北京市石景山区2025-2026学年高三上学期期末英语试题

石景山区2025—2026学年第一学期高三期末试卷 英语 本试卷共10页，共100分。考试时长90分钟。 考生务必在答题卡指定区域作答，在试卷上作答无效。考试结束后，将答题卡交回。 第一部分：知识运用（共两节，30分） 第一节 完形填空（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 Lina was sitting in the garden one evening when she heard a loud crash. At first she thought something had fallen from her house. But as she walked to the front, she could see a small____1____outside. The scene was____2____. Approaching the crowd, she found a boy lying in a pool of blood near a crashed motorbike. His leg was almost cut off at his knee. Though in great pain, he was still conscious and able to____3____ Lina had first aid training and knew time was____4____. She called for help but didn’t wait. She grabbed a thick____5____from her bag and pressed it firmly against the boy’s wounds to stop the bleeding. Though the crowd was gathered, no one____6____to help. Lina kept calm, speaking to the man to reassure him. “Stay with me.____7____is on the way.” Unfortunately, doctors weren’t able to save the boy’s leg. But they did save his life — and Lina’s____8____played a vital role. “I’m glad I knew what to do,” Lina reflected. “It was terrifying, but having the____9____to act made all the difference. I’m just_____10_____that my training helped save his life.” 1. A. bag B. crowd C. boy D. motorbike 2. A. upsetting B. peaceful C. familiar D. confusing 3. A. work B. complain C. leave D. respond 4. A. specific B. critical C. available D. tough 5. A. book B. rope C. towel D. coin 6. A. sat around B. held back C. stepped forward D. put off 7. A. Help B. Progress C. Justice D. Success 8. A. actions B. cures C. ideas D. words 9. A. direction B. pressure C. opportunity D. confidence 10. A. hopeful B. curious C. nervous D. thankful 第二节 语法填空（共10小题；每小题1.5分，共15分） A 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Coffee has become more than just a trendy drink in modern life. For many office workers, it is a daily “survival tool” ____11____ (stay) awake and keep up with demanding schedules. Health experts often highlight the benefits of coffee, from reducing tiredness to _____12_____ (lower) the risk of certain cancers. But coffee is not suitable for everyone. Medical studies suggest that many people, especially _____13_____ (child), should be cautious or even avoid drinking coffee. B 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 A popular fried chicken vendor (摊贩) Li Junyong,_____14_____ (know) online as “Chicken Chop Brother” from Jingdezhen, posted a video on Wednesday thanking visitors from across China who_____15_____ (travel) to his hometown to try his chicken cutlets recently. In the video, he expressed gratefulness for the strong support and _____16_____ (offer) an apology for the extended wait in the cold. His humorous interactions with tourists turned the city into a trending destination. C 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 Virtually, everyone _____17_____ (have) this experience: After a long, hard day, you lie in bed _____18_____ night but just can’t fall asleep. However, when you sit on the sofa, sleepiness quickly sets in. The sofa’s _____19_____ (mood) lighting, comfortable temperature, and white noise from the TV or phone help create a calming environment, _____20_____ makes it even easier to fall asleep. Most importantly, unlike a bed, it doesn’t start the anxiety of “must fall asleep.” 第二部分：阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A Coastal Discovery Science Camp Located on the rocky coast of northern California, the Coastal Discovery Science Camp (CDSC) gives pre-college students a rewarding firsthand taste of outdoor learning. Participants live and study on site, taking classes led by experienced teachers and field scientists while having access to labs, research boats, and tide-pool study areas. Courses will cover environmental science, ocean exploration, coastal ecology and more. Programs Information Middle school program High school program Minimum age 13 15 Grades 6 — 8 9 — 12 Dates June 28 — July 4 June 20 — 26 Program fee $3,840 $3,940 Coastal Discovery Science Camp does not provide transportation to Seabrook, CA or to the coastal field station. This includes rides to and from airports, train stations, and other public transportation stops. A parent or guardian must bring the student to the camp on arrival day. What’s Included All meals and on-site housing during the program; classes 9:00 a.m. — 4:00 p.m. each day taught by professional instructors and teaching assistants; all textbooks and lab materials; guest lectures; entrance fees and transportation for field trips; college pathways workshops and other club activities; evening and weekend social events; guided visits to nearby colleges and use of sports and recreation equipment. Courses Course Time Location Real-time Status Coastal Ecosystems: An Artistic and Scientific Exploration of Life Along the Shoreline 9:00 a.m. —4:00 p.m. Coastal Discovery Field Lab Open-limited seats 21. Which service is offered by CDSC? A. On-site housing during the program. B. 24-hour online tutoring after camp. C. Door-to-door pick-up service. D. Free air tickets to Seabrook. 