广东深圳市坪山区两校2026-2027学年度上学期第一次高三质量检测英语试卷

2026-2027学年度第一次高三质量检测 英语试卷 评分答案 题号 1 3 4 J 6 7 8 10 答案 B B C D C A C D A B 题号 11 12 13 14 15 16 17 18 19 20 答案 D Y C D D D C B F G 题号 21 22 23 24 25 26 27 28 29 30 答案 心 A C D A C B A D 题号 31 32 33 34 35 答案 O D A B 0 36.referred 37.had grown 38.a 39.shaping 40.materials 41.but 42.where 43.are projected 44.behind 45.expressive 46.【参考范文】 Treasure Our Library Books:Shared Responsibility Recently,I've noticed a disturbing phenomenon.Some books suffer severe and man-made damage.Some pages are covered with messy notes,markings and scribbles. As is well-known,library books are invaluable shared property,designed to serve every member in our community.Unfortunately,such unnecessary damage not only shortens the lifespan of these books but also spoils the reading experience of all readers.Therefore,it is our responsibility to safeguard these public resources.As an individual,we are supposed to handle the library books with great care.Use bookmarks or notebooks if necessary.Meanwhile,our school library can strengthen the management to prevent similar problems from happening. These library books are treasures of wisdom and civilization that connect us to ideas,histories, and insights.It's high time for everyone to take immediate action.Let's join hands to build a campus where public reading resources are cherished and protected. 47.【参考范文】 As the twins looked around them in disappointment,their father appeared.Father's appearing was like a savior to the two children.Under the guidance of their father,they took positive actions and started all over again.They made the bread and then went on cooking porridge. Father helped them adjust the fire,which was the key to success.It was all right this time.Delicious breakfast was ready.How happy they were! The twins carried the breakfast upstairs and woke their mother up.When their mother saw the delicious and perfect breakfast in front of her,she was very surprised.It was not only the gift, but the love of the children for her that moved her very much.The two children could finish cooking a breakfast,which she didn't expect.The children said loudly,"Happy Mother's Day!" Mother hugged them tightly and kissed them again and again. 高三英语试卷答案第1页（共1页） 2026-2027学年度第一次高三质量检测 英语试卷 第一部分　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 Set out on a comprehensive academic journey through history, analysis, composition, and performance, and join some of the most celebrated musicians who have studied or taught at Stanford. The Echoes at Stanford course is designed for those who are passionate about deepening their understanding of music and its various aspects within an academic setting. TEACHING AND FACILITIES At the heart of a vast network of musical study, research and practice, the Department of Music is where you’ll find a wealth of knowledge and resources. Our research students, lecturers, and well-respected international visitors explore diverse musical topics, from early modern music to opera, pop music, performance studies, composition and scientific approaches to music. Your academic experience will mainly take place within the Department, which includes: ·West Road Concert Hall, an inviting venue with 500 seats ·Pendlebury Library, offering a broad collection of music, books and recordings ·A fully-equipped recording studio, complete with a control room and recording room ·Music computing laboratories, featuring specialized software COURSE FEES $199 per person. Groups of 5 or more enjoy a discounted price of $149 per person. COURSE COMPLETION Upon completion of this course, you will earn 2 Continuing Education Units (CEUs). Please note that CEUs cannot be applied toward any Stanford degree. The receiving institution’s policies determine if CEUs can be accepted elsewhere. You will receive an email with a link to download your Record of Completion within 3 business days of course completion. For any inquiries, please reach out to stanford-educ@stanford.edu. 1．Who is the course at Stanford intended for? A．Sound analysts. B．Music scholars. C．Public speakers. D．History researchers. 2．What does the Department of Music offer? A．Computer laboratories. B．Extensive references. C．High-end concert halls. D．Reliable internet access. 3．What can be expected after finishing the course? A．A recording of performances. B．A link for course application. C．A proof of course completion. D．