山东淄博市2025-2026学年度高三教学质量阶段性检测（淄博二模）英语试卷

参照秘密级管理★启用前 2025—2026学年度高三教学质量阶段性检测 英语 注意事项： 1．答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。 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。 3．考试结束后，将本试卷和答题卡一并交回。 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。每段对话读两遍。 1. Where does the conversation probably take place? A. At home. B. At school. C. In a store. 2. What will the man do next? A. Receive an award. B. Interview a teacher. C. Make a self-introduction. 3. Why does the man call the woman? A. To express thanks. B. To cancel a visit. C. To offer an invitation. 4. What are the speakers talking about? A. A school trip. B. A geography teacher. C. A work email. 5. How does the woman sound? A. Anxious. B. Surprised. C. Grateful. 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。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；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。 听第6段材料，回答第6、7题。 6. What is the probable relationship between the speakers? A. Colleagues. B. Schoolmates. C. Strangers. 7. Why does the woman come to Singapore? A. To have a vacation. B. To look for work. C. To take a business trip. 听第7段材料，回答第8至10题。 8. Who is Michael probably? A. A volunteer worker. B. A shop assistant. C. A delivery man. 9. What does Michael usually do for Mrs. Smith? A. He reads the labels. B. He orders the items. C. He takes her to hospital. 10. How long has Michael helped Mrs. Smith? A. About two years. B. About three years. C. About five years. 听第8段材料，回答第11至13题。 11. Why did Mark start the project? A. To offer jobs to the locals. B. To assist the elderly left behind. C. To help overcome rural depopulation. 12. What does Mark plan to do next? A. Reopen the school. B. Build an eco-center. C. Start a village shop. 13. What can we know about the population of the village? A. It keeps steady. B. It is increasing. C. It is declining. 听第9段材料，回答第14至17题。 14. What inspired the woman to become a voice-over artist? A. Telling kids stories. B. Translating a book. C. Writing film scripts. 15. What kind of things does the woman like to record for most? A. Audiobooks. B. TV advert s. C. Animated films. 16. How does the woman relax her voice? A. Listening to music. B. Having a walk. C. Drinking warm water. 17. What does the woman think of her job? A. It’s easy. B. It’s rewarding. C. It’s tiring. 听第10段材料，回答第18至20题。 18. Why did the speaker try cold-water swimming? A. To satisfy her curiosity. B. To break a record. C. To take up a challenge. 19. What benefit does Stan get from cold-water swimming? A. It eases his anxiety. B. It relieves his leg pain. C. It improves his skin. 20. How did the speaker feel after her first cold-water swimming? A. Relaxed. B. Disappointed. C. Confused. 第二部分 阅读（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） 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。 A Top Online Summer Programs in 2026 Research shows that well-designed summer programs can strengthen high school students’ academic skills. Online options provide similar benefits, allowing students to explore college-level subjects, gain hands-on experience, and build a stronger profile for college applications. Below are four notable online summer programs. Stanford Pre-Collegiate Summer Institutes (SPCS) A selective two-week online program for grades 8-11 focuses on intensive study of a single subject. Students attend daily live classes and collaborate with motivated peers worldwide. Courses offer college-level depth in STEM, humanities, engineering, and more (non-credit). ● Key requirements: Full participation with camera/ microphone on; ages 13-18. ● Application deadline: March 13, 2026 Cornell Pre-college Summer Online (CPSO) Allow s high school students to take Cornell undergraduate courses remotely, earning 3-12 credits and an official transcript (成绩单). Courses last 3 or 6 weeks and cover fields such as architecture, business, and medicine. ● Key requirements: Ages 15-19; completion of at least 10th grade; course prerequisites (前提) apply. ● Application deadline: As early as April 28, 2026 (varies by session) Penn Pre-College Online Program (PPOP) Students enroll in credit-bearing undergraduate courses taught by Penn staff, following standard university schedules, assignments, and exams. Successful completion results in an official University of Pennsylvania transcript. ● Key requirements: Minimum 3.5 GPA (绩点); strong writing skills; recommendation letter; English proficiency is essential for international candidates. ● Application deadline: April 15, 2026 UC Berkeley Pre-College Scholars Summer Virtual (UCBPSV) Offer high school students the chance to take