22. What do the two programs have in common? A. They both accept students in Grade 8. B. They last the same number of days. C. They provide sufficient open seats. D. They have the same program fees. 23. What is special about this camp according to the text? A. It facilitates admission to university. B. It features students’ all-round growth. C. It stresses the ability to survive outdoors. D. It allows students to learn in coastal environments. B Like many people in New Zealand, Emma Lewis grew up knowing little about her country’s national game — rugby, other than watching some neighbours pass the ball around on a muddy field. It was only when her two kids started playing rugby as part of their training for netball that she really took notice. Her son, Ben, went on to do very well in rugby and now plays for the Wellington Waves in a national youth rugby league. Both came up through the Harbour Junior Rugby Club (HJRC), in the Wellington area, which has been around since 1905. When the number of players in the kids’ teams began falling in 2019, Ms. Lewis, who runs a small cafe in Wellington, volunteered to help. She offered to sponsor the “Tiny Ferns” program, which introduced kids aged 7 and 8 to the game. Thanks to her sponsorship, more than 80 kids play for free each autumn for eight weeks. They spend an hour every Saturday learning the game and every player is given a soft rugby ball and a green shirt. “They are taught to catch, pass, run and score in a non-contact setting,” she said. “You get them running around. You get them off their devices. It is our national game, so you let them feel it. And sure enough, they enjoy it.” To fund the program, Ms. Lewis came up with a new idea. She started looking around her neighbourhood for old appliances, metal and electronic items such as broken toasters, laptops and cell phones. She sorted the material behind her cafe and sold it to a local recycling centre. “People now bring their old electronics and metal to the back door,” she said. The recycling brings in around $15,000 a year, which covers the cost of the rugby program. Ms. Lewis said watching the kids play has given her a lot of happiness. Not only is far less rubbish going to landfill, she said, but “we’ve also got kids who are out on the field, not sitting in front of a phone.” 24. What can we learn about Emma’s early experience with rugby? A. She knew little about the game. B. She was trained by a famous coach. C. She enjoyed watching rugby games. D. She joined matches with her neighbours. 25. The main purpose of the “Tiny Ferns” program is to _________. A. raise money for the HJRC B. teach kids how to use rugby equipment C. help young kids enjoy rugby in a safer way D. provide more kids with opportunities to play rugby 26. How did Emma obtain funds for the program? A. By charging participation fees. B. By collecting and selling used items. C. By organizing charity matches. D. By raising money from the community. 27. What can we learn about the program’s impact? A. It made rugby a national game. B. It promoted community inclusion. C. It reduced screen time for kids. D. It created jobs for the local residents. C When you see someone unbox a new pair of sneakers (运动鞋), their face lights up with pure excitement. Today, millions of people around the world share this feeling. Across cities and campuses, customers line up outside popular stores to trade shoes, and celebrate their favourite styles. Yet in the early 2010s, sneaker culture was just coming on the scene. Although several classic brands had already built strong reputations, many companies wondered: Would this growing love for sneakers last? Would young consumers still buy them after a few years? And with so many designs entering the market, how could brands truly stand out from the competition? These were the questions that SkyStep, a Singapore-based sports shoe company, faced in 2016. Although they had successfully launched dozens of stores, they found themselves in a strategic fog, which led them to research into the deep, unexplored psychology of sneakers. Like Serenitea, SkyStep partnered with a research agency called INSIGHT Lab, which specializes in drilling down to the deep consumer “why”. Using a variety of psychological techniques, the team invited participants to recall their earliest memories of shoes — both sports shoes and everyday footwear. They uncovered the three psychological mechanisms of the sneaker experience. First, participants associated shoes with freedom: childhood memories of running outdoors, playing games, and exploring the world. Second, they connected sneakers with identity. People explained that choosing a certain style allowed them to express who they were — or who they hoped to become. Lastly, sneakers represented belonging. Many recalled joining sports teams or walking with friends who wore similar shoes, forming a shared community. SkyStep quickly turned these insights into action. New stores were designed with wide, open spaces that invited customers to move, jump and try different activities. The company introduced customizable details — such as choosing colours, laces (鞋带) and small symbols — so that buyers could express a personal identity. They also created community running clubs, weekend “sneaker walks”, and online groups where fans shared photos and stories. In this way, sneakers became more than products; they became tickets into a living, growing community. The case of SkyStep suggests that when brands pay attention to consumers’ inner world, they can do more than sell another pair of shoes. For many customers, slipping on their favourite sneakers is not just getting dressed — it is quietly telling the world who they are and where they belong. 