北京市第八十中学2026-2027学年高三上学期10月阶段检测英语试题

北京市第八十中学2026一2027学年第一学期10月阶段评价 高 三 英 语2026年10月 班级 姓名 考号 (考试时间90分钟 满分150分) 提示：试卷答案请一律填涂或书写在答题卡上,在试卷上作答无效。 在答题卡上，选择题用2B铅笔作答，其他试题用黑色签字笔作 第一部分：知识运用（共两节，共30分） 第一节（共10小题；每小题1.5分，共15分） 阅读下面文章，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，并在答题卡上将该选项涂黑。 While taking a 20-hour train ride along the edge of the Taklimakan Desert in northwestern China, I had the kind of humbling, educational, and above all else, wonderful 1 with a local that all travelers long for. A young Chinese man approached me on the train. My 2 friend spoke virtually no English, so I happily took the chance to practice my Chinese. Over several hours, he would tell me about how he had attended a two-year professional school to quickly find a job 3 highways in order to help support his family. Perhaps the most 4 . however, was the fact. that this man spent hours studying every day after hard physical labor. Without batting an eye, he would 5 a translated Emerson passage before asking about the literary influence of American writers as a whole. “And what do you all learn about Russian authors?” I 6 him asking at one point. It would have been easy to 7 my assumptions about this highway builder who had never been more than a few hundred miles from home. But this highly informed, 8 , and admirable person prevented me doing so. In the course of a couple of hours, he showed me just how much one can gain from 9 with an open mind, and a willingness to 10 with locals from all walks of life. 1．A．experiment B．encounter C．competition D．appointment 2．A．true B．so-called C．new D．long-lost 3．A．building B．sweeping C．checking D．guarding 4．A．typical B．obvious C．natural D．remarkable 5．A．publish B．quote C．copy D．download 6．A．anticipate B．imagine C．recall D．catch 7．A．look into B．rely on C．go over D．deal with 8．A．well-behaved B．multi-skilled C．warm-hearted D．self-educated 9．A．traveling B．reading C．searching D．teaching 10．A．cooperate B．side C．negotiate D．engage 第二节（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。在答题卡的指定区域内作答。 A Last weekend’s coastal clean-up campaign 11 (plan) by our student union one month ago to protect local marine ecosystems. When the union put forward a rule limiting each group to only five volunteers, plenty of students stepped forward to vote 12 the proposal without hesitation. The organizers came up with the rule 13 (strengthen) safety control and prevent overcrowding on the narrow beach path. However, most participants argued that more hands were needed to clear plastic rubbish, fishing nets and abandoned bottles scattered along the long shoreline. B The annual campus creativity exhibition 14 (attract) learners from dozens of nearby high schools over the past five years. Widely 15 (regard) as the most influential youth creative event in our district, it serves as a warm and open platform 16 students can showcase handmade artworks, small tech inventions and original literary works. Teachers and event staff keep 17 (push) teenagers to think outside the box with bold creative attempts, and communicate their unique ideas with peers and professional judges visiting the exhibition hall every year. C All public service departments should set up complete measuring standards to fairly evaluate 18 they perform in resource saving and environmental protection. City infrastructure, transport systems and community facilities all need systematic transformation to build a 19 (sustainable) urban living environment that rises above the existing standard. Local authorities also bear the vital responsibility of keeping users 20 (inform) about low-carbon living methods, waste classification rules and green activity plans, which effectively encourage every citizen to join environmental protection initiatives in daily life. 第二部分：阅读理解（共两节，共38分） 第一节（共14小题；每小题2分，共28分） 阅读下面文章，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该选项涂黑。 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．Resentful and hesitant. B．Overwhelmed and disheartened. 