lower-division UC Berkeley courses online for college credit. Hundreds of options are available across STEM, social sciences, and humanities, with a virtual learning community that includes Berkeley students and visiting undergraduates. ● Key requirements: Completion of 10th or 11th grade by summer 2026; at least 16 years old by June 21, 2026; minimum 3.0 GPA. ● Application deadline: May 10, 2026 Costs for each program Program Application Tuition Special Notes SPCS $65 $3,200 per 2-week session No additional hidden fees CPSO $75 $1,940 (1 credit) Max:12 credits Application fee cannot be refunded PPOP $0 $8,462 (1 course,4 credit hours) No application fee UCBPSV $25 $635 per academic unitMax:6 units Registration fee $585 and document fee $73are charged once per summer 21. What is required for international applicants to PPOP? A. English proficiency proof. B. Completion of at least 10th grade. C. A minimum 3.0 GPA. D. Being at least 16 years old. 22. How much will a student pay for taking a 2-unit course in the UCBPSV? A.$1,293. B.$1,855. C.$1,928. D.$1,953. 23. What do the four programs have in common? A. They have the same GPA and grades requirements. B. They involve interaction with university students. C. They award sufficient college credits to participants. D. They allow high schoolers to take college-level classes. B An estimated 3 out of 4 people have a fear of public speaking. I am one of them. At the beginning of every school year, a new crop of 15-year-olds pile into my virtual classroom. Regardless of their attitude, I’m always embarrassed to admit I am terrified. Just fake it until you make it, my peers advised. But no matter how much I faked it, and how many years spent teaching the same curriculum, the fear has remained. One might expect that this would cause me to be ashamed, to practice even harder, to study public speaking methods. But I have learned another way. On the first day of class, over half shared in their self-introduction paragraph that they were shy and afraid to speak up in class. This is a widespread phenomenon for any teacher, but my students’ awareness of it allowed me to step into the moment immediately to meet them where they were. My replies on their papers were personal: I’m there on the first day of class every year, when strangers’ eyes stare right at me. I know your shyness because it matches mine. And slowly but surely, my students began to open up about the root of their fears. When they saw me, their experienced teacher, trembling, they felt a little braver when their body trembled during a presentation. When they heard me stumble (说话结巴) over my words, they accepted their own pauses trying to find the right ones. Fear rarely goes away completely, and that includes the fear of public speaking. So many students are held bound to it in the classroom, but we have the chance to encourage by leading with empathy. That starts with finding the courage to look in the mirror and be honest about our own flaws (不足). We must then teach ourselves — and by extension our students — to reframe those flaws as strengths rather than weaknesses. 24. What does the underlined expression “Just fake it until you make it” in paragraph 2 mean? A. Practice public speaking until you overcome fear. B. Hide your nervousness until you can talk fluently. C. Develop public speaking skills until you master them. D. Pretend to be confident until you truly become so. 25. Why did the author provide personal replies on students’ papers? A. To encourage them to focus on their papers. B. To give them tips on how to hide their shyness. C. To show them she had walked a mile in their shoes. D. To convince them that her fear was worse than theirs. 26. What does the author think of the fear of public speaking? A. Overwhelming. B. Common. C. Terrifying. D. Unbearable. 27. What message does the author’s experience convey? A. Hard work might defeat fears in our life. B. Fear disappears when we dare to ignore it. C. The only thing we have to fear is fear itself. D. The cave you fear to enter holds the treasure you seek. C Recent studies have shown that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space, but pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in my investigation decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig.1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. When I asked several other blind study subjects to draw a spinning wheel, several showed the wheels spokes (轮辐) as curved lines, describing them as metaphorical (隐喻的) ways of suggesting motion. But was it a better indicator than, say, broken or wavy lines — or any other kind of line? I decided to have a test. I created raised-line drawings of five different wheels, spokes with lines that curved, bent, waved, dashed (虚线) and extended beyond the perimeter (直径) of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: rocking, spinning fast, spinning steadily, shaking or braking. My control group also consisted of eighteen sighted undergraduates. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy suggested rocking; the bent indicated shaking; the spokes extending beyond the perimeter signified braking and the dashed indicated fast spinning. In addition, the favoured description for the sighted was the favoured description for the blind in every instance. The agreement among the sighted was barely higher than the blind. Evidently, the blind not only understood each line of motion, but collectively came up with the same meaning as frequently as sighted subjects. This makes it clear that the blind also understand other kinds of visual metaphors (Fig.2). Words associated Agreement with circle/ square among subjects（%） SOFT-HARD 100 MOTHER-FATHER 94 HAPPY-SAD 94 LOVE-HATE 89 ALIVE-DEAD 87 LIGHT-HEAVY 85 Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. 28. Why was the author surprised at the blind woman? A. She drew a rough circle by instructions. B. She adopted a symbol representing movement. C. She did not understand what a wheel looked like. D. She was the first person to use lines of motion. 29. What did the author find about the blind tested? A. They understood lines as symbols of different motions. B. They relied mainly on experience to interpret moving objects. C. They preferred curved lines over others when describing motion. D. They were better at recognizing visual metaphors than the sighted. 30. Which picture would a blind person draw to indicate braking? A. B. C. D. 31. What is the best title of the text? A. Spinning Wheels: A Topic in Art Creation B. Sighted and Blind: A Comparative Research C. Visual Metaphors: Accessible to the Blind D. Motion Lines: A New Invention in Illustration D The “hard problem” of consciousness — how inner sensations relate to measurable brain signals — remains challenging. To address this, neuroscientists are making finer distinctions that might crack the mystery entirely, exploring via the structural method whether we all experience sensations like colour in the same way. Pioneered by researchers like Nao Tsuchiya, it treats consciousness as a network of relationships. In experiments, people compare pairs of colours, sounds, or emotions and rate their similarities. These data are used to create experiential “maps”, often as geometric (几何的) shapes. Through geometric analysis, researchers boiled the data down to a shape. The maps show high consistency across ages and cultures, suggesting a universal perceptual (感知的) structure beneath our varied descriptions. One key finding concerns color. When people compare hues (色调), their judgments reveal a more complex “color space” than the traditional three dimensions of red, green, and blue. Studies suggest we may perceive at least seven dimensions of color. Furthermore, individuals with different color vision produce differently shaped maps, showing that what “red” means is defined by its position within a relational network, which can vary between people. So, people within a group with shared perceptual structures are entitled to say, “My red is the same as your red.” The method also probes unconscious processing. In one experiment, a colored circle flashed too briefly for conscious awareness, yet it still influenced reaction time to a subsequent (随后的) ring. This implies the brain unconsciously compares sensations, though the unconscious comparisons appears disorganized, unlike the orderly structure of conscious experience. These structural studies offer a new way to investigate the so-called “hard problem” of consciousness: why and how physical processes in the brain give rise to subjective feelings. While this research is still evolving, it marks a shift toward a more precise science of consciousness — one that could reshape our understanding of perception, emotion, and what it means to be human. 32. How are the structural method experiments conducted? A. By analyzing descriptions to build perceptual structures. B. By comparing experiential maps across ages and cultures. C. By rating sensory similarities to construct geometric maps. D. By measuring brain signals to match universal relationships. 33. What does the color perception study show? A. Traditional color space is out of date. B. Seven color dimensions are confirmed. C. Color meaning lies in relational position. D. Individuals share identical red experience. 