辽宁省大连市第八中学2026-2027学年高三上学期9月阶段检测英语试题

大连市第八中学2026-2027学年度高三年级9月统一练习 英语试题 （满分：110分 考试时间：100分钟） 注意事项： 本试卷由第Ⅰ卷和第Ⅱ卷组成。第Ⅰ卷为选择题部分，一律答在答题卡上；第Ⅱ卷为非选择题部分，按要求答在答题卡相应位置上。 第Ⅰ卷 选择题 第一部分 听力（共两节，满分30分）（略） 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） 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 High school is a critical turning point for international students in Singapore, as it is the key stage where students move beyond general education and begin preparing for specialized academic pathways and future careers. During this stage, students explore possible directions for university study and long-term goals. A wide variety of schools offer different courses, each shaping students’ academic and cultural growth uniquely. Pathways Key Features Target Students International Schools Fully English instruction; globally recognized qualifications Students who have moved between countries or plan to study overseas SAP Schools Dual-language competence (English and Chinese); strong academic traditions Students interested in bilingual learning Public Schools Academic excellence; local cultural integration Students seeking structured education within Singapore’s system Private Institutions Flexible study pace; smaller class sizes; personalized support Students who need more support or don’t meet public school entry requirements Specialized Independent Schools Specialized training and enrichment opportunities Students with strong talents in science, mathematics, sports, or the arts Understanding these pathways can help international students and their families make informed choices. Above all, the best option depends on the student’s personal strengths and goals, including the type of learning experience they’re looking for. 21. Why is high school important for international students in Singapore? A. It helps them adapt to local life quickly. B. It helps them explore university courses beforehand. C. It prepares them for specialized learning and career planning. D. It offers them opportunities for overseas university admission. 22. Which pathway best suits students eager for Chinese-English learning? A. International Schools. B. SAP Schools. C. Private Institutions. D. Specialized Independent Schools. 23. What matters most in choosing an academic pathway? A. Students’ strengths and goals. B. Family opinions and expectations. C. Chances to experience local culture. D. Class sizes and personalized instruction. B During my girlhood, I used to accompany my father to various public events and community discussions. Whatever the occasion, my father always had something to say. He would ask a thoughtful question or make a sharp comment. As a result, I assumed that he knew something about everything. How could this be? He was certainly an educated man. He was born in Williamsburg, Brooklyn, a neighborhood that was, at the time, simply poor. When a friend applied to a New York high school, he followed suit and was admitted. He went on to earn an undergraduate degree and then, after serving in World War Ⅰ, earned a Ph.D. in chemistry. It’s an impressive path, but his education had been focused on the sciences; how was it that he knew so much about other things — Stickley furniture and the Battle of Waterloo, for example? I recently put the question to him. He explained that, as a teenager, he had made a promise to himself to ask a question in any gathering he attended. The exercise had sharpened his ability to listen, speak, and engage with whatever was happening. But his initial motivation, as my father readily admits, was simply to participate in the conversation. He came from a poor background and, though very intelligent, lacked the polish of the more privileged people with whom he came into contact. Asking a question was his way of finding his voice, often in settings where he felt uneasy, and also a way of fitting in. In speaking up, he received acknowledgement, which led to greater confidence, which led to greater participation, and in the end, to greater knowledge. Ever since my father’s method caught my attention, I have urged my shyer students to follow his example. I tell them to try to speak at least once during a class, if only to ask a question. Doing so helps them acquire a profile in class and involve themselves more deeply. In time, they will contribute to the conversation. And eventually, they may be able to amaze their children with their wide-ranging knowledge. 24. Why does the author mention her father’s educational path? A. To highlight his academic achievements. B. To explain why he was interested in science. C. To contrast his science education with his broad knowledge. D. To suggest how science contributed to his view on social issues. 25. What’s the father’s initial purpose of asking questions at gatherings? A. To make himself heard. B. To follow his friend’s example. C. To improve his communicative skills. D. To impress others with his intelligence. 