28. What can SkyStep do with the findings from their research? A. Offer as many different shoes as possible. B. Create a sporty, belonging-centred brand image. C. Redesign stores by adding fashion-inspired elements. D. Conduct intensive market research with INSIGHT Lab. 29. What can we learn about SkyStep from the passage? A. It outperformed its opponents in research field. B. It suffered a temporary strategic failure in 2016. C. It planned to distinguish itself from competitors. D. It partnered with a leading psychological agency. 30. Which of the following is the best title for this passage? A. Three Mechanisms of Sneakers B. A New Path Into Sneakers Market C. Following the New Trend of Sneakers D. Revealing the Psychology of Sneakers D A “memory breakdown” is often said to be the major cognitive (认知的) problem of our time. In a recent piece in The Chronicle Review, Daniel Mercer argued that “students can’t remember even simple facts without checking their phones”, and many schools have quietly lowered expectations for memorizing dates, formulas (公式) and vocabulary. Yet complaints about weak memory are hardly new. In the late 19th century, British educator Henry Latham worried that cheap printed books would destroy students’ power to remember, because they no longer needed to keep long passages in their heads. Over the decades, similar denunciations have returned each time a new tool has entered classrooms. Mercer suggests that rather than a simple loss of ability, we may be seeing a shift in how people choose to use their memory. Many students now treat their phones as an “external brain”, much as earlier generations treated the family bookshelf. At the same time, the use of digital calendars, search engines and cloud storage continue to rise. This points to a change not in whether people can remember, but in what they believe is worth remembering. “Students can still memorize,” Mercer wrote. “They’re just deciding to memorize different things.” This leads to a deeper question: What kind of memory do we truly need, and why? Psychologists often distinguish between recall — producing information with no help — and recognition, which is using clues to find what we once knew. In classic “change blindness” experiments, people fail to notice that a stranger they are speaking to has been secretly replaced by another person, because their attention is on the task, not the face. It seems that relying on external cues and context is not always a weakness; it may reflect a different way of managing limited mental resources. Could today’s young people be developing useful memory strategies that we have not yet learned to value? What about their skill at searching huge databases in seconds, or at linking ideas across videos, chats and online documents? These new habits of remembering challenge us to reconsider — with the history of past “memory breakdown” in mind — how we might understand and support human memory in more flexible, forward-looking ways. 31. What does the underlined word “denunciations” in paragraph 2 mean? A. Criticisms. B. Origins. C. Trends. D. Indicators. 32. What does the growing use of digital tools suggest according to Mercer? A. People are changing how they use their memory. B. People no longer need to train their memory as before. C. Schools are forcing students to rely on external devices. D. Modern technology is destroying traditional learning tools. 33. Why does the author mention the “change blindness” experiments? A. To display that people are easily fooled by visual tricks. B. To argue that face recognition is more important than tasks. C. To prove that using outside cues can be a reasonable strategy. D. To illustrate that most memories are formed without our awareness. 34. What will probably be discussed next? A. More valuable lessons taught by history. B. Challenges facing the young generation. C. The effect of relying on external tools for remembering. D. Practical ways to support memory in a technology-rich world. 第二节（共5小题：每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 Many students have started to use AI-powered chatbots as study helpers. They ask the tool to explain grammar points, generate example sentences or even solve math problems. Some simply copy and paste the answers into their homework without even reading them carefully. ____35____ So learning how to use AI wisely has become a new study skill. ____36____ When you see it as a thinking partner, you are more likely to stay active in the learning process instead of becoming lazy. ____37____ Vague (含糊的) requests like “teach me chemistry” or “explain this whole unit” are hard for any tool to answer well. Start by telling the tool which subject you’re working on and what kind of help you want, such as explanation, practice or revision. That way, the AI knows what to focus on and can give more helpful replies. Next, do not believe every answer you see on the screen. ____38____ When you receive an answer, compare it with your textbook, class notes or reliable websites, and mark the parts you are unsure about. When you do this regularly, you