A Stanford degree with 2 CEUs. B The path to success isn’t always clear-cut. Julia Green knows this well. Just as she graduated from college, a financial crisis swept the country, making it hard to get a job in journalism. Despite her growing worries, she didn’t give up on her dream; instead, she tried a global volunteer program for her self-growth. A year later, Green began taking random writing jobs to make ends meet, while dreaming of a day when she could write freely and be paid for it. Afterwards, she applied for the fully funded Master of Fine Arts program, and was accepted to study fiction writing at the University of Michigan. Though the program didn’t end up opening many doors for her, she was paid to write and take classes. Green has never shied away from challenging topics. Marriage, healthcare, employment and more have featured noticeably in her writing, and she is especially impressive when it comes to music criticism. “I’ve intentionally tried to keep my lane (道路) very wide,” she said. “It was what I had to do in the beginning. I wanted to become a well-rounded writer.” She penned articles for a variety of websites. Slowly, she began to build a reputation for fearlessness. “I’ve been writing since I was 22. This craft requires that you have a tough skin.” said Green, when asked about her writing journey. “As a writer, you are not well served by caring what other people think about you. You have to be emotionally prepared to face rejection.” In the past decade, Green, lacking many examples to model after, has achieved remarkable success through great effort. She landed regular writing positions, had worked in respected journals, made the Forbes 30 Under 30 list, and wrote a world-class bestseller. By any young journalist’s definition, Green had arrived. 4．What do we know about Green from the first two paragraphs? A．A financial crisis ruined her dream. B．Further education made her optimistic. C．Volunteering brought her new jobs. D．Her passion for writing did not change. 5．Why did Green pursue a diverse path? A．To show off her creativity. B．To please critical readers. C．To develop her adaptability. D．To build her a reputation. 6．What matters most to her career according to Green? A．Handling criticism bravely. B．Maintaining youthful skin. C．Gaining public recognition. D．Writing about her journey. 7．Which words can best describe Green? A．Independent and considerate. B．Generous and creative. C．Hard-working and determined. D．Ambitious and modest. C Picture this: You’re sitting at your desk, finally getting to the task that has been put off for ages. You have put your phone in your bag. Despite the urge to check it once in a while, you feel focused. Do you think you’re having a productive time? Think again. We tend to believe putting our phone face-side down on our desk or in our bag is enough to prevent us from being distracted (干扰). However, a recent study reveals that the mere presence of your phone, even if it’s out of sight, can be a distraction to your brain - a concept known as “brain drain”. To test the “brain drain” theory, 548 college students at the University of Texas were divided into three groups and asked to complete a set of brain performance tests, with their phones facing down on their desk, in their bag, or outside the room. Researchers found that the group with their phones in another room scored significantly higher. An analysis of 22 studies extends this line of research, indicating the mere presence of smartphones creates a “brain drain” and that the farther away they are from the users, the easier it is for them to concentrate. Why? Our brains can only focus on a small amount of information at once, and need to prioritize what is the most ever-present and relevant, like smartphones. In fact, we engage with the device an average of more than 150 times a day, which means we are rarely focused on a task for more than a few minutes without our attention being divided. This over-reliance on smartphones trains our brain to be inattentive, leaving less space for other tasks. As our phones constantly battle for our attention, how can we prevent them from negatively impacting our performance at work? A good starting point is to educate ourselves on the impact of phone usage on our brains so we can make more informed decisions when working on a task. To further improve our productivity, we should also remember to place our phone outside the room, rather than simply turn it upside down or silence it right beside us. 8．What does the author open the text with? A．A heated discussion. B．A vividly-described painting. C．A well-known theory. D．A common misunderstanding. 9．Why is the analysis of 22 studies cited? A．To confirm previous findings. B．To analyze studies’ outcomes. C．To compare research methods. D．To track subjects’ performances. 10．What causes a “brain drain” according to the text? A．The lack of concentration training. B．The limited capacity of our brains. C．The overload of online information. D．The mindful use of digital devices. 11．How can we avoid distractions from phones at work? A．By reducing our phone’s usage. B．By switching smartphones to silent mode. C．By covering our phone’s screen. D．