北京北京师范大学附属中学2025-2026学年高三下学期考前模拟英语试题

北京师大附中2025-2026学年（下）高三三模考试 英语试卷 班级/层：____________ 姓名：____________ 考生须知 1．本试卷有三道大题，共11页。考试时长90分钟，满分100分。 2．考生务必将答案填写在答题卡上，在试卷上作答无效。 3．考试结束后，考生应将答题卡交回。 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。 Joanne Appelbee and her three children were using paddleboards and a kayak near Quindalup beach in Geographe Bay when the wind    1    and shifted. The family lost oars and control, floating away from shallow water into stronger currents.    2    decreased as the day wore on and waves grew rougher, making it harder to signal for help or for nearby ships to spot them. With no obvious rescue nearby, Joanne sent 13-year-old Austin to kayak back to shore to get help first because he was the strongest swimmer and the most    3    with the equipment. Austin took the kayak, but it had been badly damaged and was already taking on water. He    4    the situation quickly and chose to swim despite the distance and conditions. He even removed his lifejacket to swim more efficiently. “I was really scared. I was out of breath, but I couldn’t even feel how tired I was,” he said. “At one point I was trying to get the    5    things in my head. Not the bad things that would distract me.” Austin swam roughly 4 kilometers, battling exhaustion and strong currents. When he finally reached the shore, he called emergency services, saying “I need helicopters, I need boats, my family’s out at sea.” The call started a huge    6   . Minutes later, Austin’s mother, his brother Beau, 12, and his sister Grace, 8, were    7   . A rescue boat was directed to them and all three were rescued. Austin was still trying to    8    what happened even five days later. Despite what people kept telling him, he    9    didn’t see himself as a hero. Meanwhile, authorities publicly praised the boy for his courage, determination and clear-headed actions. That day, Austin didn’t just swim for shore — he swam for his family. And love gave him the    10    he never knew he had. 1. A. picked up B. died down C. blew out D. took off 2. A. Speed B. Tension C. Visibility D. Strength 3. A. concerned B. cautious C. curious D. confident 4. A. described B. assessed C. ignored D. dismissed 5. A. simplest B. worst C. hardest D. happiest 6. A. argument B. difference C. search D. discussion 7. A. located B. contacted C. saved D. trapped 8. A. question B. process C. cover D. deny 9. A. hesitantly B. naturally C. jokingly D. personally 10. A. chance B. strength C. dream D. right 第二节 语法填空（共10小题；每小题1.5分，共15分） 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个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。 A At the annual Spring Festival Gala, robots performed live on stage. They danced and performed kung fu. Different Chinese robotics companies showed off    11    their robots could do. Unitree Robotics’ robots did rolls three metres into the air, while machines from MagicLab had six robots dance along to a pop song. China announced that it    12    (set) itself up as a global leader in humanoid robotics in the next few years. The 2025 Gala offered people a chance    13    (see) China’s progress in humanoid robotics. B Recently, scientists discovered that though our brains are almost at their full size by the age of six, they are far from fully developed. Only during adolescence (青春期) do our brains    14    (true) “grow up.” During this time, they go through great changes, like a computer system being upgraded. In the past, this “upgrade”    15    (think) to be finished by about age 12. Now, scientists have concluded that our brains continue to change until age 25. Such changes make us better    16    balancing our urges with the need to follow rules. However, a still-developing brain does this awkwardly. The result, scientists claim, is the unpredictable behavior    17    (see) in teenagers. C Technological advances have changed how charities work. Gone are the days    18    someone knocked on your front door and politely asked you to make a donation. In today’s world, charities can now reach more people than ever before. Social media in particular has had a great impact on charity. News of disasters often    19    (spread) quickly around the world. This enables us to raise money extremely quickly. Individual fundraising has also benefited. Most people are now so well-connected through social media sites that    20    (ask) people to contribute to your chosen cause is easier than ever. 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 Pre-sessional Course in Academic English The University of Oxford Language Centre is pleased to offer an Online Pre-sessional English course. This six-week intensive programme provides international students admitted to Oxford with the necessary academic writing and speaking skills to prepare them for studying in English at Oxford. International academics, and students preparing to study at universities other than Oxford, are also welcome to apply. Application deadline: Monday 29 June 2026 Course dates: Monday 6 July — Friday 14 August 2026 Admission requirements Applicants will need to provide evidence of their English language test result before being admitted to the Pre-sessional course. Please see the University’s English language requirements for undergraduate study and postgraduate study. Test Minimum score for courses requiring standard level Minimum score for courses requiring higher level IELTS Academic 6.5 overall 7.0 overall TOEFL iBT 92 overall 100 overall C1 Advanced Test 176 185 C2 Level Test 176 185 Oxford Test of English Advanced 145 155 What you will study The course will be delivered through real-time classes, small workshops, online lectures recorded by our Academic English team, and one-to-one and group live tutorials (辅导) with