gradually train yourself to judge information instead of copying it blindly. AI can also support active practice, not just passive explanation. ____39____ Choose one and you can ask it to be your debate opponent, an examiner for a speaking test or a “picky” editor for your writing. In this way, you turn a quiet screen into an interactive learning partner. A. The first step is to be clear about what you need. B. Some students even share their personal data with AI tools. C. Many tools can respond in real time and adjust to your level. D. Instead of letting it write full essays for you, treat it as a learning partner. E. Because of this habit, their own thinking skills become weaker over time. F. Just like a human instructor, AI can make mistakes or misunderstand the question. G. Used in this way, AI multiplies the learning value of every minute you spend online. 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。 On Lin’s shelf stands a plain white ceramic mug (陶瓷杯). At first glance it seems ordinary, yet it quietly carries the story of her friendship with Hana. They met in Grade Three, when Hana transferred to Lin’s school. On her first day, Hana forgot her water bottle. At lunchtime, Lin shyly pushed a new mug across the desk and murmured, “You can use mine.” From then on, they did homework together, shared secrets and gradually became inseparable. In senior high, things changed. Lin joined the student union and was constantly busy with meetings and events. Hana felt increasingly left out. One weekend, Hana went to Lin’s home, determined to talk seriously. Their conversation, however, quickly turned into a heated argument. As Hana stood up, her hand hit the shelf. The white mug fell and shattered (破碎) on the floor. Shaken, Hana gathered the pieces with trembling fingers. Hurt and speechless, Hana took the broken pieces with her and left. From that day on, they barely spoke. Months later, on Lin’s seventeenth birthday, memories of their shared laughter returned, leaving an unexpected ache in her chest. Just then, the doorbell rang. To her surprise, Hana was standing there with a small paper bag. After she left, Lin opened the bag. Inside was a white ceramic mug, identical to the one that had been broken, and a small card: “I’m sorry. I know I can’t bring back the old mug, but I hope we can start again. If you still need a friend, I’m here.” Holding the mug, Lin finally smiled. 40. Why did Lin push Hana a mug when they first met? ________________________________________________________________________________ 41. What did Hana do when she felt left out? ________________________________________________________________________________ 42. Please decide which part is false in the following statement, then underline it and explain why. On Lin’s seventeenth birthday, she received a gift, the white ceramic mug that had been broken by Hana. ________________________________________________________________________________ 43. From this story, what can you learn about “friendship”? (In about 40 words) ________________________________________________________________________________ 第二节（20分） 44. 假设你是红星中学高三学生李华。你的故事投稿被杂志Early Bird录用，你的外国好友Jim在写作方面给你提供了帮助。请你用英文给他写一封电子邮件，内容包括： 1.表达感谢； 2.回顾所提供的帮助。 注意：1.词数100字左右； 2.开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 石景山区2025—2026学年第一学期高三期末试卷 英语 本试卷共10页，共100分。考试时长90分钟。 考生务必在答题卡指定区域作答，在试卷上作答无效。考试结束后，将答题卡交回。 第一部分：知识运用（共两节，30分） 第一节 完形填空（共10小题；每小题1.5分，共15分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 【1~10题答案】 【答案】1. B 2. A 3. D 4. B 5. C 6. C 7. A 8. A 9. D 10. D 第二节 语法填空（共10小题；每小题1.5分，共15分） A 【11~13题答案】 【答案】11. to stay 12. lowering 13. children B 【14~16题答案】 【答案】14. known 15. have traveled 16. offered C 【17~20题答案】 【答案】17. has 18. at 19. moody 20. which 第二部分：阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A 【21~23题答案】 【答案】21. A 22. B 23. D B 【24~27题答案】 【答案】24. A 25. D 26. B 27. C C 【28~30题答案】 【答案】28. B 29. C 30. D D 【31~34题答案】 【答案】31. A 32. A 33. C 34. D 第二节（共5小题：每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 【35~39题答案】 【答案】35. E 36. D 37. A 38. F 39. C 第三部分 书面表达（共两节，32分） 第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分） 【40~43题答案】 【答案】40. Because Hana forgot her water bottle on her first day of transferring to Lin’s school. 41. She went to Lin’s home one weekend and wanted to have a serious talk with Lin. 42. On Lin’s seventeenth birthday, she received a gift, the white ceramic mug that had been broken by Hana. Explanation: Inside was a white ceramic mug, identical to the one that had been broken. 43. Friendship may have conflicts, but sincere apologies and willingness to reconcile can help repair the broken relationship. 第二节（20分） 【44题答案】 【答案】Dear Jim, I am writing to share the exciting news that my story has been accepted for publication in the magazine Early Bird. I am truly grateful for your generous help, which played a vital role in my success. I still remember when I struggled with the plot and felt stuck. It was your brainstorming that inspired me to add the unexpected twist at the end. Furthermore, you carefully polished my draft and corrected grammatical errors, which significantly improved the readability of my story. Thank you again for your time and patience. I will send you a copy of the magazine as soon as I receive it. Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $