广东省东莞市2025-2026学年高三上学期1月月考英语试题

2025-2026学年高三第一→学期高三英语1月质量检测（2026.1.5) 2025-2026学年高三英语1月质量检测参考答案与详解 ·参考答案 21-23CCD 24-27 CDCB 28-31 CCBB 32-35 BACC 36-40 DGFEC 41-45 DABAB 46-50 CABAA 51-55 BCDAC 56.fascinating 57.has been used 58.an 59.farming 60.before 61.drawn 62.who63.as 64.invited 65.ultimately ·阅读A篇 21.C详解：消费60得基础分6分：自带购物袋+5分，购买环保产品+3分，快乐时段购物+2分，共10 分额外积分；总计16分。 22.C详解：根据奖励列表，120点可兑换10商店优惠券。 23.D详解：文章第一句直接点明：To encourage smart and sustainable shopping”,即鼓励聪明和可持续的购 物。后文通过奖励自带袋、购买环保产品等行为进一步强化这一目的。选项A(增加商店利润)未提及；B (用数字货币替代现金)未提及；C(鼓励学生花更多钱)与可持续消费理念不完全一致，且文中强调“sat shopping'并非鼓励过度消费。因此D最符合文章主旨。 ●阅读B篇 24.C详解：文章介绍Ben Orlin将数学视为一种语言系统，并提出创新性的教学方法（如将数学符号对应为 语法成分)。他wants to reduce the anxiety math causes''并“suggests we treat math not as a foreign'language,but as an everyday tool'',这些表明他的方法具有创新性(innovative)和智慧性(intellectual)。文中未体现谨慎 (cautious)、忠诚(loyal)、爱国(patriotic)、保守(conservative)等特点。 25.D详解：根据Orlin的逻辑，运算符号可对应动词，减号“-”代表减法，与“消除”(eliminating)概念相 符。文章第四段提到负号(-)可以映射到介词below',“before'”,backward',“dowm”,这些介词都含有“减少、 消除、向下的意思。因此，选项D中的eliminating”(消除)与负号的概念相符。 A选项：“X”代表divided into?文中未提及乘法符号对应divided into”。 B选项：4”对应belonging to'”?文中未提及数字“4的语法对应。 C选项：+对应“exceeding'？文中提到加号(+)可对应“and'或with”,或介词“above,“after'等，但exceeding” (超过)未明确提及，且不如D选项直接依据原文。 26.C详解：该例子旨在说明数学符号（如负号）与日常词汇（如below')的联系，从而阐释数学概念与普 通语言的相关性。 27.B详解：Tom Crawford认为任何让数学更易理解的想法都是优秀的，因此持支持态度。 ·阅读C篇 28.C详解：第一段提到：“It promised personalized lessons,instant feedback,and tireless patience..”这说明 Edubot的设计初衷是为学生提供个性化学习体验，而非鼓励小组讨论(A)、提供标准课程(B)或完全取 代教师(D)。 29.C详解：第二段描述：学生开始围绕机器人聚集，不是竞争而是合作，讨论问题、解释概念。这种效应 是未经编程的意外结果，即机器人无意中促进了小组学习。A(学生激烈竞争使用机器人)与原文“otin competition''相反；B(机器人故障需要集体修复)未提及；D(程序员合作改进软件)未提及。 30.B详解：第三段首句：“This phenomenon highlights a critical blind spot in educational technology.”接着指出： We often focus on how technology transmits information to the individual leamer.Yet,some of the most profound learning moments are social..”因此，盲点在于教育技术过于关注个体学习，忽视了社会性学习的重要性。A (高成本)、C(无法清晰解释概念)、D(教师缺乏培训)均未提及。 31.B详解：作者建议未来教育技术应增强人际互动，促进连接而非取代人类交流。 ● 阅读D篇 32.B详解：文章从AI解码神经信号的基本原理讲起，介绍了其应用（如脑机接口）、潜力（可视化梦境） 和伦理问题，最后展望未来。整体是说明性文章，旨在解释原理和影响。A(警告威胁)只是部分内容：C (比较传统方法与AI)非重点；D(为医疗设备打广告)无依据。 33.A详解：上下文：AI解码神经信号，将想象的语言转化为文字或人工语音。因此decode'”意为将信号翻 译成可理解的信息”。B(移除信息的秘密保护)是解码的常见含义，但此处无关加密：C(提高弱信号质量) 未提及；D(向机器发送指令)相反。 34.C详解：第五段明确指出：“Decoding thoughts poses a threat to‘mental privacy.'Who controls our brain data? Could it be used without permission?'因此主要伦理担忧是侵犯思维隐私和未经同意的滥用。A(昂贵)未提 及；B(准确性低)未强调；D(风险手术)非伦理重点。 35.C详解：后一段提到：“AI brain decoders are likely to integrate brain scans with genetic and wearable device data.This could improve early diagnosis of conditions like Alzheimer's.”因此作者认为未来将整合多类数据以 更好地理解和治疗脑部疾病。A(专注于瘫痪者沟通)只是当前应用之一：B(患者不愿分享数据)未提及： D(取代医生诊断所有精神疾病)过于绝对。 ● 七选五 36.D解析：前文连续三个问句（你会做饭吗？理财吗？缝扣子吗？），后句This highlights a significant gap” 2025-2026学年高三第一→学期高三英语1月质量检测（2026.1.5) 中的This'需指代前文内容。D选项Not many of us can confidently nod our heads to these questions'”正好回答 了前文问题，并引出gap”,衔接自然。 37.G解析：前句说学校培养学业成就者但未充分培养生活技能，后句以疫情期间为例说明缺乏技能的冲击。 G选项Yet practical skills such as cooking and housekeeping are essential in the real world'与前文形成转折，强 调实用技能的重要性，并引出后文例子。 38.F解析：后文以for example'”引出财务管理等具体技能如何传递价值观，因此空白处应是概括性观点： 学校通过融入实用技能可以传授更完整的人生价值观。F选项By integrating practical skills,schools can teach a more complete set of life values''符合。 39.E解析：前句说家长没时间或不擅长教技能，因此责任应落在学校身上。E选项Consequently,the central role in bridging this gap must fall to our schools'与前后逻辑一致。 40.C解析：前文引用Sandra Carey的话：“知识帮助谋生，智慧帮助生活”，因此学校不仅是传授知识的地 方，更是装备智慧的地方。C选项“Instead,.it equips us with the wisdom to construct a fulfilling life'与引语呼应， 并总结段落。 。完型 41.D(laughing)解析：后文提及“永恒的笑声'，照片中两人在笑。 42.A(inseparable)解析：形容两人关系紧密，形影不离。后文bond formed in the innocent years of youthi'也提 示亲密。