given it only half an effort. I applaud him for letting me believe that for me, it was not only a possibility, but that success was a realistic expectation.

1．What inspired the author to attempt chin-ups?

A．Her determination to test her limits.

B．Her gym group’s encouragement.

C．The personal trainer’s consistent workout routine.

D．The feeling of strength after her workout.

2．What did the personal trainer do while the author was doing chin-ups?

A．He provided motivation and encouragement.

B．He stood by and watched her silently.

C．He demonstrated useful techniques.

D．He offered constructive tips for improvement.

3．Why did the personal trainer mention firefighters?

A．To compare the standard for their fitness levels.

B．To highlight their dedication to training.

C．To emphasize the importance of training.

D．To motivate the author to continue practicing.

4．What does the author want to convey?

A．Setting realistic goals is beneficial.

B．It’s rewarding to try new things.

C．Self-belief is a path to success.

D．Regular exercise helps build self-confidence.

 

B

Forgetting things is a blessing, believe it or not. For proof, imagine a world where every detail you ever came across was carved indelibly in your mind. Every conversation you regret, every rejection you’ve ever felt, every time you stepped out with your zipper undone stands as clearly in your mind as what you had for breakfast last week as well as the moments that bring you the greatest joy. That is a world of utter chaos and suffering.

We don’t need to stick to just our armchair-philosophizing, however. Thanks to the wonderful combinatory magic genetics pulls off at each birth, we’ve had a few individuals on Earth who are unable to forget anything. Solomon Shereshevsky, for instance, could memorize lists of arbitrary (任意的) numbers, words, and nonsense syllables with perfect recall, even decades later. At first glance, this sounds like a superpower. But Shereshevsky described it as exhausting, distracting, and emotionally unbearable.

What most miss about forgetting is that it is not a design flaw (缺陷). It’s a feature. In fact, the ability to forget is fundamental to learning. It’s what gives us focus, highlights the signal through the noise, and lets the brain determine what matters most given the context we are in.

Research suggests that forgetting is an active process involving brain regions like the hippocampus and prefrontal cortex, which help us manage the inflow and outflow of information. Forgetting is not our memory failing on us as much as it is our memory being better used.

And here is where we meet the concept of the forgetting curve (曲线). First described by Hermann Ebbinghaus in the late 19th century, the forgetting curve tracks how quickly we lose information over time without reinforcement (巩固). Within hours of learning something new, we begin to forget it. Rapidly at first, then more slowly over time. The key insight of those who have followed Ebbinghaus is that this curve is not fixed. On the contrary, it’s something we can reshape, a feature we can tune ourselves.

5．What does the underlined word “indelibly” in the first paragraph mean?

A．Permanently. B．Violently. C．Chaotically. D．Effortlessly.

6．What did Shereshevsky think of his ability?

A．A design flaw. B．A real blessing. 

C．A mental burden. D．A rare talent.

7．How does forgetting contribute to learning?

A．It prevents the flow of information.

B．It pushes people to review regularly.

C．It activates brain regions responsible for learning.

D．It allows the brain to prioritize important information.

8．What does the author suggest readers do in the last paragraph?

A．Keep learning new things.  

B．Intervene in the forgetting process.

C．Accept forgetting as a natural part of life. 

D．Explore a fixed pattern of the forgetting curve.

 

C

During the rosy years of elementary school (小学) , I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.

Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’ plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.

Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are “most likely to engage (从事) in dangerous and risky behavior.”

In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys (调查研究) . “We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us.”

Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date — sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.

In analyzing his and other research, Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. “Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ” he said.

9．What sort of girl was the author in her early years of elementary school?

A．Unkind. B．Lonely. C．Generous. D．Cool.

10．What is the second paragraph mainly about?

A．The classification of the popular.

B．The characteristics of adolescents.

C．The importance of interpersonal skills.

D．The causes of dishonorable behavior.

11．What did Dr. Prinstein’s study find about the most liked kids?

A．They appeared to be aggressive.

B．They tended to be more adaptable.

C．They enjoyed the highest status.

D．They performed well academically.

12．What is the best title for the text?

A．Be Nice — You Won’t Finish Last

B．The Higher the Status, the Better

C．Be the Best — You Can Make It

D．More Self-Control, Less Aggressiveness

 

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能填入空白处的最佳选项。选项中有两项为多余选项。

Temperatures are rising, and so are mental health risks

Climate change is increasing heat waves, posing growing threats to health. Extreme heat is becoming a severe challenge across the U.S. and globally, with forecasts suggesting one of the next five years could be the hottest on record.    13    Even survivors may face long-term consequences.

How does extreme heat affect the brain?    14    Dehydration (脱水) in high temperatures thickens blood, making it hard for the heart to supply enough oxygen to the brain. The brain, which uses 20% of the body’s energy, requires efficient heat release. In hot, damp conditions, sweating fails to cool the body, potentially causing heat exhaustion or a sudden serious illness, which can lead to nerve-related problems.

Extreme heat also worsens mental health: conditions like depression and anxiety become worse.    15    Furthermore, the medicines used to treat the mental illness and sleeplessness also appear to increase mental health weakness to heat.

   16    Those with existing mental health disorders are weakest. Older adults face accelerated serious mental illness that affects memory. Homeless individuals and outdoor workers such as farmers are particularly at risk, as they often lack access to cooling resources.

Action is urgent. Most heat health plans ignore mental health.    17    These can include public awareness campaigns, such as warning people about the mental health risk of consuming alcohol or other drugs during heat waves. Other interventions include establishing community cooling shelters for heat emergencies and increasing monitoring of mental health patients during heat waves. Only through comprehensive strategies can we reduce the mental health impacts of extreme heat.

A．Who is most at risk?

B．The human body works best when at 37℃.

C．How to identify those in danger during heat waves?

D．It disturbs sleep, which further harms one’s ability to think.

E．So mental health steps must be added to these heat response plans.

F．Heat waves cause 1,300 U. S. deaths yearly from heat-related issues.

G．Research is needed to better understand health outcomes of a warmer world.

 

第三部分 语言知识运用（共两节，满分42.5分）

第一节（共15小题；每小题1.5分，满分22.5分）

阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。

Lauren and Andrew Gruel, owners of a seafood restaurant, are used to thinking local.     18    , they serve fresh seafood from nearby fishers, but this week, their restaurant has become a wildfire     19     center.

Big wildfires in Los Angeles have destroyed thousands of homes and     20    . The Gruels, heartbroken by the disaster, decided to help. They put the     21     out on social media that they would     22     donations for their neighbors up north. A stream of volunteers has shown up to the restaurant     23     to help. Some come armed with supplies; others are     24     with their trucks to transport the     25     to LA．