安徽省蚌埠第二中学2026-2027学年上学期高三年级英语第三次练习（A）

蚌埠第二中学2026-2027 学年第一学期高三年级 英语学科第三次A练习 命制人：陆占芳 审核人: 刘雪梅 1、 阅读理解（共8小题，每题2.5分，共20分） A Mina never planned to become the keeper of the school clock. The old clock above the library door had stopped at 10:17 for so long that most students had stopped noticing it. Mina noticed it every day, because 10:17 was also the time she had missed the final bus after a debate competition and had cried at the empty stop. When the school announced a “quiet corner” project, students were invited to improve one forgotten place on campus. Mina chose the wall under the clock. Her classmates suggested painting flowers or hanging photos. Mina, however, wanted the clock to work again. “A clock that does not move tells everyone nothing can change,” she said. The repair looked simple online, but the real clock was stubborn. The hands were rusted, one gear was missing, and the wooden case was cracked. Mina almost gave up when the first replacement part failed. Then Mr. Zhou, the retired physics teacher who still came to water plants every Friday, offered help. He did not repair the clock for her. Instead, he taught her how to measure, compare and try again. For two weeks, Mina spent her lunch breaks sanding the case and testing tiny parts. Some students laughed that no one needed a wall clock in the age of phones. But on the day the second hand finally began to move, even the loudest boys stood still to watch. Mina set the time, cleaned the glass and placed a small card below it: “This corner is for waiting, reading and beginning again.” The quiet corner soon became a favorite place. Students left notes beside the clock before exams; others read there after lunch. Mina still checked the clock each morning, not because she feared being late, but because it reminded her that a stuck moment could be repaired with patience and help. 1. Why did Mina notice the stopped clock every day? A. It reminded her of an unpleasant experience. B. It was the only clock near the library. C. She had promised to repair it for a teacher. D. She wanted to use it for debate practice. 2. What does the underlined word “stubborn” in paragraph 3 probably mean? A. Hard to move or change. B. Easy to forget. C. Safe to handle. D. Nice to display. 3. What role did Mr. Zhou play in the repair? A. He bought a new clock. B. He gave Mina guided support. C. He asked students to stop laughing. D. He finished the repair alone. 4. What is the best title for the text? A. A Missed Bus Home B. The Library Door C. Time To Begin Again D. A Debate Competition B In many classrooms, the best seat is believed to be the one closest to the teacher. Yet some schools are now paying attention to a different kind of space: a quiet corner where students can think before they speak. It may look ordinary, with a small table, two chairs and a few cards that ask questions such as “What evidence do I have?” or “What else could be true?” But researchers and teachers say such spaces can change the quality of classroom talk, especially when lessons move quickly. The idea is not to send students away from discussion. Instead, it gives them a short pause. In a fast lesson, confident students often answer first, while quieter students may still be forming their thoughts. A pause corner allows a pair of students to review notes, test an idea or prepare one question before returning to the group. This small design can make participation less dependent on speed. It also helps teachers hear more varied voices. There is also a social reason. When a class debates a difficult topic, students may defend their first opinion simply because they have said it aloud. A prepared pause makes changing one’s mind feel normal. In one school project, teachers asked students to spend three minutes in the corner before responding to a classmate they disagreed with. The replies became longer and more respectful, and students used more phrases like “I see your point, but...” and “Another example might be...”