indifferent(冷漠)、inaccessible(难接近)、independent(独立)均不合。 43.B(unfortunately)解析：前句说两人亲密，本句说婚后分开，是遗憾之事，用unfortunately。unexpectedly (出乎意料)可能也可，但下文未强调意外；undoubtedly(无疑)、nnecessarily(不必要)不合逻辑。 44.A(overshadowed)解析：日常生活的需求“掩盖'了她对Maria的默默思念。overshadow意为使显得不重要。 outlived(比..话得长)、illuminated(照亮)、sustained(维持)均不合。 45.B(significance)解析：照片对我有特殊“意义”。attraction(吸引力)、mystery(神秘)、cham(魅力) 46.C(preserved)解析：照片“保存'了她悲伤之前的模样。betrayed(背叛)、conveyed(传达)、altered(改 变) 47.A(consumed)解析：被一种不安感“吞噬”。consumed（吞噬)、accompanied(陪伴)、surrounded(包围) driven(驱动)。 48.B(ease)解析：试图用忙碌来“缓解”内心的空洞。intensity(加剧)、reveal(揭示)、justify(证明合理) 49.A(sympathy)解析：同事丧母，应表示“同情'。congratulations(祝贺)、apologies(道歉)、regards(问 候) 50.A(scanned)解析：目光“扫视'纪念照片桌。arranged(布置)、avoided(避免)、removed(移除)均不 合。 Sl.B(assumed)解析：我“推测'那些是她母亲的照片。recalled(回忆)、confirmed(确认)、regretted(后 悔) 52.C(without warning)解析：突然、毫无预警地看到熟悉的照片，令我呼吸一滞。by desigr(故意)、in vain (徒劳)、beyond doubt(无疑)均不合。 53.D(captured)解析：两个女孩被“捕捉'在永恒的笑声中。照片捕捉瞬间常用captured。absorbed(absorbed in)、lost(lost in)、engaged(engaged in)均需接介词，且不如captured准确。 54.A(approached)解析：我“走近”同事表达慰问。interrupted(打断)、recognized(认出)、thanked(感谢) 55.C(recognition)解析：在“认出”彼此母亲的照片后，两人拥抱。amusement(有趣)、confusion(困惑)、 relief(宽慰)均不如recognition贴合。 ●语法 56.fascinating解析：修饰名词tales,需用形容词。fascinate的形容词形式为fascinating(令人着迷的)。 57.has been used解析：主语indigo-dyed cloth与use之间为被动关系，且时间状语“for at least 1,000 years' 表示从过去持续至今，用现在完成时的被动语态：has been used。. 58.an解析：Dali是一个村庄，且ancient以元音音素开头，用不定冠词an。 59.farming解析：与前面的making并列，作介词than的宾语，用动名词形式。fam的动名词为farming。 60.before解析：逻辑上，布料需经过多道工序“才能”用于制作衣服，表示在.之前”，用连词before. 61.drawn解析：with+名词+非谓语动词结构，youth与daw之间为被动关系（被吸引到城市），用过去 分词drawn。 62.who解析：定语从句修饰those（指人)，且在从句中作主语，用关系代词who。 63.as解析：interpret..as.固定搭配，意为“将..理解为.”。 64.invited解析：时间状语in201ll表明过去动作，用一般过去时。invite的过去式为invited。 65.ultimately解析：修饰动词不定式to persuade,.需用副词。ultimate的副词形式为ultimately（最终)。 2 2025-2026学年高三第一→学期高三英语1月质量检测（2026.1.5) ●应用文写作（图表作文） 写作要点： 1.描述图表： 2014年，78%的高一学生经常参与家务劳动（包括家庭清洁、协助烹饪、整理个人房间)。 ·2024年，这一比例大幅下降至35%。 ·每周的家务时长从过去的150分钟大幅下降到60分钟。 2.分析可能原因（至少两点）： 学业压力增加：学生时间被作业、补习占据，无暇家务。 家长过度保护：许多家长认为学习最重要，不让孩子参与家务。 ·科技与服务的便利：外卖、家政服务减少家务需求，也降低学生参与动机。 生活技能教育缺失：学校和家庭未重视培养劳动习惯。 3.提出具体倡议（至少两点)： ·对学校：开设生活技能课程，将劳动教育纳入学分。·对家长：鼓励孩子分担家务，培养责任感。 ·对学生：主动参与家务，平衡学习与生活。·对社会：宜传劳动价值，营造尊重劳动的氛围。 参考范文（词数约80）： A Call for More Housework Engagement As revealed in the charts,there is a significant shift in Chinese students'housework habits over the past decade. While the percentage of students who tidy their personal rooms remains high (92%in 2024),there has been a striking decline in participation in other shared household duties.For instance,those engaged in cleaning or dish-washing decreased from 78%to 35%,and helpers in cooking dropped from 65%to a mere 22%.Most notably the average weekly time spent on housework fell dramatically from 150 minutes to just 60 minutes.Several factors may contribute to this trend.Primarily,increasing academic pressure and packed schedules leave students with little leisure time,leading families to prioritize study over practical skills.Additionally,the convenience of modern appliances and services reduces the perceived necessity for manual help at home. To address this,I would like to propose schools integrate small,regular chores into our weekly life-skills courses,teaching cooking and budgeting.Meanwhile,parents should encourage children to share household duties. Let's work together to foster a balanced and responsible younger generation. ●读后续写 续写指导： 1.把握原文基调：温馨、怀旧、传承。情感线：Li Wei从尴尬到自豪，爷爷从失落到欣慰，Ema从好奇 到欣赏。 2.注意段落开头语： Paragraph 1:Li Wei took a deep breath and picked up the thinnest chisel from the toolbox. Paragraph 2:When the last joint fit perfectly into place,grandpa came back and saw the fixed stool. 