English tutors. Specifically, this English Course will help students to: Write academic English for different audiences and purposes. Understand grammatical aspects of language that pose difficulty for non-native writers. Read more effectively, with increased efficiency and speed. Improve their pronunciation and learn to speak confidently in lectures and workshops. Develop academic study skills such as searching for information and referencing sources. Benefits of our online course You can follow the course from the convenience of your home without needing to travel to Oxford. Using cutting-edge technology and software, the specifically designed online course offers the same quality of experience as our in-person offering. You will receive regular personalised tutorials and feedback from our language tutors. You will have the opportunity to meet and socialise with students from around the world in a virtual classroom environment. More details will be available from the student handbook which will be sent to all students two weeks prior to the course start date. 21. An applicant for the Pre-sessional Course is required to ________. A. be an Oxford student or academic B. provide proof of English competence C. submit the application by 6 July 2026 D. take an English test organized by Oxford 22. Which student is qualified for a higher level course? A. One with 189 in C2 Level Test. B. One with 6.5 overall in IELTS. C. One with 93 overall in TOEFL iBT. D. One with 178 in C1 Advanced Test. 23. What can a learner do in the pre-sessional course? A. Receive in-person tutorials with English tutors. B. Socialise with international students at Oxford. C. Master the use of cutting-edge teaching software. D. Enhance comprehensive English language abilities. B As a first-generation university graduate, I had always felt the pressure to lead the way, to live up to expectations no one else in my family had ever faced. To get into graduate school, I focused on presenting myself not as a trainee ready to learn, but as an already successful, accomplished researcher, fully formed and self-sufficient. But after starting my Ph.D., I was hit by wave after wave of academic challenges — not to mention the culture shock and financial stress of being an international student. I barely passed my first-year classes, had a string of scholarship applications rejected, and my research was stuck while peers steadily published papers. I felt I was running an endless race with a late start, falling far behind everyone else. My advisor had supported me from the very beginning, but I hesitated to share my struggles, fearing he’d see me as a failure. After 8 months of quietly carrying that weight, I finally spoke up. I sat in my advisor’s office, red-faced and anxious, words pouring out faster than I could control. For half an hour, I opened up about months of stress, doubt, and the sense that I didn’t belong. I expected judgment or disappointment. Instead, my advisor listened patiently, and then calmly offered a line I’ll never forget: “You are here to learn to ride a bicycle, not to invent a bicycle.” That one sentence landed softly, but it broke something open. His words redefined graduate school for me. I realized chasing productivity and groundbreaking projects was misguided; the real goal was to learn how to do research and grow. I began counting on my advisor and peers, seeking early feedback. Every project, success or failure, became a meaningful step. Two years later, I completed my Ph.D. with hard-earned experience, supportive peers, and a personal profile I was proud of. I went on to do further research where I mastered “riding skills” while gathering tools to “invent my own bicycle”, focusing on core skills like funding proposal writing and leadership. Now, as I prepare to establish my own research group, I’ll remind my trainees: their first job is to learn how to ride. 24. The author presented herself as a successful researcher due to ________. A. the need to lead her research group B. the fear of disappointing her advisor C. the pressure from family expectations D. the desire to fit in with other graduates 25. How did the author feel after starting her Ph.D. program? A. Confused and discouraged. B. Hesitant and disappointed. C. Secure and accomplished. D. Curious and satisfied. 26. What did the author do after the conversation with the advisor? A. She chased productivity and breakthroughs. B. She decided to switch to a postdoc program. C. She focused more on learning core research skills. D. She attempted to conduct research more independently. 27. What can we learn from this passage? A. Practice makes perfect. B. Time waits for no man. C. Many hands make light work. D. Learn to walk before you run. C I’ve previously written that artificial intelligence operates differently from the human mind. My idea of anti-intelligence is an attempt to describe that difference more precisely. When people hear the prefix “anti,” they tend to assume opposition or inferiority. However, what we’re encountering in large language models (LLM) is not a weaker form of thinking but a fundamentally different architecture operating behind the same medium. A recent paper in Nature Machine Intelligence notes that LLMs often behave in ways that are strikingly realistic in conversation yet remain fundamentally “unhuman” in their underlying structure. The word “unhuman” is well chosen and shares a border with the idea of anti-intelligence. It highlights the strange condition where language that is similar to human expression comes from a system that has none of those human experiences. Human mind isn’t simply a processor of language but a system in which meaning arises from lived experience. When we speak or write, our words