. However, a quiet corner is not a magic tool. If it becomes a place for punishment, students will avoid it. If teachers use it too often, discussion may lose energy. The most successful classrooms treat the corner as one choice among several: quick talk, silent writing, small-group checking and whole-class sharing. The lesson for schools is broader than furniture. Good learning spaces do not have to be expensive. Sometimes they are simply physical reminders that thinking takes time, and that a good answer may begin with a better pause. 5. What is the main purpose of a quiet corner? A. To let students rest after class. B. To help students prepare their thinking. C. To keep active students away from others. D. To replace whole-class discussions. 6. Why may students defend their first opinion in a debate? A. They dislike listening to evidence. B. They are asked to speak too softly. C. They feel tied to what they have said. D. They have enough time to prepare. 7. What does the author suggest about using quiet corners? A. They should be used flexibly. B. They should be placed near the door. C. They should be used in every lesson. D. They should be managed by students only. 8. Which of the following best describes the author's attitude? A. Doubtful but polite. B. Supportive but realistic. C. Uninterested and cold. D. Worried and negative. 二、七选五（共5小题，每题2分，共10分） Asking Better Questions in Class Many students think asking questions means admitting that they do not understand something. In fact, a good question is often a sign that the learner is already thinking actively. ____9____ It can help a class move from remembering facts to testing ideas, and it often gives quieter students a safer way to enter the conversation. The aim is not to show off, but to make the next step of thinking visible. Start with the text, experiment or problem in front of you. Instead of asking “Is this right?”, try asking “Which part supports this answer?” or “What would change if one condition were different?” ____10____ They also make it easier for classmates to join the discussion because everyone can look for evidence together. Another useful habit is to turn confusion into a specific point. Saying “I don't get it” may be honest, but it gives the teacher little direction. ____11____ For example, “I understand why the character left home, but I don't see why she returned so quickly” shows exactly where help is needed. Timing matters, too. If a question interrupts a key explanation, write down one or two words and wait for a natural pause. ____12____ In group work, however, it is often better to ask immediately before the group builds a whole plan on a weak idea. Finally, listen to the answer as carefully as you ask the question. Sometimes the first reply does not solve the problem completely. ____13____ A follow-up question, such as “Could you give another example?”, can turn a short answer into real learning. A. Such questions invite reasons rather than simple yes-or-no replies. B. A stronger question names the exact step that has become unclear. C. This does not mean that every question must be difficult. D. That short wait protects the flow of the lesson and your own thinking. E. The skill is useful not only in school but also in daily conversations. F. You may need to compare it with your notes or ask for a second example. G. Questions of this kind usually make teachers feel uncomfortable. 