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. C Ghosting is a term that refers to the practice of one person ending all forms of communication with another, without any warning or reason. Messages are left on “read”, calls are ignored, and social media ties may be severed. Before the internet, many relationships were formed within inter-connected circles, typically through friends or at work. It would have been much harder to completely sever contact with someone without the awkwardness of bumping into them or facing negative social implications within the community. Now with so many relationships initiated online with fewer connections in common, there are fewer consequences to deal with if we decide to disconnect from someone in a less-than-ethical way. Ghosting can be seen as an effortless solution for avoiding the emotional messiness of having to explain to somebody why you no longer want to continue engaging with them. Deliberately avoiding conflicts can be a form of self-protection to safeguard the ghoster from anxiety or stress, especially if they have had negative experiences dealing with conflict in the past. Ghosting culture can also be interpreted as resulting from the unlimited choices that we now have at our fingertips when it comes to finding a new partner, job or social circle to join. With the huge array of possibilities out there for us to pick from, it has become far too easy to view others as commodities, ready to trade in at the click of a button for something bigger and better. Decision fatigue (疲惫) plays a factor too, especially when we are trying to balance numerous options all in one go. Ghosting provides a practical strategy for weeding out less desirable candidates and saving our energy and time from having to explain why they didn’t make the cut. Ghosting might be becoming increasingly frequent these days, but that doesn’t mean it has become any easier to deal with. The ghostee might then endlessly re-examine every last interaction to pinpoint a cause for the termination of the relationship. This usually leads to negative conclusions and self-blame. However, it’s not only the recipient who suffers from the consequences of ghosting. If ghosting and avoidance become a common occurrence in the ghoster’s social interactions with others, they risk missing out on healthy long-term relationships that require effective communication skills, problem-solving and trust in order to thrive. Disconnection is an unavoidable aspect of life but how we choose to end relationships is fully within our control. It may seem cliché but adopting old-fashioned principles, such as treating others the way we would like to be treated, will prevent us from becoming a society haunted by undesirable behaviour. 27．What does the underlined word “severed” in Para. 1 mean? A．Built up. B．Cut off. C．Given away. D．Relied on. 28．Which of the following situations is an example of ghosting? A．A guide cancels the travel plan at the last minute. B．A child hangs out with friends without telling parents. C．A friend stops having any forms of interactions with you. D．A student refuses to hand in homework without explanation. 29．How might ghosting affect the ghostee? A．Self-defense in the face of criticism. B．Effective management of relationship. C．Self-doubt due to unexpected breakups. D．Long-term relief from intense conflicts. 30．What is the author’s attitude towards ghosting? A．Supportive. B．Disapproving. C．Uncertain. D．Objective. D Scientists often complain that people are not rational (理性的) in their opposition to technologies such as nuclear power and genetically modified (GM) crops. From a statistical perspective, these are very safe, and so people’s fear can be explained only by emotion, strengthened by ignorance. Electricity from nuclear power has led to far fewer direct deaths than has coalfired power, yet many people are afraid of it, and hardly anyone is afraid of coal plants. Similar arguments can be made about GM crops, which studies have shown are generally safe for most people to eat. Scientific illiteracy (无知) may be part of the problem. Most of us are afraid of things we don’t understand, and studies have shown that scientists tend to be more accepting of potentially risky technologies than laypeople. This suggests that when people know a lot about such technologies, they are usually reassured. But there’s more to the issue than meets the eye. It is true that many of us fear the unknown, but it is also true that we don’t care enough about routine risks. Part of the explanation is complacency: we tend not to fear the familiar, and thus familiarity can lead us to underestimate risk. The investigation into the Deepwater Horizon blowout and oil spill (原油泄漏) in 2010 showed that complacency—among executives, among engineers and among government officials-was a major cause of that disaster. So the fact that experts are unworried about a threat is not necessarily