By separating work zones and phone zones. D The long-held assumption that intelligence is the primary driver of academic achievement is challenged by a recent study in Human Behavior. The study, led by Dr. Malan from University of London and jointly carried out by a group of international experts, has revealed that non-cognitive (非认知的) skills, such as motivation, self-regulation and academic interest, are no less important than intelligence in determining academic success. The influence of these skills accrues throughout a child’s education, with genetic (基因的) factors playing a significant role in shaping this developmental path. The study tracked over 10,000 children from age 7 to 16 in England and Wales and used twin studies and DNA analysis to investigate the impact of non-cognitive skills on academic outcomes as well as the influential factors, like genes and environment, that affect these skills. One striking finding is the growing role of genetics in shaping non-cognitive skills and their impact on academic achievement. Researchers created a special method known as the “polygenic score” to measure these skills and found that genetic effects associated with non-cognitive skills became increasingly predictive of academic achievement, nearly doubling between the ages of 7 and 16. By the end of required schooling, genetic influence on non-cognitive skills was as strong as that on cognitive skills in predicting academic success. Besides, by comparing children from the same family, researchers could separate the impact of shared family environment from genetic factors. “We found that how children were raised in the family played a significant role, although the increasing influence of non-cognitive genetics on academic achievement was still evident,” said Dr. Alleg, a co-researcher in the study. The findings have far-reaching implications for education. The study suggests that schools should develop programs to support students’ emotional and social development. Dr. Malan said, “By doing so, we can create a more inclusive and effective learning environment for students.” The study also highlights the need for further research into the complex interaction between genes, environment and education. By understanding these factors, educators and policymakers can develop more effective strategies to support students’ overall development and achieve better educational outcomes. 12．What does the underlined word “accrues” in paragraph 1 mean? A．Mounts. B．Remains. C．Varies. D．Surfaces. 13．Why was the special method used in the study? A．To predict students’ academic achievement. B．To measure the role of environment in learning. C．To evaluate the genetic impact on non-cognitive skills. D．To assess the academic influence of cognitive abilities. 14．What are the researchers most likely to recommend? A．Advanced math courses. B．AI programming workshops. C．Writing training programs. D．Community service projects. 15．What is the best title for the text? A．Promoting Effective Learning B．The Overlooked Benefits of Genes C．Unlocking Academic Potential D．The Hidden Key to Academic Success 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。 Books often struggle to engage modern readers, and this can be especially true for nonfiction. For many people, it’s less exciting and less emotional than fiction. However, the problem may not be with nonfiction, but how they read it. Some people start a nonfiction book but quit after reading a few chapters. They read probably because someone gives them the book or everyone is reading it. That’s not helpful to stay in a committed relationship with nonfiction. 16 No matter what yours is, write it down before starting to read. It’ll prepare your mind on what to look for in that book. If you’re already a fiction reader, start with narrative nonfiction, which carries a strong storytelling element. This kind of writing is so engaging that you may almost forget the story being told is factual. 17 However, if you still feel burdened by an entire book, an anthology (选集) might be a perfect solution. As collections of shorter pieces, anthologies aim to bring together the best writing on a particular subject. 18 Once you’re drawn in, you’ll find more to read. 19 For those who prefer highlighting and taking notes, a physical book may be a nice choice. In contrast, e-books are ideal if portability (便携性) or the ability to adjust the text are your priorities. However, if you’re already a listener to nonfiction recorded programs, audio books might be the perfect fit for you. Reading nonfiction can be challenging, but remember there’s always a book on the topic that interests you. It may be about historical events that shape our lives or stories where truth outshines fiction. 20 A．So it requires a personal insight into the book. B．Some of the pieces are sure to grab your interest. C．It’s a natural bridge between fiction and nonfiction. D．Instead, you should have a clear objective of reading. E．Reading habits affect our selections of nonfiction topics. F．Choosing suitable formats is also key to enjoying nonfiction. G．Whichever it is, the time spent on nonfiction can be rewarding. 第二部分　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。 I used to be an ambitious resolution-maker. Every January 1st, I would dutifully sit down and write out my 21 resolutions like landing 100 new clients, getting promoted, or being the top seller. However, I never 22 those goals. By March, I’d lose my willpower and 23 my old habits, and every winter, I’d feel extremely ashamed, looking back at all of the amazing things I didn’t do. Eventually, I was tired of this cycle. Fueled by the weight of years of 24 , a desire for something 25 began to grow within me. I decided to 26 . I quit my job and pursued my passion for 27 . It wasn’t a grand exit, but a brave decision. This transformation, of course, wasn’t 28 . Financial anxiety and self-doubt 29 my every step. I tried to 30 my world shot by shot. I sharpened my skills, built a photo collection, and connected with other artists. Instead of aiming 31 , I set achievable goals. With each one checked off the list, I feel 32 . I can say this decision has completely shifted my 33 on “success” and “failure”. Before, I always felt like I was failing, but now simply photographing a beautiful moment or cheering up someone with a photograph counts as a huge 34 . Now, my shiny goals never turn to 35 ! 21．A．practical B．grand C．creative D．strange 22．A．met B．raised C．set D．shared 23．A．fight for B．give up C．slide into D．shake off 24．A．arguing B．planning C．waiting D．failing 25．A．different B．relevant C．complex D．difficult 26．A．work B．continue C．change D．stay 27．A．shooting B．investment C．photography D．painting 28．A．complete B．easy C．rapid D．real 29．A．shadowed B．simplified C．outlined D．decided 30．A．shake B．define C．rule D．rebuild 31．A．ahead B．straight C．high D．right 32．A．respected B．amused C．shocked D．satisfied 33．A．view B．strategy C．emphasis D．attention 34．A．impact B．success C．burden D．advantage 35．A．gold B．poison C．light D．dust 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 the late 18th century, a form of drama called “French Light and Shadow” gained widespread popularity in Paris and Marseilles. This art form was inspired by traditional Chinese shadow play dating back over 2,000 years, which, often 36 (refer) to as the world’s earliest “movie art”, combines live performance with voice effects. By the Song Dynasty, it 37 (grow) into a highly-developed art capable of relating stories of the Three Kingdoms before the rise of traditional Chinese opera. During the Ming Dynasty, shadow plays became 38 popular form of entertainment, especially in cities like Beijing. Even today, its influence can still be seen in modern film-making, 39 (shape) how stories are told. Creating shadow-play puppets (木偶) requires both choice 40 (material) and skills. Donkey hide (驴皮) is carved into the heads, limbs and bodies of the figures, then painted and joined using threads and links. The true magic of shadow play lies not just in its making, 41 in its live performance, 42 a team of puppeteers (木偶操纵师), narrators, and musicians work together in harmony. During the performance, as light shines on the human figures, vivid shadows 43 (project) onto a screen. The puppeteers, standing 44 the screen, move the figures with five bamboo sticks, while the narrators sing and the musicians play instruments like drums and gongs. On the opposite side, audiences see the figures on the screen come to life through the shadows, whose movements are so 45 (express) that people forget they’re just watching shadows. 第三部分　写作（共两节，满分 40 分） 第一节（满分 15 分） 你发现你校图书馆藏书存在被勾画涂改的现象。为此，请你向校英文报投稿，写一篇文章，内容包括： (1)具体情况； (2)呼吁爱护书籍。 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。 Treasure Our Library Books：Shared Responsibility 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。 A MOTHER’S DAY SURPRISE The twins were filled with excitement as they thought of the surprise they were planning for Mother’s Day. How pleased and proud Mother would be when they brought her breakfast in bed. They planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do. The big day came at last. The alarm rang at 6 a.m. The pair went down the stairs quietly to the kitchen. They decided to boil the porridge first. They put some rice into a pot of water and left it to boil while they made the French toast. Jeff broke two eggs into a plate and added in some milk. Jenna found the bread and put two slices into the egg mixture. Next, Jeff turned on the second stove burner to heat up the frying pan. Everything was going smoothly until Jeff started frying the bread. The pan was too hot and the bread turned black within seconds. Jenna threw the burnt piece into the sink and put in the other slice of bread. This time, she turned down the fire so it cooked nicely. Then Jeff noticed steam shooting out of the pot and the lid starting to shake. The next minute, the porridge boiled over and put out the fire. Jenna panicked. Thankfully, Jeff stayed calm and turned off the gas quickly. But the stove was a mess now. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. But Jeff’s hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water. Then she caught the smell of burning. Oh dear! The piece of bread in the pan had turned black as well. 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 As the twins looked around them in disappointment, their father appeared. The twins carried the breakfast upstairs and woke their mother up. 高三 英语试卷 第 1 页 （共 7 页） 学科网（北京）股份有限公司 $