26. What does the author expect her students to get from the method? A. A wider range of interests. B. Deeper engagement in learning. C. Greater confidence in public speaking. D. More recognition from their classmates. 27. What message does the author convey through the text? A. One simple habit fuels lasting growth. B. Success relies on seizing every chance. C. A good teacher learns from students as well. D. Childhood experiences decide future careers. C In recent years, eco-conscious gardening has gained popularity. With so much emphasis on native plants, it is easy to see non-natives as simply a bad choice. However, gardeners say it’s not that simple. Laura Janney, CEO of The Inspired Garden Masterclass, argues that we miss the big picture by thinking in terms of native vs. non-native and assigning opposing moral labels. Instead, we should define “bad plants” as those that are invasive (入侵的) or damaging to local ecosystems, and “good plants” as those that support pollinators (传粉者), are sustainable, and aren’t invasive. The good plants, she adds, “work well in the garden whether they’re native or not.” That said, it’s still helpful to understand why non-native plants can be problematic when not planted thoughtfully. “There’s always a risk that a non-native plant can become invasive outside its native range, meaning it could cause negative impacts by out-competing native species for necessities of survival — especially in the absence of its co-evolved organisms feeding on it that otherwise keep its population in check — introducing pests or diseases, or providing low food and habitat value for native wildlife,” says Amy Karpati, Ph.D. , senior science advisor at Teatown Lake Reservation. Since native plants are being grown in their native climate, once established, they can grow with little extra care. As a result, they are widely promoted as the virtuous choice, which can create pressure to turn a garden into a fully native landscape and guilt when that goal isn’t met. However, experts say a 100% native garden is simply not realistic for most people. A 2018 study of Carolina chickadees (山雀) shows that in areas with less than 70% native plant biomass, the birds could not produce enough young to sustain their populations, but thrived at 70% or higher. This has led to the recommendation that homeowners aim for roughly 70% native plants — a goal that supports wildlife while remaining realistic. “A healthy ecosystem is more important than the pursuit of native purity,” says Shane Pliska, the president and CEO of Planterra. “There is no turning back from the human impact, so we should be more focused on greening our environments with more plants and wooded habitats rather than a historical restoration to what was. Ecosystems evolve.” 28. What does Janney think determines whether a plant is “good” or “bad”? A. Whether it is native to the area. B. Whether it can survive with little care. C. Whether it benefits the local ecosystem. D. Whether it is popular among local gardeners. 29. How can non-native plants cause problems according to paragraph 3? A. By attracting co-evolved organisms. B. By driving away native insect species. C. By destroying habitats for native wildlife. D. By taking resources away from native species. 30. What is paragraph 4 mainly about? A. Risks of uncontrolled plant growth. B. The superiority of native-only gardens. C. A proper target for native plant cover. D. Influences of plants on bird reproduction. 31. What does Pliska imply in the last paragraph? A. Human impact is far-reaching. B. A plant’s role outweighs its origin. C. Native plants have lost their value. D. Past landscapes should be restored. D AI is already a part of childhood. While chatbots stand ready to answer questions like, “Are monsters real?” or “Why is the sky blue?”, companies are racing to embed AI into kids’ toys. Take Teddy, a robotic teddy bear that, more than just a toy, can walk, talk, make decisions, and respond to children’s needs and emotions. In the new book, Human Raised: Nurturing Connection, Curiosity, & Lifelong Learning in the Age of AI, author Dana Suskind, a professor at the University of Chicago Medical Center, acknowledges that the technology makes sci-fi concepts plausible, offering promise as, for example, a productivity enhancer and time-saver for parents, a monitoring and research tool to collect valuable data on child development, and an interactive instructor helping some kids learn. But what happens if AI begins replacing the kinds of human interactions that young brains evolved to learn from? Alarms seem to overshadow the conveniences. Suskind cites the research by developmental psychologist Patricia K. Kuhl, who proposed the “social gate” hypothesis (假说) — the idea that children’s brains are biologically wired to learn through social interaction. Studies have shown, for example, that babies learn language much better from a live person than from a screen because social interactions engage the brain in ways passive media do not. The sing-song way parents naturally speak to babies, smiles, gentle touch and back-and-forth exchanges all appear to help open that social gate, facilitating learning and healthy brain development. “If we want children to be able to think critically, to be able to navigate the human world, we’re going to need to make sure that kids have a distinctly human-raised early childhood,” Suskind insists. AI toy companies, however, have different priorities. While those toys may imitate human interaction, Suskind argues they cannot recreate everything that makes human relationships developmentally valuable. Human relationships are messy and filled with emotions, which involve misunderstandings, frustration, quarrels, as well as forgiveness and reconnection. Interestingly, Suskind compares AI relationships to ultra-processed food. “If all you eat is fruit snacks, which are a synthetic (合成的) version of fruit, when you actually eat the real fruit, you will be like, ‘Hmm, it’s not quite as sweet,’ ” she says. 32. What does the underlined word “plausible” mean in paragraph 2? A. Strikingly popular. B. Increasingly vital. C. Difficult to understand. D. Possible in reality. 33. What does the “social gate” hypothesis help explain? A. Social interaction is essential to early learning. B. AI technology is equally helpful in children’s learning. C. Passive media activate children’s brains for efficient learning. D. Children are born with the ability to learn from surroundings. 34. What does the comparison with ultra-processed food suggest? A. AI can interpret rich human emotions. B. Human relationships seem more attractive to children. C. AI relationships are an alternative to human interaction. D. AI relationships may discourage children from real connections. 35. What can be a suitable title for the text? A. Are AI toys a perfect choice? B. Is AI defining children’s growth? C. Who is responsible for childcare? D. How do AI toys change childhood? 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从选项中选出可以填入空白处的最佳选项。有两项为多余选项。 Whether it’s woodworking or sewing, the act of creation can reduce stress and improve your mood. But you don’t have to devote yourself to getting those health benefits. 36 And the more you do it, the better. Here is what you can do to kick-start your art practice. 37 “Everyone is capable of creative expression,” says Kaimal, a leading researcher in art therapy (疗法). In fact, her research has shown that there are no differences in health outcomes between experienced artists and ordinary people. So, how should you begin? Start with what you enjoy — maybe something you’ve done before, maybe something you loved as a kid. But keep an open mind. 38 Once you have your art materials, here comes the fun part. Let yourself get lost in the process and play. It’s the physical act of making art that promotes those feelings of stress relief and positive energy. You don’t even need to complete a project or like what you’re making to feel those health benefits. 39 Kaimal likes watercoloring in her free time. “Sometimes, when I don’t like what I’m making, it frees me up to explore new ideas, because I’ve let go of expectations,” she says. Consider making art a healthy habit like exercising. 40 Just as you make time to work, exercise and hang out with family and friends, try to designate a special time in your week to devote to your practice. A. You don’t need to be a Picasso. B. All you need to do is make art. C. In fact, that can be a positive thing. D. Stick to what you’ve already known. E. You may feel more confident as you practise. F. Anything that engages your creative mind is good for you. G. Whatever you do, don’t wait for creative inspiration to strike. 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四个选项中选出最佳选项。 I drove back to my Midwestern hometown last spring, after eight years away. When I left for the city a decade earlier, I held onto a 41 that this small town could offer me nothing more. I was eager to 42 its slow rhythm, its familiar faces and limited chances. I 43 bright lights and new experiences. Pulling into the main street, I 44 the changes at once. Some old family-run stores had closed, replaced by chain shops. Still, certain things stayed 45 the old wooden bench in the town park and the gentle wind blowing across open fields. I walked past my old high-school building. 46 flooded in-afternoon walks with friends, youthful confusion, and my strong determination to run away to pursue something bigger. Back then I measured 47 by how far I could get from here. I thought 48 was something I would build entirely in the big city, 49 of my past. When visiting the simple house where I spent my childhood, I found strangers living inside. I did not feel sadness. Instead, a quiet sense of 50 settled over me. This town had 51 my values, my character, and the way I saw the world, even when I tried hard to 52 it. I sat on that old park bench for a long while and finally understood that home is not 53 a place you choose to live. It is 54 into who you are. You may travel thousands of miles, 55 the town that raised you remains part of your inner self, whether you like it or