三、完形填空（共15小题，每题1分，共15分） Last winter, our neighborhood opened a “repair morning”. People brought broken lamps or toys, and volunteers tried to fix them. I went only because my mother said I should learn something ____14____. At first I stood near the door, ____15____ anyone would ask me to touch a tool. Then Mrs. Chen came in with an old radio. It had belonged to her husband, and she wanted it to play one song for anniversary. The radio looked ____16____. I nearly stepped back, but Mr. Han put a screwdriver in my hand. “Start by listening,” he said. We opened the case and found a loose wire. My first try made no ____17____. The second made a harsh noise. Mrs. Chen smiled as if every sound was a ____18____. I checked the wire again. Suddenly, music filled the room, thin but ____19____. Mrs. Chen held the radio close. Her eyes were wet, but her voice was ____20____. “You have returned a morning to me,” she said. I did not know a broken thing could carry so much ____21____. After that day, I returned each Saturday. I repaired zippers and handles, but the greater repair happened ____22____ me. I had believed I had nothing ____23____ to offer. Yet neighbors waited ____24____ while I tried. Some repairs failed, but no one ____25____ me. By spring, the room had become a place for tea, tools and stories. I understood that fixing was not only about making objects ____26____. It gave people one more ____27____ to a memory, and gave me a reason to ____28____. 14. A. practical B. private C. distant D. formal 15. A. hoping B. fearing C. proving D. agreeing 16. A. ordinary B. modern C. hopeless D. expensive 17. A. difference B. promise C. excuse D. record 18. A. reply B. victory C. warning D. secret 19. A. rapid B. heavy C. strange D. clear 20. A. cold B. loud C. steady D. quick 21. A. weight B. dust C. space D. risk 22. A. inside B. beside C. beyond D. against 23. A. safe B. useful C. funny D. bright 24. A. angrily B. proudly C. politely D. secretly 25. A. praised B. stopped C. blamed D. noticed 26. A. grow B. shine C. wait D. work 27. A. key B. link C. end D. answer 28. A. compete B. leave C. hide D. stay 4、 语法填空（10小题，每题1.5分，共15分） 阅读下面材料，在空白处填入适当的内容（1个单词）或所给单词的正确形式。 At a student camp in Shanghai, traditional shadow puppetry(木偶戏) met artificial intelligence. The camp was designed to help teenagers see culture as something they could study, question and recreate with care. Thirty-two students from different schools ____29____ (invite) to design short performances that combined old stories with new tools. Before making their own works, they watched a master move leather ____30____ (figure) behind a white screen and explain how light created life. The students then used a simple program ____31____ could turn their voices into background music and suggest colors for different scenes. For many of them, the most difficult part was not the technology, ____32____ understanding the patience behind the craft. A small puppet may require several days of cutting, painting and drying before it is ready ____33____ the stage. During the final show, one group told the story of a young bird looking for its home. Their digital clouds moved slowly while handmade figures ____34____ (dance) in warm light. The audience was ____35____ (deep) impressed by the balance between old and new. The camp showed that innovation does not mean replacing tradition. Instead, it can create ____36____ new path for young people to approach cultural heritage. When students use modern skills ____37____ (respect) old art, tradition becomes not a distant memory, but something living in ____38____ (they) own hands. 英语学科第三次A练习答案 一、阅读理解（共8小题，每题2.5分，共20分） 1.A 2.A 3.B 4.C 5.B 6.C 7.A 8.B 二、七选五（共5小题，每题2分，共10分） 9. C 10.A 11.B 12.D 13.F 三、完形填空（共15小题，每题1分，共15分 14-18 ABCAB 19-23 DCAAB 24-28 CCDBD 四、语法填空（10小题，每题1.5分，共15分） 29.were invited 30. figures 31. that/which 32. but 33. for 34. danced 35. deeply 36. a 37. to respect 38. their A 【语篇导读】记叙文。