reassuring. Scientists also make a mistake when they assume that public concerns are wholly or even mostly about safety. Some people object to GM crops because these crops facilitate the increased use of chemicals. Others have a problem with the social impacts that switching to GM organisms can have on traditional farming communities or with the political implications of leaving a large share of the food supply in the hands of a few corporations. Geoengineering (地球工程学) to lessen the impacts of climate change is another example. Laypeople as well as scientists are more concerned about oversight (监管) than safety. Who will decide whether this is a good way to deal with climate change? If we undertake the project of setting the global temperature by controlling how much sunlight reaches Earth’s surface, who will be included in that “we” and by what process will the “right” global temperature be chosen? Can we say which group’s view is closer to an accurate assessment? 31．The underlined word “complacency” in Paragraph 3 probably means ________. A．overconfidence B．prediction C．underestimation D．carelessness 32．The example of geoengineering is used to argue that ________. A．safety is not the whole concern of the public B．geoengineering is highly recognized by scientists C．the public are unnecessarily troubled by climate change D．lessening the impacts of climate change is a great challenge 33．What can we learn from the passage? A．Scientific illiteracy is a major cause of disasters. B．The safety of technologies can be accurately assessed. C．Scientists misjudge people’s opposition to technologies. D．People are unworried about risks with proper oversight. 34．Which of the following would be the best title for the passage? A．Ignorance or Safety B．Who Is Rational About Risk C．Why Can’t People Trust Technology D．Should Scientists Have a Say in Risk 第二节（共5小题；每小题2分，共10分） 根据文章内容，从短文后的七个选项中选出填入文章空白处的最佳选项，并在答题卡上将该选项涂黑。选项中有两项为多余选项。 My, what a big beak you have! For humans, adapting to climate change will mostly be a matter of technology. More air conditioning, better-designed houses and bigger flood defenses may help to make the effects of a warmer world less harmful. 35 In a paper published in Trends & Evolution, a team led by Sara Ryding, a PhD candidate at Deakin University, shows that is already happening. Climate change is already altering the bodies of many animal species, giving them bigger beaks (喙), legs and ears. In some species of Australian parrot, for instance, beak size has increased by between 4% and 10% since 1871. Another study, this time in North American dark-eyed juncos, another bird, found the same pattern. 36 All that is perfectly consistent with evolutionary theory. “Allen’s rule”, named for Joel Asaph Allen, who suggested it in 1877, holds that warm-blooded animals in hot places tend to have larger body parts than those in temperate (温带的) regions. 37 Being richly filled with blood vessels, and not covered by feathers, beaks make an ideal place for birds to get rid of heat. Fennec foxes, meanwhile, which are native to the Sahara Desert, have strikingly large ears, especially compared with their Arctic cousins. Ms. Ryding is not the first researcher to take that approach. But it is hard, when dealing with individual species, to prove that climate change was the cause of an anatomical (解剖学的) changes. All sorts of other factors, from changes in prey to the evolving reproductive preferences of males or females, might have been driving the changes. 38 The team combined data from different species in different places. Since they have little in common apart from living on a warming planet, climate change is the most reasonable explanation. 39 That may change as warming accelerates. Since any evolutionary adaptation comes with trade-offs (妥协), it is unclear how far the process might go. Bigger beaks might make feeding harder, for instance. Larger wings are heavier, and bigger legs cost more energy to grow. A．However, looking at the bigger picture makes the pattern clearer. B．For now, at least, the increase is small, never much more than 10%. C．Animals will have to rely on changing their bodies or their behaviors. D．It seems that the future world is going to be hotter than humans are used to. E．Therefore, the negative effects of a warmer world are visible in these animals’ bodies. F．Such adaptations boost an animal’s surface area relative to its body, helping it to release extra heat. G．