34. What is the purpose of paragraph 4? A. To describe the colored circle experiment. B. To show the exploration of unconsciousness. C. To illustrate the structure of unconsciousness. D. To summarize the key findings of structural studies. 35. What is the text mainly about? A. A new way to study consciousness. B. A hard problem of consciousness. C. The structure of color perception. D. The big challenge of neuroscience. 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。 Walking around university campuses day and night, students can easily see glowing blue emergency phones spread over every functional area. These devices can quickly connect users to emergency help. 36 Universities carry out various practical safety measures to build a reliable safety barrier for teachers and students on campus. Most young students in lower grades say they can feel a strong sense of safety on campus all the time. They mention that they can get timely help right away if they run into sudden risks or unexpected troubles on the way to classrooms and dorm buildings. Standard campus layout and complete supporting safety facilities greatly reduce students’ worries about daily personal safety. 37 However, safety equipment arranged by schools alone cannot achieve full protection around the clock. 38 Many students will kindly remind their peers to avoid quiet, dimly-lit lonely paths when walking back late at night. They look out for one another during after-school outdoor activities and choose to move in groups instead of walking alone after dark. 39 Campus safety risks have stayed at a very low level. Personal safety accidents and public property loss rarely take place on campus all year round. The data further indicates that the combination of school management and student caution is highly effective. In a word, campus safety relies on joint efforts. 40 Only with close cooperation can people keep the campus stable, orderly and safe for daily study and peaceful life. A. While challenges remain, current approaches show promising results. B. Though emergency phones are useful, high-tech systems remain essential. C. Students generally feel secure with current safety arrangements on campus. D. Professional security patrols and real-time alerts are also provided by colleges. E. Campus safety records demonstrate the success of combined preventive efforts. F. Student initiative and mutual care significantly enhance overall campus protection. G. Active participation from institutions and individuals can achieve long-term security. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的 A、B、C、D四个选项中选出可以填入空白处的最佳选项。 On a cold Budapest afternoon,64-year-old Györgyi Petik Kis eagerly hurries to the library. She isn’t there to read, but to 41 Netrevalók — monthly lectures where seniors learn digital skills from teenagers. Kis, who spent four years in a state of unconsciousness, 42 needs mental stimulation. However, without English skills, she lacks 43 to navigate internet on her own. “I was afraid to click on things. What if I 44 ?” Through the program, she has learned to use Microsoft Translate — a “new tool” helping her feel less 45 . The program 46 a growing digital divide. While 97% of Hungarians aged 15-50 use the internet,90% of those over 80 do not go online. Many seniors 47 with basic tasks. As the library director points out, “For the elderly, going digital actually 48 them out.” The benefits extend both ways. Teen volunteers gain patience and 49 into a pre-digital world. “Talking to them is like going back in time,” says 19-year-old Sagie Fruchter. The 50 inspires him to design more 51 technology. For participants like Kis, the lectures 52 more than skills. They not only learn to navigate the digital world but also build meaningful 53 with younger generations. This simple yet powerful bridge across the technological divide 54 as a reminder that genuine connection depends on patience, understanding, and a mutual 55 to learn from one another — using the skills that truly matter to bring their worlds together. 41. A. cancel B. organize C. finance D. attend 42. A. desperately B. frequently C. originally D. temporarily 43. A. confidence B. prejudice C. judgment D. curiosity 44. A. gave up B. shut up C. messed up D. hurried up 45. A. disturbed B. disconnected C. embarrassed D. motivated 46. A. ignores B. accelerates C. creates D. bridges 47. A. communicate B. volunteer C. attempt D. struggle 48. A. shows B. picks C. leaves D. crosses 49. A. investigations B. insights C. admission D. entrance 50. A. ambition B. experience C. atmosphere D. experiment 51. A. enjoyable B. acceptable C. accessible D. favorable 52. A. offer B. own C. receive D. gain 53. A. schedules B. connections C. impressions D. reactions 54. A. doubles B. qualifies C. promises D. serves 55. A. willingness B. authority C. option D. consideration 第二节（共10小题；每小题1.5分，满分15分） 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。 