3.情节发展建议： ·第一段：详细描写修复过程。可包括：LiWei和Ema如何研究榫卯结构，尝试使用工具，可能遇到 困难（如榫头太紧或太松），两人合作解决(Ema可能提出建议)，最终领悟爷爷说的“让它们自然契合” 的智慧。注意工具使用细节（凿子、墨斗）。 ·第二段：爷爷返回时的反应。他看到修好的凳子，可能先惊讶，后感动。可以穿插回忆（如凳子是 他为妻子做的第一件家具)，并表达对传统手艺传承的欣慰。Li Wei和Emma可能表示想学习更多，爷爷或 许赠送他们一件工具作为纪念。结尾可升华主题：手艺连接过去与未来，物质会消失，但记忆与情感永存。 4.语言风格：延续原文的细腻描写和情感流露，适当使用比喻（如“像解开一个三维谜题”)。 参考续写（词数约150）： Paragraph 1: Li Wei took a deep breath and picked up the thinnest chisel from the toolbox.He carefully scraped the worn edges of the tenon,while Emma held the stool steady.Following Grandpa's words,they measured twice before making any cut.The old wood was fragile,and Li Wei's hands trembled at first.But as they worked,a calm focus settled over them.Emma suggested ensuring the depth was precise.Bit by bit,the tenon was reshaped to fit its mortise.It was like solving a 3D puzzle where every angle mattered.Finally,after a gentle tap with a mallet,the joint slid in smoothly-a perfect fit without force. Paragraph 2: When the last joint fit perfectly into place,grandpa came back and saw the fixed stool.He stopped in the doorway, his eyes widening.Slowly,he walked over and ran his fingers over the repaired joint,a smile softening his weathered face."This stool,"he said quietly,"I made it for your grandmother when we were newlyweds."He looked at Li Wei and Emma,pride gleaming in his eyes."You've not only fixed wood;you've kept a story alive." Li Wei felt a warmth swelling in his chest-no longer embarrassed by the dusty shop,but honored to be part of its legacy.In that moment,he understood that some bonds,like the mortise and tenon,are meant to hold forever 3 东莞市东华高级中学东华松山湖高级中学 2025-2026学年第一学期高三1月质量检测 高三英语 命题人：谢小玲 审题人：金维林 满分120分。考试用时120分钟。 注意事项： 1. 答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2. 回答选择题时，选出每小题答案后，用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。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。 第2部分 阅读理解（共两节，满分50分） 第1节 （共15小题；每小题2.5分，满分37.5分） 题目要求：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 Campus shopper rewards program To encourage smart and sustainable shopping,our campus store is launching the smart shopper program—a rewards system where you earn points every time you make a purchase.Earn enough points,and you can exchange them for snacks,school supplies,or even donate them to charity! How it works: 1. Earn 1 point for every¥10 spent(e.g.,¥25=2 points). 2. Bonus points: L+5 points for bringing your own bag L+3 points for buying eco-friendly products(look for the green label) L+2 points for shopping during“happy hour”(3:00–4:00 pm,weekdays) Rewards you can choose: L 50 points=a bottle of water L 80 points=a notebook L 120 points=a¥10 store coupon L 200 points=donate a school kit to a child in need Rules you need to know: L points expire(过期)after 6 months. L only one bonus per purchase(e.g.,you can’t get both bag and Eco-bonus in the same purchase unless you meet both conditions.All applicable bonuses are added). L points are tracked via your student id card or the campus app. An example to follow: On Tuesday at 3:30 pm,Lisa spent¥30,brought her own bag,and bought a green-labeled notebook. L base points:¥30=3 points L bonus:+5(own bag)+3(Eco-product)+2(happy hour)=+10 L total:13 points Shop wisely,and every point makes a difference!Students are welcome to join by showing your student ID card at checkout.For questions,please visit the store service desk or email shop@school.edu.cn. 21． How many points did Emma earn in the following purchase? Item Details Amount spent ¥60 Time of purchase 3:15 pm,Thursday Own shopping bag used? Yes Eco-friendly item(s) 1 notebook(with green label) A.12 B.14 C.16 D.18 22． What can a student get with 120 points? A．