Similar trends are seen in mammals, with species of mice and bats evolving bigger ears, legs and wings. 第三部分：书面表达（共两节，共32分） 第一节（共4小题；第40、41小题各2分，第42题3分，第43题5分，共12分） 阅读下面短文，根据题目要求回答问题。 “I can’t” might actually mean “I don’t want to,” “I’m afraid,” “I’m confused,” or even “I don’t know how.” And after parsing out hidden meanings for the hundredth time, I can understand why my childhood gymnastics coach had put a gym-wide ban on the phrase. Anyone who used it, even the other coaches, had to do 50 push-ups before trying conversation again. It wasn’t that he wanted people to do things beyond their skill or safety level. The policy was against the words themselves. He felt they were a shield to hide behind instead of admitting more useful — and actionable — hesitations. “I’m afraid.” “I’ve never done it by myself.” “I need to rest a few minutes before I try.” “I’m embarrassed to try in front of other people.” “I don’t want to, because…” Academic experiences can follow the same pattern. Answering unexpected questions or trying a new protocol in front of an audience can be crippling. Homework problems can compound and seem to get worse with each try instead of better. We end up uttering “I can’t,” because sometimes it’s easier than “I am so frustrated and exhausted that I want to cry,” “This makes me feel so dumb,” or even “I need help.” As an asthmatic, my most vivid memories come from the annual hazing ritual known as the gym-class mile run. For me, “I can’t” actually meant “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” My heart still starts to race just thinking of the number of times my self-preserving “I can’t” was met with a dismissive “Of course you can.” But letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. Eventually we, and the people around us, start to believe it. I know there are things I have stopped trying because, well, I just can’t. So why try? The number of laps I have avoided with well-timed bathroom breaks is staggering. I can’t go back and tell my childhood self that the mile run wasn’t worth the anticipatory anxiety. But I can remember how badly I wished even one classmate had acknowledged that I had barely missed the school record in sit-and-reach instead of teasing me about laps the next day. I can remember that “I can’t” can so often mean something else. And I can take the time to try to ask the right questions, so that I can say something more useful in response than “Of course you can.” 40．What did people have to do if they said “I can’t” in the author’s childhood gymnastics? 41．What does “I can’t” actually mean when the author said that in the gym-class mile run? 42．Please decide which part is false in the following statement, then underline it and explain why. Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. 43．What would you do if the expression “I can’t” occurs to you? Why? (In about 40 words) 第二节（共20分） 44．假设你是红星中学高三学生李华。你校上个月举办了基于高考各科目相关知识的主题活动，你的英国朋友Jim在网上看到相关信息，很感兴趣，发来邮件询问有关情况。请你用英文给他回复，内容包括： 1．介绍你参加的某一科目的活动内容； 2．分享你的收获。 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 （高三英语试卷 第1页 共3页） （高三英语试卷 第1页 共3页） 学科网（北京）股份有限公司 $ 高三英语试卷讲评 北京市第八十中学2026—2027学年 第一学期10月阶段评价 完形填空 高三英语10月阶段评价 01 试题回顾 Cloze（完形填空） While taking a 20-hour train ride along the edge of the Taklimakan Desert in northwestern China, I had the kind of humbling, educational, and above all else, wonderful 1 with a local that all travelers long for. A young Chinese man approached me on the train. My 2 friend spoke virtually no English, so I happily took the chance to practice my Chinese. Over several hours, he would tell me about how he had attended a two-year professional school to quickly find a job 3 highways in order to help support his family. Perhaps the most 4 , however, was the fact that this man spent hours studying every day after hard physical labor. Without batting an eye, he would 5 a translated Emerson passage before asking about the literary influence of American writers as a whole. "And what do you all learn about Russian authors?" I 6 him asking at one point. It would have been easy to 7 my assumptions about this highway builder who had never been more than a few hundred miles from home. But this highly informed, 8 , and admirable person prevented me from doing so. In the course of a couple of hours, he showed me just how much one can gain from 9 with an open mind, and a willingness to 10 with locals from all walks of life. 