A remarkable jade carving (玉雕) 56 (discover) at Liangzhu ancient city may hold the key to understanding an ancient civilization that predates (早于) what many historians believed to be China’s oldest. Located in the lower Yangtze River Basin, the site has revealed extraordinary jade artifacts 57 (demonstrate) delicate craftsmanship. The discoveries suggest that Liangzhu was not merely a settlement 58 a developed society with advanced technological abilities. The jade artifacts, particularly the 59 (distinct) treasures like bi discs and con g tubes, reveal a civilization with highly developed artistic traditions. These findings have inspired scholars 60 (reconsider) fundamental assumptions about Chinese history. The Liangzhu culture represents 61 significant change in our understanding of early Chinese civilization. It demonstrates that complex societies flourished in regions previously considered peripheral (周边的) to the development of Chinese civilization. The site, covering an area of over 3 million square meters, contains impressive structures including city walls and a water management system. 62 makes Liangzhu truly remarkable is that it predates the Shang Dynasty 63 nearly two thousand years. The discoveries at Liangzhu have changed our understanding of when Chinese civilization first emerged. In 2019, the Liangzhu ruins 64 (add) to the UNESCO World Heritage List, recognizing 65 (it) global significance. Today, the site attracts researchers and tourists from around the world. These jade artifacts serve as evidence of the greatest ancient Chinese civilization. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是学生会主席，为落实“健康第一”的理念，学校准备增加校园体育活动时间。英语社团正在组织以“Health First”为主题的英语演讲比赛，请你撰写一篇演讲稿参赛，内容包括： （1）描述现状； （2）提出倡议。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear teachers and fellow students, Thank you for listening! 第二节（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。 The blank canvas (画布) stared at me, its endless white surface seeming to laugh at my stubborn creative block. My brush felt heavy and lifeless in my hand, hanging over the palette (调色板) where paints were slowly drying into hard blobs (一团). I let out a deep sigh of frustration, the sound filling the silent studio. This painting was meant to be my masterpiece, the key work in my collection for art school applications. Yet my mind was just as empty as the canvas before me. For weeks, I had forced myself to seek inspiration. I wandered through museums, studied countless art books, and took long walks in autumn parks, hoping to catch a spark that would light up my imagination. But nothing worked. Every idea felt dull and unoriginal. I was an artist with no vision, no muse to guide me. Desperate to run away from my own failure, I picked up my jacket and a small sketchbook, stepping out to wander the city streets with no plan at all. Maybe among the busy crowds and messy city life, I could find what I was missing. The afternoon sun warmed my face as I walked, watching people hurry past with worried expressions, lost in their own worlds with headphones. I saw tall glass buildings reaching toward the sky, impressive but cold. None of it touched my heart. When my legs grew tired, I sat on a bench in a quiet, untidy square. Across from me sat an elderly lady, weak and slightly bent. Her wrinkled, aged hands moved steadily as she knitted (编织). What truly caught my eye was her expression. Her pale eyes stared at two kids laughing and sharing an ice cream. A soft and childish smile spread across her lips — not just simple joy, but a mix of memory, longing for the past, and love remembered. It was a smile that held a whole life of stories. The noisy world around me faded away. There was only her, a quiet spot of warmth in the busy city. Without thinking, my hand dashed across the sketchbook, pouring my feelings onto the page. She never noticed me. After a while, she packed her knitting and slowly walked away into the crowd. I raced back to my studio, my heart racing. That ordinary, gentle moment had given me everything. I was finally ready to paint. 注意： （1）续写词数应为 150 左右； （2）请按如下格式在答题卡的相应位置作答。 I was lost in painting, recreating the elderly lady from my memory. Sunlight flooded my studio as I finished the painting. 学科网（北京）股份有限公司 $