Mina 修复校园旧钟，也修复自己对“停滞时刻”的心理感受，体现耐心、帮助与成长。 1. A 细节理解 【原文定位】10:17 was also the time she had missed the final bus...and had cried at the empty stop. 【解析】停在 10:17 的钟触发 Mina 对错过末班车的记忆，因此 A 正确。B、C、D 均无文本依据。 2. A 词义猜测 【原文定位】The hands were rusted, one gear was missing, and the wooden case was cracked. 【解析】下文列举指针生锈、齿轮缺失、木箱开裂，说明这只钟难以修复，stubborn 在此意为“难以改变/处理”。 3. B 细节理解 【原文定位】He did not repair the clock for her. Instead, he taught her how to measure, compare and try again. 【解析】Mr. Zhou 没有代劳，而是提供方法指导，故 B 正确。A、C 无依据；D 与原文相反。 4. C 主旨大意 【原文定位】This corner is for waiting, reading and beginning again; a stuck moment could be repaired with patience and help. 【解析】文章表层写修复旧钟，深层写 Mina 修复心理中的停滞时刻并重新开始，C 概括最佳。A、D 只是背景细节，B 范围过窄。 B 【语篇导读】说明议论文。说明 classroom quiet corner 对学生思考、发言和讨论质量的作用，并指出其使用边界。 5. B 细节理解 【原文定位】a quiet corner where students can think before they speak; it gives them a short pause. 【解析】quiet corner 的核心功能是让学生在发言前短暂停顿、整理想法，故 B 正确。A“休息”、C“隔离”、D“替代讨论”均偏离原文。 6. C 细节理解 【原文定位】students may defend their first opinion simply because they have said it aloud. 【解析】学生维护最初观点，是因为观点已被公开说出后产生心理绑定，C 为同义转述。 7. A 推理判断 【原文定位】as one choice among several: quick talk, silent writing, small-group checking and whole-class sharing. 【解析】作者认为 quiet corner 不是万能工具，应与其他课堂活动配合使用，因此应灵活使用。 8. B 作者态度 【原文定位】can change the quality of classroom talk; However, a quiet corner is not a magic tool. 【解析】作者肯定其价值，同时指出限制，态度是支持但理性。 七选五 9. C 【考点】段中衔接 【解析】前文说好问题体现积极思考，后文进一步说明好问题能推动课堂思维。C 项“这并不意味着每个问题都必须很难”承接“好问题”的内涵，避免学生误解。 10. A 【考点】代词照应/总结 【解析】A 项 Such questions 指代前文两个开放性问题，并说明它们促使回答者给出理由，而非简单 yes/no。 11. B 【考点】解释例证 【解析】前文说“I don't get it”过于笼统，后文例句精确指出不懂之处，B 项“指出具体不清楚的步骤”正好承上启下。 12. D 【考点】指代衔接 【解析】D 项 That short wait 指代前文“wait for a natural pause”，说明等待的作用。 13. F 【考点】递进衔接 【解析】前文说第一个回答未必完全解决问题，后文提到追问例子，F 项中的 second example 与后文呼应。 完形填空 【语篇导读】本文讲述“我”在社区维修活动中从旁观、退缩到愿意留下来帮助他人的成长过程。15个设空均依托上下文语境，重点考查实词辨析。 14. A 【考点】形容词辨析 【语境依据】母亲让“我”学习某种有用技能，practical“实用的”符合 repair morning 语境。private 私人的，distant 遥远的，formal 正式的，均不合语境。 15. B 【考点】动词辨析 【语境依据】“我”站在门口，担心有人让我碰工具，fearing 表现不自信。hoping 与后文 nearly stepped back 矛盾。 16. C 【考点】形容词辨析 【语境依据】旧收音机需要修理，且“我”几乎退缩，hopeless“看似没希望的”符合。ordinary 不足以解释退缩。 17. A 【考点】名词辨析 【语境依据】make no difference 表示“没有起作用”，与第一次尝试失败对应。promise/excuse/record 均不能构成合理搭配。 18. B 【考点】名词辨析 【语境依据】Mrs. Chen 把每个小声音都看作进展，victory 表示“小胜利”。reply/warning/secret 不符合积极语境。 19. D 【考点】形容词辨析 【语境依据】音乐虽 thin 但 clear，表示声音微弱却清晰，与修复成功一致。 20. C 【考点】形容词辨析 【语境依据】她眼含泪水但声音 steady，表现感动中的克制。loud/cold/quick 均不合人物情感。 21. A 【考点】名词辨析 【语境依据】carry so much weight 表示承载情感分量，呼应收音机与亡夫纪念日。 22. A 【考点】介词/副词辨析 【语境依据】greater repair happened inside me 表示“我”内心也被修复。 23. B 【考点】形容词辨析 【语境依据】nothing useful to offer 与后文 usefulness/repair skill 呼应。 24. C【考点】副词辨析 【语境依据】邻居在“我”尝试时礼貌等待，politely 符合社区温情。 25. C 【考点】动词辨析 【语境依据】有些修理失败，但没人责备“我”，blamed 与失败语境呼应。 26. D【考点】动词辨析 【语境依据】make objects work 表示让物品重新运转，是 repair 的直接结果。 27. B 【考点】名词辨析 【语境依据】one more link to a memory 表示物品与记忆的连接，照应旧收音机。 28. D 【考点】动词辨析 【语境依据】gave me a reason to stay 与开头站在门口想退缩形成对照，表现成长。 语法填空 【语篇导读】本文介绍上海学生营中皮影戏与人工智能结合的活动，体现中华优秀传统文化的现代转化。 29. were invited 【考点】谓语动词时态语态 【解析】主语 Thirty-two students 与 invite 构成被动关系，且叙述过去活动，故填 were invited。 30. figures 【考点】名词的单复数 【解析】皮影人物不止一个，故填复数figures。 31. that/which 【考点】定语从句 【解析】先行词 program 指物，空处在定语从句中作主语，故填 that/which。 32. but 【考点】并列结构 【解析】not...but... 为固定结构，表示“不是……而是……”。 33. for 【考点】介词 【解析】be ready for... 表示“为……做好准备”，故填 for。 34. danced 【考点】谓语动词时态 【解析】与 moved 并列，叙述演出中的过去动作，故填 danced。 35. deeply 【考点】副词 【解析】修饰形容词 impressed，应使用副词 deeply。 36. a 【考点】冠词 【解析】path 为可数名词单数，此处泛指“一条新路径”，故填 a。 37. to respect 【考点】非谓语动词 【解析】use modern skills to respect old art，不定式表目的。 38. their 【考点】代词 【解析】修饰名词 hands，用形容词性物主代词 their。 学科网（北京）股份有限公司 $