【参考答案】1-5 B C A D B 6-10 C B D A D 02 文本分析 Structure of the text 主题语境：人与社会（跨文化交流） 语篇类型：记叙文（个人旅行经历与感悟） 【What】本文讲述了作者在塔克拉玛干沙漠边缘的20小时火车旅途中，与一位几乎不会英语的年轻筑路工人偶然相识、交流数小时的经历。对方虽出身平凡、从未远行，却在繁重体力劳动之余坚持自学，能引用爱默生译文并探讨美国文学的影响，令作者深受触动。 【Why】作者通过这段经历说明：以开放的心态旅行、与各行各业的当地人真诚交流，能获得课堂之外的宝贵教益；同时启示读者摒弃刻板印象（assumptions），不以职业和出身论人。 【How】① 首尾呼应：首句"20-hour train ride"与尾段"in the course of a couple of hours"形成框架式结构；② 欲扬先抑：先写"我"本可凭固有假设（assumptions）评判对方，再转折（prevented me from doing so）突出其不凡；③ 细节描写与直接引语（a translated Emerson passage；"And what do you all learn about Russian authors?"）使人物形象真实立体；④ 情感线索：humbling → wonderful → admirable，情感层层递进。 03 答案解析 答案解析（1-5题） 1. B encounter 考点：名词辨析。由"all travelers long for"（所有旅行者都渴望）及下文陌生人主动攀谈可知，这是一次美好的"偶遇"。experiment实验；competition竞争；appointment预约，均与语境不符。 2. C new 考点：形容词辨析。由"A young Chinese man approached me on the train"可知两人是火车上刚结识的"新"朋友。so-called所谓的（含贬义）；long-lost久别重逢的，均无依据。 3. A building 考点：动词辨析。由后文"this highway builder"原词复现可知，他就读两年制职业学校是为了找一份"修建"公路的工作。sweep清扫；check检查；guard守卫，均不能构成合理搭配。 4. D remarkable 考点：形容词辨析。每天繁重体力劳动之后还坚持学习数小时，这是"最了不起的"事情。typical典型的；obvious明显的；natural自然的，均不能表达作者的赞叹之情。 5. B quote 考点：动词辨析。他会不假思索（Without batting an eye）地"引用"一段爱默生译文，继而探讨美国作家的整体文学影响。publish出版；copy抄写；download下载，与语境不符。 答案解析（6-10题） 6. C recall 考点：动词辨析。"at one point"表明作者在回忆交谈中的具体时刻，故为"回想起"他曾这样问。anticipate预料；imagine想象；catch听见/捕捉，均不合逻辑。 7. B rely on 考点：动词短语辨析。"我"本可以轻易"凭借/依赖"对这位筑路者的固有假设（来评判他）。look into调查；go over仔细检查；deal with处理，均与assumptions搭配不当。 8. D self-educated 考点：形容词辨析。与上文"spent hours studying every day after hard physical labor"呼应，指这位"自学成才的"人。well-behaved行为端正的；multi-skilled多技能的；warm-hearted热心的，均无对应信息。 9. A traveling 考点：名词辨析。呼应首句"train ride"与"all travelers"，点明主旨：以开放的心态"旅行"能收获颇丰。reading阅读；searching搜寻；teaching教学，偏离主题。 10. D engage 考点：动词辨析。engage with sb. 与某人交流、交往；呼应全文与陌生人深入交谈的经历。cooperate合作；side with站在……一边；negotiate谈判，均不符合"与当地人交流"的语境。 04 语言积累 Language Knowledge the Taklimakan Desert 塔克拉玛干沙漠 without batting an eye 毫不犹豫，眼都不眨 attend a two-year professional school 就读两年制职业学校 help support one's family 帮忙养家 hard physical labor 繁重的体力劳动 from all walks of life 来自各行各业 prevent sb. from doing sth. 阻止某人做某事 with an open mind 以开放的心态 【长难句】It would have been easy to rely on my assumptions about this highway builder who had never been more than a few hundred miles from home. 句意：要依赖自己对这位从未出过远门的筑路者的假设（来评判他），本是轻而易举的事。本句为虚拟语气（would have been），who引导定语从句修饰builder。 语法填空 高三英语10月阶段评价 01 试题回顾 语法填空试题 A 人与社会·环保志愿活动 Last weekend's coastal clean-up campaign 11 (plan) by our student union one month ago to protect local marine ecosystems. When the union put forward a rule limiting each group to only five volunteers, plenty of students stepped forward to vote 12 the proposal without hesitation. The organizers came up with the rule 13 (strengthen) safety control and prevent overcrowding on the narrow beach path. However, most participants argued that more hands were needed to clear plastic rubbish, fishing nets and abandoned bottles scattered along the long shoreline. B 人与社会·校园创意展 The annual campus creativity exhibition 14 (attract) learners from dozens of nearby high schools over the past five years. Widely 15 (regard) as the most influential youth creative event in our district, it serves as a warm and open platform 16 students can showcase handmade artworks, small tech inventions and original literary works. Teachers and event staff keep 17 (push) teenagers to think outside the box with bold creative attempts. C 人与社会·城市绿色发展 All public service departments should set up complete measuring standards to fairly evaluate 18 they perform in resource saving and environmental protection. City infrastructure, transport systems and community facilities all need systematic transformation to build a 19 (sustainable) urban living environment that rises above the existing standard. Local authorities also bear the vital responsibility of keeping users 20 (inform) about low-carbon living methods, waste classification rules and green activity plans. 【参考答案】11. was planned 12. against 13. to strengthen 14. has attracted 15. regarded 16. where 17. pushing 18. how 19. more sustainable 20. informed 02 逐题详解 语法填空详解（A篇 11-13题） 11. was planned 考点：谓语动词——一般过去时的被动语态。主语campaign与plan为被动关系，时间状语one month ago / Last weekend提示一般过去时，故填was planned。 12. against 考点：介词。vote against the proposal投票反对该提议。由However转折后"most participants argued that more hands were needed"（多数参与者认为需要更多人手）可知，学生们对"每组限5人"的规定持反对态度。 13. to strengthen 考点：非谓语动词——不定式作目的状语。组织者提出该规定"是为了"加强安全管控、防止狭窄海滩小径过度拥挤，故填to strengthen。 语法填空详解（B篇 14-17题） 14. has attracted 考点：谓语动词——现在完成时。时间状语over the past five years（在过去的五年里）是现在完成时的标志性状语，主语exhibition为单数，故填has attracted。 15. regarded 考点：非谓语动词——过去分词作状语。主语it（the exhibition）与regard之间为被动关系，be widely regarded as被广泛认为，故填regarded。 16. where 考点：定语从句。先行词platform（平台）为抽象地点名词，从句students can showcase...主谓宾齐全，缺地点状语，故用关系副词where（=on which）。 17. pushing 考点：非谓语动词——动名词作宾语。keep doing sth.持续/不断做某事，故填pushing。句意：教师和工作人员不断鼓励青少年跳出思维定势。 语法填空详解（C篇 18-20题） 18. how 考点：名词性从句（宾语从句）。句意：……公平评估它们在节约资源和环境保护方面做得"如何"。从句中perform后缺少方式状语，故填连接副词how。 19. more sustainable 考点：形容词比较级。由"rises above the existing standard"（超越现有标准）可知存在比较含义，故填more sustainable，指建设"更具可持续性"的城市居住环境。 20. informed 考点：非谓语动词——过去分词作宾语补足语。keep sb. informed (about/of sth.) 使某人了解（某事），users与inform之间为被动关系，故填informed。 考点小结与备考建议 【本次考点分布】 谓语动词：11（一般过去时被动）、14（现在完成时）——2题 非谓语动词：13（不定式目的状语）、15（过去分词状语）、17（动名词宾语）、20（过去分词宾补）——4题 从句：16（where定语从句）、18（how宾语从句）——2题 词形转换：19（形容词比较级）——1题 介词：12（against）——1题 【备考建议】 ① 动词填空先判断"谓语还是非谓语"：有并列连词/从句引导词则考虑谓语（关注时态、语态、主谓一致）；否则考虑非谓语（to do / doing / done）。 ② 牢记高频标志词：over/in/during the past/last few years → 现在完成时；keep doing / keep sb. done；be regarded as。 ③ 从句题先划分主从句结构，判断从句中缺少什么成分（主语/宾语/状语），再选连接词。 阅读理解 A篇 高三英语10月阶段评价 01 文本分析 Structure of the text 主题语境：人与自我（学习生活） 语篇类型：应用文（课程介绍） 【What】本文介绍了牛津大学语言中心开设的在线学前学术英语课程（Pre-sessional Course），包括申请截止时间、课程日期、入学语言成绩要求、学习内容及在线课程的优势等信息。 【Why】本文旨在向已被牛津录取的国际学生（及其他有意者）推介该课程，帮助其提前掌握学术英语写作与口语技能，顺利适应牛津的全英文学习。 【How】① 结构清晰：Application deadline / Course dates / Admission requirements / What you will study / Benefits 等小标题分模块呈现，信息一目了然；② 表格呈现最低分数要求（IELTS、TOEFL iBT、C1/C2、Oxford Test of English），便于查阅与比较；③ 项目符号（•）罗列学习收益，语言简洁，信息密度高。 02 试题讲评 试题讲评（21-23题） 21. B provide proof of English competence 细节理解题。根据Admission requirements中"Applicants will need to provide evidence of their English language test result before being admitted"可知，申请者须提供英语能力证明。A项范围过窄（牛津学生或学者之外的其他大学人员也可申请）；C项张冠李戴（6 July是开课日而非申请截止日）；D项无中生有（可用多种考试，非牛津自办）。 22. A One with 189 in C2 Level Test. 细节理解题。higher level课程要求C2 Level Test最低185分，189≥185，达标。B项6.5仅满足standard level（7.0）；C项93仅满足standard level（100）；D项178仅满足standard level（185）。 23. D Enhance comprehensive English language abilities. 细节理解题。What you will study部分涵盖学术写作、语法难点、高效阅读、听说能力及学术技能（信息检索、引用文献），属于综合语言能力提升。A项错在in-person（课程为online）；B项错在at Oxford（虚拟课堂，无须到校）；C项"掌握前沿教学软件"无中生有。 阅读理解 B篇 高三英语10月阶段评价 01 文本分析 Structure of the text 主题语境：人与自我（认识自我、完善自我） 语篇类型：记叙文（个人成长故事） 【What】作者作为第一代大学生和国际学生读博初期，背负着家人的期待，伪装成"已成功、自给自足的研究者"，结果课程勉强及格、奖学金申请屡屡被拒、研究停滞，倍感挫败。在向导师倾诉后，导师一句"You are here to learn to ride a bicycle, not to invent a bicycle"点醒了她。此后她转变心态，在骑行中"学会骑车"，积累过硬本领，最终建立自信并筹备自己的研究团队。 【Why】作者通过自身经历告诉读者：求学（及人生任何新阶段）的首要任务是掌握基本功、坦然面对失败并主动求助，而非急于证明自己、追求速成。她想对后辈说：你们的第一份工作（first job）是学会如何骑车。 【How】① 叙事弧线"困境—顿悟—成长"：伪装成功→受挫崩溃→倾诉顿悟→稳步成长，情节完整、情感真实；② 比喻贯穿全文：以"学骑车"与"造自行车"隐喻学习技能与开创事业，结尾"riding skills"与"invent my own bicycle"呼应，深化主题；③ 直接引语增强感染力；④ 首尾呼应：开头"present myself as... fully formed"与结尾"learn how to ride"形成对照。 02 试题讲评 试题讲评（24-26题） 24. C the pressure from family expectations 细节理解题。首段"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"明确交代：作为家里第一代大学生，作者背负着家人未曾面对过的期待，因此刻意把自己包装成已成功、自给自足的研究者。 25. B Overwhelmed and disheartened. 推理判断题。第二段"wave after wave of academic challenges"（一波又一波的学术挑战）、"barely passed"（勉强及格）、"a string of scholarship applications rejected"（一连串奖学金申请被拒）、"research was stuck"（研究停滞）、"falling far behind everyone else"（远远落后）等细节，说明作者感到不堪重负（overwhelmed）且灰心沮丧（disheartened）。 26. C She focused more on learning core research skills. 细节理解题。导师的话让作者意识到"The real goal was to learn how to do research and grow"，于是她"counting on my advisor and peers, seeking early feedback"，把每个项目（无论成败）都当作有意义的一步；后来进一步研究时着重掌握"riding skills"（如基金申请写作、领导力等核心技能）。A项与原文"chasing productivity... was misguided"相反；B项无据；D项与"counting on my advisor and peers"相反。 阅读理解 C篇 高三英语10月阶段评价 01 文本分析 Structure of the text 主题语境：人与社会（人际关系） 语篇类型：议论文（社会现象评析） 【What】本文围绕"ghosting（玩消失）"这一社交现象展开：先定义其含义；接着分析其成因——网络社交使断联代价降低、回避冲突可自我保护、选择过多把人商品化、决策疲劳；随后指出其对被断联者（ghostee）与断联者（ghoster）双方的危害；最后倡导以"己所不欲，勿施于人"的传统原则得体地结束关系。 【Why】作者希望读者正视ghosting的负面后果：被断联者会陷入自我怀疑与自责，断联者则可能错失需要沟通、信任与解决问题能力才能维系的健康长久关系；进而倡导以合乎伦理的方式结束关系。 【How】① 结构严谨：定义→成因（网络环境、心理保护、选择过载）→危害（双向）→建议；② 对比论证：将网络时代与"前网络时代"（inter-connected circles）对比，凸显ghosting增多的社会条件；③ 因果分析层层递进（avoidance→self-protection→commodities→decision fatigue）；④ 结尾引用谚语式表达（treating others the way we would like to be treated）收束，立场鲜明。 02 试题讲评 试题讲评（27-30题） 27. B Cut off. 词义猜测题。由并列结构"Messages are left on 'read', calls are ignored, and social media ties may be severed"可知，severed与"消息被已读不回、电话被无视"语义并列，指社交媒体联系被"切断"。sever v. 切断、断绝（联系）。 28. C A friend stops having any forms of interactions without explanation. 细节理解题。首段定义ghosting为"ending all forms of communication with another, without any warning or reason"，C项与之完全对应。A项是取消计划而非断联；B、D项均不涉及"终止一切交流"。 29. C Self-doubt due to unexpected breakups. 细节理解题。倒数第二段"The ghostee might endlessly re-examine every interaction... This usually leads to negative conclusions and self-blame"表明，被断联者会反复检视每段互动并自我归咎，即产生自我怀疑（self-doubt）。 30. B Disapproving. 观点态度题。结尾段作者称ghosting为"less-than-ethical way"和"undesirable behaviour"，并呼吁"treating others the way we would like to be treated"，可见作者对ghosting持不赞同态度。 阅读理解 D篇 高三英语10月阶段评价 01 文本分析 Structure of the text 主题语境：人与社会（科技与社会） 语篇类型：议论文（驳论） 【What】科学家常抱怨公众对核电、转基因作物等技术的不理性反对，认为其源于无知和情绪。作者逐层驳斥：① 科学素养低或许是一部分原因（人惧怕不了解的事物），但反过来"专家不担忧"也未必令人安心；② 自满（complacency）使人低估熟悉事物的风险——2010年深水地平线漏油事故即是明证；③ 科学家误以为公众只关心安全，其实公众还关心化学品使用增加、对传统农耕社区的社会影响、粮食供应被少数企业掌控等 oversight 问题，地球工程（geoengineering）中"谁来决定、如何决定"的担忧即为佐证。 【Why】作者旨在纠正科学家对公众技术风险的误判，指出风险认知的复杂性：公众的"恐惧"背后有合理的社会、政治关切，专家自身也存在自满盲区；结尾以"哪一方的评估更接近准确？"引发思考。 【How】① 驳论结构：呈现对方观点（scientists often complain）→逐层反驳（But there's more to the issue...）；② 举例论证：煤电与核电死亡人数对比、Deepwater Horizon事故、GM作物与地球工程案例；③ 设问结尾（Can we say which group's view is closer to an accurate assessment?），引发读者深思。 02 试题讲评 试题讲评（31-34题） 31. B overconfidence 词义猜测题。冒号后解释"we tend not to fear the familiar, and thus familiarity can lead us to underestimate risk"——对熟悉事物不惧怕，从而低估风险，这是一种"自满/过度自信"。complacency n. 自满（情绪）。 32. A safety is not the whole concern of the public 推理判断题。作者先指出"Scientists also make a mistake when they assume that public concerns are wholly or even mostly about safety"，随即以地球工程为例：公众与科学家都更关心oversight（谁来决定、以何种程序决定目标温度），说明安全并非公众关注的全部。 33. D Scientists misjudge people's opposition to technologies. 主旨大意题。全文围绕科学家的误判展开：把公众反对简单归因于情绪化与无知，忽视了公众对社会影响、监督机制等合理关切，且专家自身也有自满盲区。A项以偏概全（只是第二段细节）；B项与文意相悖（文章认为安全难以简单评判）；C项无中生有（文中未说"有适当监督公众就不担忧"）。 34. A Who Is Rational About Risk 标题归纳题。文章对比"科学家眼中不理性的公众"与"同样有盲区的专家"，追问究竟谁对风险的评估更理性，A项以问句形式概括全文核心冲突。B、C、D三项或片面（只谈信任/科学家话语权）或偏离（双刃剑）。 七选五 高三英语10月阶段评价 01 文本分析 Structure of the text 主题语境：人与自然（自然生态） 语篇类型：说明文（科学研究报道） 【What】本文介绍气候变化正在重塑动物的身体：Deakin大学Sara Ryding团队发表于Trends & Evolution的研究表明，为应对气候变暖，多种动物的喙、腿和耳朵正在变大。文章以澳大利亚鹦鹉（喙增大4%-10%）、北美暗眼灯草鹀、耳廓狐等为例，用艾伦法则（Allen's rule）解释其原理——恒温动物在炎热地区倾向于演化出更大的身体部位以增大表面积、利于散热；并指出跨物种整合数据使结论更可靠，同时提醒适应有代价（如觅食更难、翅膀更重），未来变化速度尚难预料。 【Why】作者旨在向读者普及气候变化的生物学影响，说明动物正以可测量的方式适应变暖的世界，同时客观指出这种适应存在权衡（trade-offs），引发对生态未来的思考。 【How】① "提出问题—举例验证—原理解释—方法说明—前景展望"的说明文结构；② 引用具体数据（4%-10%）与研究论文，增强可信度；③ 举例与对比（撒哈拉耳廓狐 vs 北极狐）并举；④ 段间衔接紧密，依靠代词（That, Such adaptations）与逻辑词（However, For instance, meanwhile）承上启下。 02 试题讲评 试题讲评（35-39题） 答案：C G F A B 35. C Animals will have to rely on changing their bodies or their behaviors. 空前讲人类应对气候变化主要"靠技术"（a matter of technology），空后讲动物身体已在变化；C项"动物则须依靠改变身体或行为"承上启下，形成人与动物的对比。 36. G Similar trends are seen in mammals... 空前列举鸟类（鹦鹉、灯草鹀）喙变大的证据，G项"类似趋势也见于哺乳动物（老鼠和蝙蝠演化出更大的耳朵、腿和翅膀）"中的Similar trends是关键衔接词，与下文艾伦法则的例子（耳廓狐大耳朵）自然衔接。 37. F Such adaptations boost an animal's surface area relative to its body... 空前提出艾伦法则（炎热地区恒温动物身体部位更大），F项"这样的适应增大了身体表面积，帮助释放多余热量"解释其生理机制；空后"喙血管丰富且无羽毛覆盖，是理想的散热部位"正是对F项的具体例证。Such adaptations回指艾伦法则所述适应。 38. A However, looking at the bigger picture makes the pattern clearer. 空前指出单一物种研究难以证明气候变化是解剖变化的成因（其他因素干扰），空后讲团队"综合不同物种、不同地点的数据"得出可靠结论；A项"然而，着眼于全局会让模式更清晰"以转折衔接，bigger picture呼应combined data。 39. B For now, at least, the increase is small, never much more than 10%. 空后"That may change as warming accelerates"（随着变暖加速，情况可能改变）中的That指代B项"增幅尚小、不超过10%"的现状，时间逻辑（For now → 未来）紧密衔接。 七选五解题策略 ① 看位置，判功能：段首空多为段落主题句或承上启下句；段中空重逻辑衔接（因果、转折、例证、递进）；段尾空常总结或引出下文。 ② 抓复现，找指代：关注选项与上下文的原词复现（trends, adaptations, increase）与指代关系（That, Such, These），指代词是强信号。 ③ 辨逻辑信号词：However/Yet（转折）、For instance/Such as（举例）、Therefore/As a result（因果）、Similarly/In contrast（比较）。 ④ 排除干扰项：先划掉与文章主题（动物身体随气候变化）无关或语义重复的选项，缩小范围。 ⑤ 代回验证：初选答案后通读全文，检查语义连贯与逻辑顺畅。 阅读表达 高三英语10月阶段评价 01 试题与答案 阅读表达（40-43题） 【语篇导读】本文是一篇夹叙夹议文。作者的体操教练禁止全员说"I can't"，因为这三个字往往是隐藏真实（且可付诸行动）情绪的挡箭牌；作者结合自身哮喘与校园长跑的经历，反思"I can't"背后的恐惧与自尊保护，并呼吁人们多问"对的问题"，给出比"Of course you can"更有用的回应。 40. What did people have to do if they said "I can't" in the author's childhood gymnastics? 【答案】Do 50 push-ups.（任何人——甚至其他教练——说了这句话，都必须做50个俯卧撑才能再开口交谈。） 41. What does "I can't" actually mean when the author said that in the gym-class mile run? 【答案】"I'm afraid of having an asthma attack in front of all of my classmates," and "It's so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone."（害怕在同学面前哮喘发作；落在后面很丢脸，宁愿全程故意走路来保护自尊。） 42. Please decide which part is false in the statement, then underline it and explain why. Letting ourselves fall back on the "I can't" can do more damage than expressing our feelings. 【答案】错误部分：expressing our feelings。原文为"can do more damage than just hiding our deeper feelings"——"我不能"比"隐藏真实感受"伤害更大，而非比"表达感受"伤害更大。陈述句偷换了比较对象。 43. What would you do if the expression "I can't" occurs to you? Why? (In about 40 words) 【参考答案】I will first figure out the real reason behind this thought. If I'm just afraid of failure, I will take a small step to try, because avoiding challenges will stop me from making progress. / I will tell my true feelings to people around me instead of directly saying "I can't". If I need help, I will ask for it, because hiding my real needs will make the problem worse. 应用文写作 高三英语10月阶段评价 01 试题回顾 应用文写作（20分） 【题目】假设你是红星中学高三学生李华。你校上个月举办了基于高考各科目相关知识的主题活动，你的英国朋友 Jim 在网上看到相关信息，很感兴趣，发来邮件询问有关情况。请你用英文给他回复，内容包括： 1. 介绍你参加的某一科目的活动内容； 2. 分享你的收获。 注意：词数100左右；开头和结尾已给出，不计入总词数。 【审题要点】 ① 体裁：回复邮件（应用文），语气亲切自然； ② 人称：以第一人称为主；时态：介绍活动用一般过去时，谈收获可用一般现在时； ③ 内容框架：开头回应邮件→具体介绍某一学科活动（活动名称、过程、细节）→收获（知识、能力、情感）→结尾期待； ④ 选材建议：物理实验挑战赛、化学方程式接力赛、历史情景剧、语文诗词大会、生物标本制作等，选择自己最熟悉、最有细节可写的科目。 02 写作指导 写作指导 【谋篇布局】 第一段（1-2句）：呼应来信，点明活动，自然引出。 第二段（4-6句）：主体段——时间、地点、活动流程（报名/分组/比赛/展示），嵌入1-2个具体细节（实验现象、比赛瞬间、师生反应），体现"基于高考科目知识"的特点。 第三段（2-3句）：收获——知识层面（巩固了……）+能力层面（锻炼了……）+情感层面（增强了……）。 第四段（1句）：期待回复/邀请对方来访。 【亮点表达】 be designed to... 旨在……；participate in / take part in 参加； work in groups 分组合作；apply...to... 把……应用于……； not only... but also... 不但……而且……；broaden one's horizons 开阔眼界； arouse one's interest in... 激发对……的兴趣；be impressed with... 对……印象深刻。 03 参考范文 参考范文 Dear Jim, How is everything going? Knowing that you're interested in the subject-based activities held in our school last month, I'm writing to share with you one of my favourites — a physics experiment fair based on Gaokao knowledge. The fair was designed to bring textbook knowledge to life. Working in groups, we were asked to design and perform an experiment within two hours using nothing but daily materials. My team built a simple device to verify the conservation of mechanical energy, which we had struggled with in class. To our delight, our work won first prize! The activity benefited me a lot. Not only did it deepen my understanding of physics, but it also developed my hands-on ability and teamwork spirit. More importantly, it aroused my greater interest in science. I do hope you can visit our school and experience such activities yourself someday. Yours, Li Hua 【范文点评】 ① 要点齐全：活动内容具体（物理实验展的时间、规则、作品细节），收获从知识、能力、情感三个维度展开；② 语言得体：高级句式（Knowing that... 现在分词作状语；Not only did... 倒装）自然融入；③ 词数约110，符合要求。 $ 北京市第八十中学2026一2027学年第一学期10月阶段评价 高三英语 参考答案2026年10月 客观题答案 题号 1 2 3 4 5 6 7 8 9 10 答案 B C A D B C B D A D 题号 21 22 23 24 25 26 27 28 29 30 答案 B A D C B C B C C B 题号 31 32 33 34 35 36 37 38 39 答案 A A C B C G F A B 完形填空 1．B 2．C 3．A 4．D 5．B 6．C 7．B 8．D 9．A 10．D 语法填空 11．was planned 12．for 13．to strengthen 14．has attracted 15．regarded 16．where 17．pushing 18．how 19．more sustainable 20．informed 阅读理解 21．B 22．A 23．D 24．C 25．B 26．C 27．B 28．C 29．C 30．B 31．A 32．A 33．C 34．B 七选五 35．C 36．G 37．F 38．A 39．B 阅读表达 40．50 push-ups. 41． “I’m afraid of having an asthma attack in front of all of my classmates,” and “It’s so embarrassing to run and be laps behind my peers; I would rather shield my ego from the hit by intentionally walking the whole thing, so please leave me alone.” 42． Letting ourselves fall back on the “I can’t” can do more damage than expressing our feelings. According to the passage, letting ourselves fall back on the “I can’t” can do more damage than just hiding our deeper feelings. 43． I will stop using “I can’t” and figure out my real thought behind it. I may be afraid, confused or in need of help. Then I will speak out my true feelings instead of hiding behind the simple phrase. 作文 44．One possible version: Dear Jim, I’m so glad to hear from you! Since you are curious about our school’s recent subject-based activities, I’d love to share my experience in the English event. The highlight was an English Drama Competition. My classmates and I adapted a classic novel into a short play. We spent weeks practicing our lines, perfecting our pronunciation, and learning how to express emotions through body language. The atmosphere on stage was exciting. I benefited a lot from this activity. It not only improved my confidence in speaking English, but it also helped me realize the joy of learning through teamwork. Hope you can join us next time! Yours, Li Hua 学科网（北京）股份有限公司 $