a bottle of water. B．a notebook. C．a ¥10 store coupon. D．a school kit for donation. 23． What is the main purpose of this program? A． To smartly increase store profits on campus. B． To replace cash payments with digital currency. C． To encourage students to spend more money. D． To promote responsible and sustainable shopping. B Does math leave you anxious?If so,don't worry.Ben Orlin is here to help.This US-based teacher wants to reduce the anxiety math causes. He believes that many people who struggle with math simply weren't taught it correctly.In many classrooms,teachers present math as a memory exercise.But to Orlin,math really is a system of communication.It's a way to share ideas.And it all starts with assigning numbers to the world. In his 2024 book Math for English Majors, Orlin builds on Galileo's idea of math as a universal language,but he takes it further.He suggests we treat math not as a"Foreign"Language,but as an everyday tool to interpret the world. Orlin suggests considering numbers as nouns and explains that some mathematical features correspond to verbs and even grammar.What in math corresponds to verbs? Verbs typically represent action. Operations such as addition,subtraction,multiplication and so on, stand in for verbs? Stretch your imagination. And operations are not just a set of instructions, he suggests, but also a grammatical structure for math. Consider the plus sign in"2+3". More than just a symbol, it can function as a conjunction (the "and" in "2 and 3") or a preposition (the "with" in "2 with 3"). Negative numbers can be a linguistic trick, Orlin argues. Consider phrases like"300 feet below sea level" from a mathematical perspective.The altitude could be represented as"-300 feet".The minus symbol could be mapped to prepositions,such as"below","before","backward" and "down". Similarly,the plus symbol could be mapped to their opposites—"above","after","forward" and "up".To make negative numbers more accessible, Orlin suggests that educators connect them to concrete concepts like debt.That's a term often associated with negative dollars. It's still early days to determine whether math could indeed serve as a universal language.Moreover,for Tom Crawford,a math professor at the university of oxford,it's hardly the only way to help kids appreciate math."But to me,any idea aimed at presenting math differently and making it more accessible is an excellent idea,"Crawford says. 24． Which of the following best describes Ben Orlin according to the text? A.cautious and theoretical. B. loyal and patriotic. C.innovative and intellectual. D. ambitious and conservative. 25． According to Ben Orlin's logic,which of the following statements is correct? A. "X"Can be accurately described as"Divided into". B. "4"Can be expressed by the concept of"Belonging to". C. "+"Is best understood through the lens of"Exceeding". D. "-"Can be effectively represented by the idea of"Eliminating". 26． What is the main purpose of Orlin's example of"300 feet below sea level"? A. To illustrate math can replace natural languages. B. To argue mathematical symbols should be taught like grammar. C. To demonstrate how math ideas relate to common words. D. To prove negative numbers are essential for scientific measurements. 27． What is Tom Crawford's attitude towards Orlin's approach to teaching math? A.dismissive B.supportive C.enthusiastic D.critical C When“Edubot”Was introduced into our classroom,we expected a revolution in learning.It promised personalized lessons,instant feedback,and tireless patience.In many ways,it delivered.It could identify a student’s weak spot in algebra with lightning speed and generate endless practice problems. However,the most significant impact was one no programmer had coded.We called it“the solidarity effect.”Students started gathering around the single robot,not in competition,but in collaboration.They would discuss the problems it gave,argue over solutions,and explain concepts to each other when the robot’s pre-set explanations fell short.The machine,designed for individual learning,had accidentally become a core driver for group problem-solving. This phenomenon highlights a critical blind spot in educational technology.We often focus on how technology transmits information to the individual learner.Yet,some of the most profound learning moments are social:The spark of a shared idea,the motivation of a peer’s encouragement,the deepened understanding that comes from teaching another.Edubot,for all its algorithms,could not create these moments.But by its very presence and limitations,it inspired them. The lesson is clear.The future of ed-tech should not be about replacing human interaction,but about designing tools that thoughtfully enhance it.The goal is to create technology that doesn’t just teach,but also connects. 28． What was the main function of Edubot as originally designed? A.To encourage group discussions among students. B.To provide standard lessons to the whole class. C.To offer tailored learning experiences to individuals. D.To replace teachers in the classroom entirely. 29． What does“the solidarity effect”(paragraph 2)refer to? A.Students competed fiercely to use the robot. B.The robot malfunctioned and required group effort to fix. C.Students unintentionally started learning together because of it. D.Programmers had to collaborate to improve its software. 30． What is the“critical blind spot”Mentioned in paragraph 3? A.The high cost of advanced educational robots. B.The overemphasis on individual learning in ed-tech design. C.The inability of technology to explain concepts clearly. D.The lack of training for teachers using new technology. 31． What is the author’s suggestion for future educational technology? A.It should be more affordable and accessible. B.It should aim to foster human connection. C.It should become more intelligent and autonomous. D.It should focus on standardized testing. D For centuries,the human brain has remained one of science’s greatest mysteries.How do billions of neurons（神经元）produce thoughts and memories?Today,artificial intelligence(AI)is providing new clues.By using machine learning to analyze brain data,researchers can translate neural activity（神经活动）into understandable information,advancing both neuroscience（神经科学）and medicine. The key challenge lies in interpreting the brain’s“neural code”—the complex electrical and chemical signals that represent our mental activity.Traditional methods struggle with this noisy and intricate data,but AI,particularly deep learning,excels at detecting patterns within it.These systems learn from examples:By training ai on paired brain scans and corresponding images,scientists can teach it to predict what a person is seeing based solely on brain signals—a process known as“neural decoding.” A major application is brain-computer interfaces(BCIS)（脑机接口）,which assist people unable to speak or move.Surgeons place tiny electrodes（电极）on the brain’s surface.When a user imagines speaking,the electrodes detect the signals,and AI decodes them in real time,turning imagined speech into text or artificial voice.Recent advances even allow“typing” by decoding imagined handwriting. Beyond communication, AI offers a window into perception.Using brain scans and generative AI, scientists can reconstruct simple versions of images or videos a person views.This not only helps explain how vision is processed but may someday allow us to visualize dreams or memories. Yet such technology raises serious ethical questions.Decoding thoughts poses a threat to “mental privacy.”Who controls our brain data?Could it be used without permission?Moreover, AI may reproduce biases from its training data,leading to unfair outcomes.Strong ethical guidelines are needed to protect neural information as the technology develops. Looking ahead, AI brain decoders are likely to integrate brain scans with genetic and wearable device data.This could improve early diagnosis of conditions like Alzheimer's（阿尔茨海默病）.The collaboration between AI and neuroscience is not merely about better tools—it is about understanding the human mind and repairing its broken connections. 32． What is the primary purpose of the passage? A. To warn against the potential threats posed by brain-decoding technology. B. To explain the principles and implications of AI in decoding brain signals. C. To compare traditional methods with AI in analyzing brain data. D. To advertise the latest medical devices for paralyzed patients. 33． What does the underlined word“decode”Most likely mean in the context? A. To translate signals or data into understandable information. B. To remove secret protection from a message. C. To improve the quality of a weak signal. D. To send instructions to a machine. 34． What is the major ethical concern associated with brain-decoding technology in the text ? A. It is too expensive for widespread clinical use. B. The accuracy of the technology is still too low for practical application. C. It may invade personal mental privacy and be misused without approval. D. It requires risky brain surgery that can cause severe side effects. 35． What is the author’s view on the field’s future development in the last paragraph? A. It will focus on restoring communication in paralyzed individuals. B. Progress is limited by the patients’ unwillingness to share brain data. C. It aims to combine multiple data types to better understand and treat brain disorders. D. It will replace human doctors in diagnosing all mental illnesses. 第2节 （共5小题；每小题2.5分，满分12.5分） 题目要求：根据短文内容，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。 Are you able to cook a healthy meal?Are you able to manage your money well?Are you able to sew on a button?__36___. This highlights a significant gap in modern education,which heavily prioritizes academic achievement and strict testing,often at the expense of practical life skills. Schools have done well in preparing us to be academic achievers in school,but may not have prepared us well enough in developing life skills.___37__for those without these basic skills,the pandemic lockdown was a rude shock.With restaurants closed and home services stopped,it would have been satisfying to cook a meal or fix a light bulb.It’s a shame that schools produce scholarly individuals who are unprepared for simple home tasks. ___38___for example,financial management fosters responsibility and caution,while lessons on investment teach wealth growth.Equipped with this knowledge, students can better discuss financial goals with parents,and budgeting knowledge can guide them away from overspending.Thus, in our complex world, schools must teach beyond academic subjects. After all,all the responsibility cannot be transferred to the home.The argument for parents teaching practical life skills overlooks modern realities. Many working parents lack the time, and some may not possess the proficiency themselves.