carry marks of that experience. The “anti” part of “anti-intelligence” is that LLMs operate without that continuity. LLMs generate sentences through statistical relationships within vast collections of information. I sense that describing this as intelligence stretches the traditional meaning of the word. At the same time, dismissing it as a faulty form of intelligence fails to express what makes the technology remarkable. What we are seeing instead isn’t another variety of cognition (认知) but something structurally different. Anti-intelligence names that distinction. AI uses the same raw material humans do, yet the architecture producing that language runs along a different dimension from human thought. A lot of the current discussion around AI assumes that humans and machines occupy the same range of intelligence. And then, the debate quickly turns to whether machines will outperform us, or when artificial systems might eventually outthink humans. Those questions feel natural because we imagine a single line where intelligence progresses — and where humans and AI sit along points on that single line. But that may be wrong. If AI operates in a different way altogether, the comparison itself becomes misleading. Human cognition brings experience, consequence, and judgment into every thought. Artificial systems bring pattern recognition. When these two interact, the results can be productive and even transformative. Scientific progress often begins with what looks like a mistake. The imaginary number i once appeared to be a mathematical curiosity before it became essential to modern imaging technologies. In such cases, the discovery did not negate what scientists already understood. It expanded the conceptual space in which that knowledge made sense. Anti-intelligence may represent a similar expansion. What LLMs reveal isn’t that machines have become intelligent in the human sense, but that language itself can now operate within a system that has no mind behind it. 28. What does the author indicate by coining the term “anti-intelligence”? A. It is a weaker version of human thinking. B. It operates without an inner history of its own. C. It will eventually outperform human intelligence. D. It detects statistical patterns from lived experience. 29. Regarding the interaction between human cognition and AI, the author is ________. A. concerned B. dismissive C. optimistic D. reserved 30. Which would be the best title for this passage? A. Anti-intelligence: How LLMs Use Statistics to Generate Feelings B. Anti-intelligence: A Call to Stop Comparing Humans and AI C. Anti-intelligence: When Language Operates Without a Mind D. Anti-intelligence: Why LLMs Will Never Understand Us D Science is our best route to objective knowledge. Through observation, experiment and mathematical abstraction, it aims for a third-person perspective, a view from the outside of whatever we investigate. That is perhaps most obvious in physics, which seeks to describe things at every scale. But in recent years, a growing number of physicists have come to realise that this notion of an objective universe, independent of our experience of it, is an illusion (错觉). “We get so excited about our capacity to abstract and infer that we forget that physical models are not reality,” says Marcelo Gleiser at Dartmouth College. That is a problem, he says. We fail to recognise that our subjective experience is part of the universe — that our models are the product of our insider’s perspective, rather than a faithful representation of reality. The faults in assuming we can have a purely objective perspective are clearest when you consider quantum mechanics (量子力学). Quantum theory says — and countless experiments have confirmed — that you can only know whether a particle (粒子) will be here or there when you measure it. Different experimenters carrying out the same single measurement will end up with different results. “Quantum theory is really screaming at us that observers matter, that facts are relative,” says Daniele Oriti, a theorist at Ludwig-Maximilians University. This calls into question the pursuit of a neat set of rules that describes the universe as a whole, known as a theory of everything. “Let’s call it an abuse of power,” says Gleiser, whose recent book The Blind Spot argues that physicists’ “hubris” about the meaning of mathematical laws is actually preventing us from understanding the true nature of the universe and our place within it. “We must not forget that these tiny characters, we ourselves, are also the authors of the story,” he writes. The question is, how can we make sense of it from within, without discounting our role in it? For Oriti, it is about making sure that the ways we understand different aspects of the universe, coming from multiple observing perspectives, don’t contradict one another. “The best we can hope for is that every observer, with its own perspective, is capable of determining what is seen from all the other perspectives, by being able to translate between perspectives — and not have anything left untranslatable.” Similarly, Gleiser increasingly views the universe from the perspective of “systems thinking”, which makes sense of the complexity of the world through the interconnections between parts. He is among those who suspect the key to that could be a better understanding of emergence, where properties that don’t seem to exist when we look at the individual components of a complex system suddenly take shape when we see it as a whole, even from the inside. 31. Quantum mechanics is mentioned to ________. A. illustrate an approach B. question an assumption C. reveal a tendency D. justify a prediction 32. What does the word “hubris” underlined in Paragraph 4 probably mean? A. Far-sightedness. B. Dissatisfaction. C. Open-mindedness. D. Overconfidence. 