北京市第二中学2026-2027学年度高三年级十月月考试卷英语

北京二中2026—2027学年度高三年级十月月考试卷 英语 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，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 A week ago, my daughter sighed and said, “Mom, I don’t think I’m very 1 .” I paused briefly, and then what spilled out of my mouth was: “No, you’re kind of not.” I’d watched her take part in a wide range of sports, and she is just like me: 2 . Even so, my first instinct was to 3 her with empty praise. “Oh, you’re actually great at sports!” I resisted the 4 , however, and told her the honest truth. I could see the words stung a little. So I added gently: “Ava, we all possess talents that come naturally to us. Just like you and reading: you’re only in the fifth grade, yet you can work through Charles Dickens. Still, there are things we struggle with. If we hope to reach a satisfying standard in those fields, we must put in twice the effort; and if we aim to 5 , we need to push ourselves even harder.” She nodded, absorbing my words. She totally got it. Why? Because honesty resonates. Sometimes I wonder why adults rush around poring out 6 to children, when kids are fully able to handle plain truth. They can spot hollow flattery from miles away. Once they realize we are lying, we ruin our 7 . I long for my children to hold a 8 view of themselves, so they will not be shocked when hardships strike. They might grow to become Olympians, yet no achievement will simply 9 in their laps. They will learn that most worthy goals demand an enormous amount of hard work. Nothing is simply handed to you. Great things are 10 . 1. A. artistic B. athletic C. academic D. adventurous 2. A. two left feet B. green hands C. sharp eyes D. big mouths 3. A. fill B. cover C. shower D. supply 4. A. temptation B. urge C. pressure D. panic 5. A. improve B. progress C. pass D. excel 6. A. nonsense B. tales C. secrets D. warnings 7. A. personality B. capability C. credibility D. stability 8. A. hot-headed B. heartfelt C. right-sized D. good-natured 9. A. rest B. land C. sink D. hide 10. A. settled B. expected C. connected D. earned 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 Traditionally, for the FIFA World Cup, deep strategic analysis required extensive financial support and massive data teams. 11 (give) wealthy footballing nations a distinct advantage. Smaller 12 (country) with limited budgets could rarely afford such advanced data analyses. This imbalance was greatly erased at the 2026 FIFA World Cup, thanks to a full set of artificial intelligence tools. Powered by Lenovo’s advanced AI technology and built on FIFA’s 13 (tailor) Football Language model, the platform processes hundreds of millions of data points from every match. B My grandmother has long stuck to writing handwritten letters, 14 struck me as old-fashioned when I was a teenager. That prejudice softened once I left home 15 college. I kept in touch with family and friends through endless group chats and fleeting (转瞬即逝的) online interactions, yet those quick exchanges felt empty and distant. It was on one rainy weekend amid the constant digital noise 16 I stumbled upon a letter my grandmother sent me. Reading her neat handwriting with the warmth it carried, letting me feel close to home in a way screens never could. C Over decades, people 17 (fascinate) with exploring secret differences between male and female brains. The question of whether men and women have different brains rarely fails 18 (arouse) debate. Just last year, the Google engineer James Damore caused an uproar by claiming women are 19 (biology) different from men in various ways. But Lise Eliot, a professor of neuroscience at the Chicago Medical School, argues anyone who 20 (go) searching for innate differences between the sexes won’t find them. 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。 A While ball games and chess dominate the spotlight, some unusual sports remain off the radar, although they can be just as thrilling. These activities lift people’s spirits and return attention to a basic purpose of sport: fun. Here are four examples. Quidditch Inspired by J. K. Rowling’s Harry Potter series, this magical game is now a real international sport. Each team has seven players, and every player must keep a broom between their legs from start to finish. Combining elements of rugby and dodgeball, it is called ‘Muggle Quidditch’ because non-magical people play it without magic. Yubi Lakpi This traditional Indian game resembles football, but with a twist: players use a coconut instead of a ball. Two teams compete to carry the coconut into the opponent’s goal area. To make the game more challenging, players apply oil to their bodies, making themselves slippery and difficult to grab. Zorbing Imagine rolling downhill inside a giant plastic ball. That is zorbing. It originated in New Zealand in the 1990s and has grown into a popular outdoor adventure activity around the world. Usually done on gentle slopes or flat ground, it is more about the joy of rolling than competition. Toe Wrestling Toe wrestling even has a World Championship. Similar to arm wrestling, opponents try to pin each other’s toes down for three seconds. Matches alternate between left and right feet, with the best of three rounds deciding the winner. Participants begin by taking off their shoes and socks. 21. What must Quidditch players do throughout the game?. A. Control the game by using magic. B. Pass a rugby ball between teammates. C. Keep a broom between their legs D. Follow rules written for Harry Potter. 22. How do players make themselves difficult to catch in Yubi Lakpi? A. By wetting the field. B. By oiling their bodies. C. By polishing the coconut. D. By blocking opposing players. 23. What do Zorbing and Toe Wrestling have in common? A. Both take place on gentle slopes. B. Both involve close physical contact. C. Both are organised only as championships. D Both are presented as fun-oriented recreation. B Every year, my parents, my sister and I take a short holiday together. This time my parents brought an unexpected fifth member: an AI chatbot. My father, who has always been comfortable with technology, had introduced it to my mother two weeks earlier. She now called it “the polite man who knows everything”, although it had neither a body nor, as we soon discovered, perfect knowledge. At breakfast on our first morning, Mum typed “Good morning” before asking for places to visit. I tried not to roll my eyes. My sister and I had planned a break from screens: paper newspapers, puzzle books and advice from people we knew. Our parents, however, asked the chatbot to map walks, explain old buildings and locate an ice-cream shop. Watching them made me uneasy. As a writer, I worry about what such systems may do to work like mine. My parents, near the end of their careers, saw a helpful tool rather than a rival. The difference felt backwards: the younger people were putting devices away, while the older ones kept finding new uses for one. Then the chatbot misspelled a historical name. Mum corrected it, but the system politely argued that both spellings appeared in print. She frowned. “It apologises beautifully when it is wrong,” she said, “but today it thinks it is right.” Still, a few minutes later she was using it again. Its directions and patient answers mattered more to her than one irritating exchange. That evening, we debated whether to call the chatbot “he”. Dad asked it directly. It replied that “it” was more accurate because it had no body or personal identity, though users were free to choose. I laughed at the thought of our machine correcting our manners. More importantly, I realised I had treated my parents’ enthusiasm as evidence that they understood the technology less than I did. Perhaps they simply judged it by a different question: not what it might become, but whether it helped them now. 24. While watching her parents, the author worried that ______. A. the trip might leave Mum exhausted B. AI might threaten creative work like hers C. their holiday plans might prove unreliable D. the chatbot might mislead both her parents 25. Why did Mum continue using the chatbot after it insisted on its incorrect spelling? A. She valued its practical help more than its occasional mistake. B. She believed the chatbot’s knowledge was reliable on most topics. C. She wanted to prove the chatbot was clever enough to argue. D. She was willing to accept the idea that two spellings existed. 26. The author felt ______ when the chatbot answered Dad’s question. A. composed and puzzled B. amused and reflective C. worried and discouraged D. grateful and relieved 27. What is the author’s main purpose in telling the story? A. To warn readers about the hidden risks brought by AI chatbots. B. To show how AI can serve as a handy guide during family trips. C. To share a shift in his understanding of how people judge AI. D To describe a sharp conflict between different generations. C Imagine watching a dot appear again and again in four places on a screen. Each time, you press the matching key as quickly and accurately as possible. No one tells you that the positions contain a hidden pattern. Yet after many trials, you may respond more accurately to combinations that appear often than to those that are rare. You have learned something about the sequence without being able to explain its rule. This ability is called statistical learning. It helps the brain notice how often events occur together and use that information to predict what may come next. Babies, for example, become sensitive to speech sounds that commonly follow one another. Musicians and athletes also pick up repeated sound or movement patterns. Since many mental abilities improve through childhood, it seems reasonable to expect this kind of learning to improve as well. Earlier research made that expectation uncertain. Studies comparing separate age groups often found that children detected hidden patterns at least as well as older learners. However, such comparisons cannot show clearly how an individual’s learning changes. Seven-year-olds and teenagers differ in experience, schooling and many other ways. A longitudinal (纵向的) study, which tests the same people repeatedly, can trace development more directly. A research team therefore followed 135 children and tested them at ages 7, 8, 11 and 14. At each visit, the children completed a task made up of 20 sets of 80 trials. Patterned and random positions were mixed, so some short combinations appeared more often than others. The researchers compared the children’s accuracy on common and rare combinations. Because the pattern was never explained, success depended mainly on learning without conscious rule memorisation. The result was unexpected. Across the four tests, the children’s sensitivity to the hidden pattern became weaker as they grew older. The team also examined each child’s pathway, making it less likely that the overall result came from a few unusual performers. Development, it seemed, was not a staircase on which every form of learning moved steadily upwards. One possible explanation concerns executive functions, which help us control attention, hold a goal in mind and change strategies. These abilities grow stronger through childhood. At age 14, children with stronger executive skills tended to show a greater decline in statistical learning. Stronger control might sometimes lead older learners to search for a clear rule, while younger children remain more open to patterns absorbed automatically. The connection does not establish cause. A shared developmental change might influence both abilities, and the finding comes from one visual task rather than every kind of pattern learning. Nor does it suggest that younger minds are generally better: executive skills support planning and classroom learning. The more careful conclusion is that growing up may change the balance between learning systems. Gains in conscious control can exist beside reduced openness to patterns learned without intention. 28. Why did the researchers test the same children four times? A. To compare separate groups at different ages. B. To track learning changes within each child. C. To examine practice effects across repeated tests. D. To measure rule-based learning across childhood. 29. What did the study find? A. Pattern sensitivity remained stable through childhood. B. Older children showed greater overall task accuracy. C. Hidden-pattern sensitivity declined as children grew. D. Executive control improved automatic pattern learning. 30. What is implied in this passage? A. The observed pattern may vary across learning tasks. B. Executive growth directly caused the learning decline. C. Classroom instruction helped younger children learn better. D. Repeated testing may have caused the observed decline. D The cormorant (鸬鹚)’s name comes from Latin words meaning “sea-crow”. It is not a crow, but the mistake is revealing. Across many cultures, ravens (渡鸦) were associated with bad luck and greed, and that moral shadow followed the cormorant into its name. Long before most people had studied its ecology, language had prepared them to distrust it. The deeper source of hostility is competition. Cormorants are exceptionally effective fishers, which places them in conflict with human anglers and commercial fisheries. Critics rarely present the dispute simply as a struggle over who gets the fish. Instead, other features provide a cloak for the complaint. The birds are said to consume stocks greedily, foul nesting trees with their waste and reproduce so successfully that they must be invasive. Natural behaviour is rewritten as moral failure. Appearance strengthens the story. A large black cormorant, perched with wings spread to dry, can look awkward and prehistoric. Western culture has repeatedly developed this unease: in Paradise Lost, Milton places Satan like a cormorant, and later images have treated the bird as thief, foreigner, polluter or even devil. Each label tells us less about the species than about the fears of those using it. Scientific naming has not always escaped the pattern. In the eighteenth century, a European form of the great cormorant received a label suggesting an eastern origin. The bird was actually native to Europe, but once framed as foreign, an expanding population could be viewed as invasion rather than recovery. Different cultural histories produce different birds. In parts of the East, people traditionally worked with cormorants as fishing partners: a loose collar allowed a trained bird to swallow small fish but not larger ones. The practice was not perfect harmony. but it gave attention to skill and cooperation rather than greed. The biological bird remained much the same; the moral narrative changed. There are nearly forty cormorant species, ranging greatly in size and appearance. Yet public arguments tend to gather around two large black species in Europe and North America, precisely where competition with fishing interests is intense. This focus helps explain why facts alone do not settle the dispute: people are deciding which creatures seem to belong and which forms of life deserve protection. The cormorant’s cultural history therefore offers a lesson beyond birds: human groups have also been described as dirty, greedy, invasive or threatening when they compete for resources. The parallel should not erase real ecological questions, but it should make us examine the language in which those questions are asked. When an animal becomes a screen for fear, management can easily turn into punishment. Before deciding what the cormorant is doing to us, we might ask what our image of the cormorant is doing to our judgement. 31. Regarding the hostility towards cormorants, the author is ______. A. critical B. neutral C. sympathetic D. unconcerned 32. What does the word “cloak” underlined in Paragraph 2 most probably mean? A. cover. B. proof. C. cost. D. result. 33. What can we infer from this passage about the two black species? A. Their dark colour makes them more aggressive. B. Their numbers make them the easiest to observe. C. They are the only species that threaten fisheries. D. Public attention follows conflict rather than biology. 34. What does the author mainly want readers to understand? A. Resource competition generally justifies stricter wildlife control. B. Scientific names usually prevent cultural bias about animals. C. Fishing traditions offer a reliable model for wildlife policy. D. Cultural labels can seriously distort judgements about wildlife. 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。选项中有两项为多余选项。 “Tell me what you eat and I will tell you who you are.” That observation, published in 1825, still has a familiar ring. What we put on our plates can become part of our identity. More meat or less? Raw vegetables or cooked? The claims are often contradictory, but each diet seems to have its devoted followers. Into this confusion comes a book that looks at eating through the lens of human evolution. Drawing on research into early humans and present-day hunter-gatherers, its author challenges the idea of a single ancestral menu Our ancestors ate flexibly, taking advantage of whatever food their surroundings offered. 