__39__ Sandra Carey,a writer,puts it appropriately:“never mistake knowledge for wisdom.One helps you make a living;the other helps you make a life.”School is not simply a place to pass knowledge and prepare us for a career.__40__ A. Thus,a balanced approach is needed early on. B. For instance,many communities offer evening classes for adults. C. Instead,it equips us with the wisdom to construct a fulfilling life. D. Not many of us can confidently nod our heads to these questions. E. Consequently,the central role in bridging this gap must fall to our schools. F. By integrating practical skills,schools can teach a more complete set of life values. G. Yet practical skills such as cooking and housekeeping are essential in the real world. 第3部分 语言知识运用（共两节，满分30分） 第1节 （共15小题；每小题1分，满分15分） 题目要求：阅读下面短文，从短文后各题所给的a、b、c和d四个选项中，选出可以填入空白处的最佳选项。 Mom kept a modest wooden box,which held her most cherished relics.Among them was a faded photo of her as a teenager,__41__with her closest friend, Maria.The two were___42___,their bond formed in the innocent years of youth.___43___,life drew them apart after mom married and moved away.This was an era long before digital communication,leaving handwritten letters as the only fragile thread between distant hearts.As years passed,the demands of daily life gradually__44___ her silent longing for maria. That photo,however,held a special___45___for me.In mom’s lined face,weathered by early widowhood(寡居)and the loss of a child,it was hard to trace the carefree girl in the picture.Yet the image___46 __ a version of her that existed before sorrow—a self unburdened,bright and trusting. After her passing, I was___47___ by a restlessness that busyness alone could not relieve.I buried myself in a new career,as if productivity could___48___the hollow ache inside.Months later,a colleague I barely knew lost her mother.Though we were not close, I felt a strong need to offer my___49___. At the funeral home,while waiting in the receiving line,my eyes___50____ a table of memorial photographs.I ___51___ they were images of her mother’s life—childhood,wedding,family gatherings. Then,___52___, my breath caught. There,among the arranged pictures,was the same portrait my mother had kept:Two girls,____53____ in timeless laughter,their poses identical. I stood frozen, lost in a fog.When I finally___54___my colleague and offered my condolences(慰唁), I couldn’t help remarking,“you have a photo of my mother,”Her eyes widened in surprise, followed by a quiet, knowing nod. After___55___,we embraced,a long silent hug that spoke of shared loss,unexpected connection,and the quiet grace of inherited memory. 41.A.posing B.arguing C.whispering D.laughing 42.A.inseparable B.indifferent C.inaccessible D.independent 43.A.unexpectedly B.unfortunately C.undoubtedly D.unnecessarily 44.A.overshadowed B.outlived C.illuminated D.sustained 45.A.attraction B.significance C.mystery D.charm 46.A.betrayed B.conveyed C.preserved D.altered 47.A.consumed B.driven C.accompanied D.surrounded 48.A.intensify B.ease C.reveal D.justify 49.A.sympathy B.congratulations C.apologies D.regards 50.A.scanned B.arranged C.avoided D.removed 51.A.recalled B.assumed C.confirmed D.regretted 52.A.by design B.in vain C.without warning D.beyond doubt 53.A.absorbed B.lost C.engaged D.captured 54.A.approached B.interrupted C.recognized D.thanked 55.A.amusement B.confusion C.recognition D.relief 第二节（共10小题；每小题1.5分，满分15分） 题目要求：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。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。 