not. 41. A. desire B. belief C. fantasy D. principle 42. A. understand B. enjoy C. challenge D. escape 43. A. gave up B. heard about C. dreamed of D. dealt with 44. A. noticed B. imagined C. recorded D. recalled 45. A. unknown B. unchanged C. unpredictable D. unusual 46. A. Expectations B. Questions C. Memories D. Opportunities 47. A. courage B. patience C. intelligence D. success 48. A. identity B. routine C. friendship D. freedom 49. A. typical B. independent C. full D. indicative 50. A. regret B. loss C. recognition D. achievement 51. A. weakened B. tested C. reflected D. shaped 52. A. reject B. remember C. explore D. preserve 53. A. naturally B. merely C. really D. regularly 54. A. carved B. transformed C. developed D. forced 55. A. so B. for C. yet D. or 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。 In mid-June, volunteers gathered at Xifang Temple in Pingyao, Shanxi Province, for an architectural heritage protection workshop, which 56 (bring) together Generation Z youngsters from China, France and Spain. The 10-day workshop opened 57 a tea-offering ceremony to show respect for local master craftsmen. Most volunteers held university degrees, and the workshop offered them 58 (practice) skills they could never learn in classrooms. Among them was Chinese volunteer Wu Yue, who admitted feeling confused at first. He had a great deal of theoretical knowledge about ancient architecture 59 he had never tried mixing mud or repairing wooden beams (梁). Guided by local craftsmen, volunteers fell into groups. Some cleared weeds around old courtyard walls while others repaired 60 (break) gate frames and polished faded wood carvings. Language barriers never stopped their cooperation. They relied on simple Chinese and English, hand signals and rough drawings 61 (communicate), exchanging ideas to balance historical preservation and modern comfort. When the workshop ended, the ancient gate stood 62 (shine) brightly again. The workshop built a gentle cultural bridge, enabling young 63 (mind) from diverse cultures to understand each other. Lucas, a 21-year-old student from Paris, hoped more such international youth workshops would be held in rural China, so more global youngsters could join in 64 protection of heritage. For centuries, ancient villages carry Chinese people’s deep attachment to hometowns. Now, with joint efforts of Chinese and foreign young volunteers, these rural landscapes regain 65 (vital), proving cultural heritage protection is a shared mission for all mankind. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华。你参加了学校组织的“假期读一本书”活动。请你给英国朋友Mark写一封邮件分享这次经历，内容包括： 1．你读的书（《小王子》）； 2．你的感想。 注意： （1）写作词数应为80左右； （2）可适当增加细节，以使行文连贯。 Dear Mark, ____________________________________________________________________________________________ Yours, Li Hua 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。 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。 Tom had just graduated from university when he took over his family’s long-established restaurant. His father, now in his seventies, had run the place for decades but never offered delivery — there wasn’t enough help, and he was too tired. Wanting to bring something new while keeping the old spirit, Tom started a free delivery service for the elderly and busy neighbours. As he looked for delivery riders, one person came to mind: Mike, his deaf neighbour who stayed home making small crafts. Jobs were hard to find for Mike, and Tom knew he needed steady work. He went to Mike’s house and showed him a note: “Come work with me. Be my delivery rider. Good pay.” Mike read it, eyes wide, then nodded firmly. The first day he worked, Mike checked each order twice before leaving. He’d already spent days studying the neighbourhood map and cycling around to learn the quickest routes. But problems came quickly. On his last delivery that evening, he knocked loudly on a customer’s door — trying to get attention without speaking. The resident complained about the noise and rudeness. Later that week, while biking through the market, a hurried pedestrian stepped into his path. Mike fell, and the food spilled. Unable to explain, he rushed back for a new meal. By the time he arrived — nearly 40 minutes late — the customer was very angry. He refused the food and shouted at Mike, who could only stand there, silent and helpless. That evening, Mike sat alone, head down, feeling he’d let Tom down. When Tom knew what happened, his heart sank — not with anger, but with guilt. He’d wanted to help, yet never truly thought about Mike’s challenges: the silence, the misunderstandings, the moments when being unable to speak left him defenseless. Tom knew he had to do more than offer a job — he needed to help Mike do well. 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。 He soon came up with a plan to help Mike. _______________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Mike took a deep breath and smiled as the angry customer opened his door. _____________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 学科网（北京）股份有限公司 $