33. What can be learned from the passage? A. Physical models exclude our subjective experience. B. A theory of everything is the ultimate goal of physicists. C. Hidden characteristics can be perceived from an overall internal view. D. Understanding the universe requires removing individual perspectives. 34. What is mainly talked about in the passage? A. A challenge to inspire scientists. B. A heated debate over objectivity. C. A novel view on science and reality. D. An ignored approach to build models. 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。 On paper, everything looks right. You’re making more money than ever. You’ve built something concrete. But if you slow down for a second and tell yourself the truth, something feels off. You’re more successful yet somehow less connected to yourself than ever.    35    External success is often framed as: work harder, grow faster, push further, and everything will fall into place. Yet studies show people quickly return to a baseline level of happiness after positive growth changes. In other words, what once seemed like the ultimate solution to your problems and happiness becomes your new normal incredibly fast.    36    At a certain level, success stops being something you do and starts becoming who you are. You’re seen as the reliable high-performer who always delivers.    37    Research on self-concept shows when people become strongly identified with a specific role or quality, they often resist behaviors that might threaten that identity, even if those behaviors would improve their well-being. This is where the real cost shows up. Your markers of success like your bank account and your calendar may make you appear as if you’re succeeding, but your relationship with yourself suffers. You start ignoring signals like exhaustion and the feeling that something needs to change and tell yourself you will deal with it later.    38    And without it, success becomes harder to enjoy and sustain.    39    Instead of doing more with more strategy, effort, and discipline, it is about removing what no longer serves you, including unnecessary pressure, unhealthy habits, and outdated rules. So instead of asking what else you need to do and adding more to an overflowing plate, you start questioning what’s no longer necessary. A. Over time, that pattern wears away self-trust. B. So you constantly raise the bar and set new goals. C. Awareness is the first step in rebuilding self-trust. D. It is at this point that “Optimize (最优化)” comes in. E. And for high-performers, success isn’t just fueled by vision. F. While that identity can feel powerful, it can also become a limit. G. This is the hidden cost of success, and most high-performers don’t see it coming. 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。请在答题卡指定区域作答。 The older I get, the more I realize that suffering is not selective. No one is safe. It touches every life, regardless of status, race, success, good choices, or even good intentions. Suffering is not a mistake from life; it is built into the fabric of it. And while suffering is unavoidable, not all suffering is the same. There is necessary suffering, and there is unnecessary suffering. Necessary suffering is the kind that accompanies growth, truth-telling, love, loss, and transformation. Unnecessary suffering often arises from resistance, avoidance, denial, unhealthy attachments, or the stories we tell ourselves about our pain. Much of the work of emotional and spiritual maturity is learning to detect the difference. Much of suffering does not originate in circumstances, but in the mind itself. When the inner critic, fear, or depression becomes the primary speaker of reality, suffering multiplies. Yet when curiosity replaces judgment, and compassion replaces self-attack, necessary suffering can become a teacher rather than a troublemaker. Some of the deepest suffering we experience happens in relationships. The suffering isn’t just about conflict; it is about disconnection with others. Relational suffering also shows up when we are treated poorly by a partner, dismissed at work, abandoned by someone we trust, or when a relationship ends despite our best efforts. There is necessary suffering in setting boundaries, telling the truth, or leaving what harms us. There is unnecessary suffering in staying silent, abandoning ourselves, or hoping someone will change while we continue to absorb the damage. Then there is grief — the suffering that comes from loss. For example, Maria lost her partner unexpectedly. Overnight, the future she imagined disappeared. Grief entered her body, her breath, her sense of time. Nothing about this suffering was optional. Love guarantees grief; to love deeply is to risk loss deeply. Grief is not something to fix or rush through. It is a necessary suffering, one that asks to be honored, not avoided. It’s precious. When we allow grief to break us open rather than shut us down, it becomes a profound expression of love itself. How we frame our suffering matters deeply. Our interpretation of pain can either open us or imprison us. It can soften us or harden us. It can become a gateway to love, or a wall against it. 40. What is necessary suffering? 41. Where does much of the suffering originate? 42. Please decide which part is false in the following statement, then underline it and explain why. When grief shuts us down, it becomes a profound expression of love itself. 43. Describe one of your necessary suffering. 第二节（20分） 假设你是红星中学高三学生李华。你的外国好友Jim听说你参加了学校举办的“致敬航天•青春报国”主题作品征集活动，来信询问相关情况。请你给他回信，内容包括： 1．介绍你的作品； 2．分享你的感悟。 注意： 1．词数100左右； 2．开头和结尾已给出，不计入总词数。 Dear Jim, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 学科网（北京）股份有限公司 $