Chinese textiles(纺织业) have a remarkable history that stretches back millennia(千年), telling __56___(fascinate) tales of their most ancient civilizations. Indigo(靛蓝色)is a vital part of this history.Natural indigo-dye(染色)has a long history in china,dating back to the Qin and Han Dynasties,and indigo-dyed cloth ___57___ (use) as a main material for clothes for at least 1,000 Years. Here in Dali,__58__ ancient ethnic Dong village in the southern Chinese province of Guizhou,making indigo cloth has long been a part of life,no less important to the Dong people than___59___(farm) rice. Even in this era of fast fashion,many Dong women still devote countless hours to making the dark,glossy cloth.The fabric must go through multiple procedures___60___ it can be used to create traditional Dong cotton garments—navy blue costumes with colourful flower trim for the women and plain indigo for the men. However, the survival of this craft now faces a threat beyond mere economic pressure. With youth increasingly ___61___(draw) to cities,few young Dong women stay in villages like Dali. Of those___62 __remain, even fewer show interest in learning the highly labor-intensive techniques of indigo dyeing,often interpreting the craft___63 __a struggle with little reward. Hoping to save Dali's folk traditions,provincial officials in 2011 __64___ (invite) in the Global heritage fund, and it has begun working with atlas studio,a Beijing-based design studio to set up a weaving and dyeing co-op(合作性商业机构) in Dali.The aim is twofold:To create opportunities to work closer to home and___65___(ultimate) to persuade young Dong women to learn their time-honored traditions. 第4部分 写作（共两节，满分40分） 第1节 （满分15分） 假定你是李华。你校与英国姊妹校正在举办“当代青年生活”线上交流活动。请你在活动论坛上，根据以下关于中国中学生家务劳动情况的调查数据，写一篇短文，分享你的观察与思考。 写作要求：1.简要描述图表及分析原因； 2.提出你的具体倡议。 注意：1.词数80左右； 2.可以适当增加细节，以使行文连贯。 第2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。续写的词数应为150左右。 Li Wei's grandfather's woodworking shop was full of memories and the smell of wood. For many years, the old man had made furniture using the ancient mortise-and-tenon (榫卯) way,without any nails(钉子).But now,his shop had to be torn down to build a new shopping mall. On his last visit before moving,17-year-old Li Wei brought his classmate Emma,who was from England."It's just an old,dusty place,"Li Wei said,feeling a little embarrassed by the old tools.But Emma found it interesting.She saw a broken wooden stool(凳子) in the corner."Look!This part came loose.Can we fix it?"She asked. For the first time in weeks,grandpa's eyes shone with happiness.He softly told them that this stool was the first thing he made,fifty years ago.The cross-shaped tenon (十字榫) had become loose."Modern glue can't fix this,"He said."It needs the old method—you must be precise,patient,and understand how wood works." He put an old toolbox in front of them.Inside were special chisels (凿子) and a marking gauge (墨斗)."The secret,"Grandpa said quietly,"is not to force the pieces together,but to make them fit so they want to hold each other."Then he left to pack some boxes. Li Wei looked closely at the wooden joints.Emma checked the tools with curiosity."It's like a 3d puzzle,"She said."Your grandpa is right—this is clever work."Suddenly, Li Wei felt proud and worried.The movers would come in two hours. Paragraph 1:Li Wei took a deep breath and picked up the thinnest chisel from the toolbox.________________________________________________________________________ Paragraph 2:When the last joint fit perfectly into place,grandpa came back and saw the fixed stool. _______________________________________________________________________________ 2014年数据（高一学生） 2014年数据（高一学生） 78%家庭清洁（扫地，洗碗） 65%协助烹饪 88%整理个人 房间 家庭清洁（如扫地，洗碗） 协助烹饪 整理个人房间 0.78 0.65 0.92 2024年数据（高一学生） 2024年数据（高一学生） 35%家庭清洁（扫地，洗碗） 22%协助烹饪 92%整理个人房间 家庭清洁（如扫地，洗碗） 协助烹饪 整理个人房间 0.35 0.22 0.88 高一学生平均每周家务时长 150 150 60 60 2014年 2024年 分钟 第 6 页 共 10 页 高三英语 第 1 页 共 11 页 学科网（北京）股份有限公司 $