广东省东莞市2025-2026学年高三上学期1月月考英语试题

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 满分120分。考试用时120分钟。 第二部分 阅读理解（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） 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. 1. 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. 2. 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. 3. 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. 4. 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. 5. 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”. 6. 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. 7. 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. 8. 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. 9. 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. 10 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. 11. 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. 12. 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. 13. 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. 14. 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. 15. 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. 第二节（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? ___16___ 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. ___17___ 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. ___18___ For example, financial management fosters responsibility and caution, while lessons on investment teach wealth growth. Equipped with this literacy, students can better discuss financial goals with parents, and budgeting knowledge can steer 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. ___19___. 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. ___20___ 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. 第三部分 语言知识运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 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, ____21____ with her closest friend, Maria. The two were ____22____, their bond formed in the innocent years of youth. ____23____, 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 ____24____ her silent longing for Maria. That photo, however, held a special ____25____ 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 ____26____ a version of her that existed before sorrow — a self-unburdened, bright and trusting. After her passing, I was ____27____ by a restlessness that busyness alone could not relieve. I buried myself in a new career, as if productivity could ____28____ 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 ____29____. At the funeral home, while waiting in the receiving line, my eyes ____30____ a table of memorial photographs. I ____31____ they were images of her mother’s life — childhood, wedding, family gatherings. Then, ____32____, my breath caught. There, among the arranged pictures, was the same portrait my mother had kept: Two girls, ____33____ in timeless laughter, their poses identical. I stood frozen, lost in a fog. When I finally ____34____ 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 ____35____, we embraced, a long silent hug that spoke of shared loss, unexpected connection, and the quiet grace of inherited memory. 21. A. posing B. arguing C. whispering D. laughing 22. A. inseparable B. indifferent C. inaccessible D. independent 23. A. unexpectedly B. unfortunately C. undoubtedly D. unnecessarily 24. A. overshadowed B. outlived C. illuminated D. sustained 25. A. attraction B. significance C. mystery D. charm 26. A. betrayed B. conveyed C. preserved D. altered 27. A. consumed B. driven C. accompanied D. surrounded 28. A. intensify B. ease C. reveal D. justify 29 A. sympathy B. congratulations C. apologies D. regards 30. A. scanned B. arranged C. avoided D. removed 31. A. recalled B. assumed C. confirmed D. regretted 32. A. by design B. in vain C. without warning D. beyond doubt 33. A. absorbed B. lost C. engaged D. captured 34. A. approached B. interrupted C. recognized D. thanked 35. 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 ____36____ (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 ____37____ (use) as a main material for clothes for at least 1,000 Years. Here in Dali, ____38____ 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 ____39____ (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 ____40____ 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 ____41____ (draw) to cities, few young Dong women stay in villages like Dali. Of those ____42____ remain, even fewer show interest in learning the highly labor-intensive techniques of indigo dyeing, often interpreting the craft ____43____ a struggle with little reward. Hoping to save Dali’s folk traditions, provincial officials in 2011 ____44____ (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 ____45____ (ultimate) to persuade young Dong women to learn their time-honored traditions. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 46. 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。 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节（满分25分） 47. 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. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 满分120分。考试用时120分钟。 第二部分 阅读理解（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） 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 【1~3题答案】 【答案】1. C 2. C 3. D B 【4~7题答案】 【答案】4. C 5. D 6. C 7. B C 【8~11题答案】 【答案】8. C 9. C 10. B 11. B D 【12~15题答案】 【答案】12. B 13. A 14. C 15. C 第二节（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。 【16~20题答案】 【答案】16. D 17. G 18. F 19. E 20. C 第三部分 语言知识运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 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。 【21~35题答案】 【答案】21. D 22. A 23. B 24. A 25. B 26. C 27. A 28. B 29. A 30. A 31. B 32. C 33. D 34. A 35. C 第二节（共10小题；每小题1.5分，满分15分） 【36~45题答案】 【答案】36. fascinating 37. has been used 38. an 39. farming 40. before 41. drawn 42. who 43. as 44. invited 45. ultimately 第四部分 写作（共两节，满分40分） 第一节（满分15分） 【46题答案】 【答案】 A Call for More Housework Engagement As the survey shows, Chinese middle school students’ involvement in housework has dropped sharply over a decade. While 92% still tidy their own rooms in 2024, those doing shared chores like cleaning or cooking plummeted from 78% and 65% to 35% and 22% respectively, with weekly housework time halving to 60 minutes. This trend stems from heavy academic workloads that push families to prioritize studies over life skills, plus modern appliances reducing manual needs. To reverse it, schools can add weekly chore lessons, and parents should encourage kids to share daily tasks. Let’s act to build a responsible and capable young generation. 第二节（满分25分） 【47题答案】 【答案】例文 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. 第1页/共1页 学科网（北京）股份有限公司 $