35 Yet many modern diets encourage us to restrict that variety by excluding entire food groups. The author tries several such diets, often with his wife, for two weeks at a time. A raw-food diet leaves the couple short of energy because they are not getting enough calories. 36 Their adventures make what could have been a dry discussion feel more human. 37 A fruit-based diet, for instance, can seem an obvious way to eat like our distant relatives. However, the fruits eaten by chimpanzees are often fibrous and bitter, unlike the sweet varieties we have developed over thousands of years. Sharing a taste for fruit does not mean eating the same things. Evolution does help explain our appetite for energy-rich food. We developed a tendency to seek it out and store extra energy as fat against future shortages. 38 Getting something to eat now may involve opening the fridge or ordering a delivery rather than spending hours searching for food. Copying an ancestral appetite without considering the circumstances in which it developed misses part of the story. So what should we take from the past? The book offers an unexpected guide: the fox. In an old comparison, a fox has many ways to escape a hunter; a hedgehog curls into a ball. 39 In dietary terms, that means keeping our choices varied and our portions moderate, rather than defending one eating plan against every objection. Readers hoping, as I was, for a neat answer may find this less satisfying than a set of rules. But perhaps that is precisely its value. A. His account makes lively reading, but brief personal trials cannot establish lasting health benefits. B. Our inherited tastes can therefore help us judge which foods best meet our needs today. C. An appetite shaped by uncertain supplies may serve us less well when food is readily available. D. The hedgehog offers a reassuring example of how a dependable habit can simplify difficult choices. E. Some eating plans also rest on a mistaken picture of how our ancestors fed themselves. F. Our digestive system bears traces of that history in the range of foods it can handle. G. The author favours having several ways to respond rather than depending on a single strategy. 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。 All of us have experienced situations in which we needed more confidence — in the classroom, on the athletic field, at work, on stage, or in our social lives. Along the way, our parents, teachers, coaches, friends, and partners have (hopefully) tried to help us feel more sure of ourselves. However, there’s one domain of life in which most of us could do with a little less confidence. When it comes to our beliefs and opinions, most of us are much more confident than we should be. A few years ago, I asked a group of adults to estimate how often they were right in disagreements with other people. Most believed that they were usually right when they disagreed with others. In fact, 82% gave that answer! (Pause a moment to ask yourself the same question: How often are you the one who’s right?) The first step in dealing with such overconfidence is to recognize that what we believe may be incorrect. Psychologists call this awareness intellectual humility. Our evidence may be incomplete, or we may lack the knowledge needed to understand it. None of this is particularly comfortable. After all, our beliefs rarely feel wrong to us. What does this look like in practice? People with greater intellectual humility tend to pay more attention to evidence that challenges their views. In one study, they spent longer reading statements that opposed their opinions than participants lower in intellectual humility did. There was no such difference for statements they agreed with. They seem interested in understanding an objection, rather than simply finding a way to answer it. There may be a cost to such careful thinking. Intellectually humble people may consult more sources of information and weigh more alternatives, so they may take longer to make decisions. There is a trade-off between speed and accuracy: a slower decision may also be a more accurate one. Of course, recognizing uncertainty does not remove the need to decide. There is also a social side to intellectual humility. People with greater intellectual humility are less likely to speak badly of those who disagree with them. They can take an objection seriously without treating it as a personal insult. Ironically, know-it-alls often don’t seem to know that other people don’t like know-it-alls. This does not mean that intellectually humble people enjoy being wrong. They find their limitations troubling because they want to understand the world. None of us thinks that our beliefs are incorrect; if we did, we would not hold them. Yet being aware of our limitations leaves room for better evidence to change our minds. So, the next time you feel certain about something, you might stop and ask yourself: Could I be wrong? 40. What did most people in the author’s survey believe? 41. Why can intellectual humility be helpful in a disagreement? 42. Please decide which part is false in the following statement, then underline it and explain why. ➢ In the study, participants with greater intellectual humility spent more time than the other group reading statements, whether they agreed or disagreed with them. 43. How can you apply the idea of asking “Could I be wrong?” to a real-life challenge? (In about 40 words) 第二节（20分） 假定你是红星中学高三学生李华。Jim是你在学校篮球俱乐部认识的国际部好友。在俱乐部一次队内友谊赛中，你不慎撞倒Jim，造成他脚踝轻微扭伤，短期内无法参加训练。请给他写一封邮件，内容包括： 1．表达歉意与慰问， 2．提出补救安排； 3．邀约后续训练。 注意： 1．词数120左右； 2．可适当增加细节，使行文连贯； 3．提示词：脚踝ankle 扭伤sprain Dear Jim, ________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 学科网（北京）股份有限公司 $